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iohadrubin

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diverse_thinking_out_loud_v3_test

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[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Malware Discussion Essay\nline 02 | The use of spyware and adware is a way for attackers to gain access to person details from your own computer or perhaps company data from a company.\nline 03 | There are several types of malware which include malware, rootkits, and worms.\nline 04 | Each malware will serve different functions to achieve the target of an opponent.\nline 05 | An opponent could be jealous of a earlier lover and could send a virus to their email to shutdown the operations with their computer.\nline 06 | A disgruntle worker could send a worm to their outdated company and slow down creation of the business. A randomly person buying thrill may set up a rootkit over a company’s network to gain access to organization secrets. Every malware has a term specified due to the cause, for example the Trojan Worm.\nline 07 | Only $13.90 / page\nline 08 | The identity is given to the virus due to activity that happens once it is executed. Infections are known as by anti-virus companies who avoid using correct names. The Melissa virus was called by its creator, David Smith, to get a Miami male stripper.\nline 09 | This conventional paper will discuss 5 various kinds of malware and inform the targets for these attacks. Discourse on Malware The first malware that will be mentioned is the Melissa Virus. This virus was detected around the 26th of March 99. This malware is a Microsoft company Word macro virus that may be delivered as an E-mail attachment.\nline 10 | The virus is activated when an attachment called, list.\nline 11 | doctor is opened up.\nline 12 | When it is triggered, the Melissa virus searches the Microsoft company Outlook triptych and directs a message to the first 50 names.\nline 13 | This virus proliferates itself while users available the add-on.\nline 14 | Melissa doesn’t work on View Express, only Outlook.\nline 15 | The message appears to come from the person just contaminated, which means that the message is going to seem to originate from a familiar email address.\nline 16 | Melissa doesn’t ruin files or perhaps other resources, but gets the possibility to immobilize business and other terme conseille servers. The origin of the Melissa virus can be from an online alt. sexual intercourse newsgroup and has a list of account details for numerous Web sites that need memberships. Melissa also has the cabability to disable a lot of security shields. Users of Microsoft Phrase 97 or 2000 with Microsoft View 97, 98, or 200 are most likely to be affected. If the virus problems, it can contaminate the copy of Ms Word that is installed and any subsequent Word documents that are made.\nline 17 | It can also change the setting of Microsoft Word to make it easier intended for the computer to become infected because of it and succeeding macro malware.\nline 18 | Users of Word ninety-seven or 2k containing any other E-mail courses can be influenced also; the difference is that Melissa will not immediately redistribute alone to the contacts through other E-mail programs.\nline 19 | It can nonetheless however infect the backup of Microsoft installed on the machine.\nline 20 | This infected copy can easily still be shared with others when a document is made in the infected copy and distributed through E-mail, floppy disk, or perhaps FTP. Although the virus won’t appeal for the mailout on the Mac system, it can be kept and latest from Macs. To avoid this virus, it is strongly recommended to not double click any document, such as a great E-mail connection, without scanning services it 1st with anti-virus software, in spite of who it truly is from.\nline 21 | The next malware to become discussed can be SQL injections which is an attack exactly where malicious code is placed in within strings that are soon enough passed on for an example of SQL Server pertaining to parsing and implementation.\nline 22 | A kind of SQL shot consists of immediate placing of code in user-input parameters that hyperlink with SQL commands and executed.\nline 23 | An attack which is not as direct, inserts malevolent code as a strings that are intended for storage in a table or perhaps as metadata.\nline 24 | The destructive code is definitely executed when the stored strings are linked into a powerful SQL command word.\nline 25 | In SQL Injection, the hacker uses SQL questions and ingenuity to get to the database of susceptible company data throughout the web software.\nline 26 | Websites with features since login internet pages, support and product request forms, reviews forms, search pages, searching carts and the general delivery of energetic content, shape modern websites and provide businesses with the means necessary to speak with prospects and customers are all vulnerable to SQL Injection disorders. The reason behind the reason is , the fields available for end user input enable SQL transactions to pass through and query the database straight. SQL Injections flaws happen to be introduced the moment software designers create dynamic database questions that include end user supplied suggestions.\nline 27 | There have been a lot of reports of SQL attacks, dating returning to 2005. Those sites that have started to be victim to these attacks range between Microsoft U. K. to Lady GaGa’s website. To prevent SQL shot flaws, it is suggested that programmers need to either: a) end writing active queries; and/or b) prevent user offered input which will contains harmful SQL from affecting the logic in the executed query. The next malware discussed will probably be Stuxnet.\nline 28 | Stuxnet is a laptop worm that targets Siemens industrial software and products running Ms Windows, and was discovered in June 2010. Although Stuxnet isn’t the first attack to target professional systems, it is however the initial discovered spyware and adware that actually skin moles on and weakens industrial systems. Stuxnet is additionally the first malware to incorporate a pre-reglable logic controller rootkit.\nline 29 | Stuxnet is designed to target specifically Siemens supervisory control and data acquisition devices that are designed to control and monitor specific industrial procedures.\nline 30 | The PLCs are infected by Stuxnet weakening the Step-7 software application that is used to reprogram these devices.\nline 31 | Stuxnet differs from other spyware and adware as it just attacks computers and networks that meet a specific construction requirement.\nline 32 | Stuxnet contains a safeguard of course, if Siemens application isn’t found out on the contaminated computer will prevent each afflicted computer by spreading the worm to more than three others, and erase on its own on 06 24, 2012.\nline 33 | Along with other issues for its victims, Stuxnets includes code for any man-in-the-middle assault.\nline 34 | Stuxnet will certainly spread through removable equipment such as a great USB travel in a Windows operating system through a four zero-day attack. After it has attacked the detachable drive, it uses other utilizations and techniques to infect and update other computers inside private networks. Stuxnet infects Step 7 software simply by infecting project files participate in Siemen’s WinCC/PCS 7 SCADA control application and weakens a key connection library of WinCC known as s7otbxdx. dll. It is recommended by Siemens to make contact with customer support if perhaps and illness is diagnosed and advises installing Microsoft patches pertaining to security weaknesses and barring the use of third-party USB expensive drives.\nline 35 | Subsequent, Zeus, also called Zbot computer virus will be mentioned. This disease is aimed toward financial institutions just like banks. Zeus was first discovered in July 3 years ago after being utilized to steal data from the DEPT OF TRANSPORTATION.\nline 36 | Zeus is to establish to invade a buyers PC, and wait until the log onto a listing of targeted financial institutions and finance institutions and take their qualifications and delivers them to a remote server in real time. Zeus also can inject CODE into a page that is provided by the browser, this displays its own content instead of the actual page in the bank’s net server. As a result, it is able to obtain users details such credit card numbers and pins. According to SecureWorks, ZeuS is sold in the legal underground being a kit for around $3000-4000, and is also likely the one malware many utilized by scammers specializing in economical fraud.\nline 37 | According to Lucian Constantin, Zeus is one of the most ancient and most well-liked crimeware kits available on the underground industry. Up until this season the Trojan could be acquired to get significant amounts of money from the original publisher. However , a few months ago the source code leaked online and now you aren’t the proper understanding can create variations in the malware. Also according to SecureWorks, The most recent version of Zeus around this date can be 1 . several.\nline 38 | 4. times and is secretly sold. The author has gone to great extent to protect this kind of version by using a Hardware-based License System. The writer of Zeus has created a hardware-based guard licensing and training system to get the Zeus Builder set up that you can just run on 1 computer. Once you work it, you get a code from your specific pc, and then the author gives you a key just for that computer. This is actually the first time they may have seen this level of control for adware and spyware.\nline 39 | The CTU recommends that businesses and home users carry out online banking and financial deals on remote workstations which are not used for standard Internet actions, such as internet browsing and reading email which could improve the risk of illness. The last adware and spyware that will be mentioned is the Blaster worm often known as Lovsan, Lovesan, or MSBlast. The – blaster worm propagates on pcs that have Windows XP and Home windows 2000 while an operating system and was detected in August of 2003. The creator in the B variant of the Blaster worm, Jeffrey Lee Parson was an 18 year old from Hopkins, Minnesota. He was arrested upon August 29, 2003, confessed to the creation of the W variant, and was sentenced to 18-months in jail in January 2005.\nline 40 | A Windows part known as the DCOM (Distributed Component Object Model) interface the industry known weeknesses of Home windows is taken advantage of by simply Blaster. The DCOM handles messages sent using the RPC (Remote Procedure Call) process. Vulnerable devices can be affected without any connection from an individual can, according to Johannes Ullrich, chief technology officer in the SANS Internet Storm Middle, which displays threats online infrastructure.\nline 41 | In respect to Mikko Hypponen, manager of malware research in F-Secure in Helsinki, Blaster unlike the Code Reddish colored worm, which contained code for a comparable attack against the IP address of White House’s main Web server, focuses on the windowsupdate.\nline 42 | microsoft.\nline 43 | com domain, which prevents Microsoft from changing the treat of the domain name to sidestep the harm.\nline 44 | Blaster’s code is small , can be quickly removed using free tools provided by F-Secure as well as other anti virus vendors, Hypponen said.\nline 45 | However , customers will need to patch their particular systems ahead of removing Blaster to prevent coming from getting afflicted again from your worm, he said.\n</context>\n\n<phrases>\n- \"It almost fits, but something’s off\"\n- \"I'm trying to untangle this\"\n- \"This is tricky, but\"\n- \"Let me untangle this\"\n- \"Don't hold me to this\"\n- \"Okay, pros and cons\"\n- \"Hmm, that doesn’t sound right\"\n- \"Hmm\"\n- \"Perhaps\"\n- \"Just thinking out loud but\"\n- \"I'm not entirely sure, but\"\n- \"Coming at this from another angle\"\n- \"Let me throw this out there\"\n- \"Let me break this down\"\n- \"Let me work through this\"\n- \"Well\"\n- \" is striking \"\n- \"Wait, does this contradict itself?\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Follow me here\"\n- \"This isn't quite right, but\"\n- \"Now, if I think about it differently\"\n- \"Something doesn't add up\"\n- \"This is just a first pass, but\"\n- \"So what I'm trying to say is\"\n- \"I could go either way on this\"\n- \"I need to fill in the gaps\"\n- \"I keep circling back to\"\n- \"How do I put this\"\n- \"I need to reframe this\"\n- \"What I’m getting at is\"\n- \"I'm pondering\"\n- \"Picture this\"\n- \"On one hand... but on the other\"\n- \"This is just a hunch\"\n- \"Okay, so\"\n- \"Actually, no\"\n- \"Well, let me see\"\n- \"Ummm, actually\"\n- \"What keeps nagging at me is\"\n- \"Right, so\"\n- \"Backing up for a second\"\n- \"I'm struck by\"\n- \"Let’s weigh the options\"\n- \"Let me chew on this\"\n- \"I'm curious about\"\n- \"What’s the next step?\"\n- \"What’s the best way to explain this?\"\n- \"Still working it out\"\n- \"Wait a minute... Oh!\"\n- \"Let me talk this through\"\n- \"If I take this apart step by step\"\n- \"I wonder if\"\n- \"Maybe I’m overcomplicating it\"\n- \" is key here\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"So far, it looks like\"\n- \"Let's see\"\n- \"So what I’m trying to say is\"\n- \"When I sit with this idea\"\n- \"Let's break this down into parts\"\n- \"No, actually\"\n- \"That makes sense because\"\n- \"Let's think step by step\"\n- \"So what does this mean in the bigger picture?\"\n- \"This brings to mind\"\n- \"The crucial thing seems to be\"\n- \"First things first\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Am I overcomplicating this?\"\n- \"The thing is\"\n- \"I need to step back and rethink this\"\n- \"Okay, walking through it again\"\n- \"This makes me reflect on\"\n- \"You know\"\n- \"The pros and cons are\"\n- \"Still forming this thought\"\n- \"Let me trace that logic back\"\n- \"Let me circle back to that\"\n- \"Wait, no\"\n- \"Basically\"\n- \"I keep coming back to\"\n- \"Possibly\"\n- \"I'm intrigued by\"\n- \"Let me make sure I got this\"\n- \"Okay, backtrack a bit\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Drug dependence is a complex, chronic, relapsing condition that is often accompanied by severe health, psychological, economic, legal, and social consequences (IOM, 1990, 1995). It is manifested by a complex set of behaviors including compulsive drug craving, seeking, and use that interferes with an individual’s physical, mental, and social functioning (IOM, 1997; McLellan et al., 2000). Similar to other chronic conditions, such as heart disease or diabetes, individuals with drug dependence can stabilize their condition by making behavioral changes and with the use of appropriate medications (WHO et al., 2004). Drug-dependent individuals have high rates of medical and psychiatric comorbidity and increased risk of premature mortality (DHHS, 2006). Injecting drug users are particularly vulnerable to HIV and other bloodborne infections (such as hepatitis C) as a result of sharing contaminated injecting equipment. All drug-dependent individuals, including injecting drug users (IDUs), may be at increased risk of HIV infection because of high-risk sexual behaviors.\nline 02 | There are an estimated 13.2 million injecting drug users (IDUs) worldwide—78 percent of whom live in developing or transitional countries (Aceijas et al., 2004). The sharing of contaminated injecting equipment1 has become a major driving force of the global AIDS epidemic and is the primary mode of HIV transmission in many countries throughout Eastern\nline 03 | Europe, the Commonwealth of Independent States,2 and significant parts of Asia (UNAIDS, 2006). In some cases, epidemics initially fueled by the sharing of contaminated injecting equipment are spreading through sexual transmission from IDUs to non-injecting populations, and through perinatal transmission to newborns. Reversing the rise of HIV infections among IDUs has thus become an urgent global public health challenge—one that remains largely unmet.\nline 04 | STUDY GOALS AND APPROACH\nline 05 | In response to this challenge, in 2005 the Joint United Nations Programme on HIV/AIDS (UNAIDS) and the Bill & Melinda Gates Foundation commissioned the Institute of Medicine to undertake an expedited review of the scientific evidence on the effectiveness of strategies to prevent HIV transmission through contaminated injecting equipment, with a specific focus on countries throughout Eastern Europe, the Commonwealth of Independent States, and significant parts of Asia, where injecting drug use is a primary driver of the HIV/AIDS epidemic. In this report, such countries are labeled as “high-risk,” indicating that injecting drug use is, or is on the verge of becoming, the primary driver of the HIV epidemic.\nline 06 | The charge to the Committee included five questions. They are listed here in the order in which they are addressed in the chapters. The Committee found it most helpful to first discuss the evidence on the intermediate outcomes of drug-related risk (question one) and sex-related risk (question two) prior to examining the impact on HIV transmission (question three).\nline 07 | What impact do needle and syringe exchange, disinfection programs, drug substitution programs, drug treatment programs, and counseling and education have on the extent and frequency of drug injection?\nline 08 | What evidence is there on the extent to which these prevention strategies help reduce HIV transmission from IDUs to their sex partners and through maternal-to-child transmission to their offspring?\nline 09 | How effective are such programs in reducing HIV transmission among IDUs?\nline 10 | To what extent do such programs also increase the use of health and social services and drug treatment?\nline 11 | What evidence is there that programs aimed at reducing the risk of HIV transmission among IDUs are more effective when they are part of a\nline 12 | comprehensive array of services, which include outreach, HIV prevention education, counseling, referral to drug substitution treatment, drug rehabilitation services, and medical and psychosocial support?\nline 13 | In response to this charge, the Committee convened a public workshop in Geneva in December 2005 to gather information from experts on IDU-driven HIV epidemics in the most affected regions of the world, including Eastern Europe, the Commonwealth of Independent States, and significant parts of Asia. Experts from other regions also provided information on their experiences in preventing HIV infection among IDUs (see Appendix A for the agenda of this meeting).\nline 14 | The Committee further conducted a comprehensive search of the English language peer-reviewed scientific literature, and evaluated previous systematic reviews and reports on these issues (see Appendix B for an overview of the Committee’s literature searches and review methods). While the Committee sought evidence from high-risk countries, the literature review and evaluation included evidence from all over the world. In reviewing the evidence, the Committee grouped the range of HIV prevention strategies for IDUs it was asked to address in the charge into three categories: (1) drug dependence treatment programs, which include both pharmacotherapies and psychosocial interventions; (2) sterile needle and syringe access programs; and (3) outreach and education programs (see Chapter 1 for descriptions of these interventions). The Committee then assessed the evidence it had gathered at a closed meeting in Washington, DC, in March 2006, and during later conference calls.\nline 15 | This report focuses on programs that are designed to prevent the transmission of HIV among injecting drug users. These programs range from efforts to curtail non-medical drug use to those that encourage reduction in high-risk behavior among drug users. The term “harm reduction” is often used to describe programs such as sterile needle and syringe access because their primary aim is to reduce the harms related to drug use among those who are unable or unwilling to stop using drugs. However, because the term has a wide range of interpretations, the Committee refers to all interventions in this report as HIV prevention programs for IDUs.\nline 16 | Several issues are beyond the Committee’s charge and are not addressed in this report. First, the committee did not evaluate various drug control policies, such as supply and demand reduction strategies. While a large number of drug users interface with the criminal justice system, the committee did not evaluate the impact of criminal justice programs on drug use, HIV risk behaviors, or HIV transmission. An evaluation of programs such as mandatory drug treatment or diversion of drug users from the criminal justice system into treatment settings was also outside the scope of this study. Similarly, the committee did not evaluate interventions\nline 17 | for primary prevention of drug use, although it believes such approaches are an important complement to strategies to prevent HIV infection among drug users. In addition, the committee did not examine strategies to prevent non-injecting drug users from becoming IDUs.\nline 18 | There are a variety of HIV prevention and treatment programs which, although they apply to IDUs, are not specific to this population. These interventions, such as voluntary counseling and testing, antiretroviral therapy, and prevention and treatment of sexually transmitted infections, target broader populations. While there is a large body of evidence evaluating the effectiveness and efficacy of these interventions, the Committee’s review was limited to those interventions specific to IDUs. Therefore, only a brief overview of these broader interventions is presented in Chapter 1.\nline 19 | Certain interventions that specifically target drug-related risk behavior, such as sterile needle and syringe access programs or medications for opioid dependence, would not be expected to decrease sex-related risk behavior, unless sexual risk reduction education or provision of condoms were a component of the program—a fact that studies do not generally reveal. Many communities attempting to address injecting drug use have independent programs to educate the broader population about HIV, reduce high-risk sexual exposures, and enhance condom use for various high-risk populations. While the Committee considered the impact of the specific HIV prevention programs for IDUs that were included in its charge on sex-related risk behavior, an evaluation of the applicability and effectiveness on IDUs of sex-related risk reduction programs at the population level not specifically focused on IDUs was beyond the scope of this report.\nline 20 | Because this report focuses on HIV prevention, it considers but does not fully evaluate strategies for preventing the transmission of other bloodborne infections through contaminated injecting equipment, such as hepatitis C. Furthermore, the Committee does not evaluate prevention strategies to reduce nosocomial HIV infections acquired from injecting equipment used in medical settings (e.g., through reuse of contaminated needles and syringes or accidental needle sticks resulting from improper disposal of needles and other sharps).\nline 21 | Finally, although the report focuses on HIV prevention for IDUs in high-risk countries, the Committee considered evidence from countries around the world. The findings and recommendations of this report are also applicable to countries where injecting drug use is not the primary driver, but in which injection drug use is nevertheless associated with significant HIV transmission.\nline 22 | ORGANIZATION OF THE REPORT\nline 23 | Chapter 1 reviews the epidemiology of HIV among IDUs, and discusses factors affecting HIV-related risks among IDUs. It also outlines major HIV prevention strategies for IDUs and their coverage. Chapters 2 and 3 provide the Committee’s evaluation, conclusions, and recommendations on the major HIV prevention strategies highlighted in the charge. Chapter 2 reviews HIV prevention strategies that are part of treatment for drug dependence, including both pharmacotherapies and psychosocial interventions. Chapter 3 reviews evidence regarding sterile needle and syringe access programs, and outreach and education efforts. Chapter 4 summarizes the Committee’s findings and highlights the importance of the local context—such as political, legal, and economic dimensions—in policy decisions, and provides recommendations that policymakers should consider when deciding which prevention programs to implement.\nline 24 | Several appendixes provide additional information on the following: the agenda of the Committee’s December 2005 information-gathering meeting (Appendix A); methods used in the Committee’s literature searches and review (Appendix B); case studies of HIV prevention for IDUs in select high-risk countries (Appendix C); summary of studies related to multi-component HIV prevention programs that include needle and syringe exchange (Appendix D); additional thoughts on a community randomized trial of multi-component HIV prevention programs (Appendix E); and committee member biographies (Appendix F).\nline 25 | Aceijas C, Stimson G, Hickman M, Rhodes T. 2004. Global overview of injecting drug use and HIV infection among injecting drug users. AIDS. 18:2295–2303.\nline 26 | DHHS (U.S. Department of Health and Human Services).\nline 27 | 2006.\nline 28 | Guidelines for the Use of Antiretroviral Agents in HIV-1-Infected Adults and Adolescents.\nline 29 | [Online].\nline 30 | Available: http://aidsinfo.nih.gov/ContentFiles/AdultandAdolescentGL.pdf [accessed August 3, 2006].\nline 31 | IOM (Institute of Medicine). 1990. Treating Drug Problems: Volume 1. Washington, DC: National Academy Press.\nline 32 | IOM.\nline 33 | 1995.\nline 34 | Federal Regulation of Methadone Treatment.\nline 35 | Washington, DC: National Academy Press.\nline 36 | IOM. 1997. Dispelling the Myths About Addiction. Washington, DC: National Academy Press.\nline 37 | McLellan T, Lewis D, O’Brien C, Kleber H. 2000. Drug dependence, a chronic mental illness: Implications for treatment, insurance, and outcomes evaluation. Journal of the American Medical Association. 284(13):1689–1695.\nline 38 | UNAIDS (Joint United Nations Programme on HIV/AIDS). 2006. 2006 Report on the Global AIDS Epidemic: A UNAIDS 10th Anniversary Special Edition. Geneva, Switzerland: UNAIDS.\nline 39 | WHO (World Health Organization), United Nations Office on Drugs and Crime, UNAIDS. 2004. Substitution Maintenance Therapy in the Management of Opioid Dependence and HIV/AIDS Prevention: Position Paper. Geneva, Switzerland: WHO.\n</context>\n\n<phrases>\n- \"So what does this mean in the bigger picture?\"\n- \"Basically\"\n- \"What I mean is\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Building on that\"\n- \"There’s a pattern here\"\n- \"This connects to\"\n- \"Let's think step by step\"\n- \"I'm starting to see a pattern\"\n- \"Okay, I think I’ve got it now!\"\n- \"Is it possible that...?\"\n- \"That would mean\"\n- \"So far, it looks like\"\n- \"Let me play devil's advocate\"\n- \"Let me throw this out there\"\n- \"Let me untangle this\"\n- \"Now it makes sense!\"\n- \"This might sound weird, but\"\n- \"This makes me think of\"\n- \"But then again\"\n- \"Wait, no\"\n- \"No, actually\"\n- \"Wait, but if that’s true\"\n- \"That’s an interesting angle, but\"\n- \"I think I can rule that out\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"There’s a better way to phrase this\"\n- \"Let me work through this\"\n- \"What I’m getting at is\"\n- \"This could explain why\"\n- \"Backing up for a second\"\n- \"Still forming this thought\"\n- \"There's something off here\"\n- \" is key here\"\n- \"Hmm, that doesn’t sound right\"\n- \"On one hand... but on the other\"\n- \"Of course! That’s the answer!\"\n- \"Let me run through it again\"\n- \"Coming at this from another angle\"\n- \"[blank] is still a black box to me\"\n- \"Let me back up a second\"\n- \"Uh, where was I?\"\n- \"What if I flip it around?\"\n- \"This might explain the pattern\"\n- \"If I follow this through\"\n- \"Maybe if I try it this way\"\n- \"The thing is\"\n- \"That’s the piece of the puzzle!\"\n- \"On the other hand\"\n- \"I need to make sure this checks out\"\n- \"Actually, no\"\n- \"Brainstorming here, but\"\n- \"Let me circle back to that\"\n- \"That makes sense because\"\n- \"Something's not quite right\"\n- \"Something doesn't add up\"\n- \"Ummm, actually\"\n- \"Okay, walking through it again\"\n- \"Still working it out\"\n- \"Oh! That reminds me\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"That would explain why\"\n- \"Just thinking out loud but\"\n- \"Finally, it clicks!\"\n- \"That reminds me\"\n- \"Going back to what I said about\"\n- \"I keep circling back to\"\n- \" is striking \"\n- \"What if I tried...?\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Oh, I see what’s happening here!\"\n- \"This connects to something else\"\n- \"I'm seeing a connection between\"\n- \"What I'm getting at is\"\n- \"What keeps nagging at me is\"\n- \"Just spitballing here\"\n- \"Let me propose something\"\n- \"Let me make sure I got this\"\n- \"What if the reason is\"\n- \"That’s it!\"\n- \"It's almost like\"\n- \"Alternatively\"\n- \"There's probably more to it\"\n- \"It's fascinating how\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Gender roles have been around for centuries. A quick look back at the history of civilization shows us that traditionally, men have been the fixers of the world and women, the nurturers. And while there have been exceptions to this standard pattern, not much has really changed over the years. Nevertheless, given that we’ve just moved into a new decade, perhaps it’s time to dissect this issue and evaluate if gender roles are relevant, or even necessary, anymore.\nline 02 | What are gender roles?\nline 03 | You’ve probably experienced it without really being aware of it, but gender roles are everywhere.\nline 04 | Essentially, they’re social constructs that determine the range of behaviors and mindsets that are considered appropriate for people of different genders.\nline 05 | Simply put, gender roles are the parts we’re expected to play in the society, depending on our gender.\nline 06 | It naturally follows that certain behaviors and practices are considered masculine, while others are tagged as feminine.\nline 07 | Are they the same as gender stereotypes?\nline 08 | Yes and no. The truth is that the line between gender roles and gender stereotypes is a very thin one. Given that gender roles have been established, what propels them into the category of gender stereotypes is how the society around you reacts to any deviations. For instance, a woman who cooks for her family is performing a role associated with her gender. However, expecting that a woman cook for her family because of her gender, or judging her for being unable to do so in spite of being a woman, is stereotyping the role.\nline 09 | The origin of gender roles\nline 10 | Like most things in life, gender roles also begin at home. The assignment of gender roles begins right from the time a baby is born. It’s subtly infused when pink is chosen to identify she’s a girl, and blue to mark he’s a boy. Sociologists find that even without being consciously aware, adults tend to treat infants of each gender differently. Naturally, parents are no exception to this tendency. After all, they weren’t treated any differently during their childhood. So, mothers and fathers translate the experience of their own childhood into the one they offer their children. Boys are taught to build and fix things, while girls are taught to cook and clean.\nline 11 | Scientifically speaking, gender roles can be traced back to biological and social factors. Biological factors influencing human behaviors include genetic, evolutionary, and even hormonal influences. Social factors, on the other hand, can be attributed to society. It is the collective perception of humans on how members of each gender are expected to behave and contribute to the society.\nline 12 | As an article in the American Psychologist revealed, there are two categories that people are grouped into – agency and communion.\nline 13 | Agency refers to the pursuit of self-mastery and attainment of goals, while communion refers to the tendency of ensuring the well-being of another person.\nline 14 | The article went on to show that the male stereotype is centered on agency, while the female stereotype has communion at its core.\nline 15 | Are gender roles still relevant?\nline 16 | The demarcation between masculine and feminine roles may not be as harsh in many modern households, but it certainly exists. New-age parents who are aware of the fine line between gender roles and gender stereotypes may strive hard to consciously raise their children without influencing their behaviors, but it invariably creeps in at some point in the child’s life.\nline 17 | This is because while the parents may be making efforts to ease out gender roles, society at large still expects boys and girls to play by the rules already laid out for them.\nline 18 | So, when children who’ve been raised by tolerant parents head out to school, they encounter the roles that are prevalent in the world, and invariably, they’re forced to choose a side for themselves.\nline 19 | Here’s what needs to change\nline 20 | We have little control over the biological aspect of gender roles. Genetic and hormonal factors vary from one person to another, and typically, they cannot be changed. However, the societal element is still within our control. Society appears to have clearly defined lines separating masculine roles from the feminine ones. And any transgression is considered abnormal at best, or scandalous at worst.\nline 21 | For instance, when an adult woman chooses to adopt the role of a housewife, it’s considered normal (or even praiseworthy). On the other hand, if an adult man chooses to stay home and look after his family while his wife adopts the role of the breadwinner, the society around the couple looks up this as an odd turn of events. In the worst-case scenario, the man is branded as unskilled and the woman, as power-hungry.\nline 22 | So, while we cannot influence the gender roles our children will choose for themselves, we can certainly make conscious efforts to refrain from judging them for it. What needs to change is the unforgiving lens through which society views gender roles and how men and women choose to find a place for themselves in-between.\nline 23 | Saikrupa Chandramouli (Author)\n</context>\n\n<phrases>\n- \" is striking \"\n- \"Okay, let's break this down\"\n- \"What I’m getting at is\"\n- \"Ah...\"\n- \"Let's think step by step\"\n- \"What I'm getting at is\"\n- \"I'm struck by\"\n- \"It's fascinating how\"\n- \"It's almost like\"\n- \"How can I approach this?\"\n- \"Let me put this another way\"\n- \"This makes me think of\"\n- \"Okay, so\"\n- \"I'm mulling over\"\n- \"Let me connect the dots\"\n- \"Picture this\"\n- \"Wait, no\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me untangle this\"\n- \"I'm trying to untangle this\"\n- \"On one hand... but on the other\"\n- \"Actually, no\"\n- \"That would mean\"\n- \"Let me chew on this\"\n- \"I think I found the solution!\"\n- \"What if I flip it around?\"\n- \"Well\"\n- \"This makes me reflect on\"\n- \"First things first\"\n- \"So basically\"\n- \"I’m trying to connect the dots here\"\n- \"I'm curious about\"\n- \"That’s the answer I was looking for!\"\n- \"I wonder if\"\n- \"There’s a pattern here\"\n- \"This connects to something else\"\n- \"Hang on a second\"\n- \"Okay, pros and cons\"\n- \"I'm seeing a connection between\"\n- \"This brings to mind\"\n- \"Let me see if\"\n- \"Still forming this thought\"\n- \"That actually makes a lot of sense\"\n- \"Uh...\"\n- \"That reminds me\"\n- \"This just clicked into place!\"\n- \"That makes sense because\"\n- \"Now, wait just a second\"\n- \"Let me throw this out there\"\n- \"Let’s weigh the options\"\n- \"Just spitballing here\"\n- \"What’s the best way to explain this?\"\n- \"Still working it out\"\n- \"Follow me here\"\n- \"Ummm, actually\"\n- \"So what I'm trying to say is\"\n- \"So what does this mean in the bigger picture?\"\n- \"What I mean is\"\n- \"On the other hand\"\n- \"But then again\"\n- \"If I take this apart step by step\"\n- \"No, actually\"\n- \"That’s it!\"\n- \"Wait, I think I just cracked it!\"\n- \"Hold on a second\"\n- \"Wait a minute... Oh!\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What’s the next step?\"\n- \" is interesting\"\n- \"When I sit with this idea\"\n- \"Let me break this down\"\n- \"Building on that\"\n- \"That changes everything\"\n- \"Alternatively\"\n- \"Just thinking out loud but\"\n- \"Wait a minute\"\n- \"Finally, it clicks!\"\n- \"What keeps nagging at me is\"\n- \"The pros and cons are\"\n- \"Something doesn't add up\"\n- \"Let me play devil's advocate\"\n- \"I'm wondering if\"\n- \"Let me work through this\"\n- \"That’s an interesting angle, but\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Viewing 1-10 of 28 datasets\nline 02 | - Datasets used to teach transformers to reasonAristo • 2020Can transformers be trained to reason (or emulate reasoning) over rules expressed in language? In the associated paper and demo we provide evidence that they can. Our models, that we call RuleTakers, are trained on datasets of synthetic rule bases plus derived conclusions, provided here. The resulting models provide the first demonstration that this kind of soft reasoning over language is indeed learnable.\nline 03 | - A large knowledge base of generic sentencesAristo • 2020The GenericsKB contains 3.4M+ generic sentences about the world, i.e., sentences expressing general truths such as \"Dogs bark,\" and \"Trees remove carbon dioxide from the atmosphere.\"\nline 04 | Generics are potentially useful as a knowledge source for AI systems requiring general world knowledge.\nline 05 | The GenericsKB is the first large-scale resource containing naturally occurring generic sentences (as opposed to extracted or crowdsourced triples), and is rich in high-quality, general, semantically complete statements.\nline 06 | Generics were primarily extracted from three large text sources, namely the Waterloo Corpus, selected parts of Simple Wikipedia, and the ARC Corpus.\nline 07 | A filtered, high-quality subset is also available in GenericsKB-Best, containing 1,020,868 sentences.\nline 08 | We recommend you start with GenericsKB-Best.\nline 09 | - 9,980 8-way multiple-choice questions about grade school scienceAristo • 2019QASC is a question-answering dataset with a focus on sentence composition. It consists of 9,980 8-way multiple-choice questions about grade school science (8,134 train, 926 dev, 920 test), and comes with a corpus of 17M sentences.\nline 10 | - 3864 questions about open domain qualitative relationshipsAristo • 2019QuaRTz is a crowdsourced dataset of 3864 multiple-choice questions about open domain qualitative relationships. Each question is paired with one of 405 different background sentences (sometimes short paragraphs).\nline 11 | - 7,787 multiple choice questions annotated with question classification labelsAristo • 2019A dataset of detailed problem domain classification labels for each of the 7,787 multiple-choice science questions found in the AI2 Reasoning Challenge (ARC) dataset, to enable targeted pairing of questions with problem-specific solvers. Also included is a taxonomy of 462 detailed problem domains for grade-school science, organized into 6 levels of specificity.\nline 12 | - Large-scale dataset of 39705 \"What if...\" questions over procedural textAristo • 2019The WIQA dataset V1 has 39705 questions containing a perturbation and a possible effect in the context of a paragraph.\nline 13 | The dataset is split into 29808 train questions, 6894 dev questions and 3003 test questions.\nline 14 | - 2771 story questions about qualitative relationshipsAristo • 2018QuaRel is a crowdsourced dataset of 2771 multiple-choice story questions, including their logical forms.\nline 15 | - 5,957 multiple-choice questions probing a book of 1,326 science factsAristo • 2018OpenBookQA aims to promote research in advanced question-answering, probing a deeper understanding of both the topic (with salient facts summarized as an open book, also provided with the dataset) and the language it is expressed in. In particular, it contains questions that require multi-step reasoning, use of additional common and commonsense knowledge, and rich text comprehension.\nline 16 | - 488 richly annotated paragraphs about processes (containing 3,300 sentences)Aristo • 2018The ProPara dataset is designed to train and test comprehension of simple paragraphs describing processes (e.g., photosynthesis), designed for the task of predicting, tracking, and answering questions about how entities change during the process.\nline 17 | - Over 14K paper drafts and over 10K textual peer reviewsAristo • 2018PeerRead is a dataset of scientific peer reviews available to help researchers study this important artifact.\n</context>\n\n<phrases>\n- \"Let me untangle this\"\n- \"Hmm, let’s rewind a bit\"\n- \"I'm struck by\"\n- \"The more I think about it\"\n- \"I'm just throwing ideas around\"\n- \"Let me approach this from another angle\"\n- \"I keep coming back to\"\n- \"This is starting to take shape\"\n- \"I have a theory about this\"\n- \"What I’m getting at is\"\n- \"Building on that\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me work through this\"\n- \"Let's think step by step\"\n- \"On the other hand\"\n- \"Let me just think this through\"\n- \"Going back to what I said about\"\n- \"There's something here about\"\n- \"Uh, where was I?\"\n- \"Of course! That’s the answer!\"\n- \"I'm pondering\"\n- \"What if the reason is\"\n- \"What I mean is\"\n- \"Suppose we assume that\"\n- \"That would mean\"\n- \"How can I approach this?\"\n- \"Ummm, actually\"\n- \"I wonder if\"\n- \"This just clicked into place!\"\n- \"There’s a pattern here\"\n- \"What if we looked at it like\"\n- \"This makes me think of\"\n- \"What if I flip it around?\"\n- \"What keeps nagging at me is\"\n- \"Okay, I think I’ve got it now!\"\n- \"Alternatively\"\n- \"Oh, I see what’s happening here!\"\n- \"Okay, backtrack a bit\"\n- \"Wait, no\"\n- \"Let me sum this up so far\"\n- \"Just spitballing here\"\n- \"But then again\"\n- \"Let me connect the dots\"\n- \"I'm seeing a connection between\"\n- \"Ohhh, now I see!\"\n- \"It's fascinating how\"\n- \"Let me see if\"\n- \"That’s an interesting angle, but\"\n- \"Picture this\"\n- \"This brings to mind\"\n- \"I'm curious about\"\n- \"One way to look at it is\"\n- \"So the main idea is\"\n- \"Still working it out\"\n- \"This connects to something else\"\n- \"Actually, no\"\n- \"Let me back up a second\"\n- \"Something doesn't add up\"\n- \"Let me chew on this\"\n- \"That makes sense because\"\n- \"That’s the answer I was looking for!\"\n- \"This makes me reflect on\"\n- \"I'm mulling over\"\n- \"Just thinking out loud but\"\n- \"On one hand... but on the other\"\n- \"Let me play devil's advocate\"\n- \"If we follow this logic\"\n- \"So that’s why it wasn’t working!\"\n- \"I’m trying to connect the dots here\"\n- \"Let me throw this out there\"\n- \"No, actually\"\n- \"So what does this mean in the bigger picture?\"\n- \"Okay, so if I do this\"\n- \"This might explain the pattern\"\n- \"That actually makes a lot of sense\"\n- \"In other words\"\n- \"So what I’m trying to say is\"\n- \"Okay, walking through it again\"\n- \"That reminds me\"\n- \"What’s the best way to explain this?\"\n- \"In essence\"\n- \"Let's test this idea\"\n- \"It's almost like\"\n- \" is key here\"\n- \"When I sit with this idea\"\n- \"I need to circle back to [blank], there's something important there\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | What is Tonsillitis?\nline 02 | Tonsillitis is a disorder involving inflammation of the tonsils. There are two tonsils, situated on either side of the back of the throat and they form part of the body’s immune system.\nline 03 | When the main site of infection is within the tonsils: they swell, become red and inflamed and may show a surface coating of white spots.\nline 04 | Tonsillitis is extremely common in children and young people, but it can occur at any age. The characteristics of the disease are pain in the throat and trouble swallowing.\nline 05 | What are the signs and symptoms of tonsillitis?\nline 06 | - Pain in the throat (sometimes severe) that may last more than 48 hours and be associated with difficulty in swallowing. The pain may spread to the ears.\nline 07 | - The throat is reddened, the tonsils are swollen and may be coated or have white spots on them.\nline 08 | - Possibly a high temperature.\nline 09 | - Swollen lymph glands under the jaw and in the neck.\nline 10 | - Loss of voice or changes in the voice.\nline 11 | What complications may arise?\nline 12 | Usually a throat infection, such as tonsillitis, causes no trouble and only lasts about a week.\nline 13 | But the following complications can arise:\nline 14 | - A secondary infection may occur in the middle ear or sinuses.\nline 15 | - If the sore throat is due to a streptococcus infection, there may be a rash (scarlet fever).\nline 16 | - An uncommon complication is a throat abscess that occurs usually only on one side. If sufficiently large this can need surgical drainage (Quinsy throat).\nline 17 | - In very rare cases, diseases like rheumatic fever or a particular kidney disease (glomerulonephritis) can occur. This is much less commonly observed now than it was several decades ago.\nline 18 | In the vast majority of people, infection caused by a virus infection need only be treated with paracetamol (eg Calpol, Panadol) to bring the temperature down. Aspirin (eg Disprin) is also useful, but should not be given to children under 16 years of age, unless on the advise of a doctor.\nline 19 | In a small minority of patients, tonsillitis caused by bacteria is treated with penicillin or erythromycin (eg Erythroped) if the person is allergic to penicillin. If antibiotics are prescribed, it’s important to complete the full course, or the infection may not be cured.\nline 20 | Antibiotics are advisable for immunocompromised patients, eg those receiving chemotherapy.\nline 21 | Surgery to remove the tonsils (Tonsillectomy) may be necessary for those patients suffering from repeated, severe infections (five or more per year) that refuse to respond to treatment and significantly interfere with their school or work schedule.\nline 22 | A tonsillectomy is a 3,000-year-old surgical procedure in which the tonsils are removed from either side of the throat.\nline 23 | The procedure is performed in response to cases of repeated occurrence of acute tonsillitis or adenoiditis, obstructive sleep apnea, nasal airway obstruction, snoring, or peritonsillar abscess.\nline 24 | For children, the adenoids are removed at the same time, a procedure called adenoidectomy.\nline 25 | Tonsillectomy may be indicated when the patient:\nline 26 | - Experiences recurrent infections of acute tonsillitis. The number requiring tonsillectomy varies with the severity of the episodes.\nline 27 | - Has chronic tonsillitis, consisting of persistent, moderate-to-severe throat pain.\nline 28 | - Has multiple bouts of peritonsillar abscess.\nline 29 | - Has sleep apnea (stopping or obstructing breathing at night due to enlarged tonsils or adenoids)\nline 30 | - Has difficulty eating or swallowing due to enlarged tonsils (very unusual reason for tonsillectomy)\nline 31 | - Produces tonsilloliths (tonsil stones) in the back of their mouth.\nline 32 | - Has abnormally large tonsils with crypts (Craters or impacts in the tonsils)\n</context>\n\n<phrases>\n- \"I'm intrigued by\"\n- \"I'm mulling over\"\n- \"Let me see if\"\n- \"Hmm\"\n- \"The tricky part is\"\n- \"Building on that\"\n- \"So what I’m trying to say is\"\n- \"Picture this\"\n- \"I'm getting a sense that\"\n- \"Let me see\"\n- \"I keep circling back to\"\n- \"Ummm, actually\"\n- \"Let me approach this from another angle\"\n- \"So what I'm trying to say is\"\n- \"Hmm, let’s rewind a bit\"\n- \"I'm wondering if\"\n- \"Maybe I'm way off, but\"\n- \"I feel like I’m close\"\n- \"Let me throw this out there\"\n- \"This is starting to take shape\"\n- \"Oh! That reminds me\"\n- \"It's almost like\"\n- \"Okay, walking through it again\"\n- \"Backing up for a second\"\n- \"There's probably more to it\"\n- \"Something in my gut says no\"\n- \"Let me work through this\"\n- \"Something doesn't add up\"\n- \"I guess that works\"\n- \"I'm just throwing ideas around\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, why does that happen?\"\n- \"Well, let me see\"\n- \"Let me connect the dots\"\n- \"There's a missing link here\"\n- \"Let me make sure I got this\"\n- \"I wonder if\"\n- \"You know\"\n- \"I'm pondering\"\n- \"There’s a better way to phrase this\"\n- \"This brings to mind\"\n- \"The crucial thing seems to be\"\n- \"I keep coming back to\"\n- \"What’s the next step?\"\n- \"So far, it looks like\"\n- \"Brainstorming here, but\"\n- \"That makes sense because\"\n- \"What keeps nagging at me is\"\n- \"There’s a pattern here\"\n- \"What’s the best way to explain this?\"\n- \"Would that even work?\"\n- \"I'm struck by\"\n- \"Wait a minute\"\n- \"Let me circle back to that\"\n- \"Let me talk this through\"\n- \"Let me untangle this\"\n- \"More or less\"\n- \"Let's think step by step\"\n- \"Basically\"\n- \"Here's what's bugging me\"\n- \"This connects to\"\n- \"It almost fits, but something’s off\"\n- \"Let me dig into that a little deeper\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"This is slipping through my fingers\"\n- \"I'm trying to reconcile\"\n- \"This makes me reflect on\"\n- \"Still forming this thought\"\n- \"On one hand... but on the other\"\n- \"Hang on a second\"\n- \"Hold that thought\"\n- \"In other words\"\n- \"I'm seeing a connection between\"\n- \"I need to fill in the gaps\"\n- \"What I'm getting at is\"\n- \" is interesting\"\n- \"Uh, where was I?\"\n- \"Wait a minute... Oh!\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me back up a second\"\n- \"Actually, no\"\n- \"No, actually\"\n- \"Uh...\"\n- \"This makes me think of\"\n- \"I don’t want to jump to conclusions, but\"\n- \"What’s the missing piece?\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Wait, no\"\n- \"I'm curious about\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Rabbits’ diets should include a variety of leafy greens and vegetables. Cucumbers are technically fruits, although they contain little sugar. Feeding cucumber to rabbits is fine every once in a while.\nline 02 | Cucumber is non-toxic to rabbits, and most enjoy the taste. Rabbits can safely eat cucumber flesh, skin, and seeds. However, cucumber contains few nutrients and has a high water content. It can cause diarrhea if eaten in excess. Feed rabbits cucumber in moderation, such as a thin slice 2-3 times per week.\nline 03 | Let’s look at how healthy cucumber is for rabbits, and whether all rabbits like cucumber. We’ll then discuss which parts of the cucumber plant rabbits can eat. Finally, we’ll let you know how much cucumber is safe for your rabbit to eat, and how to prepare it correctly.\nline 04 | - 1 Can Rabbits Eat Cucumber?\nline 05 | - 1.1 Do Rabbits Like Cucumber?\nline 06 | - 1.2 Is Cucumber Good for Rabbits?\nline 07 | - 1.3 Is Cucumber Peel Safe for Rabbits?\nline 08 | - 1.4 How Much Cucumber Can Rabbits Eat?\nline 09 | - 1.5 Can Baby Rabbits Eat Cucumber?\nline 10 | - 1.6 How To Prepare Cucumber for Pet Rabbits\nline 11 | Can Rabbits Eat Cucumber?\nline 12 | While most people think of cucumbers as salad vegetables, they are technically a type of fruit. Cucumbers are produced from the flowers of the cucumber plant, in the gourd family. They grow on vines, and their blossoms are also edible.\nline 13 | Humans can enjoy cucumber in abundance. Because it’s 96% water, it’s low in calories and makes an ideal diet food. The refreshing taste is pleasant in a salad or sandwich.\nline 14 | But is cucumber safe for rabbits to eat? It is, in moderation. There are no toxins or poisons present in cucumber. However, like most other fruits, cucumber should only be offered as an occasional treat.\nline 15 | Rabbits should have access to various greens, fruits, and vegetables as part of a balanced diet. Most of a rabbit’s diet should consist of hay and leafy foliage. But the occasional piece of cucumber will not cause any harm.\nline 16 | There are two main varieties of cucumber: North American cucumbers and English cucumbers. North American cucumbers tend to be longer and smoother than English varieties. Rabbits have a harder time eating the skin of American cucumbers, but they’re nutritionally identical.\nline 17 | Do Rabbits Like Cucumber?\nline 18 | Most pet rabbits will happily gorge on cucumber, but others will ignore it completely.\nline 19 | Some rabbits actively dislike the taste.\nline 20 | Cucumber isn’t a necessary part of a rabbit’s diet. Though it’s safe to eat, cucumber doesn’t contain any nutrients that rabbits can’t get elsewhere. So if your rabbit doesn’t like cucumber, there’s no need to offer it.\nline 21 | If your rabbit likes cucumber, you can introduce it as a small part of its diet. There may be health consequences if your rabbit overeats cucumber.\nline 22 | Is Cucumber Good for Rabbits?\nline 23 | Although cucumber isn’t toxic, that doesn’t mean that it’s healthy.\nline 24 | This is because of its high water content and low nutrient density.\nline 25 | Rabbits need an herbaceous diet, but you should never feed a rabbit potato.\nline 26 | Most of their calories should come from leafy plant matter, such as:\nline 27 | - Hay and grass\nline 28 | - Herbs, such as cilantro, basil, and parsley\nline 29 | - Carrot tops\nline 30 | - Dandelion leaves and other weeds\nline 31 | - Plant foliage, such as raspberry leaves\nline 32 | Leafy greens contain high amounts of fiber and relatively little water. Fiber is vital for helping a rabbit’s digestive system to push food through.\nline 33 | Though cucumber doesn’t contain much starch or sugar, its high water content poses a problem. Rabbits’ guts are designed for drier vegetation, and find it hard to cope with watery foods.\nline 34 | Cucumber is also nutritionally sparse.\nline 35 | The 4% of a cucumber that isn’t water contains only trace amounts of vitamins and minerals.\nline 36 | If a rabbit was to eat cucumber and not much else, health problems could arise.\nline 37 | However, it’s not going to cause obesity in rabbits.\nline 38 | How Do Cucumbers Affect a Rabbit’s Health?\nline 39 | So, what could happen if a rabbit eats too much cucumber? Excessive cucumber can cause the following problems:\nline 40 | - Diarrhea. Because cucumber contains so much water, it will affect the consistency of a rabbit’s droppings. They may become loose and increase in frequency. Diarrhea can be dangerous or even fatal.\nline 41 | - Weight loss. Because cucumbers are low-calorie, rabbits that fill up on cucumber may not eat enough to maintain a healthy weight.\nline 42 | - Nutritional deficiencies. Cucumbers don’t contain enough fiber, vitamins, and minerals to keep a rabbit healthy.\nline 43 | Is Cucumber Peel Safe for Rabbits?\nline 44 | The texture of cucumber skin can vary depending on the type of cucumber. English cucumbers have soft skins, but most North American varieties have tough skin. Rabbits can chew through any cucumber skin easily. The hard skin can help to file down a rabbit’s teeth.\nline 45 | Cucumber peel is more nutritious for rabbits than the soft flesh inside. It has a lower water content and is high in fiber. It also contains higher concentrations of vitamins and minerals than the flesh.\nline 46 | You can feed rabbits cucumber skin as long as it has been washed. Cucumber skin might contain some pesticide residue if it was not grown organically. It may also play host to microorganisms, such as bacteria.\nline 47 | Can Rabbits Eat Cucumber Seeds?\nline 48 | Cucumber seeds are safe for rabbits to eat.\nline 49 | Along with the skin, cucumber seeds are one of the most nutritious parts of the fruit.\nline 50 | Furthermore, cucumber seeds are mild in flavor and relatively soft.\nline 51 | There’s no need to remove a cucumber’s seeds before giving it to your rabbit.\nline 52 | Can Rabbits Eat Cucumber Leaves?\nline 53 | Being low in oxalic acid, you can safely feed cucumber leaves to your rabbit every day. They are also higher in fiber, vitamins, and minerals than cucumbers themselves. Offer your rabbit picked and washed leaves.\nline 54 | Cucumber leaves are low in oxalates (oxalic acid). Oxalates are acids that, if consumed in excess, can result in kidney damage.\nline 55 | Are Cucumber Flowers Safe for Rabbits?\nline 56 | Cucumber blossoms are bright yellow and soft. The female flowers are attached to the plant by what looks like a tiny cucumber. This will eventually grow into the full-sized cucumber fruit.\nline 57 | Like zucchini flowers, cucumber flowers are entirely edible. Rabbits can enjoy them as part of the fresh vegetable portion of their diet. Try sprinkling them over your rabbit’s hay to encourage them to graze.\nline 58 | How Much Cucumber Can Rabbits Eat?\nline 59 | Other than its high water content, there’s no reason why cucumbers would cause any problem for rabbits.\nline 60 | In the summer, your rabbit could do with additional water intake. Adding cucumber to your rabbit’s fresh vegetable intake can help to keep it hydrated in hot weather.\nline 61 | Because of their low-calorie content, thin slices of cucumber can also be offered as treats for overweight rabbits. It won’t jeopardize your rabbit’s weight-loss attempts, unlike high-sugar treats such as apples.\nline 62 | Provided that you regulate how much cucumber to give a rabbit per week, your rabbit shouldn’t develop any health problems.\nline 63 | Aim to give your rabbit one serving of cucumber 2-3 times per week.\nline 64 | One small slice, a few millimeters thick, is enough for one serving.\nline 65 | Any more than that and you may start to see health impacts, such as diarrhea.\nline 66 | No matter what new food you’re introducing into your rabbit’s diet, it must be done slowly. Rabbits’ digestive systems are sensitive to sudden dietary changes.\nline 67 | Can Baby Rabbits Eat Cucumber?\nline 68 | Baby rabbits, under 12 weeks of age, should not eat cucumber. Young rabbits’ diets should consist entirely of:\nline 69 | - Mother’s milk\nline 70 | - Alfalfa hay (>2 weeks old)\nline 71 | - Alfalfa or timothy hay pellets (>2 weeks old)\nline 72 | Alfalfa is higher in fat, protein, and calories than regular hay, so it helps them to grow.\nline 73 | Baby rabbits aren’t born with the ability to digest all fruits and vegetables. They have to develop this over time, by eating their mother’s cecotropes (soft fecal pellets). This helps them to grow helpful bacteria in their gut. These bacteria are essential to the digestive process.\nline 74 | If you give rabbits fruits and vegetables before they’re ready, it may have severe health consequences. This may include diarrhea or gastrointestinal stasis, which can be fatal to rabbits.\nline 75 | How To Prepare Cucumber for Pet Rabbits\nline 76 | Feeding rabbits cucumber is a great way to diversify their diet. Rabbits love food variation, especially in the form of exciting fruits and veggies. Food rotation can help to enrich your rabbit’s life.\nline 77 | Rabbits can tolerate cucumber, so long as you don’t give them too much too soon. As with all new foods, you must introduce it slowly. Where possible, source organic vegetables for your rabbit that has not been pesticide-treated. The ingestion of pesticides can be toxic to rabbits.\nline 78 | Whatever cucumbers you use, wash them thoroughly first in cool, clean water. This will remove any lingering dirt, germs, and pesticide residue on the surface.\nline 79 | Initially, offer your rabbit one thinly-cut slice of cucumber. You don’t have to remove the skin or seeds as rabbits can eat it all. The fibrous outer peel is the healthiest part of the cucumber for a rabbit.\nline 80 | Before offering another slice, wait and see if your rabbit’s digestive system can handle it. If there’s been no reaction after a few days, you can continue to offer cucumber in their regular diet.\nline 81 | If you are growing cucumbers in your own garden, consider harvesting the leaves for your rabbit, too. You can include cucumber leaves as a regular part of your rabbit’s rotation of leafy greens.\n</context>\n\n<phrases>\n- \"Something doesn't add up\"\n- \"I'm curious about\"\n- \"On the other hand\"\n- \"First things first\"\n- \"Ummm, actually\"\n- \"I wonder if\"\n- \"I guess that works\"\n- \"Wait, but if that’s true\"\n- \"What's the best way to explain this?\"\n- \"Why didn’t I think of that sooner?\"\n- \"There's something here about\"\n- \"Let me untangle this\"\n- \"Let me play devil's advocate\"\n- \"Let me break this down\"\n- \"That’s an interesting angle, but\"\n- \"Okay, let's break this down\"\n- \"Basically\"\n- \"Maybe I should sleep on it\"\n- \"It almost fits, but something’s off\"\n- \"That makes sense because\"\n- \"What if I flip it around?\"\n- \"I'm trying to reconcile\"\n- \"Let’s weigh the options\"\n- \"I'm just throwing ideas around\"\n- \"What’s the best way to explain this?\"\n- \"There's got to be something about\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me dig into that a little deeper\"\n- \"Let me sum this up so far\"\n- \"That reminds me\"\n- \"The thing is\"\n- \"[blank] is still a black box to me\"\n- \"Wait, that doesn’t add up\"\n- \"Let me work through this\"\n- \"I'm not sure, but\"\n- \"In essence\"\n- \"I'm seeing a connection between\"\n- \"I'm struck by\"\n- \"Let me approach this from another angle\"\n- \"Sort of like\"\n- \"If I follow this through\"\n- \" is interesting\"\n- \"Wait, no\"\n- \"It feels like the right move, but\"\n- \"I'm intrigued by\"\n- \"This makes me reflect on\"\n- \"So what I'm trying to say is\"\n- \"What keeps nagging at me is\"\n- \"Let's break this down into parts\"\n- \"I'm starting to see a pattern\"\n- \"I'm trying to untangle this\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"What I mean is\"\n- \"I'm still feeling my way through\"\n- \"Now I'm stuck on\"\n- \"This brings to mind\"\n- \"Something along those lines\"\n- \"No, actually\"\n- \"So far, it looks like\"\n- \"Let me connect the dots\"\n- \"If I take this apart step by step\"\n- \"But then again\"\n- \"On one hand... but on the other\"\n- \"It's almost like\"\n- \"Let me throw this out there\"\n- \"When I sit with this idea\"\n- \"Don't hold me to this\"\n- \"Let's think step by step\"\n- \"I'm mulling over\"\n- \"Actually, no\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Let me see if\"\n- \"This connects to something else\"\n- \"In a way\"\n- \"Brainstorming here, but\"\n- \"Building on that\"\n- \"I’m trying to connect the dots here\"\n- \"I'm wondering if\"\n- \"This makes me think of\"\n- \"The pros and cons are\"\n- \"Alternatively\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Glaucoma is a chronic eye disorder where the inner pressure of your eye rises to a stage that the optic nerve is damaged. It’s among the primary causes of blindness in the USA. The cause of glaucoma is unknown. When draining from the eye is disrupted and when the balance of fluid is discontinuous, it generates stress within the eye. Blood vessels and the neural fibers in the optic nerve can be ruined by this pressure. Tumor, infection or an injury in or about the eye can also cause the pressure to grow.\nline 02 | Glaucoma most frequently occurs in individuals over the age of 40 and there is a hereditary tendency to get its development of the disease in some families. Glaucoma may frequently be controlled, if diagnosed at an early period and modest or no further vision loss should occur. If left untreated, side vision (peripheral vision) and afterward central vision will be ruined and blindness may occur.\nline 03 | There are two kinds of glaucoma, primary open-angle, and acute angle-closure. Principal open-angle frequently develops and is far more prevalent. There are warning signals. Without you knowing, it may slowly destroy your vision. The less common serious angle-closure glaucoma results from a sudden blockage of drainage channels in mind and induces a rapid build-up of pressure accompanied by blurred vision, the look of colored rings around lights and pain or redness at the eyes.\nline 04 | Here are five essential tips to preserve your vision from glaucoma:\nline 05 | Schedule a comprehensive eye examination. Our comprehensive eye examinations include tests including a very simple and painless procedure called that measures your eye’s pressure.Inform your eye care professional of your medical history so he/she can take it into account when performing your eye exam. During the examination, your physician will also analyze the health of the optic nerve and then measure your field of vision.\nline 06 | Exercise. A daily routine of moderate exercise may benefit your eye health. Various studies have shown that walking or jogging three or more times per week can have a lowering effect in strain created within the eyes.\nline 07 | Protect your eyes. Eye injuries which could lead to glaucoma is a significant preservation method that must be followed. Wear sunglasses and protective eye wear when playing sports or working on projects that may bring harm to your eyes. Prevent eye infections by washing your hands regularly, replacing and cleaning contact lenses as directed, and using eye drops when in dusty and dry conditions.\nline 08 | Eat healthily. Important nutrients such as lutein and zeaxanthin, are found in egg yolks and green leafy vegetables. They could protect your vision. Vegetables like foods and berries which contain omega-3 fats are beneficial for your eye health.\nline 09 | Pay attention to your risk factors. Anyone can develop glaucoma, however, many people are more likely to receive it. Risk factors include a family history of glaucoma, age, African American ancestry eye injuries or surgeries, including diabetes and higher blood pressure.\nline 10 | FYI, January is celebrated as a Glaucoma Awareness Month each year. So make sure you share as much information about this chronic disease to each and every one.\n</context>\n\n<phrases>\n- \"I'm still feeling my way through\"\n- \"I'm curious about\"\n- \"If I take this apart step by step\"\n- \"I'm seeing a connection between\"\n- \"Oh, I see what’s happening here!\"\n- \"On one hand... but on the other\"\n- \"This makes me think of\"\n- \"I'm wondering if\"\n- \"I have a theory about this\"\n- \"On the other hand\"\n- \"I think I can rule that out\"\n- \"There’s a pattern here\"\n- \"Building on that\"\n- \"That’s an interesting angle, but\"\n- \"Brainstorming here, but\"\n- \"Let's see\"\n- \"Let's test this idea\"\n- \"Now, wait just a second\"\n- \"Oh, it all makes sense now!\"\n- \"This brings to mind\"\n- \"Let's break this down into parts\"\n- \"Anyway\"\n- \"Let me untangle this\"\n- \"Of course! That’s the answer!\"\n- \"I'm intrigued by\"\n- \"Ummm, actually\"\n- \"Follow me here\"\n- \"Ah...\"\n- \"Finally, it clicks!\"\n- \"I'm just throwing ideas around\"\n- \"Let me approach this from another angle\"\n- \"I'm trying to untangle this\"\n- \"Well\"\n- \"Here's what I'm thinking\"\n- \"Just thinking out loud but\"\n- \"Alternatively\"\n- \"Actually, no\"\n- \"This could explain why\"\n- \"How do I put this\"\n- \"Still working it out\"\n- \"No, actually\"\n- \"Wait, no\"\n- \"That changes everything\"\n- \"Let me dig into that a little deeper\"\n- \"What keeps nagging at me is\"\n- \"I’m trying to connect the dots here\"\n- \"What’s the next step?\"\n- \"Is it possible that...?\"\n- \"Wait, I think I’ve got it!\"\n- \"Let me play devil's advocate\"\n- \"Let’s weigh the options\"\n- \"I'm pondering\"\n- \"Here's a possible explanation\"\n- \"Okay, pros and cons\"\n- \"Let me think\"\n- \"I'm struck by\"\n- \"It's almost like\"\n- \"Hold on a second\"\n- \"Let's think step by step\"\n- \"What if I flip it around?\"\n- \"How can I approach this?\"\n- \"Now we're cooking\"\n- \"Something doesn't add up\"\n- \"This connects to something else\"\n- \"Oh! That reminds me\"\n- \"That would explain why\"\n- \"But then again\"\n- \"What if I just flip this around?\"\n- \"Okay, let's break this down\"\n- \"That’s the piece of the puzzle!\"\n- \"Aha! That’s what I was missing!\"\n- \"When I sit with this idea\"\n- \"Let me chew on this\"\n- \"First things first\"\n- \"I'm mulling over\"\n- \"I wonder if\"\n- \"The pros and cons are\"\n- \"Let me throw this out there\"\n- \"That reminds me\"\n- \"Picture this\"\n- \"Let me just think this through\"\n- \"Let me work through this\"\n- \"That makes sense because\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Accountability of the Private Sector\nline 02 | Business coalitions and private sector leaders had a prominent voice in the process to craft the 2030 Agenda, and they are playing an active role in efforts to implement the SDGs, with companies announcing SDG alignment processes, lenders creating ‘SDG Bonds’ and corporate reporting on the SDGs becoming more common. UN officials and governments, likewise, frequently stress the need for private funding to implement the 17 SDGs.\nline 03 | But stakeholders have highlighted risks of public-private partnerships (PPPs), and called for developing mechanisms to protect the sustainable development agenda where it may conflict with private interests. As expectations of businesses evolve in the new era of the SDGs, businesses need to be accountable for maximizing positive development outcomes. They need to fully understand, take responsibility for and learn from the range of their impacts. Civil society actors need means to ensure this takes place.\nline 04 | This section describes: what UN agreements say about business’ role in the 2030 Agenda; what kind of actors the “private sector” includes; and why accountability is important. It outlines tools for holding businesses accountable in the national context.\nline 05 | UN agreements’ references to private sector involvement\nline 06 | The 2030 Agenda specifically mentions the need to involve the private sector, with governments calling on all businesses to help solve sustainable development challenges with their creativity and innovation.1 Similarly, the Addis Ababa Action Agenda on financing for development (AAAA) urges businesses to embrace a business model that takes account of the environmental, social and governance impacts of their activities, and encourages impact investing, which combines a return on investment with non-financial impacts.2 The AAAA also recognizes “the enormous investment needs” and encourages increased private investments.3\nline 07 | What is the private sector?\nline 08 | The 2030 Agenda acknowledges the private sector’s diversity, “ranging from micro-enterprises to cooperatives to multinationals”.4 Experts stress that “the private sector” is not a homogenous group but contains both a multinational corporation on one end of a spectrum and a small, local business on the other.\nline 09 | The needs of the latter, “seeking to sustain itself or even expand and those of a large multinational looking to invest in a foreign country rarely have much in common and are often diametrically opposed.”5 Treating each private actor as an individual may reveal different opportunities than assuming that one’s motivations and priorities are the same as another’s.\nline 10 | Why is private sector accountability important?\nline 11 | Because they are not part of a government, private businesses exist outside traditional accountability systems. Therefore, the private sector’s involvement in meeting a country’s social, environmental and economic needs poses an accountability “deficit.” This is a particular problem in countries where governments are enthusiastically and uncritically embracing PPPs for development.6\nline 12 | Despite these risks, it may be necessary to find ways to engage the private sector without threatening progress towards the inclusive, sustainable world we want. A shift towards more accountable business behaviour would have a dramatic effect on the world’s ability to achieve the SDGs.\nline 13 | Accountability mechanisms for private sector\nline 14 | The following tools can be used by civil society groups in their national context in order to hold private actors accountable.\nline 15 | Norms: Principles and Rights – The AAAA outlines a role for the private sector in mobilizing financial resources for the 2030 Agenda, but it also underlines that business must act in accordance with the UN Guiding Principles on Business and Human Rights (UNGPs) and other relevant international standards and agreements.7 The UNGPs establish the corporate responsibility to respect human rights, which implies businesses’ addressing negative impacts of their activities, and communicating about such impacts.\nline 16 | • Reporting – Governments have begun conducting national-level review processes of SDG implementation in their countries (called the Voluntary National Review). The 2030 Agenda suggests that these processes should incorporate the activities of the private sector. To facilitate this and other components of the follow-up and review architecture for the 2030 Agenda, per SDG target 12.6, companies are encouraged to report on their impacts on sustainable development through a “sustainability reporting” process. Current trends and practices in sustainability reporting build on “corporate social responsibility” practices including environmental, social and governance (ESG) reporting.\nline 17 | Key frameworks and initiatives for sustainability reporting8\nline 18 | • The UN Global Compact provides ten principles that participating companies should adhere to with regards to human rights, labour, the environment and anti-corruption. Further, companies are required to submit an annual Communication on Progress (COP) outlining progress made in implementing the ten principles. The ten principles of the UN Global Compact are aligned with the Sustainability Reporting Guidelines of the Global Reporting Initiative (GRI).9\nline 19 | • Paragraph 47 of the 2012 Outcome Document of the UN Conference on Sustainable Development (Rio+20), ‘The Future We Want,’ acknowledges the importance of corporate sustainability reporting, and encourages companies, especially publicly listed and large companies, to integrate sustainability information into their reporting cycle. Since then, a number of governments have formed the “Group of Friends of Paragraph 47,” to advance the promotion of corporate sustainability reporting. The Group is supported by the UN Environment Programme (UNEP) and GRI.10\nline 20 | • The OECD Guidelines for Multinational Enterprises provide recommendations for responsible business conduct, stipulating, inter alia, that enterprises should 1) contribute to economic, environmental and social progress with a view to achieving sustainable development, and 2) respect the internationally recognised human rights of those affected by their activities. Enterprises must ensure disclosure of timely and accurate information. The 44 countries adhering to the Guidelines have made a binding commitment to implement them.11\nline 21 | • GRI, the UN Global Compact and the World Business Council for Sustainable Development (WBCSD) have developed the SDG Compass to support companies in aligning their strategies with the SDGs and in measuring and managing their contribution.12\nline 22 | • The UN Guiding Principles Reporting Framework provides comprehensive guidance for companies to report on human rights issues in line with their responsibility to respect human rights, as specified in the UNGPs. The Framework provides a set of questions that companies should strive to answer in order to know and show that they meet their responsibility to respect human rights in practice.13\nline 23 | • The EU Directive on disclosure of non-financial and diversity information is an example of a strong regional framework. In accordance with this Directive, businesses should disclose: relevant and useful information on their policies, main risks and outcomes relating to at least environmental matters; social and employee aspects; respect for human rights; anticorruption and bribery issues; and diversity in their board of directors.\n</context>\n\n<phrases>\n- \"The pros and cons are\"\n- \"Wait, no\"\n- \"What I mean is\"\n- \"Alright, where was I?\"\n- \"Picture this\"\n- \"Let me play devil's advocate\"\n- \"That actually makes a lot of sense\"\n- \"What if I just flip this around?\"\n- \"Okay, so\"\n- \"Consider this possibility\"\n- \"Let me talk this through\"\n- \"Something doesn't add up\"\n- \"This could explain why\"\n- \"It was staring me in the face\"\n- \"Finally, it clicks!\"\n- \"Let's break this down into parts\"\n- \"Here's where it gets interesting\"\n- \"But then again\"\n- \" is interesting\"\n- \"On the other hand\"\n- \"Well\"\n- \"I'm seeing a connection between\"\n- \"The more I think about it\"\n- \"I need to step back and rethink this\"\n- \"Ummm, actually\"\n- \"Okay, backtrack a bit\"\n- \"Okay, let's break this down\"\n- \"Well, let me see\"\n- \" is striking \"\n- \"Let me think\"\n- \"How can I approach this?\"\n- \"Let me see if\"\n- \"The crucial thing seems to be\"\n- \"So what I’m trying to say is\"\n- \"Let’s weigh the options\"\n- \"Hmm\"\n- \"What I’m getting at is\"\n- \"On one hand... but on the other\"\n- \"Bear with me while I\"\n- \"Let's think step by step\"\n- \"This is starting to take shape\"\n- \"I'm trying to untangle this\"\n- \"Okay, pros and cons\"\n- \"Okay, I think I’ve got it now!\"\n- \"I should have known that!\"\n- \"That’s an interesting angle, but\"\n- \"I'm still feeling my way through\"\n- \"Let's see\"\n- \"This just clicked into place!\"\n- \"Wait, I think I’ve got it!\"\n- \"Coming at this from another angle\"\n- \"Hang on a second\"\n- \"Now, if I think about it differently\"\n- \"So what does this mean in the bigger picture?\"\n- \"It's fascinating how\"\n- \"Okay, so if I do this\"\n- \"In essence\"\n- \"No, actually\"\n- \"What keeps nagging at me is\"\n- \"Let me back up a second\"\n- \"What if we\"\n- \"First things first\"\n- \"Oh! I get it now\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me work through this\"\n- \"I keep coming back to\"\n- \"What if I flip it around?\"\n- \"Still working it out\"\n- \"Right, so\"\n- \"Let me approach this from another angle\"\n- \"One way to look at it is\"\n- \"Actually, no\"\n- \"Ohhh, now I see!\"\n- \"That would explain why\"\n- \"Wait a minute\"\n- \"There's something here about\"\n- \"Let me untangle this\"\n- \"Let me sum this up so far\"\n- \"Let me just think this through\"\n- \"Alternatively\"\n- \"If I take this apart step by step\"\n- \"Let me run through it again\"\n- \"Maybe if I try it this way\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | About Noise Simulation Laboratory\nline 02 | Realistic Audiovisual Recording, Simulation, and Reproduction of Traffic Noise and Noise Abatement Measures\nline 03 | When it comes to planning transport infrastructure and noise abatement measures different complex physical phenomena are an issue.\nline 04 | Yet only a relatively small group of experts fully understands the complex connections of these phenomena.\nline 05 | The abstract calculations and visualizations used in planning are only partially suitable for conveying these connections to decision-makers in the economic, political and social sector.\nline 06 | Until now, an interface between the fields of calculation/simulation on the one hand and the intuitive experienceable, realistic audiovisual depiction of rail traffic noise and urban development effects of noise mitigation methods, on the other hand, was missing.\nline 07 | In cooperation with the DB AG, an innovative technology was developed and implemented in the TiME Lab of the Fraunhofer Heinrich Hertz Institute HHI in Berlin. Based on spatial sound recordings and acoustic simulations in combination with high-resolution video panoramas or photorealistic 3D computer graphics, the noise simulation “Info Point Noise Protection” (Infopunkt Lärmschutz”) was developed.\nline 08 | With the help of a 12 meters wide 180 degrees panoramic projection and a 3D audio reproduction system based on wave-field synthesis, simulations of railroad traffic noise can be reproduced realistically in an unprecedented quality at the TiME Lab. Furthermore, various noise reduction or urban development measures can be integrated into the audiovisual simulation. As a result, the visitor finds himself in the center of a virtual space – for instance directly in front of a planned railway section. He is able to experience the future structural and acoustic situation as well as the efficiency of the planned noise reduction measures in a realistic manner.\nline 09 | In addition to the representation in the TiME Lab, a simpler mobile version of the simulator was developed. This makes the system very user-friendly. Hence, the system can, for instance, be used in meetings with representatives of local citizens’ initiatives to demonstrate realistic scenarios of the planned noise reduction measures on site.\nline 10 | Published with the kind permission of Deutschen Bahn AG. You can watch the video here.\nline 11 | SOUND RECORDING FOR REALISTIC SOUND FIELD REPRODUCTION\nline 12 | Special microphone systems are used for audio recording. A 3D microphone array with 14 microphones allows the correct level and localization for the sound field reproduction using the wave field synthesis system in the TiME Lab. Furthermore, an artificial head microphone system is used for later headphone reproduction, for example as part of the interactive mobile demonstrator.\nline 13 | ACOUSTIC SIMULATION OF NOISE REDUCTION MEASURES\nline 14 | Based on the original sound recordings, various conventional and innovative noise reduction measures such as noise barriers, rail dampers or rail web shields can be simulated.\nline 15 | By making these simulations audible and experienceable, they can be compared with each other.\nline 16 | The noise reduction measures have not only the correct level but can also be spectrally simulated for the selected listening position.\nline 17 | PROCESSING AND PROGRAMMING FOR THE INTERACTIVE DEMONSTRATOR\nline 18 | In addition to the representation in the TiME Lab, a simplified, mobile version of the simulator has been developed. The viewer can choose and compare different scenarios via a touchscreen interface. The passing trains are displayed in real time on a HD display (1920 x 1080 pixels, with 50 frames per second).\nline 19 | For a realistic audio reproduction, a two-channel audio format optimized for headphone playback is used. By means of this binaural method, there is no 'in-head localization' of the sound event – in contrast to the headphone reproduction of conventional stereophonic signals. The listeners perceive the passing trains frontally and from the right direction. The headphone systems are also calibrated to the correct reproduction level.\n</context>\n\n<phrases>\n- \"I'm wondering if\"\n- \"What’s the missing piece?\"\n- \"Okay, pros and cons\"\n- \"Let me see if\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Oh! That reminds me\"\n- \"I need to reframe this\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"This connects to\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"I'm still feeling my way through\"\n- \"Hang on a second\"\n- \"Wait, no\"\n- \"I was just about to say\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me circle back to that\"\n- \"I'm pondering\"\n- \"Ummm, actually\"\n- \" is key here\"\n- \" is interesting\"\n- \"If I take this apart step by step\"\n- \"There’s a pattern here\"\n- \"It almost fits, but something’s off\"\n- \"If I follow this through\"\n- \"On one hand... but on the other\"\n- \"I need to step back and rethink this\"\n- \"Let's see\"\n- \"Let me work through this\"\n- \"Let me chew on this\"\n- \"Here's what's bugging me\"\n- \"The thing is\"\n- \"The pros and cons are\"\n- \"I keep coming back to\"\n- \"[blank] is still a black box to me\"\n- \"In essence\"\n- \"This connects to something else\"\n- \"Just thinking out loud but\"\n- \"I'm trying to untangle this\"\n- \"Ah...\"\n- \"Still forming this thought\"\n- \"Something doesn't add up\"\n- \"What’s the best way to explain this?\"\n- \"There's probably more to it\"\n- \"When I sit with this idea\"\n- \"Let me connect the dots\"\n- \"Let me untangle this\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"That makes sense because\"\n- \"So the main idea is\"\n- \"I wonder if\"\n- \"Building on that\"\n- \"I keep circling back to\"\n- \"Now, wait just a second\"\n- \"Am I missing something?\"\n- \"I'm mulling over\"\n- \"Let me approach this from another angle\"\n- \"Let me break this down\"\n- \"This makes me think of\"\n- \"Backing up for a second\"\n- \"So basically\"\n- \"This makes me reflect on\"\n- \"Let me throw this out there\"\n- \"Right, so\"\n- \"Let's break this down into parts\"\n- \" is striking \"\n- \"Okay, backtrack a bit\"\n- \"What keeps nagging at me is\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"No, actually\"\n- \"I'm intrigued by\"\n- \"Hold on a second\"\n- \"Still working it out\"\n- \"Let's think step by step\"\n- \"Brainstorming here, but\"\n- \"Actually, no\"\n- \"Follow me here\"\n- \"So what I’m trying to say is\"\n- \"Let me make sure I got this\"\n- \"This brings to mind\"\n- \"Okay, let's break this down\"\n- \"Let’s weigh the options\"\n- \"It's fascinating how\"\n- \"I'm seeing a connection between\"\n- \"Anyway\"\n- \"Well, let me see\"\n- \"That reminds me\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Hastelloy grades for sulfuric acid applications at different temperatures\nline 02 | Sulfuric acid is a commonly used chemical in the processing sector. Its corrosive effect on service material varies significantly, based on contaminants, temperature and water concentration. It is a problem with micro process equipments with thin walls. These equipments are usually joined by diffusion bonding that may affect material’s properties due to high temperatures and prolong service durations.\nline 03 | Family of C grade super alloys such as Hastelloy C offer supreme resistance to oxidizing corrosive media and NiMo alloys with outstanding resistance to reducing corrosive media. This combination resulted in the most versatile corrosion resistant alloy in NiCrMo alloy, with outstanding corrosion resistance in diverse conditions usually occurring in CPI and other plants.\nline 04 | Hastelloy C also offers outstanding resistance to pitting and crevice corrosion in low pH, high chloride oxidizing conditions and has virtual resistance to chloride stress corrosion cracking. These features enable this alloy to use in the industrial applications for several years, however it had some limitations.\nline 05 | Hastelloy C4 and C22 are high corrosion resistant NiCrMo alloys with outstanding pitting and crevice corrosion resistance.\nline 06 | The chemical composition of the suitable elements states the corrosion rate with stoichhiometric ratio of the elements.\nline 07 | High resistance to oxidizing acids is attained at high and to reducing acids at low values.\nline 08 | It shows that Hastelloy C22 has suitable corrosion resistance with respect to oxidizing and reducing acids.\nline 09 | Hastelloy C4 and C276 grades have almost similar corrosion resistance.\nline 10 | Based on their wide chemical resistance, these grades are one of the essential grades in the chemical plants.\nline 11 | Corrosion is one of the major reasons for the failure of process equipments due to lowered material thickness. Additionally, the process equipments are produced from a large number of thin, microstrucured sheets which are mainly connected by diffusion bonding. . During processing, they are subjected to high temperatures and long durations which is usually related with a reduction of material strength and development of precipitations at grain boundaries.\nline 12 | Sulfuric acid is commonly used in different concentrations in the chemical plants. Based on the source and ambient condition during production, it may include impurities and a water concentration that varies in the specific limits. During chemical transformation, strong heat of reactions may occur. It can be limited by micro process equipments, which have large surface to volume ratios.\nline 13 | Molybdenum has a significant role to reduce surface corrosion in non-oxidizing acids like sulfuric acid and to enhance the pitting resistance. The rate of corrosion or material variations were that considerable that the life cycles do not appear to be considerably sufficient for process equipments. Additionally, the outcomes were fluctuating and not consistent to different concentrations of sulfuric acid therefore a considerable life prediction for micro process equipments is not feasible.\nline 14 | Use of Hastelloy bar grades in sulfuric acid applications such as Hastelloy B3 is popular as these are high molybdenum alloys.\nline 15 | They have a cubic face centered lattice, although, due to high molybdenum concentration unlike to standard stainless steels, the coefficient of thermal expansion is more comparable to that of ferritic steels.\nline 16 | Hastelloy B3 contains significant magnitude of molybdenum to perform adequately in the different service conditions.\n</context>\n\n<phrases>\n- \"Okay, walking through it again\"\n- \"Let me back up a second\"\n- \"Let's think step by step\"\n- \"So that’s why it wasn’t working!\"\n- \"Would this be worth the risk?\"\n- \"On the other hand\"\n- \"Oh, I see what’s happening here!\"\n- \"Wait, no\"\n- \"So basically\"\n- \"The crucial thing seems to be\"\n- \"There's a better way to phrase this\"\n- \"Let me break this down\"\n- \"What I’m getting at is\"\n- \"Of course! That’s the answer!\"\n- \"So what I'm trying to say is\"\n- \"Oh, that clears everything up!\"\n- \"In other words\"\n- \"I'm trying to untangle this\"\n- \"Alright, where was I?\"\n- \"The pros and cons are\"\n- \"Is this the hill I want to die on?\"\n- \"I'm trying to reconcile\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I’m still on the fence about this\"\n- \"Ohhh, now I see!\"\n- \"Ummm, actually\"\n- \"First things first\"\n- \"Wait, that doesn’t add up\"\n- \"One way to look at it is\"\n- \"Let me untangle this\"\n- \"I'm getting stuck on\"\n- \"I need to step back and rethink this\"\n- \"I just had it, what was it?\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"No, actually\"\n- \"What if the reason is\"\n- \"Oh! I get it now\"\n- \"Okay, let's break this down\"\n- \"That’s what I was trying to say!\"\n- \"Let me play devil's advocate\"\n- \"Wait, why does that happen?\"\n- \"What if I flip it around?\"\n- \"Actually, no\"\n- \"Let me work through this\"\n- \"What I'm grappling with is\"\n- \"I keep circling back to\"\n- \"Aha! That’s what I was missing!\"\n- \" is key here\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Backing up for a second\"\n- \"Let me make sure I got this\"\n- \"I keep coming back to\"\n- \"That’s an interesting angle, but\"\n- \"Hmm, let’s rewind a bit\"\n- \"Okay, pros and cons\"\n- \"Where did I put that...?\"\n- \"I should have known that!\"\n- \"That doesn’t sound right\"\n- \"Is this the right call?\"\n- \"Alternatively\"\n- \"What if we\"\n- \"That makes sense because\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"But then again\"\n- \"Let's break this down into parts\"\n- \"What I mean is\"\n- \"Let’s weigh the options\"\n- \"Where does that leave me?\"\n- \"Coming at this from another angle\"\n- \"Let's test this idea\"\n- \"If I take this apart step by step\"\n- \"This might sound weird, but\"\n- \"Is it possible that...?\"\n- \"Something doesn't add up\"\n- \"What keeps nagging at me is\"\n- \"The thing is\"\n- \"Wait, I think I’ve got it!\"\n- \"What if I tried...?\"\n- \"In essence\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me circle back to that\"\n- \"Maybe if I try it this way\"\n- \"On one hand... but on the other\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Tylis , who settled here and became its ruling caste in the 3rd century BC, following the Gallic invasion of the Balkans in BC. Geography Galatia was bounded on the north by Bithynia and Paphlagonia, on the east by Pontus and Cappadocia, on the south by Cilicia and Lycaonia, and on the west by Phrygia. Its capital was Ancyra i. Ankara, today the capital of modern Turkey. Yellow: 31BC. Each province was ruled by a Roman who was appointed as governor.\nline 02 | Although different in many ways, they were similar to the states in Australia or the United States, the regions in the United Kingdom or New Zealand, or the prefectures in Japan.\nline 03 | Canada refers to some of its territory as provinces.\nline 04 | Overview A province was the basic and, until the tetrarchy from AD , the largest territorial and administrative unit of the empire's territorial possessions outside Italy.\nline 05 | The word province in Modern English has its origins in the Latin term used by the Romans.\nline 06 | Provinces were generally governed by politicians of senatorial rank, us. Roman Empire in AD. Imperial provinces are shown in green.\nline 07 | Table of Contents\nline 08 | Pink indicates senatorial provinces, as well as Italy itself, which was governed directly by the senate. An imperial province was a Roman province during the Principate where the Roman Emperor had the sole right to appoint the governor legatus Augusti. These provinces were often the strategically located border provinces.\nline 09 | The provinces were grouped into imperial and senatorial provinces shortly after the accession of Augustus.\nline 10 | Viriathus - WikiVisually\nline 11 | The Byzantine writer Theophanes informs us that at a later period Germa took the name of Myriangeli. The city was situated at the point where the road from Ancyra forked, one branch going to Dorylaeum, the other to Pessinus. From the time of Domitian it had a mint. Its Christian bishopric was a residential see until the 12th century and is now, as \"Germa in Galatia\", a titular see of the Catholic Church.\nline 12 | Digital Atlas of the Roman Empire.\nline 13 | Annuario Pontificio Libreria Ed.\nline 14 | Constantine granted their request in He speaks of them as \"supporters of the most holy religion\", an ambiguous term that may perhaps refer to Christianity.\nline 15 | The Roman provinces of Anatolia under Trajan, including Asia.\nline 16 | The Roman empire in the time of Hadrian ruled AD , showing, in western Anatolia, the senatorial province of Asia southwestern Turkey.\nline 17 | The Roman conquest of Asia minor. It was a Senatorial province governed by a proconsul. The arrangement was unchanged in the reorganization of the Roman Empire in It came to be used by the Greeks for all of Lydia the northwestern part of what is today Turkey , that shore being the closest part of Lydia to Greece.\nline 18 | The Roman province of Asia occupied almost exactly the area of that Lydian kingdom. As time went on, the word came to be used by the far West to refer to an ever. Cilicia was an early Roman province, located on what is today the southern Mediterranean coast of Turkey. Cilicia was annexed to the Roman Republic in 64 BC by Pompey, as a consequence of his military presence in the east, after pursuing victory in the Third Mithridatic War.\nline 19 | New Men in the Roman Senate, 139 B.C.-A.D... (Book published\nline 20 | It was subdivided by Diocletian in around , and it remained under Roman rule for several centuries, until falling to the Islamic conquests. Its Armenian heritage goes back thousands of years. The area was a haven for pirates that profited from the slave trade with the Romans. When the Cilician pirates began to attack Roman shipping and towns, the Roman senate decided to send various commanders to deal with the threat.\nline 21 | It was during the course of these interventions that the province of Cilicia came into being. Parts of Cilicia Pedias became Ro. In their origin they were a part of the great migration which invaded Macedon, led by Brennus. The originals who settled in Galatia came through Thrace under the leadership of Leotarios and Leonnorios c. They consisted mainly of three tribes, the Tectosages, the Trocmii, and the Tolistobogii, but there were also other minor tribes.\nline 22 | They spoke a Celtic language, the Galatian language, which is sparsely attested.\nline 23 | The tribe entered Anatolia in BC as a contingent of Celtic raiders from the Danube region, and settled in those regions of Phrygia which would later become part of the Roman province of Galatia.\nline 24 | The Galatians retained their Celtic language through the 4th century AD, when Saint Jerome mentions that the Galatians still spoke a Celtic language in his times.\nline 25 | Gaul on the eve of the Gallic Wars.\nline 26 | Gaul Latin: Gallia was a historical region of Western Europe during the Iron Age that was inhabited by Celtic tribes, encompassing present day France, Luxembourg, Belgium, most of Switzerland, and parts of Northern Italy, Netherlands, and Germany, particularly the west bank of the Rhine.\nline 27 | - Mothering for Schooling (Critical Social Thought).\nline 28 | - Working Capital Management: Applications and Case Studies.\nline 29 | - New Men in the Roman Senate, B.C.-A.D. 14 - Timothy P. Wiseman - Google книги.\nline 30 | Scholars have suggested that this is either the Roman province of Galatia in southern Anatolia, or a large region defined by an ethnic group of Celtic people in central Anatolia.\nline 31 | Paul argues that the gentile Galatians do not need to adhere to the tenets of the Mosaic Law, particularly religious male circumcision, by contextualizing the role of the law in light of the revelation of Christ.\nline 32 | The Epistle to the Galatians has exerted enormous influence on the history of Christianity, the development of Christian theology, and the study of the apostle Paul. Papyrus 46, the earliest reasonably complete version available to scholars toda.\nline 33 | ISBN 13: 9781597402248\nline 34 | History It was built as one of a chain of defensive points in the Byzantine empire. The archbishop of Pessinus moved his see to the new capital at this time. The Geography. Richard Talbert, ed. Barrington Atlas of the Greek and Roman World. Princeton University Press. Lund University. The province encompassed most of modern-day Egypt except for the Sinai Peninsula which would later be conquered by Trajan. The province came to serve as a major producer of grain for the empire and had a highly developed urban economy. Aegyptus was by far the wealthiest Eastern Roman province, and by far the wealthiest Roman province outside of Italia.\nline 35 | The population of Roman Egypt is unknown; estimates vary from 4 to 8 million. It roughly comprised the territory of present-day Tunisia, the northeast of Algeria, and the coast of western Libya along the Gulf of Sirte. The territory was originally inhabited by Berber people, known in Latin as Mauri indigenous to all of North Africa west of Egypt; in the 9th century BC, Phoenicians built settlements along the Mediterranean Sea to facilitate shipping, of which Carthage rose to dominance in the 8th century until its conquest by the Roman Republic. It was one of the wealthiest provinces in the western part of the Roman empire, second only to Italia.\nline 36 | Apart from the city of Carthage, other large settlements in the province were Hadrumetum modern Sousse, Tunisia , capital of Byzacena, and Hippo Regius modern Annaba, Algeria. The Roman empire in the time of Hadrian ruled — AD , showing, in northern Africa, the senatorial. The province incorporated the former kingdom of Macedonia with the addition of Epirus, Thessaly, and parts of Illyria, Paeonia and Thrace.\nline 37 | This created a much larger administrative area, to which the name of 'Macedonia' was still applied.\nline 38 | The Dardanians, to the north of the Paeonians, were not included, because they had supported the Romans in their conquest of Macedonia.\nline 39 | Description Organization After the reforms of Diocletian in the late 3rd century, Epirus Vetus was split off, and sometime in the 4th century, the province of Macedonia itself was divided into Macedonia Prima in the south and Macedonia Secunda or Salutar.\nline 40 | Year 25 BC was either a common year starting on Wednesday, Thursday or Friday or a leap year starting on Wednesday or Thursday link will display the full calendar of the Julian calendar the sources differ, see leap year error for further information and a leap year starting on Tuesday of the Proleptic Julian calendar.\nline 41 | At the time, it was known as the Year of the Consulship of Augustus and Silanus or, less frequently, year Ab urbe condita.\nline 42 | The denomination 25 BC for this year has been used since the early medieval period, when the Anno Domini calendar era became the prevalent method in Europe for naming years.\nline 43 | Gabinius trib.\nline 44 | Domitius Calvinus praet.\nline 45 | Fannius praet.\nline 46 | Cosconius praet. Manlius praet. Octavius praet. Terentius Varro Lucullus aed. Aufidius Orestes aed. Aurelius Cotta praet. Cornelius Sisenna praet. Valerius Triarius praet. Aquinus leg. Peducaeus praet. Cassius Longinus praet. Iuncus praet. Cornelius Lentulus Clodianus praet. Caesius praet. Furius praet. Turius praet. Licinius C. Sacerdos praet. Coelius praet. Arrius praet. None of the senators who were appointed in 81 BC without ever having held a magistracy can be identified.\nline 47 | There is, however, a category of people who are known to have been members of the Senate in the late Eighties and in the 39 Eques: Nicolet, Ordre I, p. JRS, 68, , p. Collected Papers, Oxford, , p. On the personality of Sisenna and his historical work, see E. Perutelli, Prolegomeni a Sisenna,. Pisa, , p. Beck and U. Patronat, p. Excluded by Nicolet, Ordre II, p. Seventies, without their magistracy, if any, being left on the record.\nline 48 | At least some of them may be Sullan appointees:. Faberius senator by 78 48; Petillius senator by 78 ; Manlius Torquatus senator by 78 49; Velleius senator before 77 : uncertain Luscius Ocrea senator by 76 50; Vatienus senator after 76? Octavius Ligus senator by 75 ; Popillius senator before 74 52; Fidiculanius Falcula senator by 74 53; Gutta senator by 74 54; Iuventius Pedo senator by 74 55; Caulius Mergus senator by 74 56; Basilus senator by 74 57; Caudinus senator by 74 ; Cassius senator by 74 58; Heius senator by 74 59; Saturius senator by 74 60; Octavius Balbus senator by 74 61; Octavius Considius senator by 74 62; Atilius Bulbus senator by 74 63; Perhaps related to the Sullan centurion Luscius, who gathered huge wealth in the proscriptions, but was convicted in 64 BC Ascon.\nline 49 | Berrendonner, ibid. Varenus RE s. There is no direct evidence, but his wife was a Cornelia L. Scipionis f. Egnatius senator by 74 65; Septimius Scaevola senator by 74 ; Claudius senator by 73 66; Annaeus Brocchus senator by 73 67; Claudius senator by 73 68; Axius senator by 73 69; Pompeius Rufus senator by 73 70; Aulus Cascellius senator by 73 71; Minucius Thermus senator by 73 72; Publicius Scaeva senator by 73 73; Claudius senator by 73 74; Rancius senator by 73 75; Calidius senator by 76; Verres senator by 72 77; Popilius senator by 70 78; Titinius senator by 70 79; Antonius Hybrida senator by 70 80; Aquillius Gallus senator by 70 81; Octavius Balbus senator by 70 82; At t idius senator by 67 BC Statius senator after 87 He was expelled from the Senate in 70 BC, for unknown reasons: Cic.\nline 50 | See Wiseman, New Men, p. There is no way of knowing whether he became a senator before or after the Civil War. Nicolet, Ordre II, p. On this character and the involvement of his family in the proscriptions, see Nicolet, Ordre II, p. Nicolet, Ordre I, p. He was the youngest son of the orator M. Antonius, and he had served in Greece under Sulla: Ascon. See B. The position of the members of this group is even less certain than that of those of the previous one, especially because it is unclear whether the Sullan senators joined the assembly with the rank of quaestorii or not.\nline 51 | If they did, of course, these individuals should be discounted:. Staienus quaest. Plaetorius quaest. Seius aedilis cur. Visellius Varro trib. Octavius quaest. Voluscius aedilis by 73 88; Caecilius Niger quaest. Sicily 72 89; Caesetius quaest. Sicily 72 90; Cervius leg. Verres in Sicily 91; Plaetorius Cestianus quaest.\nline 52 | Even using the least restrictive criteria, there are not even one hundred members on the list, and only ten senators may be safely believed to have been included in the Sullan lectio. The results of this prosopographic enquiry are, to say the least, disappointing. Wiseman, New Men, p. He may be gn.\nline 53 | Panciera ed.\nline 54 | According to M. Hasenohr eds.\nline 55 | Follet S. Etudes chronologiques et prosopographiques, Paris, , p. Kirchner J. CR du Vol.\nline 56 | Two Prosopographical Catalogues, Amsterdam, , p. Tribute to B. Meritt, New York, , p. Vestigia, Poralla P. Paros Berranger D. Berranger-Auserve D. Erga, 1.\nline 57 | Grainger J.\nline 58 | Supplements, Heckel W. Prosopography of Alexander's Empire, Oxford, Blackwell, , p. Mooren L. Introduction and Prosopography, Bruxelles, , p. Olshausen E. Von Triparadeisos bis Pydna, Louvain, , p. Studia Hellenistica, Rice M. Savalli-Lestrade I. Sciences historiques et philologiques, III.\nline 59 | Tataki, A. Mandouze A.\nline 60 | No customer reviews\nline 61 | Nicolet Cl. Pflaum H. From the Second Century B. Studien zur klassischen Philologie, BEFAR, Actes du colloque international Bruxelles-Leuven, octobre , Rome, , p. Prosopographie des chevaliers romains, 2 vol. BEFAR, et Suolahti J. A Study on Social Structure, Helsinki, , p.\n</context>\n\n<phrases>\n- \"Oh! I get it now!\"\n- \"Let me chew on this\"\n- \"Let me untangle this\"\n- \"I'm wondering if\"\n- \"Now we're cooking\"\n- \"I'm starting to see a pattern\"\n- \"Follow me here\"\n- \"What’s the best way to explain this?\"\n- \"Let me see\"\n- \"Now, if I think about it differently\"\n- \"[blank] is still a black box to me\"\n- \"I'm mulling over\"\n- \"I keep coming back to\"\n- \"What keeps nagging at me is\"\n- \"There's probably more to it\"\n- \"I wonder if\"\n- \"This connects to\"\n- \"Something about [blank] is still bothering me\"\n- \"Let me work through this\"\n- \"Hang on a second\"\n- \"When I sit with this idea\"\n- \"It's almost like\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"That’s the answer I was looking for!\"\n- \"Actually, no\"\n- \"Let me circle back to that\"\n- \"Basically\"\n- \"Let me make sure I got this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Hold that thought\"\n- \"Let's think step by step\"\n- \"Wait, no\"\n- \"Alright, where was I?\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Something’s not clicking\"\n- \"I'm struck by\"\n- \"So far, it looks like\"\n- \"I keep circling back to\"\n- \"So what does this mean in the bigger picture?\"\n- \" is interesting\"\n- \"Now it all comes together!\"\n- \"Anyway\"\n- \"Building on that\"\n- \"So what I'm trying to say is\"\n- \"Still working it out\"\n- \"I'm seeing a connection between\"\n- \"This explains so much!\"\n- \"I'm pondering\"\n- \"This brings to mind\"\n- \"I need to make sure this checks out\"\n- \"Let me sum this up so far\"\n- \"I was looking at this all wrong!\"\n- \"What’s the next step?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \" is striking \"\n- \"No, actually\"\n- \"This connects to something else\"\n- \"That changes everything\"\n- \"In the end\"\n- \"What I'm getting at is\"\n- \"There's something here about\"\n- \"Just spitballing here\"\n- \"Bear with me while I\"\n- \"What’s the missing piece?\"\n- \"This makes me reflect on\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Something doesn't add up\"\n- \"Ummm, actually\"\n- \"Picture this\"\n- \"Ah...\"\n- \"So, the bottom line is\"\n- \"Oh! That reminds me\"\n- \"Let me put this another way\"\n- \"Still forming this thought\"\n- \"I’m trying to connect the dots here\"\n- \"Something's not clicking\"\n- \"In other words\"\n- \"I think I found the solution!\"\n- \"Now, wait just a second\"\n- \"That’s what I was trying to say!\"\n- \"On one hand... but on the other\"\n- \"Okay, so\"\n- \"Okay, walking through it again\"\n- \"Let me talk this through\"\n- \"The crucial thing seems to be\"\n- \"I should have known that!\"\n- \"Going back to what I said about\"\n- \"There’s a pattern here\"\n- \"Here's what's bugging me\"\n- \"This makes me think of\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Inside story on cassowary evolution\nline 02 | 3D scans confirm Australian bird’s link to South America\nline 03 | Credit: Flinders University\nline 04 | One of the largest living birds, the Southern Cassowary, has a simple throat structure similar to the fellow Australian emu. Now new research confirms a common link between the cassowary and small flighted South American tinamou – and even the extinct large New Zealand moa.\nline 05 | The cassowary, a colourful yet solitary big bird from far north Queensland and Papua New Guinea, has been studied for centuries but now Flinders University researchers have studied the internal features of its throat to confirm a ‘missing link’ in its evolution.\nline 06 | Focusing on the syrinx, hyoid and larynx, which are used for breathing, eating and vocalising, advanced technologies and 3D digital modelling techniques including non-invasive CT scanning have led Flinders scientist to fill in some gaps in the evolution of the Australian birds and their relations in more distant places.\nline 07 | The results have been published in the international journal BMC Evolutionary Biology.\nline 08 | “What surprised the authors was that despite the vast variation in locations of the cassowaries and other primitive living birds, the extinct moa and South American tinamou are very similar,” says lead author Phoebe McInerney.\nline 09 | “Scanning lets us see details that we wouldn’t be able to otherwise, including the shapes of the internal structures, without causing damage to them,” she says.\nline 10 | Usually hidden in dense Australian and PNG rainforest, the colourful cassowary is part of the palaeognaths group of primitive birds, which includes the largest bird in the world, the African ostrich, the emu, moa, tinamou, kiwi, rhea and extinct Madagascan elephant bird.\nline 11 | The latest study confirms scepticism from separate recent DNA analysis pointing to the close relationship between the cassowary, moa and tinamou – with the large, flightless moa a stark contrast to the small, flighted partridge-like tinamou.\nline 12 | “The unexpected family tree for primitive birds based on genomic evidence is looking more and more convincing,” says co-author Professor Michael Lee, from Flinders University and the South Australian Museum.\nline 13 | “The morphology of the often-overlooked larynx has shown to be far superior than the other anatomical traits biologists previously used to infer evolutionary relationships, such as wings or leg sizes,” says another co-author Associate Professor Trevor Worthy.\nline 14 | The researchers conclude that the study emphasises the importance of small organs and other internal details often ignored in the past when studying evolutionary relationships among birds.\nline 15 | The open access article, ‘The phylogenetic significance of the morphology of the syrinx, hyoid and larynx, of the Southern Cassowary, Casuarius casuarius (Aves, Palaeognathae)’ December 2019, by PL McInerney, MSY Lee, AM Clement and TH Worthy, has been published in BMC Evolutionary Biology (Springer Nature) Vol 19, Article 233 https:/\nline 16 | Related Journal Article\n</context>\n\n<phrases>\n- \"Here's a possible explanation\"\n- \"Let me just think this through\"\n- \"There's got to be something about\"\n- \"Ummm, actually\"\n- \"That’s the piece of the puzzle!\"\n- \"I think I found the solution!\"\n- \"Alternatively\"\n- \"I'm pondering\"\n- \"Right, so\"\n- \"I'm struck by\"\n- \"That’s what I was trying to say!\"\n- \"If I follow this through\"\n- \"Let me think\"\n- \"I have a theory about this\"\n- \"I'm just throwing ideas around\"\n- \"Wait, I think I’ve got it!\"\n- \"Wait, why does that happen?\"\n- \"This might explain the pattern\"\n- \"Suppose we assume that\"\n- \"Picture this\"\n- \"Let me connect the dots\"\n- \"I'm seeing a connection between\"\n- \"Of course! That’s the answer!\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I'm starting to see a pattern\"\n- \"Ohhh, now I see!\"\n- \"What keeps nagging at me is\"\n- \"Aha! That’s what I was missing!\"\n- \"Hmm, that doesn’t sound right\"\n- \"Oh! I get it now\"\n- \"There’s a pattern here\"\n- \"Let me talk this through\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I need to fill in the gaps\"\n- \"Here's where it gets interesting\"\n- \"Wait, that doesn’t add up\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"What's the best way to explain this?\"\n- \"What if we\"\n- \"Oh! I get it now!\"\n- \"In the end\"\n- \"There's a missing link here\"\n- \"Wait, no\"\n- \"Well\"\n- \"Wait a minute\"\n- \"I'm still feeling my way through\"\n- \"On the other hand\"\n- \"No, actually\"\n- \"Ah...\"\n- \"It's almost like\"\n- \"I'm intrigued by\"\n- \"I'm curious about\"\n- \"This connects to something else\"\n- \"What’s the missing piece?\"\n- \"Now, wait just a second\"\n- \"Let's think step by step\"\n- \"Let me work through this\"\n- \"That’s an interesting angle, but\"\n- \"On one hand... but on the other\"\n- \"Wait, does this contradict itself?\"\n- \"I’m trying to connect the dots here\"\n- \"This brings to mind\"\n- \"You know\"\n- \"But then again\"\n- \"Actually, no\"\n- \"That makes sense because\"\n- \"That reminds me\"\n- \"Well, let me see\"\n- \"Let me throw this out there\"\n- \"Okay, so\"\n- \"Let me untangle this\"\n- \"Let me play devil's advocate\"\n- \"What if I flip it around?\"\n- \"I'm mulling over\"\n- \"I wonder if\"\n- \"Let me chew on this\"\n- \"What’s the best way to explain this?\"\n- \"This could explain why\"\n- \"I'm wondering if\"\n- \"This makes me think of\"\n- \"Something doesn't add up\"\n- \"Anyway\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | As our dependency on the internet increases from our phones to our streets, hospitals and cities, so do the threats posed by cyber terrorism. “Cyber terrorism” is a contested term that can erroneously include acts of “hacktivism” and internet vandalism which do not directly threaten the lives and livelihoods of their victims. The potential threats posed by cyber terrorism are daunting, but are they really within the reach of cyber terrorists?\nline 02 | What is cyber terrorism?\nline 03 | Cyber terrorism, also known as electronic terrorism or information wars, can be defined as any act of Internet terrorism which includes deliberate and large-scale attacks and disruptions of computer networks using computer viruses, or physical attacks using malware, to attack individuals, governments and organizations.\nline 04 | While cyber crime is often motivated by economic gain, and hacking, or internet vandalism, often is done to satisfy the hacker’s ego, cyber terror is fueled by an ideology.\nline 05 | The term “cyber terror” can be controversial since many cyber attacks fall into gray areas that can also be considered hacking, acts of “internet anarchy,” or cyber crime, so it’s important to connect the concept of cyber terror to the definition of terrorism itself to fully understand, and differentiate, cyber terrorism from other internet based security threats.\nline 06 | The goal of terrorism is to create a feeling of terror in the minds of the victims. Keeping this concept in mind, it becomes easier to differentiate cyber attacks for a financial, or egotistical, gain from acts of cyber terrorism. Cyber terrorists operate with the goal of damage and destruction at the forefront of their activities.\nline 07 | The term “cyber terrorism” was first coined by Barry C. Collin of the Institute for Security and Intelligence in the late 1980’s, but the concept only began to resonate with the general public as the countdown began to the year 2000 and the millennium bugs associated with the big date switch gained wide scale recognition. The terror attacks on September 11th, 2001 further thrust the concept of cyber terror into public discourse as the threat of giant disruptions to economy, infrastructure and national security were often discussed in depth by the media.\nline 08 | Where, and how, can cyber terrorism occur?\nline 09 | Cyber terrorism threatens us the most at the vulnerable points where our physical and virtual worlds converge. Barry C. Collin outlines the cyber terrorism points of convergence and the potential acts of cyber terrorism at these points of convergence in his paper on the The Future of Cyber Terrorism.\nline 10 | Everyday points of convergence of the physical and virtual worlds include mundane things such as our microwaves, garage door openers and the like, but also include large scale targets for cyber terrorists such as air traffic control systems (both on the ground and in the cockpit), communication infrastructures, power plants, Supervisory Control and Data Acquisition (SCADA) which is the backbone of the “smart city” concept, and modern military equipment.\nline 11 | To commit acts of cyber terrorism at these points of convergence, the terrorist can commit acts of destruction and alteration as well as acquisition and retransmission which can result in crippling effects on the economy, military, civilian infrastructure leading to large scale death or destruction. The potential destruction of a smart city being hacked or having a smart army being exploited is huge, and this is something that cyber terrorists are keenly aware of.\nline 12 | Possible attack vectors for cyber terrorists\nline 13 | As more and more civilian and military infrastructure become computerized to various extents via the “Internet of Things,” the potential for cyber terror attacks greatly increases. International examples of cyber attacks, and proof of concept attempts, on governmental and civilian infrastructure have proven the level of severity posed by threats of cyber terror.\nline 14 | In Iran, the Stuxnet virus proved to the world that malware infections are able to disrupt the operations at their nuclear facilities. In Ukraine, cyber attacks on their energy provider resulted in deliberate blackouts. In the United States, Cesar Cerrudo, a security researcher, was able to take control and manipulate traffic systems by exploiting vulnerabilities in the traffic control devices.\nline 15 | Cyber terror attack vectors, however, don’t have to be limited to industrial scale disruptions and disturbances. Cyber terrorists could use well known methods of attack, such as XSS phishing attacks or spear phishing, to steal data, or funds, in order to finance real world terrorism.\nline 16 | How real is the threat posed by cyber terrorism?\nline 17 | Most of the “cyber attacks” that are attributed to cyber terror groups such as the Cyber Caliphate (a group of pro-ISIS hackers) and other groups have been limited to attacks that are more “hacktavist” in nature, rather than cyber terrorism.\nline 18 | While cyber terror groups are limited by their skills, they make it no secret to increase their arsenals of potentially devastating cyber weaponry.\nline 19 | Additionally, the services offered for sale by hackers lurking on the dark net present an added layer of threat which countries and organizations face from cyber terrorism. Currently, terrorist groups such as ISIS, are more likely to spread their terror through “lone wolf” real world attacks, but they are seeking to upgrade their cyber arsenal despite the fact that they have not achieved any real world cyber terror attacks to date.\nline 20 | Despite the impact that Stuxnet had on the Iranian nuclear infrastructure, researchers agree that only a state, or multiple states, could be capable of carrying out an attack of this magnitude. Right now, the capability of a large scale attack remains out of the hands of cyber terror groups, although that could change in the future as these groups recruit more members that are well versed in exploiting cyber security and could possibly forge alliances with other hacker groups that seek to harm states based on their own, parallel ideologies.\nline 21 | Currently, cyber terror groups stand to gain more through financial cyber crime rather than cyber terror. These financial gains, however, could be used to pay for larger cyber terror operations through the hiring of professional hackers with considerable experience.\nline 22 | Despite continually aspiring to increase their cyber terror abilities, groups such, such as ISIS, are more likely to keep on spreading their destruction with sleeper cell attacks like in Paris, or Brussels, rather than large scale cyber attacks. In fact, squirrels, birds and racoons have caused more electricity grid disruptions than terrorists, or even governments.\nline 23 | While there is no one solution to protecting an organization, infrastructure or country from cyber terrorism, since the attacks can range from exploits of code vulnerabilities to physical attacks involving USB hosted malware and others, secure application development from the beginning of coding will make it easier to mitigate any threats that may arise in the future. Also, promoting security awareness within your organization and ensuring that your team includes an app sec champion will also help to mitigate the risks posed by cyber terrorism.\n</context>\n\n<phrases>\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Okay, pros and cons\"\n- \"I'm seeing a connection between\"\n- \"This is tricky, but\"\n- \"Hold that thought\"\n- \"Let's think step by step\"\n- \"This makes me reflect on\"\n- \"I'm trying to untangle this\"\n- \"I keep circling back to\"\n- \"Let me make sure I got this\"\n- \"What I'm grappling with is\"\n- \"This is rough, but\"\n- \"Let me untangle this\"\n- \"I was just about to say\"\n- \"This connects to\"\n- \"When I sit with this idea\"\n- \"There's something here about\"\n- \"Ummm, actually\"\n- \"If I follow this through\"\n- \"Let me connect the dots\"\n- \"Now, if I think about it differently\"\n- \"I’m trying to connect the dots here\"\n- \"How do I put this\"\n- \"Bear with me while I\"\n- \"This makes me think of\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"The pros and cons are\"\n- \"It's almost like\"\n- \"I need to make sure this checks out\"\n- \"This brings to mind\"\n- \"Wait a minute\"\n- \"The more I think about it\"\n- \"What am I overlooking?\"\n- \"Something doesn't add up\"\n- \"I wonder if\"\n- \"Something's not clicking\"\n- \"I'm struck by\"\n- \"Wait, no\"\n- \"I'm pondering\"\n- \"What if we\"\n- \"I’m still on the fence about this\"\n- \"If I take this apart step by step\"\n- \"No, actually\"\n- \"Let me talk this through\"\n- \"Ah...\"\n- \"Picture this\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I need to step back and rethink this\"\n- \"Now, wait just a second\"\n- \"Let me chew on this\"\n- \"First things first\"\n- \"Let me work through this\"\n- \"Let me throw this out there\"\n- \"Let me approach this from another angle\"\n- \"Could I be second-guessing myself?\"\n- \"I'm curious about\"\n- \"What keeps nagging at me is\"\n- \"Actually, no\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Something about [blank] is still bothering me\"\n- \"There’s a pattern here\"\n- \"Wait a minute... Oh!\"\n- \"Let me break this down\"\n- \"Let’s weigh the options\"\n- \"That reminds me\"\n- \"I'm wondering if\"\n- \"Right, so\"\n- \"So what does this mean in the bigger picture?\"\n- \"I was looking at this all wrong!\"\n- \"Should I...? No, wait\"\n- \"This connects to something else\"\n- \"I'm starting to see a pattern\"\n- \"I'm intrigued by\"\n- \"Now we're cooking\"\n- \"I feel like I’m close\"\n- \"Something along those lines\"\n- \"Well, let me see\"\n- \"I'm not entirely sure, but\"\n- \"What's the best way to explain this?\"\n- \"Backing up for a second\"\n- \"Okay, let's break this down\"\n- \"Alright, where was I?\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"On one hand... but on the other\"\n- \"I'm getting a sense that\"\n- \"I keep coming back to\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Astrology studies associations between the celestial events and the events on Earth. Traditionally, only two luminaries (Sun and Moon), five visible planets, or “wondering stars” (Mercury, Venus, Mars, Jupiter, and Saturn), and “fixed stars” (the stars that don’t change their locations relative to the backdrop of the sky and other stars, i.e., all objects that do not revolve around the Sun and are so far from us that they seem to have a constant position in the sky) were taken into the account. Later, with the discovery of three “outer” planets, invisible by the naked eye Uranus, Neptune, and Pluto, resulted in inclusion of these three planets into consideration. Many smaller bodies, for example asteroids, have been also discovered, and many contemporary astrologers use the largest of them routinely. Some astrologers specialize in asteroids and use a large number of them when casting an astrological chart.\nline 02 | When and how exactly did astrology develop is unclear. It has been practiced in different forms in most areas of the world for millennia. The modern Western astrology developed from the ancient (3rd millennium BC) astrological tradition of Babylon, Egyptian, Hellenistic, and Arabic traditions. However, the evidence that humans were aware of Lunar cycle and used it in their everyday life dates 25,000 years ago. Around the same time as astrology was developing in Babylon, the Native Americans, Mayans and Aztecs also created their own branch of astrology. Later, Chinese astrology developed as a part of the philosophy and a tradition that is very different from the astrology that was practiced in Babylon and Egypt. Indian astrology is currently a thorough mixture of the ancient Indian tradition and the Western astrology that was brought to India from Mediterranean region.\nline 03 | Although we have no idea how and why the astrology started developing, the common agreement is that it probably developed because people noticed associations between cyclic celestial events and the events on Earth. This branch of astrology called “Mundane astrology” developed first: it described and predicted the global events affecting whole nations and states, like change of dynasties, natural disasters, wars, etc. This branch of astrology is popular these days as well and discusses disasters, politics, market fluctuations, weather, and any other changes affecting large groups of people.\nline 04 | Later, three more branches developed: Interrogational, Inceptional, and Natal Astrology.\nline 05 | Interrogational, or horary, astrology is a divination that interrogates the Universe about very specific personal queries, similar to any divination, e.g., Tarot or I-Ching.\nline 06 | After the question is asked, the astrologer casts a chart of the moment and interprets the chart to provide the answer to the question.\nline 07 | Although criticized by outsiders and science-oriented astrologers themselves, the horary astrology is amazingly precise, and it is used by many people to answer life-defining and everyday questions alike.\nline 08 | When the astrologers gathered enough astronomical data to predict the visible movement of the celestial bodies around the Earth, they became able to cast charts for the future. At this point in time, Inceptional Astrology became an option, and the Electional Astrology was developed. Electional Astrology helps to choose a moment in a future for a specific event that a person is planning, for example, a wedding, start of a new job, an interview, conception of a child, start of a business, etc. This branch of astrology has been especially criticized from the point of view of religions and blamed for “playing a God” by trying to influence the pre-determined development of life. In fact, any existing religion allows for the free will and improvement of ourselves and our lives through a conscious effort. Therefore, choosing a time to improve our chances or to avoid disasters falls very well into this category of free will. Electional astrology does not eliminate the pre-determined path; it only helps to facilitate the events but cannot change them. The birth chart determines whether the desired outcome is possible or not, and electing a good time for an event will not work if the event is denied by the birth chart.\nline 09 | Natal Astrology, or interpretation of the birth chart was once available only to nobility whose birthdays and birth times were carefully documented. Most people did not have a luxury of remembering their birth dates and times and could not enjoy the benefits of having their horoscope cast by an astrologer. We all know the stories about kings’ and queens’ astrologers who carefully calculated and predicted every step for their noble clients. As people started keeping track of their children’s birthdays, everyone, who had information about their birth and enough money to pay for a consultation, became able to get an astrologer’s advice. Natal astrology is based on examination and interpretation of a map of the sky at the time of birth in the place of birth. In addition to examining natural abilities and potential of the native, it also examines the effects of celestial events on the planets in the birth horoscope and predicts major changes in one’s life. Relationship astrology is also based on natal horoscopes and compares the compatibility of two persons. Using the natal horoscope, it is also possible to recommend a location where the person can be most successful and happy. Natal chart interpretation became the most popular type of astrology used by those who consult an astrologer: clients are looking to find their vocation, to make important life decisions based on the planetary arrangements relative to their natal planets, or inquiring about their relationships and compatibility with their partners, bosses, and even pets.\nline 10 | How does astrology work? This is a question that has not been resolved even among the astrologers. Some believe that the celestial objects have a direct effect on the Earthly affairs through the known and maybe unknown forces of nature. Others are convinced that the associations between the celestial events and our lives are explained by synchronicity, i.e., there is no direct effect of the space objects, but everything in the Universe works as a mechanical clock to provide the coincidental correlations between the events in the sky and the events on Earth and in everyone’s life, and these correlations are not causal. The theory of synchronicity has been developed by psychiatrist and philosopher Carl Gustav Jung, who described it in several works, including “Synchronicity – An Acausal Connecting Principle”.\nline 11 | Both points of view are interesting and, to me, do not seem to be mutually exclusive. As we learn more and more about the space and the energy transfer through the space, the direct causal effect does not sound like a stretch anymore. Think of solar activity periods and solar flares that can interrupt communications on Earth – can we really say that these somewhat cyclic magnetic storms do not affect us? The tiny particle have been detected traveling through the space over the distances much greater than our Solar system – can we be sure that they do not affect our health, moods, and choices? Every planet sends the electromagnetic waves into the space and has a gravity pull that defines our Solar System – can we be sure that these do not have any effects on Earth and on people? Our limited knowledge of space and its physics really does not allow us to be sure about anything… The Moon gravity controls the tides of the ocean – can we state that it does not have any effect on people, who consist of 90% water?\nline 12 | However, the idea of synchronicity is also a very attractive concept to anyone who is tuned to the Universe and can feel the divine pulse and mind. Any truly spiritual person understands the idea of inter-connectedness and mutual dependence of everything on everything and everyone on everyone. If we accept the idea of a creator (and there is really no alternative to this idea so far – no matter how the Universe developed, we do not have any explanation of how it all started, because it had to develop out of something), the thought that the Universe is living by certain rules that correlate to each other is not a stretch at all.\nline 13 | Currently, according to different surveys, 25 – 65% of U.S. population believe in astrology, believe that astrology is a science, use an astrologer, or read sun sign horoscopes.\nline 14 | This is a great trend indicating that people finally turned to millennia of wisdom and tradition in spite of the sometimes aggressive and unsubstantiated attacks that scientists are conducting against the astrology.\nline 15 | Astrology has fallen off the wagon of popular disciplines with the age of enlightenment, when the natural materialistic theories developed and called to ban anything that had no “scientific” explanation. It is very unfortunate that the enemies of astrology do not take time to study the subject and to understand the astrological approaches. For example, astrology is criticized for disregarding the actual structure of the Solar System (with Sun in the center), continuing to examine the celestial events as they are seen from the Earth. In fact, the point of view does not change the events; it only changes the perspective. Imagine that you are standing at your window and observing a distant car moving from point A to point B. The car looks very small, like a ladybug, and it seems to travel over just one inch as you see it from your window. Imagine someone is following the same car in a helicopter right above the car and also waiting for the car to travel from point A to point B. For the pilot, the car is 10 feet long and has to travel a mile. Independently of whether you time the tiny car from your window going over one inch or whether you time the 10-feet long car traveling over a mile, the timing of arriving to point B will be the same.\nline 16 | Most arguments of opposition fall apart when you study the principles and the art of astrology.\nline 17 | The discipline is complex and limitless, and it takes years to develop true understanding and adequate skills to be able to see the beauty and the truth of it.\nline 18 | May be this is why the haters can never get it.\nline 19 | Those, who did dedicate time and effort to the study of astrology in order to disprove it, became professional astrologers instead.\nline 20 | Another major argument against astrology is that predictions are not 100% accurate and depend on the astrologer, i.e., not everyone can make a prediction just based on well-defined rules, and that it is unknown exactly how astrology works. Unfortunately, the opponents were able to convince the public that astrology is different from other disciplines in this way. The public accepts that a scientific discipline is legitimate, even though errors are made in any scientific discipline every day. For example, nobody would argue that biology is a legitimate science that developed a large body of knowledge, which significantly improved our understanding of the living beings and our lives. We all enjoy the achievements of different branches of biology – from instructing the planes how to avoid migrating birds to curing cancer and preventing infectious diseases. However, is biology really 100% accurate, independent of interpretations, and free of errors? If this were the case, would we have medications that turned out to have horrible side effects (e.g., thalidomide) or would the side effects be easily predictable? Would eggs be good for your health for years, then bad for your health, then suddenly good again? Would aspartame be a harmless sugar replacement one day and a dangerous compound changing the body’s metabolism several years later? As any science, biology is developing, accumulating more knowledge, and the data are subject to interpretations. Nobody would ever say that all biologists are charlatans and that the biology is not a legitimate discipline.\nline 21 | So, how did it happen that astrology is a subject to different expectations in performance and to stricter set of rules than any other discipline?\nline 22 | Beats me!\n</context>\n\n<phrases>\n- \"Ah...\"\n- \"What if I tried...?\"\n- \"Where does that leave me?\"\n- \"Let's see\"\n- \"Oh! I get it now\"\n- \"It suggests that\"\n- \"Let me break this down\"\n- \"Well\"\n- \"Why didn’t I think of that sooner?\"\n- \"Let me sum this up so far\"\n- \"This feels half-right, but\"\n- \"This could explain why\"\n- \"Okay, pros and cons\"\n- \"How do I put this\"\n- \"Here's a possible explanation\"\n- \"I'm intrigued by\"\n- \"So what I'm trying to say is\"\n- \"Wait, that doesn’t add up\"\n- \"That’s the answer I was looking for!\"\n- \"I feel like I’m close\"\n- \"Let's think step by step\"\n- \"If I take this apart step by step\"\n- \"Let me chew on this\"\n- \"That’s it!\"\n- \"Consider this possibility\"\n- \"What’s the worst that could happen?\"\n- \"No, actually\"\n- \"What’s the best way to explain this?\"\n- \"Okay, let's break this down\"\n- \"Wait, no\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Oh! I get it now!\"\n- \"Something's not clicking\"\n- \"Let me untangle this\"\n- \"Okay, I think I’ve got it now!\"\n- \"I'm curious about\"\n- \"I'm seeing a connection between\"\n- \"Well, let me see\"\n- \"I guess there’s no perfect solution\"\n- \"I'm wondering if\"\n- \"The thing is\"\n- \"What I'm getting at is\"\n- \"What keeps nagging at me is\"\n- \"Actually, no\"\n- \"The crucial thing seems to be\"\n- \"Let’s weigh the options\"\n- \"Hang on a second\"\n- \"I'm pondering\"\n- \"Something's not quite right\"\n- \"Why did I do that?\"\n- \"One way to look at it is\"\n- \"What I’m getting at is\"\n- \"That’s the piece of the puzzle!\"\n- \"This isn't quite right, but\"\n- \"Ohhh, now I see!\"\n- \"Let me think\"\n- \"Hold that thought\"\n- \"I need to reframe this\"\n- \"Hmm\"\n- \"Suppose we assume that\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"First things first\"\n- \"It's fascinating how\"\n- \"I'm trying to untangle this\"\n- \"On one hand... but on the other\"\n- \"What was I about to say?\"\n- \"Wait a minute\"\n- \"It finally adds up!\"\n- \"In other words\"\n- \"I'm struck by\"\n- \"Let me work through this\"\n- \"So that’s why it wasn’t working!\"\n- \"That makes sense because\"\n- \"Here's what's bugging me\"\n- \"I can't quite put my finger on\"\n- \"I'm mulling over\"\n- \"This might sound weird, but\"\n- \"The pros and cons are\"\n- \"Ummm, actually\"\n- \"Finally, it clicks!\"\n- \"This makes me reflect on\"\n- \"So basically\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I wonder if\"\n- \"If A is true, then\"\n- \"Is it possible that...?\"\n- \"Something doesn't add up\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | One of the most obvious causes of obesity is simply overeating. When you eat more food than your body requires then the excess is stored as fat. This can occur by eating too much in volume or eating foods that are high in fat and calories. These are some of the simplest causes of obesity. Having said that, the causes of obesity can me more complicated and involved than just eating too much. Investigation into the causes is often advised.\nline 02 | Some people appear to have no control when it comes to how they eat. They do not control the types or amounts of food they eat or the frequency. As a result is seems as though they are constantly eating and making poor food choices. What also seems to be happening is that they are also not participating in an active lifestyle. Exercise is not part of their daily plan. Some people are emotional eaters and some are in fact addicted to food so getting help to determine the underlying cause of obesity is a good place to start.\nline 03 | Genetics can play a part in causing obesity and of course we can not control our genetics. However, those with a genetic predisposition to obesity have to work that much harder to combat obesity so they can look forward to a healthier future. Doing all you can to prevent illness and disease should be as important as any other goal in life.\nline 04 | The Junk food Curse\nline 05 | Junk food plays a major role in the causes of obesity.\nline 06 | Of course, the only time junk food can cause obesity is when it is eaten so left alone, it can not cause any harm.\nline 07 | Ultimately, the person who puts the food in their mouth is responsible as one of the causes of obesity.\nline 08 | If it is a child who is obese, then the responsible adult is responsible for providing healthy alternatives, being a good role model and being the adult in the relationship. Compromise is a good tool to use in this situation. The child can have a small amount of whatever it is they want but they have to exercise or do sports or some other form of activity first. Monitor the portions and start making all the servings smaller so when they clean their plates, the total intake has been less. They will not even notice it and leaving the table not full is a good thing too. They should eat enough but not full to the brim.\nline 09 | The Diet Merry-Go-Round\nline 10 | Promotion of a healthier lifestyle is much better than dieting.\nline 11 | Dieting to many people means deprivation and even starvation to achieve the goal of becoming thin.\nline 12 | The problem with diet is that once the target weight is achieved and they start to eat as they did before, the weight can return rapidly and oftentimes to an even greater level than pre-diet.\nline 13 | The body can get used to the dieting regime so when having to return to dieting to lose the re-gained weight, weight loss can be more difficult. Each new attempt can be more difficult than the previous one.\nline 14 | Medical conditions can predispose one to being obese. Diseases like hypothyroidism which affects the metabolism and Prader Willi Syndrome which is genetic and can causes the feeling of constant hunger which leads to excessive eating and life-threatening obesity.\nline 15 | Taking all of these things into consideration, the fact remains that the most common cause of obesity is overeating and lack of exercise.\nline 16 | What's exciting is to know that in most cases the condition can be rectified with improved eating habits, exercise, and I some cases, counseling and medical intervention.\nline 17 | Another possible cause of obesity is that after going on a forced diet, some people return to their old and wicked ways of eating and will relapse into living inactive lifestyles and as a consequence will then quickly put on all the weight that they had just shed. Another offshoot of dieting is that as each diet follows the previous one, the body becomes attuned to the starving methods you are employing, and thus it becomes harder to lose weight with each new attempt at dieting.\nline 18 | Even certain illnesses are considered as being causes of obesity though in very rare instances are illnesses such as hypothyroidism as well as Prader Willi Syndrome chronic feeling of hunger that can lead to excessive eating and life-threatening obesity.conditions that can cause obesity.\nline 19 | However, there are no doubts that the leading cause of obesity is the present day lifestyle that millions of people are leading.\nline 20 | In order to prevent the occurrence of obesity, it is necessary to intervene early so that diet and lifestyle can be controlled and brought under control before things turn too serious.\n</context>\n\n<phrases>\n- \"Okay, so if I do this\"\n- \"Don't quote me on this\"\n- \"This might explain the pattern\"\n- \"Oh! That reminds me\"\n- \"Actually, no\"\n- \"So, the bottom line is\"\n- \"I guess there’s no perfect solution\"\n- \"Something doesn't add up\"\n- \"Maybe I’m overcomplicating it\"\n- \"Let's break this down into parts\"\n- \"What if I just flip this around?\"\n- \"Is this the right call?\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"It's almost like\"\n- \"Coming at this from another angle\"\n- \"Building on that\"\n- \"That’s the answer I was looking for!\"\n- \"More or less\"\n- \"I'm intrigued by\"\n- \"What’s the best way to explain this?\"\n- \"I'm wondering if\"\n- \"Something about [blank] is still bothering me\"\n- \"The more I think about it\"\n- \"Something's not clicking\"\n- \"Alright, where was I?\"\n- \"I think I’ve lost my train of thought\"\n- \"I wonder if\"\n- \"I’m not convinced, but it might work\"\n- \"I'm struck by\"\n- \"I keep coming back to\"\n- \"In the end\"\n- \"I have a theory about this\"\n- \"I guess maybe\"\n- \"I'm pondering\"\n- \"I'm starting to see a pattern\"\n- \"I'm mulling over\"\n- \"Let me run through it again\"\n- \"I'm curious about\"\n- \"What if I tried...?\"\n- \"Let me chew on this\"\n- \"Let me circle back to that\"\n- \"Wait, but if that’s true\"\n- \"The pros and cons are\"\n- \"On one hand... but on the other\"\n- \"Okay, let's break this down\"\n- \"Wait, I think I’ve got it!\"\n- \"Oh, I see what’s happening here!\"\n- \"Okay, walking through it again\"\n- \"Let's think step by step\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Wait, that doesn’t add up\"\n- \"Wait, no\"\n- \"That actually makes a lot of sense\"\n- \"That would mean\"\n- \"Let me break this down\"\n- \"I'm seeing a connection between\"\n- \"Let me untangle this\"\n- \"That makes sense because\"\n- \"What keeps nagging at me is\"\n- \"It feels like the right move, but\"\n- \"That would explain why\"\n- \"This brings to mind\"\n- \"Let me make sure I got this\"\n- \"No, actually\"\n- \"I need to make sure this checks out\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"That doesn't sound right, let me rephrase\"\n- \"There’s a pattern here\"\n- \"Something’s not clicking\"\n- \"It almost fits, but something’s off\"\n- \"I'm trying to untangle this\"\n- \"If I follow this through\"\n- \"I’m trying to connect the dots here\"\n- \"I should have known that!\"\n- \"Okay, pros and cons\"\n- \"This could explain why\"\n- \"Let’s weigh the options\"\n- \"I need a clearer view of this\"\n- \"This connects to\"\n- \"This connects to something else\"\n- \"First things first\"\n- \"Let me work through this\"\n- \"That’s what I was trying to say!\"\n- \"Ummm, actually\"\n- \"I keep circling back to\"\n- \"Is it possible that...?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Watch the video or read the article below:\nline 02 | T-Score vs. Z-Score: Overview\nline 03 | A z-score and a t score are both used in hypothesis testing. Few topics in elementary statistics cause more confusion to students than deciding when to use the z-score and when to use the t score. Generally, in elementary stats and AP stats, you’ll use a z-score in testing more often than a t score.\nline 04 | T-score vs. z-score: When to use a t score\nline 05 | The general rule of thumb for when to use a t score is when your sample:\nline 06 | You must know the standard deviation of the population and your sample size should be above 30 in order for you to be able to use the z-score. Otherwise, use the t-score.\nline 07 | The above chart is based on (from my experience), the “rule” you’re most likely to find in an elementary statistics class. That said, this is one of those rules that isn’t set in stone, so you should always check with your textbook/teacher to make sure they aren’t suggesting something different.\nline 08 | In real life though, it’s more common just to use the t-distribution as we usually don’t know sigma (SoSci, 1999).\nline 09 | “When a sample has more than 30 observations, the normal distribution can be used in place of the t distribution.” (Meier et.al, p. 191).\nline 10 | Note the use of the word can in the above quote; The use of the t-distribution is theoretically sound for all sample sizes, but you *can* choose to use the normal for sample above 30.\nline 11 | T-Score vs. Z-Score: Z-score\nline 12 | Technically, z-scores are a conversion of individual scores into a standard form. The conversion allows you to more easily compare different data; it is based on your knowledge about the population’s standard deviation and mean. A z-score tells you how many standard deviations from the mean your result is. You can use your knowledge of normal distributions (like the 68 95 and 99.7 rule) or the z-table to determine what percentage of the population will fall below or above your result.\nline 13 | The z-score is calculated using the formula:\nline 14 | - σ is the population standard deviation and\nline 15 | - μ is the population mean.\nline 16 | The z-score formula doesn’t say anything about sample size; The rule of thumb applies that your sample size should be above 30 to use it.\nline 17 | T-Score vs. Z-Score: T-score\nline 18 | Like z-scores, t-scores are also a conversion of individual scores into a standard form. However, t-scores are used when you don’t know the population standard deviation; You make an estimate by using your sample.\nline 19 | - s is the standard deviation of the sample.\nline 20 | If you have a larger sample (over 30), the t-distribution and z-distribution look pretty much the same. Therefore, you can use either. That said, if you know σ, it doesn’t make much sense to use a sample estimate instead of the “real thing”, so just substitute σ into the equation in place of s:\nline 21 | This makes the equation identical to the one for the z-score; the only difference is you’re looking up the result in the T table, not the Z-table. For sample sizes over 30, you’ll get the same result.\nline 22 | Meier et. al. (2014). Applied Statistics for Public and Nonprofit Administration. Cengage Learning.\nline 23 | SoSci. (1999). Article posted on Vermont Tech website. Retrieved 11/20/2016 from https://simon.cs.vt.edu/SoSci/converted/T-Dist/.\nline 24 | Need help with a homework or test question?\nline 25 | With Chegg Study, you can get step-by-step solutions to your questions from an expert in the field.\nline 26 | Your first 30 minutes with a Chegg tutor is free!\nline 27 | Comments? Need to post a correction? Please post a comment on our Facebook page.\n</context>\n\n<phrases>\n- \"I keep coming back to\"\n- \"Wait a minute... Oh!\"\n- \"Let me chew on this\"\n- \"What’s the best way to explain this?\"\n- \"Now, wait just a second\"\n- \"Let me think\"\n- \"I’m not convinced, but it might work\"\n- \"Now we're cooking\"\n- \"I'm pondering\"\n- \"Sort of like\"\n- \"Let me circle back to that\"\n- \"I'm curious about\"\n- \"But then again\"\n- \"Let me untangle this\"\n- \"I should have known that!\"\n- \"That would explain why\"\n- \"I was just about to say\"\n- \"Let me put this another way\"\n- \"Wait, no\"\n- \"Okay, let's break this down\"\n- \"Wait, I think I just cracked it!\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Could I be second-guessing myself?\"\n- \"When I sit with this idea\"\n- \"On one hand... but on the other\"\n- \"Wait, I think I’ve got it!\"\n- \"I need to reframe this\"\n- \"Don't hold me to this\"\n- \"Actually, no\"\n- \"I know there’s a word for this\"\n- \"Not sure if this fits, but\"\n- \"Let's break this down into parts\"\n- \"It's hard to pin down\"\n- \"Let me play devil's advocate\"\n- \"Now, if I think about it differently\"\n- \"First things first\"\n- \"Let me see if\"\n- \"Hang on a second\"\n- \"No, actually\"\n- \"Hmm\"\n- \"Let's see\"\n- \"It's fascinating how\"\n- \"The pros and cons are\"\n- \"Hmm, let’s rewind a bit\"\n- \"I'm mulling over\"\n- \"This brings to mind\"\n- \"In the end\"\n- \"This makes me reflect on\"\n- \"If I take this apart step by step\"\n- \"That’s an interesting angle, but\"\n- \"I'm struck by\"\n- \"Of course! That’s the answer!\"\n- \"Aha! That’s what I was missing!\"\n- \"The crucial thing seems to be\"\n- \"Okay, pros and cons\"\n- \"What’s the worst that could happen?\"\n- \"Okay, I think I’ve got it now!\"\n- \"Okay, walking through it again\"\n- \"Let me make sure I got this\"\n- \"Let’s weigh the options\"\n- \"Let me back up a second\"\n- \"So the main idea is\"\n- \"I'm intrigued by\"\n- \"What if I flip it around?\"\n- \"Something doesn't add up\"\n- \"How do I put this\"\n- \" is interesting\"\n- \"I'm trying to untangle this\"\n- \"Ummm, actually\"\n- \"Let me work through this\"\n- \"You know\"\n- \"Let's think step by step\"\n- \"So far, it looks like\"\n- \"Ohhh, now I see!\"\n- \"What keeps nagging at me is\"\n- \"So what I'm trying to say is\"\n- \"Alternatively\"\n- \"On the other hand\"\n- \"Something along those lines\"\n- \"Okay, backtrack a bit\"\n- \"That actually makes a lot of sense\"\n- \"In other words\"\n- \"So basically\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Andean mountain cat is a small species of wild cat about the same size as a domestic cat.\nline 02 | It looks like a domestic cat and almost behaves like one.\nline 03 | The word “species” means a certain type or sort of wild cat that is different to the others.\nline 04 | As the name suggests, it lives in the Andes Mountains. These are in South America. This is a bare, cold and rocky place. We must thank Jim Sanderson PhD, a scientist, who knows the small wild cats really well for helping to protect this cat. The most important pictures of this cat have been taken by him.\nline 05 | What It Looks Like\nline 06 | The Andean cat weighs about ten pounds. This is almost exactly the weight of an average domestic house cat. The fur is soft and dense. It is long and thick to keep it warm in a pretty cold climate. The coat is a silvery sort of grey. There are black-brown markings. The underside of the cat is white covered in dark spots. This is typical of many wild cats. The tail is bushy and long with dark bands on it.\nline 07 | The pampas cat, another species of wild cat, shares the same places with the Andean mountain cat high up in the Andes mountains. The pampas cat looks like the Andean cat in these places.\nline 08 | Where It Lives\nline 09 | The cat lives in one area of the world, the Andes Mountains. These mountains run down the left hand side of South America like the spine of an animal. The countries where it can be seen – if you are very lucky – are: Argentina, Bolivia, Chile and Peru.\nline 10 | The sort of place where it lives is rocky, high above sea level and there are very few trees. Most of these cats live at about 4,236 meters or 13, 898 feet above the level of the sea. You can see they really do live in the mountains.\nline 11 | As they are very hard to see in the wild they have not been watched that much. This means people don’t know a lot about this cat. It probably hunts and eats any small animal it can find including birds, mammals and lizards. “Mammals” are animals that are warm blooded with a spine and hair on the skin. A favorite prey is the mountain viscacha a rodent that looks like a rabbit (you can see a picture of one on this page). This cat also eats rabbits, armadillos and ducks.\nline 12 | During the times that this cat has been seen, people have been able to get up close, to within about 10 feet on one occasion. That is why I have said this cat is almost tame. It seems not to be frightened of people. Sadly, because of this is it killed by local people. This cat seems to hunt during the day and at night. People are unsure. They think the cat hunts at dawn and dusk mainly.\nline 13 | Sounds: we don’t know what sounds it makes but it will make sounds similar to domestic cats.\nline 14 | Kittens: we don’t know enough to say how long a mother is pregnant and how many kittens are in a litter.\nline 15 | Dangers to the Andean Mountain Cat\nline 16 | One of the biggest dangers to this cat are the local people who consider it a sacred animal. The like to kill the Andean cat by throwing a rock at it. Or they might kill them in some other way. Sometimes they then stuff the cat and use it in harvest festivals. Jim Sanderson is talking to the people about this to see if they can change their ways. This is important because the number of Andean cats is going down each year. They are rare and may become extinct. “Extinct” means no Andean cats in the world anymore. There are none in zoos.\nline 17 | Another danger is that people kill the prey that the cat hunts.\nline 18 | This means that there is less food for the cat.\nline 19 | This prevents the cat from living.\nline 20 | These are the main dangers.\nline 21 | The cat is protected by law but the question is, “Is the law followed by the people?”\n</context>\n\n<phrases>\n- \"I'm starting to see a pattern\"\n- \"Wait, I think I just cracked it!\"\n- \"So far, it looks like\"\n- \"Okay, backtrack a bit\"\n- \"I'm pondering\"\n- \"This brings to mind\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"So what I'm trying to say is\"\n- \"So basically\"\n- \"I think I can rule that out\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"I guess there’s no perfect solution\"\n- \"If I follow this through\"\n- \"Let me untangle this\"\n- \"So, the bottom line is\"\n- \"What I'm getting at is\"\n- \"Oh! That reminds me\"\n- \"Is this the hill I want to die on?\"\n- \"This is just a first pass, but\"\n- \"Let me put this another way\"\n- \"Okay, pros and cons\"\n- \"I need to make sure this checks out\"\n- \"Alright, where was I?\"\n- \"Oh, I see what’s happening here!\"\n- \"So that’s why it wasn’t working!\"\n- \"Take this with a grain of salt\"\n- \"Let me throw this out there\"\n- \"Is it possible that...?\"\n- \"So the main idea is\"\n- \"I'm trying to untangle this\"\n- \"That would explain why\"\n- \"Something doesn't add up\"\n- \"Hmm, let’s rewind a bit\"\n- \"What if the reason is\"\n- \"This just clicked into place!\"\n- \"What if we looked at it like\"\n- \"Let me chew on this\"\n- \"Ummm, actually\"\n- \"I keep circling back to\"\n- \"I'm curious about\"\n- \"So what I’m trying to say is\"\n- \"There’s a better way to phrase this\"\n- \"This might explain the pattern\"\n- \"What keeps nagging at me is\"\n- \"It's almost like\"\n- \"This makes me think of\"\n- \"I'm seeing a connection between\"\n- \"I'm struck by\"\n- \"This connects to\"\n- \"I was just about to say\"\n- \"Let me propose something\"\n- \"If I take this apart step by step\"\n- \"Let’s weigh the options\"\n- \"If I’m not mistaken\"\n- \"There’s a pattern here\"\n- \"Let me work through this\"\n- \"Do I go with my gut or\"\n- \"Okay, I think I’ve got it now!\"\n- \"What if I just flip this around?\"\n- \"Let me circle back to that\"\n- \"If A is true, then\"\n- \"This makes me reflect on\"\n- \"Actually, no\"\n- \"On one hand... but on the other\"\n- \"Let me connect the dots\"\n- \"What I’m getting at is\"\n- \"The pros and cons are\"\n- \"I wonder if\"\n- \"Let's test this idea\"\n- \"I'm wondering if\"\n- \"That would mean\"\n- \"That reminds me\"\n- \"Let's break this down into parts\"\n- \"I’m not convinced, but it might work\"\n- \"Let me trace that logic back\"\n- \"I'm intrigued by\"\n- \"Oh, it all makes sense now!\"\n- \"First things first\"\n- \"Let me run through it again\"\n- \"When I sit with this idea\"\n- \"Let me break this down\"\n- \"Let me make sure I got this\"\n- \"Let me see if\"\n- \"I’m trying to connect the dots here\"\n- \"Let's think step by step\"\n- \"Wait, no\"\n- \"In a way\"\n- \"No, actually\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Updated Post For Earth Day 2019: 5 Easy Activities For Your Classroom, Home, or Summer Camp. ( I know it’s not summer yet, but you can do any of the following activities any time you want. In fact, the more times you can do them and in as many different settings and seasons the better! )\nline 02 | Hopefully you spent your weekend celebrating with family and friends and exploring your backyard or local park. Did the suggestions from Part 2 help you experience more while outdoors? Maybe you are even feeling a bit rejuvenated! You will need all that new energy to finish out the school year with style.\nline 03 | I know your are also busy with end of year responsibilities and adding new curriculum now might not be on the top of your list. If you want, you can just print this article out and store in your lesson folder until next September. Or you can use the activities below now to break things up and add a little nature time to your students day. They might even help them to perform better on those year-end exams. Just looking at nature through a window helps! You can also modify the lessons to fit your own summer activities, as they are fun for the whole family, are great in camp settings, and good to have if you are teaching summer school or camp programs.(Great way to add extra money to your savings!)\nline 04 | The following 5 easy activities can be done every day, without significantly taking away from instructional time, or adding more time to your lesson preparation during the school year.\nline 05 | 1. “What has changed in the room?” A. Intro: Have a brief conversation about observation and it’s importance. Then, ask your students to close their eyes and ask them to name the color of the shirt of the person next to them by raising their hand, still with eyes closed. Chances are very few get it correct. B. Next, tell the students that every day one thing in the classroom will be changed. C. During the first two minutes of class, if the student notices the change, they are to write it down on a piece of scrap paper you gave them along with their name and place it in the box on your desk. D. If they can’t find the change in the two minutes, they have to wait for the next days challenge. E. At the end of class you let the students know what the change was and tally their observation scores on the board or on a piece of paper at your desk. F. At the end of the week you can give out a prize to the students who got every one correct or some other type of celebration of your choice.\nline 06 | Note: You can modify this activity for younger students by using one object consistently, like a stuffed animal and move it every day. (I used a stuffed golden duck with my first graders and they loved the challenge.) Just remind them that they don’t get any points if they call out or give the location away! Patience, delayed gratification, self-restraint, all good things to teach our children and students.\nline 07 | 2. “What has changed on me?” This is an even quicker activity. Tell the students when they are at their desks to carefully observe what you are wearing and what you look like. Tell them they are going to close their eyes and put their heads down while you count to ten. During that time, you are going to change one thing about your appearance; like rolling up a sleeve for example. Once the ten seconds are up, give your students 30 seconds to look for the change and to raise their hand with the answer. The first child to get it correct can come up to the front of the room and take a turn being the teacher and changing something about their appearance. (Make sure you go over what actions are appropriate for this activity to avoid any surprises! Kids can be pretty spontaneous..)\nline 08 | 3. “Rhythm Detective.” A. Begin by getting your students to make a circle with their chairs or by siting on the floor. Next, lead the students in a simple hand clapping rhythm that changes speed and rhythm, making sure they are able to follow it with you in time. B. Then, tell them that you are going to pick one student to be the rhythm changer. Every student has to follow that persons lead and do what they do when they do it. Encourage the group not to look directly at the rhythm changer. Instead, tell them to look at the person across from them. C. Next, pick one student to be the rhythm detective. They are to leave the room and wait for their invitation to return back. D. While the detective is in the hallway you pick one student who is responsible for changing the rhythm that his/her classmates have to follow without giving them away. E. When the detective is invited back in, he/she needs to figure out who is responsible for creating the changing rhythm pattern. (Make sure to tell the students that only the rhythm changer can create and change the rhythm and gestures and that they should not look directly at that individual because it will tell the rhythm detective where to look and that is not fair, nor fun) F. The detective has three attempts to identify their suspect. (This activity is great for developing auditory and visual observation skills.) G. Make sure you keep track of every one who has been a rhythm creator and rhythm detective, as everyone will want a turn with both roles.\nline 09 | 4.\nline 10 | “Bring Nature Indoors.” A.\nline 11 | Plants are our friends!\nline 12 | Plants are terrific for so many reasons.\nline 13 | They clean the air!\nline 14 | That can be helpful, especially if you have 30 students in a small space after recess or PE.\nline 15 | Plants are living science lessons!\nline 16 | Click here for great plant lesson resources.\nline 17 | Plants are shown to improve concentration, memory, and even increase feelings of happiness!\nline 18 | They can also help us become more observant.\nline 19 | Consider growing a variety of plants from seed with your students.\nline 20 | This will allow them to observe the entire process of growth and transformation (and death and decomposition if you forget to create a watering job schedule).\nline 21 | You can give your students a special plant journal and provide them with a few minutes throughout the day or class period to make observations and record them.\nline 22 | B.\nline 23 | Animals are our friends too!\nline 24 | I know the subject of bringing animals into a classroom space is not without understandable criticism.\nline 25 | If you decide to introduce animals (and plants) into your classroom you need to be fully committed to its needs and wellbeing.\nline 26 | If done right, having and caring for pets of all species can teach students responsibility, empathy, and compassion.\nline 27 | Pets In The Classroom is a fantastic organization that provides schools with animals and resources to ensure a wonderful learning experience.\nline 28 | Caring for animals also strengthens observation skills on many levels.\nline 29 | I suggest giving your students a class pet journal and provide opportunities for observation, reflection, and documentation throughout the day or class period.\nline 30 | 5. “ Sit Spot Magic.” This activity might take a while to get started, but like all good things, it is worth the effort and it’s actually quite simple. A. I recommend that you begin this activity yourself before you try to get your students into it. Start two weeks out by beginning your own sit practice. Find a spot in your yard or local park that you can go to everyday at the same time of day (routine is important, 66 days to build new habits, you can do it!) If a spot calls out to you, all the better. If not, just find a spot that looks interesting and doesn’t have things that could hurt you if you sat down. (Poison Ivy, ant hills, yellow jacket nests, you get the picture!)\nline 31 | B.\nline 32 | Your next step is simple, have a seat!\nline 33 | Spend the next 5, 10, 30 minutes sitting in that one spot with all your senses open.\nline 34 | This is not a passive mediation, with eyes closed and vision turned inwards; this is an active sensory practice.\nline 35 | Take in the sounds, smells, textures, and all the myriad sensory stimuli that abound in nature.\nline 36 | Take note of the sun’s position in the sky, wind direction, your proximity to water, and other geographical, and meteorological information.\nline 37 | Feel free to bring a journal along to make recordings and drawings.\nline 38 | Get into the habit of visiting the same spot every day or on a regular basis at the same time of day.\nline 39 | You may come to love this practice so much that you want to observe your spot at more than one time of day.\nline 40 | I suggest early morning and early evening, as both are very active times to observe wildlife.\nline 41 | C. Once your two weeks are complete you will be in a better position to introduce this practice to your students and they will understand you better because of it. With your students you are limited by time, distance, and safety parameters, but that is ok. All you need is a spot that is relatively free of human distractions and enough space for the students to spread out, so they are not tempted to chat with their neighbor. I recommend providing something for each student to sit on since some kids (and adults) are afraid of dirt and bugs. It could be as simple as a piece of cardboard. Because of time constraints you may want to assign spots for each student. Tell them where you are going to be during the activity and that you will be walking around to check up on them. If you are lucky enough to have assistants in your classroom you should have them assist you with this.\nline 42 | D. It’s important to minimize fear and to create an atmosphere that is conducive to discovery and adventure.\nline 43 | I recommend using some type of musical instrument to alert students when their time is up and to begin walking to the sound of your instrument.\nline 44 | Encourage them to walk quietly and not to talk until they are gathered back in a circle.\nline 45 | Allow each student to share a few words or pictures from their journal about their time.\nline 46 | I think you will be amazed at their insights and at their desire to return back to “their magic spots.” For more on the subject of sit spots click this link.\nline 47 | Thank you for reading and for sharing.\nline 48 | I hope you found these ideas interesting, fun and useful.\nline 49 | I would love to hear back from you after you have tried them with your students or children.\n</context>\n\n<phrases>\n- \"On the other hand\"\n- \"Let me think\"\n- \"Hold on a second\"\n- \"Wait a minute... Oh!\"\n- \"Well\"\n- \"That actually makes a lot of sense\"\n- \"What happens if we change this part?\"\n- \"So, the bottom line is\"\n- \"Wait, no\"\n- \"That’s an interesting angle, but\"\n- \"I should have known that!\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Going back to what I said about\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"That’s what I was trying to say!\"\n- \"Am I missing something?\"\n- \"Okay, walking through it again\"\n- \"Maybe if I try it this way\"\n- \"This might explain the pattern\"\n- \"What if I flip it around?\"\n- \"One way to look at it is\"\n- \"What keeps nagging at me is\"\n- \"Okay, let's break this down\"\n- \"I need to step back and rethink this\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Let me work through this\"\n- \"Now it all comes together!\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"No, actually\"\n- \"That’s the piece of the puzzle!\"\n- \"Anyway\"\n- \"Let’s not rush this\"\n- \"This is just a first pass, but\"\n- \"Let's think step by step\"\n- \"If I take this apart step by step\"\n- \"Bear with me while I\"\n- \"Let me run through it again\"\n- \"This could explain why\"\n- \"Let's break this down into parts\"\n- \"I need to make sure this checks out\"\n- \"That doesn't seem to add up... Let me think\"\n- \"I think I found the solution!\"\n- \"Am I thinking about this all wrong?\"\n- \"Uh...\"\n- \"Wait, I think I’ve got it!\"\n- \"Now, if I think about it differently\"\n- \"I'm trying to untangle this\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me circle back to that\"\n- \"Let me trace that logic back\"\n- \"Alternatively\"\n- \"Follow me here\"\n- \"Actually, no\"\n- \"So that’s why it wasn’t working!\"\n- \"Okay, so\"\n- \"What if I just flip this around?\"\n- \"On one hand... but on the other\"\n- \"I keep coming back to\"\n- \"Let me untangle this\"\n- \"Let me break this down\"\n- \"First things first\"\n- \"I have a theory about this\"\n- \"Picture this\"\n- \"Wait, but if that’s true\"\n- \"The pros and cons are\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Uh, where was I?\"\n- \"Coming at this from another angle\"\n- \"Ummm, actually\"\n- \"Something doesn't add up\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Let’s weigh the options\"\n- \"I knew I was forgetting something!\"\n- \"Let me play devil's advocate\"\n- \"Something’s not clicking\"\n- \"Take this with a grain of salt\"\n- \"Maybe I should sleep on it\"\n- \"This is starting to take shape\"\n- \"I guess that works\"\n- \"Okay, so if I do this\"\n- \"Something in my gut says no\"\n- \"But then again\"\n- \"Hang on a second\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Strategic management is a concept. It is for the planning of available resources to attain maximum profit. In the strategic management, the planning is done considering the long term and short term goal of the organization. In the management study, the students are given information about every aspect of strategic management.\nline 02 | During the course, the students are also given assignments to write on various topics to make them well aware of using the strategic management skills to get the desired results. If you are pursuing a management course and have received an assignment task on any such topics and looking for management assignment help, then you can contact the BookMyEssay team. We have the best resource with us to provide the finest assignment help. Our writers are well qualified and experienced to handle various topics on strategic management.\nline 03 | Important Concepts for Strategic Management Are\nline 04 | If you have a clear idea where you want to take your business in the long term, then you will be in a better position to prepare the path to achieve that goal.\nline 05 | The strategic management is the way to set organizational hierarchy to achieve both long term and short term goals.\nline 06 | With the right organization hierarchy setting, you can also gauge milestones you are achieving while following the success path.\nline 07 | How You Can Fulfil Short-Term Objectives on The Basis of Long-Term Goals\nline 08 | The Strategic management begins with large picture vision and mission. The concept of strategic management is a statement that expresses your complete reason for doing or staying in the business, whether your objective of being in the business in earning as much money as it is possible or you want to make this world a better place to live. After crafting the big picture idea with the help of strategic management, you have a principle to guide when you have to make short term and long term decisions.\nline 09 | Talk about the long term goals, then these goals cover a period of time and mostly it remains for longer than five years, and these goals embody a tangible outcome of your mission for e.g.\nline 10 | Opening a specific number of stores over time or greenhouse emissions reduction in a specific percentage.\nline 11 | When you have a planned and clear mission for the long-term goals, then you can develop milestones in parts to move you in the direction that you have planned.\nline 12 | Thinking about the big picture, when you perform your daily operations, then you move your organization in a consistent direction and avoid unnecessary missteps.\nline 13 | This is the key concept of strategic management. With the help of this article you can complete your assignment on this topic. However, if you want professional support, then you can contact the team of BookMyEssay. The team of BookMyEssay is proficient in providing assignment writing help on a wide range of topics as well as subjects. The team has writers who are experienced and possess complete knowledge about the subject. They offer the best in class management assignment help that ensures top grades.\nline 14 | The strategic management subject is one of the most difficult subjects in the management study. Therefore, the assignment topics on this subject also remain complicated most of the time. By taking professional Strategic management assignment help, students complete their assignment on time with quality. And this also secures the finest grade for them.\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me approach this from another angle\"\n- \"No, actually\"\n- \"That changes everything\"\n- \"First things first\"\n- \"Alternatively\"\n- \"This just clicked into place!\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Let’s weigh the options\"\n- \"On one hand... but on the other\"\n- \"I was just about to say\"\n- \"What I’m getting at is\"\n- \"What if I flip it around?\"\n- \"Let me play devil's advocate\"\n- \"What's the best way to explain this?\"\n- \"If I take this apart step by step\"\n- \"Okay, backtrack a bit\"\n- \"Wait, no\"\n- \"Something doesn't add up\"\n- \"So what I'm trying to say is\"\n- \"I need to reframe this\"\n- \"The tricky part is\"\n- \"Let me put this another way\"\n- \"Okay, pros and cons\"\n- \"I keep coming back to\"\n- \"Wait a minute... Oh!\"\n- \"If I follow this through\"\n- \"Here's where it gets interesting\"\n- \"I should have known that!\"\n- \"Let me run through it again\"\n- \"You know\"\n- \"Now, if I think about it differently\"\n- \"Okay, let's break this down\"\n- \"I keep circling back to\"\n- \"Let me think\"\n- \"I think I found the solution!\"\n- \"Let me break this down\"\n- \" is striking \"\n- \"I'm just throwing ideas around\"\n- \"What am I overlooking?\"\n- \"I'm trying to untangle this\"\n- \"On the other hand\"\n- \"Okay, walking through it again\"\n- \"Basically\"\n- \"Let me untangle this\"\n- \"Am I missing something?\"\n- \"I need to fill in the gaps\"\n- \"What I'm getting at is\"\n- \"Hmm\"\n- \"That’s an interesting angle, but\"\n- \"Right, so\"\n- \"But then again\"\n- \"Anyway\"\n- \"Hang on a second\"\n- \"Actually, no\"\n- \"In essence\"\n- \"Let's think step by step\"\n- \"The more I think about it\"\n- \"This might sound weird, but\"\n- \"The pros and cons are\"\n- \"In the end\"\n- \"That makes sense because\"\n- \"Still forming this thought\"\n- \"I think I can rule that out\"\n- \"Oh, that clears everything up!\"\n- \"Let me work through this\"\n- \"Now it all comes together!\"\n- \"So far, it looks like\"\n- \"Now it makes sense!\"\n- \"Wait, that doesn’t add up\"\n- \"Alright, where was I?\"\n- \"The crucial thing seems to be\"\n- \"Let me talk this through\"\n- \"Something about [blank] is still bothering me\"\n- \"Of course! That’s the answer!\"\n- \"Well, let me see\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Ummm, actually\"\n- \"Hold that thought\"\n- \"Just thinking out loud but\"\n- \"Okay, so\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | There are lots of Nursing Theory about Education and nursing journals for people who want to be educated about these areas. Research has demonstrated that nursing education isn’t as straightforward as many believe it’s to become. This guide provides you with ideas for fun, merely for further study.\nline 02 | Different on-line resources will be shown by A search in Google to get Nursing principle about education and learning on these subjects. You can also do your own research and see if the web internet sites you read or the other websites you see are directly associated with this issue. If the website is informative and very helpful, they could have a lot of other invaluable advice for you to read to the subject.\nline 03 | That the work prognosis for these tasks is extremely great since many people become nurses. The truth is that the job growth has been consistent over the years, however also for most people who have a bachelor’s level, the prognosis for employment will be far better than ever. http://www.happymarriedlife.in/2020/03/04/parity-biology-and-evolution/ You can find a number of colleges that supply a general degree inside this area. A Few of the schools that offer bachelor’s degrees are: Boston University, Boston School, DeVry College, Strayer University, Luther College, Longwood College, The Ohio State College University of Massachusetts-Amherst, and also University of Notre Dame.\nline 04 | The perfect method to have the information which you ought to be educated about breastfeeding and other subjects is by way of sources that are online. http://gameid.vn/what-is-energy-in-chemistry-element-2/ These sources offer you a lot of novels, content, and links into educational institutions that provide nursing instruction apps. Not only do they offer a great deal of advice, in addition they allow the pupil to find a place that is superior to find all their information out of.\nline 05 | Just a unique approach clearly was to nursing journals which can be found on the Internet.\nline 06 | These journals are about nursing but not confined to a specialized market.\nline 07 | As an example, among the journal type s, that will be very popular is referred to as”Nursing training Studies”.\nline 08 | Nursing instruction is something which is significantly more complex than that which some might presume. This really can be the reason the reason nursing instruction journals have a long list of matters.\nline 09 | They also provide a way for that student to know that the fundamental knowledge necessary to become more educated, although they do not discuss topics that are concerning nursing. The majority of the content articles on such journals reveal the information regarding nursing. Additionally, there are books that give attention to its own problems and nursing education.\nline 10 | Other tools that comprise improved and upgraded. This includes more news, and scientific tests to supplies, nursing deficits, funding, and also other features of nursing instruction.\nline 11 | A few of the theories concerning the nursing deficit give attention to its causes as well as that which might be achieved in order to remedy it. They are also concerned with the impacts of the problem on the individual’s household members, the affected individual, and the nursing community.\nline 12 | You might create your personal journal if you have a distinctive perspective on a certain part of nursing instruction. It’s up to one to write concerning your own experiences and post them onto your website. Another option would be to write about your adventures as being a nurse, or roughly that which you heard concerning that particular element of breastfeeding.\nline 13 | Should you want to know more about developing a journal and offering information decide to take to reading and studying nursing notions. A few of these books can be found throughout the Internet, and also you also might also find many practices to greatly help you in writing your own own.\nline 14 | This method may help you get your very own outlook around the breastfeeding universe. Immediately after reading a number of articles, the journals, and novels, you are going to be able to see different sides of the story.\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"Roughly speaking\"\n- \"If I take this apart step by step\"\n- \"Okay, backtrack a bit\"\n- \"On the other hand\"\n- \"This connects to\"\n- \"This makes me think of\"\n- \"Ummm, actually\"\n- \"I'm seeing a connection between\"\n- \"I'm starting to see a pattern\"\n- \"This is pretty rough\"\n- \"This might sound weird, but\"\n- \"First things first\"\n- \"This connects to something else\"\n- \"The thing is\"\n- \"Let me sum this up so far\"\n- \"Is it possible that...?\"\n- \"Now, if I think about it differently\"\n- \"So what I'm trying to say is\"\n- \"What if we\"\n- \"When I sit with this idea\"\n- \"I’m still on the fence about this\"\n- \"So the main idea is\"\n- \"Alternatively\"\n- \"It's almost like\"\n- \"Let me work through this\"\n- \"I'm not entirely sure, but\"\n- \"Okay, pros and cons\"\n- \"Let’s weigh the options\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"So what I’m trying to say is\"\n- \"I feel like I'm close\"\n- \"This is starting to take shape\"\n- \"Suppose we assume that\"\n- \"Let me connect the dots\"\n- \"I’m not sure, but\"\n- \"Could I be second-guessing myself?\"\n- \"I'm curious about\"\n- \"Let me propose something\"\n- \"But then again\"\n- \"One way to look at it is\"\n- \"Let's think step by step\"\n- \"What I’m getting at is\"\n- \"Okay, let's break this down\"\n- \"Let's break this down into parts\"\n- \"This brings to mind\"\n- \"Backing up for a second\"\n- \"What I mean is\"\n- \"The more I think about it\"\n- \"Let me back up a second\"\n- \"Let me chew on this\"\n- \" is key here\"\n- \"I wonder if\"\n- \"Let me throw this out there\"\n- \"If I'm not mistaken\"\n- \"What if I flip it around?\"\n- \"No, actually\"\n- \"That’s an interesting angle, but\"\n- \"There’s a pattern here\"\n- \"I’m trying to connect the dots here\"\n- \"On one hand... but on the other\"\n- \"I'm pondering\"\n- \"Let me play devil's advocate\"\n- \"Alright, where was I?\"\n- \"What if I just flip this around?\"\n- \"If A is true, then\"\n- \"Is this the hill I want to die on?\"\n- \"Let me run through it again\"\n- \"Actually, no\"\n- \"What keeps nagging at me is\"\n- \"Let me untangle this\"\n- \"I keep circling back to\"\n- \"I'm struck by\"\n- \"In other words\"\n- \"Basically\"\n- \"I'm mulling over\"\n- \"What’s the best way to explain this?\"\n- \"This makes me reflect on\"\n- \"If I follow this through\"\n- \"The pros and cons are\"\n- \"Wait, no\"\n- \"Going back to what I said about\"\n- \"Building on that\"\n- \"Something doesn't add up\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | What is bone marrow and why do people need transplants?\nline 02 | Bone marrow is a soft tissue found in the middle of certain bones. It contains stem cells, which are the \"building blocks\" for other normal blood cells (like red cells, which carry oxygen, and white cells, which fight infection).\nline 03 | Some diseases, such as leukaemia, prevent people's bone marrow from working properly. And for certain patients, the only cure is to have a stem cell transplant from a healthy donor.\nline 04 | How do people find a donor?\nline 05 | Ideally, bone marrow should be donated from a close family member, such as a brother or sister, because there needs to be a close match between tissue types.\nline 06 | However, not all patients have a relative with a matching tissue. They rely on finding a donor through a bone marrow register - a list of people who are willing to donate bone marrow if it is needed.\nline 07 | When a new patient needs a donor, doctors search the register to try to find a match.\nline 08 | What are the average chances of finding a suitable donor?\nline 09 | For a white British individual, the chance of finding a match is 1 in 4.\nline 10 | But for Black and Minority Ethnic (BME) patients that drops to 1 in 100,000.\nline 11 | Why are the odds so much worse for BME patients?\nline 12 | In order for an unrelated bone marrow match to be successful, the donor should come from the same ethnic origin as the patient in need.\nline 13 | At the moment, certain ethnic communities are under represented on the bone marrow register, so it is more difficult to find suitable donors for members of these communities who require a transplant.\nline 14 | There is a particular shortage of potential donors from the following ethnic groups:\nline 15 | - South Asian (people of Indian, Pakistani, Sri Lankan and Bangladeshi origin)\nline 16 | - Jewish people of European descent\nline 17 | - Eastern European\nline 18 | - Southern European (such as people of Greek, Italian and Spanish origin)\nline 19 | How do you sign up as a donor?\nline 20 | If you are between the ages of 16 and 30, you can sign up with the Anthony Nolan Trust.\nline 21 | And if you are 31 to 49, you can join the British Bone Marrow Registry.\nline 22 | Blood and bone marrow donation charity ACLT is also holding two recruitment drives in the next week:\nline 23 | Tuesday 26th February, 2-8pm\nline 24 | Shepherds Bar, Shepherds Building, Charecroft Way, London, W14 0DA\nline 25 | Saturday 2nd March, 11-5pm\nline 26 | The Tabernacle, 35 Powis Square, Ladbroke Grove, London, W11 2AY\nline 27 | What does it involve?\nline 28 | At the ACLT recruitment drives, potential donors for the Anthony Nolan list will be asked to provide a small saliva sample.\nline 29 | Candidates for the British Bone Marrow Registry (BBMR) will be asked to attend a blood donation session at a later date to donate 1 unit (475mls) of blood.\nline 30 | Your details will then be kept on the register and you will be contacted if you turn out to be a potential match for a person requiring a transplant.\nline 31 | If you are called upon to donate, you will have to visit a hospital or clinic to have your bone barrow or stem cells harvested.\nline 32 | Am I eligible?\nline 33 | You must be:\nline 34 | - 18 to 49 years of age to join the British Bone Marrow Registry\nline 35 | - 16 to 30 years of age to join the Anthony Nolan Trust register\nline 36 | - in good general health\nline 37 | - over 8 stone (51kg) in weight\n</context>\n\n<phrases>\n- \"Actually, no\"\n- \"Let me chew on this\"\n- \"Let me sum this up so far\"\n- \"Here's where it gets interesting\"\n- \"No, actually\"\n- \"Still working it out\"\n- \"I'm wondering if\"\n- \"I need to fill in the gaps\"\n- \"There's a better way to phrase this\"\n- \"I'm mulling over\"\n- \"I'm seeing a connection between\"\n- \"I need to make sure this checks out\"\n- \"Let me circle back to that\"\n- \"This connects to something else\"\n- \"Hmm, let’s rewind a bit\"\n- \"Well, let me see\"\n- \"I’m trying to connect the dots here\"\n- \"What I’m getting at is\"\n- \"Let me see if\"\n- \"There's something off here\"\n- \"Brainstorming here, but\"\n- \"Something along those lines\"\n- \"I'm intrigued by\"\n- \"On one hand... but on the other\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me think\"\n- \"Something doesn't add up\"\n- \"This makes me think of\"\n- \"Just spitballing here\"\n- \"Ummm, actually\"\n- \"This is pretty rough\"\n- \"Why did I do that?\"\n- \"Hold that thought\"\n- \"What keeps nagging at me is\"\n- \"This is starting to take shape\"\n- \"Uh, where was I?\"\n- \"That makes sense because\"\n- \"So the main idea is\"\n- \"I keep coming back to\"\n- \"Let's think step by step\"\n- \"So what I’m trying to say is\"\n- \"How can I approach this?\"\n- \"Anyway\"\n- \"Still forming this thought\"\n- \"Let me work through this\"\n- \"That reminds me\"\n- \"Oh! That reminds me\"\n- \"There's something here about\"\n- \"What’s the best way to explain this?\"\n- \"I could be wrong, but\"\n- \"Bear with me while I\"\n- \"I'm struck by\"\n- \"I guess that works\"\n- \"This brings to mind\"\n- \"Now we're cooking\"\n- \"This makes me reflect on\"\n- \"Let me untangle this\"\n- \"Now, if I think about it differently\"\n- \"I'm still feeling my way through\"\n- \"This is just a first pass, but\"\n- \"Just thinking out loud but\"\n- \"The crucial thing seems to be\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"This connects to\"\n- \"We've completely overlooked [blank]\"\n- \" is interesting\"\n- \"There’s a pattern here\"\n- \"The more I think about it\"\n- \"Wait, no\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Here's what's bugging me\"\n- \"Right, so\"\n- \"Okay, so\"\n- \"What I mean is\"\n- \"I'm not sure, but\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"What I'm getting at is\"\n- \"I'm pondering\"\n- \"This is tricky, but\"\n- \"I wonder if\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Building on that\"\n- \"Let me run through it again\"\n- \"Ah...\"\n- \"I was just about to say\"\n- \"It feels like the right move, but\"\n- \"That doesn’t sound right\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Chosen by the chief created being\nline 02 | in the universe as the site for his temple,\nline 03 | it has attracted sages and ascetics for thousands of years.\nline 04 | ONCE LORD BRAHMA, the empowered creator of the universe, desired to have a place on earth dedicated to him, so he threw three lotus petals toward the earth. When the petals landed, three holy lakes sprung up. Because the lakes had been created from the flower (puspa) thrown from Brahma's hand (kara), the area became known as Puskara. The three lakes became known as Jyestha Puskara (\"senior Puskara\"), Madhya Puskara (\"middle Puskara\"), and Kanistha Puskara (\"junior Puskara\"), or Budha (\"old\") Puskara, as it is more commonly known today.\nline 05 | The Blessings of Puskara\nline 06 | The glories of Puskara are mentioned in the Mahabharata, the Ramayana, the Padma Purana, and other scriptures.\nline 07 | Srimad-Bhagavatam (12.12.61) states, \"One who controls his mind, fasts at the holy places Puskara, Mathura, or Dvaraka, and studies this scripture will be freed from all fear.\"\nline 08 | In the Mahabharata, while describing to Bhisma, the grandfather of the Pandavas, the glories of many tirthas, or holy places of pilgrimage, the sage Pulastya mentions Puskara Tirtha first.\nline 09 | He says that Puskara is famous throughout the universe and that anyone who goes there becomes as exalted as Lord Brahma.\nline 10 | Pulastya says, \"One's sins are cleansed by just thinking of Puskara.\"\nline 11 | Among various blessings obtained by bathing at Puskara: one may be elevated to the heavenly planets, even the planet of Lord Brahma.\nline 12 | Some time after Brahma had empowered Puskara to grant these extraordinary blessings, some of the devas, or demigods, complained to him that he had made it too easy for people to attain the heavenly planets. They feared that people would neglect their religious duties and the earth would be plagued with irreligion and its consequences. Lord Brahma conceded and proclaimed that from that time on, the boon of elevation to heaven by bathing at Puskara would be granted only during the last five days of the month of Karttika (October-November). Today tens of thousands of people visit Puskara during that period, and a great festival takes place.\nline 13 | The Position of Lord Brahma\nline 14 | The Vedic scriptures tell us that Lord Brahma was born from a lotus flower sprouted from the navel of Lord Garbodakasayi Visnu, an expansion of Lord Krsna. Because Brahma was not born in the ordinary way, he is known as Atma-bhu, \"the self-born.\"\nline 15 | Though Brahma is called the creator of the universe, he creates by the power invested in him by Lord Visnu.\nline 16 | In fact, the position of creator, which Brahma occupies, is a post to which Visnu assigns a highly qualified living entity.\nline 17 | Unlike Lord Visnu, the unlimited Supreme Person, Brahma is a jiva like us one of the unlimited number of infinitesimal living entities who emanate from the Supreme Person.\nline 18 | Though Brahma is posted above all the other devas except Siva and Visnu, his main qualification is that he understands himself to be an eternal servant of the Supreme Lord. Pilgrims to Puskara, aware of Lord Brahma's exaltedness, generally petition Brahma for material rewards, such as elevation to the heavenly planets. But people with a higher understanding know that such rewards cannot match the gift of pure devotion to the Supreme Lord, which Lord Brahma can also give.\nline 19 | The first verse of the Bhagavatam says that the Supreme Lord awakened transcendental knowledge within the heart of Brahma. After much penance, Brahma realized that the Absolute Truth is Lord Sri Krsna, of whom all living entities including Brahma are eternal servants. Lord Brahma is the head of one of the four Vaisnava Sampradayas, or disciplic lines of devotees of Visnu or Lord Krsna. Sri Caitanya Mahaprabhu, who is Krsna Himself, aligned Himself with the Brahma Sampradaya. Therefore the International Society for Krishna Consciousness, which descends from Lord Caitanya, is also part of the Brahma Sampradaya, and its members may pray to Brahma for pure devotion to Lord Krsna.\nline 20 | Lord Brahma's Sacrifice\nline 21 | This history is found in the Padma Purana, Srstikhanda, Chapter 17:\nline 22 | Accompanied by brahmanas and other devas, or demigods, Lord Brahma once went to Puskara to perform a sacrifice. Such sacrifices are to be performed along with one's wife, so when the arrangements for the sacrifice were complete, Lord Brahma sent Narada Rsi, the sage among the devas, to bring Sarasvati, Lord Brahma's consort. But Sarasvati was not ready to leave, so Narada returned to Puskara alone.\nline 23 | According to astrological calculations, the sacrifice had to begin at once, so Brahma asked Indra, the king of the heavenly planets, to provide him a suitable wife to assist in the sacrifice. Lord Indra chose a cowherd girl, but the sacrifice required that the girl be of the brahmana caste. So the devas purified the girl, or elevated her caste, by passing her through a cow (into the cow's mouth and out the other end), because in Vedic culture cows are considered pure and of the same caste as the brahmanas. The girl then became known as Gayatri, \"one who was pulled through a cow.\"\nline 24 | When Sarasvati arrived to find seated next to her husband another woman Gayatri she became angry and cursed him and some of the other devas present. But Gayatri adjusted the curses so that they would turn out favorably. For example, although Sarasvati had cursed Brahma that he would be worshiped only on the full-moon day of the month of Karttika, Gayatri declared that whoever worshiped Brahma would be blessed with wealth and a good family and would be reunited with Brahma.\nline 25 | Sarasvati Devi left the sacrifice in anger and went off to a nearby hill to perform penance.\nline 26 | Today pilgrims to Puskara can visit temples of both Sarasvati Devi and Gayatri Devi.\nline 27 | Sarasvati Devi is also present in this world in the form of a river. Five branches of that river Sarasvati, Supapra, Candra, Kanaka, and Nanda flow in the Puskara area, but at present they are invisible to ordinary eyes.\nline 28 | The Place of Sages\nline 29 | Puskara has been know as a holy place for millennia, and today various sites around Puskara honor well-known Vedic sages who performed penance there, including Agastya, Pulastya, and Markendeya. It was at Puskara that the heavenly maiden Menaka distracted Visvamitra, a warrior performing meditation to become a brahma-rsi, a brahmana sage. Later Visvamitra attained his goal at Puskara.\nline 30 | Today, thousands of years after the time of Visvamitra, pilgrims still come to Puskara to fulfill their desires. Those with the highest understanding pray to the holy place and its presiding deity, Lord Brahma to fulfill only one desire: that they may someday develop pure love for Krsna.\nline 31 | The Camel Fair\nline 32 | A camel fair is held in Puskara each year for five days up to and including the Karttika Purnima, the full-moon night of the month of Karttika (October-November).\nline 33 | Since this had long been the time when the most people visited the holy place for a sacred bath, it was natural that pilgrims would use the occasion as a chance to trade.\nline 34 | What began with a few small, impromptu exchanges has grown into the largest camel fair in the world.\nline 35 | A tent city spreads out on the plains west of Puskara, and a grand festival takes place, complete with camel traders, horse traders, snake charmers, camel races, ferris wheels, merry-go-rounds, handicrafts shops, ash-covered holy men, brightly clad Rajasthanis practically all the color and excitement of the culture of Rajasthan.\nline 36 | The fair attracts about 200,000 people, along with their 50,000 cows, camels, horses, and water buffaloes.\nline 37 | Pilgrimage to Puskara\nline 38 | Puskara, in the Indian state of Rajasthan, is 130 kilometers southwest of Jaipur. The population of Puskara is about 15,000. The city of Ajmer (400,000) is 13 kilometers to the south. A scenic road from Ajmer to Puskara winds up and over Snake Mountain. The elevation of Puskara 1,500 feet above sea level helps create a moderate climate during Rajasthan's stiffling hot season.\nline 39 | When to Go September-March.\nline 40 | How to Get There Jaipur is easy to get to from many cities by air, rail, or bus.\nline 41 | From Jaipur take a train or bus to Ajmer or a bus to Puskara.\nline 42 | Jodhpur, another major city in Rajasthan, is about 230 kilometers from Puskara.\nline 43 | Where to Stay For its many visitors, Puskara has plenty of hotels. The state of Rajasthan runs the comfortable Sarovar Tourist Bungalow, pleasantly situated on the banks of the lake. If you plan to go during Karttika Purnima (and the camel fair), reserve several months ahead. During the fair the Rajasthan government provides comfortable lodging for tourists in tents. To reserve either a tent or a room at the Sarovar Tourist Bungalow, write to Central Reservation Office, Rajasthan Tourism Development Corporation, Ltd., Chanderlok Building, 36 Jan Path, New Delhi 110 001, India. Ajmer, a short bus-ride to Puskara, also has many hotels.\nline 44 | Where to Eat Restaurants in Puskara are allowed to serve only vegetarian food. The Brahma temple has its own restaurant, known as the R. S. Restaurant.\nline 45 | Puskara has about 400 temples, many of them dedicated to various demigods, but the main temple is that of Lord Brahma.\nline 46 | Brahma Temple The Lord Brahma temple is situated on the west side of town. Next to the four-headed deity of Brahma sits Gayatri Devi on the left and Savitri (Sarasvati) Devi on the right. Throughout the temple compound are shrines of demigods, such as Indra, Kuvera, Siva, and Durga, and saints and sages, such as Dattatreya, Narada Muni, and the Seven Rsis.\nline 47 | It is not known when the original deity of Brahma was installed in the temple. That deity was destroyed by the Mogul emperor Aurangzeb in the seventeenth century. The present temple was built in 1809.\nline 48 | Savitri Temple The temple of Savitri, or Sarasvati, Lord Brahma's first wife, sits on a hill about three kilometers from the Brahma temple. (Sarasvati Devi went to this hill in anger after cursing Brahma and the other demigods.) Since reaching the temple requires a strenuous one-hour walk, many pilgrims are content to view the temple from a distance. Savitri Devi faces east, looking wide-eyed and happy. The hill offers a full view of Puskara.\nline 49 | Gayatri Temple This temple sits on a hill on the opposite side of town from the temple of Savitri.\nline 50 | Varaha Temple A beautiful white-marble Deity of Lord Varaha, Lord Krsna's incarnation in the form of a boar, sits in a temple on a small hill, facing south. The present Deity was installed in 1784. The original temple was 150 feet high. It was attacked by Moguls at least three times, beginning in the twelfth century.\nline 51 | Ranganatha Temple Located in the middle of town, this temple is home for a beautiful six-foot-tall Deity of Venu Gopala (Krsna playing the flute). There are also Deities of Radharani (Krsna's consort in Vrndavana), Rukmini (Krsna's consort in Dvaraka), Laksmi-devi (the goddess of fortune), and Nrsimhadeva (Krsna's half-man, half-lion incarnation).\nline 52 | Rama-Vaikuntha Temple This temple of Laksmi-Narayana is also known as the new Ranganatha Temple. It is on the east side of town.\nline 53 | Krsna Temple This is the main temple of Madhya Puskara, which is about two kilometers from Jyestha Puskara, the central area.\nline 54 | Servant of Puskara Tirtha\nline 55 | During an initiation ceremony in New York City, 1971, Srila Prabhupada gave a new disciple the name Puskara Dasa* (\"servant of Puskara\").\nline 56 | Prabhupada said, \"Puskara Dasa.\nline 57 | There is a sacred lake in India, Puskara Tirtha.\nline 58 | Anyone who takes bath in that lake becomes a devotee.\nline 59 | So you try to bring all people of the world to take bath in Puskara.\"\nline 60 | *Puskara Dasa's paintings and drawings appear regularly in Back to Godhead.\n</context>\n\n<phrases>\n- \"Of course! That’s the answer!\"\n- \"Let’s weigh the options\"\n- \"Let's think step by step\"\n- \"Ah...\"\n- \"That actually makes a lot of sense\"\n- \"What’s the best way to explain this?\"\n- \"If I take this apart step by step\"\n- \"This is tricky, but\"\n- \" is interesting\"\n- \"I wonder if\"\n- \"It finally adds up!\"\n- \"Wait, but if that’s true\"\n- \"That makes sense because\"\n- \"Coming at this from another angle\"\n- \"Let me sum this up so far\"\n- \"So basically\"\n- \"I'm mulling over\"\n- \"I'm wondering if\"\n- \"This might sound weird, but\"\n- \"Uh...\"\n- \"There's a better way to phrase this\"\n- \"That’s the piece of the puzzle!\"\n- \" is striking \"\n- \"There's something here about\"\n- \"Something about [blank] is still bothering me\"\n- \"On one hand... but on the other\"\n- \"Finally, it clicks!\"\n- \"Okay, so\"\n- \"Something doesn't add up\"\n- \"[blank] is still a black box to me\"\n- \"Don't quote me on this\"\n- \"First things first\"\n- \"That changes everything\"\n- \"Let me just think this through\"\n- \"Let me untangle this\"\n- \"Don't hold me to this\"\n- \"Here's where it gets interesting\"\n- \"Let me work through this\"\n- \"No, actually\"\n- \"I'm curious about\"\n- \"You know\"\n- \"Am I thinking about this all wrong?\"\n- \"I guess that works\"\n- \"This brings to mind\"\n- \"So the main idea is\"\n- \"So what I’m trying to say is\"\n- \"Ummm, actually\"\n- \"There’s a better way to phrase this\"\n- \"Hang on a second\"\n- \"The crucial thing seems to be\"\n- \"I'm trying to untangle this\"\n- \"What if we\"\n- \"This makes me reflect on\"\n- \"Let me break this down\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"If I had to choose right now\"\n- \"Let's see\"\n- \"Now we're cooking\"\n- \"Hmm\"\n- \"Wait, no\"\n- \"Would that even work?\"\n- \"The pros and cons are\"\n- \" is key here\"\n- \"Oh! I get it now\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Still forming this thought\"\n- \"Let me approach this from another angle\"\n- \"I feel like I’m close\"\n- \"Brainstorming here, but\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"What’s the missing piece?\"\n- \"I'm intrigued by\"\n- \"Let's break this down into parts\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me chew on this\"\n- \"Is this the right call?\"\n- \"Actually, no\"\n- \"Let me talk this through\"\n- \"What keeps nagging at me is\"\n- \"Does that sound right?\"\n- \"Bear with me while I\"\n- \"In the end\"\n- \"Hold that thought\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"I'm struck by\"\n- \"I should have known that!\"\n- \"Okay, pros and cons\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | - Troubleshooting Principles\nline 02 | - Structured Troubleshooting Approaches\nline 03 | - Troubleshooting Example Using Six Different Approaches\nline 04 | - Review Questions\nline 05 | Structured Troubleshooting Approaches\nline 06 | Troubleshooting is not an exact science, and a particular problem can be diagnosed and sometimes even solved in many different ways. However, when you perform structured troubleshooting, you make continuous progress, and usually solve the problem faster than it would take using an ad hoc approach. There are many different structured troubleshooting approaches. For some problems, one method might work better, whereas for others, another method might be more suitable. Therefore, it is beneficial for the troubleshooter to be familiar with a variety of structured approaches and select the best method or combination of methods to solve a particular problem.\nline 07 | A structured troubleshooting method is used as a guideline through a troubleshooting process. The key to all structured troubleshooting methods is systematic elimination of hypothetical causes and narrowing down on the possible causes. By systematically eliminating possible problem causes, you can reduce the scope of the problem until you manage to isolate and solve the problem. If at some point you decide to seek help or hand the task over to someone else, your findings can be of help to that person and your efforts are not wasted. Commonly used troubleshooting approaches include the following:\nline 08 | The top-down approach: Using this approach, you work from the Open Systems Interconnection (OSI) model’s application layer down to the physical layer.\nline 09 | The OSI seven-layer networking model and TCP/IP four-layer model are shown side by side in Figure 1-3 for your reference.\nline 10 | Figure 1-3 The OSI and TCP/IP Networking Models\nline 11 | - The bottom-up approach: This approach starts from the OSI model’s physical layer and moves up toward the application layer.\nline 12 | - The divide-and-conquer approach: Using this approach, you start in the middle of the OSI model’s stack (usually the network layer), and then, based on your findings, you move up or down the OSI stack.\nline 13 | - The follow-the-path approach: This approach is based on the path that packets take through the network from source to destination.\nline 14 | - The spot-the-differences approach: As the name implies, this approach compares network devices or processes that are operating correctly to devices or processes that are not operating as expected and gathers clues by spotting significant differences. In case the problem occurred after a change on a single device was implemented, the spot-the differences approach can pinpoint the problem cause by focusing on the difference between the device configurations, before and after the problem was reported.\nline 15 | - The move-the-problem approach: The strategy of this troubleshooting approach is to physically move components and observe whether the problem moves with the moved components.\nline 16 | The sections that follow describe each of these methods in more detail.\nline 17 | The Top-Down Troubleshooting Approach\nline 18 | The top-down troubleshooting method uses the OSI model as a guiding principle.\nline 19 | One of the most important characteristics of the OSI model is that each layer depends on the underlying layers for its operation.\nline 20 | This implies that if you find a layer to be operational, you can safely assume that all underlying layers are fully operational as well.\nline 21 | Let’s assume that you are researching a problem of a user that cannot browse a particular website and you find that you can establish a TCP connection on port 80 from this host to the server and get a response from the server (see Figure 1-4).\nline 22 | In this situation, it is reasonable to conclude that the transport layer and all layers below must be fully functional between the client and the server and that this is most likely a client or server problem (most likely at application, presentation, or session layer) and not a network problem.\nline 23 | Be aware that in this example it is reasonable to conclude that Layers 1 through 4 must be fully operational, but it does not definitively prove this.\nline 24 | For instance, nonfragmented packets might be routed correctly, whereas fragmented packets are dropped.\nline 25 | The TCP connection to port 80 might not uncover such a problem.\nline 26 | Figure 1-4 Application Layer Failure\nline 27 | Essentially, the goal of the top-down approach is to find the highest OSI layer that is still working. All devices and processes that work on that layer or layers below are then eliminated from the scope of the troubleshooting. It might be clear that this approach is most effective if the problem is on one of the higher OSI layers. It is also one of the most straightforward troubleshooting approaches, because problems reported by users are typically defined as application layer problems, so starting the troubleshooting process at that layer is a natural thing to do. A drawback or impediment to this approach is that you need to have access to the client’s application layer software to initiate the troubleshooting process, and if the software is only installed on a small number of machines, your troubleshooting options might be limited.\nline 28 | The Bottom-Up Troubleshooting Approach\nline 29 | The bottom-up troubleshooting approach also uses the OSI model as its guiding principle with the physical layer (bottom layer of the OSI seven-layer network model) as the starting point. In this approach, you work your way layer by layer up toward the application layer and verify that relevant network elements are operating correctly. You try to eliminate more and more potential problem causes so that you can narrow down the scope of the potential problems.\nline 30 | Let’s assume that you are researching a problem of a user that cannot browse a particular website and while you are verifying the problem, you find that the user’s workstation is not even able to obtain an IP address through the DHCP process (see Figure 1-5). In this situation it is reasonable to suspect lower layers of the OSI model and take a bottom-up troubleshooting approach.\nline 31 | Figure 1-5 Failure at Lower OSI Layers\nline 32 | A benefit of the bottom-up approach is that all the initial troubleshooting takes place on the network, so access to clients, servers, or applications is not necessary until a very late stage in the troubleshooting process. In certain environments, especially those where many old and outdated devices and technologies are still in use, many network problems are hardware related. The bottom-up approach is very effective under those circumstances. A disadvantage of this method is that, in large networks, it can be a time-consuming process because a lot of effort will be spent on gathering and analyzing data and you always start from the bottom layer. The best bottom-up approach is to first reduce the scope of the problem using a different strategy and then switch to the bottom-up approach for clearly bounded parts of the network topology.\nline 33 | The Divide-and-Conquer Troubleshooting Approach\nline 34 | The divide-and-conquer troubleshooting approach strikes a balance between the top-down and bottom-up troubleshooting approaches. If it is not clear which of the top-down or bottom-up approaches will be more effective for a particular problem, an alternative is to start in the middle (usually from the network layer) and perform some tests such as ping and trace. Ping is an excellent connectivity testing tool. If the test is successful, you can assume that all lower layers are functional, and so you can start a bottom-up troubleshooting starting from the network layer. However, if the test fails, you can start a top-down troubleshooting starting from the network layer.\nline 35 | Let’s assume that you are researching a problem of a user who cannot browse a particular website and that while you are verifying the problem you find that the user’s workstation can successfully ping the server’s IP address (see Figure 1-6). In this situation, it is reasonable to assume that the physical, data link, and network layers of the OSI model are in good working condition, and so you examine the upper layers, starting from the transport layer in a bottom-up approach.\nline 36 | Figure 1-6 Successful Ping Shifts the Focus to Upper OSI Layers (Divide-and-Conquer Approach)\nline 37 | Whether the result of the initial test is positive or negative, the divide-and-conquer approach usually results in a faster elimination of potential problems than what you would achieve by implementing a full top-down or bottom-up approach. Therefore, the divide-and-conquer method is considered highly effective and possibly the most popular troubleshooting approach.\nline 38 | The Follow-the-Path Troubleshooting Approach\nline 39 | The follow-the-path approach is one of the most basic troubleshooting techniques, and it usually complements one of the other troubleshooting methods such as the top-down or the bottom-up approach.\nline 40 | The follow-the-path approach first discovers the actual traffic path all the way from source to destination.\nline 41 | Next, the scope of troubleshooting is reduced to just the links and devices that are actually in the forwarding path.\nline 42 | The principle of this approach is to eliminate the links and devices that are irrelevant to the troubleshooting task at hand.\nline 43 | Let’s assume that you are researching a problem of a user who cannot browse a particular website and that while you are verifying the problem you find that a trace (tracert) from the user’s PC command prompt to the server’s IP address succeeds only as far as the first hop, which is the L3 Switch v (Layer 3 or Multilayer Switch v) in Figure 1-7. Based on your understanding of the network link bandwidths and the routing protocol used on this network, you mark the links on the best path between the user workstation and the server on the diagram with numbers 1 through 7, as shown in Figure 1-7.\nline 44 | Figure 1-7 The Follow-the-Path Approach Shifts the Focus to Link 3 and Beyond Toward the Server\nline 45 | In this situation it is reasonable to shift your troubleshooting approach to the L3 Switch v and the segments beyond, toward the server along the best path.\nline 46 | The follow-the-path approach can quickly lead you to the problem area.\nline 47 | You can then try and pinpoint the problem to a device, and ultimately to a particular physical or logical component that is either broken, misconfigured, or has a bug.\nline 48 | The Compare-Configurations Troubleshooting Approach\nline 49 | Another common troubleshooting approach is called the compare-configurations approach, also referred to as the spotting-the-differences approach. By comparing configurations, software versions, hardware, or other device properties between working and nonworking situations and spotting significant differences between them, this approach attempts to resolve the problem by changing the nonoperational elements to be consistent with the working ones. The weakness of this method is that it might lead to a working situation, without clearly revealing the root cause of the problem. In some cases, you are not sure whether you have implemented a solution or a workaround.\nline 50 | Example 1-1 shows two routing tables; one belongs to Branch2’s edge router, experiencing problems, and the other belongs to Branch1’s edge router, with no problems. If you compare the content of these routing tables, as per the compare-configurations (spotting-the-differences) approach, a natural deduction is that the branch with problems is missing a static entry. The static entry can be added to see whether it solves the problem.\nline 51 | Example 1-1 Spot-the-Differences: One Malfunctioning and One Working Router\nline 52 | ------------- Branch1 is in good working order ---------- Branch1# show ip route <...output omitted...> 10.0.0.0/24 is subnetted, 1 subnets C 10.132.125.0 is directly connected, FastEthernet4 C 192.168.36.0/24 is directly connected, BVI1 S* 0.0.0.0/0 [254/0] via 10.132.125.1 ------------- Branch2 has connectivity problems ---------- Branch2# show ip route <...output omitted...> 10.0.0.0/24 is subnetted, 1 subnets C 10.132.126.0 is directly connected, FastEthernet4 C 192.168.37.0/24 is directly connected, BVI1\nline 53 | The compare-configurations approach (spotting-the-differences) is not a complete approach; it is, however, a good technique to use undertaking other approaches. One benefit of this approach is that it can easily be used by less-experienced troubleshooting staff to at least shed more light on the case. When you have an up-to-date and accessible set of baseline configurations, diagrams, and so on, spotting the difference between the current configuration and the baseline might help you solve the problem faster than any other approach.\nline 54 | The Swap-Components Troubleshooting Approach\nline 55 | Also called move-the-problem, the swap-components approach is a very elementary troubleshooting technique that you can use for problem isolation: You physically swap components and observe whether the problem stays in place, moves with the component, or disappears entirely. Figure 1-8 shows two PCs and three laptops connected to a LAN switch, among which laptop B has connectivity problems. Assuming that hardware failure is suspected, you must discover whether the problem is on the switch, the cable, or the laptop. One approach is to start gathering data by checking the settings on the laptop with problems, examining the settings on the switch, comparing the settings of all the laptops, and the switch ports, and so on. However, you might not have the required administrative passwords for the PCs, laptops, and the switch. The only data that you can gather is the status of the link LEDs on the switch and the laptops and PCs. What you can do is obviously limited. A common way to at least isolate the problem (if it is not solved outright) is cable or port swapping. Swap the cable between a working device and laptop B (the one that is having problems). Move the laptop from one port to another using a cable that you know for sure is good. Based on these simple moves, you can isolate whether the problem is cable, switch, or laptop related.\nline 56 | Figure 1-8 Swap-the-Component: Laptop B Is Having Network Problems\nline 57 | Just by executing simple tests in a methodical way, the swap-components approach enables you to isolate the problem even if the information that you can gather is minimal. Even if you do not solve the problem, you have scoped it to a single element, and you can now focus further troubleshooting on that element. Note that in the previous example if you determine that the problem is cable related, it is unnecessary to obtain the administrative password for the switch, PCs, and laptops. The drawbacks of this method are that you are isolating the problem to only a limited set of physical elements and not gaining any real insight into what is happening, because you are gathering only very limited indirect information. This method assumes that the problem is with a single component. If the problem lies within multiple devices, you might not be able to isolate the problem correctly.\n</context>\n\n<phrases>\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"That’s it!\"\n- \"It's almost like\"\n- \"On the other hand\"\n- \"This just clicked into place!\"\n- \"This connects to something else\"\n- \"Actually, no\"\n- \"But then again\"\n- \"It was staring me in the face\"\n- \"Uh...\"\n- \"Just thinking out loud but\"\n- \"I'm wondering if\"\n- \"When I sit with this idea\"\n- \"There’s a pattern here\"\n- \"There's something off here\"\n- \"I need to make sure this checks out\"\n- \"This might sound weird, but\"\n- \"Let me back up a second\"\n- \"Wait, no\"\n- \"I'm pondering\"\n- \"Let me think\"\n- \"Ummm, actually\"\n- \"Wait, I think I just cracked it!\"\n- \"There's something here about\"\n- \"Backing up for a second\"\n- \"This makes me think of\"\n- \"On one hand... but on the other\"\n- \"Aha! That’s what I was missing!\"\n- \"Let's think step by step\"\n- \"What if I flip it around?\"\n- \"Wait, that doesn’t add up\"\n- \"I'm starting to see a pattern\"\n- \"You know\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me play devil's advocate\"\n- \"Let me just think this through\"\n- \"I’m trying to connect the dots here\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me dig into that a little deeper\"\n- \"This connects to\"\n- \"Alternatively\"\n- \"Let me throw this out there\"\n- \"I'm intrigued by\"\n- \"Now it makes sense!\"\n- \"This brings to mind\"\n- \"I need to step back and rethink this\"\n- \"What’s the best way to explain this?\"\n- \"I should have known that!\"\n- \"Just spitballing here\"\n- \"Wait a minute... Oh!\"\n- \"Let me talk this through\"\n- \"Let me work through this\"\n- \"I'm still feeling my way through\"\n- \"I'm curious about\"\n- \"I wonder if\"\n- \"I'm seeing a connection between\"\n- \"Something about [blank] is still bothering me\"\n- \"If I follow this through\"\n- \"Right, so\"\n- \"I'm struck by\"\n- \"Oh! I get it now\"\n- \"Something doesn't add up\"\n- \"Hold on a second\"\n- \"That’s the piece of the puzzle!\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Anyway\"\n- \"[blank] is still a black box to me\"\n- \"That reminds me\"\n- \"There's a missing link here\"\n- \"Let me chew on this\"\n- \"Let me trace that logic back\"\n- \"What am I overlooking?\"\n- \"Bear with me while I\"\n- \"Let me untangle this\"\n- \"Hang on a second\"\n- \"That’s an interesting angle, but\"\n- \"No, actually\"\n- \"Let's see\"\n- \"That would explain why\"\n- \"Let me connect the dots\"\n- \"What keeps nagging at me is\"\n- \"I need to reframe this\"\n- \"I keep coming back to\"\n- \"The more I think about it\"\n- \"Alright, where was I?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | An Often Overlooked Impact of Eating Disorders Is Damage Done to Teeth\nline 02 | BINGHAM FARMS, Michigan — Eating disorders are not just a struggle for teenage girls and grown women but also impact young boys and men.\nline 03 | Conservative estimates are that some 1.5 million girls and women and 1 million boys and men in the U.S. suffer from some type of eating disorder such as anorexia and bulimia after puberty.\nline 04 | Dr. Timothy Kosinski, DDS, of SmileCreator in Bingham Farms regularly works with patients to overcome an eating disorder because of the impact on dental health. Bulimia is especially harmful to the teeth.\nline 05 | From constant vomiting, the enamel and dentin coverings on the back of the upper front teeth surfaces will erode, explains Dr. Kosinski. The amount of erosion depends on the frequency and degree of vomiting.\nline 06 | And when the back teeth are affected there will be a change in the bite from the loss of tooth structure. Another problem common with bulimics is swelling of the parotid gland. Bulimia also can result in having a dry mouth because of dehydration from fasting and vomiting and abuse of laxatives and diuretics.\nline 07 | Dr. Kosinski stresses that patients suspected of bulimia should be referred to mental health professionals who are experienced in eating disorders.\nline 08 | “From a dental standpoint, these patients should come in for regular professional cleanings and practice meticulous oral hygiene and home care,” says Dr. Kosinski. “They should rinse vigorously with water immediately after vomiting. The use of ‘artificial saliva’ and daily application of fluoride in custom trays also helps minimize damage to the teeth and gums. Elective cosmetic treatment should not be attempted during the active phase of this disorder.”\nline 09 | A common measure employed by Dr. Kosinski at SmileCreator is a mouth guard that protects the enamel and dentin tooth coverings and tooth structure.\nline 10 | While a preoccupation with food and weight is evident with those who exhibit an eating disorder, often their behavior is compensating for strong feelings and emotions that seem overwhelming. Both emotional and physical health can be adversely affected.\nline 11 | According to information on the National Eating Disorders Association, 42 percent of 1st thru 3rd grade girls want to be thinner, 46 percent of 9-11 year-olds are “sometime” or “very often” on diets, 45 percent of American women are on a diet on any given day, and 80 percent of American women are dissatisfied with their appearance.\nline 12 | Three of the more common eating disorders are Anorexia Nervosa (characterized by excessive weight loss and self-starvation), Bulimia Nervosa (characterized by binge eating followed by purging) and Binge Eating Disorder (characterized by impulsive eating and excessive weight gain). Bulimics are very good at hiding their disorder.\nline 13 | Persons who suffer from eating disorders should first consult their physician, who can refer patients to the emotional support professional needed, and then should consult their dentist to protect their oral health.\nline 14 | For more information about Dr. Kosinski or SmileCreator go to www.smilecreator.net, call 248-646-8651 or send an email query to [email protected].\nline 15 | SmileCreator is located at 31000 Telegraph Rd., Suite 170, Bingham Farms, MI 48025.\nline 16 | About Dr. Timothy Kosinski: He has practiced general and implant dentistry for 20 years. A graduate of University of Detroit Dental School, he completed comprehensive implant training at Harvard. He is a Diplomate of the American Board of Oral Implantology/Implant Dentistry, The International Congress of Oral Implantologists and the American Society of Osseointegration. He is a Fellow of the American Academy of Implant Dentistry and most recently received his Mastership in the AGD in Anaheim this year. Dr. Kosinski has been inducted into the American and International Colleges of Dentists and the Academy of Dentistry International. Dr. Kosinski was selected the Best Dentist in America by his peers in 2004-2005.\n</context>\n\n<phrases>\n- \"I should have known that!\"\n- \"That changes everything\"\n- \"Of course! That’s the answer!\"\n- \"Here's what I'm thinking\"\n- \"I'm pondering\"\n- \"Picture this\"\n- \"I'm seeing a connection between\"\n- \"Is this the hill I want to die on?\"\n- \"Something's not clicking\"\n- \"What’s the best way to explain this?\"\n- \"Let me play devil's advocate\"\n- \"I'm intrigued by\"\n- \"Coming at this from another angle\"\n- \"It's hard to pin down\"\n- \"First things first\"\n- \"Ohhh, now I see!\"\n- \"I wonder if\"\n- \"Let’s weigh the options\"\n- \"That’s an interesting angle, but\"\n- \"Let's think step by step\"\n- \"What if I flip it around?\"\n- \"Okay, I think I’ve got it now!\"\n- \"Something doesn't add up\"\n- \"Let's break this down into parts\"\n- \"Ummm, actually\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let me work through this\"\n- \"That doesn’t sound right\"\n- \"It was staring me in the face\"\n- \"Right, so\"\n- \"Wait, but if that’s true\"\n- \"Wait a minute... Oh!\"\n- \"Okay, let's break this down\"\n- \"What’s the missing piece?\"\n- \"Okay, pros and cons\"\n- \"I think I found the solution!\"\n- \"Let me untangle this\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"I'm struck by\"\n- \"Something’s not clicking\"\n- \"Alternatively\"\n- \"I'm mulling over\"\n- \"Now we're cooking\"\n- \"Something's not quite right\"\n- \"If I follow this through\"\n- \"Kind of\"\n- \"I could do this, or maybe that\"\n- \"What was I about to say?\"\n- \"But then again\"\n- \"The pros and cons are\"\n- \"Suppose we assume that\"\n- \"Well\"\n- \"Bear with me while I\"\n- \"This is just a first pass, but\"\n- \"Hold that thought\"\n- \"Hang on a second\"\n- \"On the other hand\"\n- \"What if we looked at it like\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \"One way to look at it is\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Oh! I get it now!\"\n- \"Wait, no\"\n- \"I'm getting a sense that\"\n- \"No, actually\"\n- \"Actually, no\"\n- \"That would mean\"\n- \"Something along those lines\"\n- \"This isn't quite right, but\"\n- \"Uh...\"\n- \"This brings to mind\"\n- \"I'm curious about\"\n- \"I'm wondering if\"\n- \"What keeps nagging at me is\"\n- \"This explains so much!\"\n- \"Hold on a second\"\n- \"If we follow this logic\"\n- \"I can't quite put my finger on\"\n- \"Let me chew on this\"\n- \"If I take this apart step by step\"\n- \"I'm trying to untangle this\"\n- \"What if I tried...?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Introduction to CVI\nline 02 | CVI: A Brief Introduction\nline 03 | Since over 40 percent of the brain is estimated to be devoted to visual functioning anything that damages the parts of the brain used for vision will have serious consequences.\nline 04 | Cerebral visual impairment (CVI) is a complex condition in which parts of the brain associated with producing vision have suffered damage. This damage results in deficient visual functioning, stretching from blindness to relatively minor – but still serious – vision perception impairments. We now know that not alone is CVI the Western World’s most common cause of blindness and severe visual impairment among children, but it is also associated with a range of visual perception problems in childhood. Typically a child with CVI will have eyes which function normally, meaning that the problem is not with gathering visual information but, rather, with interpreting it. As Dutton phrases it:\nline 05 | “Disorders of the eye and optic nerve impair vision in a limited range of predictable ways but when vision is affected by damage to the brain the range of possible outcomes is\nline 06 | wider and the resulting nature of each affected child’s vision and visual behaviour is\nline 07 | arguably unique.”\nline 08 | CVI hasn’t one cause but a myriad of causes, including head trauma, meningitis, encephalitis, intraventicular hemorrhage, metabolic problems, hypoxic brain damage, encephalopathy and structural abnormalities.\nline 09 | Sometimes called cortical visual impairment or neurological visual impairment or, less precisely, cortical blindness, CVI impacts negatively on child’s ability to perform visual tasks and, often, has significant implications for a child’s learning. For example, CVI can cause depth perception problems, resulting in serious difficulties in accommodating to a three dimensional world. CVI may result in problems in tracking movement and in the recognition and locating of objects. The condition may cause visual fatigue, leading to vision related tasks being performed less well at some times rather than at other times, perhaps exposing the child to adult claims of truculence or wilful bad behaviour or, even, laziness. CVI may also present as producing what may appear to be intermittent blindness (although it really isn’t) and in children CVI is commonly associated with orientation and mobility anxieties, poor social and self-care skills, poor reading skills and diminished school performance.\nline 10 | Problems with analysing complex visual scenes may, for example, make it difficult to recognise friends or loved ones in a crowd or to see numbers in columns and rows. CVI may be particularly difficult to diagnose in young children or in children who have additional disabilities, particularly additional cognitive disabilities.\nline 11 | TEACH CVI: OUR PROJECT\nline 12 | The real world problems which result in the lives of children with CVI are many and diverse. However, precisely because the eye itself and its physical structures may be perfect the child with CVI is often misdiagnosed and misunderstood. Children with CVI are sometimes considered lazy, disruptive or disinterested in learning, with teachers and parents confused about the condition or unaware of its existence.\nline 13 | According to Dutton and Lueck children with CVI can be divided into three broad groups:\nline 14 | • those with profound visual impairment\nline 15 | • those who have some useful functional vision albeit alongside additional cognitive\nline 16 | and/or other disabilities\nline 17 | • those who despite impaired vision have enough useful vision – and the ability to use\nline 18 | it – to work at or near expected norms\nline 19 | TEACH CVI is aims to improve awareness of CVI among teachers and social pedagogues across Europe, the purpose being to design, test and implement practical strategies to enhance the literacy attainments of children in each of these three categories.\nline 20 | The project will harness the cross-cultural, multi-professional insights of partner participants to design, assess and deliver a comprehensive, cohesive training package to teachers, social pedagogues, parents and interested others within Europe. The emphasis on literacy recognises an emerging appreciation of the plasticity of the young brain and of the way literacy can be explored as an area of commonality, notwithstanding the wide variations in presenting features from child to child which CVI will involve and the different socio-cultural contexts in which different children live.\nline 21 | Choosing literacy as the project focus recognises that intervention with CVI children is, essentially, educational and environmental rather than medical and, therefore, is rooted in the social paradigm of disability thinking.\nline 22 | More, choosing literacy as the project focus recognises that, pedagogically, reading the word is also, in Paulo Friere’s phrase a reading of the world, creating a dialogical space between teachers and students, between adults and children, that allows us all learn from each other in open and respectful ways. Given that CVI is so often misdiagnosed and misunderstood, the creation of this space through utilising a new and creative approach to literacy – a reading of the world – opens up the potential for exciting new ways of working with children with CVI, both in traditional school settings and wider family and social contexts.\nline 23 | Gordon N.Dutton (2015), Disorders of the Brain and How They Can Affect Vision in Amanda Hall Lueck and Gordon N. Dutton (eds) Vision and the Brain: Understanding Cerebral Visual Impairment in Children, AFB Press, New York at 39.\nline 24 | Gordon N Dutton and Amanda Hall Lueck Impairment of Vision Due to Damage to the Brain in Amanda Hall Lueck and Gordon N. Dutton (eds) Vision and the Brain: Understanding Cerebral Visual Impairment in Children, AFB Press, New York\n</context>\n\n<phrases>\n- \"Let's break this down into parts\"\n- \"Alternatively\"\n- \"It's almost like\"\n- \"In essence\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Just thinking out loud but\"\n- \"Okay, pros and cons\"\n- \"How can I approach this?\"\n- \"I'm struck by\"\n- \"I'm curious about\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"This connects to\"\n- \"I'm trying to untangle this\"\n- \"I'm seeing a connection between\"\n- \"There’s a better way to phrase this\"\n- \"What happens if we change this part?\"\n- \"I’m trying to connect the dots here\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Hmm, that doesn’t sound right\"\n- \"On one hand... but on the other\"\n- \"What I mean is\"\n- \"Let me break this down\"\n- \"Ummm, actually\"\n- \" is key here\"\n- \"This makes me think of\"\n- \"Now, if I think about it differently\"\n- \"This might sound weird, but\"\n- \"What I’m getting at is\"\n- \"Let me see if\"\n- \"If we follow this logic\"\n- \"I'm starting to see a pattern\"\n- \"First things first\"\n- \"Let me propose something\"\n- \"Let's think step by step\"\n- \"Let’s weigh the options\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Picture this\"\n- \"Still forming this thought\"\n- \"So what I'm trying to say is\"\n- \"That makes sense because\"\n- \"What if we\"\n- \"There’s a pattern here\"\n- \"This makes me reflect on\"\n- \"Let me work through this\"\n- \"Something doesn't add up\"\n- \"Let me throw this out there\"\n- \"That’s an interesting angle, but\"\n- \"Actually, no\"\n- \"Let me put this another way\"\n- \"If I take this apart step by step\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Let me play devil's advocate\"\n- \"Let me chew on this\"\n- \"Something’s not clicking\"\n- \"On the other hand\"\n- \"Still working it out\"\n- \"If I follow this through\"\n- \"Let me untangle this\"\n- \"Here's what's bugging me\"\n- \"So basically\"\n- \"What keeps nagging at me is\"\n- \"But then again\"\n- \"This isn't quite right, but\"\n- \"Coming at this from another angle\"\n- \"The pros and cons are\"\n- \"I wonder if\"\n- \"What if I flip it around?\"\n- \"I'm wondering if\"\n- \"That reminds me\"\n- \"No, actually\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I have a theory about this\"\n- \"I'm intrigued by\"\n- \"Building on that\"\n- \"Wait, no\"\n- \"When I sit with this idea\"\n- \"I'm pondering\"\n- \"I'm mulling over\"\n- \"Let me talk this through\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Egg Handling Skills\nline 02 | Eggs are among the most indispensable and vital ingredients used in baking.\nline 03 | These ingredients are indispensable because of their numerous purposes.\nline 04 | These are useful in binding, aerating, leavening, emulsifying and thickening mixed ingredients.\nline 05 | Eggs also serve as the base for numerous recipes.\nline 06 | One can also use the eggs as excellent fillings, glazes and toppings to baked goods.\nline 07 | These are also effective in enhancing the colour and flavour of baked products.\nline 08 | Separating yolks from egg whites – the cheater’s way!\nline 09 | 1.\nline 10 | Use Whole Eggs\nline 11 | Using whole eggs in baking muffins, doughs, waffles, pancakes, cookies, cakes and other baked products is beneficial because these ingredients serve as excellent binders.\nline 12 | The use of more whites than egg yolk also works in creating light and fluffy baked goods.\nline 13 | An increased use of yolk is also favourable because this creates a dense product with a rich flavour.\nline 14 | When equal amounts of both egg whites and yolks are used, expect to produce a delicious baked product which delivers a light and stable texture and a rich flavour.\nline 15 | 2. Add Eggs Using the Creaming Method\nline 16 | This is a process, which involves adding eggs one after another, right after fat, which usually comes in the form of butter, and sugar, are already beaten together.\nline 17 | This ensures that the beaten mixture will turn out to be light and fluffy.\nline 18 | Using this method also ensures that the eggs will completely disperse inside the mixture.\nline 19 | This gives all the mixed ingredients enough time to emulsify liquids and fats properly.\nline 20 | However, when preparing pastries, pasta and bread, it is best to add the eggs straight into the roux or dough either in batches at the same time or all at once.\nline 21 | The reason behind this is that these products do not use eggs to bind.\nline 22 | The products do not also need the emulsification properties of the vital ingredient, so slow incorporation is no longer required.\nline 23 | 3. Research About the Different Methods in Whipping Egg Whites\nline 24 | Note that whipping egg whites is frequently a part of baking, so it is crucial to be aware of the different ways to do it correctly.\nline 25 | While it is possible to whip the whites on their own, be aware that this often results to an unstable and weak structure often requiring extensive speed and care.\nline 26 | A wise tip is to whip the whites together with sugar.\nline 27 | This results to creating a meringue which usually comes in two types, the French meringue and Italian meringue.\nline 28 | Another tip in creating a meringue or whipping egg whites is to add at least two drops of lemon juice into them.\nline 29 | The acidic properties present in the juice work in making adjustments into the pH balance of the ingredient while also stabilizing foam when baking or whipping.\nline 30 | 4. Use Room Temperature Eggs\nline 31 | This can guarantee ease in combining yolks and whites when whisking.\nline 32 | This results to allowing the eggs to disperse evenly into the batter, which ensures that the output receives a light texture and even cooking.\nline 33 | Consider soaking the eggs in a bowl containing warm water for around ten to fifteen minutes as a means of quickly bringing them into room temperature, prior to using them into the baking process.\nline 34 | The use of room temperature eggs also plays a significant role in getting the most desirable texture for baked products.\nline 35 | Cake, for instance, will receive a light and fluffy texture when room temperature eggs are used.\nline 36 | Weekend Baking Classes\nline 37 | Are you looking for short baking classes in the surrounding area of Kuala Lumpur (KL), Petaling Jaya, Subang Jaya or Shah Alam?\nline 38 | If you are, contact us because we run short hands on baking courses conducted by a Malaysian professional bakery chef who runs his own successful cake shop in Bangsar.\nline 39 | All you have to do is fill in your name, email address, contact number and location into the form on the right section and we’ll get back to you with the details of the next up coming class.\n</context>\n\n<phrases>\n- \"That’s it!\"\n- \"That’s an interesting angle, but\"\n- \"This makes me think of\"\n- \"Oh! I get it now!\"\n- \"Ummm, actually\"\n- \"In the end\"\n- \"What if I flip it around?\"\n- \"Let me sum this up so far\"\n- \"Let's see\"\n- \"What I'm getting at is\"\n- \"Hold that thought\"\n- \"That reminds me\"\n- \"This connects to something else\"\n- \"On the other hand\"\n- \"I'm starting to see a pattern\"\n- \"Wait, why does that happen?\"\n- \"Hold on a second\"\n- \"Let me work through this\"\n- \"Alternatively\"\n- \"That’s the answer I was looking for!\"\n- \"I'm seeing a connection between\"\n- \"Let me see if\"\n- \"If I'm not mistaken\"\n- \"Bear with me while I\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"No, actually\"\n- \"Oh! That reminds me\"\n- \"I’m trying to connect the dots here\"\n- \"This just clicked into place!\"\n- \"Wait a minute... Oh!\"\n- \"Wait, I think I’ve got it!\"\n- \"Something's not quite right\"\n- \"Wait, no\"\n- \"Let's think step by step\"\n- \"Ohhh, now I see!\"\n- \"Something doesn't add up\"\n- \"First things first\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"I'm trying to untangle this\"\n- \"Something about [blank] is still bothering me\"\n- \"Let’s weigh the options\"\n- \"But then again\"\n- \"Maybe I should sleep on it\"\n- \"Actually, no\"\n- \"So what I’m trying to say is\"\n- \"Let me break this down\"\n- \"What keeps nagging at me is\"\n- \"So the main idea is\"\n- \"Let me put this another way\"\n- \"Sort of like\"\n- \"Let me play devil's advocate\"\n- \"Finally, it clicks!\"\n- \"I’m not convinced, but it might work\"\n- \"On one hand... but on the other\"\n- \"If I take this apart step by step\"\n- \"What I'm grappling with is\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"It's fascinating how\"\n- \"It's hard to pin down\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Of course! That’s the answer!\"\n- \"The pros and cons are\"\n- \"Hang on a second\"\n- \"That would explain why\"\n- \"Hmm, that doesn’t sound right\"\n- \"Basically\"\n- \"Don't hold me to this\"\n- \"Would I regret this later?\"\n- \"Building on that\"\n- \"Okay, pros and cons\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"How do I put this\"\n- \"The thing is\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let me untangle this\"\n- \"This connects to\"\n- \"That doesn't sound right, let me rephrase\"\n- \"You know\"\n- \"Let's break this down into parts\"\n- \"That makes sense because\"\n- \"Anyway\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The “stand-alone” application, where the chatbot runs on a single computer, integrates mostly some sort of system interface, allowing your chatbot to control certain aspects and functions of your computer, such as playing media files, or retrieving documents. It usually also has a graphical component built in, as well, in the form of an avatar (often female) that enhances interaction, thus improving user’s experience.\nline 02 | The word robot is derived from the Czech noun robota meaning “labor”, and is an accomplishment of the cubist painter and writer Josef Capek, older brother of novelist and playwright Karel Capek. The word robot first appeared in 1920 in the Karel Capek’s play “RUR” (“Rossum’s Universal Robots”) and since then this play popularized the word invented by playwright’s brother.\nline 03 | Although NBC Politics Bot was a little rudimentary in terms of its interactions, this particular application of chatbot technology could well become a lot more popular in the coming years – particularly as audiences struggle to keep up with the enormous volume of news content being published every day. The bot also helped NBC determine what content most resonated with users, which the network will use to further tailor and refine its content to users in the future.\nline 04 | Efforts by servers hosting websites to counteract bots vary. Servers may choose to outline rules on the behaviour of internet bots by implementing a robots.txt file: this file is simply text stating the rules governing a bot's behaviour on that server. Any bot that does not follow these rules when interacting with (or 'spidering') any server should, in theory, be denied access to, or removed from, the affected website. If the only rule implementation by a server is a posted text file with no associated program/software/app, then adhering to those rules is entirely voluntary – in reality there is no way to enforce those rules, or even to ensure that a bot's creator or implementer acknowledges, or even reads, the robots.txt file contents. Some bots are \"good\" – e.g. search engine spiders – while others can be used to launch malicious and harsh attacks, most notably, in political campaigns.\nline 05 | Recently the name has been making good significance between the marketers. ZoConvert lets you create a bot for you in a matter of minutes without needing any aid from a coder or developer. This bot tool comes with growth tools plenty, converting Facebook users to subscribers instantly. More than 80% open rates and 50% click rate and on top 5X more users—that’s what using ZoConvert can do for your business.\nline 06 | Other companies explore ways they can use chatbots internally, for example for Customer Support, Human Resources, or even in Internet-of-Things (IoT) projects. Overstock.com, for one, has reportedly launched a chatbot named Mila to automate certain simple yet time-consuming processes when requesting for a sick leave. Other large companies such as Lloyds Banking Group, Royal Bank of Scotland, Renault and Citroën are now using automated online assistants instead of call centres with humans to provide a first point of contact. A SaaS chatbot business ecosystem has been steadily growing since the F8 Conference when Facebook's Mark Zuckerberg unveiled that Messenger would allow chatbots into the app. In large companies, like in hospitals and aviation organizations, IT architects are designing reference architectures for Intelligent Chatbots that are used to unlock and share knowledge and experience in the organization more efficiently, and reduce the errors in answers from expert service desks significantly. These Intelligent Chatbots make use of all kinds of artificial intelligence like image moderation and natural language understanding (NLU), natural language generation (NLG), machine learning and deep learning.\nline 07 | With an unprecedented increase in the number of people using messaging apps today, and the advancements in Artificial Intelligence, Machine Learning and Natural Language Processing (NLP) technologies, the rise of chat bots seems to have been inevitable.\nline 08 | Research shows that the number of people using chat apps has surpassed the number of those using social networking apps, which is believable yet surprising!\nline 09 | Develop intelligent, enterprise-grade bots that let you maintain control of your data. Build any type of bot—from a Q&A bot to your own branded virtual assistant. Use a comprehensive, open-source SDK and tools to easily connect your bot across popular channels and devices. Give your bot the ability to speak, listen, and understand your users with native integration of Azure Cognitive Services.\nline 10 | In reality, such consumer expectations aren’t met, which thereby exposes a grey area for businesses to take advantage of. Statistically, 93% of businesses do not respond to consumer grievances within the first 5 minutes. This delayed response is directly responsible for a 400% decrease in lead generation. Over time this turns into a surmounting problem for both small and large organizations as they may be overwhelmed with customer grievances or may fail to maintain an online presence 24/7.\nline 11 | This form of artificial intelligence was first developed by MIT Professor Joseph Weizenbaum in the 1960’s and named ELIZA. It wasn’t until 2011, when chatbots had a resurgence with the inception of WeChat in China. Customers could create chatbots on this platform and interact with one another seamlessly. In 2016, Facebook introduced its own chatbots which paved the way for this form of artificial intelligence to enter and interact with mainstream media consumption.\nline 12 | You can ask Besure to find you any type of restaurant imaginable and it will find it for you based on your location.\nline 13 | But the only locations it serves, are Copenhagen and San Francisco and nothing in-between (so far).\nline 14 | Two great cities for cuisine, but the populations are small and so the coverage is light.\nline 15 | You can be sure they expand in the near future.\nline 16 | The chatbot uses keywords that users type in the chat line and guesses what they may be looking for. For example, if you own a restaurant that has vegan options on the menu, you might program the word “vegan” into the bot. Then when users type in that word, the return message will include vegan options from the menu or point out the menu section that features these dishes.\nline 17 | Bots for Messenger are for anyone who's trying to reach people on mobile - no matter how big or small your company or idea is, or what problem you're trying to solve. Whether you're building apps or experiences to share weather updates, confirm reservations at a hotel, or send receipts from a recent purchase, bots make it possible for you to be more personal, more proactive, and more streamlined in the way that you interact with people.\n</context>\n\n<phrases>\n- \"No, actually\"\n- \"What if we\"\n- \"Let me connect the dots\"\n- \"There’s a pattern here\"\n- \"This connects to\"\n- \"When I sit with this idea\"\n- \"I keep coming back to\"\n- \"Alternatively\"\n- \"Okay, pros and cons\"\n- \"Wait a minute\"\n- \"I'm seeing a connection between\"\n- \"Well\"\n- \"I'm not sure, but\"\n- \"Right, so\"\n- \"This connects to something else\"\n- \"Let me work through this\"\n- \"I need to reframe this\"\n- \"Alright, where was I?\"\n- \"What’s the next step?\"\n- \"I'm struck by\"\n- \"This makes me reflect on\"\n- \"This is pretty rough\"\n- \"I'm curious about\"\n- \"I'm wondering if\"\n- \"Picture this\"\n- \"I'm pondering\"\n- \"What if I flip it around?\"\n- \"This makes me think of\"\n- \"Let me talk this through\"\n- \"I'm starting to see a pattern\"\n- \"Hmm, let’s rewind a bit\"\n- \"On the other hand\"\n- \"Ummm, actually\"\n- \"Should I...? No, wait\"\n- \"Let me just think this through\"\n- \"Let me see\"\n- \"Let’s weigh the options\"\n- \"Follow me here\"\n- \"There's something here about\"\n- \"Building on that\"\n- \"Still forming this thought\"\n- \"I don’t want to jump to conclusions, but\"\n- \"I think\"\n- \"Let's think step by step\"\n- \"There's got to be something about\"\n- \"Something along those lines\"\n- \"I was just about to say\"\n- \"Let me circle back to that\"\n- \"Wait a minute... Oh!\"\n- \"What’s the best way to explain this?\"\n- \"Not set in stone, but\"\n- \"Let me play devil's advocate\"\n- \"Okay, let's break this down\"\n- \"Something doesn't add up\"\n- \"That’s an interesting angle, but\"\n- \"How do I put this\"\n- \"I’m trying to connect the dots here\"\n- \"That reminds me\"\n- \"Let me make sure I got this\"\n- \"The pros and cons are\"\n- \"Now we're cooking\"\n- \"Let me untangle this\"\n- \"But then again\"\n- \"What keeps nagging at me is\"\n- \"Actually, no\"\n- \"Let me break this down\"\n- \"Now, if I think about it differently\"\n- \"I need to make sure this checks out\"\n- \"You know\"\n- \"I'm getting a sense that\"\n- \"Let me chew on this\"\n- \"I'm intrigued by\"\n- \"Here's where it gets interesting\"\n- \"Let's break this down into parts\"\n- \"On one hand... but on the other\"\n- \"Does that sound right to you?\"\n- \"I'm trying to untangle this\"\n- \"Backing up for a second\"\n- \"I'm mulling over\"\n- \"Why did I do that?\"\n- \"Wait, no\"\n- \"Coming at this from another angle\"\n- \"First things first\"\n- \"Let me think\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | A Punishing Mid-Atlantic Gale Claimed The Schooner Olwen But Not Her Carbonear crew\nline 02 | The schooner Olwen was built at Pembroke Dock in southwest Wales in 1896 by J&W Francis, who were shipbuilders from Milford Haven. She was built and fitted to be a commercial trade and cargo vessel. The three-masted wooden topsail schooner, built mostly of local oak, had an overall length of 97.7 feet and a beam of 22.4 feet. She had a gross capacity of 153 tons and a net cargo capacity of 124 tons. She had a single deck and a depth of 11.2 feet with large holds designed to maximize cargo space.\nline 03 | From 1897 to 1920 Olwen worked, as did hundreds of similar merchant ships, on the northern European trade routes between Britain, Germany, the Netherlands, France, Spain and Portugal. By 1920, she had been purchased by W.A. Munn & Company of St. John’s, who had her delivered to Harbour Grace in July of that year.\nline 04 | Munn appointed Douglas Burden from Carbonear as master of their new schooner. The 25-year-old captain quickly took over command of the 25-year-old Olwen. After spending the summer in northern Newfoundland and Labrador, she arrived in St. John’s in October from Snug Harbour, leaking unfortunately, and in need of minor repairs. Capt. Burden had received orders to deliver a cargo of dried salted codfish to Genoa, Italy. On Nov. 29, Olwen left St. John’s. This would be the skipper’s first trans-Atlantic crossing in command of his own ship, and on Dec. 21 he arrived in Malaga, Spain.\nline 05 | The vessel departed Malaga on Dec. 30 and on Jan. 16, 1921, they sailed into Genoa where they discharged the cargo. After four weeks they were cleared to leave and on Feb. 19 departed for Torrevieja, Spain. After only a two-day stay to take on a cargo of salt for the fishery back home, they left Torrevieja. After a brief stop in Gibraltar, Olwen made the return trip back across the Atlantic and landed in Harbour Grace on April 22.\nline 06 | May, 1921, was spent anchored at Carbonear.\nline 07 | In June, Olwen completed loading a cargo of dried codfish and was ordered to sail again for Italy.\nline 08 | They left Carbonear on June 13 and after four weeks successfully crossed the Atlantic, sailing into Gibraltar on July 14.\nline 09 | The following day, she cleared Gibraltar and headed for Ancona, an Italian port on the Adriatic Sea.\nline 10 | She arrived on Aug. 26, where her cargo was discharged and sold.\nline 11 | She then left the Italian port in ballast and headed for Torrevieja again where she loaded salt for the return trip home.\nline 12 | She left the Spanish port for St. John’s on Oct. 20 1921, the crew unaware of what lay ahead.\nline 13 | On her second day out Olwen met with high seas and terrific gales of wind. The captain and crew were unable to do anything other than to reduce sail and ride out the storm, which drove the vessel up and down the mid-Atlantic for 46 days. At one point, a heavy sea carried her mainsail away and the topsails were ripped by the winds. Later, her bulwarks were carried away and her deck seams were opened.\nline 14 | The crew worked without rest to keep the ship afloat but things were beginning to look bleak. Just about the time their hopes of survival were at their lowest, a black smudge from the smokestack of a tramp steamer appeared on the horizon and in a short time they were taken aboard. The rescue ship was the Vulcano, bound for Italy. The date was Dec. 4 1921.\nline 15 | After the crew had gathered their possessions and was safely off the ship, the captain decided she had suffered too much damage and was not salvageable. Olwen was set afire so the floating wreck would not be hazard to other ships. She sank just east of the Grand Banks in approximately 10,000 feet of water.\nline 16 | A wireless message from Vulcano, received in London via Terceira on Dec. 8 stated:\nline 17 | Dec 4, 10 G.M.T., in lat 42 22 N., long. 41 48 W., three-masted schooner Olwen, 107050 registered number, 124 registered tons, belonging Munn, of St. John’s (NF.), where bound, been abandoned for leak. All six men crew rescued by Italian steamer Vulcano, bound Torre Annunziata. Vessel left submerged but on fire.\nline 18 | Vulcano, having completed her rescue mission, resumed her voyage and arrived in Naples a few days later.\nline 19 | The six Carbonear men then began their long voyage home.\nline 20 | They traveled from Naples to London and then to Liverpool, where they purchased fare and embarked on the 500-foot trans-Atlantic passenger ship Metagama for Saint John, New Brunswick.\nline 21 | They landed on New Year’s Day 1922 and left for Carbonear on Jan. 11, arriving safely home after a very eventful voyage.\nline 22 | Olwen‘s crewmembers on her final voyage, all from Carbonear, were:\nline 23 | Captain : Douglas Burden\nline 24 | Mate : William Burden, the captain’s first cousin\nline 25 | Mate : John Burden, the captain’s brother\nline 26 | Seamen : John Fraize, John Clarke, and James Crocker.\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"There's a missing link here\"\n- \"Something's not clicking\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"This connects to something else\"\n- \"No, actually\"\n- \"Would that even work?\"\n- \"Now it all comes together!\"\n- \"There's something off here\"\n- \"If we follow this logic\"\n- \" is interesting\"\n- \"That actually makes a lot of sense\"\n- \"That would mean\"\n- \"Coming at this from another angle\"\n- \"Let me untangle this\"\n- \"I have a theory about this\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me propose something\"\n- \"Would I regret this later?\"\n- \"Might be\"\n- \"What if we\"\n- \"So far, it looks like\"\n- \" is striking \"\n- \"Let me approach this from another angle\"\n- \"I could do this, or maybe that\"\n- \"What’s the best way to explain this?\"\n- \"So that’s why it wasn’t working!\"\n- \"There's a better way to phrase this\"\n- \"There’s a pattern here\"\n- \"The tricky part is\"\n- \"On one hand... but on the other\"\n- \"What’s the missing piece?\"\n- \"It's fuzzy, but\"\n- \"I wonder if\"\n- \"I might be missing something\"\n- \"Ummm, actually\"\n- \"Let me talk this through\"\n- \"I'm struck by\"\n- \"That would explain why\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"So the main idea is\"\n- \"Wait, no\"\n- \"The crucial thing seems to be\"\n- \"Oh, it all makes sense now!\"\n- \"Let's think step by step\"\n- \"Building on that\"\n- \"Something doesn't add up\"\n- \"This makes me think of\"\n- \"Let me see if\"\n- \"It's almost like\"\n- \"There's got to be something about\"\n- \"There's something here about\"\n- \"If I follow this through\"\n- \"Actually, no\"\n- \"Let’s not rush this\"\n- \"This brings to mind\"\n- \"The thing is\"\n- \"Let me work through this\"\n- \"I'm wondering if\"\n- \"Let me chew on this\"\n- \"I'm mulling over\"\n- \"Here's a possible explanation\"\n- \"Still working it out\"\n- \"That reminds me\"\n- \"I'm curious about\"\n- \"Brainstorming here, but\"\n- \"This is tricky, but\"\n- \"This might explain the pattern\"\n- \"Here's where it gets interesting\"\n- \"When I sit with this idea\"\n- \"What’s the next step?\"\n- \"This makes me reflect on\"\n- \"That’s what I was trying to say!\"\n- \"More or less\"\n- \"I’m trying to connect the dots here\"\n- \"Oh! That reminds me\"\n- \"I'm seeing a connection between\"\n- \"In essence\"\n- \"That makes sense because\"\n- \"That’s the piece of the puzzle!\"\n- \"Basically\"\n- \"This connects to\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"That doesn't sound right, let me rephrase\"\n- \"It finally adds up!\"\n- \"This might sound weird, but\"\n- \"I can see we haven't addressed [blank] yet\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Nutrition is such an important part of keeping livestock and is often not given the attention that it needs. Feeding ewes through pregnancy is especially important and can literally mean life or death of both the ewe and lamb(s) if it is not handled properly towards the end of pregnancy.\nline 02 | The first part of pregnancy we feed our ewes the same as we always feed them. Each sheep gets approximately 3 lbs of good quality grass hay per day and no grain. All sheep are different and this may or may not be a good amount for your particular sheep. Keeping a close eye on their body condition is important to making sure you are feeding right. It can be harder with sheep due to all the wool on them, so it is important for you to learn how to feel them through the wool to estimate body condition.\nline 03 | End of pregnancy ration changes should start 6-8 weeks before estimated lambing. If the sheep seem to be underweight you would want to start at the 8 week mark, if they are heavier then closer to the 6 week mark.\nline 04 | Our ewes are now 6 weeks out from lambing time. We have shorn them, and now we are starting to switch their diet to the end-of-pregnancy rations. It is important to make changes gradually, and take into account your specific situation and ewes when making decisions. I will give you an overall general idea of end-of-pregnancy diet needs and then you need to tweak it for your situation. Our ewes are completely on cut hay, no pasture. Managing ewes on pasture is a whole different situation and thus this won’t apply to those ewes.\nline 05 | At 6-8 weeks out from approximate lambing we shear the ewes.\nline 06 | Do not shear ewes closer than 6 weeks from lambing as it can put the pregnancy at risk for miscarriage or lamb issues.\nline 07 | Why is shearing before lambing the best time to shear a ewe?\nline 08 | - First, it prevents a break in the fleece.\nline 09 | When a ewe gives birth and lactates it causes a weak spot in her fleece.\nline 10 | If she were to give birth mid way through the growth of her fleece that means the weak spot will be in the middle of each strand of wool.\nline 11 | That weak spot can cause the fiber to break during processing and potentially ruin the finished roving or yarn.\nline 12 | It also decreases the value of a raw fleece that is for sale.\nline 13 | So it is important to have that weak spot occur near the tip of the fiber.\nline 14 | - Secondly, ewes in full wool are hot. And anyone who has been pregnant knows that the end of pregnancy makes you very hot too, and labor/delivery is also hot. Shearing before lambing will help the ewe not be so overheated and will decrease the stress on her body. And in our area, where there can be snow on the ground during lambing, it helps keep the ewes from laying down in a snow drift to give birth, potentially killing the lamb.\nline 15 | - Third, having all that extra wool on can make cleaning up a ewe after birthing challenging, and it can make it hard for the lamb to find the udder and nurse well. They often can get confused and try to nurse on dangling wool. Plus, especially with sheep that have wool on their faces, it helps the mother bond with her lamb better when her face is clear of wool.\nline 16 | - The last benefit of shearing before lambing is that you can get a good look at the ewe’s body condition. Even when you are feeling her body through the wool it can be hard to really determine what her body condition is. Getting all that wool off gives you a chance to assess her better and feed accordingly.\nline 17 | You do not want a ewe to be underweight nor overweight at delivery. Both can cause complications. But we tend to err on the side of a little overweight is better than even a little underweight. If a ewe is very overweight going into the end of pregnancy we would not increase her food as fast as the plan below. And if a ewe is very underweight we would increase her feed sooner and faster than the schedule below. Also, if a ewe is likely carrying twins or triplets she will need to be increased sooner or faster than the plan below. Properly assessing her body condition and making plans accordingly is the key to preventing pregnancy and birth complications.\nline 18 | Our base-line feeding plan is:\nline 19 | - 6 weeks out transition from 100% grass hay to 50% grass 50% alfalfa – make this transition over a 4-5 day period.\nline 20 | Also begin giving each ewe a small amount of grain once a day (we just do a handful).\nline 21 | - 5 weeks out and 4 weeks out still 50% grass 50% alfalfa and 1 handful of grain per day\nline 22 | - 3 weeks out transition to 25% grass 75% alfalfa and increase the grain to 1/4 lb per day – make this transition over a 3-4 day period.\nline 23 | - 2 weeks out transition to 100% alfalfa (unless the ewe is overweight) and up to 1/2 lb grain per day – make this transition over a 3-4 day period.\nline 24 | - 1 week out through 2 weeks post lambing keep them on 100% alfalfa and anywhere from 1/2 lb-1 lb grain per ewe per day depending on body condition and number of lambs nursing.\nline 25 | Ewes that are not fed properly at the end of pregnancy can get pregnancy toxemia. Therefore, it is very important to feed well and keep a close eye on ewes as they close in on delivery. If you suspect a ewe to be carrying twins or triplets and she is at all underweight then you should use ketosis strips to test her urine to be sure she is not slipping into ketosis and thus pregnancy toxemia. Catching pregnancy toxemia early is essential to save the ewe and lambs lives. But the best course of action is prevention through careful feeding and monitoring of your ewes during the last couple months of pregnancy.\n</context>\n\n<phrases>\n- \"First things first\"\n- \"What’s the best way to explain this?\"\n- \"What if we\"\n- \"Let me dig into that a little deeper\"\n- \"I'm intrigued by\"\n- \"I need to step back and rethink this\"\n- \"Let me throw this out there\"\n- \"I'm struck by\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Now we're cooking\"\n- \"Ah...\"\n- \"Now, if I think about it differently\"\n- \"Let me play devil's advocate\"\n- \"I need to make sure this checks out\"\n- \"Wait a minute... Oh!\"\n- \"If we follow this logic\"\n- \"The tricky part is\"\n- \"Picture this\"\n- \"Bear with me while I\"\n- \"Consider this possibility\"\n- \"Uh, where was I?\"\n- \"The pros and cons are\"\n- \"If I take this apart step by step\"\n- \"Brainstorming here, but\"\n- \"Well, let me see\"\n- \"Going back to what I said about\"\n- \"When I sit with this idea\"\n- \"Let's break this down into parts\"\n- \"Actually, no\"\n- \"Hang on a second\"\n- \"This makes me reflect on\"\n- \"Okay, backtrack a bit\"\n- \"Wait, no\"\n- \"Wait a minute\"\n- \"I'm trying to reconcile\"\n- \"Okay, walking through it again\"\n- \"What if we looked at it like\"\n- \"How can I approach this?\"\n- \"What keeps nagging at me is\"\n- \"What’s the next step?\"\n- \"Let's think step by step\"\n- \"Something doesn't add up\"\n- \"Here's what's bugging me\"\n- \"I was just about to say\"\n- \"Maybe if I try it this way\"\n- \"Let me chew on this\"\n- \"I wonder if\"\n- \"Let me talk this through\"\n- \"Follow me here\"\n- \"Let me untangle this\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Okay, let's break this down\"\n- \"Here's what I'm thinking\"\n- \"I'm pondering\"\n- \"That’s an interesting angle, but\"\n- \"Ummm, actually\"\n- \"Let me work through this\"\n- \"What if I flip it around?\"\n- \"Okay, pros and cons\"\n- \"Let me back up a second\"\n- \"I'm trying to untangle this\"\n- \"How do I put this\"\n- \"What if I tried...?\"\n- \"Coming at this from another angle\"\n- \"Anyway\"\n- \"Alternatively\"\n- \"If A is true, then\"\n- \"Here's a possible explanation\"\n- \"This might sound weird, but\"\n- \"Wait, does this contradict itself?\"\n- \"No, actually\"\n- \"Here's where it gets interesting\"\n- \"On the other hand\"\n- \"I'm wondering if\"\n- \"Let’s weigh the options\"\n- \"Backing up for a second\"\n- \"But then again\"\n- \"Something’s not clicking\"\n- \"On one hand... but on the other\"\n- \"This brings to mind\"\n- \"That doesn’t sound right\"\n- \"Wait, where does [blank] fit into all this?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | There was no chief executive officer, no court of national judges, no defined legislature.\nline 02 | \"Beacon Lights of History, Volume XI\" by John Lord\nline 03 | Next in rank comes the First or Senior Lieutenant, the chief executive officer.\nline 04 | \"White Jacket\" by Herman Melville\nline 05 | After all, he is no more than the chief executive officer of the Government.\nline 06 | \"A Compilation of the Messages and Papers of the Presidents\" by James D. Richardson\nline 07 | Baldwin, Chief Executive Officer.\nline 08 | \"Slave Narratives: A Folk History of Slavery in the United States From Interviews with Former Slaves\" by Work Projects Administration\nline 09 | It was my fortune, or misfortune, to be called to the office of Chief Executive without any previous political training.\nline 10 | \"A Compilation of the Messages and Papers of the Presidents: Ulysses S. Grant\" by James D. Richardson\nline 11 | The president or mayor is the chief executive officer, and is charged with seeing that the laws are enforced.\nline 12 | \"Elements of Civil Government\" by Alexander L. Peterman\nline 13 | Millard Fillmore, who had been elected Vice-President, at once took the oath of office as chief executive.\nline 14 | \"American Men of Action\" by Burton E. Stevenson\nline 15 | Prominent citizens now hurried to the mayor's office, where the chief executive was found in conference with some of the labor leaders.\nline 16 | \"The Harris-Ingram Experiment\" by Charles E. Bolton\nline 17 | A governor-general appointed by the Crown of Great Britain is the chief executive officer.\nline 18 | \"Commercial Geography\" by Jacques W. Redway\nline 19 | The chief executive officer of a city is the mayor who is generally elected by the people.\nline 20 | \"Citizenship\" by Emma Guy Cromwell\nline 21 | The doughty seaman turned to his chief executive officer, Mr. Kell.\nline 22 | \"Famous Privateersmen and Adventurers of the Sea\" by Charles H. L. Johnston\nline 23 | An Irishman, who had studied cooperation at home, was selected as its chief executive officer.\nline 24 | \"The Rural Life Problem of the United States\" by Horace Curzon Plunkett\nline 25 | He was secretary, so to speak, of the commanding officer, and his chief executive officer as well.\nline 26 | \"War from the Inside\" by Frederick L. (Frederick Lyman) Hitchcock\nline 27 | The governor is the chief executive officer of the bank and the final source of authority in most matters of vital importance.\nline 28 | \"Banking\" by William A. Scott\nline 29 | Berwick entered, and stood facing the two chief executive officers of the Government.\nline 30 | \"The Great Gold Rush\" by W. H. P. (William Henry Pope) Jarvis\nline 31 | In 1868 he was elected to the office of Vice-President under General Grant as chief executive.\nline 32 | \"Ocean to Ocean on Horseback\" by Willard Glazier\nline 33 | He became the chief executive officer of the Government in all school matters.\nline 34 | \"Egerton Ryerson and Education in Upper Canada\" by J. Harold Putnam\nline 35 | Miss Chrysie at once left the gun with which she had done such terrible execution, and went with the chief officer to receive them.\nline 36 | \"The World Masters\" by George Griffith\nline 37 | Claparede will, I suppose, be the chief executive officer at the Congress.\nline 38 | \"The Letters of William James, Vol.\nline 39 | II\" by William James\nline 40 | While other executives of the state had regarded their office of commander-in-chief as a somewhat perfunctory affair, Gov.\nline 41 | \"The Old First Massachusetts Coast Artillery in War and Peace\" by Frederick Morse Cutler\nline 42 | Paul Polman, Chief Executive Officer, Unilever, of Britain, attends a session at the World Economic Forum (WEF) in Davos, January 26, 2012.\nline 43 | Ben Nutter, a Democrat who was seeking a third four-year term on the board, was soundly defeated by Republican Fred Zoeller, owner and chief executive officer of Tiffin-based Laminate Technologies.\nline 44 | Andy Bond, president and chief executive officer of Asda PLC, will give up the position to become chairman of the retailer's executive committee, a part-time role.\nline 45 | The Indianapolis Star reports that the Indy Racing League is considering hiring an outsider as a new Chief Executive Officer.\nline 46 | Mark DiBlasi, president and chief executive officer of Roadrunne.\nline 47 | Rodin has promoted Tom O'Mara to chief executive officer.\nline 48 | The chief executive officer of Springhill Medical Center and.\nline 49 | Scorpio 's founder, Chairman and Chief Executive Officer, Mr Emanuele Lauro, is a member of the Lolli-Ghetti family, which has been involved in shipping since the early 1950s through the Italian company Navigazione Alta Italia, or NAI.\nline 50 | WEST ORANGE, N.J.–Volker Lixfeld has been appointed president and chief executive officer of Groupe SEB North America.\nline 51 | He will also serve as president and chief executive officer of All-Clad and continue his role as a member of the Groupe SEB S.A.\nline 52 | NEW YORK, NY July 30, 2012 – JFI Jets, a worldwide provider of aircraft management and charter services, announced that Bob Seidel has joined the company as chief executive officer.\nline 53 | This past February, Schuh stepped aside as chief executive officer, relinquishing the position to Peter McPartland.\nline 54 | Myles Lee, chief executive officer of CRH Plc, talks about the prospects for higher housing demand in the US this year.\nline 55 | For 17 years, as chief executive officer of Chateau Ste.\nline 56 | \" Simplifying the tax code, particularly payroll taxes for employees and employers, is a way to boost the economy,\" said Steven Zylstra, president and chief executive officer of the Arizona Technology Council, a TechVoice participant.\n</context>\n\n<phrases>\n- \"I'm struck by\"\n- \"What I'm getting at is\"\n- \"Let me see if\"\n- \"Still forming this thought\"\n- \"Let me work through this\"\n- \"I need to reframe this\"\n- \"Let me untangle this\"\n- \"Just spitballing here\"\n- \"Oh! That reminds me\"\n- \"How can I approach this?\"\n- \"Building on that\"\n- \"Picture this\"\n- \"Let me connect the dots\"\n- \"Going back to what I said about\"\n- \"What I mean is\"\n- \"Wait, no\"\n- \"I wonder if\"\n- \"Ummm, actually\"\n- \"Something doesn't add up\"\n- \"The pros and cons are\"\n- \"But then again\"\n- \"Let me play devil's advocate\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"There's got to be something about\"\n- \"Let me put this another way\"\n- \"Let me chew on this\"\n- \"So what does this mean in the bigger picture?\"\n- \"That’s an interesting angle, but\"\n- \" is key here\"\n- \"On the other hand\"\n- \"This is starting to take shape\"\n- \"This brings to mind\"\n- \"Let me propose something\"\n- \"That makes sense because\"\n- \"I need to step back and rethink this\"\n- \"First things first\"\n- \"What if the reason is\"\n- \"What if we\"\n- \"This connects to something else\"\n- \"It's almost like\"\n- \"Here's what I'm thinking\"\n- \"This makes me think of\"\n- \"I'm wondering if\"\n- \"Actually, no\"\n- \"If I take this apart step by step\"\n- \"When I sit with this idea\"\n- \"There's something here about\"\n- \"Maybe if I try it this way\"\n- \"Okay, let's break this down\"\n- \"Let's think step by step\"\n- \" is interesting\"\n- \"What if I flip it around?\"\n- \"There’s a pattern here\"\n- \"I'm intrigued by\"\n- \"No, actually\"\n- \"Let me make sure I got this\"\n- \"This makes me reflect on\"\n- \"On one hand... but on the other\"\n- \"Here's a possible explanation\"\n- \"Let me trace that logic back\"\n- \"Okay, backtrack a bit\"\n- \"Okay, walking through it again\"\n- \"Suppose we assume that\"\n- \"In essence\"\n- \"That reminds me\"\n- \"What keeps nagging at me is\"\n- \"Alternatively\"\n- \"Brainstorming here, but\"\n- \"I'm mulling over\"\n- \"This connects to\"\n- \"Let me break this down\"\n- \"Okay, pros and cons\"\n- \"Let's break this down into parts\"\n- \"I'm trying to untangle this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm curious about\"\n- \"So far, it looks like\"\n- \"One way to look at it is\"\n- \"Consider this possibility\"\n- \"I'm seeing a connection between\"\n- \"Let me sum this up so far\"\n- \"I'm still feeling my way through\"\n- \"Uh, where was I?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Chloroquine has been extensively used in mass drug administrations, which may have contributed to the emergence and spread of resistance. It is recommended to check if chloroquine is still effective in the region prior to using it. Treatment of chloroquine resistant falciparum malaria Plaquenil synthesist Chloroquine is an immunosuppressive drug and anti-parasite commonly used in malaria treatment. It’s most often taken as a tablet by mouth. Chloroquine is a medication used to prevent and to treat malaria in areas where malaria is known to be sensitive to its effects. Certain types of malaria, resistant strains, and complicated cases typically require different or additional medication. It is also occasionally used for amebiasis that is occurring outside the intestines, rheumatoid arthritis, and lupus erythematosus. It is taken by mouth. Common side effects include muscle problems, loss of appetite, diarrhea, and skin rash. Serious Apr 02, 2019 The dosage of chloroquine phosphate is often expressed in terms of equivalent chloroquine base. Each 500 mg tablet of ARALEN contains the equivalent of 300 mg chloroquine base. In infants and children the dosage is preferably calculated by body weight. Malaria. Suppression — Adult Dose 500 mg = 300 mg base on exactly the same day of each week. The Centers for Disease Control and Prevention recommend against treatment of malaria with chloroquine alone due to more effective combinations. In areas where resistance is present, other antimalarials, such as mefloquine or atovaquone, may be used instead. Chloroquine phosphate malaria CDC - Malaria - Chloroquine Shortage, Chloroquine - Wikipedia Does plaquenil cause cancerExcessive sleepiness plaquenil Chloroquine Phosphate. Chloroquine is used to prevent or treat malaria caused by mosquito bites in countries where malaria is common. Malaria parasites can enter the body through these mosquito bites, and then live in body tissues such as red blood cells or the liver. Chloroquine Phosphate - WebMD. Aralen Chloroquine Uses, Dosage, Side Effects.. Chloroquine Side Effects Common, Severe, Long Term -. Oct 01, 2018 Chloroquine phosphate tablets are indicated for the Treatment of uncomplicated malaria due to susceptible strains of P. falciparum, P.malariae, P. ovale, and P.vivax. Prophylaxis of malaria in geographic areas where resistance to Chloroquine is not present. Treatment of extraintestinal amebiasis. Chloroquine needs to be taken 1-2 weeks before traveling to an area with malaria, compared to some alternatives that can be taken 1-2 days before. chloroquine is only effective against malaria from certain areas of the world. chloroquine may worsen psoriasis, seizures, hearing problems, and liver conditions. Chloroquine is the generic form of the brand-name prescription medicine Aralen, which is used to prevent and treat malaria — a mosquito-borne disease caused by a parasite — and to treat amebiasis, an infection of the intestines caused by a parasite.\n</context>\n\n<phrases>\n- \"What’s the best way to explain this?\"\n- \"Let's break this down into parts\"\n- \"There's got to be something about\"\n- \"Okay, pros and cons\"\n- \"I'm trying to untangle this\"\n- \"Would that even work?\"\n- \"Backing up for a second\"\n- \"Let me sum this up so far\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"This makes me reflect on\"\n- \"The more I think about it\"\n- \"Still working it out\"\n- \"The thing is\"\n- \"First things first\"\n- \"I wonder if\"\n- \"There’s a pattern here\"\n- \"There's a missing link here\"\n- \"Possibly\"\n- \"I'm curious about\"\n- \"I keep circling back to\"\n- \"So the main idea is\"\n- \"Let me just think this through\"\n- \"There’s a better way to phrase this\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me untangle this\"\n- \"Okay, let's break this down\"\n- \"What keeps nagging at me is\"\n- \"I’m not convinced, but it might work\"\n- \"Basically\"\n- \"I need to fill in the gaps\"\n- \"Ummm, actually\"\n- \"Actually, no\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Now, if I think about it differently\"\n- \"The pros and cons are\"\n- \"I'm still feeling my way through\"\n- \"When I sit with this idea\"\n- \"Wait, no\"\n- \"If I take this apart step by step\"\n- \"Here's what's bugging me\"\n- \"I guess there’s no perfect solution\"\n- \"Let me work through this\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"No, actually\"\n- \"I'm intrigued by\"\n- \"This makes me think of\"\n- \"I was just about to say\"\n- \"I might be missing something\"\n- \"Something doesn't add up\"\n- \"In essence\"\n- \"Something’s not clicking\"\n- \"Oh! That reminds me\"\n- \"This might sound weird, but\"\n- \"I'm mulling over\"\n- \"I'm starting to see a pattern\"\n- \"This brings to mind\"\n- \"That reminds me\"\n- \"Let me break this down\"\n- \"Something about [blank] is still bothering me\"\n- \"So basically\"\n- \"I was looking at this all wrong!\"\n- \"On one hand... but on the other\"\n- \"If I had to choose right now\"\n- \"I don’t want to jump to conclusions, but\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"There's probably more to it\"\n- \"Why did I do that?\"\n- \"Let me talk this through\"\n- \"Let's think step by step\"\n- \"Let me connect the dots\"\n- \"Let me trace that logic back\"\n- \" is key here\"\n- \"I’m trying to connect the dots here\"\n- \"It's almost like\"\n- \"Let me put this another way\"\n- \"This connects to\"\n- \"I'm struck by\"\n- \"I'm seeing a connection between\"\n- \"Alright, where was I?\"\n- \"Let me make sure I got this\"\n- \"Let me approach this from another angle\"\n- \"More or less\"\n- \"What I’m getting at is\"\n- \"I’m not sure, but\"\n- \"I'm wondering if\"\n- \"Going back to what I said about\"\n- \"What if we\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Cypress Trees (Yellow Cedar) is a medium-sized tree that can reach average heights of 24 m or more, it has a broad, trunk that has vertical grooves. Cedars, both red and yellow, usually spread out widely at the base. The crown is sharply cone-shaped, with branches that spread out. The needles are scale-like, dark bluish-green, slender and sharp. Cones are round, up to 12 mm in diameter, berry-like in the first year but becoming woody as they mature. Read More….\nline 02 | Douglas Fir Tree\nline 03 | The Douglas Fir trees are a large tree that can reach heights of 90 m on the coast and 45 m in the Interior. Older trees have a long, straight, branch free trunk and a short crown with a flat top. The bark is smooth, grayish-brown, with resin-filled blisters when young, the bark becomes very thick with age and deeply grooved, with dark reddish-brown ridges, sometimes with large patches of running sap. This sap makes a great fire starter. Read More….\nline 04 | Grand Fir Tree\nline 05 | The Grand Fir Tree has a thin bark which makes it susceptible to fire. But since advances in fire suppression has decreased the damage from fires, the grand fir has increased its populations in BC. These forests are often home to bears, deer, cougars, owls, woodpeckers, salamanders, frogs and the mice and voles. The bark is smooth and grayish brown with white spots and resin-filled blisters when young but the bark becomes rough and scaly with age. Read More….\nline 06 | The Rocky Mountain Juniper Tree is small with a wide, irregular crown with a wildly twisted trunk reaching 13 m in height. The needles are flat and twisted, in pairs and barely overlapping but covering the twig in 4 rows, but on young, faster-growing branches the leaves may be longer and more needle-like. They are pale yellowish to green, turning to grayish-green on older branches. The cones are rounded, small and located at the ends of the branches and are a bright to dark blue color with a grayish tinge. Read More….\nline 07 | The Ponderosa Pine Trees are a slender, straight tree which grows throughout most of the province including a few spots on Vancouver Island.\nline 08 | The needles occur in groups of three and are up to 20 cm long, they are usually a dark green color.\nline 09 | The cones vary in shape from conical to egg shape, up to 15 cm long without stalks.\nline 10 | The bark is thin, orangey-brown to grey and finely scaled.\nline 11 | Read More….\nline 12 | The giant Sequoia Tree is one of the worlds largest tree species. They have a fibrous, reddish-brown trunk that is much larger at the base and tapers to the top. When they are young, they have a conical shape to the branches that reach right to the base. When the trees get to be giants, they will have very thick trunks that have no branches for more than 3/4 of the height of the tree. The Giant Sequoia Tree can reach up to 75 meters in height and diameters of more than 7 meters. Read More….\nline 13 | Sitka Spruce Tree\nline 14 | The Sitka Spruce Trees are large trees that can reach heights of up to 70 m tall and 2 m across when mature.\nline 15 | It grows along the Pacific Northwest coast in a narrow band from sea level to about 800 m. Sitka spruce grow on all of the BC coast.\nline 16 | Sitka spruce grows with western hemlock, western red cedar, and yellow cedar.\nline 17 | Blacktail deer, black bears, and many smaller mammals abound in the Sitka forest stands.\nline 18 | Read More….\nline 19 | Western Hemlock Tree\nline 20 | Western hemlock grows with many different tree species. Occasionally, it can develop into pure groups of trees. It can tolerate shade and grows abundantly underneath mature trees, where it provides an important source of food for animals. It grows along both sides of the coast ranges, from sea level to mid-elevations, as well as in the Interior wet belt west of the rocky mountains and on all parts of Vancouver Island. Read More….\nline 21 | Western Red Cedar\nline 22 | The western red cedar is a large tree, up to 60 meters tall when mature, with long drooping branches and a trunk that often spreads out widely at the base. The first people called the Cedar Long Life-Giver and referred to the tree as Mother. The first People used the wood to build their longhouses, ocean-going canoes, for clothing, baskets, rope, medicine and the list goes on. Cedar bark is gathered by peeling it from trees, you can do a cut in the trunk and peel up, strips can be as long as 10 meters. Read More….\nline 23 | Western Yew Tree\nline 24 | The western yew is an important food for black-tailed deer, elk, and several birds including cedar waxwings and nuthatches and various small rodents eat the fruit. In so doing, they scatter the seed away from the tree. It occurs scattered throughout the wetter forests of the coast and the Interior wet belt, primarily at low to mid-elevations. You can find on all of Vancouver Island. Read More….\nline 25 | White Pine Tree\nline 26 | Western white pine is susceptible to white pine blister rust, which causes portions of the tree to turn an orangy brown color and die.\nline 27 | The rust is difficult to control and prevents the tree from being of commercial importance.\nline 28 | I only know of one tree on Vancouver Island that shows no signs of rust, it grows up by twin lake, this tree is very large and quite impressive.\nline 29 | It grows along the portage trail leaving twin lake, its one of the biggest white pine trees I have ever seen.\nline 30 | Read More….\n</context>\n\n<phrases>\n- \"Does that sound right to you?\"\n- \"Building on that\"\n- \"Picture this\"\n- \"I'm still feeling my way through\"\n- \"I'm starting to see a pattern\"\n- \"Something doesn't add up\"\n- \"Finally, it clicks!\"\n- \"Let's see\"\n- \"Let me chew on this\"\n- \"That reminds me\"\n- \"I'm pondering\"\n- \"This connects to something else\"\n- \"Does that even make sense?\"\n- \"What's the best way to explain this?\"\n- \"This brings to mind\"\n- \"I need to reframe this\"\n- \"I'm curious about\"\n- \"If I’m not mistaken\"\n- \"This is tricky, but\"\n- \"I'm wondering if\"\n- \"Now it all comes together!\"\n- \"What keeps nagging at me is\"\n- \"Wait, no\"\n- \"Let's think step by step\"\n- \"It's almost like\"\n- \"This explains so much!\"\n- \"I guess there’s no perfect solution\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Hmm, that doesn’t sound right\"\n- \" is striking \"\n- \"Don't hold me to this\"\n- \"Let me work through this\"\n- \"Ah...\"\n- \"When I sit with this idea\"\n- \"Follow me here\"\n- \"Oh! I get it now\"\n- \"I’m not sure, but\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Okay, I think I’ve got it now!\"\n- \"So what does this mean in the bigger picture?\"\n- \"Am I thinking about this all wrong?\"\n- \" is interesting\"\n- \"Well\"\n- \"Am I missing something?\"\n- \"What I’m getting at is\"\n- \"I knew I was forgetting something!\"\n- \"Actually, no\"\n- \"The thing is\"\n- \"I’m trying to connect the dots here\"\n- \"It's fascinating how\"\n- \"Let me sum this up so far\"\n- \"Hmm\"\n- \"Hold that thought\"\n- \"Well, let me see\"\n- \"I think\"\n- \"Let me untangle this\"\n- \"Ummm, actually\"\n- \"I'm mulling over\"\n- \"On one hand... but on the other\"\n- \"If I follow this through\"\n- \"There’s a better way to phrase this\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Something about [blank] is still bothering me\"\n- \"That would explain why\"\n- \"That makes sense because\"\n- \"Just spitballing here\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"What’s the best way to explain this?\"\n- \"Let me connect the dots\"\n- \"Oh! That reminds me\"\n- \"That’s it!\"\n- \"Wait, I think I just cracked it!\"\n- \"I could go either way on this\"\n- \"I'm struck by\"\n- \"What I'm getting at is\"\n- \"There's probably more to it\"\n- \"Let me dig into that a little deeper\"\n- \"Bear with me while I\"\n- \"Anyway\"\n- \"I'm seeing a connection between\"\n- \"I think I can rule that out\"\n- \"Still forming this thought\"\n- \"So what I'm trying to say is\"\n- \"Ohhh, now I see!\"\n- \"I wonder if\"\n- \"So the main idea is\"\n- \"No, actually\"\n- \"Coming at this from another angle\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Marc Andreessen once famously noted: “Google is working on self-driving cars, and they seem to work. People are so bad at driving cars, that computers don’t have to be that good to be much better.” So when can we push a button and be picked up by a driverless vehicle? The answer is, I don’t know. So let’s find out with a deep-dive into the world of mobility services and interview BESTMILE‘s Raphaël Gindrat.\nline 02 | According to Intel’s CEO Brian Krzanich, autonomous vehicles will generate and consume roughly 40 terabytes of data for every eight hours of driving. The averagely driven car will churn out 4,000 GB of data per day, as it is equipped with hundreds of sensors. Cameras alone will generate 20 to 40 megabyte per second, and the radar, as well as sonar, will generate between 10 and 100 kilobytes per second. Thus the worlds of tech companies and traditional automotive manufacturers are colliding to shape the future of mobility, in which autonomous driving technology replaces humans and turns our cars into mobile server rooms.\nline 03 | The flood of data in autonomous vehicles; Source Intel\nline 04 | Before we dig deeper into the driving technology, let’s agree on a common terminology. The Society of Automotive Engineers (SAE) International has defined six levels of automation – from no automation (Level 0) to full automation (Level 5). These base definitions describe categorical distinctions for a step-wise progression through the levels and are consistent with current industry practice.\nline 05 | Six levels of automation; Source: Society of Automotive Engineers International\nline 06 | A quick elaboration on the above graph. Level 1 systems include technologies like passive cruise control systems, while Level 2 includes many of today’s OEMs’ so-called “active” safety functions, like active radar-based cruise control, autonomous braking, pedestrian detection, and lane-keep assist. Tesla’s autopilot falls into Level 3. While it is capable of driving autonomously on certain roads, it still requires a human driver. The system can flow with traffic, stay in its lane, avoid cars in your blind spot, and of course brake to avoid a collision, but it cannot change lanes without a human command. While Tesla’s system is by far the most advanced semi-autonomous car on the road today, Elon Musk stated repeatedly: “Autopilot is what we have in airplanes. For example, we use the same term that is in airplanes where there is still an expectation that there will be a pilot. So the onus is on the pilot to make sure that the autopilot is doing the right thing.”\nline 07 | The key difference between Level 4 and Level 5 autonomous vehicles then is that the former allows — but does not need — a human to take over, while Level 5 vehicles prohibit human intervention. Google’s self-driving technology WAYMO aims for Level 5. According to Google’s website, their technology accumulated the equivalent of over 300 years of human driving experience, largely on city streets. That’s on top of 1 billion simulated miles that Google drove in 2016 alone. In other words, each self-driving car that is equipped with Google’s technology will have hundreds of years of driving experience the moment it starts operating. And the learnings of all vehicles will be shared across the entire fleet, resulting in an exponential growth of driving experiences. So Marc Andreessen might have a valid point after all.\nline 08 | As we see above, this transformation comes in stages, requires significant investments and offers a huge market potential for the emerging ecosystem. Roland Berger forecasts that by 2030, the new opportunities from autonomous driving will amount to USD 40-60 bn. This includes hardware components, such as cameras, sensors, communication systems as well as software that replaces decision making (machine learning) and navigation.\nline 09 | Before we see fully autonomous vehicles (SEA Level 5) on our roads, engineers still have to solve essential technical problems. For example, the safe operation in heavy snow or rain conditions as well as during pitchfork nights is a risk with the current hardware and software technology. The installation of wayside communication equipment might be required. Furthermore, cyber security issues have to be overcome to improve the overall integrity of self-driving systems. Finally, millions of testing miles will have to generate the statistical data needed, to convince regulators and lawmakers about the safe adoption of self-driving vehicles. Even though companies like UBER are accepting penalties to accelerate their testing, it is unlikely to see fully autonomous vehicles (AVs) to be commercially available before 2025. Meanwhile, advanced driver assistance systems (ADAS) will play a crucial role in preparing regulators, consumers, and corporations for the medium-term reality of cars taking over control from drivers. ADAS then provides vehicles with four critical capabilities:\nline 10 | - 1.Vehicle's location and environment\nline 11 | - As there would no longer be active human input for vehicle functions, highly precise and real-time information of a vehicle’s location and its surrounding environment will be required (e.g., road signs, pedestrian traffic, curbs, obstacles, traffic rules).\nline 12 | - 2. Prediction & decision algorithms\nline 13 | - Advanced concepts based on Artificial Neural Networks (unsupervised/deep learning, machine learning) will be needed to create systems to detect, predict and react to the behavior of other road users, including other vehicles, pedestrians, and animals.\nline 14 | - 3. High accuracy, real-time maps\nline 15 | - Detailed and complete maps must be available to provide additional and redundant information for the environmental models that vehicles will use for path and trajectory planning.\nline 16 | - 4. Vehicle driver interface\nline 17 | - A self-adapting interface with a smooth transition of control to/from the driver, mechanisms to keep the driver alert and a flawless ride experience will be instrumental in winning consumer confidence.\nline 18 | Traditional OEMs have started to develop theses capabilities in-house, but also acquire them externally or through partnerships. Which is why incumbent players today simultaneously compete on multiple fronts and cooperate with competitors. New market entrants are positioning themselves to provide high-margin activities along the value chain and suppliers will increase their bargaining power in the years to come.\nline 19 | Advanced driver assistance systems (ADAS) as well as 1st and 2nd tier suppliers; Source: Financial Times\nline 20 | When being asked for the most advanced OEMs, Raphaël Gindrat answers: “German car manufacturers are very advanced and in a pretty good position. For example, Daimler has just announced an agreement together with Bosch, the largest automotive supplier on the planet, laying out the plan to launch a system that is fully automated (SAE-Level 4) and driverless (SAE-Level 5). The Volkswagen Group is developing self-driving capabilities in-house with AUDI Piloted Driving being at the technological forefront of the group. BMW signed an agreement with INTEL to leverage the artificial intelligence capabilities of WATSON.”\nline 21 | Then Raphaël continues: “GM has bought CRUISE AUTOMATION for USD 1 billion to accelerate autonomous vehicle development. Last year CRUISE employed 50 people, today there run at 500 people head count and in two years they want to triple their size to 1500 employees. FIAT CHRYSLER, for instance, has paired up with Google to develop 100 self-driving minivans and is in discussions with about a similar venture. TOYOTA, TATA, MICROSOFT and GOOGLE all invested in UBER. While these are only a few example of the massive scaling that is happening as we speak. So some OEMs will want to develop the capabilities in-house and others will rely on partners. As for today, Google’s main goal is not to produce vehicles themselves, but they want to become a supplier of the automotive industry providing the operation system for autonomous vehicles in competition to BOSCH, IBM, DELPHI, and CONTINENTAL.”\nline 22 | Investments and partnerships in autonomous cars and ride sharing companies; Source: Bloomberg\nline 23 | Of course, traditional OEMs will do everything they can to ensure that tech conglomerates and software start-ups don’t dominate the future of mobility. They see the threat of being reduced to a sole vehicle supplier. Which is why it is fascinating to watch, how the competitive forces are reshaping the automotive industry and to identify the beneficiaries of novel business models and revenue streams for mobility services.\nline 24 | Asked for his vision, Raphaël Gindrat, elaborates: “Autonomous vehicles are going to change the way people travel in cities. Autonomous vehicles will be able to reduce the total numbers of accidents, relief traffic congestion, reduce pollution and free up parking space. This is only true, however, if vehicles are shared like taxis or traditional public transportation e.g. buses, trams, and metros. If vehicles are still owned by consumers and the total number of vehicles is not decreasing, we will not see a lot of benefits, other than that you don’t have to drive yourself anymore. All the other benefits are linked to the integration of autonomous vehicles into the transportation system of a city, where they are deployed and shared depending on the level of demand.”\nline 25 | McKinsey estimates that rideshare and onboard data services could generate an additional USD 1.5 trillion of annual automotive revenue by 2030, adding to the USD 5.2 trillion from traditional car sales and services. Connectivity and later autonomous technology will increasingly allow the car to become a platform for drivers and passengers to use their transit time for personal activities, which could include the use of new forms of media and services. The increasing speed of innovation, especially in software-based systems, will require cars to be upgradable. It is financially attractive for consumers too: It costs an average of USD 8,558 per year to own a car in the U.S., but each vehicle is used just 4 percent of the time. Ridesharing in an autonomous vehicle could ensure that cars are always in use.\nline 26 | Forecast of diversified automotive revenues until 2030; Source: McKinsey & Company\nline 27 | And the global market for mobility services is growing, too.\nline 28 | According to Statista, the total market volume can be divided into four service categories: flights, car rentals, trains and buses, and ride sharing.\nline 29 | Comparing worldwide figures, it can be acknowledged that most of the revenue is generated in the United States (USD 127.4 billion), followed by Europe with a revenue of USD 94.3 billion and China with USD 54.7 billion in 2016.\nline 30 | Until 2021, all markets are forecasted to grow significantly with annual growth rates of 18.4 percent (China), 10.1 percent (Europe) and 7.9 percent (United States).\nline 31 | Now if we subtract the revenue share of flights, which is a market segment unlikely to compete with autonomous vehicle services, we arrive at a total global market volume of USD 120 billion forecasted for 2021.\nline 32 | Revenue forecast for global mobility services by market and user; Source: Statista\nline 33 | By introducing fully automated and driverless driving to the urban environment, mobility service providers will want to tackle a share of the growing market described above. Raphaël Gindrat explains: ” Such mobility companies will want to provide two kind of services: The first service is on demand, for which autonomous vehicles will be dispatched as traditional taxis today. In the second case, vehicles will be used on fixed, stable volume routes much like buses or trams today, being fully integrated into the transportation system of the city.” Being asked about the positioning of BestMile, Raphaël continues: “I often use the analogy of an airport. BestMile is not Boeing or Airbus (OEM), providing the vehicles or the auto-pilot software. We are not the airline because the airline (mobility service provider) is our customer. But our technology works synonymously to a control tower. The control tower has to be agnostic. One control tower has to manage all aircraft, operated by humans or flying on auto-pilot together. At BestMile we are not developing a vehicle, we are not developing any piece of hardware or software that is inside the vehicle, but we are fully committed to bringing a cloud platform to market, which will enable a mobility service provider to operate a fleet of autonomous vehicles efficiently.”\nline 34 | The capability to optimize the fleet operation of autonomous vehicles will be a critical competitive advantage for the mobility service providers in the future. In the past years, new players have entered the global markets with UBER, DIDI and LYFT being the most prominent start-ups. The 10 largest companies managed to attract a total funding of USD 22.4 billion. And the intensity of competition is further increasing.\nline 35 | New entrants in mobility services market worldwide; Source: Statista\nline 36 | As the above companies are in direct competition to the existing market players, Raphaël Gindrat elaborates: “At BestMile, we see four types of potential customers. We have transit agencies, for example, Berliner Verkehrsgesellschaft (BVG), Régie autonome des transports Parisiens (RATP), Transport for London (TfL) who plan, operate and manage public transport in inner cities today. We could also sell to novel mobility service providers like UBER, LIFT, DIDI, etc. as some of them will want external partners to further accelerate their expansion plans. The last type of customers is automotive OEMs themselves. Today you can see that for example Daimler (Car2Go, Mytaxi) and BMW (DriveNow) are diversifying to become mobility service providers. So there will be more and more OEMs that will want to undergo a similar transformation and some of them will use our solution.” Raphaël then expands: “The main opportunity for BestMile is scaling and deploying commercial solutions. Companies like NAVYA, LOCAL MOTORS or EASY MILE are already selling their vehicles and we provide the fleet management system.”\nline 37 | NAVYA EZ10 autonomous vehicle powered by BestMile in operation in Sion, Switzerland; Source: NAVYA\nline 38 | So today, commercially operating autonomous vehicles are rather small shuttles that are replacing bus routes and run at speeds of up to 25 km/h in well-defined areas. However they are real, they run and these projects help all market players to learn and advance the technology. For traditional cars, advanced driver assistance systems will accelerate the transition from humanly operated to self-driving vehicles in the next years. In the years 2025 to 2030 will see a convergence of mobility service providers and the deployment of large fleets of autonomous vehicles replacing taxi, bus and trams drivers in cities across the globe.\nline 39 | Being ask to dream about the future, Raphaël Gindrat advances: “There are a lot of interesting innovations out there, and our priority is laser-focused on people transport with autonomous vehicles. However, with our new investor Airbus on board, who has created a drone concept to transport people, why not leverage our platform to other autonomous vehicles in the future.”\n</context>\n\n<phrases>\n- \"Let me run through it again\"\n- \"Consider this possibility\"\n- \"I was just about to say\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Hmm, let’s rewind a bit\"\n- \"Wait, I think I’ve got it!\"\n- \"I'm seeing a connection between\"\n- \"I'm wondering if\"\n- \"Backing up for a second\"\n- \"I'm pondering\"\n- \"So, the bottom line is\"\n- \"On the other hand\"\n- \"I'm struck by\"\n- \"What if the reason is\"\n- \"This makes me think of\"\n- \"Oh! I get it now!\"\n- \"Oh! I get it now\"\n- \"That makes sense because\"\n- \"Actually, no\"\n- \"There's probably more to it\"\n- \"I need to step back and rethink this\"\n- \"If I follow this through\"\n- \"Am I missing something?\"\n- \"This could explain why\"\n- \"That’s an interesting angle, but\"\n- \"How can I approach this?\"\n- \"Oh, that clears everything up!\"\n- \"This brings to mind\"\n- \"But then again\"\n- \"Maybe if I try it this way\"\n- \"I’m trying to connect the dots here\"\n- \"Oh! That reminds me\"\n- \"On one hand... but on the other\"\n- \"Here's where it gets interesting\"\n- \"Still forming this thought\"\n- \"I'm mulling over\"\n- \"This is starting to take shape\"\n- \"The tricky part is\"\n- \"Uh, where was I?\"\n- \"Here's a possible explanation\"\n- \"Still working it out\"\n- \"There's a better way to phrase this\"\n- \"Something's not quite right\"\n- \"Let me chew on this\"\n- \"This connects to something else\"\n- \"I'm intrigued by\"\n- \"What keeps nagging at me is\"\n- \"Alternatively\"\n- \"Wait, does this contradict itself?\"\n- \"I'm just throwing ideas around\"\n- \"There’s a pattern here\"\n- \"Finally, it clicks!\"\n- \"Let me work through this\"\n- \"Let's test this idea\"\n- \"Let me untangle this\"\n- \"That’s what I was trying to say!\"\n- \"I'm curious about\"\n- \"Let's think step by step\"\n- \"What’s the best way to explain this?\"\n- \"There's something here about\"\n- \"I wonder if\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"It's almost like\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Something about [blank] is still bothering me\"\n- \"Let me connect the dots\"\n- \"No, actually\"\n- \"What if I flip it around?\"\n- \"That changes everything\"\n- \"Wait, no\"\n- \"The more I think about it\"\n- \"Going back to what I said about\"\n- \"What’s the next step?\"\n- \"Ummm, actually\"\n- \"Let me dig into that a little deeper\"\n- \"Let me approach this from another angle\"\n- \"Building on that\"\n- \"We've completely overlooked [blank]\"\n- \"Let me play devil's advocate\"\n- \"Picture this\"\n- \"That’s the answer I was looking for!\"\n- \"Something doesn't add up\"\n- \"It was staring me in the face\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Cordelia is the youngest of Lear’s three daughters in Shakespeare’s play, King Lear.\nline 02 | The play opens with Lear, the king of Britain, an old man now, gathering his family and his court around him to make a momentous announcement. He has decided to retire. He is going to divide his kingdom into three parts and award the sections of it to his three daughters, each one receiving her portion according to how much she loves him. He will hold on to the title of king and they will take on the responsibilities and enjoy the revenues.\nline 03 | The two older daughters, Goneril and Regan, try to outdo each other in their flattery and declarations of love for the old man. When he turns to his youngest and favourite, Cordelia, and asks her what she has to say, her reply is ‘Nothing.’ He is astonished and asks her to try again. She explains that she has a duty towards him as a daughter and she loves him according to that bond – the bond between daughter and parent, and the duty a child has towards her father.\nline 04 | He flies into a rage and tells her that she will have nothing.\nline 05 | There are two suiters come to woo her, both expecting a large dowry and a share of the kingdom.\nline 06 | Lear tells them that they can have her as she is, but nothing more.\nline 07 | The Duke of Burgundy declines the offer but the King of France accepts her as she is.\nline 08 | And she goes off with him.\nline 09 | This is a fairytale plot, similar to the story of Beauty and the Beast. On one level the meaning of the play is about the learning journey Lear takes to eventually understand how valuable and important the bond between father and child is. The two elder daughters treat him, first with disdain, and then with cruelty and at the end of the play, when he has been brought down to the level of a crazy beggar, Cordelia comes to his aid.\nline 10 | As a character, Cordelia is too good to be true. She appears at the beginning of the very long play and then again at the end. She doesn’t have the human attributes that we usually find in Shakespeare’s characters. She is a saintly figure who comes into the action after we have seen characters acting out the worst aspects of human nature. She doesn’t interact with the other characters and is only there to redeem Lear – to bring him to maturity and to understand things like family bonds, as well as political realities: that you can’t give up all your power and expect to maintain your place in this greedy, vicious world.\nline 11 | Cordelia is more of a force or an ideal than a character, but if we are to regard her as a character in this drama then we would have to say that, unusually for Shakespeare, we have here a human being who is perfect. She is the ideal daughter, the ideal woman, perfect in her judgment and behaviour, calm and dignified. When Burgundy rejects her he begins to make a speech about it and she shuts him off kindly and with dignity:\nline 12 | Peace be with Burgundy;\nline 13 | Since that respects of fortune are his love,\nline 14 | I shall not be his wife.\nline 15 | She is modest yet with a boldness that places her among Shakespeare’s strong women, asserting herself in the cause of truth while at the same time doing it calmly and quietly, without any kind of drama. She is firm and loving. Later, when Lear is cast out by the two elder daughters, far from being critical of her father’s folly, she leads the French army to Britain to regain what her father has foolishly lost.\nline 16 | So much for her as a representation of an authentic human being. It is far more feasible to see her as almost a Christ figure, sent to redeem Lear, especially when she echoes a distinctly Christlike saying with O dear father/It is thy business that I go about in act 4 scene 4. After several stage hours of torture, madness, violence, and betrayal, in which Lear loses his mind amid the chaotic noise of a violent storm, he wakes to the sound of music, and his daughter is at his side. She gives him her hand and raises him up. He spends his last hours in her arms. They are in prison. Lear has emerged from his madness, and it is during this time that he shows that he has come to understand the meaning of the bond between father and daughter, a bond which the elder two daughters have severed.\nline 17 | The imagery of the play is important in advancing its themes. Physical pain is present all the way through as characters suffer extreme torture. In one scene Gloucester has his eyes ripped out on stage. The imagery of body parts is ever-present, particularly hands. Regan is seen as a bird of prey with sharp claws and generally, it is human hands that commit the atrocities. We also see throughout, however, that hands are being used to help and uplift. At the end of the play, Cordelia takes Lear’s hands in hers and raises him up. In this play, human hands demonstrate the complete range of human behaviour – from torture and murder to divine help. The images of hands killing and torturing are balanced with images of hands blessing and raising up. Images of hands in both of those contexts are repeated throughout the play.\nline 18 | As they spend their last moments locked in a jail cell, Lear and Cordelia are physically and emotionally very close. Lear shows that, after being blinded by folly and madness, he can see clearly, in the sense that he has gained full and total insight into what is important in life. He has risen above everything – politics, materialism, power – and knows that the only thing of value is love: real love, not the false claims made by his daughters in the opening scene. Even being in prison is inconsequential: ‘We’ll sing like birds in a gilded cage,’ Lear says as they are being taken to prison. For Lear worldly affairs and politics have lost their meaning. He won’t care ‘who loses and who wins; who’s in, who’s out.’\nline 19 | Cordelia is hanged in the prison and Lear dies of a broken heart.\nline 20 | Top Cordelia Quotes\nline 21 | What shall Cordelia speak?\nline 22 | Love, and be silent.\nline 23 | (act 1, scene 1)\nline 24 | I love your majesty\nline 25 | According to my bond, no more nor less. (act 1, scene 1)\nline 26 | O dear father,\nline 27 | It is thy business that I go about. (act 4, scene 4)\nline 28 | O, look upon me, sir,\nline 29 | And hold your hands in benediction o’er me. (act 4, scene 7)\n</context>\n\n<phrases>\n- \"There's got to be something about\"\n- \"That changes everything\"\n- \"Should I...? No, wait\"\n- \"I'm wondering if\"\n- \"I'm curious about\"\n- \"Let me untangle this\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"There's something here about\"\n- \"That makes sense because\"\n- \"This could explain why\"\n- \"Why didn’t I think of that sooner?\"\n- \"This connects to something else\"\n- \"This makes me reflect on\"\n- \"Let me break this down\"\n- \"Okay, pros and cons\"\n- \"Here's a possible explanation\"\n- \"What if we looked at it like\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"This is rough, but\"\n- \"Suppose we assume that\"\n- \"Let's think step by step\"\n- \"Still working it out\"\n- \"Actually, no\"\n- \"More or less\"\n- \"The tricky part is\"\n- \"That’s the piece of the puzzle!\"\n- \"Building on that\"\n- \"Let’s weigh the options\"\n- \"It's almost like\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Is it possible that...?\"\n- \"It was staring me in the face\"\n- \"That reminds me\"\n- \"I'm seeing a connection between\"\n- \"Let me work through this\"\n- \"That would mean\"\n- \"I'm struck by\"\n- \"Let me chew on this\"\n- \"I wonder if\"\n- \"Would that even work?\"\n- \"Maybe\"\n- \"That doesn't seem to add up... Let me think\"\n- \"The pros and cons are\"\n- \"Coming at this from another angle\"\n- \"Here's where it gets interesting\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I was looking at this all wrong!\"\n- \"Oh! I get it now\"\n- \"Let's break this down into parts\"\n- \"Wait, no\"\n- \"This might explain the pattern\"\n- \"If I follow this through\"\n- \"I need to fill in the gaps\"\n- \"Finally, it clicks!\"\n- \"Oh! That reminds me\"\n- \"I'm just throwing ideas around\"\n- \"I'm pondering\"\n- \"Just thinking out loud but\"\n- \"In the end\"\n- \"I was making this more complicated than it needed to be\"\n- \"No, actually\"\n- \"What's the best way to explain this?\"\n- \"I'm mulling over\"\n- \"Am I missing something?\"\n- \"I'm starting to see a pattern\"\n- \"I’m trying to connect the dots here\"\n- \"When I sit with this idea\"\n- \"Consider this possibility\"\n- \"Let's test this idea\"\n- \"This explains so much!\"\n- \"[blank] is still a black box to me\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I'm trying to untangle this\"\n- \"On one hand... but on the other\"\n- \"That’s the answer I was looking for!\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"Picture this\"\n- \"What’s the best way to explain this?\"\n- \"If I take this apart step by step\"\n- \"Aha! That’s what I was missing!\"\n- \"Don't quote me on this\"\n- \"Let me connect the dots\"\n- \"Something doesn't add up\"\n- \"First things first\"\n- \"Something tells me I should\"\n- \"Brainstorming here, but\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Mythical Monsters, by Charles Gould, , at sacred-texts.com\nline 02 | FROM the date of the earliest examination of the literature of China, it has been customary among Sinologues to trace a fancied resemblance between a somewhat remarkable bird, which occupies an important position in the early traditions of that Empire, and the phnix of Western authors. Some mythologists have even subsequently concluded that the Fung Hwang of the Chinese, the phnix of the Greeks, the Roc of the Arabs, and the Garuda of the Hindoos, are merely national modifications of the same myth. I do not hold this opinion, and, in opposing it, purpose, in the future, to discuss each of these birds in detail, although in the present volume I treat only of the Fung Hwang.\nline 03 | The earliest notice of it is contained in the Rh Ya, which, with its usual brevity, simply informs us that the male is called Fung and the female Hwang; the commentator, Kwoh Poh, adding that the Shui Ying bird (felicitous and perfecta synonym for it) has a cock's head, a snake's neck, a swallow's beak, a tortoise's back, is of five different colours, and more than six feet high. The Rh Ya Chen I, a later and supplementary edition of the former work, quotes the Shwoh Wan to the effect that the united name of the male and female bird is Fung Hwang, and that Tso's commentary on the 17th year of the Chao, says one appeared in the time of the Emperor Che (dynastic title, Shaou Haou). The\nline 04 | Click to enlarge\nline 05 | FIG.\nline 06 | 90.TEMPLE MEDALS FROM CHINA: DRAGON AND PHNIX.\nline 07 | original passage in the Tso Chuen is so interesting that I quote in extenso Dr. Legge's translation of it:\nline 08 | When my ancestor, Shaou-Haou Che, succeeded to the kingdom, there appeared at that time a phnix, and therefore he arranged his government under the nomenclature of birds, making bird officers, and naming them after birds. There were so and so Phoenix bird, minister of the calendar; so and so Dark bird [the swallow], master of the equinoxes; so and so Pih Chaou [the shrike], master of the solstices; so and so Green bird [a kind of sparrow], master of the beginning (of spring and autumn); and so and so Carnation bird [the golden pheasant], master of the close (of spring and autumn). . . . The five Che [Pheasants] presided over the five classes of mechanics.\nline 09 | So in previous reigns there had been cloud officers, fire officers, water officers, and dragon officers, according to omens.\nline 10 | I think there is some connection between this old usage and the present or late system of tribe totems among the North American Indians. Thus we have Snake, Tortoise, Hare Indians, &c., and I hope some day to explain some of the obscure and apparently impossible passages of the Shan Hai King, in reference to strange tribes, upon what I may call the totem theory.\nline 11 | The Kin King, a small work devoted to ornithology, and professing to date back to the Tsin dynasty [A.D. 265 to 317], opens its pages with a description of the Fung Hwang, because, as it states, the Fung is the principal of the three hundred and sixty different species of birds. According to it, the Fung is like a swan in front and like a Lin behind; it enumerates its resemblances pretty much as the commentator in the Rh Ya gives them; but we now find a commencement of extraordinary attributes. Thus the head is supposed to have impressed on it the Chinese character expressing virtue, the poll that for uprightness, the back\nline 12 | that for humanity; the heart is supposed to contain that of sincerity, and the wings to enfold in their clasp that of integrity; its foot imprints integrity; its low notes are like a bell, its high notes are like a drum. It is said that it will not peck living grass, and that it contains all the five colours. *\nline 13 | When it flies crowds of birds follow. When it appears, the monarch is an equitable ruler, and the kingdom has moral principles. It has a synonym, \"the felicitous yen.\" According to the King Shun commentary upon the Rh Ya, it is about six feet in height. The young are called Yoh Shoh, and it is said that the markings of the five colours only appear when it is three years of age.\nline 14 | There appears to have been another bird closely related to it, which is called the Lwan Shui. This, when first hatched, resembles the young Fung, but when of mature age it changes the five colours.\nline 15 | The Shăng Li Teu Wei I says of this, that when the world is peaceful its notes will be heard like the tolling of a bell, Pien Lwan [answering to our \"ding-dong \"]. During the Chao dynasty it was customary to hang a bell on the tops of vehicles, with a sound like that of the Lwan. From another passage we learn that it was supposed to have different names according to a difference in colour. Thus, when the head\nline 16 | and wings were red it was called the red Fung; when blue, the Yu Siang; when white, the Hwa Yih; when black, the Yin Chu; when yellow, the To Fu.\nline 17 | Another quotation is to the effect that, when the Fung soars and the Lwan flies upwards, one hundred birds follow them.\nline 18 | It is also stated that when either the Lwan or the Fung dies, one hundred birds peck up the earth and bury them.\nline 19 | Another author amplifies the fancied resemblances of the Fung, for in the Lun Yü Tseh Shwai Shing we find it stated that it has six resemblances and nine qualities. The former are: 1st, the head is like heaven; 2nd, the eye like the sun; 3rd, the back is like the moon; 4th, the wings like the wind; 5th, the foot is like the ground; 6th, the tail is like the woof. The latter are: 1st, the mouth contains commands; 2nd, the heart is conformable to regulations; 3rd, the ear is thoroughly acute in hearing; 4th, the tongue utters sincerity; 5th, the colour is luminous; 6th, the comb resembles uprightness; 7th, the spur is sharp and curved; 8th, the voice is sonorous; 9th, the belly is the treasure of literature.\nline 20 | When it crows, in walking, it utters \"Quai she\" [returning joyously]; when it stops crowing, \"Ti fee\" [I carry assistance?]; when it crows at night it exclaims \"Sin\" [goodness]; when in the morning, \"Ho si\" [I congratulate the world]; when during its flight, \"Long Tu che wo\" [Long Tu knows me] and \"Hwang che chu sz si\" [truly Hwang has come with the Bamboos]. * Hence it was that Confucius wished to live among the nine I [barbarian frontier countries] following the Fung's pleasure.\nline 21 | The Fung appears to have been fond of music, for, according to the Shu King, when you play the flute, in nine cases out of ten the Fung Wang comes to bear you company; while, according to the Odes, or Classic of Poetry, the Fung,\nline 22 | in flying, makes the sound hwui hwui, and its wings carry it up to the heavens; and when it sings on the lofty mountain called Kwang, the Wu Tung tree flourishes, * and its fame spreads over the world.\nline 23 | The presence of the Fung was always an auspicious augury, and it was supposed that when heaven showed its displeasure at the conduct of the people during times of drought, of destruction of crops by insects (locusts), of disastrous famines, and of pestilence, the Fung Wang retired from the civilised country into the desert and forest regions.\nline 24 | It was classed with the dragon, the tortoise, and the unicorn as a spiritual creature, and its appearance in the gardens and groves denoted that the princes and monarch were equitable, and the people submissive and obedient.\nline 25 | Its indigenous home is variously indicated. Thus, in the Shan Hai King, it is stated to dwell in the Ta Hueh mountains, a range included in the third list of the southern mountains; it is also, in the third portion of the same work (treating of the Great Desert), placed in the south and in the west of the Great Desert, and more specifically as west of Kwan Lun.\nline 26 | There is also a tradition that it came from Corea; and the celebrated Chinese general, Sieh Jan Kwéi, who invaded and conquered that country in A.D. 668, is said to have ascended the Fung Hwang mountain there and seen the phnix.\nline 27 | According to the Annals of the Bamboo Books phnixes, male and female, arrived in the autumn, in the seventh month, in the fiftieth year of the reign of Hwang Ti (B.C. 2647), and the commentary states that some of them abode\nline 28 | in the Emperor's eastern garden; some built their nests about the corniced galleries (of the palaces), and some sung in the courtyard, the females gambolling to the notes of the males.\nline 29 | The commentary of the same work adds that (among a variety of prodigies) the phnix appeared in the seventieth year of the reign of Yaou (B.C. 2286), and again in the first year of Shun (B.C. 2255).\nline 30 | Kwoh Poh states that, during the times of the Han dynasty (commencing B.C. 206 and lasting until A.D. 23), the phnixes appeared constantly.\nline 31 | In these later passages I have adopted the word phnix, after Legge and other Sinologues, as a conventional admission; but, as will be seen from all the extracts given, there are but few grounds for identifying it, whether fabulous or not, with the phnix of Greek mythology. It reappears in Japanese tradition under the name of the Ho and O (male and female), and, according to Kempfer, who calls it the Foo, \"it is a chimerical but beautiful large bird of paradise, of near akin to the phnix of the ancients. It dwells in the high regions of the air, and it hath this in common with the Ki-Rin (the equivalent of the Chinese Ki-Lin), that it never comes down from thence but upon the birth of a sesin (a man of incomparable understanding, penetration, and benevolence) or that of a great emperor, or upon some such other extraordinary occasion.\"\nline 32 | It is a common ornamentation in the Japanese temples; and I select, as an example, figures from some very beautiful panels in the Nichi-hong-wanji temple in Kioto. They depart widely from the original (Chinese) tradition, every individual presenting a different combination of gorgeous colours; they only agree in having two long central tail feathers projecting from a plumose, bird-of-paradise-like arrangement.\nline 33 | These can only be accepted as the evolution of an artist's\nline 34 | fancy; nor can any opinion be arrived at from the figure of it illustrating the Rh Ya, of which I reproduce a fac-simile. I have already stated that Kwoh Poh's illustrations have been lost.\nline 35 | Click to enlarge\nline 36 | FIG. 91.THE FUNG HWANG. (From the Rh Ya.)\nline 37 | The frontispiece to this volume is reduced from a large and very beautiful painting on silk, which I was fortunate enough to procure in Shanghai, by an artist named Fang\nline 38 | [paragraph continues] Heng, otherwise styled Sien Tang; it professes to be made according to the designs of ancient books. The original is, I believe, of some antiquity.\nline 39 | In this case the delineation of the bird shows a combination of the characters of the peacock, the pheasant, and the bird of paradise; the comb is like that of a pheasant. The tail is adorned with gorgeous eyes, like a peacock's, but fashioned more like that of an argus pheasant, the two middle tail feathers projecting beyond the others, while stiffened plumes, as I interpret the intention of the drawing, are made to project from the sides of the back, and above the wings, recalling those of the Semioptera Wallacii. The bird perches, in accordance with tradition, on the Wu-Tung tree. Without pretending to assert that this is an exact representation of the Tung, I fancy that it comes nearer to it than the ordinary Chinese and Japanese representations.\nline 40 | Looking to the history of the appearance of the Fung, the general description of its characteristics, and disregarding the supernatural qualities with which, probably, Taouist priests have invested it, I can only regard it as another example of an interesting and beautiful species of bird which has become extinct, as the dodo and so many others have, within historic times.\nline 41 | Its rare appearance and gorgeousness of plumage would cause its advent on any occasion to be chronicled, and a servile court would only too readily seize upon this pretext to flatter the reigning monarch and ascribe to his virtues a phenomenon which, after all, was purely natural.\nline 42 | 369:* Black, red, azure (green, blue, or black), white, yellow.\nline 43 | 369: Many species of bird do not attain their mature plumage until long after they have attained adult size, as some among the gulls and birds of prey. I think I am right in saying that some of these latter only become perfect in their third year. We all know the story of the ugly duckling, and the little promise which it gave of its future beauty.\nline 44 | 369: According to Dr. Williams, the Lwan was a fabulous bird described as the essence of divine influence, and regarded as the embodiment of every grace and beauty, and that the argus pheasant was the type of it.\nline 45 | Dr. Williams says that it was customary to hang little bells from the phnix that marked the royal cars.\nline 46 | 370:* In reference to Hwang Ti (?) writing the Bamboo Books?\nline 47 | 371:* The Wu Tung is the Eleococca verrucosa, according to Dr. William; others identify it with the Sterculia platanifolia. There is a Chinese proverb to the effect that without having Wu Tung trees you cannot expect to see phnixes in your garden.\n</context>\n\n<phrases>\n- \"But then again\"\n- \"Let me run through it again\"\n- \"What was I about to say?\"\n- \"Coming at this from another angle\"\n- \"This connects to something else\"\n- \"More or less\"\n- \"The thing is\"\n- \"Backing up for a second\"\n- \"What happens if we change this part?\"\n- \"The pros and cons are\"\n- \"Now, if I think about it differently\"\n- \"Actually, no\"\n- \"Let me talk this through\"\n- \"I'm just throwing ideas around\"\n- \"Picture this\"\n- \"Let me break this down\"\n- \"Something doesn't add up\"\n- \"So what does this mean in the bigger picture?\"\n- \"Okay, pros and cons\"\n- \"I could go either way on this\"\n- \"No, actually\"\n- \"Let me trace that logic back\"\n- \"Let me untangle this\"\n- \"There’s a pattern here\"\n- \"Oh! That reminds me\"\n- \"Okay, let's break this down\"\n- \"If A is true, then\"\n- \"What I’m getting at is\"\n- \"Alternatively\"\n- \"What if we\"\n- \"In a way\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"How can I approach this?\"\n- \"So what I’m trying to say is\"\n- \"Am I thinking about this all wrong?\"\n- \"Ummm, actually\"\n- \"Let's test this idea\"\n- \"Still working it out\"\n- \"This might sound weird, but\"\n- \"Let me connect the dots\"\n- \"There’s a better way to phrase this\"\n- \"Now I'm stuck on\"\n- \"Why did I do that?\"\n- \"I'm starting to see a pattern\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Building on that\"\n- \"So the main idea is\"\n- \"What if I flip it around?\"\n- \"I keep coming back to\"\n- \" is key here\"\n- \"Let’s weigh the options\"\n- \"I keep circling back to\"\n- \"Let me propose something\"\n- \"I'm trying to untangle this\"\n- \"That makes sense because\"\n- \"Still forming this thought\"\n- \"First things first\"\n- \"If I take this apart step by step\"\n- \"It's fascinating how\"\n- \"Don't hold me to this\"\n- \"I have a theory about this\"\n- \"Does that sound right to you?\"\n- \"This makes me think of\"\n- \"It suggests that\"\n- \"In essence\"\n- \"Let's think step by step\"\n- \"What I mean is\"\n- \"Wait, no\"\n- \"Let me work through this\"\n- \"On one hand... but on the other\"\n- \"What keeps nagging at me is\"\n- \"I need to step back and rethink this\"\n- \"That’s an interesting angle, but\"\n- \"Let me play devil's advocate\"\n- \"That reminds me\"\n- \"Hmm, let’s rewind a bit\"\n- \"On the other hand\"\n- \"Going back to what I said about\"\n- \"This might explain the pattern\"\n- \"I'm seeing a connection between\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Airbus A350 and Boeing 787 represent the very best in innovation, ideas and cutting edge technology from their respective companies. Both these planes, how much ever different, are pretty much indistinguishable when it comes to the gargantuan impact they have had on the aviation industry!\nline 02 | Today, we look at these two aircraft that have revolutionised commercial aviation in their own ways; we shall focus on Why these aircrafts are so important, How do they stand against each other, and What position to they acquire in the market. We shall be comparing the largest of both aircraft– the Boeing 787-10 and Airbus A350-1000. The smaller Boeing 787-8 is more in competition with the A330neo, and hence, it won’t be fair enough to set it against the A350. While some may claim that the Boeing 777x is the right competitor to the A350, well, the 777x is yet to fly commercially, and hence, from operations point of view, remains out of picture for now.\nline 03 | Image Credits: Airliners.net\nline 04 | Why these programs are significant?\nline 05 | During the late 1990s, Boeing considered replacement aircraft programs as sales of the 767 and 747-400 slowed. Two new aircraft were proposed – the ‘747X’ would have lengthened the 747-400 and improved efficiency, and the ‘Sonic Cruiser’ would have achieved 15% higher speeds while burning fuel at the same rate as the 767. In early 2000s, with increased petroleum prices, airlines were now interested in efficiency than speed. In response to the market reaction, the ‘Sonic Cruiser’ project was officially cancelled and Boeing announced the ‘7E7’ program, using the Sonic Cruiser technology in a more conventional configuration. In July 2005, the 7E7 was renamed as the 787.\nline 06 | Image Credits: United\nline 07 | Airbus initially rejected Boeing’s claim that the 787 would be a serious threat to the Airbus A330.\nline 08 | However, when airlines urged Airbus to provide a competitor, Airbus initially proposed the ‘A330-200Lite’, a fuel efficient A330 featuring improved aerodynamics.\nline 09 | The company planned to announce this version at the 2004 Farnborough Airshow, but did not proceed.\nline 10 | On December 10, 2004, Airbus’ shareholders approved the the A350 program, expecting a 2010 service entry.\nline 11 | And thus, the A350 program was born!\nline 12 | Image Credits: Airbus\nline 13 | These aircraft were an indication that the quad jets were no longer the key to thrive in an industry that was much more keen on efficiency. As geeks might say it, the hub-and-spoke model was about to be replaced by point-to-point model, and the A350 and B787 were leading the game!\nline 14 | How do they stand against each other?\nline 15 | In a two-class configuration, the A350 can handle more passengers than the 787. Thus, if it’s the amount of passengers you can ferry, the A350 is the clear winner. However, if efficiency is point of concern, the 787 comes on top. The A350 definitely has the longer range, but the 787 simply utilises the fuel better. Last but not the least, the 787-10 costs $325m while the A350 costs $367m.\nline 16 | What does the market say?\nline 17 | The Boeing 787 has close to 1500 aircraft on order while the A350 has around 1000. As both aircraft were launched at nearly the same time, it can be seen that the industry prefers the 787. While longer distances and more passengers might suffice one airline’s demands (thereby, with the A350), medium haul flights with higher fuel efficiency might do it for others (with the 787).\nline 18 | Singapore Airlines Boeing 787-10 at Changi Airport.\nline 19 | Image Credits: Singapore Airlines\nline 20 | So who is the winner? Well, if you need to serve long range, A350 clearly stands out; if you are serving medium haul range with ultra high efficiency and lower cost of operation, the 787 is your plane! It is indeed intriguing to see airlines using both planes by utilising one’s strengths to combat the other’s weaknesses. A classic example of this would be Singapore Airlines (SIA). SIA operates 32 A350s and 13 787s. What is peculiar is the way SIA uses these two aircraft in tandem to maximise their profits. Same goes with Vietnam Airlines!\nline 21 | What do you think? Which of these two is your favourite, let us know in the comments!\n</context>\n\n<phrases>\n- \"Now, wait just a second\"\n- \"Let me throw this out there\"\n- \"Uh...\"\n- \"No, actually\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"When I sit with this idea\"\n- \"I'm mulling over\"\n- \"I'm seeing a connection between\"\n- \"I’m not sure if that’s the right approach\"\n- \"Wait, no\"\n- \"Ah...\"\n- \"Might be\"\n- \"I need to reframe this\"\n- \"Picture this\"\n- \"Not sure if this fits, but\"\n- \"Ummm, actually\"\n- \"Here's what I'm thinking\"\n- \"Okay, let's break this down\"\n- \"Now, if I think about it differently\"\n- \"Let's think step by step\"\n- \"This might explain the pattern\"\n- \"Hmm\"\n- \"Here's a possible explanation\"\n- \"I'm trying to untangle this\"\n- \"Let me circle back to that\"\n- \"I don’t want to jump to conclusions, but\"\n- \"There's probably more to it\"\n- \"Okay, pros and cons\"\n- \"Okay, so\"\n- \"What if I flip it around?\"\n- \"This brings to mind\"\n- \"Let's test this idea\"\n- \"I'm struck by\"\n- \"Alternatively\"\n- \"Brainstorming here, but\"\n- \"Actually, no\"\n- \"Let me break this down\"\n- \"I'm wondering if\"\n- \"Just thinking out loud but\"\n- \"This is pretty rough\"\n- \"Let me chew on this\"\n- \"I knew I was forgetting something!\"\n- \"Would I regret this later?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"Let’s weigh the options\"\n- \"What keeps nagging at me is\"\n- \"What happens if we change this part?\"\n- \"I'm curious about\"\n- \"I guess that works\"\n- \"You know\"\n- \"Right, so\"\n- \"I wonder if\"\n- \"Let me run through it again\"\n- \"What if we\"\n- \"It’s on the tip of my tongue\"\n- \"I keep circling back to\"\n- \"Going back to what I said about\"\n- \"Perhaps\"\n- \"On the other hand\"\n- \"Hang on a second\"\n- \"The pros and cons are\"\n- \"Okay, walking through it again\"\n- \"This could explain why\"\n- \"One way to look at it is\"\n- \"There's something here about\"\n- \"Let's break this down into parts\"\n- \"Let me play devil's advocate\"\n- \"But then again\"\n- \"I was just about to say\"\n- \"If I follow this through\"\n- \"I keep coming back to\"\n- \"Follow me here\"\n- \"Let me work through this\"\n- \"Backing up for a second\"\n- \"This might sound weird, but\"\n- \"This makes me reflect on\"\n- \"If I take this apart step by step\"\n- \"I'm pondering\"\n- \"That’s an interesting angle, but\"\n- \"On one hand... but on the other\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Risk of Carbon Monoxide\nline 02 | A couple in Michigan arrived at their boat last October, started the gas generator, turned on the boat's electric heater, and set to work on a few end of the season projects. While they were working, carbon monoxide (CO) from the gas generator began creeping quietly into the main saloon somewhere down in the bilge.\nline 03 | Without a CO alarm, there was no way that the couple could have been aware-or even had the tiniest hint - that the deadly gas was mixing with the oxygen in the boat's cabin.\nline 04 | CO is colorless and odorless, and it produces initial symptoms-drowsiness, headaches, nausea, or dizziness--that aren't especially alarming.\nline 05 | The unsuspecting couple soon \"fell asleep,\" and would have died had it not been for the early arrival-almost two hours early-of their son. He quickly shut off the generator, opened ports, and phoned the rescue squad. They were extremely lucky; most CO claims have a much sadder outcome.\nline 06 | An investigation afterward concluded that the CO had come from a drain plug in the generator's muffler that had worked loose and lay in the bilge. The report also noted the lack of a CO detector aboard, which wasn't a surprise.\nline 07 | Of a dozen or so recent claims for CO fatalities or near fatalities in a boat's cabin, the lack of a CO detector is the only thing that all of them had in common.\nline 08 | CO can enter a cabin from many different sources, according to the claim files: from a hot water heater; from a galley stove; from the \"station wagon effect\"-exhaust from the boat's exhaust; from a generator; and even from other nearby boats. There have also been several injuries from people swimming under swim platforms when an engine or generator was being operated.\nline 09 | Certainly it is important to recognize the symptoms of CO poisoning: headaches, drowsiness, and nausea. With most of the BoatU.S. claims, one or more of these symptoms were present, but victims did not recognize the danger they were in.\nline 10 | It is also advisable to inspect the engine and generator for leaks in the exhaust system and to avoid, or try to avoid, the many different situations that could bring CO into a boat's cabin.\nline 11 | That isn't easy. Besides the station wagon effect, accidents have been traced to wind direction, proximity to a dock or seawall, boats rafted together, an open hatch or port, a canvas cover, or combination of several causes.\nline 12 | It isn't unusual after an accident for an inspection to spend many hours, or even days, trying to ascertain how CO got into a boat's cabin.\nline 13 | While guarding against the many possible sources of CO is certainly advisable, the most reliable safeguard is a CO detector. As of August 1, 1998 the American Boat and Yacht Council (ABYC), the organization that writes the voluntary standards for recreational boats, began recommending that all boats with enclosed accommodation areas and a gasoline generator or a gasoline inboard propulsion engine have a CO detector installed.\nline 14 | Diesel engines are not included because they are much less likely to produce deadly levels of CO. The recommendation that CO detectors be installed on new boats is great news for anyone who will be buying a new boat, but what about boats built before August 1998?\nline 15 | Installing a CO Detector\nline 16 | A Few Considerations\nline 17 | One reason that ABYC may have been slow to recommend the use of CO detectors may be their reputation in the past for emitting unnerving false alarms periodically. You could almost count on a CO detector made prior to 1992, the older \"single point\" alarms, to sound whenever they detected even the slightest trace of CO.\nline 18 | Since a whiff or two of CO is likely to drift into a cabin several times a day, the frequent alarms were an ongoing nuisance.\nline 19 | After 1992, however, manufacturers began making more technically advanced units that use \"time-weighted averaging\" to greatly reduce the number of alarms.\nline 20 | By averaging the CO over a period of a few minutes, these newer alarms will not sound unless they repeatedly detect CO.\nline 21 | Some of the newer units can even do things like disengage the generator if CO is detected. A proper marine CO detector, incidentally, will have the UL 2034 marine mark, which means it was tested by Underwriters Laboratories standard 2034.\nline 22 | ABYC does not say where on the boat a CO detector should be located. The gas, which is about the same weight as oxygen, tends to dissipate evenly in an area and isn't any more likely to be found up near the ceiling or down by the cabin sole.\nline 23 | As a practical matter, placing an alarm at eye level allows you to easily monitor any meters or warning lights on a unit.\nline 24 | Sleeping areas, main saloons, an enclosed fly-bridge, and anywhere else people spend time are candidates for a CO detector. Areas that should be avoided include near hatches or doors where fresh air might distort readings. Dead air spaces-corners-should also be avoided.\nline 25 | Taking CO Detectors Seriously\nline 26 | While the older alarms were often a nuisance, the improved technology means that when a newer alarm sounds it should be investigated.\nline 27 | CO that drifts in and out of a cabin can be dangerous, since the effects of CO are cumulative and can build up gradually in a person's bloodstream over hours or even days before it reaches critical levels.\nline 28 | This is true even if when the person breathes fresh air periodically; the CO remains in the bloodstream. How quickly the CO builds up is a factor of the concentration of the gas being inhaled (measured in parts per million [PPM]) and the duration of the exposure.\nline 29 | The half-life of CO is approximately five hours, which means that it takes five hours for the level of CO in the blood to drop to half its level when exposure was terminated.\nline 30 | There is also some recent research challenges traditional thinking that the effects of CO poisoning are transitory.\nline 31 | Studying 96 victims for one year beyond their exposure, researchers found over 25% showed evidence of brain damage 12 months after exposure.\nline 32 | These long-term CO injuries can include apathy, memory loss, inattention, and depression.\nline 33 | How Much CO is Too Much (in Parts Per Million)\nline 34 | - 200 PPM - Slight headaches within two to three hours.\nline 35 | - 400 PPM - Frontal headaches within one to two hours.\nline 36 | - 800 PPM - Dizziness, nausea, and convulsions within 45 minutes. Insensible within two hours.\nline 37 | CO Concentration at the Source\nline 38 | - Gasoline Engine - 10,000 - 100,000 PPM\nline 39 | - Diesel Engine - 1,000 PPM\nline 40 | What's Wrong With This Picture\nline 41 | Shortly after she bought her 33' Egg Harbor, Terri Parrow, Vice President of Internet Operations at BoatU.S., took an action photograph of the boat as it went zooming by near Solomon's Island, Maryland.\nline 42 | The photo (left) turned out well, with a blue sky, puffy clouds, and lots of exciting spray.\nline 43 | The more she studied the photograph, though, the more it seemed that something was wrong.\nline 44 | Then it dawned on her that the ship's ensign--the flag on the stern--is flapping forward, toward the two people on the flying bridge, Aren't flags supposed to point aft?\nline 45 | The canvas on the fly-bridge had just been added and when the flaps were closed exhaust from the boat's twin 340 hp gasoline engines was being sucked back into the cabin and onto the fly-bridge (the \"station wagon effect). After seeing the photo, Terri made some changes.\nline 46 | First, she cruises with the forward canvas flaps and hatch on the foredeck opened slightly to keep fresh air flowing throughout the fly-bridge and cabin. And she also replaced one the boat's two CO detectors, which had been inoperable.\nline 47 | These two simple changes have saved her a lot of potential headaches, or worse, whenever the boat is underway.\n</context>\n\n<phrases>\n- \"I was just about to say\"\n- \"On one hand... but on the other\"\n- \"Brainstorming here, but\"\n- \"Let me play devil's advocate\"\n- \"So that’s why it wasn’t working!\"\n- \"I keep circling back to\"\n- \"Take this with a grain of salt\"\n- \"This makes me think of\"\n- \"Wait a minute... Oh!\"\n- \"Anyway\"\n- \"On the other hand\"\n- \"Uh, where was I?\"\n- \"Backing up for a second\"\n- \"I guess that works\"\n- \"Wait, I think I’ve got it!\"\n- \"Okay, so\"\n- \"There's probably more to it\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I'm not sure, but\"\n- \"This connects to\"\n- \"That doesn't sound right, let me rephrase\"\n- \"There's got to be something about\"\n- \"I'm seeing a connection between\"\n- \"That reminds me\"\n- \"Oh! I get it now\"\n- \"Now, wait just a second\"\n- \"That makes sense because\"\n- \"Ummm, actually\"\n- \"Wait, that doesn’t add up\"\n- \"Let me connect the dots\"\n- \"I need to make sure this checks out\"\n- \"I’m trying to connect the dots here\"\n- \"Let me untangle this\"\n- \"That would mean\"\n- \"Would this be worth the risk?\"\n- \"Going back to what I said about\"\n- \"Picture this\"\n- \"What keeps nagging at me is\"\n- \"What if I flip it around?\"\n- \"Actually, no\"\n- \"Alternatively\"\n- \"Oh, I see what’s happening here!\"\n- \"Well\"\n- \"I'm starting to see a pattern\"\n- \"That actually makes a lot of sense\"\n- \"Okay, I think I’ve got it now!\"\n- \"Hmm\"\n- \"But then again\"\n- \"Wait, no\"\n- \"I guess maybe\"\n- \"What’s the next step?\"\n- \"That’s an interesting angle, but\"\n- \"Here's where it gets interesting\"\n- \"Oh! That reminds me\"\n- \"Something's not quite right\"\n- \"Let's think step by step\"\n- \"Let me work through this\"\n- \"Hmm, let’s rewind a bit\"\n- \"This is starting to take shape\"\n- \"How can I approach this?\"\n- \"Now I'm stuck on\"\n- \"No, actually\"\n- \"If I'm not mistaken\"\n- \"Wait, does this contradict itself?\"\n- \"Let me approach this from another angle\"\n- \"So, the bottom line is\"\n- \"What’s the missing piece?\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"I can't quite put my finger on\"\n- \"Finally, it clicks!\"\n- \"Something tells me I should\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Something doesn't add up\"\n- \"Would that even work?\"\n- \"Building on that\"\n- \"Hold that thought\"\n- \"Let me think\"\n- \"Let's see\"\n- \"Let me make sure I got this\"\n- \"That’s the answer I was looking for!\"\n- \"I need to reframe this\"\n- \"If I follow this through\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | With the launch event of Lester Laminack’s The King of Bees last month, we had the amazing opportunity to interact with the Fernbank Science Center‘s beekeepers. After asking them all our questions and learning so much about the bee population and how people can support bees in the classroom, we wanted to share everything we had discovered. Kyla Van Deusen, instructional specialist and Fernbank Science Center beekeeper, offered to delve into the world of bees and provide her insights into how schools can support the bee population.\nline 02 | Now recognized as a national issue with major economic implications in the agriculture sector, children and teachers have been inspired to do their part to support pollinator health in the schoolyard setting. From planting pollinator gardens to maintaining their own beehives, schools can contribute to both honeybees and native pollinator health in meaningful ways that also teach core content across curricular disciplines.\nline 03 | Plant a garden\nline 04 | - Ecoregional planting guides from Pollinator Partnership: Select the best plants for your region. Many states have native plant societies that can help locate plant material. Remember that garden centers often sell plants treated with neonicotinoid pesticides, which are suspected to be poisonous to bees, so make sure to source neonic-free plants. Not all neonic-treated plants are labelled as such.\nline 05 | - Pollinator garden planning lesson plan from KidsGardening.org\nline 06 | Start a beehive\nline 07 | Although bee-friendly gardening is the easiest and most sustainable way to support bee populations in the schoolyard, caring for bees can be an incredible experience for students, especially if supported by the skills and wisdom of local beekeepers. However, with the amount of stressors impacting the European honeybee population at this moment in time—increased disease, residential and agricultural pesticides, and habitat destruction—even the most experienced beekeepers are struggling to maintain their hives. In spite of these challenges, schoolyard beekeeping is increasing in popularity and there are several resources available to help schools get started. Remember to check with your school liability officer to ensure that beehives remain in compliance with liability code. Also keep in mind that both Beepods and observation hives tend to be short lived due to the high stress placed on bees in these environments and the tendency to swarm more frequently.\nline 08 | Native pollinator resources\nline 09 | - Nests for Native Bees from Xerxes Society\nline 10 | - Compilation of pollinator citizen science projects from Xerxes Society\nline 11 | - Information for Schools from the Xerxes Society\nline 12 | - Honeybee curriculum from the Bee Cause\nline 13 | - Project Hero Pollination Quest from Captain Planet Foundation\nline 14 | - Bee Books for Children from the Honeybee Conservancy\nline 15 | Creating bee-friendly schools\nline 16 | Complex environmental problems like pollinator population decline can feel overwhelming to the point of apathy, but by learning about the problem and implementing local solutions, students can lead the way toward a better outcome both for the bees and their own education. Teachers can support their students’ successful bee projects through connecting to local partners. Look for beekeeping clubs, native plant societies, school garden support organizations, and passionate parents in your community who want to help your students help the bees. All the work will pay off when you see your students light up as they discover how they can have a positive impact on their world.\n</context>\n\n<phrases>\n- \"Let me back up a second\"\n- \"Alternatively\"\n- \"Let me propose something\"\n- \"Is it possible that...?\"\n- \"Of course! That’s the answer!\"\n- \"This is starting to take shape\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"When I sit with this idea\"\n- \"I should have known that!\"\n- \"But then again\"\n- \"I'm seeing a connection between\"\n- \"Let’s weigh the options\"\n- \"Building on that\"\n- \"What keeps nagging at me is\"\n- \"Wait, no\"\n- \"Here's a possible explanation\"\n- \"Hmm, let’s rewind a bit\"\n- \"Something doesn't add up\"\n- \"That reminds me\"\n- \"Let's break this down into parts\"\n- \"What’s the best way to explain this?\"\n- \"What if I flip it around?\"\n- \"I need to make sure this checks out\"\n- \"I'm trying to reconcile\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"This brings to mind\"\n- \"I'm mulling over\"\n- \"Consider this possibility\"\n- \"I need to reframe this\"\n- \"That’s what I was trying to say!\"\n- \"Let me untangle this\"\n- \"Backing up for a second\"\n- \"There’s a pattern here\"\n- \"Now it makes sense!\"\n- \"I'm wondering if\"\n- \"I was just about to say\"\n- \"Let me play devil's advocate\"\n- \"Okay, I think I’ve got it now!\"\n- \"This connects to\"\n- \"Ohhh, now I see!\"\n- \"Let me run through it again\"\n- \"This connects to something else\"\n- \"This could explain why\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm starting to see a pattern\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me break this down\"\n- \"That’s the answer I was looking for!\"\n- \"Actually, no\"\n- \"Something about [blank] is still bothering me\"\n- \"Ummm, actually\"\n- \"This makes me reflect on\"\n- \"Okay, let's break this down\"\n- \"I wonder if\"\n- \"Suppose we assume that\"\n- \"I'm curious about\"\n- \"If I take this apart step by step\"\n- \"Wait, why does that happen?\"\n- \"The pros and cons are\"\n- \"Going back to what I said about\"\n- \"I was looking at this all wrong!\"\n- \"It was staring me in the face\"\n- \"Let me work through this\"\n- \"I’m trying to connect the dots here\"\n- \"First things first\"\n- \"Wait, does this contradict itself?\"\n- \"Oh! That reminds me\"\n- \"I'm intrigued by\"\n- \"What if I tried...?\"\n- \"Oh! I get it now\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Let me make sure I got this\"\n- \"I'm struck by\"\n- \"No, actually\"\n- \"It's almost like\"\n- \"That’s an interesting angle, but\"\n- \"On the other hand\"\n- \"Let's think step by step\"\n- \"Okay, pros and cons\"\n- \"Here's what I'm thinking\"\n- \"On one hand... but on the other\"\n- \"Let's test this idea\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | “Shamanism” is something that cannot be reduced to a single definition or explanation. Religion, belief, ritual, system of thought, ontology, configuration of the world: such are some of the polemical categories that arise to the mind when it comes to making a brief presentation on the subject.\nline 02 | The term, generic and misunderstood, is used to designate one of the oldest ritual system of the world. It is shared by peoples that extend from Asia to the extreme south of America.\nline 03 | The word “Shaman” seems to derive from çaman, word used by the Siberian Evenks to designate their ritual specialists. It is analogous to “pajé”, derived in turn from terms of the Tupi-Guarani languages also used in reference to such specialists. Each of the Amerindian languages has its equivalent terms, in any part of the three continents.\nline 04 | Shamanism thus represents a common basis for the indigenous peoples of Asia and the Americas, since this continent was occupied by successive migrations coming from the former. On the former, shamanism was superimposed by great religions such as Buddhism, Confucianism, Taoism, Christianity, and Islam. Something analogous to what happens in Brazil, when indigenous shamanism begins to confront the Catholic or Protestant creed.\nline 05 | This is, in fact, a good way to understand one of the essential features of the phenomenon: shamanism does not always disappear in confrontation with great religious systems.\nline 06 | Perhaps because it can not be understood exactly as a “religion”, it eventually infiltrates, subverts, or survives the conversion attempts that have been made in Brazil since the European invasion.\nline 07 | We are dealing, after all, with a certain organization or configuration of the world that does not have an established dogma, a set of doctrines or some sacred scripture, a fixed liturgy, a body of priests organized around the state or, more important, a faith in some one divinity. It is difficult, therefore, to define shamanism as a belief.\nline 08 | Such absences are especially valid for the indigenous peoples of the lowlands of South America, that is, for those who did not live under the domination of state organizations, such as the Inca empire. Mediation by Amazonian shamans has more to do with a certain diplomacy, a way of translating and connecting living humans to the multitude of spirits, souls of the dead and animals that constitute the indigenous cosmologies.\nline 09 | In these, there are not exactly gods who incarnate or who holds powers over natural phenomena, for which temples are erected and offered sacrifices (as in the case of the Aztecs or the Maya). The entities with which the indigenous shamans relate are of another order. Rather than dispatch a sacrificial victim as an intermediary between gods and humans, the shamans go in person to find the spirits and other subjects that inhabit their worlds.\nline 10 | Here are some videos that go deeper into what shamanism is both in Siberia and South America:\n</context>\n\n<phrases>\n- \"Okay, let's break this down\"\n- \"On one hand... but on the other\"\n- \"Let me dig into that a little deeper\"\n- \"I wonder if\"\n- \"Oh, I see what’s happening here!\"\n- \"What keeps nagging at me is\"\n- \"I'm trying to untangle this\"\n- \"Let me just think this through\"\n- \"Let's think step by step\"\n- \"Let me trace that logic back\"\n- \"Going back to what I said about\"\n- \"I'm mulling over\"\n- \"Hold on a second\"\n- \"Wait, I think I’ve got it!\"\n- \"I'm just throwing ideas around\"\n- \"This brings to mind\"\n- \"Ohhh, now I see!\"\n- \"Let me make sure I got this\"\n- \"Something doesn't add up\"\n- \"I'm struck by\"\n- \"Let me break this down\"\n- \"Does that even make sense?\"\n- \"Still working it out\"\n- \"I need to make sure this checks out\"\n- \"If I take this apart step by step\"\n- \"More or less\"\n- \"There's got to be something about\"\n- \"Is this the hill I want to die on?\"\n- \"First things first\"\n- \"Ummm, actually\"\n- \"Backing up for a second\"\n- \"Let’s weigh the options\"\n- \"What if I flip it around?\"\n- \"It finally adds up!\"\n- \"This explains so much!\"\n- \"Does that sound right?\"\n- \"Okay, pros and cons\"\n- \"Follow me here\"\n- \"What's the best way to explain this?\"\n- \"The pros and cons are\"\n- \"Hmm, let’s rewind a bit\"\n- \"Ah...\"\n- \"Uh...\"\n- \"What if we\"\n- \"When I sit with this idea\"\n- \"Okay, backtrack a bit\"\n- \"Let's break this down into parts\"\n- \"That’s an interesting angle, but\"\n- \"Hmm\"\n- \"On the other hand\"\n- \"Let me back up a second\"\n- \"Let me play devil's advocate\"\n- \"Something in my gut says no\"\n- \"You know\"\n- \"Let me approach this from another angle\"\n- \"That changes everything\"\n- \"I'm pondering\"\n- \"It's hard to pin down\"\n- \"I'm wondering if\"\n- \"Would I regret this later?\"\n- \"Okay, so\"\n- \"How do I put this\"\n- \"Now, if I think about it differently\"\n- \"Wait, no\"\n- \"I'm intrigued by\"\n- \"Okay, walking through it again\"\n- \"Let me work through this\"\n- \"This is starting to take shape\"\n- \"Still forming this thought\"\n- \"Oh! I get it now\"\n- \"Of course! That’s the answer!\"\n- \"Let’s not rush this\"\n- \"No, actually\"\n- \"Don't hold me to this\"\n- \"Actually, no\"\n- \"I think I’ve lost my train of thought\"\n- \"But then again\"\n- \"It was staring me in the face\"\n- \"What’s the best way to explain this?\"\n- \"Alternatively\"\n- \"Now, wait just a second\"\n- \"Let me untangle this\"\n- \"This makes me reflect on\"\n- \"Aha! That’s what I was missing!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Just in time for Christmas, the latest apparition of a comet shines like a beautiful ornament in the sky — a delightful green-shrouded treat for amateurs and scientists alike.\nline 02 | On Dec. 16, Comet 46P/Wirtanen made its closest approach to Earth in more than 20 years, back when digital cameras and laser astronomy were in their infancy. With much more advanced tools, astronomers today brought the celestial visitor under unprecedented scrutiny.\nline 03 | At the W.M. Keck Observatory in Hawaii, a group of scientists led by Boncho Bonev (a physicist at American University) were giddy with anticipation. [Amazing Photos: Brilliant Comet 46P/Wirtanen Wows Stargazers]\nline 04 | \"It is very exciting because the comet is so close and sufficiently bright for detailed astronomical studies,\" Bonev said in a statement from the observatory. \"Comet Wirtanen is only 30 lunar distances from our planet, meaning that it is about 30 times the distance to the moon. That is nothing compared to the vast distances astronomers typically work with.\"\nline 05 | The team received prized telescope time between Dec. 16 and 17, just when closest approach occurred. Their timing perfectly coincided with the relaunch of the newly upgraded Near-Infrared Spectrograph (NIRSPEC) instrument. NIRSPEC has more pixels operating with greater sensitivity, allowing astronomers to spot much fainter objects in the sky.\nline 06 | \"We installed more sensitive detectors, replacing the digital imaging devices, along with other mechanisms and optics, with brand new ones to give the instrument a new lease of life,\" Ian McLean, the University of California at Los Angeles physicist and astronomer who really pushed for the commissioning of NIRSPEC in 1999, said in the same statement.\nline 07 | It's too early to say what NIRSPEC caught on Wirtanen, because science results often take months to analyze at the least.\nline 08 | But the potential for fresh insights drove the team — especially in their hunt to find prebiotic molecules (water, ammonia, hydrocarbons), or the precursor ingredients to life.\nline 09 | \"Though our goal is to characterize Comet Wirtanen's chemical composition, there is always the possibility to see something unexpected or discover something new that will raise new questions to address. That's what makes science so exciting,\" Bonev said.\nline 10 | Building blocks of life\nline 11 | In the opposite hemisphere to Keck, Chile's Atacama Large Millimeter/submillimeter Array (ALMA) also watched the comet's passage just before its closest approach, on Dec. 2 and Dec. 9. The team's goal was to glimpse the gassy envelope surrounding the nucleus — a region more properly known as the coma.\nline 12 | \"This comet is causing a stir in the professional and amateur astronomy communities due to its combined brightness and proximity, which allows us to study it in unprecedented detail,\" NASA's Martin Cordiner, who led the team making the ALMA observations, said in a statement from the observatory. \"As the comet drew nearer to the sun, its icy body heated up, releasing water vapor and various other particles stored inside, forming the characteristic puffed-up coma and elongated tail.\"\nline 13 | ALMA zoomed in on the heart of Wirtanen, capturing the glow emitted from an organic molecule called hydrogen cyanide. Organics catch scientists' attention because these carbon-chained molecules are the building blocks of life on Earth.\nline 14 | Early images released from ALMA show the hydrogen cyanide clustered in a somewhat lopsided pattern inside the coma, but more detailed results will be released in future science papers. The design of ALMA's 66 individual radio receivers allow astronomers to gaze at the sky in millimeter and submillimeter wavelengths. That zone of the electromagnetic spectrum can reveal things invisible to the human eye, such as comet comas or planetary systems shrouded by dust. By looking at extremely far-away objects, ALMA also peers back in time to our universe's earliest galaxies.\nline 15 | As for Wirtanen, it's slowly journeying away to Jupiter in its orbit until it circles near our planet once more in 5.5 years. That sounds like a long time until you begin to compare Wirtanen's orbit with more famous comets such as Halley, which takes about 75 years to circle the sun. Certain comets from the more distant Oort Cloud can take thousands of years or even tens of thousands of years for a repeat visit, researchers have calculated.\n</context>\n\n<phrases>\n- \"I'm just throwing ideas around\"\n- \"This is starting to take shape\"\n- \"Let me untangle this\"\n- \"Actually, no\"\n- \"The more I think about it\"\n- \"Ah...\"\n- \"Hold on a second\"\n- \"There's something off here\"\n- \"Wait a minute... Oh!\"\n- \"Picture this\"\n- \"So basically\"\n- \"Something’s not clicking\"\n- \"Alternatively\"\n- \"Roughly speaking\"\n- \"Still forming this thought\"\n- \"But then again\"\n- \"Something doesn't add up\"\n- \"The pros and cons are\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"No, actually\"\n- \"What if I flip it around?\"\n- \"Bear with me while I\"\n- \"What am I overlooking?\"\n- \"I keep coming back to\"\n- \"This is tricky, but\"\n- \"Uh...\"\n- \"Let me see\"\n- \"How do I put this\"\n- \"There’s a better way to phrase this\"\n- \"That’s an interesting angle, but\"\n- \"So far, it looks like\"\n- \"Now, if I think about it differently\"\n- \" is interesting\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"What keeps nagging at me is\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Let me break this down\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"This isn't quite right, but\"\n- \"Am I missing something?\"\n- \"If I take this apart step by step\"\n- \"Let me circle back to that\"\n- \"Let me sum this up so far\"\n- \"So what does this mean in the bigger picture?\"\n- \"How can I approach this?\"\n- \"Alright, where was I?\"\n- \"I need to make sure this checks out\"\n- \"Let’s not rush this\"\n- \"Not quite there yet\"\n- \"So what I’m trying to say is\"\n- \"What’s the worst that could happen?\"\n- \"The crucial thing seems to be\"\n- \"Ummm, actually\"\n- \"Well\"\n- \"I'm trying to untangle this\"\n- \"Okay, let's break this down\"\n- \"Just thinking out loud but\"\n- \"It's fascinating how\"\n- \"Let me work through this\"\n- \"Brainstorming here, but\"\n- \"There's got to be something about\"\n- \"So the main idea is\"\n- \"We've completely overlooked [blank]\"\n- \"On the other hand\"\n- \"Why didn’t I think of that sooner?\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Wait, no\"\n- \"Okay, pros and cons\"\n- \"Going back to what I said about\"\n- \"Right, so\"\n- \"I was just about to say\"\n- \"I’m almost there\"\n- \"Let me play devil's advocate\"\n- \"Where does that leave me?\"\n- \"First things first\"\n- \"Let's break this down into parts\"\n- \"I'm still feeling my way through\"\n- \"Let me see if\"\n- \"On one hand... but on the other\"\n- \"Backing up for a second\"\n- \"Let's think step by step\"\n- \"That doesn't seem to add up... Let me think\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Estimation Stations are 10-minute activities for teachers to use to build number sense, promote statistical literacy, and foster purposeful student discourse about estimations in the elementary, middle, and high school classroom. These activities can be an ongoing, weekly instructional routine that teachers can use to invite students to have meaningful and purposeful conversations about their reasoning and work together to refine their accuracy as estimators (individually and as a class).\nline 02 | Question: If someone asks you what “elicit” means, could you nail the definition? Try it. How’d you do?\nline 03 | Confession: I was an English Literature major in college. I tutored college-level math and fell in love with teaching because of math. But back then, words and expression and theater were my jam. And in many ways they still are.\nline 04 | I was co-writing an article the other month about instructional routines that elicit student discourse in the math classroom. And at one point, the word-nerd in me paused to ponder, “What the does ‘elicit’ really mean? Is it an invitation? Is it a pulling or a pushing? What other words have the same root as elicit? Illicit? Were they opposites? Did they have related etymologies?”\nline 05 | I figured it was worth exploring and down the rabbit-hole I went. Once again.\nline 06 | What is Abductive Reasoning?\nline 07 | I’m going to share my new favorite term: abductive reasoning. Maybe you’ve known about it for years and never told me about it. (If that’s the case, you might be a jerk.) Or maybe it’s new to you too. (If that’s the case, let me know because I’m a little embarrassed I haven’t learned about abductive reasoning until recently.)\nline 08 | To recap, deductive reasoning is about making specific conclusions from general statements (like a math proof). Inductive reasoning is about making generalizations about specific observations (like a science experiment).\nline 09 | By comparison, abductive reasoning is about making your best prediction based on incomplete information.\nline 10 | Abductive reasoning?!?!?!\nline 11 | Where have you been all my life?\nline 12 | Welcome to my lexicon.\nline 13 | Have a seat front and center and let’s talk.\nline 14 | (Update: This post is the second in a series about my learning and thinking about argument and how it relates to our work in the math classroom.\nline 15 | Click here to read the first post.\nline 16 | Click here to read the third.)\nline 17 | Welcome back math geeks!\nline 18 | Last week, I was preparing for a workshop facilitating the learning […]\nline 19 | I went searching for more knowledge about argument. I fell into a rabbit hole. Help me make sense of this. Do you agree? Disagree? What are your thoughts?\nline 20 | “…there is a difference between mathematical arguments and scientific arguments. The difference is that scientific arguments are always based on evidence, whereas mathematical arguments never are. It is this difference that renders the findings of science provisional and the findings of mathematics eternal…Blurring the distinction between mathematical and scientific arguments leads to a misunderstanding of what science is about.” -NGSS Appendix L\n</context>\n\n<phrases>\n- \"Now, if I think about it differently\"\n- \"That makes sense because\"\n- \"This just clicked into place!\"\n- \"I'm still feeling my way through\"\n- \"What’s the next step?\"\n- \"This connects to something else\"\n- \"Let's think step by step\"\n- \"Let me throw this out there\"\n- \"Alternatively\"\n- \"This is tricky, but\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"There's a better way to phrase this\"\n- \"That’s an interesting angle, but\"\n- \"Uh, where was I?\"\n- \"Okay, backtrack a bit\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"What if I flip it around?\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"This connects to\"\n- \"It was staring me in the face\"\n- \"What keeps nagging at me is\"\n- \"Aha! That’s what I was missing!\"\n- \"That would mean\"\n- \"Actually, no\"\n- \"I knew I was forgetting something!\"\n- \"Alright, where was I?\"\n- \"No, actually\"\n- \"Let me trace that logic back\"\n- \"Now it makes sense!\"\n- \"I need to reframe this\"\n- \"Let me put this another way\"\n- \"It feels like the right move, but\"\n- \"Wait, I think I’ve got it!\"\n- \"Here's where it gets interesting\"\n- \"On the other hand\"\n- \"Something doesn't add up\"\n- \"Let me work through this\"\n- \"Where did I put that...?\"\n- \"I'm starting to see a pattern\"\n- \"I'm getting stuck on\"\n- \"That reminds me\"\n- \"Why didn’t I think of that sooner?\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"How can I approach this?\"\n- \"Okay, walking through it again\"\n- \"What I’m getting at is\"\n- \"What I mean is\"\n- \"What if we\"\n- \"Let me sum this up so far\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"The thing is\"\n- \"Ummm, actually\"\n- \"If I’m not mistaken\"\n- \"That’s what I was trying to say!\"\n- \"It's almost like\"\n- \"There's a missing link here\"\n- \"There’s a better way to phrase this\"\n- \"But then again\"\n- \"I could be wrong, but\"\n- \"Let me dig into that a little deeper\"\n- \"Wait, why does that happen?\"\n- \"That would explain why\"\n- \"I'm seeing a connection between\"\n- \"I'm just throwing ideas around\"\n- \"Oh, it all makes sense now!\"\n- \"Let me play devil's advocate\"\n- \"Wait, I think I just cracked it!\"\n- \"Oh! That reminds me\"\n- \"On one hand... but on the other\"\n- \"Let me circle back to that\"\n- \"Let me connect the dots\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"In other words\"\n- \"Don't quote me on this\"\n- \"Hmm, let’s rewind a bit\"\n- \"Just thinking out loud but\"\n- \"In essence\"\n- \"What I'm grappling with is\"\n- \"I was just about to say\"\n- \"This makes me think of\"\n- \"So what I'm trying to say is\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | February 17, 2020, marked the 90th anniversary of the fall of the Paragould meteorite, an ordinary (LL5) chondrite that landed in Arkansas during the early morning hours of February 17, 1930.\nline 02 | The fall was observed by several witnesses hundreds of miles from the meteorite's eventual landing site in Paragould, Arkansas.\nline 03 | These included the engineer of a Santa Fe passenger train who was so convinced he had witnessed an aircraft fire that he wired back to suggest a search once he reached Topeka, Kansas, and a garage night man in East St. Louis, Illinois, whose proximity to the Park Airfield also led him to believe the bollide to be an aircraft in distress.\nline 04 | Closer to Paragould, the detonation associated with the meteorite entering Earth's atmosphere caused livestock to stampede and startled residents.\nline 05 | One account described \"an explosion which jarred things like an earthquake\" after seeing the fireball, noting that \"the first blast seemed to come from about where the meteor had disappeared, and following this a roar, as though a train were passing, rolled back along the path of the meteor\", with \"rumbling being audible for perhaps half a minute\".\nline 06 | The first Paragould stone, which weighed approximately 80 lb, was discovered later the same morning by a farmer near the town of Finch, as he went to collect his horses from the field. He contacted Dr. Harvey H. Nininger, an instructor at MacPherson College in Kansas, who made plans to drive to Paragould. The farmer then loaned the meteorite to the local high school for exhibit, and was dismayed to learn, soon after, that the school's science teacher had sold the stone to a collector from Michigan.\nline 07 | When Nininger arrived in Paragould only to find the meteorite sold and gone, he made the best of things by investigating the crater formed by the first stone (the farmer had preserved it, thinking it might be important) and the site of two other small stones' impact, and interviewing witnesses. Based on accounts, he surmised that there must be another, larger stone and plotted the meteorite's course on a map. Sure enough, an 800 lb meteorite was found shortly thereafter, resting in a hole 8 feet deep, directly on the line Nininger had drawn on the map.\nline 08 | While Nininger was eventually able to purchase this large piece of Paragould, the finder had solicited bids from others, including a large institution. As Nininger describes in \"Find a Falling Star\", this drove the cost of the meteorite high enough that he would need to sell it, himself, in order to recoup his investment:\nline 09 | \"The Paragould meteorite had profound effects on our lives.\nline 10 | I have never ceased to regret parting with it, but I had paid a price too high, and was forced to give up either the specimen or my dream of making meteorites a new vocation.\"\nline 11 | WIth the proceeds from the sale of the Paragould meteorite, Nininger was able to resign his teaching post and devote his time entirely to the science of meteorites.\nline 12 | At the time of its fall, Paragould was the largest ever meteorite recovered from a witnessed fall in the US, with a total recovered mass of 408 kg\nline 13 | Chant, C.A. (1932) Notes and Queries (Audibility of the Aurora – The Paragould Meteorite – The Leonid Meteors in 1931 – The Nationality of Copernicus – Professor de Sitter's Lectures). Journal of the Royal Astronomical Society of Canada 26: 36-40.\nline 14 | Nininger, H.H. Find a Falling Star. New York, P.S. Eriksson Inc, 1972.\n</context>\n\n<phrases>\n- \"First things first\"\n- \"When I sit with this idea\"\n- \"Let me chew on this\"\n- \"So basically\"\n- \"I feel like I’m close\"\n- \"What if I flip it around?\"\n- \"Let's think step by step\"\n- \"Here's a possible explanation\"\n- \"That’s the answer I was looking for!\"\n- \"Of course! That’s the answer!\"\n- \"I'm struck by\"\n- \"Now it makes sense!\"\n- \"Finally, it clicks!\"\n- \"Let me see\"\n- \"Oh, that clears everything up!\"\n- \"Now we're cooking\"\n- \"This is just a hunch\"\n- \"No, actually\"\n- \"That’s it!\"\n- \"What happens if we change this part?\"\n- \"Actually, no\"\n- \"That would explain why\"\n- \"In essence\"\n- \"Wait, no\"\n- \"The pros and cons are\"\n- \"Let me untangle this\"\n- \"Let me make sure I got this\"\n- \"Let me play devil's advocate\"\n- \"Let me work through this\"\n- \"Let's break this down into parts\"\n- \"Right, so\"\n- \"On one hand... but on the other\"\n- \"Maybe if I try it this way\"\n- \"It's fascinating how\"\n- \"I'm wondering if\"\n- \"Ah...\"\n- \"What if I tried...?\"\n- \"Uh...\"\n- \"What’s the best way to explain this?\"\n- \"I just had it, what was it?\"\n- \"Hold on a second\"\n- \"That’s an interesting angle, but\"\n- \"Okay, let's break this down\"\n- \"This makes me reflect on\"\n- \"I'm seeing a connection between\"\n- \"Something tells me I should\"\n- \"Okay, pros and cons\"\n- \" is key here\"\n- \" is striking \"\n- \"I'm mulling over\"\n- \"On the other hand\"\n- \"In the end\"\n- \"I need to make sure this checks out\"\n- \"Something doesn't add up\"\n- \"Consider this possibility\"\n- \"Take this with a grain of salt\"\n- \"So far, it looks like\"\n- \"Let me break this down\"\n- \"I'm pondering\"\n- \"Let me put this another way\"\n- \"Ohhh, now I see!\"\n- \"Alternatively\"\n- \"I’m torn between two choices\"\n- \"I'm intrigued by\"\n- \"Well\"\n- \"What keeps nagging at me is\"\n- \"Hold that thought\"\n- \"Let me think\"\n- \"I know there’s a word for this\"\n- \"Follow me here\"\n- \"I think I can rule that out\"\n- \"But then again\"\n- \"I'm trying to untangle this\"\n- \"What I'm getting at is\"\n- \"This could explain why\"\n- \"Ummm, actually\"\n- \"If I take this apart step by step\"\n- \"Suppose we assume that\"\n- \"In other words\"\n- \"I wonder if\"\n- \"So the main idea is\"\n- \"What if we\"\n- \"Do I go with my gut or\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | This database contains information from the 1895 Iowa State Census for the counties of Benton, Black Hawk, Boone, Buchanan, Buena Vista, Butler, Calhoun, Carroll, Cass, Cedar, Cerro Gordo, Cherokee, Chickasaw, Clarke, Clay, Clayton, Clinton, Crawford, Dallas, Davis, Decatur, Delaware, Des Moines (Burlington City, and Augusta-Yellow Springs townships), Dickinson, Dubuque (Dubuque City wards 1-5, and Cascade-Whitewater townships), Fayette, Floyd, Franklin, Fremont, Greene, Grundy, Guthrie, Hamilton, Hancock, Hardin, Harrison (part), Henry, Howard, Humboldt, Ida, Iowa, Jackson, Jasper, Jefferson, Johnson, Jones, Keokuk, Kossuth, Lee, Linn, Louisa, Lucas, Lyon, Madison, Mahaska (Oskaloosa City, Ward 4 - Rose Hill Township), Marion, Marshall, Mills, Mitchell, Monona, Monroe, Montgomery, Muscatine, O'Brien, Osceola, Page, Palo Alto, Plymouth, Pocahontas, Polk, Pottawattamie, Poweshiek, Ringgold, Sac, Scott, Shelby, Sioux, Story, Tama, Taylor, Union, Van Buren, Wapello, Warren, Washington, Wayne, Webster, Winnebago, Winneshiek, Woodbury, and Wright. Information listed includes the name of every member of the household, their sex, age, birthplace, and location (town and county).\nline 02 | Microfilmed copies of this census are held at the State Historical Society of Iowa and the LDS Family History Library.\nline 03 | The 1890 U.S. Federal Census was damaged and destroyed by fire in 1921.\nline 04 | Less than 1 percent of the schedules are available for research today.\nline 05 | Because of this problem, the 1895 Iowa State Census has become a highly valuable source as it provides a wealth of information that would otherwise be found in the Federal Census.\nline 06 | Iowa joined the United States in 1803 in the Louisiana Purchase. As part of the United States, Iowa was first included in Illinois Territory (1808) and then Missouri Territory (1812). Migrating groups from the states began the first settlements in 1832. Before statehood was established in 1846, these settlements were included in Michigan Territory (1834), Wisconsin Territory (1836), and finally its own territory in 1838.\nline 07 | Taken from Maki, Carol L., Iowa, Ancestry's Red Book, ed. Alice Eichholz. (Salt Lake City: Ancestry, 1992).\nline 08 | State censuses were often taken in years between the federal censuses. In some places, local censuses were designed to collect specific data such as the financial strengths and needs of communities; tallies of school-age children and potential school populations to predict needs for teachers and facilities; censuses of military strength, cavalry horse resources, and grain storage; enumeration for revenue assessment and urban planning; and lists to monitor African Americans moving into the northern cities.\nline 09 | Taken from Szucs, Loretto Dennis, \"Research in Census Records.\"\nline 10 | In The Source: A Guidebook of American Genealogy, ed.\nline 11 | Loretto Dennis Szucs and Sandra Hargreaves Luebking (Salt Lake City: Ancestry, 1997).\n</context>\n\n<phrases>\n- \"So what I’m trying to say is\"\n- \"Oh! That reminds me\"\n- \"I’m trying to connect the dots here\"\n- \"I was just about to say\"\n- \"That would explain why\"\n- \"So the main idea is\"\n- \"When I sit with this idea\"\n- \"Let me talk this through\"\n- \"This connects to\"\n- \"This brings to mind\"\n- \"Let's break this down into parts\"\n- \"Now, if I think about it differently\"\n- \"Let me run through it again\"\n- \"Going back to what I said about\"\n- \"Brainstorming here, but\"\n- \"If I take this apart step by step\"\n- \"First things first\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm intrigued by\"\n- \"That’s an interesting angle, but\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"Let's think step by step\"\n- \"Still working it out\"\n- \"Let me just think this through\"\n- \"On one hand... but on the other\"\n- \"So what does this mean in the bigger picture?\"\n- \"I'm curious about\"\n- \"Let me untangle this\"\n- \"Okay, pros and cons\"\n- \"I keep coming back to\"\n- \"There's something here about\"\n- \"Let me play devil's advocate\"\n- \"What if I flip it around?\"\n- \"Now it makes sense!\"\n- \"Backing up for a second\"\n- \"The pros and cons are\"\n- \"I'm seeing a connection between\"\n- \"Ummm, actually\"\n- \"Let me see if\"\n- \"This makes me think of\"\n- \"No, actually\"\n- \"I'm pondering\"\n- \"What I’m getting at is\"\n- \"That’s it!\"\n- \"Actually, no\"\n- \"Wait, I think I just cracked it!\"\n- \"Alternatively\"\n- \"That makes sense because\"\n- \"Let me work through this\"\n- \"I think I can rule that out\"\n- \"So, the bottom line is\"\n- \"I'm trying to untangle this\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I need to reframe this\"\n- \"What’s the best way to explain this?\"\n- \"Something doesn't add up\"\n- \"Building on that\"\n- \"I'm just throwing ideas around\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me sum this up so far\"\n- \"This connects to something else\"\n- \"In essence\"\n- \"Okay, I think I’ve got it now!\"\n- \"There’s a pattern here\"\n- \"But then again\"\n- \"What I'm getting at is\"\n- \"That reminds me\"\n- \"Let me approach this from another angle\"\n- \" is striking \"\n- \"That would mean\"\n- \"I'm wondering if\"\n- \"Wait, no\"\n- \"That’s the answer I was looking for!\"\n- \"I wonder if\"\n- \"Okay, let's break this down\"\n- \"It finally adds up!\"\n- \"Let me connect the dots\"\n- \"Let me circle back to that\"\n- \"Let me chew on this\"\n- \"On the other hand\"\n- \"Coming at this from another angle\"\n- \"The crucial thing seems to be\"\n- \"Let me break this down\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | 文献タイトル：PRIMARY HEALTH CARE -theory and practice-(BMJ books).\nline 02 | 雑誌名・書籍名：Blackwell Publishing. P23-56\nline 03 | Two medical disciplines are very important to effective practice\nline 04 | 1 Biomedical science (anatomy, physiology, pathology, cardiology, pharmacology and so on)\nline 05 | 2 Epidemiology (the study of disease patterns in populations and interventions to change these)\nline 06 | However, these medical sciences would give us a narrow and incomplete view of primary care.\nline 07 | This chapter covers six additional disciplines that underpin an academic perspectives on primary care.\nline 08 | The scientific study of mind and behavior.\nline 09 | There are broad scope of knowledge…\nline 10 | Ex: Cognitive – , Social – , Development- , Educational-…\nline 11 | The study of human society and the relationship between its members.\nline 12 | Peter Berger says that Sociology is to discover many layers of meaning.\nline 13 | Ex: Sick role, Professional role, Medical Uncertainty …\nline 14 | The study of human.\nline 15 | a Structuralist -：\nline 16 | To discover what universal principles of the human mind underlie each culture.\nline 17 | Ex. Claude Levi-Strauss (1st researcher about Family Structure)\nline 18 | Ferdinand de Saussure (Famous Linguist, to discover the unconscious rules and principles embedded within a language 『肩が凝る』)\nline 19 | b Post- Structuralist- ：\nline 20 | Anthropology developed out of structuralism, that are closely to the work of Pierre Bourdieu.\nline 21 | Symbolic capital as a crucial source of power.\nline 22 | c Symbolic -：\nline 23 | To analyze symbols (image, courtesy, idol/icon) meaning in culture system.\nline 24 | Ex: Mary Douglas (Purity and Danger : What is defined “Dirty” in different societies )\nline 25 | 『こんにゃくゼリー choked risk is lower than rice cake, but more “dirty” in Japan』\nline 26 | ４ Literary Theory\nline 27 | Theory of literature and literacy criticism.\nline 28 | Ex: Patient Story, Voice of Medicine/ Voice of Human World.\nline 29 | ５ Philosophy, including epistemology(認識論)\nline 30 | a Epistemology ：the study of valid forms of knowledge.\nline 31 | Ex : Scepticism(懐疑論), Rationalism, Empiricism, Objectivism, Relativism…\nline 32 | b Moral philosophy ： the study of moral value of human behavior.\nline 33 | Ex: Consequentialism(結果主義), Deontology(義務的倫理学), Virtue ethics, Emotivism\nline 34 | c Rhetoric and logic ： the study of persuasion.\nline 35 | ６ Pedagogy (= Learning Theory)\nline 36 | a Experimental learning theory\nline 37 | b Social learning theory\nline 38 | c Social development theory\n</context>\n\n<phrases>\n- \"Still working it out\"\n- \"More or less\"\n- \"I'm struck by\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"So what I’m trying to say is\"\n- \"What’s the next step?\"\n- \"I'm intrigued by\"\n- \"Let me talk this through\"\n- \"I'm seeing a connection between\"\n- \"Just thinking out loud but\"\n- \"The crucial thing seems to be\"\n- \"I'm wondering if\"\n- \"What I'm grappling with is\"\n- \"What keeps nagging at me is\"\n- \"What’s the best way to explain this?\"\n- \"What if we looked at it like\"\n- \"Let me put this another way\"\n- \"This makes me reflect on\"\n- \"Wait, that doesn’t add up\"\n- \"Something along those lines\"\n- \"On one hand... but on the other\"\n- \"So basically\"\n- \"It's almost like\"\n- \"Now I'm stuck on\"\n- \"Let me chew on this\"\n- \"Perhaps\"\n- \"Oh, it all makes sense now!\"\n- \"Let me throw this out there\"\n- \"Let me work through this\"\n- \"There's got to be something about\"\n- \"In the end\"\n- \"If I follow this through\"\n- \"I'm starting to see a pattern\"\n- \"What if we\"\n- \"Basically\"\n- \"In essence\"\n- \"Here's a possible explanation\"\n- \"Wait, no\"\n- \"The thing is\"\n- \"I should have known that!\"\n- \"Picture this\"\n- \"That doesn't seem to add up... Let me think\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Oh, that clears everything up!\"\n- \"Oh! That reminds me\"\n- \"Of course! That’s the answer!\"\n- \"Something doesn't add up\"\n- \"Does that even make sense?\"\n- \"What was I thinking?\"\n- \"In other words\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"I wonder if\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Ummm, actually\"\n- \"I'm mulling over\"\n- \"This is tricky, but\"\n- \"I think I found the solution!\"\n- \"I'm pondering\"\n- \"I could be wrong, but\"\n- \"That would explain why\"\n- \"Oh! I get it now!\"\n- \"This makes me think of\"\n- \"This brings to mind\"\n- \"If A is true, then\"\n- \"Something tells me I should\"\n- \"What if the reason is\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"This connects to\"\n- \"If we follow this logic\"\n- \"So what I'm trying to say is\"\n- \"This might sound weird, but\"\n- \"This isn't quite right, but\"\n- \"That makes sense because\"\n- \"Actually, no\"\n- \"Now it all comes together!\"\n- \"I'm still feeling my way through\"\n- \"Let's think step by step\"\n- \"That reminds me\"\n- \"Okay, so if I do this\"\n- \"Let me connect the dots\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"So, the bottom line is\"\n- \"Let me untangle this\"\n- \"No, actually\"\n- \"Building on that\"\n- \"Let me approach this from another angle\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The trick with this method is to sow about three seeds per seedling tray cavity; this will cut down on costs for a crop with a high population density. You can plant the seedling plugs as is, or separate them and transplant individual seedlings.\nline 02 | If you choose the latter option, place four seeds in each cavity to reduce costs further. If you intend transplanting the plugs as is, stick to three seeds per cavity.\nline 03 | When doing so, adjust the spacing so that the target population stays the same per hectare.\nline 04 | You need not worry about clustering the seedlings like this – the individual plants will grow outwards with their leaves moving into the open space to capture the sunlight.\nline 05 | A seedling planter can be used for planting plugs, as it ensures that all the roots remain intact and results in less ‘transplant shock’.\nline 06 | It cannot, however, replace direct sowing in the February slot for harvest in autumn as the roots still have to be pruned, and growth rate is slower than with direct sowing, as described in a previous article.\nline 07 | Growing onion seedlings in cavity trays is not as easy as producing seedlings of other vegetables.\nline 08 | The weak link is the root system.\nline 09 | Unlike most plants, the onion does not have an adventitious root system and the thickened roots have root hairs near the growth tips to feed the plant. But as they grow through the hole at the bottom of the plug into the air, they are ‘burnt off’. This is called ‘root pruning’.\nline 10 | To counteract this, add an organic substance, ideally cattle manure, to the growing medium. As mentioned in a previous article, adding this to the medium greatly increases root development in the plug.\nline 11 | Several seedling growers have told me that their onion plants appeared nitrogen-deficient compared with other vegetable seedlings, but would not respond to chemical nitrogenous fertiliser.\nline 12 | The reason for this is that there were too few root hairs to take up the fertiliser. Organic content stimulates new root formation, providing a constant new supply of root hairs.\nline 13 | Into the land\nline 14 | Cavity seedling onions are usually suitable for transplanting when they are as thick as a matchstick. Because they are still tender at this stage, you have to harden them if they are going into stressful field conditions – for example, when transplanting from a warm nursery to an environment where frost scorch is likely.\nline 15 | In such cases, move the plants from overhead cover into the open a week or so beforehand to acclimatise them.\nline 16 | When seedbed seedlings are pulled for transplanting, their root system is more exposed and damaged than is the case when plug seedlings are pulled.\nline 17 | They should therefore be allowed to grow into larger seedlings (about pencil thickness) than would be practical for plug seedlings.\nline 18 | This will result in more stored energy and they will develop a good root system surprisingly rapidly.\nline 19 | Trimming the leaves\nline 20 | I’m often asked if trimming the leaves of the transplants is advisable. Whether you trim or not makes so little difference to the final yield that it boils down to convenience, such as being able to fit into the containers used to take them to the land.\nline 21 | Bill Kerr is a vegetable specialist and a breeder of a range of vegetables.\n</context>\n\n<phrases>\n- \"Okay, walking through it again\"\n- \"Wait, no\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me just think this through\"\n- \"If A is true, then\"\n- \"Anyway\"\n- \"That makes sense because\"\n- \"Follow me here\"\n- \"I was just about to say\"\n- \"On the other hand\"\n- \"This might sound weird, but\"\n- \"Right, so\"\n- \"Let me play devil's advocate\"\n- \"What’s the next step?\"\n- \"I need to step back and rethink this\"\n- \"What if I flip it around?\"\n- \"Actually, no\"\n- \"Let me throw this out there\"\n- \"Still forming this thought\"\n- \"Something about [blank] is still bothering me\"\n- \"No, actually\"\n- \"Oh, that clears everything up!\"\n- \"On one hand... but on the other\"\n- \"Okay, backtrack a bit\"\n- \"Hold that thought\"\n- \"Let me work through this\"\n- \"Coming at this from another angle\"\n- \"Now, if I think about it differently\"\n- \"Finally, it clicks!\"\n- \"I need to fill in the gaps\"\n- \"So, the bottom line is\"\n- \"That’s the answer I was looking for!\"\n- \"This is starting to take shape\"\n- \"I'm seeing a connection between\"\n- \"That’s it!\"\n- \"Well, let me see\"\n- \"Here's a possible explanation\"\n- \"Ummm, actually\"\n- \"It's almost like\"\n- \"Hmm\"\n- \"Ohhh, now I see!\"\n- \"Oh! That reminds me\"\n- \"There's a missing link here\"\n- \"Alright, where was I?\"\n- \"In the end\"\n- \"This explains so much!\"\n- \"I need to reframe this\"\n- \"Let me make sure I got this\"\n- \"Let's test this idea\"\n- \"I’m trying to connect the dots here\"\n- \"This just clicked into place!\"\n- \"Suppose we assume that\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"What keeps nagging at me is\"\n- \"Uh, where was I?\"\n- \"This connects to\"\n- \"I'm starting to see a pattern\"\n- \"Let's think step by step\"\n- \"What if I just flip this around?\"\n- \"That’s what I was trying to say!\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"You know\"\n- \"Okay, so\"\n- \"What if the reason is\"\n- \"What if we\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This might explain the pattern\"\n- \"There’s a pattern here\"\n- \"That’s an interesting angle, but\"\n- \"Alternatively\"\n- \"But then again\"\n- \"Something doesn't add up\"\n- \"Uh...\"\n- \"Let me dig into that a little deeper\"\n- \"That reminds me\"\n- \"Just spitballing here\"\n- \"If we follow this logic\"\n- \"There's probably more to it\"\n- \"Am I missing something?\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Bear with me while I\"\n- \"Let me untangle this\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"This makes me think of\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | - n. 飞行员；领航员\nline 02 | - adj. 试点的\nline 03 | - v. 驾驶；领航；试用\nline 04 | - n. (Pilot)人名；(意、印)皮洛特；(法)皮洛\nline 05 | CET4 TEM4 IELTS GRE 考 研 CET6\nline 06 | - pilot: Pilot comes ultimately from a Greek word for ‘oar’, pēdón, which went back to the same Indo-European base as produced English foot.\nline 07 | Its plural, pēdá, was used for ‘rudder’, and from this was derived medieval Greek *pēdótēs ‘rudder, helmsman’.\nline 08 | This in turn was borrowed into medieval Latin as pedota, which was later altered to pilotus – whence, via French, English pilot.\nline 09 | For most of its career in English, of course, the word has been used in connection with the steering of ships, but in the middle of the 19th century it began to be applied to the steering of balloons, and the first record of its modern use for ‘flier of an aeroplane’ comes from 1907.\nline 10 | - pilot (n.)\nline 11 | - 1510s, \"one who steers a ship,\" from Middle French pillote (16c.), from Italian piloto, supposed to be an alteration of Old Italian pedoto, which usually is said to be from Medieval Greek *pedotes \"rudder, helmsman,\" from Greek pedon \"steering oar,\" related to pous (genitive podos) \"foot,\" from PIE root *ped- (1) \"a foot\" (see foot (n.)). Change of -d- to -l- in Latin (\"Sabine -l-\") parallels that in odor/olfactory; see lachrymose.\nline 12 | Sense extended 1848 to \"one who controls a balloon,\" and 1907 to \"one who flies an airplane.\" As an adjective, 1788 as \"pertaining to a pilot;\" from 1928 as \"serving as a prototype.\" Thus the noun pilot meaning \"pilot episode\" (etc.), attested from 1962. Pilot light is from 1890.\nline 13 | - pilot (v.)\nline 14 | - 1640s, \"to guide, lead;\" 1690s, \"to conduct as a pilot,\" from pilot (n.) or from French piloter.\nline 15 | Related: Piloted; piloting.\nline 16 | - 1. The minutes towards departure ticked by, until finally the pilot arrived.\nline 17 | - 2. The pilot wisely decided to return to Farnborough post haste.\nline 18 | - 3.\nline 19 | How does a private pilot get access to the airways?\nline 20 | - 4. The service is being expanded following the success of a pilot scheme.\nline 21 | - 5. Luke sat directly behind the pilot and conversed with him.\nline 22 | [ pilot 造句 ]\n</context>\n\n<phrases>\n- \"There's got to be something about\"\n- \"Okay, let's break this down\"\n- \"Okay, backtrack a bit\"\n- \"Oh! I get it now!\"\n- \"Let’s weigh the options\"\n- \"What keeps nagging at me is\"\n- \"Follow me here\"\n- \"That’s the answer I was looking for!\"\n- \"This connects to\"\n- \"Let me work through this\"\n- \"That reminds me\"\n- \"I keep circling back to\"\n- \"I need to reframe this\"\n- \"Building on that\"\n- \"Finally, it clicks!\"\n- \"This could explain why\"\n- \"Something doesn't add up\"\n- \"What if the reason is\"\n- \"Let me throw this out there\"\n- \"So what does this mean in the bigger picture?\"\n- \"I'm wondering if\"\n- \"Just spitballing here\"\n- \"Maybe if I try it this way\"\n- \"It's almost like\"\n- \"Picture this\"\n- \"Let's see\"\n- \"Let me back up a second\"\n- \"I'm trying to untangle this\"\n- \"Suppose we assume that\"\n- \"Now, if I think about it differently\"\n- \"What if I just flip this around?\"\n- \"Backing up for a second\"\n- \"Oh, it all makes sense now!\"\n- \"So, the bottom line is\"\n- \"This explains so much!\"\n- \"Wait a minute\"\n- \"If I take this apart step by step\"\n- \"Now it makes sense!\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"I'm intrigued by\"\n- \"I'm curious about\"\n- \"I'm struck by\"\n- \"Let's break this down into parts\"\n- \"I’m trying to connect the dots here\"\n- \"The more I think about it\"\n- \"I'm starting to see a pattern\"\n- \"Here's what I'm thinking\"\n- \"Well, let me see\"\n- \"On one hand... but on the other\"\n- \"Oh! I get it now\"\n- \"Let me break this down\"\n- \"What if we\"\n- \"Wait, I think I’ve got it!\"\n- \"I'm seeing a connection between\"\n- \"First things first\"\n- \"Okay, pros and cons\"\n- \"Hang on a second\"\n- \"When I sit with this idea\"\n- \"Let me propose something\"\n- \"Coming at this from another angle\"\n- \"Uh, where was I?\"\n- \"This brings to mind\"\n- \"I wonder if\"\n- \"Hmm\"\n- \"Hold that thought\"\n- \"There’s a pattern here\"\n- \"Let me just think this through\"\n- \"This makes me think of\"\n- \"No, actually\"\n- \"I keep coming back to\"\n- \"Let's think step by step\"\n- \"Let me see\"\n- \"This might explain the pattern\"\n- \"I'm pondering\"\n- \"Let me untangle this\"\n- \"Let me dig into that a little deeper\"\n- \"Actually, no\"\n- \"This is starting to take shape\"\n- \"I'm mulling over\"\n- \"Let me connect the dots\"\n- \"This might sound weird, but\"\n- \"How do I put this\"\n- \"This makes me reflect on\"\n- \"Ohhh, now I see!\"\n- \"Going back to what I said about\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Bookworm: Music and mayhem\nline 02 | “Stand Up and Sing! Pete Seeger, Folk Music, and the Path to Justice”\nline 03 | By Susanna Reich, illustrated by Adam Gustavson, foreword by Peter Yarrow\nline 04 | c.2017, Bloomsbury Children’s Books\nline 05 | $17.99, $23.99 Canada; 48 pages\nline 06 | That’s not fair! Someone else got more than you got. Or they did something you wanted to do, but you couldn’t. It’s not fair! It’s just not right! But maybe, as you’ll see in the new book “Stand Up and Sing!” by Susanna Reich, illustrated by Adam Gustavson, a song might make you feel better.\nline 07 | Born nearly 100 years ago, Pete Seeger loved to “toot, shake, and bang” on every musical instrument his mother owned. Pete absolutely loved music!\nline 08 | During his boyhood, life was wonderful: though his parents divorced, Pete had a happy home, a boarding-school education, hobbies and plenty to read, and he had his music. He enjoyed singing with his father and brothers, and he even bought his own banjo with his savings.\nline 09 | He was content, but he clearly saw that other people weren’t so well-off. During the Depression, many workers lost their jobs and folks went hungry. Pete’s family got by – but just barely; unluckier folks coped with hardship by pulling together, and by singing songs about their lives.\nline 10 | That impressed Pete a lot, and it made him think. He focused his life on the issues of the day and he lost his college scholarship, so he took up his banjo and played on the street for coins. Soon, he was playing for crowds of workers and their wives, then for students, then for paying audiences who hoped for safer jobs and better pay.\nline 11 | After serving in the military during World War II, Pete and his new wife picked up where they left off, and he “threw himself into the “‘singing union movement.’ ” He loved making a difference, but it wasn’t easy: because of his music, some people questioned his loyalty to America . Still, he never stopped singing for Civil Rights or worker’s rights, and against intolerance, hatred, and unfairness.\nline 12 | He never stopped trying to make the world a better place.\nline 13 | There’s a lot to like inside “Stand Up and Sing!”\nline 14 | Kids who’ve marched in recent rallies or who are mature enough to see injustices will appreciate the story of Pete Seeger, who dedicated his life to creating change. Children who love to sing will see how it can be not just fun, but beneficial, too. And kids who just like art will be delighted at the works of Adam Gustavson.\nline 15 | Those are the best parts of what you’ll get inside this book; indeed, author Susanna Reich tells a good tale. At issue is that it appears to be a picture book for small children, which it absolutely isn’t: Reich’s story is pretty advanced for kids under 12, but children over that age may find its format too babyish. It’s not a chapter book, and half of it consists of pictures. Like a good protest, the over-12 set may resist.\nline 16 | Still, if you can entice an older child to try it, “Stand Up and Sing!” is a great introduction to folk music and the history of protest. Get this book into older kids’ hands, and there’s a pretty fair chance they’ll like it.\nline 17 | \"Into the Water” by Paula Hawkins\nline 18 | c.2017, Riverhead Books, $28; 389 pages\nline 19 | c.2017, Doubleday Canada, $34.95 Canada; 389 pages\nline 20 | Row, row, row your boat.\nline 21 | That’s not the only way to get around in the water, but it could be the driest one going gently down the stream.\nline 22 | Still, you must do it carefully, carefully, carefully, carefully because, as in the new novel, “Into the Water” by Paula Hawkins, there’s no merrily when someone dies.\nline 23 | Danielle “Nel” Abbott didn’t jump.\nline 24 | Then again, maybe she did. Or maybe she merely got careless at the top of the cliff overlooking the river that locals called the drowning pool, and she slipped. Everybody knew Nel was doing research on the pool and the women who died there through the centuries, beginning with the teenager accused of witchcraft; Nel’s own drowning in the Pool would’ve been the last chapter.\nline 25 | For the people of Beckford, Nel’s death might’ve been just another unfortunate part of the Drowning Pool legend, just a sad single mother who had too much to drink … except that Katie Whittaker went into the river just weeks before. Poor Katie had loaded her backpack with stones, and drowned herself one summer afternoon. Her family, of course, still grieved – as did her best friend, Lena, Nel’s daughter, who knew exactly why it happened.\nline 26 | Jules Abbott hadn’t spoken to her sister in years. She hardly knew Nel anymore, not since they were kids, not since Nel betrayed Jules in the most horrible way. They’d never really been close anyhow, and that estrangement complicated things: as Lena’s next of kin, Jules was faced with raising a 15-year-old she barely knew, a girl who seemed to hate her.\nline 27 | And so Jules began talking to the ghost of her sister. Nickie Sage, the “psychic” in town, said she couldn’t reach Nel clearly, but Jules could. She felt Nel’s presence in the house, in the town, by the river. She could hear Nel’s voice, and the words Nel wrote in her manuscript: “Beckford is not a suicide spot. Beckford is a place to get rid of troublesome women.”\nline 28 | For the first many pages, reading “Into the Water” is a lot like looking up toward the surface from the bottom of a lake: everything’s murky and slow and you really can’t quite make out who or what you’re seeing. Slowly, though (ever-so-slowly), author Paula Hawkins pulls readers up through the depths, character by clue, until we’re grounded and panting from the adrenaline rush that is this novel.\nline 29 | Indeed, it’s difficult to tell which is more heart-pounding: the eerie ghost-filled past that haunts Beckford, or the creepy residents who seem to know a little bit too much about one another. Both, perhaps, added to the universal fear of drowning, make this a novel that will literally keep you guessing (and shivering) until the very last chapter.\nline 30 | You may struggle with the beginning of this book, but stick with it. It takes a while to get settled but once you do, this is the most unsettling book you’ll read this spring. For you, novel lover, reading “Into the Water” is a dream.\nline 31 | The Bookworm is Terri Schlichenmeyer. She has been reading since she was 3 years old and never goes anywhere without a book. Terri lives on a hill in Wisconsin with two dogs and 11,000 books.\n</context>\n\n<phrases>\n- \"Perhaps\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"The more I think about it\"\n- \"If I take this apart step by step\"\n- \"I'm curious about\"\n- \"Let me untangle this\"\n- \"This brings to mind\"\n- \"Actually, no\"\n- \"Let me trace that logic back\"\n- \"What I'm grappling with is\"\n- \"No, actually\"\n- \"On the other hand\"\n- \"But then again\"\n- \"On one hand... but on the other\"\n- \"What if I flip it around?\"\n- \"That’s an interesting angle, but\"\n- \"I should have known that!\"\n- \"Does that sound right?\"\n- \"This connects to something else\"\n- \"The pros and cons are\"\n- \"Let me run through it again\"\n- \"Let me back up a second\"\n- \" is key here\"\n- \"It's fascinating how\"\n- \"Let me circle back to that\"\n- \"Oh, that clears everything up!\"\n- \"Okay, pros and cons\"\n- \"First things first\"\n- \"That would explain why\"\n- \"What keeps nagging at me is\"\n- \"Oh! That reminds me\"\n- \"That’s the piece of the puzzle!\"\n- \"It's almost like\"\n- \"I'm starting to see a pattern\"\n- \"What I mean is\"\n- \"Maybe\"\n- \"I need to reframe this\"\n- \"Let me chew on this\"\n- \"So what I’m trying to say is\"\n- \"This makes me reflect on\"\n- \"Alternatively\"\n- \"I wonder if\"\n- \"I keep coming back to\"\n- \"I’m still on the fence about this\"\n- \"In the end\"\n- \"So far, it looks like\"\n- \"Something doesn't add up\"\n- \"That reminds me\"\n- \"I'm seeing a connection between\"\n- \"When I sit with this idea\"\n- \"Oh, it all makes sense now!\"\n- \"I’m trying to connect the dots here\"\n- \"Let's think step by step\"\n- \"I'm mulling over\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"I'm wondering if\"\n- \"This connects to\"\n- \"That’s what I was trying to say!\"\n- \"Wait, no\"\n- \"I need to make sure this checks out\"\n- \"This explains so much!\"\n- \"Let me play devil's advocate\"\n- \"In other words\"\n- \"I need a clearer view of this\"\n- \"What’s the best way to explain this?\"\n- \"I'm trying to untangle this\"\n- \"Let me make sure I got this\"\n- \"I'm struck by\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"That’s it!\"\n- \"So the main idea is\"\n- \"Let me connect the dots\"\n- \"Let’s weigh the options\"\n- \"Building on that\"\n- \"Maybe I should sleep on it\"\n- \"Let's break this down into parts\"\n- \"That makes sense because\"\n- \" is striking \"\n- \"Is this the right call?\"\n- \"Let me work through this\"\n- \"Let me sum this up so far\"\n- \"Backing up for a second\"\n- \"That actually makes a lot of sense\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | What Our Children Must Learn About Respectful Collaboration—How To Combat Dysfunctional Political Discourse\nline 02 | Irrespective of your particular political leaning, the election results mean the end of what has been, perhaps, one of the most repugnant displays of political discourse in our history. It is hard to imagine how any future electoral process might sink further into “etiquette limbo”. No doubt that some enjoyed the all-out abandonment of a reasonable conversation between intelligent representatives. For most, however, the relief is that we can simply return to the typical unsavory ability of fully grown adults to engage in a collaborative process of problem solving. In short, someone needs to teach the grownups how to talk respectfully to one another.\nline 03 | Education and business leaders alike are in lockstep on the absolute necessity of our today’s kids becoming highly-skilled collaborators, capable of tackling problems that we don’t know are yet problems with solutions that have not ever been contemplated. While the unreal hope of children seeing this modeled in public life by our leaders, we are fortunate that any influence there can be counteracted by the daily reinforcement of sound, proven methods of teaching children the art of respectful collaboration.\nline 04 | Let this campaign season serve us to remember how we might teach the next generation something of a different path.\nline 05 | Here are some of the most meaningful critical priorities that effective classroom lessons often involve in developing the skill of collaboration:\nline 06 | - Teaching accountable talk. Since the first argument you may remember with your best friend growing up likely involved a difference of opinion, ending in name calling about how “stupid” the other was, it is not a long walk to understand that training children to move beyond insult in dialogue is a necessity. Often, in today’s world, children are asked to engage new kinds of learning that involve higher levels of collaboration than they are accustomed to without much in the way of “training”. At its core, teaching accountable talk helps children understand the basics of how to deal with the argument a person is making as being distinct from the person themselves. It teaches children to ask clarifying questions, restate the position of their teammates, and apply logical argumentation to dissenting views. We cannot simply hope children pick this up at home or on the nightly news. Instead, regular and consistent training on these basics make for better collaborators.\nline 07 | - Practice makes perfect. Classrooms that have only a solitary voice (that of the teacher) tend to implicitly teach children that the expert should be our focal point in solving problems. However, lesson frameworks that focus on student voice ask them to engage their own voice in a co-creative way. In essence, a classroom where we can hear a multiplicity of voices, a collaborative hum if you will, becomes a training ground that reinforces the potential strength of the team to tackle a problem.\nline 08 | - Authentic inquiry matters. Asking questions that children care about immediately draws them into something that invokes their emotions, cognitive reasoning, and ultimately their passions. Engaging questions that have no easy answers, we may call it rigorous and complex tasks, ups the ante even more. These elements draw children into their learning uniquely. It prepares them for how difficult it can be to strongly hold a position that others on your team do not share, and yet, for the sake of the search for solution, they continue to engage their peers productively. In the end, tough questions and the process of answering them become a training ground for what our children will face in the future.\nline 09 | And so we bid farewell to our political season with the reminder that if we do not help our children succeed in their developing their ability to respectfully collaborate, we may yet see another election in the future that rivals an even lower level of relational function. Let’s work together to see that teaching respectful collaboration finds its way again into the next generation’s public square.\n</context>\n\n<phrases>\n- \"I know there’s a word for this\"\n- \"The tricky part is\"\n- \"You know\"\n- \"Let me circle back to that\"\n- \"Let's think step by step\"\n- \"Let's test this idea\"\n- \"Okay, walking through it again\"\n- \"I keep circling back to\"\n- \"Okay, so\"\n- \"I’m not sure, but\"\n- \"Why did I do that?\"\n- \"Let me play devil's advocate\"\n- \"I'm pondering\"\n- \"I'm seeing a connection between\"\n- \"Now it makes sense!\"\n- \"Oh, that clears everything up!\"\n- \"Wait, I think I just cracked it!\"\n- \"Ummm, actually\"\n- \"What’s the best way to explain this?\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Uh...\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Follow me here\"\n- \"When I sit with this idea\"\n- \"Hold on a second\"\n- \"Consider this possibility\"\n- \"Wait, I think I’ve got it!\"\n- \"I was looking at this all wrong!\"\n- \"Alternatively\"\n- \"If I follow this through\"\n- \"Let me propose something\"\n- \"Here's what's bugging me\"\n- \"This could explain why\"\n- \"Let me see\"\n- \"What happens if we change this part?\"\n- \"But then again\"\n- \"Does that sound right to you?\"\n- \"Possibly\"\n- \"Finally, it clicks!\"\n- \"This is tricky, but\"\n- \"What if I tried...?\"\n- \"Wait, no\"\n- \"On one hand... but on the other\"\n- \"Alright, where was I?\"\n- \"That’s an interesting angle, but\"\n- \"Let me work through this\"\n- \"This is starting to take shape\"\n- \"That would mean\"\n- \"Let me chew on this\"\n- \"I guess maybe\"\n- \"No, actually\"\n- \"I was making this more complicated than it needed to be\"\n- \"Is it possible that...?\"\n- \"I'm wondering if\"\n- \"I'm mulling over\"\n- \"So that’s why it wasn’t working!\"\n- \"If we follow this logic\"\n- \"Let me run through it again\"\n- \"Actually, no\"\n- \"Oh! I get it now\"\n- \"This brings to mind\"\n- \"Not quite there yet\"\n- \"Something doesn't add up\"\n- \"What if I flip it around?\"\n- \"Let me untangle this\"\n- \"Okay, backtrack a bit\"\n- \"Bear with me while I\"\n- \"I need to reframe this\"\n- \"Hmm\"\n- \"I guess there’s no perfect solution\"\n- \"On the other hand\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I wonder if\"\n- \"Maybe I'm way off, but\"\n- \"What keeps nagging at me is\"\n- \"How do I put this\"\n- \"I'm intrigued by\"\n- \"That’s the answer I was looking for!\"\n- \"Ah...\"\n- \"I'm struck by\"\n- \"There's a better way to phrase this\"\n- \"Hmm, that doesn’t sound right\"\n- \"I keep coming back to\"\n- \"It was staring me in the face\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let me make sure I got this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | - By Kelley Luckstein\nline 02 | Expert Alert: Mayo Clinic specialists address concussion injuries\nline 03 | ROCHESTER, Minn. — With the fall sports season underway, attention turns to concussion awareness.\nline 04 | The Centers for Disease Control and Prevention estimates that as many as 3.9 million sports- and recreation-related concussions occur in the U.S. each year.\nline 05 | And that number may be higher because many more concussions are not diagnosed correctly.\nline 06 | There continues to be a lot of discussion about concussions. How much do people really know about how to spot a concussion? What should be done about a concussion? And how are they treated? Many people don’t know how a concussion is caused.\nline 07 | A concussion is a mild form of a traumatic brain injury that alters the way your brain functions.\nline 08 | Effects are usually temporary but can include headaches and problems with concentration, memory, balance and coordination.\nline 09 | Concussions can happen to anyone, but children and athletes are at a particularly high risk.\nline 10 | Although concussions usually are caused by a blow to the head, they also can occur when the head and upper body are violently shaken.\nline 11 | These injuries can cause a loss of consciousness; however, most concussions do not.\nline 12 | Because of this, some people have concussions and don't realize it.\nline 13 | Concussions are common, particularly if you play a contact sport.\nline 14 | Mayo Clinic has these experts available for media interviews:\nline 15 | - Charles Adler, M.D., Ph.D., neurologist, movement disorders specialist, brain bank research\nline 16 | - David Dodick, M.D., neurologist and medical director of the Headache and Sports Neurology and Concussion programs\nline 17 | - Amaal Starling, M.D., neurologist, headache and concussion expert\nline 18 | - Jennifer Wethe, Ph.D., neuropsychologist, and concussion and rehabilitation expert\nline 19 | To schedule an interview with any of these physicians at Mayo Clinic’s Arizona campus, contact Jim McVeigh, Mayo Clinic Public Affairs, 480-301-4222 or [email protected].\nline 20 | - Kevin Bieniek, Ph.D., neuroscientist\nline 21 | - Kristina DeMatas, D.O., family medicine consultant\nline 22 | - Dennis Dickson, M.D., neuropathologist and Robert E. Jacoby Professor of Alzheimer's Research\nline 23 | - Jennifer Maynard, M.D., family and sports medicine consultant\nline 24 | To schedule an interview with any of these physicians at Mayo Clinic’s Florida campus, contact Kevin Punsky, Mayo Clinic Public Affairs, 904-953-0746 or [email protected].\nline 25 | - David Soma, M.D., pediatric sports medicine physician\nline 26 | - Michael Stuart, M.D., orthopedic surgeon and co-director, Mayo Clinic Sports Medicine\nline 27 | Hockey concussion summit\nline 28 | Mayo Clinic Sports Medicine will host its third hockey concussion summit Sept. 28–29, 2017, at Mayo Clinic’s Rochester campus. Scientists, trainers, coaches, officials, retired professional players and equipment makers from the U.S. and Canada will discuss the science of concussion, the prevention, diagnosis and treatment of concussion injuries, and directions of future research. The summit focuses on ice hockey, but concussion-related topics apply to all sports.\nline 29 | To schedule an interview with either of these physicians at Mayo Clinic’s Rochester campus or for information about the hockey concussion summit, contact Rhoda Madson, Mayo Clinic Public Affairs, 507-284-5005 or [email protected].\nline 30 | About Mayo Clinic\nline 31 | Mayo Clinic is a nonprofit organization committed to clinical practice, education and research, providing expert, comprehensive care to everyone who needs healing. For more information, visit mayoclinic.org/about-mayo-clinic or newsnetwork.mayoclinic.org.\nline 32 | Rhoda Madson, Mayo Clinic Public Affairs\nline 33 | Jim McVeigh, Mayo Clinic Public Affairs\nline 34 | Kevin Punsky, Mayo Clinic Public Affairs\n</context>\n\n<phrases>\n- \"What if I just flip this around?\"\n- \"Alternatively\"\n- \"That makes sense because\"\n- \"[blank] is still a black box to me\"\n- \"Alright, where was I?\"\n- \"Something in my gut says no\"\n- \"Let me work through this\"\n- \"This connects to something else\"\n- \"If I had to choose right now\"\n- \"Let's think step by step\"\n- \"Let me connect the dots\"\n- \"Let me circle back to that\"\n- \"But then again\"\n- \"What if we\"\n- \"The pros and cons are\"\n- \"Let me break this down\"\n- \"Would this be worth the risk?\"\n- \"Aha! That’s what I was missing!\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I keep coming back to\"\n- \"First things first\"\n- \"What if I tried...?\"\n- \"Okay, pros and cons\"\n- \"I’m almost there\"\n- \"Oh, that clears everything up!\"\n- \"Wait, that doesn’t add up\"\n- \"Hmm, that doesn’t sound right\"\n- \"Suppose we assume that\"\n- \"Something doesn't add up\"\n- \"Ummm, actually\"\n- \"Let me untangle this\"\n- \"What if I flip it around?\"\n- \"Okay, walking through it again\"\n- \"I think I found the solution!\"\n- \"I’m trying to connect the dots here\"\n- \"Building on that\"\n- \"That’s what I was trying to say!\"\n- \"Picture this\"\n- \"One way to look at it is\"\n- \"It's almost like\"\n- \"That reminds me\"\n- \"Let's break this down into parts\"\n- \"Okay, let's break this down\"\n- \"In the end\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Let me back up a second\"\n- \"Could I be second-guessing myself?\"\n- \"This explains so much!\"\n- \"Am I missing something?\"\n- \"This connects to\"\n- \"There’s a pattern here\"\n- \"Something's not clicking\"\n- \"I'm trying to untangle this\"\n- \"So that’s why it wasn’t working!\"\n- \"What if the reason is\"\n- \"This is slipping through my fingers\"\n- \"This is starting to take shape\"\n- \"I have a theory about this\"\n- \"Kind of\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"What keeps nagging at me is\"\n- \"The more I think about it\"\n- \"On the other hand\"\n- \"This could explain why\"\n- \"Let me make sure I got this\"\n- \"Actually, no\"\n- \"I’m not sure, but\"\n- \"On one hand... but on the other\"\n- \"That would mean\"\n- \"Wait, no\"\n- \"I don’t want to jump to conclusions, but\"\n- \"I'm seeing a connection between\"\n- \"No, actually\"\n- \"Okay, backtrack a bit\"\n- \"That’s an interesting angle, but\"\n- \"Not sure if this fits, but\"\n- \"Oh, it all makes sense now!\"\n- \"Oh! That reminds me\"\n- \"Let me play devil's advocate\"\n- \"I think I can rule that out\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"If I take this apart step by step\"\n- \"I need to circle back to [blank], there's something important there\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | One year after the worst nuclear disaster in decades reinvigorated fears of nuclear energy in the United States, we're still waiting for the implementation of safety standards intended to address the problem.\nline 02 | In response to the devastating earthquake and tsunami that crippled the Fukushima Daiichi power plant in Japan one year ago, a task force created safety recommendations for existing plants to protect against natural disasters, such as earthquakes and floods, and extended loss of power. Final orders are expected soon, but the Nuclear Regulatory Commission (NRC) said this week it doesn't expect to be able implement the reforms within the five year deadline it set.\nline 03 | Even with the hardened security measures, seeing a technologically advanced country likewith the crisis was a sobering lesson on the limits of the safety system, even to people in the nuclear industry. A combination of insufficient planning and mistakes during the crisis led to events, including core meltdowns and the release of radiation, the nuclear industry never anticipated, said Ann MacLachlan, the European bureau chief for Platts Nuclear.\nline 04 | \"True, the Fukushima plants were some of the oldest and [utility] Tepco had resisted improving the site protection because it didn't believe such an accident was possible,\" she said.\nline 05 | \"But the Fukushima scenario revealed potential vulnerabilities in all nuclear plants worldwide.\"\nline 06 | As a result, there's been a loss of trust in the nuclear industry and regulators' ability to prevent Fukushima-like disasters.\nline 07 | In the U.S., this eroded confidence comes at a time when a number of plant operators are seeking to extend the lives of the aging fleet beyond their intended lives.\nline 08 | The root cause for the meltdowns at Fukushima was operators' inability to cool reactors and spent fuel pools. Grid power was knocked out and then flooding disabled the back-up diesel generators needed to circulate cooling water. The heat from decaying radioactive material caused steam to build up and hydrogen explosions, which damaged the containment buildings and brought fears of even wider radiation leaks.\nline 09 | Because a number of U.S. power plants have the same or similar design as Fukushima, the NRC's latest safety recommendations address continuous power in a blackout, venting nuclear reactors, and monitoring spent fuel pools.\nline 10 | When these safety measures will be put in place, however, is tied to how the NRC enforces its upcoming orders.\nline 11 | According to a Wall Street Journal report, NRC Chairman Gregory Jaczko agrees with the task force recommendation that new safety steps should be implemented regardless of cost, but that view is disputed by other commissioners.\nline 12 | Meanwhile, industry group the Nuclear Energy Institute (NEI) this week said plant operators have begun buying equipment, such as portable generators and diesel-driven pumps. These measures were done in to handle \"extreme events\" for which the 104 power plants in the U.S. weren't designed.\nline 13 | Watchdog the Union of Concerned Scientists said this week that this industry move was done to discourage the NRC from imposing more stringent requirements. Following the September 11 attacks, there were years of negotiating on how new rules would be put in place, a situation that should not be repeated for Fukushima-response measures, said Edwin Lyman, a senior scientist from the Union of Concerned Scientists' Global Security program.\nline 14 | \"Just saying you shall do this without guidance leads to large uncertainty as has been documented after 9/11,\" Lyman said. \"We think it's better to have orders and guidance out first and be as clear and specific as possible, so there's no confusion as to what's required for the industry.\"\nline 15 | Shut downs in U.S.?\nline 16 | Even as industry and regulators grapple with safety reforms, the worst disaster since Chernobyl in 1986 has energized opposition to existing nuclear power plants particularly in specific locations, such as seismically active zones or ones close to cities.\nline 17 | Less than a week after the earthquake and tsunami, Gallup and USA Today did a poll which found a over nuclear power.\nline 18 | That resulted in drop in support for nuclear power in the U.S. after many years of growing support, according to Gallup. A NEI-sponsored survey from last month found public opinion for nuclear power continues to be favorable but slightly below the pre-Fukushima peak.\nline 19 | On a local level, however, a number of existing plants face opposition as they come up for license renewal. Eleven U.S. power companies are seeking 20-year license extensions for 15 nuclear power plants, pushing them to 60 years of operation, according to Bloomberg.\nline 20 | Citing evacuation difficulties in the case of an accident, New York governor Mario Cuomo is seeking to close the Indian Point power plant, which has had a string of accidents and supplies about 25 percent of the electricity to New York City and Westchester Country.\nline 21 | Opposition is also occurring in California, where there are fears that two nuclear power plants, San Onofre and Diablo Canyon, cannot withstand an earthquake and tsunami. Debate over license renewals is happening in Ohio, Florida, and Vermont, said Bloomberg.\nline 22 | Meanwhile, an unresolved problem the entire nuclear industry faces is the question of long-term storage of spent fuel. Right now, spent fuel rods are cooled off in pools and then encased in concrete casks and stored on site, rather than central repositories.\nline 23 | Finding replacements for today's nuclear plants is not a simple matter and more expensive than investing in upgrades. Compared with other power sources, nuclear plants take up far less space per megawatt-hour and don't have carbon emissions or conventional air pollutants during operation. In terms of cost, new nuclear plants, which have safer designs, are more expensive than building new natural gas plants.\nline 24 | In the end, Fukushima raised the question of what risk is acceptable for an energy source which supplies 20 percent of the country's baseload electric power. In the disaster's aftermath, there's a sharper eye on individual plants' vulnerabilities and regulators' ability to raise safety levels.\nline 25 | Tomorrow, we'll take a look at the global nuclear picture and how new technologies are changing the industry.\n</context>\n\n<phrases>\n- \"I keep coming back to\"\n- \"Now, wait just a second\"\n- \"I'm trying to untangle this\"\n- \"Oh, it all makes sense now!\"\n- \"Just thinking out loud but\"\n- \"The more I think about it\"\n- \"This explains so much!\"\n- \"This might sound weird, but\"\n- \"Okay, walking through it again\"\n- \"Let me dig into that a little deeper\"\n- \"Okay, let's break this down\"\n- \"This makes me think of\"\n- \"I’m trying to connect the dots here\"\n- \"Just spitballing here\"\n- \"Ummm, actually\"\n- \"Okay, pros and cons\"\n- \"How do I put this\"\n- \"Okay, so\"\n- \"I'm starting to see a pattern\"\n- \"If I take this apart step by step\"\n- \"Uh...\"\n- \"Ah...\"\n- \"Would that even work?\"\n- \"Building on that\"\n- \"Alternatively\"\n- \"What if we\"\n- \"Anyway\"\n- \"Well, let me see\"\n- \"There's something here about\"\n- \"If I'm not mistaken\"\n- \"That makes sense because\"\n- \"That’s the piece of the puzzle!\"\n- \"Now, if I think about it differently\"\n- \"Of course! That’s the answer!\"\n- \"Let me back up a second\"\n- \"Let me untangle this\"\n- \"Let me play devil's advocate\"\n- \"Something doesn't add up\"\n- \"Still working it out\"\n- \"On one hand... but on the other\"\n- \"Ohhh, now I see!\"\n- \"Follow me here\"\n- \"But then again\"\n- \"What keeps nagging at me is\"\n- \"I think I can rule that out\"\n- \"I keep circling back to\"\n- \"Actually, no\"\n- \"Let me make sure I got this\"\n- \"On the other hand\"\n- \"Now it all comes together!\"\n- \"Let me break this down\"\n- \"Oh! That reminds me\"\n- \"Let's break this down into parts\"\n- \"This connects to something else\"\n- \"Does that even make sense?\"\n- \"That’s an interesting angle, but\"\n- \"Wait, I think I’ve got it!\"\n- \"I'm seeing a connection between\"\n- \"This is starting to take shape\"\n- \"Alright, where was I?\"\n- \"There’s a pattern here\"\n- \"Let’s weigh the options\"\n- \"I’m almost there\"\n- \"No, actually\"\n- \"Maybe I should sleep on it\"\n- \"I could go either way on this\"\n- \"Let me approach this from another angle\"\n- \"Let's think step by step\"\n- \"Hold that thought\"\n- \"Wait, no\"\n- \"The pros and cons are\"\n- \"Would this be worth the risk?\"\n- \"Does that sound right?\"\n- \"Let me think\"\n- \"Let me work through this\"\n- \"Oh! I get it now\"\n- \"I'm not sure, but\"\n- \"I knew I was forgetting something!\"\n- \"Okay, backtrack a bit\"\n- \"There's probably more to it\"\n- \"What if I flip it around?\"\n- \"It's almost like\"\n- \"Finally, it clicks!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Diseases with Horse-to-Human Transmission\nline 02 | Can you get a disease from your horse?\nline 03 | Source: UC Davis Center for Equine Health\nline 04 | Yes, but the good news is that direct horse-to-human disease transmission is rare.\nline 05 | Here’s a quick refresher on some bacterial, fungal, parasitic, and viral diseases that can potentially be transmitted to us directly from the equines in our lives.\nline 06 | This list does not include diseases like West Nile virus that can be passed indirectly from horses to humans, for example through an insect bite.\nline 07 | CONDITIONS COMMONLY TRANSMITTED\nline 08 | All those who spend time around horses should take precautions against the following conditions that are commonly transmitted from horses to humans:\nline 09 | Dermatophilosis is caused by the bacteria Dermatophilus congolensis, which enter the body through an open wound such as a skin abrasion, laceration, or insect bite site.\nline 10 | Horses: Dermatophilosis is common in horses and is often known as “rain rot,” “rain scald,” “mud rash,” or “mud fever.” It is most often associated with prolonged exposure to moisture in the form of rain or sweat under blankets or tack. The disease can result in painful lesions and swelling on the back, muzzle, and limbs that characteristically form dry, “nobbly” crusts.\nline 11 | Transmission: The bacteria can be transmitted from horses to humans through direct contact with infected animals.\nline 12 | Humans: In humans, lesions typically occur on the hands and arms.\nline 13 | Treatment and prevention: Topical and systemic antibiotics are used to treat dermatophilosis. For horses, it is also important to address management changes to keep animals dry. Although not life threatening, dermatophilosis can lead to secondary infections if left untreated.\nline 14 | Ringworm, or dermatophytosis, is an infection of the skin or hair caused primarily by the fungi Trichophyton equinum and Trichophyton mentagrophytes.\nline 15 | Horses: These fungi live in the soil and horses can be exposed when they dig, roll, or lie down in dirt. The fungi can be transmitted between horses by contact with infected individuals and contaminated objects such as grooming equipment and tack. The clinical signs of ringworm in horses usually consist of patches of crusty, dry skin with hair loss, and circular lesions that are itchy.\nline 16 | Transmission: The fungus can be transmitted from horses to humans by direct contact with an infected animal’s skin or hair or touching contaminated objects.\nline 17 | Humans: Similar to horses, humans often develop a scaly, reddened, circular rash.\nline 18 | Ringworm on a human leg, with mildly raised border and central clearing. Photo: Wikimedia/James Heilman MD\nline 19 | Treatment and prevention: Infections often clear up without treatment, but medicated shampoos are effective in some cases.\nline 20 | Salmonellosis is caused by the bacteria Salmonella enterica and causes diarrhea in horses and humans.\nline 21 | Horses: In horses, the bacteria are transmitted through contaminated feed or water. Transmission can also occur by direct contact with infected individuals or surfaces that have been contaminated with manure from an infected horse. Some horses are carriers that do not show any signs of disease but can actively transmit the organism. Carriers can become sick when under stress from surgery, transportation, changes, in feed, etc. Severe cases can be fatal if not treated.\nline 22 | Transmission: People that work around horses can get salmonella by touching contaminated surfaces and accidentally transferring the bacteria from their hands to their mouths.\nline 23 | Humans: Many people show no symptoms of salmonella infection. Others may develop fever, abdominal discomfort, and diarrhea. Clinical disease can be mild or severe and severe cases can be fatal if not treated.\nline 24 | Treatment and prevention: In humans, most cases resolve even without treatment. In horses, non-steroidal anti-inflammatory drugs (NSAIDs) may be used to alleviate pain, and gastrointestinal protectants such as bio-sponge or activated charcoal may bind the bacterial toxin. Severe cases may require treatment with IV fluids and electrolytes. Since the organism is prevalent in the environment, prevention of salmonellosis is difficult. Identification of infected horses and strict biosecurity protocols are the best approach to preventing the spread of the disease.\nline 25 | LESS COMMON CONDITIONS\nline 26 | Conditions that are less commonly passed from horses to humans, but still warrant appropriate biosecurity precautions are:\nline 27 | Bacterial species in the genus Campylobacter can cause irritation and inflammation of the stomach and intestines (gastroenteritis) in animals and humans.\nline 28 | In fact, it is globally the most common bacterial cause of gastroenteritis.\nline 29 | Horses: Infections in horses cause inflammation of the small intestine (enteritis) which leads to diarrhea.\nline 30 | Transmission: The bacteria are typically transmitted through fecal contamination of the environment, and subsequent ingestion through food or water. People can become infected through horse-related activities, including cleaning stalls and grooming. However, you are more likely to be exposed to Campylobacter in uncooked or undercooked chicken or unpasteurized milk.\nline 31 | Campylobacter is the most common bacterial cause of gastroenteritis. People become infected through horse-related activities, including grooming and cleaning stalls. Photo: Clix Photography\nline 32 | Humans: Symptoms in humans include abdominal pain, diarrhea, nausea, fever, and vomiting.\nline 33 | Treatment and prevention: Antibiotics may be used to treat infected individuals.\nline 34 | Campylobacter infection is rarely life threatening.\nline 35 | Parasites in the genus Cryptosporidium are an important source of gastrointestinal disease in humans and animals globally. These highly contagious parasites infect the intestine and cause diarrhea and weight loss.\nline 36 | Horses: Cryptosporidiosis is most commonly seen in foals, especially those that are immunocompromised or stressed. Horses become infected by ingesting the parasite in contaminated food or water.\nline 37 | Transmission: The parasite can be transmitted from horses to humans in contaminated water, soil, or surfaces, and can survive in the environment for long periods.\nline 38 | Horses become infected with cryptosporidiosis by ingesting the parasite in contaminated food or water. The infection is most commonly seen in foals. Photo: Canstock/Anakondasp\nline 39 | Humans: In humans, ingestion of the parasite can cause watery diarrhea, vomiting, stomach cramps, and weight loss. Symptoms may last up to two weeks.\nline 40 | Treatment and prevention: Symptoms often resolve without treatment in people with healthy immune systems. For those with compromised immune systems or severe infections, anti-parasitic drugs (such as nitazoxanide) and anti-motility agents (such as loperamide) can help relieve diarrhea.\nline 41 | Single-celled organisms of the genus Giardia, most commonly Giardia duodenalis, attach to the intestine, causing problems with absorption of vitamins and other nutrients, often resulting in diarrhea. Contaminated water and soil are the primary sources of infection.\nline 42 | Horses: Giardia can cause intermittent diarrhea in some infected horses, as well as poor hair coat and weight loss.\nline 43 | Foals are frequently infected but often do not show clinical signs.\nline 44 | Transmission: Infected horses can transmit the parasite to humans indirectly through fecal contamination of water, or directly through handling or on contaminated surfaces.\nline 45 | Humans: Symptoms in humans include diarrhea, abdominal cramps, bloating, and weight loss.\nline 46 | Treatment and prevention: The antibiotic metronidazole is commonly used to treat giardiasis in both species.\nline 47 | Equine leptospirosis is often the result of infection with the bacteria Leptospira interrogans through contact with infected urine, often in contaminated feed or water. The bacteria spreads rapidly to tissues throughout the body via the bloodstream.\nline 48 | Leptospirosis can be associated with equine recurrent uveitis (moon blindness).\nline 49 | Leptospirosis, often the result of infection through contact with infected urine, can be associated with equine recurrent uveitis (moon blindness). Photo: Wikimedia/Christian Muellner\nline 50 | Horses: In horses, the disease is associated with abortions, stillbirths, kidney disease, and equine recurrent uveitis (moon blindness), although some infected horses show no clinical signs.\nline 51 | Transmission: Humans can become infected when contaminated water contacts broken skin or mucous membranes (eyes, nose, or mouth).\nline 52 | Humans: In humans, leptospirosis causes flu-like symptoms, including abdominal pain, high fever, chills, vomiting, and jaundice, but neurologic, respiratory, cardiac, and ocular issues can occur.\nline 53 | Treatment and prevention: Antibiotics and anti-inflammatories are used to treat leptospirosis. There are currently no human vaccines for leptospirosis, but one is available for horses.\nline 54 | Rabies, a highly fatal disease found worldwide, is caused by the rabies virus. All mammals are susceptible to rabies, but it is relatively rare in horses, with less than 100 cases reported annually.\nline 55 | Rabies infection manifests in two forms: furious (classical or encephalitic) and paralytic. Paralytic rabies accounts for approximately 20 percent of the total human cases; furious rabies accounts for the other 80 percent. This dog is in late-stage paralytic rabies, and appears depressed, lethargic, and uncoordinated, and will gradually become completely paralyzed. When their throat and jaw muscles are paralyzed, the animals will drool and have difficulty swallowing. Photo: Wikimedia\nline 56 | Horses: Clinical signs in horses include uncoordinated movements (ataxia), partial paralysis (paresis) of the hindquarters, a desire to lie down, lameness, difficulty breathing, colic, increased sensitivity to light and sound, and fever.\nline 57 | Most horses die of cardio-respiratory failure within two to five days, but it can take up to two weeks in some cases.\nline 58 | Transmission: The virus is found in the saliva of animals. Rabies can be transmitted from horses to humans through a bite or contact of infected saliva with the eyes, nose, or mouth, or broken skin.\nline 59 | Humans: Symptoms in humans include fever, headache, itching at the site of infection, and pain. People who are infected can become hyperexcitable or suffer from generalized paralysis, and death occurs within two to ten days. In rare cases of survivors, severe neurological disorders may result.\nline 60 | Treatment and prevention: There is no treatment for rabies in horses. Humans who think they may have been bitten by a rabid animal are given a series of shots to prevent infection. There is no effective treatment once the infection has become established. Rabies vaccines are available for horses and humans. Rabies is a reportable disease in Canada and the United States; suspected cases must be reported immediately.\nline 61 | IMPORTING HORSES & INTERNATIONAL TRAVEL\nline 62 | In addition, those who import horses and/or travel to other countries for equine-related business and activities should consider precautions against:\nline 63 | Anthrax is caused by the Bacillus anthracis bacterium, which can survive in the soil for decades. The bacteria produce a toxin that breaks down cells in infected tissues. Bacterial spores have historically been weaponized (in aerosolized form) and are considered possible agents of biological attack or bioterrorism.\nline 64 | Horses: In horses, the clinical signs of anthrax vary depending on whether the horse ingested the bacteria, or it was transmitted through an insect bite. Fever, loss of appetite, inflammation of the small intestine (enteritis), colic, and bloody diarrhea can occur if the horse ingests the bacteria. Death typically results in two to four days. For cases in which anthrax is introduced via insect bite, clinical signs include swelling at the site of the bite, and on the neck, chest, belly, and genitals.\nline 65 | Transmission: The disease can be transmitted from horses to humans through handling of infected animals.\nline 66 | Humans: In humans, anthrax may be cutaneous, inhalational, or gastrointestinal. The cutaneous form is the most common (and the type that can be transmitted from horses). This form results when the bacteria enter the body through cuts or abrasions in the skin. Lesions with black centres appear on the skin of the arms, hands, face, and neck within two to three days. Death is rare with appropriate antibiotic treatment.\nline 67 | A skin lesion caused by anthrax, with the characteristic black centre. Photo: Wikimedia\nline 68 | Treatment and Prevention: Prompt treatment with antibiotics is essential to a successful outcome in both species.\nline 69 | Although a human vaccine is available, vaccination is not recommended for the average person since the vaccine is not easily accessible and the risk of infection is considered low in the United States.\nline 70 | A vaccine is available for horses but is generally only recommended for horses in areas that are known to be contaminated.\nline 71 | Anthrax is a reportable disease in Canada and the United States; the appropriate agency must be contacted immediately.\nline 72 | The bacteria Burkholderia mallei causes glanders and infection and is fatal in most species.\nline 73 | Horses: Infection in horses can result in pus-forming lesions on the skin and respiratory infections. The source of infection is discharge from the nose and skin of infected equids. The primary route of infection is believed to be ingestion of feed or water contaminated by B. mallei, although inhalation and skin exposure may occur. Infected equipment, tack and clothing can also transmit the bacteria. Some infected horses show no symptoms but can serve as sources of infection by shedding B. mallei intermittently or constantly.\nline 74 | Transmission: People can get the disease through direct contact with infected animals.\nline 75 | Humans: Symptoms in humans include fever, muscle pain, chest pain, light sensitivity, and headache. If the bacteria get into the bloodstream, the infection can be fatal without treatment.\nline 76 | Treatment and prevention: Antibiotics are used to treat cases of glanders in people.\nline 77 | Equine cases are not treated in the United States.\nline 78 | Since it is contagious and can be fatal in humans, the bacterium is considered a potential agent of bioterrorism (Tier 1 biological agent).\nline 79 | All horses imported to the United States are tested for glanders to prevent introduction of the disease.\nline 80 | Glanders is a reportable disease in the United States; suspected cases must be reported immediately.\nline 81 | In Canada, the Canadian Food Inspection Agency (CFIA) imposes strict regulations on the import of animals and animal products from countries where glanders occurs, enforced through port of entry inspections. Glanders is an immediately notifiable disease in Canada. The CFIA website states that glanders has been eliminated in North America, Australia, Japan and Europe. It is thought to be endemic in parts of the Middle East, Asia, Africa, and South America.\nline 82 | This disease is caused by the vesicular stomatitis virus.\nline 83 | Horses: Vesicular stomatitis results in lesions and blisters on the tongue, mouth, nose, and lips of horses.\nline 84 | Other clinical signs include drooling or frothing at the mouth, lethargy, fever, and loss of appetite.\nline 85 | Mortality is rare.\nline 86 | Horses typically recover within two weeks, but outbreaks can have significant financial impacts on the equine industry.\nline 87 | Vesicular stomatitis has been reported around the world, with most equine outbreaks in the United States limited to western states.\nline 88 | Transmission: Transmission to humans can occur through direct contact with the lesions or saliva of infected horses.\nline 89 | Humans: Symptoms in humans resemble the flu and include fever, chills, nausea, vomiting, and headache.\nline 90 | Lesions may form in the mouth and throat in adults and children may develop encephalitis, although it is rare.\nline 91 | Treatment and prevention: In horses, treatment is limited to supportive care and anti-inflammatory medications. Although vaccines are available for some livestock species in some countries, there are currently no equine or human vesicular stomatitis vaccines. Vesicular stomatitis is a reportable disease in Canada and the United States; suspected cases must be reported immediately. The CFIA website states that the disease was last diagnosed in Canada in 1949.\nline 92 | HORSES HOUSED WITH LIVESTOCK\nline 93 | Properties that house horses with livestock should also take appropriate precautions to avoid:\nline 94 | Most cases of brucellosis in horses are due to the Brucella abortus bacteria, which is also the cause of the disease in cattle.\nline 95 | Perhaps not surprisingly, cases of brucellosis in horses usually occur in horses that are housed with cattle.\nline 96 | Horses: Horses become infected with the bacteria through ingestion, inhalation, or contact with skin abrasions.\nline 97 | Termed “poll-evil” or “fistulous withers” in horses, brucellosis causes painful swelling at the base of the neck and sides of the withers, which can lead to abscesses.\nline 98 | Joints may also become swollen and reproductive issues, including abortions, have been reported.\nline 99 | Brucellosis causes painful swelling at the base of the neck and sides of the withers, and eventually at the top of the animal’s head, traditionally called “poll evil.” Photo: Wikimedia\nline 100 | Transmission: B. abortus may be transmitted from horses to humans through contact with contaminated body fluids, tissues, or carcasses, although documented cases of transmission are rare.\nline 101 | Humans: In humans, the disease can mimic many other infectious and non-infectious diseases. Symptoms include fever, anorexia, headache, backache, joint pain, and weight loss. Even without treatment, most patients recover within three weeks.\nline 102 | Treatment and prevention: Treatment in horses consists of broad-spectrum antibiotics and draining of abscesses. Surgical intervention may be required in severe cases. Although reported worldwide, brucellosis has been eradicated from many countries, so infections are rare. Brucellosis is a reportable disease in Canada and the United States; suspected cases must be reported within 48 hours.\nline 103 | PRECAUTIONS FOR THOSE LIKELY TO CONTACT INFECTED ANIMALS\nline 104 | Veterinarians, veterinary technicians, breeding managers, and anyone more likely to come in contact with infected animals should take precautions to protect themselves from:\nline 105 | MRSA (methicillin-resistant strains of Staphylococcus aureus)\nline 106 | Although Staphylococcus aureus often does not cause any problems for humans or animals, antibiotic-resistant forms are difficult to treat. Methicillin-resistant strains of Staphylococcus aureus are resistant to antibiotics that are often used to treat Staphylococcus infections.\nline 107 | Horses: In horses, skin, soft tissue, joint, and surgical site infections can occur. Clinical signs may include wounds or surgical sites that discharge pus and fail to heal. Some horses carry MRSA without showing any clinical signs, but they can still transmit the bacteria to people and other horses.\nline 108 | Transmission: People can get MRSA from horses through direct contact with infected animals, especially direct hand-to-nose contact.\nline 109 | Humans: MRSA infections in humans often appear as a red rash or a skin boil. Symptoms may also include fever.\nline 110 | Treatment and prevention: Most MRSA infections can be effectively treated with antibiotics if diagnosed early. Healthy horses can carry MRSA, and it is known to be common in people who work with horses, such as veterinarians. This means that it is virtually impossible to eliminate exposure to MRSA in people or horses.\nline 111 | Anyone likely to come in contact with infected animals should take precautions to protect themselves from diseases that can be transmitted from horses to humans. Photo: Clix Photography\nline 112 | Rhodococcus equi infections\nline 113 | Rhodococcus equi is a bacterium that lives in the soil and can cause pneumonia in young (one to six months old) foals. In rare cases, immunodeficient adult horses and humans can also become infected. Disease prevalence varies, but R. equi can be detected on most horse farms around the world.\nline 114 | Horses: A foal can inhale airborne bacteria into their respiratory tract or ingest contaminated soil. Unfortunately, foals often do not begin to show signs until the disease has become severe. Clinical signs may include fever, laboured breathing, cough, and depression.\nline 115 | Foals can inhale R. equi or ingest contaminated soil. Photo: Canstock/PaulB\nline 116 | Transmission: Since it lives in the soil, R. equi can be inhaled in dust on farms or enter the body through broken skin. The bacteria can also be transmitted by handling infected foals.\nline 117 | Humans: In immunocompromised humans, R. equi infection can cause lung infection that results in the formation of abscesses.\nline 118 | Mortality can be as high as 50 percent.\nline 119 | Among people with healthy immune systems, infections may only affect a small part of the body and are commonly associated with wound sites.\nline 120 | Treatment and prevention: Antibiotics can be used to treat the infection in horses, but they can also result in potentially serious side effects.\nline 121 | There are no available vaccines.\nline 122 | Early detection in foals through bloodwork, ultrasound screening, and antibiotic treatment as needed is currently the best approach to ensure a successful outcome.\nline 123 | In humans, a combination of antibiotics may be used to treat the infection, with surgical intervention to drain large abscesses in some cases.\nline 124 | Printed with the kind permission of the UC Davis Center for Equine Health. The UC Davis Center for Equine Health is dedicated to advancing the health, welfare, performance and veterinary care of horses through research, education and public service. https://ceh.vetmed.ucdavis.edu\nline 125 | BIOSECURITY BEST PRACTICES\nline 126 | - Wash your hands with soap and water or use hand sanitizer often.\nline 127 | - Practice good hygiene and sanitation.\nline 128 | - Avoid eating and drinking in barns, stables, and other areas where horses are housed.\nline 129 | - Isolate sick horses, use dedicated grooming supplies and equipment, and handle these horses last each day if possible.\nline 130 | - Vaccinate horses based on risk factors for your area and facility and as recommended by your veterinarian.\nline 131 | - Consider that co-mingling of horses and livestock can spread infections.\nline 132 | - Quarantine and test new horses before letting them come in contact with the resident herd.\nline 133 | - Control rodents and wildlife in areas where horses are housed.\nline 134 | - Use antibiotics as directed by your veterinarian and ensure that the full course of treatment is followed to minimize the spread of antibiotic resistant bacteria.\nline 135 | Main Photo: Shutterstock/Rolf Dannenberg\nline 136 | This article was originally published in the Spring 2020 Issue of Canadian Horse Journal\n</context>\n\n<phrases>\n- \"On one hand... but on the other\"\n- \"I'm curious about\"\n- \"This might sound weird, but\"\n- \"Let me untangle this\"\n- \"I need to reframe this\"\n- \"Now, if I think about it differently\"\n- \"So far, it looks like\"\n- \"This isn't quite right, but\"\n- \"But then again\"\n- \"Let me propose something\"\n- \"I'm wondering if\"\n- \"More or less\"\n- \"What’s the best way to explain this?\"\n- \"What if we looked at it like\"\n- \"This brings to mind\"\n- \"That makes sense because\"\n- \"I'm trying to untangle this\"\n- \"One way to look at it is\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me break this down\"\n- \"When I sit with this idea\"\n- \"I was looking at this all wrong!\"\n- \"I'm trying to reconcile\"\n- \"Okay, let's break this down\"\n- \"Basically\"\n- \"Sort of like\"\n- \"Something doesn't add up\"\n- \"So the main idea is\"\n- \"What if I flip it around?\"\n- \"Going back to what I said about\"\n- \"Let’s weigh the options\"\n- \"I'm pondering\"\n- \"Backing up for a second\"\n- \"That doesn’t sound right\"\n- \"What happens if we change this part?\"\n- \"That’s an interesting angle, but\"\n- \"Let me play devil's advocate\"\n- \"It's hard to pin down\"\n- \"Actually, no\"\n- \"I'm struck by\"\n- \"I was just about to say\"\n- \"Is it possible that...?\"\n- \"I'm mulling over\"\n- \"Alright, where was I?\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"There’s a better way to phrase this\"\n- \"If I take this apart step by step\"\n- \"I guess that works\"\n- \"Alternatively\"\n- \"What I mean is\"\n- \"Ummm, actually\"\n- \"I can't quite put my finger on\"\n- \"Okay, pros and cons\"\n- \"This makes me reflect on\"\n- \"In other words\"\n- \"Let me see if\"\n- \"What keeps nagging at me is\"\n- \"Wait, no\"\n- \"I need to make sure this checks out\"\n- \"This could explain why\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Picture this\"\n- \" is interesting\"\n- \"Let's break this down into parts\"\n- \"Let me work through this\"\n- \"It's a bit murky\"\n- \"No, actually\"\n- \"I guess there’s no perfect solution\"\n- \"I keep circling back to\"\n- \"Okay, so if I do this\"\n- \"What’s the worst that could happen?\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"First things first\"\n- \"Something's not quite right\"\n- \"The pros and cons are\"\n- \"Here's what I'm thinking\"\n- \"Let me trace that logic back\"\n- \"It's fascinating how\"\n- \"I just had it, what was it?\"\n- \"Let's think step by step\"\n- \"Hmm, that doesn’t sound right\"\n- \"On the other hand\"\n- \"Let’s not rush this\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"I'm intrigued by\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | One of the most common brain cancers in children, Sonic Hedgehog (SHH) medulloblastoma, also is one of the more survivable for most kids.\nline 02 | Unfortunately, for a subset of patients the cancer resists treatment and relapses with a vengeance to then turn deadly.\nline 03 | Researchers at Cincinnati Children’s Hospital Medical Center used a powerful new computer-assisted technology called single-cell transcriptomics that measures thousands of individual cells simultaneously to map cell types and molecular cascades that drive the growth of SHH-medulloblastoma. In a study published Aug. 29 by the journal Cancer Cell, the scientists report they discovered new treatment strategies for the disease that may help patients fight a recurrent cancer.\nline 04 | Scientists used direct genetic manipulation to block genetic and molecular cascades they discovered in SHH-medulloblastoma tumors. The genetic-molecular block stopped the cancer growth and prevented relapse in tumor-forming laboratory mice, according Q. Richard Lu, PhD, a senior study investigator and scientific director of the Brain Tumor Center at Cincinnati Children’s.\nline 05 | “Medulloblastoma is driven by a diverse group of cell types and molecular pathways that haven’t been understood very well,” said Lu. “But after identifying the molecular triggers and potential cells of origin for tumor initiation and recurrence, we determined from further testing that there are existing small molecule inhibitors that can target the oncogenic cascade pathways that cause SHH tumor initiation and recurrence.”\nline 06 | Cells of Origin Revealed\nline 07 | The researchers developed their new data by subjecting SHH-medulloblastoma tumors in lab animals at various stages of tumor growth to single-cell transcriptomic analysis. The technique generated an extensive dataset that identifies the complete set of transcribed DNA sequences in every single cancer cell. The scan revealed that immature oligodendrocyte progenitor cells in the brain – which can assume stem-cell-like qualities – grow out of control to form medulloblastoma tumors and the molecular cascade that fuels recurring brain cancer.\nline 08 | Although additional preclinical research is need before clinical testing can be proposed for patients, the current study points to several molecular targets that respond to combined treatment with existing drugs, according to study co-lead author Xuelian He, MD, PhD, a former member of the Lu laboratory and now at Boston Children’s Hospital. Combination therapies allow lower drug doses and improved drug tolerability for patients while achieving a certain level of therapeutic efficacy.\nline 09 | One treatment target proposed by the study is the HIPPO-YAP/TAZ molecular pathway, which can be targeted with an FDA-approved drug already in use for cancer treatment. The pathway is normally responsible for helping control programs that turn cell growth on and off to ensure the body’s tissues and organs are accurately shaped and sized. In SHH-medulloblastoma the pathway becomes overactive. This prompts cells to expand rapidly and grow out of control near the lower central rear of the brain, which mainly controls balance and coordination.\nline 10 | The other potential target is the MYCN/AURORA kinase molecular pathway, which is important in regulating accurate cell structure. In SHH-medulloblastoma, the pathway is overactive and disrupts the formation of cells that otherwise would be structured and function normally. Instead, the cells transform into cancer cells.\nline 11 | Lu said his research collaborators are also working together on a prodrug that will target another molecular cascade related to OLIG2, a protein and transcription factor that is an important regulator in the development of oligodendrocyte cells and motor neurons in the central nervous system. A prodrug is a compound designed as an inactive biological compound that doesn’t turn on and metabolize into a specific, active drug until it reaches the appropriate part of the body.\nline 12 | Molecular testing shows that OLIG2is often elevated in the early stage and treatment-resistant SHH-medulloblastomas. When OLIG2 is overexpressed its energies turn towards forming cancer cells.\nline 13 | Because the preclinical findings in the current study were obtained with human cell cultures and mouse laboratory models, the data will have to be rigorously tested and verified by additional research before clinical testing can be proposed, according to the authors.\n</context>\n\n<phrases>\n- \"I keep circling back to\"\n- \"Let me break this down\"\n- \"That would mean\"\n- \"This might sound weird, but\"\n- \"Actually, no\"\n- \"What keeps nagging at me is\"\n- \"How do I put this\"\n- \"I'm seeing a connection between\"\n- \"Let me back up a second\"\n- \"If I take this apart step by step\"\n- \"Alternatively\"\n- \"Let me make sure I got this\"\n- \"Okay, backtrack a bit\"\n- \"Just thinking out loud but\"\n- \"Alright, where was I?\"\n- \"The pros and cons are\"\n- \"I need to fill in the gaps\"\n- \"Just spitballing here\"\n- \"Okay, so\"\n- \"Wait, why does that happen?\"\n- \"What if we looked at it like\"\n- \"Bear with me while I\"\n- \"But then again\"\n- \"Going back to what I said about\"\n- \"What if I tried...?\"\n- \"Here's a possible explanation\"\n- \"Hmm\"\n- \"That’s the piece of the puzzle!\"\n- \"Now, wait just a second\"\n- \"That would explain why\"\n- \"Backing up for a second\"\n- \"Let me play devil's advocate\"\n- \"That’s an interesting angle, but\"\n- \"That changes everything\"\n- \"[blank] is still a black box to me\"\n- \"Let me work through this\"\n- \"Let me untangle this\"\n- \"Ummm, actually\"\n- \"Wait a minute... Oh!\"\n- \"Okay, let's break this down\"\n- \"Let's see\"\n- \"I think I can rule that out\"\n- \"So, the bottom line is\"\n- \"Let's think step by step\"\n- \"I think I found the solution!\"\n- \"Hmm, let’s rewind a bit\"\n- \"There's something here about\"\n- \"I'm trying to untangle this\"\n- \"Something doesn't add up\"\n- \"Here's what's bugging me\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"This could explain why\"\n- \"Okay, pros and cons\"\n- \"What if the reason is\"\n- \"Now it makes sense!\"\n- \"Wait, no\"\n- \"Well\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Ah...\"\n- \"No, actually\"\n- \"On one hand... but on the other\"\n- \"Still forming this thought\"\n- \"Let’s weigh the options\"\n- \"What happens if we change this part?\"\n- \"I keep coming back to\"\n- \"Wait, I think I’ve got it!\"\n- \"What if we\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Wait, I think I just cracked it!\"\n- \"What am I overlooking?\"\n- \"On the other hand\"\n- \"What’s the missing piece?\"\n- \"Let's break this down into parts\"\n- \"What if I flip it around?\"\n- \"I'm still feeling my way through\"\n- \"There's a missing link here\"\n- \"Coming at this from another angle\"\n- \"Wait, does this contradict itself?\"\n- \"Picture this\"\n- \"Let me approach this from another angle\"\n- \"Well, let me see\"\n- \"Okay, so if I do this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | A child who is abused or neglected is more likely to become an abusive or neglectful parent or adult later in life. To put an end to the cycle of abuse, preventative measures need to be taken so that future generations are not affected by violent or abusive behaviour.\nline 02 | As parents, we also need to ensure that we are bringing up strong and resilient children, because often the violence or abuse can happen close to home or outside the home. By equipping our children with necessary skills, we can help them become stronger individuals that will speak out against abuse or at the very least, notify you if something happens. Here are some tips that can help you build your children up in the face of abuse:\nline 03 | - Strengthen your bond: By building a strong parent-child relationship in the home, you are letting your child know that you are a safe environment for them to come to if they need help.\nline 04 | Keep affirming the fact that you are there for them no matter what and that you will drop everything to listen to them or care for them.\nline 05 | - Open channels of communication: Part of this relationship must be built on open communication, where your child knows that he or she can come to you in any circumstance and you will not judge them. Often children won’t speak up because they feel ashamed or are afraid of being judged for behaviour that was beyond their control.\nline 06 | - Build a care community: Your child needs to know that if you aren’t present, they can rely on the help of others. Aunts or uncles, or even close family friends are an important component of creating a healthy care circle in your community. If there is a strong bond between children and the community, they have more people to turn to if they find themselves in trouble. This in turn empowers them with a feeling of safety and security in their home environment.\nline 07 | - Introduce assertiveness: Adulthood begins in childhood where you learn vital skills about becoming an adult. Introduce assertiveness by teaching your child to say a firm no, when they mean no, or a resounding yes, when they mean it. By teaching them to stand their ground from an early age, they will have less chance of being taken advantage of by adults with ulterior motives.\nline 08 | - Talk about emotions in a positive way: By showing your child that it is okay to express emotion in a healthy manner, you are allowing them to do the same. Speak to them about the way they feel in different circumstances and always remember to check in with them after something big has happened. Ask them to notice their emotions and how the event made them feel. This teaches them to recognise different emotions and acknowledge them. If they are feeling neglected or shunned, they can communicate this to you safely, knowing that you will listen.\nline 09 | Building stronger children helps build a stronger future for our country. Prevention of abuse, violence and neglect should be a responsibility that all parents take to heart.\nline 10 | If you are in any doubt as to how you can contribute more effectively to the strength and wellbeing of your child or community, please contact your Employee Wellbeing Programme. A trained consultant will be able to offer you advice, support and assistance on the route forward.\n</context>\n\n<phrases>\n- \"I'm wondering if\"\n- \"What’s the next step?\"\n- \"How do I put this\"\n- \"So what I'm trying to say is\"\n- \"Hmm, let’s rewind a bit\"\n- \" is interesting\"\n- \"Wait, no\"\n- \"This might sound weird, but\"\n- \"I need a clearer view of this\"\n- \"What’s the best way to explain this?\"\n- \"Here's what I'm thinking\"\n- \"What I mean is\"\n- \"What's the best way to explain this?\"\n- \"No, actually\"\n- \"Don't hold me to this\"\n- \"This feels half-right, but\"\n- \"I'm just throwing ideas around\"\n- \"I wonder if\"\n- \"Okay, let's break this down\"\n- \"If I take this apart step by step\"\n- \"Actually, no\"\n- \"Wait a minute\"\n- \"Let me approach this from another angle\"\n- \"Let me propose something\"\n- \"What if we\"\n- \"Let me work through this\"\n- \"Let’s weigh the options\"\n- \"Should I...? No, wait\"\n- \"Does that sound right?\"\n- \"Hmm\"\n- \"How can I approach this?\"\n- \"This brings to mind\"\n- \"I need to reframe this\"\n- \"It’s on the tip of my tongue\"\n- \"There's something here about\"\n- \"I'm curious about\"\n- \"Let me circle back to that\"\n- \"When I sit with this idea\"\n- \"Follow me here\"\n- \"The pros and cons are\"\n- \"Let's think step by step\"\n- \"Uh...\"\n- \"If I follow this through\"\n- \"Well, let me see\"\n- \"So far, it looks like\"\n- \"I'm mulling over\"\n- \"Okay, pros and cons\"\n- \"Suppose we assume that\"\n- \"So what I’m trying to say is\"\n- \"Still forming this thought\"\n- \"Let me run through it again\"\n- \"Let me sum this up so far\"\n- \"Let me see if\"\n- \"I’m still on the fence about this\"\n- \"Okay, backtrack a bit\"\n- \"Just spitballing here\"\n- \"Let's test this idea\"\n- \"I need to step back and rethink this\"\n- \"Let me just think this through\"\n- \"Something doesn't add up\"\n- \"Maybe if I try it this way\"\n- \"In essence\"\n- \"Let me chew on this\"\n- \"Hold on a second\"\n- \"Let me untangle this\"\n- \"Let's break this down into parts\"\n- \"On one hand... but on the other\"\n- \"This might explain the pattern\"\n- \"I'm pondering\"\n- \"I need to make sure this checks out\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"So the main idea is\"\n- \"You know\"\n- \"Okay, so if I do this\"\n- \"The crucial thing seems to be\"\n- \"What was I thinking?\"\n- \"This is rough, but\"\n- \"Ummm, actually\"\n- \"First things first\"\n- \"Going back to what I said about\"\n- \"I keep coming back to\"\n- \"I'm trying to untangle this\"\n- \"Let me break this down\"\n- \"Well\"\n- \"I keep circling back to\"\n- \"I'm getting stuck on\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Humanities › Issues The Seventh Amendment: Text, Origins, and Meaning Share Flipboard Email Print The Bill of Rights Introduction to the Bill of Rights The First Amendment The Second Amendment The Third Amendment The Fourth Amenment The Fifth Amendment The Sixth Amendment The Seventh Amendment The Eight Amendment The Ninth Amendment The Tenth Amendment jsmith / Getty Images By Robert Longley History and Government Expert B.S., Texas A&M University Robert Longley is a U.S. government and history expert with over 30 years of experience in municipal government. He has written for ThoughtCo since 1997. our editorial process Facebook Facebook Robert Longley Updated January 27, 2020 The Seventh Amendment to the United States Constitution ensures the right to a trial by jury in any civil lawsuit involving claims valued at more than $20. In addition, the amendment prohibits the courts from overturning a jury’s findings of fact in civil suits. The amendment does not, however, guarantee a trial by jury in civil cases brought against the federal government. The rights of criminal defendants to a speedy trial by an impartial jury are protected by the Sixth Amendment to the United States Constitution. The complete text of the Seventh Amendment as adopted states: In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law. Note that the amendment as adopted ensures the right to a jury trial only in civil suits involving disputed amounts that “exceed twenty dollars. While that might seem a trivial amount today, in 1789, twenty dollars was more than an average working American earned in a month. According to the U.S. Bureau of Labor Statistics, $20 in 1789 would be worth about $529 in 2017, due to inflation. Today, federal law requires a civil suit must involve a disputed amount of over $75,000 to be heard by a federal court. What is a ‘Civil’ Case? Rather than prosecution for criminal acts, civil cases involve disputes such as legal liability for accidents, breach of business contracts, most discrimination, and employment-related disputes, and other non-criminal disputes between individuals. In civil actions, the person or organization filing the lawsuit seeks payment of monetary damages, a court order preventing the person being sued, from engaging in certain acts, or both. How the Courts Have Interpreted the Sixth Amendment As is the case with many provisions of the Constitution, the Seventh Amendment as written provides few specific details of how it should be applied in actual practice. Instead, these details have been developed over time by both the federal courts, through their rulings and interpretations, along with laws enacted by the U.S. Congress. Differences in Civil and Criminal Cases The effects of these court interpretations and laws are reflected in some of the main differences between criminal and civil justice. Filing and Prosecuting Cases Unlike civil misdeeds, criminal acts are considered to be offenses against the state or the entire society. For example, while a murder typically involves one person harming another person, the act itself is considered to be an offense against humanity. Thus, crimes like murder are prosecuted by the state, with charges against the defendant filed by a state prosecutor on behalf of the victim. In civil cases, however, it is up to victims themselves to file the suit against the defendant. Trial by Jury While criminal cases almost always result in a trial by jury, civil cases. Many civil cases are decided directly by a judge. While they are not constitutionally required to do so, most states voluntarily allow jury trials in civil cases. The amendment’s guarantee to a jury trial does not apply to civil cases involving maritime law, lawsuits against the federal government, or to most cases involving patent law. In all other civil cases, a jury trial can be waived at the consent of both the plaintiff and the defendant. In addition, the federal courts have consistently ruled that the Seventh Amendment’s prohibition of overturning a jury's findings of fact applies to civil cases filed in both federal and state courts, to cases in state courts that involve federal law, and to state court cases reviewed by federal courts. Standard of Proof While guilt in criminal cases must be proven “beyond a reasonable doubt,” liability in civil cases must generally be proven by a lower standard of proof known as “the preponderance of the evidence.” This is generally interpreted as meaning that the evidence showed that events were more likely to have occurred in one way than in another. What does “preponderance of the evidence” mean? As with a “reasonable doubt” in criminal cases, the threshold of probability of proof is purely subjective. According to legal authorities, a “preponderance of the evidence” in civil cases may be as little as a 51% probability, compared to from 98% to 99% required to be proof “beyond a reasonable doubt” in criminal cases. Punishment Unlike criminal cases, in which defendants found guilty can be punished by time in prison or even the death penalty, defendants found to be at fault in civil cases generally face only monetary damages or court orders to take or not take some action. For example, a defendant in a civil case could be found to be from 0% to 100% responsible for a traffic accident and thus liable for payment of a corresponding percentage of monetary damages suffered by the plaintiff. In addition, defendants in civil cases have the right to file a counter-suit against the plaintiff in an effort to recover any costs or damages they may have incurred. Right to an Attorney Under the Sixth Amendment, all defendants in criminal cases are entitled to an attorney. Those who want, but cannot afford an attorney must be provided with one free of charge by the state. Defendants in civil cases must either pay for an attorney or choose to represent themselves. Constitutional Protections of Defendants The Constitution affords defendants in criminal cases many protections, such as the Fourth Amendment’s protection against illegal searches and seizures. However, many of these constitutional protections are not provided to defendants in civil cases. This can generally be explained by the fact that because persons convicted of criminal charges face more severe potential punishment criminal cases warrant more protection and a higher standard of proof. Possibility of Civil and Criminal Liability While criminal and civil cases are treated very differently by the Constitution and the courts, the same acts can subject a person to both criminal and civil liability. For example, people convicted of drunk or drugged driving are typically also sued in civil court by the victims of accidents they may have caused. Perhaps the most famous example of a party facing criminal and civil liability for the same act is the sensational 1995 murder trial of former football superstar O.J. Simpson. Accused of killing his former wife Nicole Brown Simpson and her friend Ron Goldman, Simpson first faced a criminal trial for murder and later a “wrongful death” civil trial. On October 3, 1995, partly due to the different standards of proof required in criminal and civil cases, the jury in the murder trial found Simpson not guilty due to a lack of adequate proof of guilt “beyond a reasonable doubt.” However, on February 11, 1997, a civil jury found by a “preponderance of the evidence” that Simpson had wrongfully caused both deaths and awarded the families of Nicole Brown Simpson and Ron Goldman a total of $33.5 million in damages. Brief History of the Seventh Amendment Largely in response to the Anti-Federalist party’s objections to the lack of specific protections of individual rights in the new Constitution, James Madison included an early version of the Seventh Amendment as part of the proposed “Bill of Rights” to Congress in the spring of 1789. Congress submitted a revised version of the Bill of Rights, at the time composed of 12 amendments, to the states on September 28, 1789. By December 15, 1791, the required three-fourths of the states had ratified the 10 surviving amendments of the Bill of Rights, and on March 1, 1792, Secretary of State Thomas Jefferson announced the adoption of the Seventh Amendment as a part of the Constitution. Seventh Amendment Key Takeaways The Seventh Amendment ensures the right to a trial by jury in civil cases.The amendment does not guarantee a trial by jury in civil suits brought against the government.In civil cases, the party filing the lawsuit is called the “plaintiff” or “petitioner.” The party being sued is called the “defendant” or “respondent.”Civil cases involve disputes over non-criminal acts such as legal liability for accidents, breaches of business contracts, and illegal discrimination.The standard of proof required in civil cases is lower than in criminal cases.All parties involved in civil cases must provide their own lawyers.Defendants in civil cases are not afforded the same constitutional safeguards as defendants in criminal cases.While not constitutionally required to do so, most states comply with the provisions of the Seventh Amendment.A person may face both civil and criminal trials for the same act.The Seventh Amendment is part of the U.S. Constitution’s Bill of Rights as ratified by the states on December 15, 1791.\n</context>\n\n<phrases>\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Alternatively\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Okay, so if I do this\"\n- \"That makes sense because\"\n- \"Alright, where was I?\"\n- \"Let me see\"\n- \"Let me approach this from another angle\"\n- \"Let me work through this\"\n- \"Something’s not clicking\"\n- \"Okay, pros and cons\"\n- \"Bear with me while I\"\n- \"Ummm, actually\"\n- \"What am I overlooking?\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let's think step by step\"\n- \"Hold that thought\"\n- \"Going back to what I said about\"\n- \"Wait, why does that happen?\"\n- \"Let me see if\"\n- \"What I mean is\"\n- \"Something doesn't add up\"\n- \"So far, it looks like\"\n- \"There's got to be something about\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \" is key here\"\n- \"Let me circle back to that\"\n- \"What if we\"\n- \" is interesting\"\n- \"So what I'm trying to say is\"\n- \"Let me play devil's advocate\"\n- \"If I follow this through\"\n- \"Still working it out\"\n- \"Here's where it gets interesting\"\n- \"It almost fits, but something’s off\"\n- \"But then again\"\n- \"First things first\"\n- \"Let me throw this out there\"\n- \"Let’s weigh the options\"\n- \"Okay, so\"\n- \"You know\"\n- \"One way to look at it is\"\n- \"Consider this possibility\"\n- \"There’s a better way to phrase this\"\n- \"What I’m getting at is\"\n- \"Uh...\"\n- \"Okay, walking through it again\"\n- \"This is tricky, but\"\n- \"This might explain the pattern\"\n- \"Okay, let's break this down\"\n- \"I'm trying to untangle this\"\n- \"That’s an interesting angle, but\"\n- \"Well, let me see\"\n- \"This might sound weird, but\"\n- \"Let me back up a second\"\n- \"Basically\"\n- \"Uh, where was I?\"\n- \"Let's test this idea\"\n- \"Maybe if I try it this way\"\n- \"Let me break this down\"\n- \"This is starting to take shape\"\n- \"Let me make sure I got this\"\n- \"What if I flip it around?\"\n- \"I need to reframe this\"\n- \"What if we looked at it like\"\n- \"Let me untangle this\"\n- \"What's the best way to explain this?\"\n- \"Actually, no\"\n- \"Let me propose something\"\n- \"Wait a minute\"\n- \"Wait, no\"\n- \"Right, so\"\n- \"Let's break this down into parts\"\n- \"On one hand... but on the other\"\n- \"On the other hand\"\n- \"We've completely overlooked [blank]\"\n- \"This isn't quite right, but\"\n- \"What keeps nagging at me is\"\n- \"No, actually\"\n- \"Let me talk this through\"\n- \"If I take this apart step by step\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Teenagers With ADHD\nline 02 | If you are parenting a teenager, it is not always easy to deal with him. If your teen is also suffering from ADHD, you may notice violent behavior, depression, alcohol or other substance abuse, driving problems and more. For you, as a parent, it can be overwhelming; it can lead to countless arguments, communication issues and constant worries about his safety. There are a few ways you can decrease or avoid these problems and help your teen transition and become a successful, well-balanced young adult.\nline 03 | What If Your Teen Refuses Therapy\nline 04 | If your teenager uses medications and follows a psychotherapy program, he may start refusing the treatment.\nline 05 | Those hormonal changes can translate into serious behavioral changes, and your teen will try to be different, and do the opposite of what he has been told to do, to protest and rebel.\nline 06 | Talk to the doctor if it is suitable to put your teen on a long-acting medication for ADHD management, so it doesn’t have to be taken often or while at school. Keep in mind that as the body weight and physiology changes, the dosage of the ADHD drugs may also need to be adjusted. The psychotherapist may also adjust the length or frequency of the sessions.\nline 07 | Influenced by Other Teens?\nline 08 | Teenagers often have a strong need to “fit in” and be accepted by their peer group. Since ADHD is associated with learning problems, self-esteem issues, irritability and hyperactivity, an ADHD sufferer may be more susceptible to peer pressure. This can lead to depression, a higher risk to alcohol or other substance abuse. To avoid problems, follow your teen’s activities; don’t allow him too much time unsupervised (especially during the evening, night and weekend, when most people experiment with drugs and alcohol). Help your teen stay busy and involved in healthy activities such as sports, arts, or other activities that are supervised by an adult.\nline 09 | ADHD is also linked with other conditions such as depression, anxiety, conduct disorder and oppositional defiant disorder. Make sure you know the symptoms of these conditions, and seek medical treatment as soon as possible if you notice new symptoms.\nline 10 | ADHD Typically Improves with Age\nline 11 | In many cases, adults will not need to continue medication. Most ADHD boys don’t experience more difficulty than those without ADHD, although you need to pay attention to those special needs described above.\nline 12 | Understand the difference between typical teen behavior and the warning signs that your teen is troubled. For example, teens will try to keep up with fashion and change their appearance. This is a normal, typical reaction. Don’t get worried unless the change in appearance is associated with problems at school or you see evidence of alcohol/drug abuse, self-harm or extreme weight changes.\nline 13 | Does your teen argue more than usual or have rebellious behavior?\nline 14 | Again, this is ok, as long as there is no constant escalation of these arguments, no associated violence, getting into fights, or running from home or school.\n</context>\n\n<phrases>\n- \"Am I thinking about this all wrong?\"\n- \"Okay, pros and cons\"\n- \"That’s an interesting angle, but\"\n- \"Still forming this thought\"\n- \"Let me think\"\n- \"Let me just think this through\"\n- \"If we follow this logic\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"On the other hand\"\n- \"There's something here about\"\n- \"Actually, no\"\n- \"That’s it!\"\n- \" is interesting\"\n- \"Here's what I'm thinking\"\n- \"Alternatively\"\n- \"Now, if I think about it differently\"\n- \"Ah...\"\n- \"That makes sense because\"\n- \"Here's a possible explanation\"\n- \"How do I put this\"\n- \"If I take this apart step by step\"\n- \"Okay, so\"\n- \"I'm trying to untangle this\"\n- \"Let's see\"\n- \"If I follow this through\"\n- \"This might sound weird, but\"\n- \"Anyway\"\n- \"No, actually\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Ummm, actually\"\n- \"Am I overcomplicating this?\"\n- \"Finally, it clicks!\"\n- \"I'm seeing a connection between\"\n- \"If I'm not mistaken\"\n- \"Just thinking out loud but\"\n- \"Wait a minute\"\n- \"Let me work through this\"\n- \"Oh! I get it now\"\n- \"First things first\"\n- \"Let me talk this through\"\n- \"This just clicked into place!\"\n- \"What I mean is\"\n- \"If A is true, then\"\n- \"What if we\"\n- \"The pros and cons are\"\n- \"Suppose we assume that\"\n- \"Okay, I think I’ve got it now!\"\n- \"If I had to choose right now\"\n- \"I'm still feeling my way through\"\n- \"Don't hold me to this\"\n- \"Let me see if\"\n- \"What keeps nagging at me is\"\n- \"What was I about to say?\"\n- \"There’s a better way to phrase this\"\n- \"Right, so\"\n- \"Just spitballing here\"\n- \"Wait, I think I’ve got it!\"\n- \"That’s the answer I was looking for!\"\n- \"Where did I put that...?\"\n- \"On one hand... but on the other\"\n- \"I knew I was forgetting something!\"\n- \"Is it possible that...?\"\n- \"That’s what I was trying to say!\"\n- \"So what I'm trying to say is\"\n- \"It's fascinating how\"\n- \"Oh! I get it now!\"\n- \"Let me break this down\"\n- \"Let’s weigh the options\"\n- \"Let me play devil's advocate\"\n- \"What if I flip it around?\"\n- \"But then again\"\n- \"Possibly\"\n- \"In essence\"\n- \"Let's think step by step\"\n- \"The crucial thing seems to be\"\n- \"Okay, let's break this down\"\n- \"Hold on a second\"\n- \"Wait, no\"\n- \"Ohhh, now I see!\"\n- \"What I'm getting at is\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"Uh...\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | On an average diving trip most people are delighted to spot a particularly colourful fish or perhaps even an octopus lurking under the rocks. So imagine how Stefano Mariottini felt when whilst diving for fish 200m off the coast of Riace, he came across a bronzed arm emerging from the sand. This turned out to be one of the Riace Bronzes and one of the most important archaeological discoveries for Italy in the last century.\nline 02 | What Mariottini had unwittingly discovered were two ancient full size Greek Bronze warriors, estimated to have been cast as far back as 460BC when Calabria held important prominence in Magna Grecia. Little did he know at the time that this discovery would become Calabria’s symbol and that it would unearth a mass of information about Calabria’s role in Magna Grecia.\nline 03 | The first thing that strikes you when you first step into the climate controlled room at the Museo Archeologico di Reggio Calabria, is the sheer size of the bronzes. At two metres tall they stand tall over the room, much taller than many of the Italians who come to marvel at them in fact! As you walk in you know you’re about to witness something special, there’s a strange buzz about the place, which is not something you’d necessarily expect for an archaeological museum. Then Bam! The two giant naked men hit you in all their fierce glory and whether you’re interested in Ancient Greek archaeology or not you have no option other than to be impressed. Both warriors are intricately designed and are so realistic that it is easy to see how Mariottini mistook them for corpses initially. Photographs do not do them justice, they maintain an impressive stance of control that needs to be witnessed first hand in order to understand just how marvellous these guys really are.\nline 04 | The History of the Bronzes\nline 05 | While it is impossible to know the true origins of the Riace Bronzes the most likely theory is that they were being transported from Locri by ship when they were either shipwrecked by a storm or offloaded to avoid being ransacked by pirates. Despite extensive searches in the area where they were found, no shipwreck has ever been discovered, adding to the mystery of these two mysterious warriors. We do know however, that they remained at the bottom of the sea until they were discovered in 1972 and then the epic restoration project started to restore them to their glory. This did not go without fault however, Calabria being Calabria meant that they weren’t displayed to the public for the first time until the 1980s and then even and a brief stint lying on their backs in a much less warrior like pose in another storage building across town whilst the museum was being renovated. They are now however, displayed marvellously and attract a well deserved crowd.\nline 06 | Who were the Riace Bronzes?\nline 07 | Scientific research on soil found inside the bronzes, has indicated that the Bronzes were probably cast at both different times and different places, probably by two different artists. Whilst there are differing theories of who exactly the Riace Bronzes are intended to represent it is believed that the two represent heroic warriors who would have been revered in Ancient times after their participation in athletic competitions or important battles. One is clearly older than the other but both are made from a beautiful mix of bronze, copper, silver, and even glass and ivory for the eyes. The craftsmanship is spectacular and proves that whoever the mysterious men were they were clearly deemed important enough to be immortalised in this manner.\nline 08 | I urge you to pay them a visit and see for yourselves the power that these magnificent warriors command.\nline 09 | At the time of writing the Museo di Archeologico di Reggio Calabria is open to visitors every day except Mondays from 09:00 to 20:00. Entrance costs a very reasonable €8 and aside from the Bronzes there are so many other wonderful archaeological artefacts to view that it is easy to lose an entire afternoon there.\nline 10 | For more information about getting to Calabria and around read my article here.\n</context>\n\n<phrases>\n- \"In the end\"\n- \"Maybe if I try it this way\"\n- \"Let me play devil's advocate\"\n- \"That would mean\"\n- \"I'm just throwing ideas around\"\n- \"What’s the next step?\"\n- \"There's probably more to it\"\n- \"That makes sense because\"\n- \"If I take this apart step by step\"\n- \"What if I flip it around?\"\n- \"Let me work through this\"\n- \"Brainstorming here, but\"\n- \"Finally, it clicks!\"\n- \"I’m not sure, but\"\n- \"Let me approach this from another angle\"\n- \"I’m not sure if that’s the right approach\"\n- \"This could explain why\"\n- \"Hold that thought\"\n- \"In other words\"\n- \"Could I be second-guessing myself?\"\n- \"Let me just think this through\"\n- \"Something doesn't add up\"\n- \"I'm not entirely sure, but\"\n- \"Now, if I think about it differently\"\n- \"What if we\"\n- \"Okay, let's break this down\"\n- \"In a way\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Okay, pros and cons\"\n- \"The crucial thing seems to be\"\n- \"Something along those lines\"\n- \"Alternatively\"\n- \"No, actually\"\n- \"The thing is\"\n- \"Follow me here\"\n- \"Perhaps\"\n- \"On the other hand\"\n- \"Let me see if\"\n- \"If we follow this logic\"\n- \"Kind of\"\n- \"Hold on a second\"\n- \"Now we're cooking\"\n- \"Of course! That’s the answer!\"\n- \"Let’s weigh the options\"\n- \"Let me untangle this\"\n- \"On one hand... but on the other\"\n- \"Okay, so if I do this\"\n- \"What keeps nagging at me is\"\n- \"Wait, no\"\n- \"Let's see\"\n- \"Let me break this down\"\n- \"If I follow this through\"\n- \"It's fascinating how\"\n- \"Let me throw this out there\"\n- \"But then again\"\n- \"Right, so\"\n- \"So basically\"\n- \"The pros and cons are\"\n- \"Let's test this idea\"\n- \"Ah...\"\n- \"It was staring me in the face\"\n- \"Now it all comes together!\"\n- \"Let's think step by step\"\n- \"Ummm, actually\"\n- \"Oh, that clears everything up!\"\n- \"Roughly speaking\"\n- \" is interesting\"\n- \"This is slipping through my fingers\"\n- \"Uh...\"\n- \"That’s an interesting angle, but\"\n- \"This might sound weird, but\"\n- \"Oh! I get it now!\"\n- \"I'm trying to untangle this\"\n- \"What I mean is\"\n- \"What if the reason is\"\n- \"Actually, no\"\n- \" is key here\"\n- \"Oh! I get it now\"\n- \"Now, wait just a second\"\n- \"Let's break this down into parts\"\n- \"Oh, it all makes sense now!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Indian government, ruled by a right-wing Hindu nationalist outfit, is trying to convince the global community that the revocation of Kashmir’s autonomy is needed to pave the way for development and rooting out the region’s nepotism and terrorism. In reality, however, the move is the culmination of a plan put into motion by India’s first prime minister seven decades ago. For the people in Kashmir, a Muslim majority state, India’s move aggravates their longstanding and grounded fear of settler colonialism and its attendant cultural imperialism.\nline 02 | India’s ruling party, with grip on both houses of the parliament, annulled not just Kashmir’s quasi-sovereign status, but demoted and split the state, adding insult to injury. In an undemocratic and unconstitutional move, the government of Prime Minister Narendra Modi indirectly amended the Indian constitution allowing them to negate consent from the Kashmiri legislature.\nline 03 | Modi said the Indian nation took the decision as a “family.” The only parallel of such a family is toxic patriarchal hell with no regard for rights and consent. Kashmiris have been under curfew and an unprecedented communication blackout while their future is being decided.\nline 04 | If this is about their development, then why are Kashmiris caged rather than celebrating on the streets? The answer does not lie in the red herring argument of development, as the region shows high growth in critical areas. The answer instead lies in India’s neocolonial imperialist hegemony over the region.\nline 05 | Struggle over Kashmir’s Autonomy\nline 06 | The saga of Kashmir’s autonomy began in 1947. The region was a princely state with a Muslim majority ruled by a despotic Hindu monarch. At the time of the partition of British India into India and Pakistan, most Kashmiris wanted independence. The British partition plan, however, only allowed the option of India or Pakistan, whose competing claims on the region ended in a war.\nline 07 | A U.N. arbitration resulted in a ceasefire and bifurcation of the region until a plebiscite would be held. Instead of a referendum, India especially began pursuing aggressive integrationist policies. Wary of the deep-rooted nationalism of the masses, India engineered an arrangement with a section of Kashmiri leadership granting the region autonomy. This was a temporary arrangement until the plebiscite was held, but the government of India had no intention to ever hold such a vote.\nline 08 | India employed its executive, judicial, and legislative powers to eviscerate Kashmir’s autonomy, expecting full integration down the road. Modi’s disregard for India’s own constitutional mechanisms and the protections for indigenous people’s rights is nothing new for Kashmiris, but Modi’s method is different in being the ultimate spectacle of military and constitutional annexation to strike terror into the hearts of Kashmiris. It is obvious that Indians are united in the project of forcible occupation and integration of Kashmir through all means possible.\nline 09 | A large number of Kashmiri resistance leaders, civil society activists, even India’s own collaborators have been arrested. The Indian government claims that full integration of Kashmir would be best for the region, even if against the wishes of its people. This is as imperialistic as it can get.\nline 10 | Getting away with the facade of a development-fixated-largest democracy sitting atop a huge market has enabled India to invisibilize its military occupation inside Kashmir. It also gets away with the violence that Hindu supremacist terrorists have unleashed on Muslim, Dalit, and other marginalized people in India. That Kashmir is the largest Muslim majority state which has been stripped of power and ripped into parts is not a coincidence. Fears of demographic changes are real for Kashmiri Muslims.\nline 11 | Today the people of Jammu & Kashmir who reposed their faith in institutions of India like parliament & Supreme Court feel defeated & betrayed. By dismembering the state & fraudulently taking away what is rightfully & legally ours, they have further complicated the Kashmir dispute\nline 12 | — Mehbooba Mufti (@MehboobaMufti) August 5, 2019\nline 13 | Major newspapers across the globe have denounced India’s government undemocratic tactics. There is a growing recognition that the Kashmir issue is not a mere territorial dispute between the two countries but that Kashmiris and their political demands are central.\nline 14 | Dejected by India flouting U.N. resolutions and constitutional protections to their territorial sovereignty, it is only a matter of time that the anger brewing in Kashmir will burst.\nline 15 | Kashmir has become an even bigger ticking time bomb; and when it goes off, it will be the direct result of India pushing Kashmiris into the final corner and the international community staying silent.Disclaimer: The views and opinions expressed here are those of the author and do not necessarily reflect the editorial position of The Globe Post.\n</context>\n\n<phrases>\n- \"Uh...\"\n- \"This connects to something else\"\n- \"So the main idea is\"\n- \"Building on that\"\n- \"Something along those lines\"\n- \"Wait, no\"\n- \" is interesting\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let me think\"\n- \"Let's think step by step\"\n- \"That would explain why\"\n- \"The crucial thing seems to be\"\n- \"Something doesn't add up\"\n- \"Still working it out\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I could do this, or maybe that\"\n- \"Let me sum this up so far\"\n- \"Let me dig into that a little deeper\"\n- \"So what I'm trying to say is\"\n- \"The thing is\"\n- \"Let me see if\"\n- \"I’m almost there\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Now it all comes together!\"\n- \"This is starting to take shape\"\n- \"You know\"\n- \"That would mean\"\n- \"So that’s why it wasn’t working!\"\n- \"Might be\"\n- \"What am I overlooking?\"\n- \"Hang on a second\"\n- \"I was just about to say\"\n- \"Okay, backtrack a bit\"\n- \"Let me run through it again\"\n- \"Actually, no\"\n- \"Maybe I'm way off, but\"\n- \"Ummm, actually\"\n- \"In the end\"\n- \"I'm starting to see a pattern\"\n- \"On one hand... but on the other\"\n- \"I'm seeing a connection between\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Something about [blank] is still bothering me\"\n- \"What keeps nagging at me is\"\n- \"This might sound weird, but\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Right, so\"\n- \"So what does this mean in the bigger picture?\"\n- \"Where did I put that...?\"\n- \"Let me just think this through\"\n- \"So what I’m trying to say is\"\n- \"This makes me think of\"\n- \"If I'm not mistaken\"\n- \"Let me untangle this\"\n- \"Basically\"\n- \"Maybe I’m overcomplicating it\"\n- \"Let me see\"\n- \" is key here\"\n- \"How do I put this\"\n- \"Let me connect the dots\"\n- \"Going back to what I said about\"\n- \"So, the bottom line is\"\n- \"There’s a pattern here\"\n- \"Now, if I think about it differently\"\n- \"That’s it!\"\n- \"Let me back up a second\"\n- \"Wait, does this contradict itself?\"\n- \"Don't hold me to this\"\n- \"Follow me here\"\n- \"No, actually\"\n- \"Uh, where was I?\"\n- \"That reminds me\"\n- \"Okay, so\"\n- \"I'm still feeling my way through\"\n- \"Let me trace that logic back\"\n- \"Coming at this from another angle\"\n- \"That changes everything\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"I need to make sure this checks out\"\n- \"Hmm\"\n- \"That actually makes a lot of sense\"\n- \"Oh, I see what’s happening here!\"\n- \"I’m trying to connect the dots here\"\n- \"That makes sense because\"\n- \"Let me work through this\"\n- \"Still forming this thought\"\n- \"This is pretty rough\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | November 21, 2018\nline 02 | Synchronous vs. Asynchronous Replication Strategy\nline 03 | The modern business world is expanding with every second, meaning that there are ever-growing amounts of vulnerable data that must be protected. In the event of a disaster, every business must have a set of recovery strategies in place to protect and restore mission-critical processes as soon as possible. Hence, there arises a need for remote replication which implies sending business-critical data offsite for reliable storage and fast recovery.\nline 04 | What Is Remote Replication?\nline 05 | Remote replication is an essential part of data protection and recovery.\nline 06 | Previously, replication was mostly used for copying and storing application data in off-site locations.\nline 07 | However, with time, this technology has significantly expanded.\nline 08 | Currently, replication allows you to create a synchronized copy of a VM on a remote target host.\nline 09 | The copy of the VM is called a replica, and it functions just like a regular VM available on a source host.\nline 10 | VM replicas can be transferred to and run on any capable hardware.\nline 11 | They can be powered on in a matter of seconds in case the original VM fails.\nline 12 | This technology can significantly decrease downtime as well as mitigating potential business risks and losses associated with disaster.\nline 13 | Before running a replication job, the following factors should be considered:\nline 14 | - Distance — the greater the distance between the sites, the more latency will be experienced.\nline 15 | - Bandwidth — the internet speed and network connectivity should be sufficient to ensure an advanced connection for rapid and secure data transfer.\nline 16 | - Data rate — the data rate should be lower than the available bandwidth so as not to overload the network.\nline 17 | - Replication technology — replication jobs should be run in parallel (simultaneously) for efficient network use.\nline 18 | These factors help define which type of replication is preferable when dealing with a specific type of disaster.\nline 19 | Synchronous vs. Asynchronous Replication Strategies\nline 20 | Two main types of data replication can be distinguished: synchronous and asynchronous.\nline 21 | Here, data is replicated to a secondary remote location at the same time as new data is being created or updated in the primary datacenter. This makes for near-instant replication, which enables you to keep your data replicas only a few minutes older than the source material. Essentially, both host and target sources remain completely synchronized, which is crucial for successful disaster recovery (DR).\nline 22 | Due to the fact that data is atomically updated in multiple remote locations, network performance and availability are affected. Atomic operations are defined as a sequence of operations that must be completed without interruption before another task can be performed. In the context of synchronous replication, this means that the write is considered finished only when both local and remote storages acknowledge its completion. Hence, zero data loss is guaranteed, but overall performance is slowed down.\nline 23 | In this case, replication is not performed at the same time as changes are made in the primary storage.\nline 24 | Data is replicated only in predetermined time periods (this could be hourly, daily, or weekly).\nline 25 | The replica can be stored in a remote DR location, as the replica does not have to be synchronized with the primary location in real time.\nline 26 | With asynchronous replication, data is not atomically updated in multiple locations, meaning that the application proceeds with writing data that is not yet fully replicated. Thus, a write is considered complete as soon as the local storage acknowledges it. With asynchronous replication, network performance and availability are improved without affecting bandwidth. This is due to the fact that replicas are not updated in real time. The downside is that in a disaster scenario, the DR site might not contain the most recently made changes, so some critical data could be lost.\nline 27 | Synchronous vs. Asynchronous Replication: Main Differences\nline 28 | |Distance||Works better when locations are in close proximity (performance drops in proportion to distance).||Works over longer distances (as long as network connection between datacenters is available).|\nline 29 | |Cost||More expensive||More cost-effective|\nline 30 | |Recovery Point Objective (RPO)||Zero||From 15 minutes to a few hours|\nline 31 | |Recovery Time Objective (RTO)||Short||Short|\nline 32 | |Network||Requires more bandwidth and is affected by latency; Can be affected by WAN interruptions (as the transfer of replicated data cannot be postponed until later).||Requires less bandwidth and is not affected by latency; Is not affected by WAN interruptions (as the copy of data can be saved at the local site until WAN service is restored).|\nline 33 | |Data loss||Zero||Possible loss of most recent updates to data.|\nline 34 | |Resilience||A single failure could cause loss of service; Viruses or other malicious components that lead to data corruption might be replicated to the second copy of the data.||Loss of service can occur after 2 failures.|\nline 35 | |Performance||Low (waits for network acknowledgement from the secondary location).||High (does not wait for network acknowledgement from the secondary location).|\nline 36 | |Management||May require specialized hardware; Supported by high-end block-based storage arrays and network-based replication products.||More compatible with other products; Supported by array-, network- and host-based replication products.|\nline 37 | |Use cases||Best solution for immediate disaster recovery and projects that require absolutely no data loss.||Best solution for storage of less sensitive data and immediate disaster recovery of projects that can tolerate partial data loss.|\nline 38 | Which Is Better: Synchronous or Asynchronous Replication?\nline 39 | There is no clear answer to this question; your choice depends entirely on your business priorities. Asynchronous replication works best with projects that span across long distances and are allocated a minimal budget. It is also suitable for businesses that can afford partial data loss. On the other hand, synchronous replication is performed when reliable and long-term storage is necessary and the business cannot afford to lose any critical data. It is useful when RTOs and RPOs are short.\nline 40 | However, there is a middle ground: you can use both synchronous and asynchronous replication strategies, at different infrastructure levels. For example, synchronous replication may be used to transfer and secure data over a Local Area Network (LAN) while asynchronous replication sends critical data to a remote DR site.\nline 41 | Replication in NAKIVO Backup & Replication\nline 42 | Mode of replication\nline 43 | vSphere Replication in NAKIVO Backup & Replication is forever-incremental. The first replication copies the full VM, but the following replication jobs will save only the changes to the data in the replica (increments). Moreover, after each replication job, a recovery point that references all data blocks required for the VM recovery is created. This mode of replication ensures reduced network load and saves you the time that would otherwise be spent on full replication jobs.\nline 44 | NAKIVO Backup & Replication offers fast deployment on various hardware and software platforms:\nline 45 | - VMware VA. The pre-configured VMware Virtual Appliance can be easily downloaded and then imported into VMware vSphere.\nline 46 | - NAS. By installing NAKIVO Backup & Replication directly onto a NAS device, you can create your own VM backup appliance.\nline 47 | - AWS AMI. NAKIVO Backup & Replication can be deployed in the Amazon cloud as a pre-configured Amazon Machine Image (AMI).\nline 48 | - NAKIVO Backup & Replication can be installed on a physical or virtual machine running Linux with a single command.\nline 49 | - NAKIVO Backup & Replication can be installed on a physical or virtual machine running Windows with a single click.\nline 50 | A snapshot captures the state of a system at a particular point in time. With NAKIVO Backup & Replication, VM replicas are created by means of VM snapshots, which are used to retrieve current VM data. Every time a replication job is performed, a temporary VM snapshot is taken, the changed data is identified, and all the updates are added to replica. After the job is completed, the snapshot is deleted.\nline 51 | Changed block tracking\nline 52 | NAKIVO Backup & Replication relies on VMware CBT (Changed Block Tracking) and Hyper-V RCT (Resilient Change Tracking) to identify and copy the changes that have been made in a VM since the last replication. This technology significantly improves the speed of replication jobs. If CBT and RCT are unavailable, NAKIVO Backup & Replication uses a built-in proprietary change tracking method.\nline 53 | Live application support\nline 54 | NAKIVO Backup & Replication is an application-aware solution. VMs are used to run all sorts of business-critical applications, including Microsoft Exchange, Active Directory, SQL, SharePoint, etc. For these programs with frequent input and output, it is essential to ensure that application data is always consistent, especially when a replication job is run. Thus, when a snapshot is created, applications inside the VM store all transactions in memory so as not to disrupt any running operations.\nline 55 | NAKIVO Backup & Replication facilitates the protection of critical VMs by allowing you to organize them into containers, such as resource pools, folders, or clusters. An entire container can be added to a particular replication job. You can easily add or remove elements from the container, which changes are then automatically reflected in the relevant replication jobs. The feature is flexible; you can also exclude certain VMs in a container from a replication job. In this case, the entire container gets protected except for the excluded VMs.\nline 56 | This feature allows you to automatically verify that VM replication is completed successfully.\nline 57 | As soon as a replication job is finished, networking in the replica is disabled, and this replica is momentarily powered on to take a screenshot.\nline 58 | The replica is then powered back off and reverted to the most recent recovery point.\nline 59 | The user receives an email report with a screenshot of the test-booted OS.\nline 60 | NAKIVO Backup & Replication lets you organize replication jobs into groups (folders) so as to arrange applications, services, and locations in logical structures. Furthermore, bulk actions can be easily executed for all or selected jobs for a group.\nline 61 | If you want to be kept aware of the status of your replication jobs, NAKIVO Backup & Replication can notify you about it by sending automatic email reports, either on schedule or on demand.\nline 62 | NAKIVO Backup & Replication lets you configure replication jobs to be run either on demand or on schedule (daily, weekly, monthly, and yearly). You can even set up jobs to run on a custom schedule that meets your specific business needs, e.g., every 20 minutes, every 5 days, or the first Tuesday of every month. You can also specify time windows within which a job should start and finish.\nline 63 | Staging VM replication (Seeding)\nline 64 | The initial (full) replication of larger VMs can take a long time due to their size. To speed up the process, NAKIVO Backup & Replication can perform staged VM replication. This feature allows you to first transfer (“seed”) the initial VM replicas to removable media. Then, those replicas can be transported to the new site, where a new replication job is run using the transferred VMs. Then, only incremental replication is performed.\nline 65 | A recovery point represents a VM at a particular point in time, which is then used for VM recovery. With NAKIVO Backup & Replication, you can store up to 30 recovery points per VM replica. The product lets you store recovery points according to Grandfather-Father-Son (GFS) retention policies, as described below. This method ensures that VM replica recovery points are saved at the DR site with designated frequencies (e.g. daily, weekly, monthly, and yearly).\nline 66 | - Keep one recovery point per week for X weeks: The last recovery point of every week is stored for the specified number of weeks.\nline 67 | - Keep one recovery point per month for X months: The last recovery point of every month is stored for the specified number of months.\nline 68 | - Keep one recovery point per year for X years: The last recovery point of every year is stored for the specified number of years.\nline 69 | - RTO and RPO\nline 70 | A recovery point objective (RPO) is the limit for the earliest point in time to which your VM should be reverted during DR. Thus, it defines the amount of data that can be lost without causing unreasonable damage to your business. Replication can help you meet shorter RPOs, as your replication jobs can be run as you want with the custom schedules you set for them.\nline 71 | VM replication can also help you meet short recovery time objectives (RTOs). The RTO is the stipulated period of time within which your business operations must be recovered after a disaster. With replication, the VM can be instantly restored simply by powering on the replica.\nline 72 | VM replication can protect your business-critical services from a number of problems, including those caused by critical VM loss/failure, host/data store failure, or natural disasters.\nline 73 | VM replication is generally used when projects operate with sensitive data and/or can tolerate zero data loss.\nline 74 | Replication is appropriate for these cases because VM recovery can be performed easily and almost instantly if disaster strikes.\nline 75 | Replication functionality is used in the following cases:\nline 76 | Using NAKIVO Backup & Replication, the negative effects of system failure, such as downtime and loss of revenue, can be largely mitigated. With VM replication, you can near-instantly recover an entire VM using its replica, thus ensuring high availability of your business services.\nline 77 | When a disaster takes out your primary database, your business can be gravely affected – unless you have an effective DR plan in place. This is where failover is useful. Failover is the process of switching from a source VM to a VM replica in order to move business-critical workloads from an affected site to a DR site.\nline 78 | Once you have managed to restore your primary site, you can switch business operations back to the original VM. This process is called failback, and it allows you to synchronize data between the primary site and the DR site.\nline 79 | With NAKIVO Backup & Replication, you can build site recovery workflows (jobs), which are easily assembled custom algorithms for automation and orchestration of the DR process. Manual implementation of a disaster recovery plan can be a time-consuming and resource-intensive task. Fortunately, NAKIVO Backup & Replication lets you arrange actions into site recovery jobs that can be run in just a few clicks. You can create special site recovery jobs to deal with any type of a DR event.\nline 80 | The following actions and conditions can be included in your site recovery workflows:\nline 81 | - Failover VMs.\nline 82 | Fail over to an already-created VM replica.\nline 83 | - Failback VMs. Transfer workloads back from a VM replica at a DR site to a source VM at a production site.\nline 84 | - Start VMs. Start one or multiple VMs.\nline 85 | - Stop VMs. Stop one or multiple VMs.\nline 86 | - Run jobs. Run data protection jobs (backup, replication, etc.) that you have already created for VMs.\nline 87 | - Stop jobs. Stop VM data protection jobs that are running.\nline 88 | - Run script. Run your own pre- or post-job script on a Windows or Linux machine.\nline 89 | - Attach repository. Attach a backup repository.\nline 90 | - Detach repository. Detach a backup repository that is attached.\nline 91 | - Send emails. Receive email notifications detailing the results after a specific action is completed.\nline 92 | - Wait. Wait for a defined period of time before starting the next action.\nline 93 | - Check condition. Check whether a resource exists, whether a resource is running, or whether an IP/hostname is reachable before proceeding to the next action.\nline 94 | Any business can fall victim to unexpected disaster or system failure that can compromise the integrity of business-critical data.\nline 95 | This makes having an effective DR plan absolutely essential in the modern business world, where high availability and business continuity are paramount.\nline 96 | Replication can become an invaluable tool for DR. Synchronous and asynchronous replication strategies should be implemented smartly, depending on your business priorities and needs. Asynchronous replication is a cost-effective strategy that requires less bandwidth and no additional hardware. It can be used for storing less sensitive data and transferring data over long distances. Though synchronous replication is highly dependent on network connection and latency, it guarantees zero data loss and allows you to instantly restore mission-critical operations.\nline 97 | NAKIVO Backup & Replication is a fast and flexible solution that can replicate your VMs to one or more remote locations for reliable storage. With the solution in place, you can simply power on your replicas when disaster strikes, thus avoiding any loss of revenue and long-term shutdown.\nline 98 | NAKIVO Backup & Replication offers a full set of replication features and disaster recovery strategies. Download our full-featured free trial to test out the solution in your own environment or request a Live Demonstration of the product.\n</context>\n\n<phrases>\n- \"The thing is\"\n- \"Going back to what I said about\"\n- \"Hang on a second\"\n- \"On one hand... but on the other\"\n- \" is striking \"\n- \"What if we looked at it like\"\n- \"I need to make sure this checks out\"\n- \"No, actually\"\n- \"Still working it out\"\n- \"So far, it looks like\"\n- \"On the other hand\"\n- \"Let me untangle this\"\n- \"Let me trace that logic back\"\n- \"I'm starting to see a pattern\"\n- \"It's almost like\"\n- \"Let me play devil's advocate\"\n- \"Something doesn't add up\"\n- \"That reminds me\"\n- \"Hmm\"\n- \"That’s an interesting angle, but\"\n- \"How do I put this\"\n- \"Wait a minute... Oh!\"\n- \"This makes me think of\"\n- \"How can I approach this?\"\n- \"We've completely overlooked [blank]\"\n- \"Actually, no\"\n- \"Alternatively\"\n- \"If we follow this logic\"\n- \"Let's think step by step\"\n- \"So what I’m trying to say is\"\n- \"There's something here about\"\n- \"What keeps nagging at me is\"\n- \"It's fascinating how\"\n- \"Maybe if I try it this way\"\n- \"Something's not quite right\"\n- \"Suppose we assume that\"\n- \"Here's where it gets interesting\"\n- \"There's a better way to phrase this\"\n- \"Hmm, that doesn’t sound right\"\n- \"Well\"\n- \"I need to step back and rethink this\"\n- \"What if I tried...?\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I have a theory about this\"\n- \"Let me circle back to that\"\n- \"Let me connect the dots\"\n- \"I'm still feeling my way through\"\n- \"But then again\"\n- \"Let me sum this up so far\"\n- \"Alright, where was I?\"\n- \"Okay, so\"\n- \"If I follow this through\"\n- \"I’m trying to connect the dots here\"\n- \"The more I think about it\"\n- \"I was just about to say\"\n- \"Something's not clicking\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me work through this\"\n- \"Let me talk this through\"\n- \"Let me throw this out there\"\n- \"What I'm getting at is\"\n- \"There’s a pattern here\"\n- \"Is it possible that...?\"\n- \"In other words\"\n- \"Oh! That reminds me\"\n- \"Follow me here\"\n- \"What's the best way to explain this?\"\n- \"Well, let me see\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Ummm, actually\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Uh, where was I?\"\n- \"I keep coming back to\"\n- \"What if I flip it around?\"\n- \"Building on that\"\n- \"Bear with me while I\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I'm seeing a connection between\"\n- \"The crucial thing seems to be\"\n- \"What’s the next step?\"\n- \"Let me put this another way\"\n- \"Now, wait just a second\"\n- \"Wait, no\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The sounds of coughing, nose blowing and sneezing are as much a part of winter as Christmas adverts, leaves on the line, and dull, cold, damp weather.\nline 02 | Coughs are, however, non-specific and can be a side-effect of certain drugs, a consequence of reflux, or a symptom of a serious disease.\nline 03 | Now, new guidelines from the European Respiratory Society (ERS) aim to improve the diagnosis and treatment of chronic cough in primary and secondary care.1\nline 04 | Meanwhile, researchers are uncovering the details of the link between rhinovirus, which causes half to two-thirds of common colds,2 and asthma exacerbations.3 They even seem to be edging closer to the virological holy grail: a treatment for the common cold.\nline 05 | The ERS guidelines on chronic cough point out that 5-10 per cent of adults will experience “pathologically excessive and protracted cough”. Severe chronic cough can cause complications – such as incontinence, syncope and dysphonia (changes in speech) – that may lead to social isolation, depression and relationship difficulties.1\nline 06 | It is important to be alert for some causes of chronic cough. The guidelines note, for example, that gastro-oesophageal reflux and aspiration can cause many signs and symptoms associated with chronic cough, such as voice and taste changes, and nasal complaints. Aspiration can cause or predispose to bronchitis, bronchiectasis and asthmatic cough.1\nline 07 | Pharmacy teams also need to watch for medicines that can cause chronic cough.\nline 08 | Angiotensin-converting enzyme (ACE) inhibitors, for example, increase the sensitivity of the cough reflex in most patients.\nline 09 | The ERS guidelines note that about 15 per cent of patients taking ACE inhibitors develop chronic cough, which can emerge at any time during treatment. The guidelines point out that “angiotensin II antagonists do not affect the cough reflex”, while some drugs, including bisphosphonates and calcium channel antagonists, which worsen pre-existing reflux disease, can increase cough.1\nline 10 | The guidelines also note that most adults with chronic cough as their main complaint report an “exquisite sensitivity” to certain inhaled irritants, such as perfumes, bleach and cold air. These irritate the throat and produce an urge to cough. This common clinical presentation suggests a heightened sensitivity of the neuronal pathways that mediate cough underlie the symptoms.\nline 11 | In addition, the guidelines highlight chronic cough’s “unique epidemiology”: two-thirds of patients are female and prevalence peaks in the 50s and 60s. As a result, ‘cough hypersensitivity syndrome’ is emerging as a distinct diagnosis.1\nline 12 | Cough is, of course, a common symptom of asthma. Indeed, patients with cough-variant asthma present with cough as their sole symptom. Bronchodilators and anti-inflammatories alleviate cough-variant asthma.1 With respiratory viral infections the most common asthma trigger, research is now uncovering the details of the link between rhinovirus and asthma exacerbations.\nline 13 | For instance, between 60 and 80 per cent of children treated in emergency departments for asthma exacerbations have concomitant rhinovirus infections. During one study, researchers exposed people taking inhaled steroids to control their asthma to a strain of rhinovirus. Their asthma worsened, on average, 2.1 days after developing cold symptoms and beta-agonist use rose.\nline 14 | Lung function did not change after rhinovirus inoculation3 – but lung function only poorly predicts asthma symptoms. One recent study, for example, showed a “weak and statistically insignificant association” between forced expiratory volume in one second as a percentage of predicted and scores on the Asthma Control Questionnaire.4\nline 15 | Research into the intimate link between rhinovirus and asthma exacerbations helps identify possible treatments\nline 16 | To trigger an exacerbation, the person with asthma also seems to need to encounter an allergen to which they are highly sensitive. In one study, the risk of an exacerbation increased 30-fold in people with asthma who showed raised levels of IgE – the antibodies that defend against parasitic worms and cause atopic disease – to dust mite when they were also exposed to rhinovirus. In addition, people with asthma can be genetically predisposed to developing exacerbations triggered by rhinovirus.3\nline 17 | Research into the intimate link between rhinovirus and asthma exacerbations helped identify possible treatments. For instance, targeting IgE and certain cytokines (such as interleukin 13, 25 and 33) seem to reduce the risk of asthma exacerbations triggered by rhinovirus.3 Hopefully, in a few years, we will be able to better treat this perennial problem. In the meantime, it is worth reminding people with asthma to be cautious in the winter.\nline 18 | Four hundred community pharmacists across Wales are being trained to offer a sore throat test-and-treat service to help ease the pressure on health resources.\nline 19 | The move follows the commissioning of the service in 58 pharmacies within Cwm Taf Morgannwg University Health Board and Betsi Cadwaladr University Health Board in November 2018.\nline 20 | During this pilot, 3,655 consultations were recorded and there was a significant level of positive feedback from service users. The aim now is to roll out the service across all 716 community pharmacies in Wales.\nline 21 | From April 2020, Health Education and Improvement Wales (HEIW) will develop a training plan for the remaining 1,000 community pharmacists to support this.\nline 22 | Each year a GP, on average, will see around 120 patients with acute pharyngitis.1 The sore throat test-and-treat service is an additional service within the Choose Pharmacy suite of patient services offered from community pharmacy. Pharmacists assess patients’ symptoms, examine the throat and undertake a simple swab test for those patients with symptoms that suggest they may have a bacterial infection. Test results are available in minutes. The pharmacist and patient then discuss the results of the test, agreeing the best treatment and management of symptoms.\nline 23 | The impact of the training on pharmacists’ ability to manage acute minor illness effectively will be continually evaluated during 2020.\nline 24 | The Healthier Wales strategy’s ambition is to provide health and social care closer to home, says pharmacy dean, Professor Margaret Allan. “This requires a healthcare workforce that is flexible and responsive to the changing needs of patient services. HEIW recognises that community pharmacists can make a significant contribution to improving the health and well-being of their local communities.\nline 25 | “Supporting community pharmacists to develop additional clinical skills means they can become part of the multidisciplinary team who can treat acute minor ailments in a more timely manner within patients’ localities.”\nline 26 | Let us now consider the long-sought treatment for the common cold. Usually, a common cold is a mild, self-limiting nuisance – but rhinovirus can cause more serious ailments including bronchiolitis, otitis media, sinusitis, pneumonia, and exacerbate chronic obstructive pulmonary disease, cystic fibrosis and, as already mentioned, asthma.5\nline 27 | Developing a vaccine is difficult, partly because of rhinovirus’s diversity. There are at least 160 types of rhinovirus in three species: A, B and C. Most type A and all type B rhinoviruses enter cells by binding to a membrane protein called intercellular adhesion molecule 1 (ICAM-1).5 Other rhinoviruses enter cells using the low-density lipoprotein receptor or a protein called cadherin-related family member 3.5\nline 28 | Rhinovirus is highly selective: 90 per cent of human rhinovirus serotypes don’t bind to mouse ICAM-1, which means there are few animal models. Moreover, the antigens – the triggers that cause the immune system to mount a protective response – vary widely.2 The RNA polymerase is error prone, resulting in a high natural mutation rate, marked genetic diversity and an increased likelihood of drug resistance.5\nline 29 | To be effective, patients would also need to take the antiviral early in the course of the infection. However, several pathogens cause similar symptoms and there is currently no point-of-care diagnostic test for rhinovirus, although investigations are underway.5\nline 30 | Despite these difficulties, several studies are assessing possible rhinovirus vaccines.2 Antiviral drugs may be another possibility. In some patients, for example, the combination of ribavirin and PEGylated interferon alpha 2-a, used to treat hepatitis C, seems to increase rhinovirus clearance.\nline 31 | Many experimental antivirals for rhinovirus seem to bind to the capsid, the virus’s protein outer coat, which blocks binding to ICAM-1 and other targets on the cell.\nline 32 | New drugs that interfere with rhinovirus binding, entry and replication therefore seem promising, although it is early days.2 Another approach aims to boost the body’s natural antiviral immune responses.5\nline 33 | While researchers are exploring several promising therapeutic avenues, community pharmacists don’t need to worry about finding alternative winter OTC revenue streams just yet. A vaccine or antiviral drug for rhinovirus is some distance from the clinic for vulnerable people, let alone available to purchase. Symptomatic cold remedies will be a pharmacy mainstay for some years to come.\nline 34 | New research by Jakemans shows that two-thirds of commuters think public transport is a major cause of winter illnesses, with 41 per cent saying they’ve been coughed on during their commute.\nline 35 | The study of 2,000 commuters found that four in five experienced a winter illness last year, with over a third saying it is ‘very likely’ this was due to their form of travel. Over half (54 per cent) believe they are more likely to catch a sore throat or cough on public transport than working with children.\nline 36 | Sixty-six per cent say they are worried about catching a sore throat or cough; three in 10 believe travelling on the tube is likely to make them catch a winter illness; while over half said buses increase their chances. This is put down to lack of fresh air, germs on handrails and seats, and being in close proximity to strangers, according to over half of the respondents.\nline 37 | The findings should come as no surprise as 72 per cent of commuters admit they don’t avoid public transport when they have a winter illness and 60 per cent don’t take a day off work.\nline 38 | For cold sore sufferers, feeling under the weather may lead to an outbreak of the small blisters that develop on the lips or around the mouth. Cold sores are contagious from the moment tingling is first felt to when the cold sore has completely healed.\nline 39 | Cold sores usually clear up by themselves within seven to 10 days, but many sufferers will want to do something to speed the process along.\nline 40 | OTC antiviral creams can ease symptoms and speed up healing time, but to be effective they need to be applied as soon as the first signs of a cold sore appear.\nline 41 | Other options available include cold sore patches to protect the skin while it heals and electronic devices that treat cold sores with heat therapy, light or lasers.\n</context>\n\n<phrases>\n- \"Well\"\n- \"This is starting to take shape\"\n- \"You know\"\n- \"I'm pondering\"\n- \"This brings to mind\"\n- \"Hmm, that doesn’t sound right\"\n- \"We've completely overlooked [blank]\"\n- \"On one hand... but on the other\"\n- \"That would mean\"\n- \"When I sit with this idea\"\n- \"There's a missing link here\"\n- \"If A is true, then\"\n- \"Oh! That reminds me\"\n- \"What’s the missing piece?\"\n- \"What if I just flip this around?\"\n- \"I need to reframe this\"\n- \"Something doesn't add up\"\n- \"That reminds me\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I could do this, or maybe that\"\n- \"This could explain why\"\n- \"Let me trace that logic back\"\n- \"That’s the piece of the puzzle!\"\n- \"There's something off here\"\n- \"Okay, so\"\n- \"Wait, I think I’ve got it!\"\n- \"Let me propose something\"\n- \"No, actually\"\n- \"I have a theory about this\"\n- \"Let me untangle this\"\n- \"This connects to\"\n- \"Wait, no\"\n- \"I'm intrigued by\"\n- \"Ohhh, now I see!\"\n- \"Ummm, actually\"\n- \"Wait a minute\"\n- \"Maybe if I try it this way\"\n- \"Anyway\"\n- \"That changes everything\"\n- \"Let me work through this\"\n- \"Hold that thought\"\n- \"Going back to what I said about\"\n- \"It's almost like\"\n- \"This makes me reflect on\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"This makes me think of\"\n- \"I'm starting to see a pattern\"\n- \"What keeps nagging at me is\"\n- \"Wait, I think I just cracked it!\"\n- \"Actually, no\"\n- \"That doesn’t sound right\"\n- \"Consider this possibility\"\n- \"That’s what I was trying to say!\"\n- \"Let me connect the dots\"\n- \"It finally adds up!\"\n- \"I'm mulling over\"\n- \"Not sure if this fits, but\"\n- \"I need to step back and rethink this\"\n- \"Perhaps\"\n- \"One way to look at it is\"\n- \"Let me think\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"What was I about to say?\"\n- \"This might sound weird, but\"\n- \"Building on that\"\n- \"Let's think step by step\"\n- \"Am I thinking about this all wrong?\"\n- \"Hmm\"\n- \"Let me run through it again\"\n- \"I'm curious about\"\n- \"I'm seeing a connection between\"\n- \"I could go either way on this\"\n- \"Let me chew on this\"\n- \"Of course! That’s the answer!\"\n- \"Let me back up a second\"\n- \"I'm wondering if\"\n- \"What’s the best way to explain this?\"\n- \"I think I found the solution!\"\n- \"There's a better way to phrase this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"There’s a pattern here\"\n- \"I keep coming back to\"\n- \"Hold on a second\"\n- \"Something along those lines\"\n- \"I feel like I'm close\"\n- \"Let me circle back to that\"\n- \"Let me make sure I got this\"\n- \"If I follow this through\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Also found in: Thesaurus, Medical, Legal, Financial, Acronyms, Idioms, Encyclopedia, Wikipedia.\nline 02 | v. paid or (Obs. except for def. 18b) payed, pay•ing, v.t.\nline 03 | v.t.\nline 04 | payed, pay•ing.\nline 05 | The past tense and -ed participle of the verb pay is paid.\nline 06 | If you pay for something which has been done or provided, you give money to the person who does or provides it.\nline 07 | You must use for after pay in sentences like these. Don't say, for example, 'Roberto paid the tickets'.\nline 08 | Don't say 'pay someone a drink' or 'pay someone a meal'. Say that you buy someone a drink or buy someone a meal.\nline 09 | You can also say that you take someone out for a meal.\nline 10 | pay(discharge a debt)\nline 11 | Past participle: paid\nline 12 | Past participle: payed\nline 13 | |Noun||1.||pay - something that remunerates; \"wages were paid by check\"; \"he wasted his pay on drink\"; \"they saved a quarter of all their earnings\"|\nline 14 | combat pay - extra pay for soldiers engaged in active combat\nline 15 | double time - a doubled wage (for working overtime)\nline 16 | found - food and lodging provided in addition to money; \"they worked for $30 and found\"\nline 17 | half-pay - reduced wage paid to someone who is not working full time\nline 18 | living wage - a wage sufficient for a worker and family to subsist comfortably\nline 19 | merit pay - extra pay awarded to an employee on the basis of merit (especially to school teachers)\nline 20 | minimum wage - the lowest wage that an employer is allowed to pay; determined by contract or by law\nline 21 | sick pay - wages paid to an employee who is on sick leave\nline 22 | strike pay - money paid to strikers from union funds\nline 23 | take-home pay - what is left of your pay after deductions for taxes and dues and insurance etc\nline 24 | regular payment - a payment made at regular times\nline 25 | |Verb||1.||pay - give money, usually in exchange for goods or services; \"I paid four dollars for this sandwich\"; \"Pay the waitress, please\"|\nline 26 | give - transfer possession of something concrete or abstract to somebody; \"I gave her my money\"; \"can you give me lessons?\"; \"She gave the children lots of love and tender loving care\"\nline 27 | subsidise, subsidize - secure the assistance of by granting a subsidy, as of nations or military forces\nline 28 | finance - obtain or provide money for; \"Can we finance the addition to our home?\"\nline 29 | overpay - pay too much\nline 30 | underpay - pay too little\nline 31 | prepay - pay for something before receiving it\nline 32 | go Dutch - share expenses equally and split the cost of something; \"My boyfriend and I always go Dutch\"\nline 33 | recompense, repair, compensate, indemnify - make amends for; pay compensation for; \"One can never fully repair the suffering and losses of the Jews in the Third Reich\"; \"She was compensated for the loss of her arm in the accident\"\nline 34 | tithe - pay a tenth of one's income, especially to the church; \"Although she left the church officially, she still tithes\"\nline 35 | remit - send (money) in payment; \"remit $25\"\nline 36 | bribe, grease one's palms, buy, corrupt - make illegal payments to in exchange for favors or influence; \"This judge can be bought\"\nline 37 | foot, pick - pay for something; \"pick up the tab\"; \"pick up the burden of high-interest mortgages\"; \"foot the bill\"\nline 38 | charge - pay with a credit card; pay with plastic money; postpone payment by recording a purchase as a debt; \"Will you pay cash or charge the purchase?\"\nline 39 | pay cash - pay (for something) with cash\nline 40 | defray - bear the expenses of\nline 41 | kick back - pay a kickback; make an illegal payment\nline 42 | prefer - give preference to one creditor over another\nline 43 | fund - furnish money for; \"The government funds basic research in many areas\"\nline 44 | |2.||pay - convey, as of a compliment, regards, attention, etc.; bestow; \"Don't pay him any mind\"; \"give the orders\"; \"Give him my best regards\"; \"pay attention\"|\nline 45 | communicate, intercommunicate - transmit thoughts or feelings; \"He communicated his anxieties to the psychiatrist\"\nline 46 | |3.||pay - cancel or discharge a debt; \"pay up, please!\"|\nline 47 | pay - discharge or settle; \"pay a debt\"; \"pay an obligation\"\nline 48 | |4.||pay - bring in; \"interest-bearing accounts\"; \"How much does this savings certificate pay annually?\nline 49 | \"|\nline 50 | earn, realise, pull in, bring in, realize, gain, make, take in, clear - earn on some commercial or business transaction; earn as salary or wages; \"How much do you make a month in your new job?\"; \"She earns a lot in her new job\"; \"this merger brought in lots of money\"; \"He clears $5,000 each month\"\nline 51 | pay off - yield a profit or result; \"His efforts finally paid off\"\nline 52 | |5.||pay - do or give something to somebody in return; \"Does she pay you for the work you are doing?\"|\nline 53 | settle - dispose of; make a financial settlement\nline 54 | |6.||pay - dedicate; \"give thought to\"; \"give priority to\"; \"pay attention to\"|\nline 55 | cerebrate, cogitate, think - use or exercise the mind or one's power of reason in order to make inferences, decisions, or arrive at a solution or judgments; \"I've been thinking all day and getting nowhere\"\nline 56 | |7.||pay - be worth it; \"It pays to go through the trouble\"|\nline 57 | be - have the quality of being; (copula, used with an adjective or a predicate noun); \"John is rich\"; \"This is not a good answer\"\nline 58 | |8.||pay - render; \"pay a visit\"; \"pay a call\"|\nline 59 | make - perform or carry out; \"make a decision\"; \"make a move\"; \"make advances\"; \"make a phone call\"\nline 60 | |9.||pay - bear (a cost or penalty), in recompense for some action; \"You'll pay for this!\"; \"She had to pay the penalty for speaking out rashly\"; \"You'll pay for this opinion later\"|\nline 61 | brook, endure, tolerate, stomach, abide, bear, digest, stick out, suffer, put up, stand, support - put up with something or somebody unpleasant; \"I cannot bear his constant criticism\"; \"The new secretary had to endure a lot of unprofessional remarks\"; \"he learned to tolerate the heat\"; \"She stuck out two years in a miserable marriage\"\nline 62 | |10.||pay - make a compensation for; \"a favor that cannot be paid back\"|\nline 63 | pay back, fix, pay off, get - take vengeance on or get even; \"We'll get them!\nline 64 | \"; \"That'll fix him good!\nline 65 | \"; \"This time I got him\"\nline 66 | |11.||pay - discharge or settle; \"pay a debt\"; \"pay an obligation\"|\nline 67 | settle - dispose of; make a financial settlement\nline 68 | pay[peɪ] (paid (vb: pt, pp))\nline 69 | the pay's not very good → no pagan muy bien\nline 70 | to draw or get one's pay → cobrar\nline 71 | to be in sb's pay → estar al servicio de algn\nline 72 | agents in the enemy's pay → agentes mpl al servicio del enemigo\nline 73 | to pay sb £10 → pagar 10 libras a algn\nline 74 | how much is there to pay? → ¿cuánto hay que pagar?\nline 75 | to pay sb to do a job → pagar a algn para que haga un trabajo\nline 76 | \"paid\" (on receipted bill) → pagado\nline 77 | to pay sth on account → pagar algo a cuenta\nline 78 | a badly paid worker → un obrero mal pagado\nline 79 | to pay cash (down) → pagar al contado\nline 80 | I paid £5 for that record → pagué 5 libras por ese disco\nline 81 | how much did you pay for it? → ¿cuánto pagaste por él?, ¿cuánto te costó?\nline 82 | that's what you're paid for → para eso te pagan\nline 83 | it's a service that has to be paid for → es un servicio que hay que pagar\nline 84 | to be or get paid on Fridays → cobrar los viernes\nline 85 | when do you get paid? → ¿cuándo cobras?\nline 86 | does your current account pay interest? → ¿le rinde intereses su cuenta corriente?\nline 87 | to pay money into an account → ingresar dinero en una cuenta\nline 88 | to pay one's way → pagarse los gastos\nline 89 | see also paid\nline 90 | but it paid him in the long run → pero a la larga le fue provechoso\nline 91 | don't worry, I'll pay → no te preocupes, lo pago yo\nline 92 | to pay in advance → pagar por adelantado\nline 93 | can I pay by cheque? → ¿puedo pagar con cheque?\nline 94 | to pay for sth → pagar algo\nline 95 | they paid for her to go → pagaron para que fuera\nline 96 | to pay in full → pagarlo todo, pagar la cantidad íntegra\nline 97 | to pay in instalments → pagar a plazos\nline 98 | the business doesn't pay → el negocio no es rentable\nline 99 | it pays to advertise → compensa hacer publicidad\nline 100 | it pays to be courteous/tell the truth → vale la pena ser cortés/decir la verdad\nline 101 | see also crime\nline 102 | pay award N → adjudicación f de aumento de salarios\nline 103 | pay bargaining N → negociación f salarial\nline 104 | pay bed N → cama f de pago\nline 105 | pay cheque N → cheque m de la paga; (= salary) → sueldo m\nline 106 | pay desk N → caja f\nline 107 | pay dirt N (US) → grava f provechosa\nline 108 | to hit or strike pay dirt → dar con un filón de oro\nline 109 | pay envelope N (US) → sobre m de la paga\nline 110 | pay increase N → incremento m salarial\nline 111 | pay negotiations NPL → negociaciones fpl salariales\nline 112 | pay office N → caja f, pagaduría f\nline 113 | pay packet N (Brit) → sobre m de la paga\nline 114 | pay pause (o.f.) N → congelación f de sueldos y salarios\nline 115 | pay phone N (Brit) → teléfono m público\nline 116 | pay policy N → política f salarial\nline 117 | pay rise N → incremento m salarial\nline 118 | pay round N → serie f de negociaciones salariales\nline 119 | pay scale N → escala f salarial\nline 120 | pay slip N → nómina f, hoja f salarial or de sueldo\nline 121 | pay station N (US) → teléfono m público\nline 122 | pay structure N → estructura f salarial\nline 123 | pay talks NPL = pay negotiations pay television N → televisión f de pago\nline 124 | I'll never be able to pay you back for all you've done → nunca podré corresponderte por todo lo que has hecho\nline 125 | I'll pay you back for betraying me! → te voy a hacer pagar caro tu traición\nline 126 | I'll pay you back for this! → ¡me las vas a pagar!\nline 127 | to pay sb back in his own coin → pagar a algn con la misma moneda\nline 128 | to pay sth off in instalments → pagar algo a plazos\nline 129 | to pay off old scores → ajustar cuentas\nline 130 | the gamble paid off → mereció or valió la pena arriesgarse\nline 131 | his efforts paid off → sus esfuerzos merecieron or valieron la pena\nline 132 | the investment paid off handsomely → la inversión bien mereció la pena or dio muy buenos frutos\nline 133 | when do you think it will begin to pay off? → ¿cuándo piensas que empezará a dar resultado?\nline 134 | first you must pay up what you owe → primero debe abonar la deuda\nline 135 | I was not worried because I knew my insurance policy was paid up → no estaba preocupada porque sabía que los pagos de mi póliza de seguros estaban al día\nline 136 | to be paid monthly → être payé(e) au mois\nline 137 | to pay sb their wages → verser son salaire à qn\nline 138 | I paid £10 for that CD → J'ai payé ce CD 10 livres.\nline 139 | I paid 50 euros for it → Je l'ai payé cinquante euros.\nline 140 | How much did you pay for it?\nline 141 | → Combien l'avez-vous payé?, Vous l'avez payé combien?\nline 142 | to pay sb sth (as wage, salary) → payer qn qch\nline 143 | They pay me £6.50 an hour → Je suis payé 6,50 livres de l'heure.\nline 144 | BUT Je touche 6,50 livres de l'heure.\nline 145 | They pay me more on Sundays → Je suis payé davantage le dimanche., Je touche davantage le dimanche.\nline 146 | I'll pay you £500 if ... → je te paierai 50 livres si ...\nline 147 | to pay extra for sth → payer un supplément pour qch\nline 148 | You have to pay extra for parking → Il faut payer un supplément pour le parking.\nline 149 | It might pay you to negotiate a longer tenancy → Ça serait peut-être dans votre intérêt de négocier un bail plus long.\nline 150 | It won't pay you to do that\nline 151 | BUT Vous ne gagnerez rien à faire cela.\nline 152 | to pay attention to → faire attention à\nline 153 | Don't pay any attention to him!\nline 154 | → Ne fais pas attention à lui!\nline 155 | to pay no attention to sth → ne prêter aucune attention à qch\nline 156 | to pay by cheque → régler par chèque\nline 157 | to pay by credit card → régler par carte de crédit\nline 158 | to make a business pay → rentabiliser une affaire\nline 159 | It pays to be cautious → On gagne à être prudent.\nline 160 | It pays to invest in training → On gagne à investir dans la formation.\nline 161 | Doing things in a hurry doesn't pay → On ne gagne rien à faire les choses vite.\nline 162 | crime doesn't pay → le crime ne paie pas\nline 163 | He paid dearly for his mistake → Il a payé cher son erreur.\nline 164 | I left revising to the last minute and I'm paying for it now → J'ai attendu le dernier moment pour réviser et maintenant j'en subis les conséquences.\nline 165 | payvb: pret, ptp <paid>\nline 166 | pay[peɪ] (paid (vb: pt, pp))\nline 167 | he paid him £10 → gli ha dato 10 sterline\nline 168 | I paid £15 for that record → quel disco l'ho pagato 15 sterline\nline 169 | how much did you pay for it?\nline 170 | → quanto l'hai pagato?\nline 171 | to be or get paid on Fridays → prendere or riscuotere la paga il venerdì\nline 172 | a badly paid worker → un/a lavoratore/trice mal pagato/a\nline 173 | that's what you're paid for → sei pagato per questo\nline 174 | to pay one's way (to contribute one's share) → pagare la propria parte (to remain solvent, company) → coprire le spese\nline 175 | to put paid to (plan, person) → rovinare (trip) → impedire\nline 176 | to pay the penalty (fig) → pagare le conseguenze\nline 177 | to pay dividends (Fin) → pagare dividendi (fig) → dare buoni frutti\nline 178 | to pay in advance → pagare in anticipo\nline 179 | don't worry, I'll pay → non preoccuparti, pagherò io\nline 180 | they paid for her to go to Italy → le hanno pagato il viaggio in Italia\nline 181 | the business doesn't pay → l'attività non rende or non è redditizia\nline 182 | it pays to be courteous → ci si guadagna sempre ad essere gentile\nline 183 | it pays to advertise → far pubblicità conviene sempre\nline 184 | crime doesn't pay → il delitto non paga\nline 185 | to pay sb back for doing sth → farla pagare a qn per aver fatto qc\nline 186 | to pay sth off in instalments → pagare qc a rate\nline 187 | pay(pei) – past tense, past participle paid – verb\nline 188 | pay→ دَفْعُ, يَدْفَعُ plat, platit betale, betaling Lohn, zahlen αμοιβή, πληρώνω paga, pagar, pago maksaa, palkka paye, payer plaća, platiti pagare, stipendio 支払う, 給料 지급, 지불하다 betalen, loon betale, betaling zapłacić, zapłata pagamento, pagar плата, платить betala, lön ค่าแรง, จ่าย maaş, ödemek thanh toán, tiền lương 付钱, 薪水\nline 189 | - Is there a supplement to pay?\nline 190 | - Is there a service charge to pay? (US)\nline 191 | Is there a booking fee to pay?\nline 192 | (UK)\nline 193 | - Do I have to pay duty on this?\nline 194 | - Where can I pay the toll?\nline 195 | - Do we have to pay extra for electricity?\nline 196 | - Do I pay in advance?\nline 197 | - Do I pay now or later?\nline 198 | - When do I pay?\nline 199 | - Where do I pay?\nline 200 | - Can I pay by credit card?\nline 201 | - Can I pay by check? (US)\nline 202 | Can I pay by cheque?\nline 203 | (UK)\nline 204 | - Will the insurance pay for it?\nline 205 | - Where do I pay the fine?\nline 206 | - Do I have to pay it right away? (US)\nline 207 | Do I have to pay it straightaway? (UK)\nline 208 | - Will I have to pay?\n</context>\n\n<phrases>\n- \"This could explain why\"\n- \"This just clicked into place!\"\n- \"I'm getting a sense that\"\n- \"I was just about to say\"\n- \"Let me untangle this\"\n- \"Let me throw this out there\"\n- \"What’s the best way to explain this?\"\n- \"What I’m getting at is\"\n- \"So far, it looks like\"\n- \"Where did I put that...?\"\n- \"This might explain the pattern\"\n- \"I'm mulling over\"\n- \"Now it all comes together!\"\n- \"I think I can rule that out\"\n- \"This is just a hunch\"\n- \"Let me back up a second\"\n- \"Maybe if I try it this way\"\n- \"In essence\"\n- \"If A is true, then\"\n- \"Here's a possible explanation\"\n- \"What keeps nagging at me is\"\n- \"Let me dig into that a little deeper\"\n- \"Oh, that clears everything up!\"\n- \"This makes me reflect on\"\n- \"What if we\"\n- \"That’s an interesting angle, but\"\n- \"I'm just throwing ideas around\"\n- \"This explains so much!\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Now I'm stuck on\"\n- \"On the other hand\"\n- \"Something doesn't add up\"\n- \"Let's think step by step\"\n- \"Would I regret this later?\"\n- \"Ummm, actually\"\n- \"This is slipping through my fingers\"\n- \"So what I’m trying to say is\"\n- \"The more I think about it\"\n- \"But then again\"\n- \"Coming at this from another angle\"\n- \"I'm not entirely sure, but\"\n- \"So what does this mean in the bigger picture?\"\n- \"Okay, so if I do this\"\n- \"Let me talk this through\"\n- \"I can't quite put my finger on\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Not set in stone, but\"\n- \"Let me run through it again\"\n- \"No, actually\"\n- \"Let me sum this up so far\"\n- \"What if I flip it around?\"\n- \"What if we looked at it like\"\n- \"If I follow this through\"\n- \"Let me play devil's advocate\"\n- \"I keep coming back to\"\n- \"I'm curious about\"\n- \"So what I'm trying to say is\"\n- \"Finally, it clicks!\"\n- \"Basically\"\n- \"The thing is\"\n- \"I'm struck by\"\n- \"When I sit with this idea\"\n- \"Let me put this another way\"\n- \"Of course! That’s the answer!\"\n- \"Alternatively\"\n- \"This brings to mind\"\n- \"There's probably more to it\"\n- \"I wonder if\"\n- \"Actually, no\"\n- \"Going back to what I said about\"\n- \"Wait, no\"\n- \"Still forming this thought\"\n- \"That would mean\"\n- \"I'm wondering if\"\n- \"I feel like I'm close\"\n- \"Hmm, let’s rewind a bit\"\n- \"So that’s why it wasn’t working!\"\n- \"On one hand... but on the other\"\n- \"Here's where it gets interesting\"\n- \"I'm pondering\"\n- \"Let me circle back to that\"\n- \" is key here\"\n- \"Let me work through this\"\n- \"Alright, where was I?\"\n- \"In the end\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Here is an essay on the views of Gandhi on the Status of Women in India.\nline 02 | Sensitive to human suffering in any and every form, Mahatma Gandhi espoused the cause of women fairly early in his career.\nline 03 | He maintained that men and women were equal in status and ought to be so regarded.\nline 04 | He pleaded with the men to treat their womenfolk with courtesy and respect.\nline 05 | He gained support for his point of view from all sections of the population in his characteristic way of stressing the positive aspects of women character and their strength and inner resources.\nline 06 | Gandhiji held the men responsible for the plight of women in the past. He denounced all prevalent customs like child marriage, Purdah, the law of inheritance etc. that were unjust to women. He stressed the need for constant and continuous agitation on the part of all public-spirited people, otherwise, he felt, no significant attack could be made on the tradition-bound Hindu society.\nline 07 | In his forthright condemnation of child marriage in young India (August 26, 1926) he said, “This custom of child marriage is both a moral as well as a physical evil. For it undermines our morals and induces physical degeneration.”\nline 08 | The advent of Mahatma Gandhi on the political scene was indeed of crucial importance to the women of India, because he was an ardent advocate of individual as well as national freedom.\nline 09 | Women accepted his leadership as eagerly as did men. National consciousness was roused as never before and people were made aware of their duties as well as of their rights.\nline 10 | Gandhiji believed that abolition of the Purdah system is a necessary prerequisite to national health and well-being.\nline 11 | His appeal, in young India brought about miraculous changes in the thinking of the people and goaded them to action. The notorious system of Purdah began to be abolished in India, under Gandhiji’s hypnotic leadership, without resort to legal enactment.\nline 12 | Gandhiji maintained an uncompromising attitude in the matter of women’s rights, for he did not believe that they should suffer from any legal disability not suffered by men He insisted that daughters and sons be treated on a perfectly equal footing and advocated that women must have the right to vote and an equal legal status.\nline 13 | Several noted Indian women began to play a leading part in the work of the Indian National Congress, some of them serving as presidents.\nline 14 | This recognition of women as equals injected them greater strength and confidence.\nline 15 | Gandhiji considered women as the incarnation of ‘Ahimsa’, an essential part of Satyagraha. And Satyagraha is the law of love, the way of love for all. It shuns violence in thought, word and deed. It can never go hand in hand with any kind of violent activity involving injury to person or property.\nline 16 | The idea behind it is not to destroy or harass the opponent, but to convert him or win him over through sympathy, patience and self- suffering. The women showed considerable ability in these areas and, as such, became efficient warriors in the non-violent war.\nline 17 | Equality of the sexes, to Gandhiji, did not mean equality of occupations. He clarified his thinking on this topic in these words:\nline 18 | Equality of the sexes does not mean equality of occupations. There may be no legal ban against a woman hunting or wielding a lance. But she instinctively recoils from a function that belongs to man. Nature has created sexes as complements to each other. Their functions are defined by nature itself.\nline 19 | A believer in the equality of sexes Gandhiji did not visualise an Indian society where women would imitate or run a race with men. At the same time, he strongly believed that India’s salvation depended on the willingness to sacrifice and the enlightenment of her women. He supported wholeheartedly the promotion of their education.\nline 20 | The gradual spread of education brought more and more women out of their homes for the service of the people.\nline 21 | So women’s organisations increased in number and variety, each performing its own allotted task.\nline 22 | Today hundreds of them exist, and many of them have developed multipurpose programmes, dealing with social, educational, cultural, economic and political matters.\nline 23 | These associations serve as training centres for women.\nline 24 | It is interesting to note that some of these organisations have not only gained an all- India status but have also succeeded in obtaining international recognition and reputation. The National Council of Women in India, the All-India Women’s Conference, the Young Women’s Christian Association, and the Federation of University Women can be cited as illustrations. For many years, in matters of formulating policies relating to women’s welfare, these associations have been acting as consulting bodies to the State and Central Governments.\nline 25 | Gandhiji played a very significant role in bringing about a heartening change in men’s attitude towards women. Again, the credit of conferring many new rights on women also goes to him. They acquired a new dignity because of his untiring efforts. The Constitution of India has made several provisions in respect of Harijan welfare, women’s welfare, rural welfare and swaraj etc. only basing on his, conviction that all these areas were one and indivisible and that progress in one area cannot be had without progress in the others.\n</context>\n\n<phrases>\n- \"Let me dig into that a little deeper\"\n- \"What if I just flip this around?\"\n- \"Something tells me I should\"\n- \"Hmm\"\n- \"There's something here about\"\n- \"I'm still feeling my way through\"\n- \"I'm seeing a connection between\"\n- \"I'm wondering if\"\n- \"That would mean\"\n- \"Let me make sure I got this\"\n- \"No, actually\"\n- \"Something along those lines\"\n- \"So that’s why it wasn’t working!\"\n- \"I think I’ve lost my train of thought\"\n- \"I think I found the solution!\"\n- \"Okay, so if I do this\"\n- \"Going back to what I said about\"\n- \"This makes me reflect on\"\n- \"Let me chew on this\"\n- \"Here's what I'm thinking\"\n- \"If I follow this through\"\n- \"This brings to mind\"\n- \"Suppose we assume that\"\n- \"That makes sense because\"\n- \"Still working it out\"\n- \"It finally adds up!\"\n- \"Coming at this from another angle\"\n- \"What’s the worst that could happen?\"\n- \"One way to look at it is\"\n- \"Okay, walking through it again\"\n- \"On one hand... but on the other\"\n- \"Follow me here\"\n- \"Let me back up a second\"\n- \"It's almost like\"\n- \"Something doesn't add up\"\n- \"So what does this mean in the bigger picture?\"\n- \"In the end\"\n- \"Well\"\n- \"Anyway\"\n- \"Now it all comes together!\"\n- \"When I sit with this idea\"\n- \"This makes me think of\"\n- \"There's got to be something about\"\n- \"Let's think step by step\"\n- \"Consider this possibility\"\n- \"Wait, no\"\n- \"Okay, I think I’ve got it now!\"\n- \"I'm pondering\"\n- \"Now, if I think about it differently\"\n- \"Oh! I get it now!\"\n- \"Let's test this idea\"\n- \"Ummm, actually\"\n- \"Not quite there yet\"\n- \"What’s the best way to explain this?\"\n- \"Let me connect the dots\"\n- \"This connects to\"\n- \"What I'm grappling with is\"\n- \"Maybe I’m overcomplicating it\"\n- \"Hold that thought\"\n- \"I'm starting to see a pattern\"\n- \"Why did I do that?\"\n- \"I feel like I'm close\"\n- \"Still forming this thought\"\n- \"This explains so much!\"\n- \"If I'm not mistaken\"\n- \"Oh, I see what’s happening here!\"\n- \"Let me untangle this\"\n- \"There’s a pattern here\"\n- \"Hang on a second\"\n- \"That reminds me\"\n- \"I'm mulling over\"\n- \"Let's see\"\n- \"Well, let me see\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Okay, backtrack a bit\"\n- \"What keeps nagging at me is\"\n- \"I'm struck by\"\n- \"I wonder if\"\n- \"Alright, where was I?\"\n- \"Let me throw this out there\"\n- \"Let me work through this\"\n- \"Actually, no\"\n- \"Hmm, let’s rewind a bit\"\n- \"How do I put this\"\n- \"This connects to something else\"\n- \"Let me trace that logic back\"\n- \"This might sound weird, but\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The way we experience hair loss is different from person to person.\nline 02 | Some of us first spot hair receding around our temples, while others see a widening hair part or overall loss of fullness.\nline 03 | No matter how it happens, it’s scary and it makes us feel out of control and alone.\nline 04 | But hair loss is extremely common in men and women.\nline 05 | Forty percent of women experience hair loss by age 40, with that percentage rising to 60% as we reach age 60.\nline 06 | According to the American Hair Loss Association, a whopping 85% of men have significant hair thinning by age 50.\nline 07 | Feeling less alone yet?\nline 08 | Good.\nline 09 | Let’s keep going.\nline 10 | The clinical term for hair loss is alopecia, a condition that can occur anywhere on the body, including the scalp. While alopecia is a broad term, there are many subcategories within it. Below, we’ll show you the four different types of hair loss and what you can do to take control.\nline 11 | Get Hair, Health & Science News\nline 12 | Androgenetic (androgenic) alopecia\nline 13 | Androgenic alopecia is also known as male pattern hair loss/baldness or female pattern hair loss/baldness. This condition is two parts genetics, two parts hormones, and one part environment. It affects males starting as early as their 20s, while females are usually affected later in life during and after menopause.\nline 14 | In males, the areas of the scalp most affected are the crown and vertex and the front hairline. Women tend to have androgenic hair loss that’s more spread out, but a widening part is most characteristic to this type of thinning.\nline 15 | The main culprit behind androgenic hair loss is thought to be a metabolite of testosterone called DHT (dihydrotestosterone). DHT does not have an important function in the body after puberty, but is still produced in many tissues, including the hair follicle, by an enzyme called 5-alpha reductase. The presence of DHT and its ability to stimulate androgen receptors in the hair follicle causes the hair follicle to shrink and eventually shut down, ceasing the production of hair.\nline 16 | Treatment for this type of hair loss works best before the hair follicles shrink completely and become covered over by non-follicle containing skin. In the dermatologist’s office, the available treatments are a prescription medication called Propecia (finasteride), which aims to block the 5-AR enzyme and stop the formation of DHT, hair transplantation, and topical minoxidil. There are also natural ingredients that can be beneficial for hormone-related hair thinning. These include saw palmetto (a key ingredient of Nutrafol), stinging nettle, African cherry tree bark extract, zinc, and pumpkin seeds.\nline 17 | Telogen effluvium (TE) is a broad category of reactive hair loss. As the name suggests, it is defined by a large percentage of hair follicles entering the shedding (telogen) phase of the hair growth cycle and all falling out at once. The common experience is having clumps of hair come out in the shower or on the hair brush. Generally, this hair shedding occurs all over the scalp with no bare patches.\nline 18 | TE is the hair follicles’ reaction to some form of trigger or stressor. This stressor can be physical or emotional in nature. Some examples are surgery, physical trauma, infection, medication changes, postpartum hormonal changes, crash dieting, low protein intake, anemia, thyroid hormone changes, the death of a loved one, and elevated work stress.\nline 19 | TE is considered to be acute if it resolves after six months and chronic if it continues longer than six months. By definition, acute TE is self-limiting. But while the shedding resolves after six months, it can take another six months for hair to start growing back (and even longer for those changes to be perceptible).\nline 20 | Treatment of TE depends on the trigger. It is important to work with a health care practitioner to figure out what that trigger is and if it’s possible to resolve or remove it. Supporting the body naturally to make sure there is adequate nutritional intake (especially of protein) and supporting the stress response with counseling, meditation, or herbs can be helpful. Herbs that are beneficial include ashwagandha (which is in all of Nutrafol’s Core products), rhodiola, schizandra, and reishi mushroom.\nline 21 | Alopecia areata is a type of hair loss thought to be caused by an immune-mediated attack on the hair follicles. Generally, alopecia areata shows up as a bald patch or patches on the scalp, ranging in size from that of a penny to a few inches wide.\nline 22 | As with all immune-mediated disorders, the occurrence of alopecia areata is due to a complex interplay between genetic predisposition and both internal and external environmental factors.\nline 23 | The development of alopecia areata happens mostly when people are in their 20s and 30s.\nline 24 | However, it can also develop in childhood and old age.\nline 25 | Individuals who have other autoimmune conditions are at higher risk.\nline 26 | How does this all go down in the body? Each hair follicle has what is known as immune privilege, meaning that it is isolated and protected from our internal immune system. Alopecia areata is thought to develop when this immune privilege deteriorates and the body’s own immune system is able to attack the hair follicle. What triggers this breakdown is mostly unknown, though proposed causes include emotional or physical stress, infections, and medications.\nline 27 | Current treatment options include topical steroids, as well as injectable steroid applied directly on the patches.\nline 28 | Immune system suppressants have also been used topically.\nline 29 | On the natural side, ingredients that can help support your immune system and improve the body’s resilience to stress include ashwagandha, zinc, selenium, B complex vitamins, vitamin D, antioxidants, and vitamin A.\nline 30 | Traction alopecia is a hair loss that occurs due to tension put on the hair shaft and hair follicle for extended periods of time. This form of alopecia generally occurs from hairstyles that pull on the hair shaft, including tight braids, ponytails, buns, dreadlocks, or consistent use of tight headbands or head coverings.\nline 31 | The pattern of hair loss for traction alopecia depends on the type of hairstyle that caused it.\nline 32 | Generally, it’s localized to the area with the most tension on the hair shaft.\nline 33 | For this type of alopecia, prevention is definitely the best cure: Avoid tight hairstyles and change up how you style your hair so that no one area experiences excessive tension.\nline 34 | There are many different forms of hair loss and each one presents with its own pattern. Regardless of the type of hair loss one is experiencing, it is always a good idea to work with a healthcare provider to get down to the underlying cause of what is going on. Remember: You are not alone and there’s a whole plant kingdom of natural ingredients able to support your hair health.\n</context>\n\n<phrases>\n- \"Basically\"\n- \"I have a theory about this\"\n- \"Hold that thought\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"There’s a better way to phrase this\"\n- \"On one hand... but on the other\"\n- \"Let me run through it again\"\n- \"In essence\"\n- \"Backing up for a second\"\n- \"Let me see\"\n- \"I need to step back and rethink this\"\n- \"Let's think step by step\"\n- \"Wait, no\"\n- \"I'm trying to untangle this\"\n- \"Maybe if I try it this way\"\n- \"Something's not clicking\"\n- \"I wonder if\"\n- \"So what I'm trying to say is\"\n- \"So what I’m trying to say is\"\n- \"The pros and cons are\"\n- \"The more I think about it\"\n- \"Okay, let's break this down\"\n- \"This could explain why\"\n- \"This makes me reflect on\"\n- \"I keep coming back to\"\n- \"How do I put this\"\n- \"Let me work through this\"\n- \"What if we looked at it like\"\n- \"Now, if I think about it differently\"\n- \"Wait, why does that happen?\"\n- \"Something doesn't add up\"\n- \"When I sit with this idea\"\n- \"This might sound weird, but\"\n- \"I'm mulling over\"\n- \"Ummm, actually\"\n- \"Let me dig into that a little deeper\"\n- \"What if we\"\n- \"Something’s not clicking\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"If I take this apart step by step\"\n- \"How can I approach this?\"\n- \"Still working it out\"\n- \"I'm curious about\"\n- \"Let’s weigh the options\"\n- \"If we follow this logic\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"What’s the best way to explain this?\"\n- \"Let me just think this through\"\n- \"There's probably more to it\"\n- \"Let me put this another way\"\n- \"Okay, pros and cons\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Here's what I'm thinking\"\n- \"Uh, where was I?\"\n- \"Ah...\"\n- \"Let me break this down\"\n- \"Wait a minute\"\n- \"Let me chew on this\"\n- \"Let me trace that logic back\"\n- \"You know\"\n- \"Uh...\"\n- \"Actually, no\"\n- \"I was just about to say\"\n- \"The tricky part is\"\n- \"No, actually\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Now, wait just a second\"\n- \"Let's see\"\n- \"Consider this possibility\"\n- \"This brings to mind\"\n- \"Here's where it gets interesting\"\n- \"In other words\"\n- \"Hold on a second\"\n- \"I'm trying to reconcile\"\n- \"Just thinking out loud but\"\n- \"So basically\"\n- \"Let me make sure I got this\"\n- \"What keeps nagging at me is\"\n- \" is key here\"\n- \"Let me throw this out there\"\n- \"It's fascinating how\"\n- \"Let's break this down into parts\"\n- \"I need to make sure this checks out\"\n- \"Picture this\"\n- \"First things first\"\n- \"Let me untangle this\"\n- \"I'm intrigued by\"\n- \"I'm pondering\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | This canyon is unreal.\nline 02 | The rock is maroonish brown with tan intrusions (wiki) that look like lightning. The depths of the canyon are a shaded muddy black. The Gunnison River was only viewable from certain points along the rim and, it stood out against the darkness as a roiling sliver of green tinted turbulence. Its roar could be heard.\nline 03 | In the upper canyon ravens effortlessly strafe the sun bathed walls.\nline 04 | Erosion has created thin stone fins perpendicular to the canyon, and the raven shadows bounce out on these fins and dive into the crevasses. The raven’s throaty call echos up from the depths even more wretched than the original. Lower in the canyon swallows and swifts the size of stout cigars dart around snapping up early evening insects. A handful flew by me at eye level before diving down to the feast. Their wing beats are sharp enough to be heard over the wind and river.\nline 05 | This canyon is like nothing I’ve ever seen.\nline 06 | To quote geologist Wallace Hansen,\nline 07 | “Several western canyons exceed the Black Canyon in overall size. Some are longer, some are deeper, some are narrower, and a few have walls as steep. But no other canyon in North America combines the depth, narrowness, sheerness, and somber countenance of the Black Canyon of the Gunnison”.\nline 08 | In 48 miles the Black Canyon of the Gunnison looses more elevation than the 1,500 miles of the Mississippi from Minnesota to the Gulf of Mexico.\nline 09 | But why so steep? Shouldn’t the river just go around?\nline 10 | The way I understand it is like this: 1.7 billion years ago the rock that would become the strong walls of the canyon was formed as metamorphic rock. The original brown (gneiss and schist) layer solidified and then fractured allowing the tan (pegmatite) intrusion dikes to enter the cracks and solidify. Fast forward more than 1.6 billion years (1/3 the age of the earth), and a period of volcanic activity created a walled off “cul-de-sac” watershed with the only outlet being toward the north. From the foothills of the volcanoes the watershed sloped gently, and the general route of the Gunnison River was laid down as an unassuming valley. Then as recently as 2-3 million years ago the area underwent broad uplift. The slope of the watershed increased, and the river continued to cut deeper and deeper as the original metamorphic formation was thrust upwards. The Gunnison River dug down into the rising rock at a rate of 1″ per 100 years [math check: 2,000,000 years * (1 inch / 100 yrs) * (1 foot / 12 inch) = 1,667 feet of erosion over 2 million years].\nline 11 | The interesting part is that if the predecessor to the Gunnison river hadn’t begun to erode the blueprint of the Black Canyon before the uplift, the river likely would have followed a path of least resistance around the uplift. However, as the uplift occurred the path of least resistance continued to be the route originally determined by the gentle slope.\nline 12 | I hiked down into the canyon the next day. It was steep, loose, sketchy, and totally worth it.\nline 13 | That’s all folks! Have a juniper in silhouette!\n</context>\n\n<phrases>\n- \"Suppose we assume that\"\n- \"I'm mulling over\"\n- \" is key here\"\n- \"What if we looked at it like\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"But then again\"\n- \"Let me play devil's advocate\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"When I sit with this idea\"\n- \"What keeps nagging at me is\"\n- \"Oh! That reminds me\"\n- \"So the main idea is\"\n- \"What am I overlooking?\"\n- \"This makes me reflect on\"\n- \"This could explain why\"\n- \"So what I'm trying to say is\"\n- \"That’s the answer I was looking for!\"\n- \"Okay, pros and cons\"\n- \"What I mean is\"\n- \"Oh, that clears everything up!\"\n- \"I’m trying to connect the dots here\"\n- \"This explains so much!\"\n- \"This just clicked into place!\"\n- \"I'm wondering if\"\n- \"Let's think step by step\"\n- \"This brings to mind\"\n- \"The thing is\"\n- \"Let me break this down\"\n- \"So basically\"\n- \"Something doesn't add up\"\n- \"Wait, no\"\n- \"That’s an interesting angle, but\"\n- \"It's almost like\"\n- \"On the other hand\"\n- \"I'm curious about\"\n- \"Oh, I see what’s happening here!\"\n- \"That would explain why\"\n- \"Let's break this down into parts\"\n- \"What if I flip it around?\"\n- \"Oh! I get it now\"\n- \"That reminds me\"\n- \"Alternatively\"\n- \"I'm seeing a connection between\"\n- \"Ummm, actually\"\n- \"That makes sense because\"\n- \"Picture this\"\n- \"Ohhh, now I see!\"\n- \"Actually, no\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"On one hand... but on the other\"\n- \"If I take this apart step by step\"\n- \"Let me chew on this\"\n- \"I'm intrigued by\"\n- \"Something about [blank] is still bothering me\"\n- \"Let’s weigh the options\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \" is interesting\"\n- \"What if I just flip this around?\"\n- \"Aha! That’s what I was missing!\"\n- \"What I'm getting at is\"\n- \"In other words\"\n- \"I'm struck by\"\n- \"I wonder if\"\n- \"The pros and cons are\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Let me untangle this\"\n- \"I'm trying to untangle this\"\n- \"What happens if we change this part?\"\n- \"Wait, does this contradict itself?\"\n- \"Let me work through this\"\n- \"What if the reason is\"\n- \"Now it all comes together!\"\n- \"Let me see if\"\n- \"Building on that\"\n- \"Let's test this idea\"\n- \"It almost fits, but something’s off\"\n- \"Is it possible that...?\"\n- \"This connects to something else\"\n- \"No, actually\"\n- \"I'm starting to see a pattern\"\n- \"There’s a pattern here\"\n- \"First things first\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Venice is a city that has captured the imaginations of artists across the centuries, the most famous of them being Canaletto and Turner.\nline 02 | But Canaletto never settled on a true to life portrayal of Venice.\nline 03 | His work often possesses an imagined dimension as he would create views of Venice that didn’t technically exist.\nline 04 | In the same way as we use Instagram filters to enhance our travels, Canaletto reconstructed the physical characteristics of the city: landmark buildings were moved and even the Grand Canal (in reality a reverse ‘S’ shape) was straightened in an extreme case of artistic license.\nline 05 | For ‘The Bacino di San Marco on Ascension Day’ he shortened the Campanile so that it would fit into the picture, and the Torre dell’Orologio was shifted to the east.\nline 06 | In ‘The Grand Canal looking South from Ca’ Foscari to the Carità’ the canal has been widened and the left bank straightened.\nline 07 | His early training as a scene painter may have been valuable preparation for his creative panoramic images. Canaletto’s close attention to detail convinces us that the creative illusion is real and that what we are looking at is an accurate representation of Venice. Part of his genius was his ability to seamlessly create a visual lie that enticed and intrigued those travelling on the Grand Tour, especially the British. Canaletto also worked in London for nine years painting the river Thames and its notable architectural skyline.\nline 08 | Looking closely at his work for answers as to how he achieved his impressive visions of Venice, a crucial clue could be in his manipulation of eye level in many of his paintings. Canaletto raises the viewer’s eye level to that of a giant: the higher the view point, the more information can be crammed into each illusion.\nline 09 | Canaletto’s love of Venice went beyond the crumbling grandeur of the city and extended to commonplace, every day sights: dirty backstreets and building sites were committed to the canvas.\nline 10 | If Venice was past its prime while Canaletto was painting, by the time J.M.W.\nline 11 | Turner arrived nearly 80 years later, it had slumped into an unkempt state.\nline 12 | The city had suffered from the effects of poor economic growth following the Napoleonic wars.\nline 13 | Turner dealt with Venice’s decline by casting a poetic sheen across his canvases and focusing on its otherworldly qualities. His painting ‘The Dogano, San Giorgio, Citella, from the Steps of the Europa’ it feels as though we are looking at the painting through water. He visited the city several times and his work inspired Ruskin to pursue his own studies of the city’s great architecture. Under Turner’s hand, the city glows. Light plays games and obscures large patches of landscapes.\nline 14 | When Monet arrived in Venice in 1908 he wrote to his art dealer and explained that he wouldn’t be able to stay there for very long so, ‘There is no hope of doing any serious work.’ He went in September and stayed longer that he had anticipated, leaving in December. He was 67 years old and expressed a certain regret for not having visited Venice sooner. He asked for canvases to be sent from Paris as he had gone to Venice with limited materials. He was unprepared for what he would see and the feelings Venice would conjure. He had to adapt his technique of working en plein air. Although he continued to sketch outside at different times of day, because of where he was positioned to paint his subjects (such as on a pier to paint a building seemingly floating on water), it was impossible to stay in position for long.\nline 15 | He called his collection of works from Venice mere ‘studies’ and ‘beginnings’, although that is surely doing his paintings (like ‘San Giorgio Maggiore by Twilight’ and ‘The Palazzo Dario’) an injustice. Back in Giverny, he completed 37 works of Venice, 35 of which were done in the studio. They formed the basis of the acclaimed exhibition titled ‘Monet Venice’. The paintings show Monet’s attention to the faded architecture and colours that bounce from its waters. In these works, Monet observes the relationship between the constantly changing light and shadow and the movement of water.\nline 16 | Monet left Venice with every intention of returning the following year but tragic circumstances stopped him. His own health deteriorated, his wife and son died and he never made it back.\nline 17 | Long before Instagram filters existed, artists altered Venice’s vistas to suit their own purposes and the tastes of travellers; it is the way Venice is perceived and imagined rather than its physical reality that is of most interest to the artist.\n</context>\n\n<phrases>\n- \"I'm seeing a connection between\"\n- \"What if I tried...?\"\n- \"Something doesn't add up\"\n- \"Might be\"\n- \"First things first\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Maybe if I try it this way\"\n- \"Oh! I get it now!\"\n- \"Okay, pros and cons\"\n- \"I'm trying to untangle this\"\n- \"Brainstorming here, but\"\n- \"Let's break this down into parts\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"That’s an interesting angle, but\"\n- \"There's a missing link here\"\n- \"Okay, let's break this down\"\n- \"If I follow this through\"\n- \"It's almost like\"\n- \"I'm not sure, but\"\n- \"This might sound weird, but\"\n- \"I need to make sure this checks out\"\n- \"Wait, I think I just cracked it!\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"That reminds me\"\n- \"I'm still feeling my way through\"\n- \"That makes sense because\"\n- \"Let's think step by step\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"I’m trying to connect the dots here\"\n- \"We've completely overlooked [blank]\"\n- \"Let me approach this from another angle\"\n- \"Let me talk this through\"\n- \"I'm getting stuck on\"\n- \"In the end\"\n- \"Alternatively\"\n- \"Let me untangle this\"\n- \"I'm just throwing ideas around\"\n- \"Let me propose something\"\n- \"Picture this\"\n- \"Building on that\"\n- \"I can't quite put my finger on\"\n- \"What if I flip it around?\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"There's something here about\"\n- \"Something’s not clicking\"\n- \"Let me work through this\"\n- \"Finally, it clicks!\"\n- \"Oh, I see what’s happening here!\"\n- \"Let me play devil's advocate\"\n- \"Here's a possible explanation\"\n- \"That’s what I was trying to say!\"\n- \"Perhaps\"\n- \"That actually makes a lot of sense\"\n- \"It finally adds up!\"\n- \"This connects to something else\"\n- \"This connects to\"\n- \"What if we\"\n- \"There's something off here\"\n- \"Consider this possibility\"\n- \"Now I'm stuck on\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"No, actually\"\n- \"Let me break this down\"\n- \"Let's test this idea\"\n- \"[blank] is still a black box to me\"\n- \"This just clicked into place!\"\n- \"Oh! That reminds me\"\n- \"This is just a hunch\"\n- \"Let me connect the dots\"\n- \"Ummm, actually\"\n- \"If I take this apart step by step\"\n- \"Wait, no\"\n- \"But then again\"\n- \"What keeps nagging at me is\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Could be wrong here\"\n- \"This makes me think of\"\n- \"On the other hand\"\n- \"On one hand... but on the other\"\n- \"Actually, no\"\n- \"The pros and cons are\"\n- \"Now, if I think about it differently\"\n- \"Ohhh, now I see!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The name of the Kooikerhondje is irrefutably connected to the “eendenkooi” or duck decoy (duck = eend, decoy = de kooi). The Dutch name “Kooikerhondje” means “dog of the decoy man” or “decoy dog”. Duck decoys are originally a Dutch invention and known in its current form for over 600 years.\nline 02 | 17th century engraving of a duck decoy\nline 03 | What does a duck decoy look like?\nline 04 | A duck decoy consists of a pond with a couple of side-arms connected to it. Most of the times the pond is surrounded by a sort of swamp bush, which creates peace and quiet in the pond and also functions as wind protection. The side-arms can be compared with wide curved ditches, with little trap-boxes at the end of it.\nline 05 | These pipes, nowadays covered with string netting, used to be covered with thorn-bushes to prevent ducks from flying away. On shore, one can also find several screens on one side of the pipe.\nline 06 | The screens, mostly build of reed mats, are arranged in a half herringbone design, making it possible for the decoyman and the Kooikerhondje to move freely without the ducks noticing.\nline 07 | The ducks that live permanently in the duck decoy are called the decoy ducks.\nline 08 | These half tame ducks, with the pond, the pipes and the swamp bush as their habitat, had the task of enticing the wild ducks to swim into the pipe.\nline 09 | The decoy dog\nline 10 | The decoy man was not able to catch the ducks on his own. Usually he got the assistance from a small dog: the Kooikerhondje. They were described as multicoloured dogs with a colour varying from yellow to orange. Next to that, old engravings show both long haired and short haired dogs. This indicates there was no question yet of a certain breed type. Since the most important thing for the decoy man was the utility of the dog, that was the condition for possible breeding.\nline 11 | The following criteria were important when it came to breeding:\nline 12 | - Not too big\nline 13 | - Not too noisy\nline 14 | - Well capable of learning things\nline 15 | - Able to work on his own\nline 16 | - Good gaiting, with short turnings\nline 17 | - Fiery when it comes to vermin\nline 18 | Method of catching\nline 19 | Every morning and every evening the decoy man selects a pipe, depending on the wind direction. The wind direction is quite important, because ducks always fly towards the wind.\nline 20 | Once the decoy man has selected a pipe, he throws some food in it. The decoy ducks know this and swim towards the food, which attracts the wild ducks.\nline 21 | Now its time for some Kooikerhondje action. With the instructions from its master, the Kooikerhondje walks back and forth behind the screen. Every once in a while the ducks can see his white or half-coloured tail. Out of curiosity, they follow the dog into the pipe.\nline 22 | When the ducks are far enough in, the decoy man shows up, which scares them and makes them fly even further into the pipe.\nline 23 | The decoy ducks, knowing the game, swim back to the pond.\nline 24 | The wild ducks are not able to see the pool anymore once they are in the curve, which makes them swim towards the light at the end of the pipe. To ensure that, the vegetation there is kept low. Once the ducks are in the trap box, it is closed by the decoy man.\nline 25 | The tasks of a Kooikerhondje\nline 26 | Walking up and down behind the screen is a very specific task of the Kooikerhondje. A well feathered tail is therefore very important. The ducks get curious because they only see the tail every now and then.\nline 27 | The work in a duck decoy must be done in silence; barking could scare the ducks. That is why the decoy man has taught the dog not only to react on his voice but also on his signs. There has to be a silent co-operation between the dog and its master, even in such a way that the dog can complete his task independently, yet still paying attention to the movements of his master.\nline 28 | Before the 20th century, the Kooikerhondje was not allowed to leave the decoy field, not even at night, so he was used to being alone in the decoy shed.\nline 29 | The Kooikerhondje has another important task besides luring ducks, which is destroying vermin. Especially during the breeding season of the ducks.\nline 30 | The decoy business does not only concern catching ducks, but also concerns the supervision of the vegetation, the pond etc.\nline 31 | The original decoy business is a unique co-operation between the ducks, the decoy man and the Kooikerhondje. It is a typical example of catching birds with birds, a pure form of bait hunting. It requires quite a lot of dedication, patience and professional knowledge, especially about the behaviour of ducks and the dog. Peace and quiet are very important.\nline 32 | There are still approximately 100 duck decoys in The Netherlands; most of them are involved in scientific research. In some cases the decoyman still gets assistance from a Kooikerhondje.\n</context>\n\n<phrases>\n- \"Anyway\"\n- \"Going back to what I said about\"\n- \"That’s the answer I was looking for!\"\n- \"Okay, backtrack a bit\"\n- \"Now, if I think about it differently\"\n- \"Something doesn't add up\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm seeing a connection between\"\n- \"Oh, that clears everything up!\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"What's the best way to explain this?\"\n- \"Now it makes sense!\"\n- \"This is starting to take shape\"\n- \"Brainstorming here, but\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, I think I just cracked it!\"\n- \"That’s what I was trying to say!\"\n- \"Building on that\"\n- \"Actually, no\"\n- \"I'm intrigued by\"\n- \"Alternatively\"\n- \"I need to reframe this\"\n- \"So what does this mean in the bigger picture?\"\n- \"I'm just throwing ideas around\"\n- \"Let me chew on this\"\n- \"Oh! That reminds me\"\n- \"Uh, where was I?\"\n- \"That’s an interesting angle, but\"\n- \"Let's think step by step\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"That doesn’t sound right\"\n- \"Hold on a second\"\n- \"You know\"\n- \"This makes me reflect on\"\n- \"This makes me think of\"\n- \"I wonder if\"\n- \"Well, let me see\"\n- \"Let me see\"\n- \"This brings to mind\"\n- \"Let me untangle this\"\n- \"That reminds me\"\n- \"Let me back up a second\"\n- \"Picture this\"\n- \"I was just about to say\"\n- \"On the other hand\"\n- \"There's got to be something about\"\n- \"I'm pondering\"\n- \"Let me play devil's advocate\"\n- \"I'm wondering if\"\n- \"Just thinking out loud but\"\n- \"On one hand... but on the other\"\n- \"When I sit with this idea\"\n- \"That actually makes a lot of sense\"\n- \"Okay, I think I’ve got it now!\"\n- \"Ummm, actually\"\n- \"I need to fill in the gaps\"\n- \"I'm curious about\"\n- \"Let me connect the dots\"\n- \"It's almost like\"\n- \"Wait, that doesn’t add up\"\n- \"Now we're cooking\"\n- \"There’s a pattern here\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"That would mean\"\n- \"Hmm\"\n- \"No, actually\"\n- \"Follow me here\"\n- \"Let me work through this\"\n- \"That’s it!\"\n- \"What if we\"\n- \"What keeps nagging at me is\"\n- \"Wait, no\"\n- \"I keep circling back to\"\n- \"Something's not quite right\"\n- \"What if I flip it around?\"\n- \"Right, so\"\n- \"What’s the best way to explain this?\"\n- \"It almost fits, but something’s off\"\n- \"Hmm, let’s rewind a bit\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"But then again\"\n- \"This connects to something else\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Mucus is disgusting. It is usually not something you want to discuss in polite company; however, it is something that you need to understand to better deal with health issues in which they play an important role.\nline 02 | Unless you have an insanely robust immune system, you probably get hit with a case of the common cold at least once a year. This is usually accompanied by a chesty cough. As it happens, mucus plays quite the lead role in both these conditions.\nline 03 | Whether it’s stuffing up your nose or pooling in your throat, it’s mucus that your body produced for a reason. Mucus may seem bothersome to you, but the fact of the matter is that, without it, you wouldn’t be alive.\nline 04 | What Is Mucus?\nline 05 | Mucus is one of your body’s protective tools. It creates a barrier, allowing you to breathe easily. This may seem the opposite of what you know since when you typically have a hard time breathing, it’s mucus that’s clogging up your airways, making it difficult for you to breathe.\nline 06 | You only ever get to notice mucus when it’s thick, but it’s always there. The sticky, gelatinous substance is ever-present in your body and not just when you’re sick.\nline 07 | Mucus is essentially a mix of water and proteins. It functions as a filter and as a lubricant. You unconsciously swallow it all the time and it harmlessly ends up in your stomach. Whatever you don’t get to swallow keeps your airways moist, allowing them to work properly.\nline 08 | Runny Mucus vs. Thick Mucus\nline 09 | The mucus in your nose is balanced with water secretions called serous fluid. When the balance is maintained, you won’t notice the presence of mucus. When the balance is disturbed, then you’ll experience mucus-related symptoms indicating a health issue.\nline 10 | An excess in watery secretions or serous fluids will have your nose running, while insufficient watery secretions lead to thick mucus that is characteristic of congestion. As a rule, people tend to be bothered more by thick mucus than the runny version and consequently consult their doctor more regarding it.\nline 11 | Confronted with congestion, the usual remedy is a decongestant, which shrinks the swelling in your nose.\nline 12 | It has been observed, however, that a cough expectorant can be even more helpful.\nline 13 | This increases the secretion of serous fluid, diluting the mucus, allowing it to flow and clear your airways.\nline 14 | Lower Airways Mucus\nline 15 | As mentioned, your body produces mucus all the time, about six cups of it every day. It comes not just from your nose, but from the trachea and other tubes that get air through your lungs.\nline 16 | Mucus helps protect your lungs by acting like flypaper, capturing dirt, dust, and other debris that you inhale, and then allowing them to pass out of your system.\nline 17 | When you swallow, they get pulled down to your stomach and then destroyed by enzymes in there.\nline 18 | When your mucus is discolored by whatever is in the air you breathe (smoke, smog, etc.), it means that it’s simply doing its job.\nline 19 | What Is Phlegm?\nline 20 | Mucus produced along your lower airways in response to inflammation is called phlegm. You’ll sense its presence and know that something’s wrong.\nline 21 | You typically respond to the issue by coughing. It’s your body’s natural reflex to try and expel the phlegm where germs live and thrive away from your lungs.\nline 22 | A chesty cough characterized by phlegm may be caused by a simple viral infection like the common cold or the flu, but it may also be a symptom of a graver condition such as bronchitis or pneumonia.\nline 23 | When you have a productive cough, you might see that your phlegm has a green or yellow color. While this may indicate infection, it doesn’t always mean a serious health problem.\nline 24 | The time to worry is when your phlegm suggests the presence of blood, so watch out for the colors pink, red, or brown.\nline 25 | Seek medical attention when they’re evident.\nline 26 | Without mucus, your body is in serious trouble. Thankfully, it makes more than a quart a day. Understanding its role and how it works will allow you to view your stuffy nose, chesty cough, or whatever bothersome mucus-related symptom you may be experiencing and address it accordingly.\n</context>\n\n<phrases>\n- \"Oh, that clears everything up!\"\n- \"I'm trying to untangle this\"\n- \"Okay, let's break this down\"\n- \"One way to look at it is\"\n- \"How can I approach this?\"\n- \"Aha! That’s what I was missing!\"\n- \"I need to make sure this checks out\"\n- \"So far, it looks like\"\n- \"No, actually\"\n- \"That’s what I was trying to say!\"\n- \"Let’s weigh the options\"\n- \"Let's think step by step\"\n- \"Maybe if I try it this way\"\n- \"So what I’m trying to say is\"\n- \"Let's break this down into parts\"\n- \" is interesting\"\n- \"This is starting to take shape\"\n- \"Let me back up a second\"\n- \"This connects to\"\n- \"What’s the missing piece?\"\n- \"Let me circle back to that\"\n- \"Let me break this down\"\n- \"Still forming this thought\"\n- \"Coming at this from another angle\"\n- \"Oh! That reminds me\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Am I missing something?\"\n- \"It's fascinating how\"\n- \"Alright, where was I?\"\n- \"This connects to something else\"\n- \"If I take this apart step by step\"\n- \"What if we\"\n- \"Let me work through this\"\n- \"This could explain why\"\n- \"What happens if we change this part?\"\n- \"The pros and cons are\"\n- \"On one hand... but on the other\"\n- \"So that’s why it wasn’t working!\"\n- \"In the end\"\n- \"I'm just throwing ideas around\"\n- \"If we follow this logic\"\n- \"Actually, no\"\n- \"It's almost like\"\n- \"First things first\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"That makes sense because\"\n- \"The thing is\"\n- \"Let me sum this up so far\"\n- \"Suppose we assume that\"\n- \"Now, if I think about it differently\"\n- \"Oh! I get it now\"\n- \"That’s the answer I was looking for!\"\n- \"Backing up for a second\"\n- \"What’s the next step?\"\n- \"So what does this mean in the bigger picture?\"\n- \"I need to fill in the gaps\"\n- \"That reminds me\"\n- \"Let me see if\"\n- \"I need to reframe this\"\n- \"Let me talk this through\"\n- \"Okay, pros and cons\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"There's probably more to it\"\n- \"Let me approach this from another angle\"\n- \"So basically\"\n- \"I’m trying to connect the dots here\"\n- \"Ummm, actually\"\n- \"This might sound weird, but\"\n- \"This makes me think of\"\n- \"I'm seeing a connection between\"\n- \"Let's test this idea\"\n- \"That’s the piece of the puzzle!\"\n- \"I'm starting to see a pattern\"\n- \"Here's a possible explanation\"\n- \"The more I think about it\"\n- \"What keeps nagging at me is\"\n- \"I keep circling back to\"\n- \"Wait, no\"\n- \"It was staring me in the face\"\n- \"That doesn’t sound right\"\n- \"I need to step back and rethink this\"\n- \"There’s a better way to phrase this\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"That actually makes a lot of sense\"\n- \"There’s a pattern here\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Rigid fiber or fibrous board insulation consists of either fiberglass or mineral wool and is primarily used for insulating air ducts in homes. It is also used when there's a need for insulation that can withstand high temperatures.\nline 02 | Fiber or fibrous glass duct board insulation is manufactured from resin-bonded, inorganic glass fibers.\nline 03 | These duct boards are available with coated or faced airstream surfaces.\nline 04 | The outside surface of the boards typically incorporates a factory-applied reinforced aluminum air barrier and water vapor retarder.\nline 05 | They come in a range of thicknesses from 1 inch to 2.5 inches.\nline 06 | The boards can provide an R-value of about R-4.0 per inch of thickness.\nline 07 | The installation of fiber board insulation in air ducts usually requires an HVAC contractor.\nline 08 | HVAC contractors fabricate fiber board insulation into ducts either at their shops or at the job sites.\nline 09 | On exterior duct surfaces, they can install the insulation by impaling it on weld pins and securing with speed clips or washers.\nline 10 | They can also use special weld pins with integral-cupped head washers.\nline 11 | Unfaced boards can then be finished with reinforced insulating cement, canvas, or weatherproof mastic.\nline 12 | Faced boards can be installed in the same way. Joints between boards are sealed with pressure-sensitive tape or glass fabric and mastic.\nline 13 | The term \"mineral wool\" typically refers to two types of insulation material:\nline 14 | Mineral wool contains an average of 75% post-industrial recycled content. It doesn't require additional chemicals to make it fire resistant, and it can be used in two different insulation forms: blanket (batts and rolls) and loose-fill.\nline 15 | A Canadian company produces a softer, batt-type mineral product. This product is denser, fits standard wall cavities tighter, and is somewhat less prone to air convection thermal losses than standard fiberglass batt products. Its thermal resistance is approximately R-3.7 per inch, which is comparable with sprayed cellulose insulation or high-density fiberglass batts.\nline 16 | Cellulose—a material used as loose-fill insulation—is made from recycled wood fiber, primarily newsprint.\nline 17 | The wood fiber is shredded and pulverized into small, fibrous particles that pack tightly into closed building cavities, inhibiting airflow.\nline 18 | This provides a thermal resistance of R-3.6 to R-3.8 per inch.\nline 19 | Manufacturers add chemicals to the cellulose to make it insect and fire resistant. The major disadvantage of cellulose is that it absorbs more water than fiberglass or mineral wool. This can become a problem if water leaks from the outdoors since cellulose wicks water into itself and stores it. Too much water can also wash away the fire retardant.\nline 20 | Fiberglass (or fiber glass)—which consists of extremely fine glass fibers—is one of the most commonly used insulation materials.\nline 21 | It's used in two different insulation forms: blanket (batts and rolls) and loose-fill.\nline 22 | Manufacturers now produce medium- and high-density fiberglass batt insulation products that have slightly higher R-values than previous varieties. The denser products are intended for insulating areas with limited cavity space, such as cathedral ceilings.\nline 23 | High-density fiberglass batts for a 2 × 4 inch (51 × 102 millimeter [mm]) stud-framed wall has an R-15 value, compared to R-11 for \"low density\" types. A medium-density batt offers R-13 for the same space. High-density batts for a 2 × 6 inch (51 × 152 mm) frame wall offer R-21. High-density batts for an 8.5 inch (216 mm) spaces offer about an R-30 value. R-38 for 12 inch (304 mm) spaces is also available.\nline 24 | One unconventional fibrous insulation product combines two types of glass, which are fused together. As the two materials cool during manufacturing, they form random curls of material. This material is less irritating and possibly safer to work with. It also requires no chemical binder to hold the batts together, and the material even comes in a perforated plastic sleeve to assist in handling.\nline 25 | Fiberglass loose-fill insulation is made from molten glass that is spun or blown into fibers. Most manufacturers use 20%–30% recycled glass content. Loose-fill insulation must be applied using an insulation blowing machine; it is designed for open-blow applications (such as attic spaces) or closed-cavity applications (such as those found inside walls or covered attic floors).\nline 26 | One variation of fiberglass loose-fill insulation is the Blown-In-Blanket (BIB). The BIB is similar to the more common \"wet-spray\" cellulose in that the material is mixed with a latex adhesive, misted with water to activate the glue, and blown into wall stud cavities. Tests have shown that walls insulated with a BIB system are significantly better filled than those with other forms of fiberglass insulation, such as batts.\nline 27 | U.S. Department of Energy - Energy Efficiency and Renewable Energy\n</context>\n\n<phrases>\n- \"That’s what I was trying to say!\"\n- \"Let me approach this from another angle\"\n- \"Wait, I think I’ve got it!\"\n- \"What if I flip it around?\"\n- \"Let me untangle this\"\n- \"There's got to be something about\"\n- \"I'm mulling over\"\n- \"Ah...\"\n- \"Let me play devil's advocate\"\n- \"Okay, so if I do this\"\n- \"I'm wondering if\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"On one hand... but on the other\"\n- \"What’s the best way to explain this?\"\n- \"Uh, where was I?\"\n- \"Let's see\"\n- \"Let me make sure I got this\"\n- \"Now we're cooking\"\n- \"I need to reframe this\"\n- \"This might explain the pattern\"\n- \"That actually makes a lot of sense\"\n- \"On the other hand\"\n- \"I was looking at this all wrong!\"\n- \"Coming at this from another angle\"\n- \"I'm intrigued by\"\n- \"I wonder if\"\n- \"Of course! That’s the answer!\"\n- \"I was just about to say\"\n- \"Oh, I see what’s happening here!\"\n- \"When I sit with this idea\"\n- \"Hold that thought\"\n- \"Okay, backtrack a bit\"\n- \"Let me trace that logic back\"\n- \"Wait, but if that’s true\"\n- \"No, actually\"\n- \"Consider this possibility\"\n- \"I'm struck by\"\n- \"There's something here about\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Let me think\"\n- \"What keeps nagging at me is\"\n- \"Here's what's bugging me\"\n- \"The tricky part is\"\n- \"What if I just flip this around?\"\n- \"I have a theory about this\"\n- \"The more I think about it\"\n- \"Actually, no\"\n- \"Now it all comes together!\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"What's the best way to explain this?\"\n- \"I'm pondering\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"If I follow this through\"\n- \"That changes everything\"\n- \"Follow me here\"\n- \"Ummm, actually\"\n- \"Let's think step by step\"\n- \"Wait, no\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Alternatively\"\n- \"Finally, it clicks!\"\n- \"Let me talk this through\"\n- \"Okay, so\"\n- \"Let me run through it again\"\n- \"What’s the next step?\"\n- \"Bear with me while I\"\n- \"One way to look at it is\"\n- \"I keep circling back to\"\n- \"Now, if I think about it differently\"\n- \"Uh...\"\n- \"Suppose we assume that\"\n- \"In the end\"\n- \"Wait a minute... Oh!\"\n- \"Let me chew on this\"\n- \"That’s an interesting angle, but\"\n- \"Just thinking out loud but\"\n- \"Let me just think this through\"\n- \"Maybe if I try it this way\"\n- \"But then again\"\n- \"Let me work through this\"\n- \"So, the bottom line is\"\n- \"Something doesn't add up\"\n- \"This brings to mind\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Word spacing Graphology examples:\nline 02 | Manning and colleagues reported the sex difference in digit ratios was present in two-year-old children and further developed the idea that the index was a marker of prenatal sex hormones. Since then research on the topic has burgeoned around the world.\nline 03 | A study in Biology Letters argues: A paper by Zhengui Zheng and Martin J. Cohn reports \"the 2D: A major problem with the research on this topic comes from the contradiction in the literature as to whether the testosterone level in adults can be predicted by the 2D: Men bluewomen greenand the whole population red.\nline 04 | Based on a population at University of Alberta and assuming normal distribution. From a study of males and females at the University of Alberta: From a study on a final sample of graduate and undergraduate students from Warwick University proportionally balanced by gender: In other words, women with a greater anogenital distance, indicating greater prenatal androgen exposure, had a smaller digit ratio.\nline 05 | There are reports of a failure to replicate this finding. Thus, it is not clear that 2D: XY individuals with androgen insensitivity syndrome AIS due to a dysfunctional gene for the androgen receptor present as women and have feminine digit ratios on average, as would be predicted if androgenic hormones affect digit ratios.\nline 06 | This finding also demonstrates that the sex difference in digit ratios is unrelated to the Y chromosome per se. There is evidence of other similar traits, e.\nline 07 | Hox genes responsible for both digit and penis development have been implicated in affecting these multiple traits pleiotropy. Direct effects of sex hormones on bone growth might be responsible, either by regulation of Hox genes in digit development or independently of such genes.\nline 08 | Likewise, it is unclear why digit ratio on the right hand should be more responsive than that on the left hand, as is indicated by the greater sex difference on the right than the left.\nline 09 | Inactivation of AR decreases growth of digit 4, which causes a higher 2D: For example, the ratio for Han children 0. A study by Lu et al. The conclusions were that geographical differences in 2D: Below is a non-exhaustive list of some traits that have been either demonstrated or suggested to correlate with either high or low digit ratio.The digit ratio is the ratio of the lengths of different digits or fingers typically measured from the midpoint of bottom crease (where the finger joins the hand) to the tip of the finger.\nline 10 | It has been suggested by some scientists that the ratio of two digits in particular, the 2nd (index finger) and 4th (ring finger), is affected by exposure to androgens, e.g., . Handwriting Analysis Chart will help you in analysis process, Personality Characteristics as Revealed in writing.\nline 11 | Graphology Chart: Quick Graphology Guide. \"Just from analyzing your handwriting, experts can find over 5, personality traits,\" she says. McKnight readily admits that the information she provides below is a basic overview, so it won't. According to research from the National Pen Company in the U.S., your handwriting can give away clues about 5, different personality traits based on the way you space your letters, how you sign.\nline 12 | It’s when you use a pen or pencil to record text on a piece of paper but without auto-text or auto-correct. Yes, those long lost memories of taking notes by hand may be. Jun 27, · How to Analyze Handwriting (Graphology). A person's handwriting is as unique as their personality, which makes it tempting to connect the two.\nline 13 | Graphology is a fun exercise, especially if you're testing someone you know, but it has very.\n</context>\n\n<phrases>\n- \"Building on that\"\n- \"Uh, where was I?\"\n- \"Right, so\"\n- \"Ummm, actually\"\n- \"I'm just throwing ideas around\"\n- \"Let's think step by step\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I'm starting to see a pattern\"\n- \"Going back to what I said about\"\n- \"If I take this apart step by step\"\n- \"Here's where it gets interesting\"\n- \"The more I think about it\"\n- \"Let me work through this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"There's something off here\"\n- \"I'm intrigued by\"\n- \"How do I put this\"\n- \"I'm mulling over\"\n- \"Wait, no\"\n- \"Something doesn't add up\"\n- \"Something's not clicking\"\n- \"I knew I was forgetting something!\"\n- \"Actually, no\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"This might sound weird, but\"\n- \"Backing up for a second\"\n- \"What’s the next step?\"\n- \"This connects to something else\"\n- \"Ah...\"\n- \"There's got to be something about\"\n- \"This brings to mind\"\n- \"Hang on a second\"\n- \"Okay, walking through it again\"\n- \"Let's break this down into parts\"\n- \"This connects to\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I guess there’s no perfect solution\"\n- \"I keep circling back to\"\n- \"Maybe\"\n- \"Is this the right call?\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"What’s the best way to explain this?\"\n- \"It’s on the tip of my tongue\"\n- \"Something's not quite right\"\n- \"Maybe I should sleep on it\"\n- \"Alright, where was I?\"\n- \"I'm trying to untangle this\"\n- \"Just thinking out loud but\"\n- \"I’m trying to connect the dots here\"\n- \"Let me connect the dots\"\n- \"What if we\"\n- \"The pros and cons are\"\n- \"What keeps nagging at me is\"\n- \"I'm trying to reconcile\"\n- \"Coming at this from another angle\"\n- \"Might be\"\n- \"Let me untangle this\"\n- \"Hold on a second\"\n- \"Let me trace that logic back\"\n- \"When I sit with this idea\"\n- \"First things first\"\n- \"This makes me reflect on\"\n- \"On one hand... but on the other\"\n- \"Anyway\"\n- \"Wait, that doesn’t add up\"\n- \"Let me circle back to that\"\n- \"Okay, let's break this down\"\n- \"Let me dig into that a little deeper\"\n- \"Wait, why does that happen?\"\n- \"That makes sense because\"\n- \"That reminds me\"\n- \"Oh! That reminds me\"\n- \"Let's see\"\n- \"You know\"\n- \"Okay, pros and cons\"\n- \"Let’s weigh the options\"\n- \"No, actually\"\n- \"Wait, does this contradict itself?\"\n- \"I wonder if\"\n- \"Could I be second-guessing myself?\"\n- \"I'm wondering if\"\n- \"I'm struck by\"\n- \"It suggests that\"\n- \"I'm seeing a connection between\"\n- \"Am I overcomplicating this?\"\n- \"Let me chew on this\"\n- \"Hmm\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Parthenon Temple at the Acropolis in Athens\nline 02 | Astrology & Sacred Sites: The Parthenon Temple at the Acropolis in Athens – the astrogeographical position of the temple mount in Athens\nline 03 | The Parthenon (greek: maiden`s or virgin`s house) is the Temple of Athena the patron goddess of Athens. It is situated on top of the Acropolis the former castle mount of the city also consecrated to Athena. After having been the residential place of the kings in the Mycean era the Acropolis lost its importance as a fortress hill and was transformed into the central temple area of the city.\nline 04 | Athena was not only the patron goddess of Athens, but also other cities, including Argos, Sparta, Gortyn, Lindos, and Larisa. She even had the status of being the goddess of all city life. Apart from that Athena was the goddess of wisdom, craft, science and warfare known to protect all great heroes.\nline 05 | Astrogeographic position of Acropolis Hill for morphogenetic field level 3 which describes the atmosphere, energetical topics and how the Acropolis hill is embedded in the City of Athens: one coordinate of the site of the Acropolis is located in creative, innovative spiritual air sign Aquarius the sign of the sky, heaven, paradise, self-finding, abstraction, searching for solutions, connecting earth and sky, inspiration and reconnection with the spiritual plane.\nline 06 | The second coordinate lies in cautious, self-protective earth sign Virgo sign of virgins, reason, strategical planning, monkhood, celibacy, retreating, economic dependence, slavery and adjustment to necessities. Virgo resonates with the name of the Parthenon which means house of virgins and to the eternal virginity of the goddess Athena. And Virgo also stands for the resonance with the supraregional topics of the astrogeographical position of the Athen`s own city Athens for morphogenetic field level 1 located at 18°Virgo\nline 07 | Aquarius stands for the elevated position of the temple situated like on a throne directly above the oldest part of the town which makes it appear like the direct connection to heaven. Virgo the sign of reason stands for the function of the mountain as an easy to defend, advantageous site which was chosen for the settlement of the city as a possible retreat in case of attacks by enemies. In regard to the spiritual aspects Virgo as the opposition sign of Pisces the sign of the spiritual plane indicates functional reasons for the use of the site as a temple. In regard to the resonance with spiritual entities the position in Virgo stands for the realms of the spirits of plants and nature.\nline 08 | Greek Culture and Mythology in astrogeography: Aphrodite`s birth place and the Temple at Aphrodisias, Oracle of Delphi, The magic of prediction in ancient greek culture, The Birth place of Zeus in Jupiter`s sign Sagittarius, Three Steps to Mount Olympus, The Temple of the Eleusinian Mysteries, The Tower of the Winds in Athens\n</context>\n\n<phrases>\n- \"Let's think step by step\"\n- \"Here's where it gets interesting\"\n- \"Wait, why does that happen?\"\n- \"Let me put this another way\"\n- \"Let's break this down into parts\"\n- \"So basically\"\n- \"Something's not quite right\"\n- \"On the other hand\"\n- \"But then again\"\n- \"Alternatively\"\n- \"In other words\"\n- \"Am I missing something?\"\n- \"Let me untangle this\"\n- \"No, actually\"\n- \" is interesting\"\n- \"What I’m getting at is\"\n- \"That’s the piece of the puzzle!\"\n- \"I keep circling back to\"\n- \"So the main idea is\"\n- \"Still forming this thought\"\n- \"Wait, no\"\n- \"Something doesn't add up\"\n- \"Wait a minute\"\n- \"I'm still feeling my way through\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Hmm\"\n- \"Well, let me see\"\n- \"Let me trace that logic back\"\n- \"Okay, pros and cons\"\n- \"There's probably more to it\"\n- \"So, the bottom line is\"\n- \"There's something off here\"\n- \"Bear with me while I\"\n- \"What keeps nagging at me is\"\n- \"Wait, but if that’s true\"\n- \"Let me talk this through\"\n- \"Let me work through this\"\n- \"Let me dig into that a little deeper\"\n- \"Well\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I'm just throwing ideas around\"\n- \"That’s an interesting angle, but\"\n- \"You know\"\n- \"There's something here about\"\n- \"Oh! I get it now!\"\n- \"Let me circle back to that\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Now it all comes together!\"\n- \"I should have known that!\"\n- \"That would explain why\"\n- \"Let me play devil's advocate\"\n- \"Just thinking out loud but\"\n- \"Let me just think this through\"\n- \"Hmm, let’s rewind a bit\"\n- \"Hold that thought\"\n- \"Let me make sure I got this\"\n- \"How do I put this\"\n- \"The crucial thing seems to be\"\n- \"First things first\"\n- \"What if I flip it around?\"\n- \"On one hand... but on the other\"\n- \"In essence\"\n- \"I was just about to say\"\n- \"Let me run through it again\"\n- \"Now, if I think about it differently\"\n- \"This explains so much!\"\n- \"Let me back up a second\"\n- \"Let’s weigh the options\"\n- \"Oh, that clears everything up!\"\n- \"Oh, I see what’s happening here!\"\n- \"Let me break this down\"\n- \"Okay, let's break this down\"\n- \"It was staring me in the face\"\n- \"Actually, no\"\n- \"The pros and cons are\"\n- \"I'm trying to untangle this\"\n- \"Ummm, actually\"\n- \"So what I’m trying to say is\"\n- \"The thing is\"\n- \"There's a better way to phrase this\"\n- \"Wait a minute... Oh!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Nearly three years ago John Church, an associate professor in the natural resource science department of Thompson Rivers University in Kamloops B.C., announced his revolutionary idea of modernizing traditional cattle ranching to the public eye. By combining technology with pioneering visions a business opportunity arose in John’s mind.\nline 02 | Currently 90 per cent of B.C. ranchers use Crown land and 80 to 85 per cent of the cows know how to find their way home, however, there is always 15 per cent that get lost which leads to ranchers spending a lot of their time searching for missing cattle come fall seasons.\nline 03 | Usually, ranchers seek the huge acres in the blindspots or even hire helicopters to search the perimeters, which costs from anywhere $1000 – 1500 per hour when looking for stray cattle. Using drones instead will save both time and money, compared to one cowboy’s manual labour.\nline 04 | Whilst the research project is coming to an end and is estimated to be finished in March 2019, drones specifically designed for cattle search are already available on the market for purchase.\nline 05 | “In this particular project, we have used the model called Phantom 4, which is a well-known drone for the cost of $1500. I prefer DJI drones because they are a reliable brand and remarkably cheap today compared to when I first started my work in 2013 and spent $30,000 on similar drones that didn’t fly nearly as far,” Church mentioned.\nline 06 | Ralph Michell, the owner of Jocko Creek Ranch was raised and born into the lifestyle of ranching, practically able to tie and throw a lasso before he learned how to crawl. Being the fourth generation on his family farm, Michell is supportive of drones yet concerned basic knowledge has been lost in the frenzy of having the latest devices, reminiscing a time when hi-tech robotics was not invented yet.\nline 07 | “When my great-grandfather first bought the 160 acres ranch in 1903 the trapper he bought it from did not trust so-called ‘paper money’, so great grandaddy had to pay the trapper in 500 silver dollars,” Michell said.\nline 08 | “When asking today’s average kid where eggs come from, most of them will answer the store.\nline 09 | They have no idea it actually comes from a chicken’s butt,” Michell added followed by a contagious laugh.\nline 10 | While Michell is sceptical toward a drones capability to handle variable weather changes, he remains optimistic for the potential future services drones hold, especially the use of mapping flights creating visual images of the pastures.\nline 11 | In addition to the main purpose of finding lost cattle, drones can also detect sick animals and monitor pasture conditions using a thermal camera.\nline 12 | While Church admits drones have a short battery life, lasting about 25 to 30 minutes, the professor has discovered multiple effective uses of drones that can be beneficial for the ranching occupation.\nline 13 | “We are very close to track animal ID through RFID ear tags and find out the exact GPS location for each cow. Imagine being able to use the drone as an antenna and read specifically where cow number 43 is from a distance. Currently, we have an ear tag prototype under development which is tested on solar power and can track a range from three up to five miles. The challenge we are facing right now is that the ear tag runs on 9.05 frequency megahertz, which can’t see trees. The goal is to have a read reach up to 10 miles,” Church informed.\nline 14 | Yet the future possibilities of drones doesn’t end there. Research shows that one of the reasons for climate change is that the protein content of the grass is declining. Using drones Church is confident plant identification is feasible.\nline 15 | Another possibility is using drones to find out which cattle are more heat tolerant by adapting current research from heat stress and looking at the potential impacts of wildfire smoke. By measuring the surface temperature with infrared and comparing it with the internal temperature of a cow, even detecting breeds or cattle within the same breed that are better able to cope with heat stress should be possible.\nline 16 | “When I first started this project I heard a prediction that one in four ranchers will own a drone and I thought for sure this is craziness, but then I got to fly one myself and noticed how fun and truly beneficial drones can be, which is why I now envision this to be true in the near future,” Church anticipated.\n</context>\n\n<phrases>\n- \"So that’s why it wasn’t working!\"\n- \"Let me connect the dots\"\n- \"Let's break this down into parts\"\n- \"Hmm\"\n- \"Building on that\"\n- \"First things first\"\n- \"Let me work through this\"\n- \"If I take this apart step by step\"\n- \"Let me break this down\"\n- \"Hang on a second\"\n- \"Something in my gut says no\"\n- \"Actually, no\"\n- \"Let me dig into that a little deeper\"\n- \"When I sit with this idea\"\n- \"Am I thinking about this all wrong?\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"I'm trying to untangle this\"\n- \"There's probably more to it\"\n- \"That’s the piece of the puzzle!\"\n- \"That reminds me\"\n- \"I can't quite put my finger on\"\n- \"This connects to\"\n- \"Here's where it gets interesting\"\n- \"I'm seeing a connection between\"\n- \"Let's think step by step\"\n- \"This connects to something else\"\n- \"I should have known that!\"\n- \"Let me untangle this\"\n- \"The pros and cons are\"\n- \"I'm intrigued by\"\n- \"Should I...? No, wait\"\n- \"That makes sense because\"\n- \"Let me play devil's advocate\"\n- \"Something doesn't add up\"\n- \"Okay, let's break this down\"\n- \"Don't hold me to this\"\n- \"That would explain why\"\n- \"Wait, no\"\n- \"Why did I do that?\"\n- \"Let’s weigh the options\"\n- \"Follow me here\"\n- \"Hold that thought\"\n- \"On the other hand\"\n- \"Still forming this thought\"\n- \"Ohhh, now I see!\"\n- \"Ummm, actually\"\n- \"Let me chew on this\"\n- \"But then again\"\n- \"There's got to be something about\"\n- \"This might sound weird, but\"\n- \"No, actually\"\n- \"There’s a pattern here\"\n- \"I was making this more complicated than it needed to be\"\n- \"Well\"\n- \"Oh! That reminds me\"\n- \"I'm curious about\"\n- \"I’m trying to connect the dots here\"\n- \"Hold on a second\"\n- \"Alternatively\"\n- \"Let me talk this through\"\n- \"Well, let me see\"\n- \"I'm struck by\"\n- \"I wonder if\"\n- \"What if I flip it around?\"\n- \"On one hand... but on the other\"\n- \"Okay, pros and cons\"\n- \"I'm mulling over\"\n- \"Let me approach this from another angle\"\n- \"It was staring me in the face\"\n- \"I think I can rule that out\"\n- \"Now we're cooking\"\n- \"This makes me reflect on\"\n- \"Let's see\"\n- \"What keeps nagging at me is\"\n- \"Picture this\"\n- \"Something along those lines\"\n- \"I'm still feeling my way through\"\n- \"This brings to mind\"\n- \"That’s an interesting angle, but\"\n- \"This just clicked into place!\"\n- \"In the end\"\n- \"That would mean\"\n- \"I'm pondering\"\n- \"Does that sound right?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Kenwood Kdc248u Wiring Diagram– wiring diagram is a simplified good enough pictorial representation of an electrical circuit.\nline 02 | It shows the components of the circuit as simplified shapes, and the knack and signal associates with the devices.\nline 03 | A wiring diagram usually gives recommendation nearly the relative slant and contract of devices and terminals on the devices, to back up in building or servicing the device. This is unlike a schematic diagram, where the promise of the components’ interconnections on the diagram usually does not tie in to the components’ swine locations in the ended device. A pictorial diagram would action more detail of the living thing appearance, whereas a wiring diagram uses a more figurative notation to put the accent on interconnections exceeding swine appearance.\nline 04 | A wiring diagram is often used to troubleshoot problems and to create definite that all the links have been made and that everything is present.\nline 05 | kenwood kdc 255u wiring diagram eyelash me\nline 06 | Architectural wiring diagrams pretense the approximate locations and interconnections of receptacles, lighting, and long-lasting electrical services in a building. Interconnecting wire routes may be shown approximately, where particular receptacles or fixtures must be on a common circuit.\nline 07 | Wiring diagrams use satisfactory symbols for wiring devices, usually exchange from those used on schematic diagrams. The electrical symbols not lonely affect where something is to be installed, but as well as what type of device is monster installed. For example, a surface ceiling blithe is shown by one symbol, a recessed ceiling lively has a stand-in symbol, and a surface fluorescent roomy has unorthodox symbol. Each type of switch has a alternating fable and suitably realize the various outlets. There are symbols that be active the location of smoke detectors, the doorbell chime, and thermostat. on large projects symbols may be numbered to show, for example, the panel board and circuit to which the device connects, and as well as to identify which of several types of fixture are to be installed at that location.\nline 08 | wiring diagram for kes wiring diagram schematic\nline 09 | m1010 wiring diagrams wiring diagram technic\nline 10 | A set of wiring diagrams may be required by the electrical inspection authority to take on association of the residence to the public electrical supply system.\nline 11 | Wiring diagrams will afterward supplement panel schedules for circuit breaker panelboards, and riser diagrams for special facilities such as fire alarm or closed circuit television or supplementary special services.\nline 12 | You Might Also Like :\nline 13 | kenwood kdc248u wiring diagram another graphic:\nline 14 | kenwood kdc 108 wiring diagram free picture wiring diagram description\nline 15 | kenwood kdc 115s wiring diagram wiring diagrams lol\nline 16 | kenwood cd receiver wire diagram schema diagram database\nline 17 | kenwood kdc 248u instruction manual pdf download page 18 wiring diagram pour connecter au systeme de navigation l enceinte arriere gauche vert noir i cable de contr6le de la sourdine kenwood consultez yotre manuel de navigation ai terminal de tierra cuando ai oltavoz trasero izquierdo verde negro silenciar cable del control suena el telefono durante la conversaci6n kdc 248u kdc 208u kdc mp248u kdc mp148u kenwood 2 wiring connection connexions conexion del cableado fuse 10 a fusible 10 a fusible 10 a antenna terminal borne de l antenne terminal de la antena kenwood kdc248u wiring diagram diagram visit the post for more kdc 248u wiring diagram diagrams schematics and kenwood harness kenwood kdc 108 wiring diagram new 248u car stereo radio in harness kenwood kdc 248 u wiring diagram for 138 the fit 790 2 c ssl 1 best of kenwood kdc 248 u wiring diagram for 138 the fit 790 2 c ssl 1 best of kenwood kdc248u wiring diagram kiosystems me kenwood kdc248u wiring diagram kenwood kdc248u wiring diagram on this website we recommend many designs about kenwood kdc248u wiring diagram that we have collected from various sites of master switch wiring diagram and of course what we recommend is the most excellent of design for kenwood kdc248u wiring diagram kenwood kdc248u wiring diagram wiring diagram and kenwood kdc248u wiring diagram here you are at our site nowadays were excited to announce that we have discovered an incredibly interesting niche to be pointed out namely kenwood kdc248u wiring diagram kenwood kdc248u wiring diagram wiringall com u diagram harness kdc kenwood wiring wiring diagram familiarity with installation and operation procedures will help you obtain the best performance from functions of kdcu kdc mpu with ipod kenwood kdc248u wiring diagram somurich com kenwood kdc wiring diagram megarh tngm rundumsbacken de u listrh bgum denisefiedler de namerh qfwg ihrsegeltraumbystuis de kenwood kdc car stereo questions answers wiring diagram for kenwood kdc 248u fixya source wiring diagram for a kenwood kdc mp232 aftermarket cd players are all universal and have the same colors you need to go to your local car audio store such as walmart bestbuy ect and buy a wire harness adapter kenwood wiring diagram colors free wiring diagram variety of kenwood wiring diagram colors a wiring diagram is a simplified standard photographic depiction of an electric circuit it shows the parts of the circuit as streamlined forms and also the power as well as signal connections between the tools how to fix a kenwood radio in protect mode the easy way how to fix a kenwood radio in protect mode the easy way repo apps loading unsubscribe from repo apps cancel unsubscribe working subscribe subscribed unsubscribe 18k loading\n</context>\n\n<phrases>\n- \"On the other hand\"\n- \"Alright, where was I?\"\n- \"Let me break this down\"\n- \"This is tricky, but\"\n- \"Let me approach this from another angle\"\n- \"I'm struck by\"\n- \"I'm mulling over\"\n- \"Let me back up a second\"\n- \"I’m trying to connect the dots here\"\n- \"This is starting to take shape\"\n- \"Okay, so if I do this\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"On one hand... but on the other\"\n- \"But then again\"\n- \"I keep circling back to\"\n- \"What's the best way to explain this?\"\n- \"Okay, pros and cons\"\n- \"Let me untangle this\"\n- \"I'm just throwing ideas around\"\n- \"Let’s weigh the options\"\n- \"This makes me think of\"\n- \"If I take this apart step by step\"\n- \"What if I flip it around?\"\n- \"It's almost like\"\n- \"Let me trace that logic back\"\n- \"Actually, no\"\n- \"Coming at this from another angle\"\n- \"What keeps nagging at me is\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"No, actually\"\n- \"What if the reason is\"\n- \"Okay, let's break this down\"\n- \"Let me make sure I got this\"\n- \"Am I missing something?\"\n- \"Let's break this down into parts\"\n- \"This isn't quite right, but\"\n- \"Uh, where was I?\"\n- \"I'm intrigued by\"\n- \"Oh! That reminds me\"\n- \"Let me connect the dots\"\n- \"There's a better way to phrase this\"\n- \"I'm pondering\"\n- \"Let me play devil's advocate\"\n- \"This connects to something else\"\n- \"That makes sense because\"\n- \"Ummm, actually\"\n- \"Let's think step by step\"\n- \"Alternatively\"\n- \"Picture this\"\n- \"Here's what I'm thinking\"\n- \"I wonder if\"\n- \"I'm seeing a connection between\"\n- \"If A is true, then\"\n- \"This might explain the pattern\"\n- \"That reminds me\"\n- \"Hmm, let’s rewind a bit\"\n- \"Wait, no\"\n- \"I'm trying to untangle this\"\n- \"Wait, does this contradict itself?\"\n- \"Something doesn't add up\"\n- \"I was looking at this all wrong!\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"What’s the best way to explain this?\"\n- \"That’s an interesting angle, but\"\n- \"Still working it out\"\n- \"I'm wondering if\"\n- \"What’s the next step?\"\n- \"Let me run through it again\"\n- \"So what does this mean in the bigger picture?\"\n- \"This brings to mind\"\n- \"This might sound weird, but\"\n- \"The tricky part is\"\n- \"Let me work through this\"\n- \"First things first\"\n- \"Now, if I think about it differently\"\n- \"I'm curious about\"\n- \"Consider this possibility\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"This makes me reflect on\"\n- \"This connects to\"\n- \"The more I think about it\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Reversible and Irreversible Dementias\nline 02 | Most forms of dementias are irreversible, but not all. Some conditions can cause dementia or dementia-like symptoms. Often these signs of dementia present rather suddenly and acutely. With the right course of treatment, these types of dementia can be controlled and possibly cured. That’s why it is important to get a diagnosis as early as possible.\nline 03 | Common causes of reversible dementias:\nline 04 | - Medication (side effects, drug interactions, drug overdose)\nline 05 | - Alcohol abuse\nline 06 | - Drug abuse\nline 07 | - Dietary, vitamin and mineral deficiencies (A, C, B-12 and foliate)\nline 08 | - Traumas (due to falls, concussions or contusions to the head)\nline 09 | - Hormonal dysfunction (thyroid problems)\nline 10 | - Metabolic disorders (dehydration, kidney failure, COPD)\nline 11 | - Heart disease\nline 12 | - Brain disease (tumors)\nline 13 | - Sleep deprivation\nline 14 | Please see your doctor if you are concerned about memory loss or any other symptoms of these conditions.\nline 15 | Irreversible dementias are progressive neurological disorders for which there is no medication to cure. Approximately 60% of irreversible dementia results from Alzheimer’s disease.\nline 16 | Another common cause of irreversible dementias is Vascular Dementia or Multi-infarct Dementia. This type of dementia is caused by a series of pockets of deteriorated tissue in the brain that cause a very erratic or unpredictable pattern. These, in turn, are caused by multiple, small \"mini-strokes\" in the brain brought on by bleeding or lack of blood flow to the brain's blood vessels. Hypertension (high blood pressure) and arteriosclerosis (hardening of the arteries) are precursors to these mini-strokes.\nline 17 | How is Vascular Dementia diagnosed?\nline 18 | Brain scans, such as a computerized tomography (CT) scan can check for signs of a stroke or brain tumor, or a magnetic resonance imaging (MRI) scan can detect any shrinking of the brain. A PET scan delivers the most accurate and suggestive results while diagnosing dementia. The most accurate form of PET scanning for types of dementia is called Stereotactic Surface Projection, which involves an advanced statistical analysis of the data. In addition, a heart rhythm test called an electrocardiogram (ECG) can be used in addition to determine the diagnosis.\nline 19 | Other neurological diseases causing irreversible dementia include:\nline 20 | - Parkinson's disease\nline 21 | - Huntington's Chorea\nline 22 | - Pick's disease\nline 23 | - Creutzfeldt-Jakob disease\nline 24 | - Down's Syndrome\nline 25 | More information on these types of irreversible dementias can be found on: https://www.caring.com/articles/types-of-dementia\nline 26 | If you have concerns or need a referral contact me\nline 27 | Reducing Caregiver’s Guilt\nline 28 | Anyone who is assuming the responsibilities associated with caring for a family member with dementia knows how difficult, demanding and time-consuming life has become.\nline 29 | Dealing with the ever-changing nature of the disease impacts most caregivers often resulting in stress, fatigue, mounting worry and even depression.\nline 30 | In my work with caregivers individually and in caregiver support groups, I present options to lessen the load by dividing up caregiver responsibilities between family members, friends or paid help, I often hear a litany of why this isn’t possible. Typical responses are, “ I shouldn’t leave my loved one”, “I shouldn’t take time out for myself” or “I shouldn’t spend money on myself”. Although these responses are understandable, they fall under the category of caregiver quilt. So the question is, how do we reduce guilt?\nline 31 | Here are some tips that can help you:\nline 32 | - Recognize the warning sign of caregiver stress which can include: irritability, fatigue, over or under eating, sleeplessness, decline in social activities, confusion, depression\nline 33 | - Make a list of what you enjoy doing such as: taking a walk, reading a book, meeting a friend for coffee, going to a lecture or a movie, browsing in a store.\nline 34 | - Listen when friends or family members ask if there is anything they can do for you or anything you need.\nline 35 | People who offer would like you to accept their help.\nline 36 | - Start taking time for yourself in small amounts and continue to build in small increments.\nline 37 | - Take time off from caregiving on a planned weekly basis.\nline 38 | - Follow up the assistance you receive with a phone call, note or even a hug.\nline 39 | Current research stresses that for caregivers to sustain their commitment to caring for another, they must take care of themselves while taking care of another.\nline 40 | www.caregiverstress.com ›\nline 41 | If you are feeling stuck, contact me and I will support you with strategies to be a caregiver while, at the same time, caring for yourself.\nline 42 | 2017 KEY MEDICARE AND MEDICAID FIGURES\nline 43 | Effective January 1, 2017\nline 44 | The current Medicare and Medicaid allowances for 2017 has been revised. I am sharing this information that was passed on to me by Benjamin D.Eckman, an elder law attorney practicing in New Jersey.\nline 45 | Medicare Part A deductible: $1316 for each benefit period.\nline 46 | Medicare Part A hospital stay day 1-60: $0 co-insurance for each benefit period.\nline 47 | Medicare Part A hospital stay day 61-90: $329/day co-insurance for each benefit period.\nline 48 | Medicare Part A hospital stay beyond 91 days: $658/day co-insurance for each benefit period.\nline 49 | Medicare Part B Premium: $134/month\nline 50 | Medicare Part B Deductible: $183/year\nline 51 | Medicare Skilled nursing home co-payment day 21-100: $164.50/day\nline 52 | Medicaid Individual Resource Allowance: $2000.00\nline 53 | Resource Allowance for a Couple who both reside in a facility: $3,000.00\nline 54 | Medicaid Community Spouse Resource Allowance: Minimum $24,180.00; Maximum $120,900.00\nline 55 | Medicaid Monthly Maintenance Needs Allowance: Minimum $2,002.50; Maximum $3,022.50\nline 56 | Medicaid Monthly Personal Needs Allowance: $35.00/month\nline 57 | Medicaid Divestment Penalty Divisor: $332.50/day\nline 58 | Medicaid Income Cap Limit: When is a Miller Trust required? $2205/month\nline 59 | Principal Residence Equity Exclusion: $840,000.00\nline 60 | Community Spouse Monthly Housing Allowance: $600.75\nline 61 | Standard Heating & Utility Allowance: $501.00\nline 62 | Federal Estate Tax Threshold: $5,490,000\nline 63 | Federal Gift Tax Exclusion: $14,000.00\nline 64 | NJ Estate Tax Threshold: $2,000,000.00\nline 65 | NJ Inheritance Tax: Class A & E exempt\nline 66 | For more information go to: http://www.nj.gov/humanservices/doas/services/ship/\n</context>\n\n<phrases>\n- \"Okay, so if I do this\"\n- \"I need to step back and rethink this\"\n- \"This is starting to take shape\"\n- \"That’s the answer I was looking for!\"\n- \"Ummm, actually\"\n- \"On the other hand\"\n- \"I was just about to say\"\n- \"Okay, walking through it again\"\n- \"What if I tried...?\"\n- \"Something's not clicking\"\n- \"Oh! I get it now\"\n- \"This might sound weird, but\"\n- \"Suppose we assume that\"\n- \"On one hand... but on the other\"\n- \"Let’s weigh the options\"\n- \"Okay, let's break this down\"\n- \"No, actually\"\n- \"What keeps nagging at me is\"\n- \"Let me throw this out there\"\n- \"This explains so much!\"\n- \"Aha! That’s what I was missing!\"\n- \"Wait, but if that’s true\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Okay, pros and cons\"\n- \"Let's break this down into parts\"\n- \"This just clicked into place!\"\n- \"That’s an interesting angle, but\"\n- \"Let me work through this\"\n- \"This connects to\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"If we follow this logic\"\n- \"That doesn't seem to add up... Let me think\"\n- \"But then again\"\n- \"I need to reframe this\"\n- \"Here's what I'm thinking\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let me connect the dots\"\n- \"There's probably more to it\"\n- \"First things first\"\n- \"If A is true, then\"\n- \"If I follow this through\"\n- \"Let's think step by step\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Of course! That’s the answer!\"\n- \"I need to make sure this checks out\"\n- \"I'm starting to see a pattern\"\n- \"I think I found the solution!\"\n- \"That makes sense because\"\n- \"Finally, it clicks!\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I'm seeing a connection between\"\n- \"What if we looked at it like\"\n- \"That doesn’t sound right\"\n- \"This makes me think of\"\n- \"Let me just think this through\"\n- \"Let me untangle this\"\n- \"There’s a pattern here\"\n- \"Okay, I think I’ve got it now!\"\n- \"Actually, no\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Oh! That reminds me\"\n- \"Uh, where was I?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Wait, no\"\n- \"Alternatively\"\n- \"Let's test this idea\"\n- \"What’s the next step?\"\n- \"Let me make sure I got this\"\n- \"I’m trying to connect the dots here\"\n- \"What if I flip it around?\"\n- \"The pros and cons are\"\n- \"How can I approach this?\"\n- \"I'm trying to untangle this\"\n- \"Let me play devil's advocate\"\n- \"Something doesn't add up\"\n- \"If I take this apart step by step\"\n- \"This connects to something else\"\n- \"What's the best way to explain this?\"\n- \"That changes everything\"\n- \"Let me break this down\"\n- \"I'm still feeling my way through\"\n- \"Just spitballing here\"\n- \"The more I think about it\"\n- \"Okay, backtrack a bit\"\n- \"Consider this possibility\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Sadly, every year about 140,000 Americans die as a result of a stroke. What’s more, strokes are also the leading cause of serious long-term disability. You’ve likely heard how you can reduce your risk by controlling your blood pressure and cholesterol, losing excess weight, not smoking and getting regular exercise. However, researchers have discovered five other steps that may help reduce the risk of stroke. According to the University of California, Berkeley, these new studies add to the growing evidence that a plant-based diet—with some fish and a little alcohol—is not only good for your heart, but for your brain as well.\nline 02 | - Pile on the Citrus\nline 03 | It seems women who consumed the most citrus were less likely to have an ischemic (clot-related) stroke than women who consumed the least, according to data from the well-known Nurses’ Health Study. The researchers say the study results are due to powerful compounds in citrus called flavanones, which may reduce inflammation and improve blood vessel function.\nline 04 | - Fall for More Apples and Pears\nline 05 | According to one Dutch study, folks who ate the most white-fleshed produce (at least 6 ounces a day, excluding potatoes) had half the risk of stroke over a decade, compared to those who ate the least. Like citrus, Apples and pears are rich in flavonoids, which have antioxidant and anti-inflammatory properties.\nline 06 | - Get Enough Magnesium\nline 07 | A Swedish analysis found that for every 100-milligram daily increase in dietary magnesium, there was a 9 percent drop in stroke risk.\nline 08 | (The recommended daily intake is 320 milligrams for women, 420 for men, and most people fall short.)\nline 09 | Many studies have linked dietary magnesium to lower blood pressure and reduced cardiovascular risk, but those using supplements have had inconsistent results.\nline 10 | To up your magnesium add lots of leafy greens, whole grains, nuts, beans, seeds and fish to your diet.\nline 11 | - Tip One, But Not Too Many\nline 12 | In another study, researchers found light to moderate alcohol consumption (up to one drink a day) was associated with a lower risk of all strokes in women. No benefit—and possibly increased stroke risk—was seen at higher amounts. Alcohol, in moderation, may help prevent blood clots and has a beneficial effect on cholesterol. But, as other studies have shown, high amounts can increase blood pressure and have other negative cardiovascular effects.\nline 13 | - Limit Trans FatYet another reason to nix your junk food habit. A study of the participants in the Women’s Health Initiative Observational Study found that those who consumed the most trans fats (averaging 6 grams a day) were nearly 40 percent more likely to have an ischemic stroke than those who consumed the least (averaging 2 grams a day). Interestingly, other fats and dietary cholesterol had no effect on stroke risk. This was true even after the researchers controlled for other dietary, lifestyle and cardiovascular risk factors.\n</context>\n\n<phrases>\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"That’s the piece of the puzzle!\"\n- \"I guess maybe\"\n- \"First things first\"\n- \"This connects to something else\"\n- \"What keeps nagging at me is\"\n- \"Kind of\"\n- \"The crucial thing seems to be\"\n- \"Where did I put that...?\"\n- \"The pros and cons are\"\n- \"Actually, no\"\n- \"I think I can rule that out\"\n- \"I'm still feeling my way through\"\n- \"Picture this\"\n- \"Let's think step by step\"\n- \"I don’t want to jump to conclusions, but\"\n- \"What if we\"\n- \"Don't hold me to this\"\n- \"What I mean is\"\n- \"Wait, no\"\n- \"Let me throw this out there\"\n- \"I'm wondering if\"\n- \"It's fuzzy, but\"\n- \"I'm curious about\"\n- \"This explains so much!\"\n- \"That would explain why\"\n- \"That makes sense because\"\n- \"I'm seeing a connection between\"\n- \"No, actually\"\n- \"Oh! That reminds me\"\n- \"That’s it!\"\n- \"I wonder if\"\n- \"Still forming this thought\"\n- \"Now, if I think about it differently\"\n- \"What I'm grappling with is\"\n- \"Okay, let's break this down\"\n- \"I'm trying to untangle this\"\n- \"Now it makes sense!\"\n- \"What’s the best way to explain this?\"\n- \"This might sound weird, but\"\n- \"So what does this mean in the bigger picture?\"\n- \"The thing is\"\n- \"This brings to mind\"\n- \"If I take this apart step by step\"\n- \"Still working it out\"\n- \"Let me put this another way\"\n- \"Let's break this down into parts\"\n- \"It's almost like\"\n- \"So the main idea is\"\n- \"Building on that\"\n- \"Just spitballing here\"\n- \"It was staring me in the face\"\n- \" is key here\"\n- \"I'm mulling over\"\n- \"What I'm getting at is\"\n- \"I'm struck by\"\n- \"It's fascinating how\"\n- \"Let me work through this\"\n- \"That reminds me\"\n- \"I could go either way on this\"\n- \"I'm intrigued by\"\n- \"There’s a pattern here\"\n- \"Ummm, actually\"\n- \"Does that sound right to you?\"\n- \"I’m trying to connect the dots here\"\n- \"Alternatively\"\n- \"That changes everything\"\n- \"This connects to\"\n- \"Okay, pros and cons\"\n- \"On the other hand\"\n- \"Okay, I think I’ve got it now!\"\n- \"That’s an interesting angle, but\"\n- \"Let me play devil's advocate\"\n- \"But then again\"\n- \"Let me break this down\"\n- \" is interesting\"\n- \"What if I flip it around?\"\n- \"Ohhh, now I see!\"\n- \"This makes me reflect on\"\n- \"I’m almost there\"\n- \"Let me chew on this\"\n- \"On one hand... but on the other\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Frederick Law Olmsted\nline 02 | Preliminary sketch of Prospect Park by Olmsted\nline 03 | Vaux and Olmsted map of Prospect Park\nline 04 | James N. Pronk\nline 05 | Bridge in Central Park Designed by Vaux\nline 06 | Hillside Cemetery in Middletown\nline 07 | Calvert Vaux’s Forgotten Cemetery\nline 08 | The great Central Park of New York City is known throughout the world. The 843 acre park in the heart of Manhattan is enjoyed and loved for the variety and intricacy of its closed and open landscapes. The genius behind the landscape architecture was Calvert Vaux who was working on a much smaller project, The Hillside Cemetery in Middletown, New York, at the same time. While Central Park is shared by millions, the little cemetery is hidden in an old upstate railroad and manufacturing town, and is seldom visited, nor very well known. One would expect more visitors to the magnificent little cemetery because it was designed by the world class Vaux at the creative peak of his career, and it has its own versions of many of the same design elements that he used in Central Park.\nline 09 | Calvert Vaux (1824-1895) was one of the most renowned architects and landscape designers of the 19th Century.\nline 10 | He was born in London and at a young age studied and trained as an apprentice under architect Lewis Nockalls Cottingham who was influential in the Gothic Revival movement.\nline 11 | He trained with Cottingham till the age of twenty-six when he met his good friend and mentor Andrew Jackson Downing.\nline 12 | Downing, a landscape designer from Newburgh, New York, was looking for someone who believed in his aesthetic philosophy that “architecture should be visually integrated into the surrounding landscape.” He found his man in Vaux who believed that “architecture can play a role in promoting refinement and taste in America” (Schuyler).\nline 13 | In 1850 Downing invited Vaux to come to the United States to be his partner. Because Vaux had a formal education in architecture and two years of training under A.J. Downing, his reputation as an architect and landscape designer grew rapidly. In 1856 Vaux became an American citizen and moved to New York City. At the time there was a need for urban parks, places where everyday working class people could get back to nature. City life had become industrialized, and citizens of the lower and middle classes needed a place for recreation to release the stress of everyday work. In1857, the board of the American Institute of Architecture had a competition for the design of Central Park. Vaux invited Frederick Law Olmsted, who had no formal training as a landscape architect, to enter the competition as a partner to design a plan, and together the “Greenwald” plan was conceived. Vaux and Olmsted won the competition and worked on Central Park from 1858-1878.\nline 14 | According to Francis Kowsky, both Vaux and Olmstead worked very well together. One possible explanation for their successful partnership was the way their two landscape styles complemented each other. Vaux preferred a landscape seen “as a series of close, sheltered spaces.” Olmsted on the other hand, “favored broad passages of nature.” Vaux and Olmsted’s idea about public parks was for people to interact with nature and to enjoy oneself outside the confinements of their everyday home and work place.\nline 15 | Vaux and Olmsted designed Prospect Park in 1866, for all classes to enjoy walking, skating, sailing, picnicking, playing, and listening to music while maintaining a “rural, natural, tranquilizing and poetic character in the scenery.” They claimed “ Men must come together and must be seen coming together, in carriages, or horseback and on foot…and the concourse of animated life which will thus be formed, must in itself be made, if possible, an attractive and diverting spectacle.” Vaux and Omlsted wanted the park as an open space that gave the visitor a sense of “enlarged freedom” and wanted the park to be used mostly by walkers. (Kowsky).\nline 16 | The same philosophy of what constituted a park, and what functions could be served by public space, drove all of the projects that engaged Vaux and Olmstead at that time. Each of the projects, from Brooklyn to Middletown, was a manifestation of the same vision. Vaux and Olmsted thought Prospect Park a “formidable rival to the Central Park\" and here they had a little more freedom to work with the designs. The 526 acre Prospect Park included meadowland, mature woods, a large lake and broad highlands. Vaux and Olmsted designed a tripartite spatial plan that included the Green know as the Long Meadow, the Ravine, and the Lake. The aim was the same here as it was in Central Park and at Hillside Cemetery: to use topography, trees, bridges, and walkways to create a varied landscape with fluid passage from one space to another, opening and closing into broad then narrow landscapes to match the various moods. of the meditative walker.\nline 17 | According to Schuyler, Vaux and Olmsted described the pastoral landscape as a “combination of trees standing singing or in groups, and casting their shadows over broad stretches of turf, or repeating their beauty by reflection upon the calm surface of pools.” They maintained this picturesque landscape “in the highest degree tranquilizing and peaceful, as expressed by the Hebrew poet: “He maketh me to lie down in green pasture; He leadeth me besides still water” (Schuyler).\nline 18 | It is not a real stretch to compare a rural cemetery to a great metropolitan park.\nline 19 | Industrialization drove both the mid- 19th century rural parks movement and the rural cemetery movement.\nline 20 | Both institutions, parks and cemeteries, were called upon to serve the same function: provide places where people in urban communities could get back to nature.\nline 21 | Picturesque cemeteries were used by the public as parks for recreation.\nline 22 | People took the same kinds of strolls through one as well as the other, and other forms of exercise were encouraged and encountered in cemeteries as well.\nline 23 | In 1860, Vaux was approached by James N. Pronk, an attorney who was a member of The Hillside Cemetery Association from Middletown, New York. Middletown was a thriving manufacturing town in upstate New York and Pronk, who wanted to improve civic life in Middeltown, hired Vaux to design the cemetery (Kowsky). Among the rolling hills tucked away behind factories and businesses in the city of Middletown, in 1861, Calvert Vaux designed the Victorian cemetery named Hillside.\nline 24 | At the time Vaux was working on Hillside Cemetery, he was still working on Central Park with Olmsted. Middletown would not be incorporated as a city until 1888, but the small manufacturing center was known as a railroad town served by three different railroads including the Erie. Vaux knew that he had easy access from New York City to Middletown. While he commuted back and forth, he would meet Olmsted in Central Park for updates on the Central Park project and also consulted with his partner for his expert opinion in the landscape design of this rural cemetery (Kowsky).\nline 25 | Both Hillside Cemetery and Central Park were designed for the same function: the psychological and recreational needs of the community. According to Schuyler, “Olmsted’s estimation of the park should be a rural landscape within a town.” Central Park’s “Greensward” plan was a man-made design, but would appear as a natural setting. Mid 19th century Manhattan life, with its packed streets, crowded tenements, haphazard sanitary services, and treeless, cramped thoroughfares was oppressive and unremitting, It had become increasingly obvious to many that vast tracts of city land had to be reserved as green oases for the health and sanity of the city’s occupants.\nline 26 | The intersection of Fifth Avenue and 59th Street was considered the entrance to Central Park. The design emphasized curvilinear roads around the lake, which lead to the promenade or Mall which naturally lead its visitors into the park. The design also had many transverse roads, bridges, waterways, buildings, and many trees and shrubs that adorned the park (Schuyler). In much the same way, Middletown had its own entryway to Hillside Cemetery. “The Avenue” known today as Mulberry Street went from the civic center of the village to the cemetery. The railroad station was a ten minute walk from the cemetery. Kowsky explains, “this new thoroughfare owed its creation to Vaux and Olmsted. It can be regarded as the earliest example of their intention to link one of their designed landscapes with an existing city plan by means of a special, parklike street”\nline 27 | Vaux’s original 44 acre design in Middletown had several ponds, 2,000 trees and shrubs, and gravel-based roads and paths. Hillside Cemetery is exactly what its name suggests: it is built on the side of a hill. Vaux used curved roads and angled water ways to accentuate the hillside and the spectacular views. The various carriage paths and trails were named after plants and trees that were planted there, such as Arabia Path, Chestnut Path, Cypress Path, Elm Avenue, Juniper Path, Hyacinth Path, Locust Avenue, Magnolia Path, Mulberry Path, Petunia Path, and Sassafras Path (Mills). The hills of the cemetery have many carriage trails so people can take leisurely strolls, a usual custom of the time.\nline 28 | The cemetery is not one big open space, but instead affords one the opportunity to move around different areas. The topography and trees create the impression of moving in and out of spaces, some large and expansive, others closed in and intimate. Vaux intended to construct a 40 foot tower at the top of Observatory Hill, but the Hillside Association voted against it. Even so from the top of the hill you could still see a view of Middletown, the business district on an adjacent hill, and across town another hill upon which the former Horton Hospital sits.\nline 29 | Vaux was well aware of the position of the sun as he designed his landscape. At different times of the day, the light changes the dynamics of the cemetery. In the early morning, the light radiates as it reflects the huge grave markers, mausoleums, ponds and paths. The evening light has a calming effect, peaceful and tranquil. More than a dozen mausoleums adorn the grounds. There are fifty or more obelisks, some stretching almost 30 feet into the sky. Huge granite boulders used as gravestones were common at the time. Most of the granite came from Barre, Vermont. The white marble was from Carrara, Italy.\nline 30 | Ninety-eight of Middletown’s first settlers are buried at Hillside Cemetery, including members of Middletown’s most prominent families. Several thousand people are buried there and represent a large amount of Middletown’s local history. The cemetery is still operating and welcomes any new comers who want to spend a peaceful eternity in this cozy niche.\nline 31 | The Hillside Cemetery Association is not affiliated with any church ordenomination. Recently, it has been raising money to restore the cemetery. All these years they have worked to maintain the original design and vision of Calvert Vaux. The quiet, rolling cemetery is pretty much the way it was when Vaux first envisioned it, although there are more gravestones, the trees have matured, and in many cases, have fallen. But the City around it has changed dramatically. Today, many Middletown residents do not even know that the beautiful cemetery near the heart of town is even there.\nline 32 | In December 1994 Hillside Cemetery was placed on the National Register of Historic Places by the United States Department of the Interior. The little known Hillside Cemetery, designed and built at the peak of Vaux’s illustrious career, benefited from the work that Vaux was doing at the same time in New York’s Central Park. While the New York City park is much better known and utilized, the smaller rural landscape contains many of the same innovations and features that have characterized Vaux’s best work.\nline 33 | We are lucky to have this architectural wonder in Middletown, where 149 years after it was designed, it is still being used as a rural cemetery and a place to get away from it all: to take photographs or a stroll, to ride a bicycle, or to reflect on mortality, artistic immortality, and the passage of time.\nline 34 | Denise S. Isseks\nline 35 | Kowsky, Francis R. County Park & City: The Architecture and Life of Calvert Vaux.\nline 36 | Oxford University Press, New York, 1998.\nline 37 | Mills, Louis Van Orden.\nline 38 | A History of Hillside Cemetery and the Community It Serves.\nline 39 | Revised Spring 2003.\nline 40 | Schuyler, David. The New Urban Landscape: The Redefinition of City Form in Nineteenth-Century America. Baltimore: The John Hopkins University Press, 1988.\n</context>\n\n<phrases>\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I'm starting to see a pattern\"\n- \"Here's what I'm thinking\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"What if I just flip this around?\"\n- \"So far, it looks like\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"There’s a pattern here\"\n- \"If we follow this logic\"\n- \"Now, if I think about it differently\"\n- \"I'm pondering\"\n- \"What am I overlooking?\"\n- \"Going back to what I said about\"\n- \"I'm curious about\"\n- \"That makes sense because\"\n- \"Coming at this from another angle\"\n- \"Okay, so\"\n- \"I'm wondering if\"\n- \"I'm seeing a connection between\"\n- \"Let me untangle this\"\n- \"Let me back up a second\"\n- \"Oh! That reminds me\"\n- \"I'm intrigued by\"\n- \"Wait, no\"\n- \"Ah...\"\n- \"If A is true, then\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Okay, let's break this down\"\n- \"When I sit with this idea\"\n- \"Hmm\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"There's a missing link here\"\n- \"Let me work through this\"\n- \"This could explain why\"\n- \"I was just about to say\"\n- \"I'm mulling over\"\n- \"I'm struck by\"\n- \"I'm trying to untangle this\"\n- \"What’s the best way to explain this?\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let's break this down into parts\"\n- \"No, actually\"\n- \"I need to make sure this checks out\"\n- \"There’s a better way to phrase this\"\n- \"In other words\"\n- \"Wait a minute\"\n- \"You know\"\n- \" is striking \"\n- \"On one hand... but on the other\"\n- \"Am I missing something?\"\n- \"Something doesn't add up\"\n- \"That reminds me\"\n- \"I was looking at this all wrong!\"\n- \"Basically\"\n- \"Hmm, that doesn’t sound right\"\n- \"This is starting to take shape\"\n- \"What keeps nagging at me is\"\n- \"Well, let me see\"\n- \"Anyway\"\n- \"It's almost like\"\n- \"First things first\"\n- \"Uh, where was I?\"\n- \" is key here\"\n- \"Let me connect the dots\"\n- \"Consider this possibility\"\n- \"What if we looked at it like\"\n- \"Actually, no\"\n- \" is interesting\"\n- \"It's fascinating how\"\n- \"Let me make sure I got this\"\n- \"Let’s weigh the options\"\n- \"Okay, pros and cons\"\n- \"If I take this apart step by step\"\n- \"Right, so\"\n- \"This makes me reflect on\"\n- \"I wonder if\"\n- \"What if the reason is\"\n- \"Ummm, actually\"\n- \"So the main idea is\"\n- \"Let's think step by step\"\n- \"Let me propose something\"\n- \"Building on that\"\n- \"This connects to\"\n- \"Let me break this down\"\n- \"I keep circling back to\"\n- \"Uh...\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | As international migration continues to grow rapidly all over the world, it makes legal frameworks that protect the rights of the most vulnerable of migrants a dire necessity.\nline 02 | According to a U.N. report, the number of migrants reached 258 million in 2017, up from 220 million in 2010 and 173 million in 2000. Countries in the Middle East’s Gulf, in particular, have significant migrant populations.\nline 03 | According to Americans for Democracy & Human Rights in Bahrain, an organization that fosters awareness of and support for democracy and human rights, there are an estimated 25 million migrants across the Gulf Cooperation Council (GCC) countries.\nline 04 | They account for 70 percent of the area’s total workforce, and almost half of its total population.\nline 05 | “While most Gulf countries have begun pushing for some sort of reform when it comes to labor laws for migrant workers in recent years, there are many gaps left to fill,” Somayya Mohammed, an immigration lawyer based in the Middle East, told The Globe Post.\nline 06 | “Ensuring all migrants under criminal prosecution have a right to a fair trial is one that needs considerable work – both by the host country and the consul of the home country. Migrant prisoners are some of the most vulnerable people in the world,” she added.\nline 07 | Sarah Belal, the executive director of Justice Project Pakistan (JPP), told The Globe Post that the prisoners “suffer rampant due process violations, such as long periods of detention without charge or trial, no access to legal assistance, pressure from the authorities to sign confessions and accept predetermined prison sentences, and ineffective translation services for defendants.”\nline 08 | JPP is a nonprofit human rights law firm that provides pro bono legal advice and investigative services to the most vulnerable of Pakistani prisoners, at home and abroad.\nline 09 | A new report by JPP and Human Rights Watch, dubbed Caught in a Web, has revealed the importance of consular protection policies and prison transfer agreements in efforts to protect migrant rights, especially in countries with criminal justice systems harsher than most.\nline 10 | The Philippine government, for example, regularly intervenes on behalf of its overseas workers.\nline 11 | According to a 2011 government inquiry on behalf of the Committee on Overseas Workers’ Affairs, there was “no doubt” that the country’s diplomatic staff actively monitored developments in death-row cases involving Philippine citizens in Gulf countries.\nline 12 | In 2014, Sri Lanka signed a labor deal with Saudi Arabia seeking to protect the rights of 500,000 of its citizens working there. The move was made after a Sri Lankan maid was beheaded in the kingdom. At the moment, the Sri Lankan embassy has a 24-hour hotline where distressed workers can call for help.\nline 13 | In October 2015, a Saudi employer chopped off an Indian domestic worker’s hand.\nline 14 | The Indian embassy immediately took note of the incident, providing the victim with consular and legal help to pursue charges against the employer.\nline 15 | The JPP report has also revealed the shortcomings of Pakistani authorities when it comes to protecting migrants in the tangles of the Saudi criminal justice.\nline 16 | About 1.6 million Pakistanis, most of them migrant workers, make up the second-largest migrant community in Saudi Arabia. The latter executes more Pakistanis than any other foreign nationals – 66 citizens of Pakistan have been executed since October 2014.\nline 17 | The report has documented many ways in which both countries have failed these migrants, based on interviews with 22 Pakistanis detained and put on trial in Saudi Arabia, and seven family members of nine other defendants, caught in 19 different cases.\nline 18 | The Globe Post spoke to Khurram (name changed), a salesman living in Sargodha, Pakistan, whose brother has been in jail in Saudi Arabia since 2013.\nline 19 | “My brother, Mustafa (name changed), had been working there in an accounting firm for two years when he visited us back for a holiday,” Khurram explained. “Another Pakistani in Saudi contacted him during that time and mentioned that his family wanted to send him some clothes and asked Mustafa if he could bring it with him.”\nline 20 | Mustafa agreed, but there were some drugs hidden between the clothes, and he got arrested right away after going through customs at Jeddah airport.\nline 21 | Saudi Arabia does not notify Pakistan’s officials about the arrests of Pakistani citizens, and neither has the government of Pakistan taken any steps to provide consular assistance, the JPP report said.\nline 22 | “We didn’t hear from him – or [from] anyone about him – for 17 whole days,” Khurram said with a shaky voice recalling the experience. “We didn’t know if he was alive. We didn’t know anything. I can’t explain what our family went through, [even] if I tried.”\nline 23 | Mustafa’s wife and children live in Pakistan and speak to him on the phone every few months, but they have not seen him since he was arrested in 2013.\nline 24 | “Most of the people we spoke to said that they were only able to contact family members eventually by paying other detainees to use contraband phones smuggled into prisons and detention centers,” Ms. Belal said.\nline 25 | Saudi Arabia does not have the policy to provide public defender services or any state support to those who cannot afford private lawyers. In the 19 cases researched by JPP, only one defendant was able to engage a defense lawyer.\nline 26 | “Without legal assistance, the defendants end up signing confessions or agreeing to verdicts which sometimes directly harm their interests,” Ms. Belal noted.\nline 27 | The language barrier also proves to be a key hindrance to detainees’ failure in finding justice.\nline 28 | “With a lack of understanding of Arabic, the detainees are unable to communicate with the courts or understand the contents of Arabic-language court documents,” Ms. Belal explained.\nline 29 | The court-appointed translators do not usually provide adequate services and can also sometimes intentionally misrepresent detainees’ statements to judges, as in the case of four of the 22 defendants interviewed.\nline 30 | During a panel discussion at the launch of the JPP report in Islamabad on March 7, Pakistani Senator Sehar Kamran pointed out the capacity limitations and “sheer indifference” at the Pakistani Embassy and consulates in Saudi Arabia.\nline 31 | She urged an increase in the number of community welfare officers and establishment of a Community Welfare Fund that can be used to hire effective legal representation for Pakistanis detained in that country.\nline 32 | According to JPP, most Pakistanis involved in criminal cases do not seek consular services from the Pakistani embassy in Riyadh or the consulate in Jeddah during their detentions because they do not believe Pakistani officials will offer any help.\nline 33 | “We should have a cell, in one or various relevant ministries, that has the mandate to examine, pursue and investigate the cases of these Pakistani prisoners abroad,” Senator Farhatullah Babar said.\nline 34 | He also suggested the creation of a regularly updated database of Pakistanis imprisoned abroad, which would contain details about all overseas Pakistani prisoners and progress of their cases or convictions.\nline 35 | “All political parties should put in their manifestos and to negotiate bilateral agreements that allow Pakistani citizens in the Gulf countries to serve their sentences at home,” said Dr. Sireen Mazar, another Parliamentarian who participated in the panel discussion.\nline 36 | It is the right of every migrant, under constitutional and international laws, that their home country protects them from shortcomings of a host country’s criminal justice system, she added.\n</context>\n\n<phrases>\n- \"Okay, pros and cons\"\n- \"Coming at this from another angle\"\n- \"So the main idea is\"\n- \"On the other hand\"\n- \"This is pretty rough\"\n- \"That reminds me\"\n- \"That would mean\"\n- \"Ummm, actually\"\n- \"No, actually\"\n- \"That makes sense because\"\n- \"It's fascinating how\"\n- \"Alternatively\"\n- \"So far, it looks like\"\n- \"I think I found the solution!\"\n- \"That’s it!\"\n- \"What keeps nagging at me is\"\n- \"This connects to something else\"\n- \"Let me circle back to that\"\n- \"That’s the piece of the puzzle!\"\n- \"Let me play devil's advocate\"\n- \"So what I'm trying to say is\"\n- \"Let’s weigh the options\"\n- \"Now it all comes together!\"\n- \"Let me approach this from another angle\"\n- \"I need to reframe this\"\n- \"That actually makes a lot of sense\"\n- \"Let's think step by step\"\n- \"Now it makes sense!\"\n- \"Going back to what I said about\"\n- \"This might sound weird, but\"\n- \"Let me put this another way\"\n- \"In other words\"\n- \"Let me untangle this\"\n- \"Let me work through this\"\n- \"It finally adds up!\"\n- \"Brainstorming here, but\"\n- \"What I'm getting at is\"\n- \"Something doesn't add up\"\n- \"It's almost like\"\n- \"That’s an interesting angle, but\"\n- \"First things first\"\n- \"Backing up for a second\"\n- \"This makes me think of\"\n- \"Oh! That reminds me\"\n- \"Let me trace that logic back\"\n- \"Okay, I think I’ve got it now!\"\n- \"Am I thinking about this all wrong?\"\n- \"I'm seeing a connection between\"\n- \"How can I approach this?\"\n- \"On one hand... but on the other\"\n- \"There’s a pattern here\"\n- \"I keep circling back to\"\n- \"So what I’m trying to say is\"\n- \"It’s on the tip of my tongue\"\n- \"Is this the hill I want to die on?\"\n- \"Actually, no\"\n- \"I need to make sure this checks out\"\n- \"Something tells me I should\"\n- \"I guess there’s no perfect solution\"\n- \"What I mean is\"\n- \"But then again\"\n- \"Could I be second-guessing myself?\"\n- \"What if we\"\n- \"Let me back up a second\"\n- \"I was just about to say\"\n- \"If I'm not mistaken\"\n- \"Just spitballing here\"\n- \"If I had to choose right now\"\n- \"Okay, let's break this down\"\n- \"I'm starting to see a pattern\"\n- \"What if I flip it around?\"\n- \"If I take this apart step by step\"\n- \"Not quite there yet\"\n- \"I'm still feeling my way through\"\n- \" is key here\"\n- \"There's something here about\"\n- \"So, the bottom line is\"\n- \"Wait, no\"\n- \"I'm trying to untangle this\"\n- \"Let me connect the dots\"\n- \"The pros and cons are\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"There's got to be something about\"\n- \"Let me break this down\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | We’re all doomed… or are we?\nline 02 | The UN wants drastic action on climate change, but is it over-reacting, asks Emily Hohler.\nline 03 | On Monday, the United Nations issued \"its most urgent call to arms yet for the world to confront the threat of climate change\", say Mark Landler and Coral Davenport in the New York Times.\nline 04 | The report by the Intergovernmental Panel on Climate Change (IPCC) paints a \"far more dire picture\" of the consequences than previously thought and says avoiding the most catastrophic damage will require a transformation of the global economy at a speed and scale that has \"no documented historic precedent\".\nline 05 | The authors say if greenhouse gas emissions continue at the current rate, the atmosphere will reach a critical threshold of 1.5C above pre-industrial levels by 2040. To prevent this happening, emissions must be reduced by 45% from 2010 levels by 2030 and by 100% by 2050. The use of coal as an electricity source needs to drop from nearly 40% to 1%-7% by 2050.\nline 06 | This makes Donald Trump's position particularly worrying. He has pulled America the world's second largest emitter of carbon dioxide out of the Paris climate accord. The frontrunner in Brazil's presidential elections, Jair Bolsonaro, has vowed to remove his country, the world's seventh largest emitter, from the pact as well.\nline 07 | How alarmed should we be?\nline 08 | This all sounds terrifying, says Ross Clark in the Spectator, but we are actually a \"good deal further away from doom than we were in 2007, when the WWF said we had five years to save the world\".\nline 09 | Last year, the International Energy Agency (IEA) set the \"doomsday clock\" at three years.\nline 10 | Yet between 2007 and 2014, carbon emissions rose.\nline 11 | If these deadlines come and go, those setting them start to \"look rather foolish\".\nline 12 | It is also \"counter-productive\" since it suggests the whole thing is a hoax and reduces incentives to curb emissions. And ironically, it is the US, the \"international pariah\", rather than \"goody-goody\" Germany that has cut emissions over the past two decades.\nline 13 | It's true that US emissions have fallen because of the expansion of renewables, says Eugene Robinson in the Washington Post. But Donald Trump's policies are \"designed to reverse that trend\" by increasing reliance on coal. More broadly, the IPCC's new report \"strikes a different tone\" than previous ones despite its dry, factual language with worrying predictions of declining fisheries, failing crops, rising disease, economic dislocation and greater political instability.\nline 14 | The report isn't a \"cheery read\", says The Times, but we shouldn't be too despondent. Such projections \"largely ignore the successes of climate-change efforts that are already under way\", not least by Britain which, between 2012 and 2017, cut its emissions to pre-1890s levels by reducing coal's share of power to the British grid from 40% to 7%. Today, China, which generates more than 80% of its electricity from fossil fuels, is the \"single biggest contributor to global carbon emissions\" and Beijing plans to \"slash\" coal's contribution to 11% by 2050.\nline 15 | A \"little-noticed treaty\", the Kigali amendment, also provides hope, says Fiona Harvey in the Guardian. This global pact, which comes into force on 1 January, will \"drastically reduce hydrofluorocarbons (HFCs)\", which are prime examples of short-lived climate pollutants that break down relatively quickly, but are extremely damaging. Some HFCs have a global warming potential more than 11,000 times that of CO2.\nline 16 | Slashing them could reduce global warming by as much as 0.5C. That won't be enough to \"avoid the worst effects of climate change if we continue to burn fossil fuels, but it could buy humanity some much-needed time while carbon emissions are brought under better control\".\n</context>\n\n<phrases>\n- \"I'm mulling over\"\n- \"I keep circling back to\"\n- \"Is this the hill I want to die on?\"\n- \"This makes me reflect on\"\n- \"So what I'm trying to say is\"\n- \"Basically\"\n- \"Let me throw this out there\"\n- \"Alternatively\"\n- \"Okay, pros and cons\"\n- \"Well, let me see\"\n- \"Anyway\"\n- \"Let me break this down\"\n- \"Wait, no\"\n- \"Right, so\"\n- \"Perhaps\"\n- \"What if I flip it around?\"\n- \" is striking \"\n- \"Let’s weigh the options\"\n- \"Let's break this down into parts\"\n- \"Just thinking out loud but\"\n- \"Actually, no\"\n- \"I’m still on the fence about this\"\n- \" is interesting\"\n- \"Let me play devil's advocate\"\n- \"Now, if I think about it differently\"\n- \"Hmm, let’s rewind a bit\"\n- \"But then again\"\n- \"What’s the best way to explain this?\"\n- \"Bear with me while I\"\n- \"There's probably more to it\"\n- \"Let me just think this through\"\n- \"Well\"\n- \"I keep coming back to\"\n- \"This is slipping through my fingers\"\n- \"Hang on a second\"\n- \"I was making this more complicated than it needed to be\"\n- \"The more I think about it\"\n- \"Let's think step by step\"\n- \"Picture this\"\n- \"First things first\"\n- \"Something in my gut says no\"\n- \"I'm trying to untangle this\"\n- \"Backing up for a second\"\n- \"I wonder if\"\n- \"This brings to mind\"\n- \"I'm curious about\"\n- \"On the other hand\"\n- \"Let me trace that logic back\"\n- \"That makes sense because\"\n- \"Uh...\"\n- \"What's the best way to explain this?\"\n- \"In other words\"\n- \"So what I’m trying to say is\"\n- \"So what does this mean in the bigger picture?\"\n- \"Follow me here\"\n- \"I'm struck by\"\n- \"What I mean is\"\n- \"On one hand... but on the other\"\n- \"I'm pondering\"\n- \"Maybe I’m overcomplicating it\"\n- \"I just had it, what was it?\"\n- \"The thing is\"\n- \"Let me make sure I got this\"\n- \" is key here\"\n- \"Maybe I should sleep on it\"\n- \"Something doesn't add up\"\n- \"No, actually\"\n- \"Let me circle back to that\"\n- \"I need to make sure this checks out\"\n- \"There's got to be something about\"\n- \"If I take this apart step by step\"\n- \"I'm wondering if\"\n- \"The pros and cons are\"\n- \"Let me work through this\"\n- \"When I sit with this idea\"\n- \"What keeps nagging at me is\"\n- \"That’s an interesting angle, but\"\n- \"Let me untangle this\"\n- \"It feels like the right move, but\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"Hold on a second\"\n- \"Coming at this from another angle\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | DON'T LOSE ACCESS:\nline 02 | Your IP access to ForeignPolicy.com will expire on June 15.\nline 03 | To ensure uninterrupted reading, please contact Rachel Mines, sales director, at [email protected].\nline 04 | A World Enslaved\nline 05 | There are now more slaves on the planet than at any time in human history. True abolition will elude us until we admit the massive scope of the problem, attack it in all its forms, and empower slaves to help free themselves.\nline 06 | Standing in New York City, you are five hours away from being able to negotiate the sale, in broad daylight, of a healthy boy or girl. He or she can be used for anything, though sex and domestic labor are most common. Before you go, let’s be clear on what you are buying. A slave is a human being forced to work through fraud or threat of violence for no pay beyond subsistence. Agreed? Good.\nline 07 | Most people imagine that slavery died in the 19th century. Since 1817, more than a dozen international conventions have been signed banning the slave trade. Yet, today there are more slaves than at any time in human history.\nline 08 | And if you’re going to buy one in five hours, you’d better get a move on.\nline 09 | First, hail a taxi to JFK International Airport, and hop on a direct flight to Port-au-Prince, Haiti.\nline 10 | The flight takes three hours.\nline 11 | After landing at Toussaint L’Ouverture International Airport, you will need 50 cents for the most common form of transport in Port-au-Prince, the tap-tap, a flatbed pickup retrofitted with benches and a canopy.\nline 12 | Three quarters of the way up Route de Delmas, the capital’s main street, tap the roof and hop out.\nline 13 | There, on a side street, you will find a group of men standing in front of Le Réseau (The Network) barbershop.\nline 14 | As you approach, a man steps forward: \"Are you looking to get a person?\"\nline 15 | Meet Benavil Lebhom. He smiles easily. He has a trim mustache and wears a multicolored, striped golf shirt, a gold chain, and Doc Martens knockoffs. Benavil is a courtier, or broker. He holds an official real estate license and calls himself an employment agent. Two thirds of the employees he places are child slaves. The total number of Haitian children in bondage in their own country stands at 300,000. They are the restavèks, the \"stay-withs,\" as they are euphemistically known in Creole. Forced, unpaid, they work in captivity from before dawn until night. Benavil and thousands of other formal and informal traffickers lure these children from desperately impoverished rural parents, with promises of free schooling and a better life.\nline 16 | The negotiation to buy a child slave might sound a bit like this:\nline 17 | \"How quickly do you think it would be possible to bring a child in? Somebody who could clean and cook?\" you ask. \"I don’t have a very big place; I have a small apartment. But I’m wondering how much that would cost? And how quickly?\"\nline 18 | \"Three days,\" Benavil responds.\nline 19 | \"And you could bring the child here?\" you inquire. \"Or are there children here already?\"\nline 20 | \"I don’t have any here in Port-au-Prince right now,\" says Benavil, his eyes widening at the thought of a foreign client.\nline 21 | \"I would go out to the countryside.\"\nline 22 | You ask about additional expenses.\nline 23 | \"Would I have to pay for transportation?\"\nline 24 | \"Bon,\" says Benavil.\nline 25 | \"A hundred U.S.\"\nline 26 | Smelling a rip-off, you press him, \"And that’s just for transportation?\"\nline 27 | \"Transportation would be about 100 Haitian,\" says Benavil, or around $13, \"because you’d have to get out there.\nline 28 | Plus [hotel and] food on the trip.\nline 29 | Five hundred gourdes.\"\nline 30 | \"Okay, 500 Haitian,\" you say.\nline 31 | Now you ask the big question: \"And what would your fee be?\" This is the moment of truth, and Benavil’s eyes narrow as he determines how much he can take you for.\nline 32 | \"A hundred. American.\"\nline 33 | \"That seems like a lot,\" you say, with a smile so as not to kill the deal. \"How much would you charge a Haitian?\"\nline 34 | Benavil’s voice rises with feigned indignation.\nline 35 | \"A hundred dollars.\nline 36 | This is a major effort.\"\nline 37 | You hold firm. \"Could you bring down your fee to 50 U.S.?\"\nline 38 | Benavil pauses. But only for effect. He knows he’s still got you for much more than a Haitian would pay. \"Oui,\" he says with a smile.\nline 39 | But the deal isn’t done. Benavil leans in close. \"This is a rather delicate question. Is this someone you want as just a worker? Or also someone who will be a ‘partner’? You understand what I mean?\"\nline 40 | You don’t blink at being asked if you want the child for sex. \"I mean, is it possible to have someone that could be both?\"\nline 41 | \"Oui!\" Benavil responds enthusiastically.\nline 42 | If you’re interested in taking your purchase back to the United States, Benavil tells you that he can \"arrange\" the proper papers to make it look as though you’ve adopted the child.\nline 43 | He offers you a 13-year-old girl.\nline 44 | \"That’s a little bit old,\" you say.\nline 45 | \"I know of another girl who’s 12. Then ones that are 10, 11,\" he responds.\nline 46 | The negotiation is finished, and you tell Benavil not to make any moves without further word from you. Here, 600 miles from the United States, and five hours from Manhattan, you have successfully arranged to buy a human being for 50 bucks.\nline 47 | The Cruel Truth\nline 48 | It would be nice if that conversation, like the description of the journey, were fictional. It is not. I recorded it on Oct. 6, 2005, as part of four years of research into slavery on five continents. In the popular consciousness, \"slavery\" has come to be little more than just a metaphor for undue hardship. Investment bankers routinely refer to themselves as \"high-paid wage slaves.\" Human rights activists may call $1-an-hour sweatshop laborers slaves, regardless of the fact that they are paid and can often walk away from the job. But the reality of slavery is far different. Slavery exists today on an unprecedented scale. In Africa, tens of thousands are chattel slaves, seized in war or tucked away for generations. Across Europe, Asia, and the Americas, traffickers have forced as many as 2 million into prostitution or labor. In South Asia, which has the highest concentration of slaves on the planet, nearly 10 million languish in bondage, unable to leave their captors until they pay off \"debts,\" legal fictions that in many cases are generations old.\nline 49 | Few in the developed world have a grasp of the enormity of modern-day slavery. Fewer still are doing anything to combat it. Beginning in 2001, U.S. President George W. Bush was urged by several of his key advisors to vigorously enforce the Victims of Trafficking and Violence Protection Act, a U.S. law enacted a month earlier that sought to prosecute domestic human traffickers and cajole foreign governments into doing the same. The Bush administration trumpeted the effort — at home via the Christian evangelical media and more broadly via speeches and pronouncements, including in addresses to the U.N. General Assembly in 2003 and 2004. But even the quiet and diligent work of some within the U.S. State Department, which credibly claims to have secured more than 100 antitrafficking laws and more than 10,000 trafficking convictions worldwide, has resulted in no measurable decline in the number of slaves worldwide. Between 2000 and 2006, the U.S. Justice Department increased human trafficking prosecutions from 3 to 32, and convictions from 10 to 98. By 2006, 27 states had passed antitrafficking laws. Yet, during the same period, the United States liberated less than 2 percent of its own modern-day slaves. As many as 17,500 new slaves continue to enter bondage in the United States every year.\nline 50 | The West’s efforts have been, from the outset, hamstrung by a warped understanding of slavery. In the United States, a hard-driving coalition of feminist and evangelical activists has forced the Bush administration to focus almost exclusively on the sex trade. The official State Department line is that voluntary prostitution does not exist, and that commercial sex is the main driver of slavery today. In Europe, though Germany and the Netherlands have decriminalized most prostitution, other nations such as Bulgaria have moved in the opposite direction, bowing to U.S. pressure and cracking down on the flesh trade. But, across the Americas, Europe, and Asia, unregulated escort services are exploding with the help of the Internet. Even when enlightened governments have offered clearheaded solutions to deal with this problem, such as granting victims temporary residence, they have had little impact.\nline 51 | Many feel that sex slavery is particularly revolting — and it is.\nline 52 | I saw it firsthand.\nline 53 | In a Bucharest brothel, for instance, I was offered a mentally handicapped, suicidal girl in exchange for a used car.\nline 54 | But for every one woman or child enslaved in commercial sex, there are at least 15 men, women, and children enslaved in other fields, such as domestic work or agricultural labor.\nline 55 | Recent studies have shown that locking up pimps and traffickers has had a negligible effect on the aggregate rates of bondage.\nline 56 | And though eradicating prostitution may be a just cause, Western policies based on the idea that all prostitutes are slaves and all slaves are prostitutes belittles the suffering of all victims.\nline 57 | It’s an approach that threatens to put most governments on the wrong side of history.\nline 58 | Indebted for Life\nline 59 | Save for the fact that he is male, Gonoo Lal Kol typifies the average slave of our modern age.\nline 60 | (At his request, I have changed his first name.)\nline 61 | Like a vast majority of the world’s slaves, Gonoo is in debt bondage in South Asia.\nline 62 | In his case, in an Indian quarry.\nline 63 | Like most slaves, Gonoo is illiterate and unaware of the Indian laws that ban his bondage and provide for sanctions against his master.\nline 64 | His story, told to me in more than a dozen conversations inside his 4-foot-high stone and grass hutch, represents the other side of the \"Indian Miracle.\"\nline 65 | Gonoo lives in Lohagara Dhal, a forgotten corner of Uttar Pradesh, a north Indian state that contains 8 percent of the world’s poor. I met him one evening in December 2005 as he walked with two dozen other laborers in tattered and filthy clothes. Behind them was the quarry. In that pit, Gonoo, a member of the historically outcast Kol tribe, worked with his family 14 hours a day. His tools were simple, a rough-hewn hammer and an iron pike. His hands were covered in calluses, his fingertips worn away.\nline 66 | Gonoo’s master is a tall, stout, surly contractor named Ramesh Garg. Garg is one of the wealthiest men in Shankargarh, the nearest sizable town, founded under the British Raj but now run by nearly 600 quarry contractors. He makes his money by enslaving entire families forced to work for no pay beyond alcohol, grain, and bare subsistence expenses. Their only use for Garg is to turn rock into silica sand, for colored glass, or gravel, for roads or ballast. Slavery scholar Kevin Bales estimates that a slave in the 19th-century American South had to work 20 years to recoup his or her purchase price. Gonoo and the other slaves earn a profit for Garg in two years.\nline 67 | Every single man, woman, and child in Lohagara Dhal is a slave. But, in theory at least, Garg neither bought nor owns them. They are working off debts, which, for many, started at less than $10. But interest accrues at over 100 percent annually here. Most of the debts span at least two generations, though they have no legal standing under modern Indian law. They are a fiction that Garg constructs through fraud and maintains through violence. The seed of Gonoo’s slavery, for instance, was a loan of 62 cents. In 1958, his grandfather borrowed that amount from the owner of a farm where he worked. Three generations and three slavemasters later, Gonoo’s family remains in bondage.\nline 68 | Bringing Freedom to Millions\nline 69 | Recently, many bold, underfunded groups have taken up the challenge of tearing out the roots of slavery.\nline 70 | Some gained fame through dramatic slave rescues.\nline 71 | Most learned that freeing slaves is impossible unless the slaves themselves choose to be free.\nline 72 | Among the Kol of Uttar Pradesh, for instance, an organization called Pragati Gramodyog Sansthan (Progressive Institute for Village Enterprises, or PGS) has helped hundreds of families break the grip of the quarry contractors.\nline 73 | Working methodically since 1985, PGS organizers slowly built up confidence among slaves.\nline 74 | With PGS’s help, the Kol formed microcredit unions and won leases to quarries so that they could keep the proceeds of their labor.\nline 75 | Some bought property for the first time in their lives, a cow or a goat, and their incomes, which had been nil, multiplied quickly.\nline 76 | PGS set up primary schools and dug wells.\nline 77 | Villages that for generations had known nothing but slavery began to become free.\nline 78 | PGS’s success demonstrates that emancipation is merely the first step in abolition.\nline 79 | Within the developed world, some national law enforcement agencies such as those in the Czech Republic and Sweden have finally begun to pursue the most culpable of human trafficking — slave-trading pimps and unscrupulous labor contractors.\nline 80 | But more must be done to educate local police, even in the richest of nations.\nline 81 | Too often, these street-level law enforcement personnel do not understand that it’s just as likely for a prostitute to be a trafficking victim as it is for a nanny working without proper papers to be a slave.\nline 82 | And, after they have been discovered by law enforcement, few rich nations provide slaves with the kind of rehabilitation, retraining, and protection needed to prevent their re-trafficking.\nline 83 | The asylum now granted to former slaves in the United States and the Netherlands is a start.\nline 84 | But more must be done.\nline 85 | The United Nations, whose founding principles call for it to fight bondage in all its forms, has done almost nothing to combat modern slavery. In January, Antonio Maria Costa, executive director of the U.N. Office on Drugs and Crime, called for the international body to provide better quantification of human trafficking. Such number crunching would be valuable in combating that one particular manifestation of slavery. But there is little to suggest the United Nations, which consistently fails to hold its own member states accountable for widespread slavery, will be an effective tool in defeating the broader phenomenon.\nline 86 | Any lasting solutions to human trafficking must involve prevention programs in at-risk source countries.\nline 87 | Absent an effective international body like the United Nations, such an effort will require pressure from the United States.\nline 88 | So far, the United States has been willing to criticize some nations’ records, but it has resisted doing so where it matters most, particularly in India.\nline 89 | India abolished debt bondage in 1976, but with poor enforcement of the law locally, millions remain in bondage.\nline 90 | In 2006 and 2007, the U.S. State Department’s Office to Monitor and Combat Trafficking in Persons pressed U.S. Secretary of State Condoleezza Rice to repudiate India’s intransigence personally.\nline 91 | And, in each instance, she did not.\nline 92 | The psychological, social, and economic bonds of slavery run deep, and for governments to be truly effective in eradicating slavery, they must partner with groups that can offer slaves a way to pull themselves up from bondage. One way to do that is to replicate the work of grassroots organizations such as Varanasi, India-based MSEMVS (Society for Human Development and Women’s Empowerment). In 1996, the Indian group launched free transitional schools, where children who had been enslaved learned skills and acquired enough literacy to move on to formal schooling. The group also targeted mothers, providing them with training and start-up materials for microenterprises. In Thailand, a nation infamous for sex slavery, a similar group, the Labour Rights Promotion Network, works to keep desperately poor Burmese immigrants from the clutches of traffickers by, among other things, setting up schools and health programs. Even in the remote highlands of southern Haiti, activists with Limyè Lavi (\"Light of Life\") reach otherwise wholly isolated rural communities to warn them of the dangers of traffickers such as Benavil Lebhom and to help them organize informal schools to keep children near home. In recent years, the United States has shown an increasing willingness to help fund these kinds of organizations, one encouraging sign that the message may be getting through.\nline 93 | For four years, I saw dozens of people enslaved, several of whom traffickers like Benavil actually offered to sell to me. I did not pay for a human life anywhere. And, with one exception, I always withheld action to save any one person, in the hope that my research would later help to save many more. At times, that still feels like an excuse for cowardice. But the hard work of real emancipation can’t be the burden of a select few. For thousands of slaves, grassroots groups like PGS and MSEMVS can help bring freedom. But, until governments define slavery in appropriately concise terms, prosecute the crime aggressively in all its forms, and encourage groups that empower slaves to free themselves, millions more will remain in bondage. And our collective promise of abolition will continue to mean nothing at all.\n</context>\n\n<phrases>\n- \"That makes sense because\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let’s weigh the options\"\n- \"That reminds me\"\n- \"What if the reason is\"\n- \"First things first\"\n- \"Let's think step by step\"\n- \"Just thinking out loud but\"\n- \"Consider this possibility\"\n- \"Okay, let's break this down\"\n- \"Let's break this down into parts\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Okay, pros and cons\"\n- \"Ummm, actually\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Something doesn't add up\"\n- \"Still working it out\"\n- \"I’m torn between two choices\"\n- \"If A is true, then\"\n- \"Let me work through this\"\n- \"Actually, no\"\n- \"Maybe if I try it this way\"\n- \"Hmm, that doesn’t sound right\"\n- \"I think I’ve lost my train of thought\"\n- \"Wait, but if that’s true\"\n- \"No, actually\"\n- \"I should have known that!\"\n- \"Wait, no\"\n- \"That actually makes a lot of sense\"\n- \"Would I regret this later?\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I'm seeing a connection between\"\n- \"I'm still feeling my way through\"\n- \"Picture this\"\n- \"I'm starting to see a pattern\"\n- \"But then again\"\n- \"Let me break this down\"\n- \"What’s the missing piece?\"\n- \"That’s the answer I was looking for!\"\n- \"This connects to\"\n- \"Wait, I think I just cracked it!\"\n- \"I guess there’s no perfect solution\"\n- \"There's something here about\"\n- \"Oh, it all makes sense now!\"\n- \"That’s the piece of the puzzle!\"\n- \"Aha! That’s what I was missing!\"\n- \"Now, if I think about it differently\"\n- \"Of course! That’s the answer!\"\n- \"I’m still on the fence about this\"\n- \"That’s an interesting angle, but\"\n- \"The pros and cons are\"\n- \"Building on that\"\n- \"I'm trying to untangle this\"\n- \"It's almost like\"\n- \"This might sound weird, but\"\n- \"That doesn't sound right, let me rephrase\"\n- \"This makes me think of\"\n- \"What was I about to say?\"\n- \"What if I flip it around?\"\n- \"On one hand... but on the other\"\n- \"I'm trying to reconcile\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"This connects to something else\"\n- \"There’s a pattern here\"\n- \"Let me play devil's advocate\"\n- \"Alternatively\"\n- \"Oh! I get it now\"\n- \"If I take this apart step by step\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Perhaps\"\n- \"Suppose we assume that\"\n- \"Maybe I'm way off, but\"\n- \"If I follow this through\"\n- \"Okay, so if I do this\"\n- \"Let me untangle this\"\n- \"Let me just think this through\"\n- \"Let me throw this out there\"\n- \"I think I can rule that out\"\n- \"Coming at this from another angle\"\n- \"This is tricky, but\"\n- \"On the other hand\"\n- \"Maybe I’m overcomplicating it\"\n- \"What keeps nagging at me is\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | By Marcus Mescher\nline 02 | What does “solidarity” mean? People use this term to imply unity with a cause or group, but for many, it’s not altogether clear what makes solidarity something different from community. In Catholic theology, the line that is often invoked to define solidarity comes from Pope John Paul II’s 1987 encyclical, Sollicitudo rei socialis (“On Social Concerns”). Here solidarity is identified as a virtue that follows a commitment to interdependence, a moral and social attitude that\nline 03 | is not a feeling of vague compassion or shallow distress at the misfortunes of so many people, both near and far. On the contrary, it is a firm and persevering determination to commit oneself to the common good; that is to say to the good of all and of each individual, because we are all really responsible for all (#38).\nline 04 | The problem with this definition is that it puts solidarity in the context of another complex term such that we have to understand what the “common good” means (which, too often, results in a laundry list of quotations where the term has been used, but not always well defined).\nline 05 | Solidarity has also been defined as “social friendship,” a reference to Aristotle’s vision of the virtuous community. Today, we might understand solidarity as an inclusive loyalty: a loyalty that crosses boundaries and tries to forge unity across difference. Solidarity is more than personal; it also is a commitment to build the kinds of beliefs, values, practices, relationships, policies, and structures that build a more inclusive, diverse, and just ordering of society.\nline 06 | Given how much time we spend online—for many people, even more hours than we sleep — it is tempting to think that we can achieve solidarity on social media. Facebook, Twitter, Instagram, Snapchat and other services can help raise awareness about various issues and connect us with others who care. Trending hashtags represent opportunities to spread the word and grow the movement. There have been numerous examples in recent years, ranging from the #IceBucketChallenge to #BlackLivesMatter to #PrayforParis. Most forms of hashtag activism (or “slacktivism”) have tragically short windows to marshal support for a cause. (Have we already forgotten about #hurricaneMatthew from last month, even though the $10.5 billion in damages will take years to address?)\nline 07 | Advocates of slacktivism point to the good that can result from these social media campaigns.\nline 08 | Notably, the #IceBucketChallenge raised more than $100 million for ALS research, even leading to a medical breakthrough.\nline 09 | But critics point to the small number of individuals who actually donated to the cause and question the use of these funds.\nline 10 | A better example might be #BlackLivesMatter, which has actually become a political force and resulted in policy changes.\nline 11 | Another current example of slacktivism is the support for the Souix Native American tribe who are protesting the Dakota Access Pipeline, a four-state, multi-billion-dollar pipeline currently being constructed through sacred land (burial grounds on the Standing Rock Sioux Reservation) in North Dakota.\nline 12 | Protestors are raising awareness with #NoDAPL on social media and in the last few days, more than 1.5 million Facebook users “checked-in” at the Standing Rock Sioux Reservation.\nline 13 | This came in response to a report that the local sheriff’s office was using Facebook to monitor and arrest protestors, who are called Water Protectors.\nline 14 | Although Snopes debunked this story early on, this hasn’t slowed the hashtag activism; in fact, the most recent development is a #12HourWaterChallenge to be in solidarity with the Water Protectors.\nline 15 | The intentions behind the Facebook “check-in” seem to connect with the aims of solidarity: a gesture to change one’s location to represent inclusive social friendship meant to shield the Water Protectors. But taking the few seconds to “check-in” doesn’t fulfill the obligations required by solidarity—especially when it’s so easy to scroll or swipe past this issue and forget about it. Others hold a less charitable view and call this gesture a “waste of time.” Some Native Americans have said they appreciated the gesture and the fact that the Facebook check-in raised more awareness for the protestors, but they also add that solidarity with the Standing Rock Sioux requires much more than a single click, as their website outlines.\nline 16 | A main problem with slacktivism is that too many people equate awareness with action or social awareness with responsibility. Awareness does not mean activism; it is neither true that once people become aware of a cause they automatically are committed to that cause. Awareness is just the first step of a long process of growing in solidarity and building more just practices, relationships, and policies.\nline 17 | Moreover, slacktivism operates from a position of power and privilege. It does not demand much from the slacktivist (as the term implies) and does not necessarily lead to learning more about what justice requires, making sacrifices to benefit those in need, or building more inclusive or mutual relationships (as solidarity requires). As part of a commitment to justice and the common good, solidarity must involve transparency, mutuality, and accountability, all areas where slacktivism falls short. In fact, slacktivism operates more like a digital form of toxic charity that disempowers others in need and trains them to be dependent on the good will of others.\nline 18 | Gustavo Gutiérrez argues that, “There is no true commitment to solidarity with the poor if one sees them merely as people passively waiting for help. Respecting their status as those who control their own destiny is an indispensable condition for genuine solidarity.” In other words, if we are to take seriously the command to love our neighbor in a universal sense (as the parable of the Good Samaritan in Luke 10:25-37 illustrates that everyone is to be considered a neighbor), this neighbor-love means following the Samaritan’s example to go out of our way and into the ditch, to take up the vantage point of the one in need. Solidarity implies that we change our social location in the concrete (and not just digitally) and stand with those who are marginalized, vulnerable, and oppressed. Changing our location on social media might alert our friends and followers to an important cause, but it isn’t the same as standing with those who are being pelted with rubber bullets and pepper spray or hearing firsthand accounts of why this land is sacred and deserves to be protected.\nline 19 | Admittedly, not many of us can break away from our commitments and make the journey to North Dakota to stand with the Water Protectors. But that doesn’t mean that we can fulfill our social obligations through the screen of our phone, tablet, or computer. Gutiérrez summarizes his vision of solidarity in terms of justice that “equally implies friendship with the poor and among the poor. Without friendship there is neither authentic solidarity nor true sharing. In fact, it is a commitment to specific people.” As Fr. Greg Boyle, SJ reflects, we can’t just talk about the poor, we should name them. Solidarity is about a loyalty that moves us closer to the poor; by sharing life with those who are suffering and struggling, we come to not just recognize the dignity of those in need or care about the problems they face, but because we care so deeply about them, their problems become our problems. Out of this genuine concern, we can’t help but dedicate ourselves to working for their dignity, rights, and freedom. And as friendship grows, so, transparency, mutuality, and accountability increase.\nline 20 | Slacktivism might raise awareness and it might be a first step to advocacy that calls on those in positions of power to respond to the needs of those most in need among us.\nline 21 | But as Gutiérrez sees it, “the goal is not to become, except in cases of extreme urgency or short duration, the ‘voice of the voiceless’ as is sometimes said—undoubtedly with the best of intentions—but rather in some way to help ensure that those without a voice find one.\nline 22 | Being an agent of one’s own history is for all people an expression of freedom and dignity, the starting point and source of authentic human development.”\nline 23 | In other words, solidarity is about building the kinds of attitudes, habits, relationships, practices, and policies that enhance the dignity of all, foster inclusive belonging, and create the conditions under which people can participate in a just society. In our commitment to raising awareness about matters of injustice or organizing activism to bring about right-relationship with God, others, and all creation, our social media activity should flow from and lead to the kinds of decisions and relationships that cultivate what Pope Francis has called a “culture of encounter” that puts us into contact with—and leads us to genuine connection with—those who have been rendered socially insignificant, the nonpersons, the poor. In these encounters, connections, and budding friendships, we can take up the work of solidarity, which, as Gutiérrez writes, is to empower others to become “subjects of their own destiny.”\nline 24 | That is the vision for human flourishing to which we are called. And it requires so much more than a click.\nline 25 | NB: All Gustavo Gutierrez quotes come from “The Option for the Poor Arises from Faith in Christ” Theological Studies 70 (2009), 317-326.\n</context>\n\n<phrases>\n- \"This is tricky, but\"\n- \"When I sit with this idea\"\n- \"Wait, no\"\n- \"Now, wait just a second\"\n- \"If I’m not mistaken\"\n- \"Of course! That’s the answer!\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Let's see\"\n- \"The crucial thing seems to be\"\n- \"Does that sound right to you?\"\n- \"Something doesn't add up\"\n- \"This might sound weird, but\"\n- \"No, actually\"\n- \"Now we're cooking\"\n- \"This brings to mind\"\n- \"It feels like the right move, but\"\n- \"Consider this possibility\"\n- \"I'm wondering if\"\n- \"Hmm\"\n- \"Anyway\"\n- \"That makes sense because\"\n- \"So the main idea is\"\n- \"Let me chew on this\"\n- \"Something about [blank] is still bothering me\"\n- \"Coming at this from another angle\"\n- \"Would this be worth the risk?\"\n- \"So what I'm trying to say is\"\n- \"You know\"\n- \"I should have known that!\"\n- \"I'm curious about\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Bear with me while I\"\n- \"Is it possible that...?\"\n- \"So basically\"\n- \"This makes me reflect on\"\n- \"There's a better way to phrase this\"\n- \"What if we looked at it like\"\n- \"I'm mulling over\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Would that even work?\"\n- \"Let me work through this\"\n- \"Ohhh, now I see!\"\n- \"It suggests that\"\n- \"Suppose we assume that\"\n- \"Well, let me see\"\n- \"Oh, that clears everything up!\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"I feel like I’m close\"\n- \"Oh, I see what’s happening here!\"\n- \"I'm intrigued by\"\n- \"What I’m getting at is\"\n- \"Let me untangle this\"\n- \"What keeps nagging at me is\"\n- \"Let's think step by step\"\n- \"Let me sum this up so far\"\n- \"I'm seeing a connection between\"\n- \"Aha! That’s what I was missing!\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Actually, no\"\n- \" is key here\"\n- \"Ummm, actually\"\n- \"Something tells me I should\"\n- \"Let me just think this through\"\n- \"What I'm getting at is\"\n- \"I'm just throwing ideas around\"\n- \"There's got to be something about\"\n- \"Basically\"\n- \"That’s the piece of the puzzle!\"\n- \"It finally adds up!\"\n- \"In the end\"\n- \"Well\"\n- \"Still working it out\"\n- \"Maybe if I try it this way\"\n- \"What’s the best way to explain this?\"\n- \"What if we\"\n- \"What’s the worst that could happen?\"\n- \"Here's what I'm thinking\"\n- \"That would explain why\"\n- \"Let me throw this out there\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Right, so\"\n- \"What's the best way to explain this?\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"I'm struck by\"\n- \"On one hand... but on the other\"\n- \"What if the reason is\"\n- \"I was looking at this all wrong!\"\n- \"If we follow this logic\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | “Please refrain from hand shaking\" is a common sign we now see as a result of public health organizations advising people to avoid shaking hands as a greeting. As people still want to greet other people, Next Nature sees this an opportunity to speculate on a new handshaking ritual that could become your 'next normal'. But that's yours to decide.\nline 02 | But before look forward, we wonder: How did the handshake become a universal ritual to greet each other?\nline 03 | Sign of peace\nline 04 | The circumstances have made the handshake potentially dangerous, due the risk of contamination or infection, whereas the handshake used to be a sign of peace.\nline 05 | The handshake was used to show that neither person was carrying a weapon.\nline 06 | However, the handshake used to be more of an arm grab; by grabbing each other's forearms they could check for knives hidden up the sleeves and shake the hand in an attempt to shake loose any hidden weapons.\nline 07 | Where the handshake used to be a gesture to exclude danger and a sign of openness and contact, it recently become a dangerous gesture or at least a clumsy act of insensitivity.\nline 08 | Today, the restriction of giving handshakes, understandable in the current situation, might have a larger impact on society than we can imagine. As we are now living in an even more technology-focused, socially disconnected world, a decrease in social touch has already resulted in less touching.\nline 09 | The decline in social touch is partly due to the fear of being accused of inappropriate touching. Therefore the restriction might push us towards a society, in which we have forgotten the positive effects of social touch, as we have developed negative associations with social touch. This while touch has profound benefits for us human beings.\nline 10 | The importance of touch\nline 11 | Why is touch so important? First, touch helps us communicate our feelings. Second, a large amount of studies have shown it affects our short- and long term wellbeing. During the early development in (pre-term) babies it is proven to be crucial in early brain development. This because touch releases the hormone oxytocin, which reduces stress. Moreover it can also reduce feelings of social exclusion and even increase food intake among elderly people living in a nursing home.\nline 12 | Therefore it is crucial to ensure touch will be part during- and post-corona.\nline 13 | The next handshake\nline 14 | Whereas the handshake is almost universal, in fighting the virus, countries are now searching for new 'versions' of the handshake. For example in Wuhan the foot shake was introduced (which led to hilarious dance tutorials on YouTube) in Britain people greet each other with the Namaste greeting, in the United States the elbow tap, and in New Zealand the Kahungunu wave, which is an eyebrow raise.\nline 15 | During this period of time, touch could alleviate the circumstances, as “touch has been shown to cushion stress levels in humans.” Next Nature sees this situation as an opportunity—as it merges biology with technology.\nline 16 | Nowadays you'll often see people on the streets wearing gloves for protection.\nline 17 | We wonder, how to augment these gloves?\nline 18 | Sensors could be integrated into the glove. These sensors measure the posture and tension of the handshake. Using bluetooth technology, people could send out an “invitation” to give a handshake to someone in range of the bluetooth.\nline 19 | The person who receives than can accept or decline the handshake. When that person accepts the handshake, the person gets an notification. Both should grab their own arm. The sensors measure the posture and tension in the glove, and transfer the data towards the other glove. The data is then converted in order to simulate the given handshake through haptic feedback.\nline 20 | Shake on it? Let us know in the comments what you think!\n</context>\n\n<phrases>\n- \"I'm struck by\"\n- \"Picture this\"\n- \"You know\"\n- \"[blank] is still a black box to me\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Hmm, that doesn’t sound right\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Okay, so if I do this\"\n- \"This is tricky, but\"\n- \"On the other hand\"\n- \"Oh, that clears everything up!\"\n- \"Let me connect the dots\"\n- \"Ummm, actually\"\n- \"Here's a possible explanation\"\n- \"Anyway\"\n- \"I'm wondering if\"\n- \"I need to fill in the gaps\"\n- \"It’s on the tip of my tongue\"\n- \"Is it possible that...?\"\n- \"When I sit with this idea\"\n- \"This might explain the pattern\"\n- \"Ah...\"\n- \"I wonder if\"\n- \"I'm intrigued by\"\n- \"This connects to\"\n- \"That’s an interesting angle, but\"\n- \"Something doesn't add up\"\n- \"No, actually\"\n- \"We've completely overlooked [blank]\"\n- \"But then again\"\n- \"Ohhh, now I see!\"\n- \"Well, let me see\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"What’s the best way to explain this?\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"On one hand... but on the other\"\n- \"Hold that thought\"\n- \"I could be wrong, but\"\n- \"There’s a pattern here\"\n- \"It suggests that\"\n- \"What if the reason is\"\n- \"Wait, no\"\n- \"Bear with me while I\"\n- \"That actually makes a lot of sense\"\n- \"This isn't quite right, but\"\n- \"Of course! That’s the answer!\"\n- \"What was I about to say?\"\n- \"Actually, no\"\n- \"Wait, I think I just cracked it!\"\n- \"Let's think step by step\"\n- \"I’m not convinced, but it might work\"\n- \"Coming at this from another angle\"\n- \"I'm seeing a connection between\"\n- \"Let me untangle this\"\n- \"This could explain why\"\n- \"I'm starting to see a pattern\"\n- \"Let me work through this\"\n- \"Alternatively\"\n- \"It finally adds up!\"\n- \"Finally, it clicks!\"\n- \"It's a bit murky\"\n- \"I'm mulling over\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"What keeps nagging at me is\"\n- \"I’m trying to connect the dots here\"\n- \"Building on that\"\n- \"How do I put this\"\n- \"I think\"\n- \"This is slipping through my fingers\"\n- \"I think I found the solution!\"\n- \"This might sound weird, but\"\n- \"Let me play devil's advocate\"\n- \"Now, wait just a second\"\n- \"Let me chew on this\"\n- \"That reminds me\"\n- \"I should have known that!\"\n- \"Now we're cooking\"\n- \"I know there’s a word for this\"\n- \"That makes sense because\"\n- \"This brings to mind\"\n- \"Let me think\"\n- \"What if I flip it around?\"\n- \"Oh! That reminds me\"\n- \"This makes me reflect on\"\n- \"I think I can rule that out\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UK Essays.\nline 02 | The Great depression of 1929 shook the whole of Europe creating shattered economies and unstable political conditions. Some countries were initially able to deal with the global crises such as Britain and France but by the mid 1930s the vast majority of European countries had experienced difficulties in their economy. There were those countries who suffered more than others as the decline was more prominent in countries dependant on the export industries. Germany, despite Hoover’s reduction of reparations, was unable to prevent a third of their workforce from becoming unemployed. Banks were collapsing, major industry had its output severely reduced and agricultural cost of production rose. Between 1929 and 1932, the overall GDP of European countries was lowered by 10%. Europe suffered not only economic but also long term political costs due the decline of the capitalist system. Conflicts between labour and capital had been present before the war and would inevitably rise again when continuing with laissez-faire economics. The unstable economic conditions gave rise to the extreme politics of Communism and National Socialism in certain countries while in others, strikes, riots and civil war were present.\nline 03 | The decline of major industry was attributed to the high protectionist measures set up by many countries all over the world which was prominent in Europe. The intention was to revive internal economies but it only served to increase depression. The trade restrictions hit Eastern Europe particularly hard, with the exception of Czechoslovakia, as these economies had an over reliance on exports of foodstuffs. Isolation from the world powers forced them into an autarky-like economic system. Hungary had the value of its agricultural production fall by fifty percent between 1923 and 1932 Conferences set up to deal with tariff wars and exchange controls made very little progress. The result was higher production costs as imports were now much more expensive. In Germany, Farmers were hit hardest due to higher production costs and lower food prices. In accordance with this, industrial progress seemed to be moving in the opposite direction as, for the first time since 1882, employment in agriculture was higher than in industry.\nline 04 | Differences in economic policy between the countries of Europe greatly affected the severity of their respective economic problems.\nline 05 | Major mistakes in political policy at the time were particularly present in the 1920s and 30s in Europe.\nline 06 | Changes in the economic system in Germany after the War made Germany the country the hardest hit by the Depression.\nline 07 | The loss of flexibility in the economy due to monopolized production, trade barriers and rigidity of wages made Germany susceptible to variations in the confidence of foreign investors.\nline 08 | Alongside this, the decisions made by Chancellor, Heinrich Brüning, to raise taxes, cut benefits and reduce government expenditure resulted in the increase of unemployment.\nline 09 | The Germans were unable to pay reparations nor finance the budget deficit due to the inability to attract capital from the USA, France and Britain.\nline 10 | Similarly, the fears for the values of currency in Eastern Europe forced governments to introduce deflationary policy resulting in unemployment and reduced foreign demand.\nline 11 | Although the French economy experienced success while other countries around them suffered, it was not altered or transformed.\nline 12 | An economy that had a reliance on imported raw materials and an inefficient agricultural sector was only able to maintain income levels due to large current account surpluses in the late 1920s.\nline 13 | The French government were gripped by the memories of inflation in the 1920s which prevented them from pursuing deflationary policies and supporting the theory Keynes was prominently proposing.\nline 14 | Nevertheless, the French economy survived well until 1934.\nline 15 | The French were able to obtain a quarter of the world’s gold after the liquidation of foreign exchange reserves which helped the Franc become one of the most powerful currencies in the world by 1932.\nline 16 | In the immediate aftermath of the Wall Street Crash, France was the only country with industrial output higher in 1930 than in 1929.\nline 17 | However, the French economy was far from protected during this period as cloth imports increased by two hundred million francs and they suffered from foreign competition.\nline 18 | Following three years of budgetary deficit there was an appearance of debts.\nline 19 | The collapse of the banking systems in some European countries had major implications across Europe.\nline 20 | Austria was at the centre of the financial crisis which resulted in the near collapsed of the largest bank in Austria; the Credistalt.\nline 21 | The financial crisis was only reduced from the control of the League of Nations representatives.\nline 22 | Austrian banks then proceeded to withdraw money across the exchange.\nline 23 | There was turmoil in other European countries with Germany’s banks failing and were closed for three days.\nline 24 | The Reichsbank imposed harsh foreign policy where foreign owned assets were frozen and currency conversions were restricted.\nline 25 | The decline in economic activity in Britain was imported from abroad and caused through repercussion of the strict economic conditions.\nline 26 | This is seen through the decline in the balance of payments which was only resurrected after the improvements in the terms of trade.\nline 27 | The depression impacted on different areas of society and industry in the various countries. The depression was a process which affected different sectors in unequal intensities. In Britain more emphasis of the depression was centred in the North which was the base for coal, iron and shipbuilding industries. Unemployment in the North was double the rate of London and the South East. In France, the silk industry suffered from foreign competition and increased costs of production which led to an 80% decline of silk goods between 1929 and 1937. The agrarian sector was hit worst in Eastern Europe with prices of wheat and sugar falling sharply which reduced purchasing power. Yugoslavia’s production of hop was reduced by a third and much of it was left to rot as it was uneconomic to produce. Although the severity of the Depression’s effects was varied, its affects were felt in all areas.\nline 28 | The rise of politically extreme parties was a major affect of the Depression but this was not the case in all European countries. The most notorious political rise was in the form of the national socialists in Germany. Led by Hitler, the Nazis began their rise in the 1930 elections where they were able to gain 18% of the vote. Bruning’s unpopular economic measures which strengthened the aristocracy and were designed to remove political responsibility. The German middle class became radicalized and other sections of German society such as the protestants, tradesmen and white collar workers turned their allegiance to extreme parties. Hitler’s appointment as Chancellor in 1933 led to years of removing political opponents and constitutional constraints before dictatorship was secured in 1934 following the death of Hindenburg and the ‘Night of the Long Knives’. A similar situation developed in Austria in which Engelbert Dolfuss took a firm control on the socialist government. His actions led to a short civil war against the socialist government in Red Vienna. Further gains for right wing parties were made in Romania where the Iron Guard movement gained 25% of the vote in 1933 from previous political obscurity. The fascist, Gyula Gömbös, was able to make become Prime Minister in 1932 in Hungary and attempted to create an axis between Hungary, Austria and Italy.\nline 29 | It was at this time, people were rejecting the capitalist system, but none more so was this view taken in the Soviet Union. Under the ideology of Karl Marx, the already in power Communist regime was strengthened and provided the ‘most striking challenge to liberal capitalism and internationalism.’ The trend supported by the party was for the destruction of capitalism and the increase in industrialisation brought about through the collectivisation of Soviet peasant households. This brutal policy led by Joseph Stalin resulted in the increase in output from industry including a trebling of coal production. The collectivisation process resulted in savagery from government forces and human suffering and was criticised by workers across Russia. An example of this defiance is shown in the letter from the workers of the Putilovets factory.\nline 30 | One of the most striking conflicts to arise from the Depression was the Spanish Civil war which resulted in a conflict between the right and left. The 1931 constitution created attacks on the church which were fiercely defended by the right wing organisation C.E.D.A. Following the defeats in the 1936 elections, General Franco set up an offensive in a military revolt which resulted in the forming of fascist Spain in 1937.\nline 31 | However, not all European countries embraced extreme politics with some nations sticking to relatively conservative governments. Countries such as Finland, Netherlands and Britain experienced little support for the extreme parties. The anti-system vote in Finland actually declines in 1930 compared to figures in 1928. In Britain, the success of the devaluation policies and the banks removal from the Gold link helped Britain remain in Labour’s control. There was definitely political instability before and after the Wall Street Crash with the general strike in 1926 and the Invergordon Mutiny in 1931. However, the government was able to react to this unrest and altered economic policy due to social changes and was not imposed as a response to the slump. The fragility of British politics was shown when it was on the verge of introducing a fascist establishment under Edward. This crisis was only prevented following Stanley Baldwin’s defence of conservative principles. The nature of the two party political system prevented the public from being directed to radical parties. Political instability was strongly represented in France where there were 11 ministries between 1932 and 1936. Parliament was consistent in rejecting and overthrowing three separate governments. The 1932 elections showed clear dominance for the Radical and after Stavisky’s suicide in 1934, a variety of fascist leagues set up demonstrations and attempted to orchestrate a revolution. The subsequent elections in 1936 presented the Popular Front with an emphatic victory for the socialists. The communists however, were unable to gain so much support even though they were the first party to recognise that France was in a depression. The party was accused of underestimating the opportunity these circumstances gave them.\nline 32 | In the aftermath of the Wall Street Crash, Europe had experienced political and economic difficulties which resulted in civil wars and the mass rejection of capitalism. The depression had shattered the banks, industry and agriculture in many countries and presented the conditions of turmoil that many radical politicians seized upon. The sharp rise in support for nationalist or communist dictatorship was visible in the middle and working classes who felt dejected by the capitalist governments in place. Those countries that were successful in reducing the effects of the depression and provide support to these classes were able to suppress mass engagement with extreme parties.\nline 33 | 16. The Great Depression (NS) 20 Nov\nline 34 | B. Wasserstein, Barbarism and civilization (2007), pp. 165-204\nline 35 | H. James, Europe Reborn (2003), pp. 104-46\nline 36 | J. Jackson, The Politics of Depression in France, 1932-6 (1985)\nline 37 | P. Stachura (ed.), Unemployment and the Great Depression in Weimar Germany (1986)\nline 38 | A. Sauvy, ‘The economic crisis of the 1930s in France’, Journal of Contemporary History, Vol. 4, No. 4 (1969), pp. 21-36\nline 39 | D. Petzina, ‘Germany and the Great Depression’, Journal of Contemporary History, Vol. 4, No. 4 (1969), pp. 59-74\nline 40 | H. Raupach, ‘The impact of the Great Depression on Eastern Europe’, Journal of Contemporary History, Vol. 4, No. 4 (1969), pp. 75-86\nline 41 | Letter to Stalin and Kalinin (ostensibly) from workers at Red Putilovets factory, Leningrad, March 1930 http://www.yale.edu/annals/siegelbaum/English_docs/Siegelbaum_doc_9.htm\nline 42 | If you need assistance with writing your essay, our professional essay writing service is here to help!Find out more\nline 43 | Cite This Work\nline 44 | To export a reference to this article please select a referencing style below:\nline 45 | Related ServicesView all\nline 46 | DMCA / Removal Request\nline 47 | If you are the original writer of this essay and no longer wish to have the essay published on the UK Essays website then please:\n</context>\n\n<phrases>\n- \"Let me trace that logic back\"\n- \"More or less\"\n- \"Let me run through it again\"\n- \"Let me circle back to that\"\n- \"What if I flip it around?\"\n- \"I think I found the solution!\"\n- \"What if I tried...?\"\n- \"There's a missing link here\"\n- \"That’s it!\"\n- \"I was making this more complicated than it needed to be\"\n- \"Wait, no\"\n- \"How can I approach this?\"\n- \"What if we\"\n- \"Wait a minute... Oh!\"\n- \"Ummm, actually\"\n- \"I need to reframe this\"\n- \"That’s an interesting angle, but\"\n- \"There's something here about\"\n- \"Bear with me while I\"\n- \"Now it makes sense!\"\n- \"Let me work through this\"\n- \"Alternatively\"\n- \"I’m still on the fence about this\"\n- \"Follow me here\"\n- \"Wait a minute\"\n- \"This isn't quite right, but\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Let me play devil's advocate\"\n- \"Actually, no\"\n- \"Let me untangle this\"\n- \"If I’m not mistaken\"\n- \"What if I just flip this around?\"\n- \"I need to step back and rethink this\"\n- \"Oh! I get it now\"\n- \"But then again\"\n- \"Hmm, let’s rewind a bit\"\n- \"Oh, it all makes sense now!\"\n- \"Ah...\"\n- \"Maybe\"\n- \"Let me throw this out there\"\n- \"If I had to choose right now\"\n- \"Something doesn't add up\"\n- \"Okay, so if I do this\"\n- \"On one hand... but on the other\"\n- \"Do I go with my gut or\"\n- \"What’s the missing piece?\"\n- \"I should have known that!\"\n- \"Something tells me I should\"\n- \"What's the best way to explain this?\"\n- \"That actually makes a lot of sense\"\n- \"Here's where it gets interesting\"\n- \"On the other hand\"\n- \"That would mean\"\n- \"This might sound weird, but\"\n- \"That’s what I was trying to say!\"\n- \"Let's think step by step\"\n- \"I was just about to say\"\n- \"If A is true, then\"\n- \"Here's a possible explanation\"\n- \"Something about [blank] is still bothering me\"\n- \"Let me make sure I got this\"\n- \"Would this be worth the risk?\"\n- \"Coming at this from another angle\"\n- \"I'm still feeling my way through\"\n- \"Okay, backtrack a bit\"\n- \"The more I think about it\"\n- \"This could explain why\"\n- \"Wait, I think I’ve got it!\"\n- \"Let me propose something\"\n- \"Hmm, that doesn’t sound right\"\n- \"Okay, so\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"No, actually\"\n- \"What happens if we change this part?\"\n- \"What keeps nagging at me is\"\n- \"Well, let me see\"\n- \"Picture this\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Alright, where was I?\"\n- \"Let me talk this through\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Hold on a second\"\n- \"Does that even make sense?\"\n- \"How do I put this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Glossary: How does cryptocurrency mining work?\nline 02 | / Miners keep the network secure / What is PoW?\nline 03 | / What is a mining pool?\nline 04 | Cryptocurrency mining is the process in which transactions between users are verified and added to the blockchain public ledger. The mining process is the result of introducing new coins into the circulating supply and is the key element that allows for cryptocurrencies to work as a peer-to-peer decentralized network, without the need for a centralized third-party controlling it.\nline 05 | A miner is a node in the network that collects transactions and organizes them into blocks. Whenever transactions are made, all network nodes receive them and verify their validity. Then, miner nodes gather these transactions from the memory pool and begin assembling them into a block.\nline 06 | So how does cryptocurrency mining work?\nline 07 | The first step of mining a block is to individually hash (which is an algorithm that turns an arbitrarily-large amount of data into a fixed-length hash) each transaction taken from the memory pool, but before starting the process, the miner node adds a transaction where they send themselves the mining reward (block reward).\nline 08 | After every transaction is hashed, the hashes are then organized into something called a Merkle Tree (or a hash tree) – which is formed by organizing the various transaction hashes into pairs and then hashing them. The outputs are then organized into pairs and hashed once again, and the process is repeated until “the top of the tree” is reached.\nline 09 | The root hash along with the hash of the previous block and a random number called nonce (which is a 32-bit field whose value is adjusted by miners so that the hash of the block will be less than or equal to the current target of the network) is then placed into the block’s header.\nline 10 | The block header is then hashed producing an output based on those elements (root hash, previous block’s hash, and nonce) plus a few other parameters.\nline 11 | The resulting output is the block hash and will serve as the identifier of the newly generated block.\nline 12 | In order to be considered valid, the output (block hash) must be less than a certain target value that is determined by the protocol.\nline 13 | In other words, the block hash must start with a certain number of zeros.\nline 14 | The target value, also known as the hashing difficulty, is regularly adjusted by the protocol, ensuring that the rate at which new blocks are created remains constant and proportional to the amount of hashing power devoted to the network.\nline 15 | Therefore, every time new miners join the network and competition increases, the hashing difficulty will raise, preventing the average block time from decreasing. In contrast, if miners decide to leave the network, the hashing difficulty will go down, keeping the block time constant even though there is less computational power dedicated to the network.\nline 16 | Miners keep the network secure\nline 17 | Miners secure the Bitcoin network by making it difficult to attack, alter or stop. The more miners that mine, the more the secure the network. The only way to reverse Bitcoin transactions is to have more than 51% of the network hash power. Distributed hash power spread among many different miners keeps Bitcoin secure and safe.\nline 18 | To successfully attack the Bitcoin network by creating blocks with a falsified transaction record, a dishonest miner would require the majority of mining power so as to maintain the longest chain. This is known as a 51% attack and it allows an attacker to spend the same coins multiple times and to blockade the transactions of other users at will.\nline 19 | In order to do this, an attacker needs to own more mining hardware than all other honest miners. This imposes a high monetary cost on any such attack. At this stage of Bitcoin’s development, it’s unlikely that such an attack will occur as it’s unclear what benefit a bad actor would gain from degrading or destroying Bitcoin.\nline 20 | The network has been designed to be protected by the work that cryptocurrency miners conduct and therefore given the opportunity of receiving a reward for mining the block.\nline 21 | While the block reward is granted to the miner who discovers the valid hash first, the probability of finding the hash is equal to the portion of the total mining power on the network. Miners with a small percentage of the mining power stand a very small chance of discovering the next block on their own.\nline 22 | What is PoW?\nline 23 | A proof of work is a piece of data which was difficult (costly, time-consuming) to produce so as to satisfy certain requirements.\nline 24 | It must be trivial to check whether data satisfies said requirements.\nline 25 | Producing proof of work can be a random process with a low probability, meaning that a large sum of trial and error is needed on average before a reliable proof of work is generated. One implementation of this concept is to use hashcash as a means to avoid email spam, allowing proof of work on the contents of the email (including to the address) on each post.\nline 26 | Legitimate emails will be able to do the work to generate the proof easily (not much work is required for a single email), but mass spam emailers will have difficulty generating the required proofs (which would require huge computational resources).\nline 27 | Hashcash proofs of work are used in Bitcoin for block generation. Proofs of work that are tied to the data of each block are required for the blocks to be accepted. The [difficulty of this work](/what-is-bitcoin-mining-difficulty/) is adjusted so as to limit the rate at which new blocks can be generated by the network to one every 10 minutes.\nline 28 | Due to the very low probability of successful generation, this makes it unpredictable which worker computer in the network will be able to generate the next block.\nline 29 | For a block to be valid it must hash to a value less than the current target; this means that each block indicates that work has been done generating it. Each block contains the hash of the preceding block, thus each block has a chain of blocks that together contain a large amount of work.\nline 30 | Changing a block (which can only be done by making a new block containing the same predecessor) requires regenerating all successors and redoing the work they contain. This protects the block chain from tampering.\nline 31 | The most widely used proof-of-work scheme is SHA-256, which was introduced by Bitcoin. Some other hashing algorithms that are used for proof-of-work include scrypt, Blake-256, CryptoNight, HEFTY1, Quark, SHA-3, scrypt-jane, scrypt-n and combinations.\nline 32 | What is a mining pool?\nline 33 | Mining pools are created to solve this problem. It means pooling of resources by miners, who share their processing power over a network, to split the reward equally among everyone in the pool, according to the amount of work they contribute to the probability of finding a block.\nline 34 | Poolin.com allows you to connect with other miners who more or less can share their knowledge about the mining process. Memberships also provide you the chance to seek new opportunities by connecting with members in the Poolin community.\nline 35 | At its core, mining is the process by which computational power (hash power) is used in an attempt to unlock a block in a blockchain. Each block unlocked provides a reward. The more attempts (hashes) you can perform per second, the higher the probability that you will obtain the reward. Because miners by themselves typically don’t have enough hashing power to frequently find blocks, they join a pool that combines the hash power of multiple miners to hash blocks.\nline 36 | With greater collective hashing power, it is easier to find blocks with decreased variance. The reward is split among the miners relative to the proportion of hash power that they contributed to the pool.\n</context>\n\n<phrases>\n- \"That’s the answer I was looking for!\"\n- \"No, actually\"\n- \"First things first\"\n- \"This connects to\"\n- \"Might be\"\n- \" is key here\"\n- \"Let's think step by step\"\n- \"It was staring me in the face\"\n- \"In other words\"\n- \"I’m trying to connect the dots here\"\n- \"There's something here about\"\n- \"It's almost like\"\n- \"It's fascinating how\"\n- \"I can't quite put my finger on\"\n- \"This makes me think of\"\n- \"Let me break this down\"\n- \"Let me work through this\"\n- \"Wait a minute\"\n- \"Okay, so\"\n- \"If I take this apart step by step\"\n- \"Let me play devil's advocate\"\n- \"Why didn’t I think of that sooner?\"\n- \"This connects to something else\"\n- \"Just spitballing here\"\n- \"Let me connect the dots\"\n- \"Perhaps\"\n- \"Building on that\"\n- \"Alternatively\"\n- \"Where did I put that...?\"\n- \"On the other hand\"\n- \"There's got to be something about\"\n- \"Aha! That’s what I was missing!\"\n- \"Wait, I think I just cracked it!\"\n- \"Let's break this down into parts\"\n- \"Wait, no\"\n- \"Oh, that clears everything up!\"\n- \"Let me approach this from another angle\"\n- \"But then again\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Wait, I think I’ve got it!\"\n- \"Coming at this from another angle\"\n- \"I think I found the solution!\"\n- \"Something tells me I should\"\n- \"Something doesn't add up\"\n- \"I'm starting to see a pattern\"\n- \"Uh...\"\n- \"That makes sense because\"\n- \"Actually, no\"\n- \"What if I flip it around?\"\n- \"I'm seeing a connection between\"\n- \"Here's where it gets interesting\"\n- \"In essence\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"Well\"\n- \"Oh, it all makes sense now!\"\n- \"I'm just throwing ideas around\"\n- \"Let’s weigh the options\"\n- \"That’s an interesting angle, but\"\n- \"So what I’m trying to say is\"\n- \"Ummm, actually\"\n- \"Right, so\"\n- \"So the main idea is\"\n- \"Okay, let's break this down\"\n- \"There’s a pattern here\"\n- \"Not quite there yet\"\n- \"Okay, pros and cons\"\n- \"Just thinking out loud but\"\n- \"I know there’s a word for this\"\n- \"There’s a better way to phrase this\"\n- \"I’m not convinced, but it might work\"\n- \"In the end\"\n- \"Let's see\"\n- \"Now we're cooking\"\n- \"You know\"\n- \"The crucial thing seems to be\"\n- \"How do I put this\"\n- \" is interesting\"\n- \"That’s it!\"\n- \"The pros and cons are\"\n- \"Brainstorming here, but\"\n- \"What keeps nagging at me is\"\n- \"Still forming this thought\"\n- \"Wait a minute... Oh!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | - sub-cooled methane/oxygen system where the propellants are cooled close to their freezing temperature to increase the density, we could definitely do full reusability - and that system is intended to be a fully reusable Mars transportation system. So, not merely to low Earth orbit but all the way to Mars and back, with full reusability. [Within 3 years?] Ha. I am an optimistic person, but - I think we could expect to see some test flights in the five or six year time frame. But, we're talking about a much bigger vehicle, and we're also going to be upgrading to a new generation - a harder engine cycle, which is a full-flow staged combustion. What we have right now is an open cycle engine. Right now, I'd say, engines are our weakest point at SpaceX, but they will become as strong as the structures and avionics in the next generation.\nline 02 | [Question about established competition.]\nline 03 | Sure, but let me just clarify a point.\nline 04 | I think, right now our weakest point is engines with respect to specific impulse, but not with respect to thrust-to-weight.\nline 05 | We actually have the highest thrust-to-weight of any engine, I think maybe ever, but our specific impulse, the efficiency of the engine is about 10% worse than a staged-combustion engine using the same propellant.\nline 06 | In terms of our competitiveness, I think it mostly comes down to our pace of innovation.\nline 07 | Our pace of innovation is much much faster than the big aerospace companies or the country-driven systems.\nline 08 | This is generally true, if you look at innovation from large companies or smaller companies, smaller companies are generally better at innovating than the larger companies and it has to be that way from a Darwinian standpoint as smaller companies would just die if they didn't try innovating because otherwise people would just keep buying the product from the big company.\nline 09 | So, then, why is SpaceX more innovative?\nline 10 | I think it's probably because we've got a super-engineering driven culture.\nline 11 | We're running sort of the Silicon Valley operating system.\nline 12 | It's kind of hard to describe.\nline 13 | Like, how do you describe Linux.\nline 14 | Ya know, like Linux is more efficient than some other operating systems, but to explain exactly why, you really have to get into the weeds.\nline 15 | But, you sort of have a very flat hierarchy, you promote rapid communication, a best-idea-wins culture - as opposed the the having the seniority of the person decide the solution, which - that should never be the case in engineering, it should always be a rational basis.\nline 16 | I also believe that at the leadership level, I'd much rather promote someone that has strong engineering ability than so-called management ability.\nline 17 | \"We do hire some MBAs but it's usually in spite of the MBA, not because of it.\"\nline 18 | [Question about minimum flight rate for reusability.]\nline 19 | Well, it is a chicken and egg situation, the reason why there's low demand for spaceflight is because it's ridiculously expensive, and so at some point someone has to say, okay, we're going to make something that's much more affordable and then see what applications develop.\nline 20 | That's what has to happen.\nline 21 | The situation in rocketry is like if an aircraft - imagine if aircraft were single use, then how many people would fly?\nline 22 | The flight rate would be really low.\nline 23 | If you buy a 757 it's like $250M, or maybe $300M, and you need two of them for a round-trip.\nline 24 | No-one is paying half-a-billion dollars to fly from Boston to London, and if that were the case there'd be like a very small number of flights for scientific and military purposes and people would say, wow, the market for aircraft is so tiny, people really love going by boat - it's nonsense.\nline 25 | If we have rockets that are reusable, we could - fully-reusable and can get to a decent flight rate, the potential is there to get a two order of magnitude reduction in the cost of space transport, which is, I think, vital for establishment of a self-sustaining civilization on another planet or even on the Moon or some sort of L5 colony or whatever, but you really need to get the cost down - we need a two order of magnitude improvement, at least, in the cost of transport.\nline 26 | In fact, relative to the estimates of what it costs to do a manned Mars mission, I think like some of the lower estimates are at the $100B to $200B level, for a four person mission, we need more like a 10,000 fold reduction.\nline 27 | I mean, so people can afford to go.\nline 28 | [Question about space tourism.] Yeah, private spaceflight is going to be some amount of market. Yeah, I don't really know. We're just trying to advance rocket technology and - I mean, on the one hand, if we get even slightly towards the overarching goal of Mars colonization technology level, if we just get slightly there, we certainly have a viable business in launching satellites and servicing the space station, that kind of thing, because - yeah, like, even for like 5% - there's still a viable business doing Earth orbit and we're vastly more competitive than the other rocket companies. We do have a lot of people ganging up against us these days.\nline 29 | [Question about getting to Mars.] I don't think the Moon is a necessary step, but I think if you've got a rocket and spacecraft capable of going to Mars, you might as well go to the Moon as well - it's along the way. That's like crossing the English Channel, relative to Mars. So, it's like, if you have these ships that could cross the Atlantic, would you cross the English Channel? Probably. It's definitely not necessary, but you'd probably end up having a Moon base just because, like, why not, ya know. It terms of the key technologies, obviously it would be great to have some sort of fundamental new thing that's never existed before and pushes the boundaries of physics, that'd be great, but as far as the physics that we know today, I actually think we've got the basic ingredients - they're there. I mean, if you do a densified liquid methalox rocket with on-orbit refueling, so like you load the spacecraft into orbit and then you send a whole bunch of refueling missions to fill up the tanks and you have the Mars colonial fleet - essentially - that gets built up during the time between Earth-Mars synchronizations, which occur every 26 months, then the fleet all departs at the optimal transfer point. I think we have - we don't need any sort of thing that people don't already know about, I believe. I believe we've got the building blocks, but the mass efficiency is extremely important. So, having better heat shields, that obviously are reusable. [What about radiation.] Yeah, things that can mitigate the radiation effects would be certainly - I think the radiation effects are way overblown because, ya know, people went to the Moon. We went like two weeks in deep space. Buzz Aldrin's still around. So obviously they're still alive and they seem okay. Ya know, people have been up in the space station for like a year or more. They're okay. I think there are things we can do to mitigate the radiation on-route, by effectively placement of the water you bring with you - put that in the direction of the Sun. But yeah, I really think we have the essential ingredients, but we do need an efficient propellant depot on Mars, but I think is really like, there's a lot of hard work and engineering that needs to be done, but it's there. Like, the pieces are there.\nline 30 | [Question about robotic precursor missions.] Yeah, yeah, I think that'd be - like, we have rovers on Mars already, so I think we'll see more robots on Mars and we'll probably want to make sure the propellant depot works - it'd be an automated propellant depot and there is some question as to, what do you do for power generation on Mars? Do you have a nuclear reactor? Then you've got to carry the nuclear fuel there, and reactors are fairly heavy. Do you do some lightweight solar power system? Like, maybe big inflatable solar arrays or something like that. So, just power generation on Mars, I think is an interesting problem, and then just figuring out how to get all the bits of efficiency right for creating, say, methane and oxygen on Mars. Ya know, Mars has got a CO2 atmosphere and there's a lot of water buried in the soil that you can get to.\nline 31 | [Question about one-way trips to Mars.] I think there's plenty of people who will sign up for a one-way trip to Mars. It'd certainly be enough, but I think the question is, is it a one-way mission and then you die, or is it a one-way mission and you get resupplied, that's a big difference. I think it ends up being a moot point because you want to bring the spaceship back. These spaceships are expensive, okay, they're hard to build. You can't just leave them there. So whether or not people want to come back or not, is kind of - like, they can just jump on if they want, but we need the spaceship back. I mean, it'd be kind of weird if there's this huge collection of spaceships on Mars over time. It'd be like, maybe we should send them back - no, of course we should send them back. Particularly if we want to have a colony of some kind that's of significant size.\n</context>\n\n<phrases>\n- \"Let me break this down\"\n- \"I think I found the solution!\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Okay, so\"\n- \"This brings to mind\"\n- \"I'm intrigued by\"\n- \"What if I just flip this around?\"\n- \"First things first\"\n- \"Going back to what I said about\"\n- \"Now, wait just a second\"\n- \"It was staring me in the face\"\n- \"If I follow this through\"\n- \"I wonder if\"\n- \"That’s the answer I was looking for!\"\n- \"Why did I do that?\"\n- \"Let me work through this\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Ummm, actually\"\n- \"Let me chew on this\"\n- \"What I'm grappling with is\"\n- \"Ah...\"\n- \"The more I think about it\"\n- \"Okay, I think I’ve got it now!\"\n- \"If A is true, then\"\n- \"I guess maybe\"\n- \"The pros and cons are\"\n- \"Okay, let's break this down\"\n- \"What keeps nagging at me is\"\n- \"Now we're cooking\"\n- \"Now, if I think about it differently\"\n- \"I was looking at this all wrong!\"\n- \"I need to make sure this checks out\"\n- \"I know there’s a word for this\"\n- \"Hang on a second\"\n- \"Hold on a second\"\n- \"This might explain the pattern\"\n- \"This is starting to take shape\"\n- \"Uh...\"\n- \"Suppose we assume that\"\n- \"I'm wondering if\"\n- \"On one hand... but on the other\"\n- \"Okay, pros and cons\"\n- \"It's a bit murky\"\n- \"I'm struck by\"\n- \"Okay, walking through it again\"\n- \"Wait, why does that happen?\"\n- \"Something's not quite right\"\n- \"This explains so much!\"\n- \"Let me make sure I got this\"\n- \"Let's break this down into parts\"\n- \"It finally adds up!\"\n- \"Let’s weigh the options\"\n- \"I'm not sure, but\"\n- \"Maybe I'm way off, but\"\n- \"Okay, backtrack a bit\"\n- \"That would explain why\"\n- \"No, actually\"\n- \"How do I put this\"\n- \"If I take this apart step by step\"\n- \"I'm pondering\"\n- \"So, the bottom line is\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Something doesn't add up\"\n- \"Am I thinking about this all wrong?\"\n- \"I'm seeing a connection between\"\n- \"Coming at this from another angle\"\n- \"Actually, no\"\n- \"Wait, no\"\n- \"Possibly\"\n- \"Backing up for a second\"\n- \"Let's think step by step\"\n- \"Let me untangle this\"\n- \"One way to look at it is\"\n- \"More or less\"\n- \"Let's see\"\n- \"That’s what I was trying to say!\"\n- \"Oh, I see what’s happening here!\"\n- \"What if we\"\n- \"The tricky part is\"\n- \"I need to step back and rethink this\"\n- \"I'm curious about\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Something’s not clicking\"\n- \"This makes me reflect on\"\n- \"Hold that thought\"\n- \"When I sit with this idea\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Most of the carbon dioxide sequestered by plants during photosynthesis is converted into sugars and stored into polysaccharide-enriched cells walls that constitute the majority of the plant biomass.\nline 02 | While plants have long been considered a valuable resource of biomaterials for the chemical and textile industries, recent efforts have been directed toward the use of lignocellulosic materials as a feedstock for the sustainable production of second-generation biofuels (Carpita and McCann, 2008).\nline 03 | These efforts have prioritized the search for plants with enhanced biomass yields and higher conversion efficiency of lignocellulose into sugars (saccharification; Himmel et al., 2007).\nline 04 | However, the genetic manipulation of cell wall composition often has been challenging, resulting in severe alterations in plant growth and development (Kumar et al., 2016).\nline 05 | New genetic strategies targeting cellulose synthase activity or key regulatory factors in lignin biosynthesis have proven to be more effective in modifying the composition of secondary cell walls, achieving superior saccharification efficiencies without compromising plant growth (Li et al., 2018; Xie et al., 2018).\nline 06 | Hybrids and polyploids often are associated with plant growth vigor, higher yields, and enhanced fitness (Comai, 2005). These characteristics have been widely used by plant breeders to improve biomass production in economically interesting species (Sattler et al., 2016). But do plants with higher ploidy levels always perform better? In particular, it is not well understood how increased ploidy levels affect the composition of the plant biomass. In this issue of Plant Physiology, Corneillie et al. (2018) conducted a series of kinematic, morphometric, and chemical analyses to assess how growth rates, biomass yield, and cell wall composition are affected in plants with increased ploidy levels (2n, 4n, 6n, and 8n) in Arabidopsis (Arabidopsis thaliana; Fig. 1). The authors show that plants with higher ploidy display a general increase in cell size, flowers, and seeds, a phenomenon that has been described as the Gigas effect (Knight and Beaulieu, 2008). However, increased ploidy in Arabidopsis comes with a fitness cost. Polyploids show an overall reduction in growth rates and delayed flowering. The increase in cell size is accompanied by a proportional reduction in cell proliferation, which significantly affects the vigor of hexaploid and octaploid plants. These detrimental effects are thought to result from a tradeoff between DNA nuclear volume/content and the cost of the cell cycle, usually referred to as the high-ploidy syndrome (Tsukaya, 2008). As a result, only tetraploids exhibit a significant increase in biomass yield, which was noticeably reverted in hexaploids and octaploids (Fig. 1). To further investigate the effects of plant growth, the authors analyzed cell wall structure and composition. Higher ploidy levels were associated with a proportional reduction in secondary cell wall deposition, lignin and cellulose content, which occurs with a compensatory increase in hemicelluloses, pectin, extensins, and arabinogalactan proteins. The observed reduction in lignin content and the parallel increase of other cell wall polysaccharides were associated with an increase in saccharification yield in higher polyploids.\nline 07 | Arabidopsis rosettes with increased ploidy levels. Variations in somatic ploidy levels are associated with increase in cell size and delayed development with an impact in biomass content (see figure).\nline 08 | Taken together, the results of Corneillie et al.\nline 09 | (2018) show that Arabidopsis polyploids display substantial phenotypic variation with respect to growth characteristics and biomass accumulation.\nline 10 | These results are consistent with an optimum balance for chromosome number, beyond which polyploid individuals become less vigorous.\nline 11 | The findings of Corneillie et al.\nline 12 | (2018) further indicate that the composition of cell walls in plants with higher ploidy levels present alterations that are seen as critical quality criteria for the production of biofuels.\nline 13 | While Arabidopsis has been a powerful model system for plant cell wall research, finding mutants that affect cell wall features in polyploid species is certainly a challenge.\nline 14 | Given that most of our current crops are natural or domesticated hybrids and polyploids, it is expected that the manipulation of ploidy levels can be explored further as a viable route to fulfill our needs for novel cultivars with improved biomass quality for renewable bioenergy production.\nline 15 | Carpita NC, McCann MC (2008) Maize and sorghum: Genetic resources for bioenergy grasses. Trends Plant Sci 13: 415–420\nline 16 | Comai L (2005) The advantages and disadvantages of being polyploid.\nline 17 | Nat Rev Genet 6: 836–846\nline 18 | Corneillie S, De Storme N, Van Acker R, Fangel JU, De Bruyne M, De Rycke RM, Geelen DNV, Willats WGT, Vanholme B, Boerjan WA (2018) Polyploidy affects plant growth and alters cell wall composition.\nline 19 | Plant Physiol 10.1104/pp.18.00967\nline 20 | Himmel ME, Ding SY, Johnson DK, Adney WS, Nimlos MR, Brady JW, Foust TD (2007) Biomass recalcitrance: Engineering plants and enzymes for biofuels production. Science 315: 804–807\nline 21 | Knight CA, Beaulieu JM (2008) Genome size scaling through phenotype space. Ann Bot 101: 759–766\nline 22 | Kumar M, Campbell L, Turner S (2016) Secondary cell walls: Biosynthesis and manipulation. J Exp Bot 67: 515–531\nline 23 | Li F, Liu S, Xu H, Xu Q (2018) A novel FC17/CESA4 mutation causes increased biomass saccharification and lodging resistance by remodeling cell wall in rice. Biotechnol Biofuels 11: 298\nline 24 | Sattler MC, Carvalho CR, Clarindo WR (2016) The polyploidy and its key role in plant breeding. Planta 243: 281–296\nline 25 | Tsukaya H (2008) Controlling size in multicellular organs: Focus on the leaf. PLoS Biol 6: e174\nline 26 | Xie M, Zhang J, Tschaplinski TJ, Tuskan GA, Chen JG, Muchero W (2018) Regulation of lignin biosynthesis and its role in growth-defense tradeoffs. Front Plant Sci 9: 1427\n</context>\n\n<phrases>\n- \"I feel like I'm close\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"Let me throw this out there\"\n- \"I'm pondering\"\n- \"Wait, no\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Now, wait just a second\"\n- \"If I follow this through\"\n- \"Okay, pros and cons\"\n- \"This connects to\"\n- \"I'm struck by\"\n- \"Let's think step by step\"\n- \"Building on that\"\n- \"That’s an interesting angle, but\"\n- \"I’m torn between two choices\"\n- \"Hold that thought\"\n- \"This might sound weird, but\"\n- \"This could explain why\"\n- \"First things first\"\n- \"No, actually\"\n- \"If I take this apart step by step\"\n- \"I'm curious about\"\n- \"Actually, no\"\n- \"Let me untangle this\"\n- \"I'm mulling over\"\n- \"Uh...\"\n- \"Roughly speaking\"\n- \"Follow me here\"\n- \"What happens if we change this part?\"\n- \"It's almost like\"\n- \"Alternatively\"\n- \"Bear with me while I\"\n- \"What’s the best way to explain this?\"\n- \"Okay, let's break this down\"\n- \"Let me just think this through\"\n- \"Now, if I think about it differently\"\n- \"I’m trying to connect the dots here\"\n- \"I don’t want to jump to conclusions, but\"\n- \"How do I put this\"\n- \"Let me connect the dots\"\n- \"Something doesn't add up\"\n- \"I'm wondering if\"\n- \"Let's test this idea\"\n- \"Here's a possible explanation\"\n- \"This brings to mind\"\n- \"Now we're cooking\"\n- \"Possibly\"\n- \"Let me break this down\"\n- \"On one hand... but on the other\"\n- \"Ummm, actually\"\n- \"What if I flip it around?\"\n- \"Hmm\"\n- \"In a way\"\n- \"The pros and cons are\"\n- \"I'm seeing a connection between\"\n- \"Let me approach this from another angle\"\n- \"I'm just throwing ideas around\"\n- \"There's probably more to it\"\n- \"Ah...\"\n- \"This is pretty rough\"\n- \"Should I...? No, wait\"\n- \"Just thinking out loud but\"\n- \"When I sit with this idea\"\n- \"On the other hand\"\n- \"Let me play devil's advocate\"\n- \"This makes me think of\"\n- \"That makes sense because\"\n- \"I wonder if\"\n- \"Let me work through this\"\n- \"Oh! That reminds me\"\n- \"I’m almost there\"\n- \"Let me propose something\"\n- \"Let’s weigh the options\"\n- \"I feel like I’m close\"\n- \"There’s a pattern here\"\n- \"Wait a minute\"\n- \"What’s the next step?\"\n- \"I'm trying to untangle this\"\n- \"Let me dig into that a little deeper\"\n- \"But then again\"\n- \"Picture this\"\n- \"Suppose we assume that\"\n- \"What if the reason is\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Have you ever wondered what the big deal is with cockroaches?\nline 02 | Yes, these pests can give you a case of the creepy crawlies if you have them inside your home, but what makes them such a threat?\nline 03 | The Pennsylvania and New Jersey exterminators at Pointe Pest Control know exactly what threats are posed by invading cockroaches, because they deal with them every day.\nline 04 | Here are the top 5 reasons why cockroaches pose a problem for your property.\nline 05 | - Cockroaches are known for spending time in filthy environments and picking up the pathogens and bacteria from those environments on their legs and bodies. When they find food inside our homes and businesses, they will spread those pathogens directly to our foods, causing us to get sick.\nline 06 | - Even if cockroaches can’t find food sitting right on our counter tops, they will crawl over our food preparation areas looking for food. In doing so, they pass the pathogens and bacteria on their bodies directly to our food preparation surfaces. We can contract ‘food poisoning’ or diarrhea from eating food that was prepared on an area where cockroaches have traveled.\nline 07 | - The exoskeleton of cockroaches is periodically shed, which means if you have an infestation of cockroaches in your home, you could have many of these shed skins laying around. These skins (as well as cockroach feces) are known for causing allergies and asthma in children, especially if exoskeleton dust and cockroach feces are breathed in.\nline 08 | - Cockroaches are known for reproducing very quickly; cockroach nymphs emerge within 38 days from their eggs and then complete their development within the next 6 months to a year. Cockroaches are also known to live for longer than a year, which means an infestation inside your home can grow quickly, with many generations present.\nline 09 | - Cockroaches are resilient. It has been said that they would be one of the few creatures to survive in a nuclear disaster. Many cockroach control methods that are used today are ineffective, especially DIY solutions, which is why a Pointe Pest Control professional should be called to get rid of cockroaches inside your home.\nline 10 | Cockroaches in PA enter your home looking for food, water and shelter; if they find all three, a cockroach infestation that begins with just two single cockroaches can escalate very quickly. If you have a small cockroach infestation, it is best to have it eradicated immediately, before it has a chance to grow into a problem that can’t easily be controlled.\nline 11 | For pest control you can trust, contact the professionals at Pointe Pest Control. We can offer cockroach identification to let you know which cockroach species is a problem for you as well as complete cockroach control and preventative solutions. Our pest control program is guaranteed to protect your home against common household pests while our commercial pest control plans are a customized program for both local and national commercial facilities having trouble with pests like cockroaches.\n</context>\n\n<phrases>\n- \"One way to look at it is\"\n- \"Here's where it gets interesting\"\n- \"If we follow this logic\"\n- \"Maybe if I try it this way\"\n- \"If I take this apart step by step\"\n- \"The more I think about it\"\n- \"I'm starting to see a pattern\"\n- \"There's something off here\"\n- \"Wait, no\"\n- \"Okay, pros and cons\"\n- \"There’s a pattern here\"\n- \"This feels half-right, but\"\n- \"Something tells me I should\"\n- \"That doesn’t sound right\"\n- \"What if I tried...?\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let me just think this through\"\n- \"Backing up for a second\"\n- \"Let's think step by step\"\n- \"I'm curious about\"\n- \"Now, if I think about it differently\"\n- \"What if the reason is\"\n- \"Actually, no\"\n- \"I'm intrigued by\"\n- \"Just spitballing here\"\n- \"This connects to something else\"\n- \"Let me propose something\"\n- \"No, actually\"\n- \"This might explain the pattern\"\n- \"I'm wondering if\"\n- \"It's a bit murky\"\n- \"On one hand... but on the other\"\n- \"Wait, that doesn’t add up\"\n- \"Let me chew on this\"\n- \"I'm seeing a connection between\"\n- \"Let me work through this\"\n- \"I need to make sure this checks out\"\n- \"This might sound weird, but\"\n- \"First things first\"\n- \"This is tricky, but\"\n- \"What keeps nagging at me is\"\n- \"Let me back up a second\"\n- \"Let's break this down into parts\"\n- \"Let me untangle this\"\n- \"Is it possible that...?\"\n- \"Something’s not clicking\"\n- \"Consider this possibility\"\n- \"I might be missing something\"\n- \"Let me dig into that a little deeper\"\n- \"I'm pondering\"\n- \"Why did I do that?\"\n- \"Ummm, actually\"\n- \"I was just about to say\"\n- \"It's almost like\"\n- \"There's probably more to it\"\n- \"Sort of like\"\n- \"Here's what's bugging me\"\n- \"Oh! That reminds me\"\n- \"Let me trace that logic back\"\n- \"This brings to mind\"\n- \"This connects to\"\n- \"I'm trying to reconcile\"\n- \"What’s the best way to explain this?\"\n- \"This is starting to take shape\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let’s weigh the options\"\n- \"This makes me reflect on\"\n- \"I keep coming back to\"\n- \"I’m trying to connect the dots here\"\n- \"I’m not sure if that’s the right approach\"\n- \"Let me break this down\"\n- \"There's got to be something about\"\n- \"Let me run through it again\"\n- \"I’m almost there\"\n- \"Okay, let's break this down\"\n- \"Building on that\"\n- \"I'm trying to untangle this\"\n- \"It almost fits, but something’s off\"\n- \"Where does that leave me?\"\n- \"The pros and cons are\"\n- \"Still forming this thought\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"When I sit with this idea\"\n- \"Something doesn't add up\"\n- \"Uh, where was I?\"\n- \"That reminds me\"\n- \"What's the best way to explain this?\"\n- \"Let me talk this through\"\n- \"I'm mulling over\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Most sexually transmitted diesases go back thousands of years.\nline 02 | Gonorrhea, for example, was first described by a Greek physician in A.D. 150, and pubic lice have been evolving right along with us since before we became Homo sapiens.\nline 03 | This might have been one reason why it was such a shock when a strange new virus came to our attention in the early 1980s.\nline 04 | We soon discovered that it was transmitted sexually and through infected blood, but where did it come from?\nline 05 | We have intriguing evidence that HIV as we know it has been in existence since at least the 1930s.\nline 06 | HIV has been around since before the 1980s, though it remained unnoticed and unidentified by medical science. The earliest confirmed case of HIV was in 1959, the proof found in a sample of blood from the Belgian Congo, saved in a freezer for decades and later analyzed for the virus. Other early cases of HIV infection that have retrospectively been confirmed include that of a Norwegian sailor, who must have been infected while visiting African ports in the early 1960s. He, his wife, and his child (who was apparently congenitally infected) all died in 1976, and their tissues were tested 12 years later and found positive for HIV.\nline 07 | Jacques Pepin — a professor and microbiologist, not to be confused with the chef of the same name — does some serious detective work to find the most plausible explanation for HIV’s origins. While he doesn’t skimp on the science, the story of AIDS’ origins can’t be told without getting into the history of Europe’s colonization of Africa in the 20th century. This period, followed by the era of post-colonization, found many societies in upheaval. Urbanization, unemployment, and migration facilitated the spread of HIV in Africa during much of the 1900s, and once it left the continent it was able to hitch a ride from host to host, traveling the world.\nline 08 | A chimpanzee immunodeficiency virus, called SIVcpz, might have arisen from a recombination of other strains of SIV originally infecting red-capped mangabeys, moustached guenons, and mona monkeys — all of which are hunted by the chimpanzee.\nline 09 | A chimpanzee infected with these related simian viruses could have incubated them in its cells, allowing the pieces of genetic material to recombine into what is now known as SIVcpz — which has been estimated to have come into existence just a few hundred years prior to its move to humans in the 1900s.\nline 10 | A human hunter could have become infected with this chimpanzee virus, probably through a wound incurred while hunting the chimpanzee for its meat.\nline 11 | In fact, it is possible that people occupying the same areas inhabited by the chimpanzee have been periodically infected with these simian immunodeficiency viruses for hundreds of years, developing AIDS-like symptoms but not transmitting the virus beyond their villages.\nline 12 | These infections led only to epidemiological dead-ends, at least until the geopolitical circumstances favored the virus’ worldwide spread.\nline 13 | While we don’t have definite proof, we have intriguing evidence that HIV as we know it has been in existence since at least the 1930s. Back then, a French colonial physician named Léon Pales, based in Brazzaville (now of the Republic of the Congo), documented a mysterious disease that he called Cachexie du Mayombe. This illness, characterized by extreme weight loss, afflicted African railroad workers who were forced to live in squalid conditions. After Pales ruled out other common fatal ailments such as tuberculosis and malnutrition, he noted unusual conditions during his autopsies of those who succumbed: cerebral atrophy and lymphadenopathy, which are now known to be very common among AIDS patients. Without tissue samples we can only speculate, but the records Pales kept correspond to what genetic analysis tells us: that HIV probably arose sometime around 1921. Since it takes about a decade for HIV infection to develop into AIDS, it is interesting that Cachexie du Mayombe arose in the 1930s, in the same geographical location from which HIV was later determined to have arisen.\nline 14 | The twin cities of Brazzaville and Léopoldville (then nicknamed Léo and now known as Kinshasa), which were a 20-minute ferry ride apart on opposite sides of the Congo River, are the likely birthplace of HIV-1, the principal — and more virulent — type of HIV. From 1921 to 1951 they experienced explosive population growth: 7,000 to 80,000 people in Brazzaville and 16,000 to 222,000 people in Léo. Additionally, these new urban centers had very lopsided male-to-female ratios, as colonial policies encouraged the migration of male workers into the cities while expressly discouraging female migration. Strangely, such policies were in place to keep prostitution rates low, though in reality they only drove prostitution by increasing demand for such services. At this time, HIV could have simmered unnoticed by physicians for decades.\nline 15 | In the past, it has been hypothesized that HIV was initially spread by a contaminated oral polio vaccine, which was distributed widely in the Belgian Congo during the 1950s.\nline 16 | This idea has since been debunked — old vials of the vaccine in question were recovered and tested, and other details didn’t add up.\nline 17 | Pepin does, however, make the case that it was almost certainly spread via other well-meaning medical interventions.\nline 18 | Firstly, in response to the high rate of prostitution, Léo opened high-volume STD clinics to serve both sex workers and their clients.\nline 19 | Additionally, all new arrivals to town were required to be examined at these clinics.\nline 20 | Needles and syringes were not sterilized properly and were regularly reused.\nline 21 | Secondly, colonial medicine initiated countrywide campaigns to eliminate sleeping sickness, a horrific and fatal disease endemic to the region.\nline 22 | While the effort was successful by some measures, in hindsight the improper sterilization of IV equipment and its rampant reuse could have spread HIV much more quickly than it would have spread otherwise — we already know that hepatitis B was inadvertently spread by IV equipment in the same region during the 1950s.\nline 23 | In the 1960s, during a time of particularly dramatic social upheaval in the newly independent Democratic Republic of the Congo, the country faced a shortage of physicians and teachers. The UN arranged for assistance to come from around the world; thousands of technicians came from Haiti, many of whom were employed as teachers. It is thought that at least one Haitian, having become infected with HIV while in the Congo, returned home to the Caribbean, where HIV could spread in this new location. At the time, Haiti was a popular destination for American and Canadian sex tourists, and in the late ’60s or early ’70s HIV is thought to have moved into North America.\nline 24 | Like most books published by academic presses, the prose in The Origins of AIDS can be quite dry at times, but the underlying story is fascinating and the information Pepin presents is thorough. It’s amazing — and unsettling — that the convergence of events was such that this antique simian virus was able to cross over into human hosts and set off a worldwide pandemic over the course of just a few decades.\n</context>\n\n<phrases>\n- \"Ah...\"\n- \"Ummm, actually\"\n- \"There's probably more to it\"\n- \"Well\"\n- \"Let me run through it again\"\n- \"Let me work through this\"\n- \"Wait a minute... Oh!\"\n- \"What keeps nagging at me is\"\n- \"Just thinking out loud but\"\n- \"I just had it, what was it?\"\n- \"What’s the best way to explain this?\"\n- \"Let's think step by step\"\n- \" is key here\"\n- \"Hmm\"\n- \"That makes sense because\"\n- \"Take this with a grain of salt\"\n- \" is interesting\"\n- \"I'm starting to see a pattern\"\n- \"So what I’m trying to say is\"\n- \"Should I...? No, wait\"\n- \"Well, let me see\"\n- \"Hmm, let’s rewind a bit\"\n- \"Hold on a second\"\n- \"This explains so much!\"\n- \"When I sit with this idea\"\n- \"Ohhh, now I see!\"\n- \"Oh! I get it now!\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"This brings to mind\"\n- \"In other words\"\n- \"There’s a pattern here\"\n- \"Let me throw this out there\"\n- \"Going back to what I said about\"\n- \"I'm pondering\"\n- \"This makes me reflect on\"\n- \"Oh, it all makes sense now!\"\n- \"Basically\"\n- \"In essence\"\n- \"I need to reframe this\"\n- \"How can I approach this?\"\n- \"Alright, where was I?\"\n- \"That actually makes a lot of sense\"\n- \"Don't hold me to this\"\n- \"I guess that works\"\n- \"Oh! That reminds me\"\n- \"Just spitballing here\"\n- \"It's fascinating how\"\n- \"That would mean\"\n- \"Actually, no\"\n- \"I'm still feeling my way through\"\n- \"I was just about to say\"\n- \"I need to make sure this checks out\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me trace that logic back\"\n- \"I'm wondering if\"\n- \"Something tells me I should\"\n- \"This connects to\"\n- \"So that’s why it wasn’t working!\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"So what does this mean in the bigger picture?\"\n- \"Coming at this from another angle\"\n- \"I’m trying to connect the dots here\"\n- \"Building on that\"\n- \"Why didn’t I think of that sooner?\"\n- \"So the main idea is\"\n- \"The more I think about it\"\n- \"Uh...\"\n- \"I’m almost there\"\n- \"I'm curious about\"\n- \"Wait a minute\"\n- \"I'm mulling over\"\n- \"It's almost like\"\n- \"What's the best way to explain this?\"\n- \"That’s what I was trying to say!\"\n- \"No, actually\"\n- \"Could I be second-guessing myself?\"\n- \"So what I'm trying to say is\"\n- \"That’s the answer I was looking for!\"\n- \"Let me sum this up so far\"\n- \"I'm struck by\"\n- \"This might sound weird, but\"\n- \"Hang on a second\"\n- \"Wait, no\"\n- \"This connects to something else\"\n- \"Something doesn't add up\"\n- \"Backing up for a second\"\n- \"I wonder if\"\n- \"This makes me think of\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Introduction: Light Bulb Salt Shaker\nline 02 | I was looking around, after I saw a tutorial on how to hollow out a lightbulb, specifically this one: http://www.teamdroid.com/diy-hollow-out-a-light-bulb/\nline 03 | In the comments section of that article, some one mentioned that electric tape and a lid would provide a water tight seal and this idea hit me.\nline 04 | With all the terrariums and plant growing bulbs on here, let's do something different.\nline 05 | Teachers!\nline 06 | Did you use this instructable in your classroom?\nline 07 | Add a Teacher Note to share how you incorporated it into your lesson.\nline 08 | Step 1: Materials\nline 09 | So this is the Materials list:\nline 10 | -Light Bulb (The bulb I used was the frosted looking 60 Watt one from GE.)\nline 11 | -Coke Lid (In my case, I had to use one from a 2-Liter bottle. The 20oz ones were too wide to fit)\nline 12 | -Candle or other flame\nline 13 | - (optional) Round File\nline 14 | - (optional) Coat Hanger\nline 15 | Step 2: Hollow Out the Bulb\nline 16 | Once you have all your tools, hollow out the bulb.\nline 17 | Look at the bottom of the bulb and notice the solder point (Pic 1).\nline 18 | This is held to a layer of non-conducive glass by a metal disc.\nline 19 | Grab the metal disc with the wire cutters and work it so the edges curl up (Pic 2 & 3).\nline 20 | After that, pull up on the metal disc and break the copper wire that is attached to it.\nline 21 | After this you should be left with the glass \"dome\" of sorts that protects the bulb (pic 4).\nline 22 | Slowly chip away at it (Pic 5 & 6) until you have a clear view of the back fill tube (Pic 7). The black glass is very sharp and sharp shards of glass hurt, so take caution. After you have a good view of the back fill tube, take your screwdriver and stick it next to the back fill tube (Pic 8) and push down. The wedge of the screwdriver should break the fill tube and you should hear a small pop. This is air rushing into the previously inert gas filled light bulb. The fill tube should just shake out of the bulb (Pic 9). Now you should have a clear view of the bulb innards if you look down the small opening (Pic 10)\nline 23 | What you're going to do from here, is use any implement you have to slowly chip away at the inner bulb.\nline 24 | I used a long screwdriver to get down in there and slowly chip away at the glass.\nline 25 | When you have a big enough hole to pull the filament out, stop chipping.\nline 26 | Pull out the filament assembly (Pic 11) and pull it off with the pliers (Pic 12).\nline 27 | Carefully shake out the glass shards.\nline 28 | Step 3: Cleaning the Bulb\nline 29 | Now, your bulb will probably look a bit scratched up (Pic 1).\nline 30 | This is from the glass shards scraping the white powder called \"Kaolin\".\nline 31 | Kaolin is a non toxic dust they use to frost the inside of the bulb.\nline 32 | If your bulb doesn't look scratched up, you might have an acid etched bulb, which means the frosted effect is built into the glass.\nline 33 | More on Kaolin here.\nline 34 | There are many ways to wash the inside of the bulb. Many people say salt works, rice, a bit of sand, but I find that water works the best and is less wasteful. So fill your bulb with water (Pic 2 & 3), swish it around a bit and then dump the water. This may have to be done a couple times to get all the kaolin out. A clear bulb is what we're going for here (Pic 4). Any left over white can be cleaned with a napkin and a small piece of wire.\nline 35 | Step 4: Prepping the Bulb\nline 36 | After hollowing and cleaning the bulb of any kaolin, grab the electrical tape and wrap the metal screw of the bulb a few times making sure to press the tape into the grooves and wrap the OPPOSITE direction of the screw.\nline 37 | We wrap the opposite direction so that when we place the cap on, the tape doesn't get in the way of the cap.\nline 38 | Step 5: Making the Cap\nline 39 | 1. Light your heat source (I used a candle)\nline 40 | 2. Take your pliers and grab the nail\nline 41 | 3. Heat the nail until hot\nline 42 | 4. Stab the cap with the nail a couple times\nline 43 | The amount of holes and the width of them is completely up to you. Something you have to keep in mind is that you have to make the holes big enough for standard table salt to come out of so you may find yourself widening them.\nline 44 | (I ended up taking the end of a coat hanger and heating it and using it to widen the holes.)\nline 45 | Step 6: Fit the Cap\nline 46 | Now it's time to fit the cap.\nline 47 | Fill the bulb with water and place the cap on tight, but not so tight that you break the bulb. (Don't want glass shards in our hand now do we?)\nline 48 | See if water comes out when you turn it upside down.\nline 49 | 1. The cap won't fit/keeps falling off\nline 50 | A. Add a bit more electrical tape.\nline 51 | 2. The water isn't coming out\nline 52 | A. Check to see if the holes are large enough and check to see if there is something blocking it.\nline 53 | After doing the water test, make sure to dry out the bulb with a napkin or thing towel and then set it aside, somewhere safe, to dry for at least 12 hours.\nline 54 | (Never said this was a fast project, did I?)\nline 55 | After it's dry, fill with salt, cap it, and shake to see if the salt comes out at an acceptable rate. If it doesn't, widen the holes.\nline 56 | Step 7: Optional Step: Make a Stand\nline 57 | Really anything that allows this to stand up straight could be used as a stand.\nline 58 | As a stand for taking pictures, I used my roll of electrical tape.\nline 59 | I've also been shown someone using a shot glass to hold it up and I actually made a nice little stand out of a coat hanger, which is shown in the picture below.\nline 60 | I've always thought this base: https://www.instructables.com/id/Light-Bulb-Lamp/step4/Making-the-Base/ made by bumpus for his Light Bulb Oil Lamp, which involves seating a magnet in the middle of a washer, via the use of tape, and then using another magnet inside the bulb to keep it stable, was pretty ingenious. The only problem I see is that the magnet would clog the salt's way through the cap.\nline 61 | There's also this one made by \"Mad inventor\" who made his stand out of a piece of bamboo, but to me, it looks like cork: https://www.instructables.com/id/Light-Bulb-Lamp-1/\n</context>\n\n<phrases>\n- \"Something doesn't add up\"\n- \"Okay, let's break this down\"\n- \"That makes sense because\"\n- \"Here's what I'm thinking\"\n- \"What keeps nagging at me is\"\n- \"That’s the piece of the puzzle!\"\n- \"Oh! That reminds me\"\n- \"Okay, I think I’ve got it now!\"\n- \"So, the bottom line is\"\n- \"That’s an interesting angle, but\"\n- \"Alternatively\"\n- \"I think I found the solution!\"\n- \"What happens if we change this part?\"\n- \"Okay, pros and cons\"\n- \"Now, if I think about it differently\"\n- \"Ohhh, now I see!\"\n- \"Let me break this down\"\n- \"That’s what I was trying to say!\"\n- \"If A is true, then\"\n- \"Ummm, actually\"\n- \"If I follow this through\"\n- \"The more I think about it\"\n- \"But then again\"\n- \"Going back to what I said about\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Maybe if I try it this way\"\n- \"Hmm, let’s rewind a bit\"\n- \"Still working it out\"\n- \"I'm starting to see a pattern\"\n- \"Let's break this down into parts\"\n- \"Wait, no\"\n- \"What's the best way to explain this?\"\n- \"What if I just flip this around?\"\n- \"I keep coming back to\"\n- \"It's almost like\"\n- \"Aha! That’s what I was missing!\"\n- \"Coming at this from another angle\"\n- \"Let's think step by step\"\n- \"Let me play devil's advocate\"\n- \"Basically\"\n- \"Wait, I think I’ve got it!\"\n- \"So what I’m trying to say is\"\n- \"I have a theory about this\"\n- \"Let me connect the dots\"\n- \"What if I flip it around?\"\n- \"Okay, walking through it again\"\n- \"Actually, no\"\n- \"Still forming this thought\"\n- \"Just thinking out loud but\"\n- \"Is it possible that...?\"\n- \"I'm seeing a connection between\"\n- \"This makes me think of\"\n- \"Let me work through this\"\n- \"Here's where it gets interesting\"\n- \"So basically\"\n- \"It finally adds up!\"\n- \"This might explain the pattern\"\n- \"Let me untangle this\"\n- \"Let me run through it again\"\n- \"There’s a pattern here\"\n- \"What I'm getting at is\"\n- \"Building on that\"\n- \"First things first\"\n- \"On one hand... but on the other\"\n- \"It's fascinating how\"\n- \"Backing up for a second\"\n- \"No, actually\"\n- \"This is starting to take shape\"\n- \"Of course! That’s the answer!\"\n- \"Let me make sure I got this\"\n- \"This connects to something else\"\n- \"On the other hand\"\n- \"I'm still feeling my way through\"\n- \"If I take this apart step by step\"\n- \"Just spitballing here\"\n- \"Let me put this another way\"\n- \"What I mean is\"\n- \"The crucial thing seems to be\"\n- \"The pros and cons are\"\n- \"Picture this\"\n- \"Let me sum this up so far\"\n- \"I'm trying to untangle this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Running benefits: why you should run regularly\nline 02 | Find out the main benefits of regular running.\nline 03 | Free workout appDownload now\nline 04 | Running is probably the most common form of recreational exercise. This is not surprising, since it can be adjusted to your fitness level, and most people find it easy to advance in it.\nline 05 | But what makes running so good for us? Well, there are many health benefits of running, and the best ones are listed in this article.\nline 06 | Mental health benefits\nline 07 | Running is often stated as a great exercise to improve mental health, and this is not an overstatement.\nline 08 | Regular aerobic exercise, especially jogging or brisk walking, helps in reducing the symptoms of clinical depression. ADAA (Anxiety and depression association of America) also states that running and walking can help manage anxiety and stress. Vigorous exercise (running included), can alleviate symptoms of anxiety and stress for several hours. ADAA recommends jogging, brisk walking, dancing, or biking five times a week for 30 minutes.\nline 09 | Not only that, but running has other mental health benefits:\nline 10 | Boosts your immunity\nline 11 | Light to moderate exercise, running included, helps you to build a stronger immune system. There are three main theories on how running boosts your immunity:\nline 12 | It boosts our body’s natural immune system by circulating protective cells through the body faster, to attack and eliminate bacteria, viruses, and fungi.\nline 13 | An increase in body temperature when your run may inhibit the growth of bacteria, thus reducing its foothold in the body.\nline 14 | Since runners experience lower rates of colon and breast cancer, scientists believe that moderate exercise boosts the body’s immune system, attacking malignancies that have a viral origin.\nline 15 | However, running to the point of overtraining can backfire. The immune system is highly susceptible to degradation due to overtraining, resulting in a reduction in overall health. If your body is drained by overtraining, it won’t have sufficient strength to heal the injuries or fight off the infections.\nline 16 | Helps you lose weight\nline 17 | To lose weight, you need to be in a caloric deficit. Meaning, you need to spend more calories than you consume.\nline 18 | Well, running is well-known as a calorie-burning exercise that can help you burn those extra calories, especially if you run at high-intensity.\nline 19 | High-intensity running creates so-called afterburn, which means your body continues to burn calories even when you are no longer running. So, you burn calories while running, but also while resting after the run.\nline 20 | However, running also opens up your appetite, so make sure you don’t eat more calories after a run than you have burned during a run.\nline 21 | Improves cardiovascular health\nline 22 | Aerobic exercises, such as running, are great for your heart. Research showed that persistent runners had a 29-50% lower risk of all-cause and cardiovascular mortality when compared with people who didn’t run through life. Even if you only run 5 to 10 minutes a day at slow speeds (6 miles/h, 9.5 km/h), you will reap those benefits.\nline 23 | Not only that, it has been found that runners have a slow resting pulse and high maximal oxygen consumption. Also, runners’ hearts are more efficient than the hearts of sedentary people, pumping a larger volume per beat.\nline 24 | The heart is a muscle, so the more you train it, the stronger it gets, and running is a great way to strengthen your heart.\nline 25 | Works your core\nline 26 | Although it cannot replace regular core workouts, running can activate your core. While you run, your six-pack muscles (recto abdominis) are activated, as well as deep core muscles, such as obliques, erector spinae, and transverse abdominis.\nline 27 | Running is not primarily core exercise, meaning you will not get a six-pack by running only, but benefits for your core are not to be neglected.\nline 28 | Running is probably the most known cardio exercise. Not only it has various mental health benefits, but it also boosts your immunity, helps you lose weight, improves your cardiovascular health, and works your core.\nline 29 | Although it’s recommended to jog five times a week for 30 minutes, you can reap the benefits of running if you only run for 5-10 minutes a day at a slow pace. So, start running regularly and prepare for all the positive impacts it will have on your physical and mental health. And don’t forget to enter your running workout by using Madbarz workout creator!\nline 30 | Free workout appDownload now\n</context>\n\n<phrases>\n- \"So what I'm trying to say is\"\n- \"I keep coming back to\"\n- \"I’m trying to connect the dots here\"\n- \"Now, wait just a second\"\n- \"Let me sum this up so far\"\n- \"It's almost like\"\n- \"Is this the hill I want to die on?\"\n- \"I need to reframe this\"\n- \"Let me play devil's advocate\"\n- \"I need to step back and rethink this\"\n- \"Let me put this another way\"\n- \"Right, so\"\n- \"Actually, no\"\n- \"Let me see if\"\n- \"Basically\"\n- \"Now, if I think about it differently\"\n- \"What I mean is\"\n- \"Wait, no\"\n- \"Consider this possibility\"\n- \"Where did I put that...?\"\n- \"This connects to something else\"\n- \"Let me work through this\"\n- \"That reminds me\"\n- \"I'm starting to see a pattern\"\n- \"This could explain why\"\n- \"If I follow this through\"\n- \"What if we\"\n- \"Uh, where was I?\"\n- \"No, actually\"\n- \"Bear with me while I\"\n- \"Hmm\"\n- \"I need a clearer view of this\"\n- \"I might be missing something\"\n- \"How do I put this\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Alright, where was I?\"\n- \"Something doesn't add up\"\n- \"Let's think step by step\"\n- \"Picture this\"\n- \"It suggests that\"\n- \"But then again\"\n- \"That makes sense because\"\n- \"What if I tried...?\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"This connects to\"\n- \"This feels half-right, but\"\n- \"Okay, so\"\n- \"I'm seeing a connection between\"\n- \"Alternatively\"\n- \"The thing is\"\n- \"On the other hand\"\n- \"I have a theory about this\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let me untangle this\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Building on that\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Wait, but if that’s true\"\n- \"On one hand... but on the other\"\n- \"Anyway\"\n- \"Let's see\"\n- \"Perhaps\"\n- \"I was looking at this all wrong!\"\n- \"Let me trace that logic back\"\n- \"Ummm, actually\"\n- \"What keeps nagging at me is\"\n- \"You know\"\n- \"Let me make sure I got this\"\n- \" is key here\"\n- \"Well, let me see\"\n- \"That’s an interesting angle, but\"\n- \"What I'm getting at is\"\n- \"Something along those lines\"\n- \"Am I missing something?\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Here's what I'm thinking\"\n- \"The tricky part is\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"So far, it looks like\"\n- \"Okay, backtrack a bit\"\n- \"I was just about to say\"\n- \"What if the reason is\"\n- \"There’s a pattern here\"\n- \"What if I flip it around?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The American Working Farmcollie, also known as the Old Farm Shepherd (Old Shep), was once the most popular dog in the country.\nline 02 | As descendants of the old working collies from the British Isles, the farmcollies were versatile dogs, indispensable to farmers in the 19th and early twentieth centuries.\nline 03 | During that period, it was this dog that most Americans thought of as a “collie,” although they were quite different from the AKC collies of today.\nline 04 | The Farmcollie in this country quite likely also carried the blood of other types of herding and shepherd dogs that were brought here from Europe, but he remained a dog that clearly showed his Scottish heritage.\nline 05 | Like their ancestors, the American Farmcollies excelled at herding, guarding (both livestock and the family), hunting and predator control. Their duties varied from protecting the baby from snakes to moving the bull. Over the years, however, the focus of American life moved from the homestead to the urban areas, and as small farms became swallowed up in larger corporate farms or urban sprawl, the need for this type of all-purpose farmdog had all but disappeared. In its place came myriads of specialized breeds – companion dogs, hunting dogs, guardian dogs and herding dogs.\nline 06 | Many descendants of the old collie landrace were split by look or purpose and registered as new breeds: English Shepherds, Border Collies, or Australian Shepherds. In Great Britain, the Border Collie, Collie, and Shetland Sheepdog continued to develop as other branches of this family. The Welsh Sheepdog or Welsh Collie, similar in some respects to the American farmcollie, still exists in Great Britain. Many individuals of these different breeds today still retain the varied instincts and intelligence of their forebears.\nline 07 | In the 1980s, a few people that remembered the versatile old dogs began a search to see if any of them still existed. This type of dog was on the verge of extinction, but a few individuals still remained. An effort was then launched to locate other descendants of the collie landrace that retained the varied instincts of the old dogs. The primary purpose of the American Working Farmcollie Association is to assist in this effort.\nline 08 | The all-around guardian/herding/hunting dog is like a herding dog in that he will herd on command for his master, but this instinct does not always set in until the dog is more mature, and is often slightly different than that of a “prey drive” herding specialist. When the working character is properly balanced and the dog is properly socialized to his master, the rules and routines of the farm, and the animals that live there, this dog will herd the animals to maintain order on the farm with little or no direction from his owner. For example, if the cows get out while the owner is absent, the dog drives them back in and sits in the gap until the owner returns to fix the fence. This dog also protects the animals from predators and eradicates vermin from the territory.\nline 09 | The AWFA was formed in 1998 by a few people who needed a good all-around small farm dog. These dogs excel in three areas- herding, hunting and guardian. The dog we had in mind keeps order on his own territory without having to be told. Although we are great admirers of trialing dogs, we recognized that something more than a trial was necessary to preserve the type of dog that works in this way.\nline 10 | All-purpose American Working Farmcollies function like bossy older siblings. The farmer tells the geese to “Shoo!” and the dog makes them mind. These dogs are seldom the ones that excel at trials or working strange livestock on strange territory, although some of them may be trained to function in that capacity as well. This necessity to read the farmer’s mind as well as the livestock has resulted in dogs that are exceptional at rating their stock and work them as gently as possible, or with as much force as necessary.\nline 11 | Locating and identifying such all-purpose working farm dogs is the primary purpose of the AWFA. A secondary purpose is to keep working farm instincts in all of the different breeds that descend from the old collie landrace – in all of the gene pools as defined by other registries.\nline 12 | To qualify for permanent registration with the American Working Farmcollie Association, a dog must qualify in two of the three working areas.\nline 13 | Double registration is encouraged; a dog may be registered as an English Shepherd, Australian Shepherd, Shetland Sheepdog, Kelpie, AKC Collie, Border Collie, and also be permanently registered with the American Working Farmcollie Association based on his working evaluation. I like to think of AWFA registration as the ‘Good Farmkeeping Seal of Approval’.\nline 14 | Another function of the AWFA is to help people find the working farmdog that they need and provide technical support to help them raise and train their dog to be successful working farm partners. These dogs may be English Shepherds, Australian Shepherds, Collies, Shetland Sheepdogs, or mixes of the various breeds. Although this performance concept of breed selection is unusual today, population geneticists tell us that this will help us to maintain genetic health in perpetuity.\nline 15 | Some of us are happy to have dogs that have only two of the three working characters, herding and hunting, for example, and use the American Working Farmcollie Association to record this working ability. This organization is about finding the dog that is right for each of us, not necessarily for someone else. The evaluation process also helps the farmer pin down the balance and motivation behind the traits they value most in their canine farmhand, which aids their search for more like their best dog!\nline 16 | The farmcollie landrace, then and now:\nline 17 | Historical Articles from Country Life in America Thanks to Linda Rorem and Gina Bisco!\nline 18 | Historical photos from the Library of Congress Thanks to Pril Zahorsky for the research, and to Laura Lee for the additional information.\nline 19 | AWFA is administered by a five-member board:\nline 20 | For more information on Registration\n</context>\n\n<phrases>\n- \"I'm seeing a connection between\"\n- \"Aha! That’s what I was missing!\"\n- \"On one hand... but on the other\"\n- \"This is slipping through my fingers\"\n- \"I'm trying to untangle this\"\n- \"I'm pondering\"\n- \"What’s the best way to explain this?\"\n- \"What I’m getting at is\"\n- \"I wonder if\"\n- \"If I take this apart step by step\"\n- \"I'm intrigued by\"\n- \"Not quite there yet\"\n- \"Now we're cooking\"\n- \"What I'm getting at is\"\n- \"Okay, so if I do this\"\n- \"I'm curious about\"\n- \"This is rough, but\"\n- \"This makes me reflect on\"\n- \"What if I flip it around?\"\n- \"First things first\"\n- \"Let's break this down into parts\"\n- \"It's fascinating how\"\n- \"Hang on a second\"\n- \"Let me think\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me break this down\"\n- \"This might sound weird, but\"\n- \"What if I tried...?\"\n- \"No, actually\"\n- \"So the main idea is\"\n- \"I need a clearer view of this\"\n- \"The pros and cons are\"\n- \"Right, so\"\n- \"Picture this\"\n- \"Does that sound right?\"\n- \"Let me work through this\"\n- \"Oh, it all makes sense now!\"\n- \"Don't quote me on this\"\n- \"What I mean is\"\n- \"Let me untangle this\"\n- \" is interesting\"\n- \"Ummm, actually\"\n- \"That’s an interesting angle, but\"\n- \"Basically\"\n- \"Wait a minute\"\n- \"This might explain the pattern\"\n- \"Finally, it clicks!\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"I could do this, or maybe that\"\n- \"Let me chew on this\"\n- \"Let's think step by step\"\n- \"This explains so much!\"\n- \"Wait a minute... Oh!\"\n- \"If A is true, then\"\n- \"So basically\"\n- \"Could I be second-guessing myself?\"\n- \"Coming at this from another angle\"\n- \"Suppose we assume that\"\n- \"Let’s weigh the options\"\n- \"When I sit with this idea\"\n- \"On the other hand\"\n- \"Wait, no\"\n- \"Okay, pros and cons\"\n- \"Hold that thought\"\n- \"Let me play devil's advocate\"\n- \"Something doesn't add up\"\n- \"But then again\"\n- \"Now it all comes together!\"\n- \"Okay, let's break this down\"\n- \"Oh! I get it now!\"\n- \"There’s a better way to phrase this\"\n- \"Let's see\"\n- \"Hold on a second\"\n- \"I'm not entirely sure, but\"\n- \"I'm mulling over\"\n- \"Actually, no\"\n- \"So, the bottom line is\"\n- \"Alternatively\"\n- \"You know\"\n- \"Oh, that clears everything up!\"\n- \"So far, it looks like\"\n- \"This brings to mind\"\n- \"I think I found the solution!\"\n- \"What keeps nagging at me is\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Help us change their future\nline 02 | This spring, the Mountain Pygmy-possum needs the urgent help of millions of Australians.\nline 03 | Each spring, Mountain Pygmy-possums wake up from their annual hibernation, hungry for nutritious Bogong Moths to eat so they can raise their young.\nline 04 | Sadly, Bogong Moth populations appear to have suffered a catastrophic decline in the past two years, which means there's simply not enough food for these tiny possums to raise their babies.\nline 05 | We need Australia's help finding these moths and guiding them to the possums!\nline 06 | What are Mountain Pygmy-possums?\nline 07 | With big ears, large eyes, a curly tail and weighing around 45g, the Mountain Pygmy-possums are arguably Australia's cutest possum.\nline 08 | They are also Australia's only hibernating marsupial, making them extra special.\nline 09 | They are classified as critically endangered, with fewer than 2,000 left in the wild and their most urgent threat is now the loss of their spring food source, the Bogong Moth.\nline 10 | Where are the Bogong Moths going?\nline 11 | Bogong Moths normally migrate from Queensland, NSW and western Victoria towards Mountain Pygmy-possum habitats. But for the past two years they haven't arrived.\nline 12 | There are a number of possible reasons why Bogong Moths aren’t reaching alpine areas.\nline 13 | As well as drought and pesticide use, bright lights from towns and cities are thought to lure and trap the moths along their migration route.\nline 14 | There are three things we need your help with:\nline 15 | 1. Turn your lights off for the Bogong Moths\nline 16 | This September and October we’re asking everyone in the ACT, NSW and Victoria to turn unnecessary lights off overnight.\nline 17 | If you have friends or family members who live in these areas, please tell them to turn lights off for the Bogong Moths!\nline 18 | We also need unnecessary lights turned off at Parliament House in Canberra, and public buildings and stadiums across the ACT, NSW and Victoria.\nline 19 | 2.\nline 20 | Moth Tracker\nline 21 | Each spring, swarms of Bogong Moths migrate from their breeding grounds to the alpine regions where Mountain Pygmy-possums live.\nline 22 | In 2017 and 2018, Bogong Moths arriving in these areas crashed from around 4.4 billion to just a few individuals.\nline 23 | We need more info about where these moths are.\nline 24 | Help the Mountain Pygmy-possum by recording your Bogong Moth sighting on our Moth Tracker.\nline 25 | A quick update on the progress\nline 26 | As of October, the Bogong Moths have begun arriving! Citizen scientists from around Australia have been submitting verified images of Bogong Moths near Mountain Pygmy-possum habitat at Falls Creek, Mount Buller and at Mount Kosciuszko in NSW.\nline 27 | Citizen scientists Jodi and Lara submitted some fantastic images of swarms of Bogong Moths around the chairlift at Mount Hotham. Our partners in the area have confirmed that these are indeed Bogong Moths.\nline 28 | Sightings have also been recorded as far north as Sydney and as far south as Venus Bay near Wilson’s Prom here in Victoria.\nline 29 | The Moth Tracker has also recorded sightings in Canberra, which lays directly in the flight path of migrating Bogong Moths and is a well-known source of light that ‘traps’ Bogong Moths and stops them from completing their journey towards Victoria.\nline 30 | Thanks to citizen scientists using Moth Tracker, we know the moths are out there! It’s now more important than ever to help Bogong Moths reach their destination in Victoria’s alpine areas and turn off unnecessary outside lights.\nline 31 | Hope is not lost. This possum is a fighter but we need your help.\nline 32 | What Zoos Victoria is doing\nline 33 | The Victorian Mountain Pygmy-Possum Recovery Team, together with supporting organisations, is also working hard to implement interventions in the wild.\nline 34 | These may include developing new nutritious food sources, improving habitat connectivity and captive measures to support populations through the breeding season.\nline 35 | Please stay tuned for more information.\n</context>\n\n<phrases>\n- \"Alright, where was I?\"\n- \"I can't quite put my finger on\"\n- \"Now, wait just a second\"\n- \"I’m almost there\"\n- \"I keep coming back to\"\n- \"What if I flip it around?\"\n- \"How do I put this\"\n- \"Okay, so\"\n- \"Something doesn't add up\"\n- \"So what does this mean in the bigger picture?\"\n- \"But then again\"\n- \"Okay, I think I’ve got it now!\"\n- \"Brainstorming here, but\"\n- \" is striking \"\n- \"That’s an interesting angle, but\"\n- \"Oh! I get it now!\"\n- \"On the other hand\"\n- \"So that’s why it wasn’t working!\"\n- \"If I had to choose right now\"\n- \"On one hand... but on the other\"\n- \"That’s it!\"\n- \"What’s the next step?\"\n- \"Uh...\"\n- \"I'm seeing a connection between\"\n- \"I'm starting to see a pattern\"\n- \"This makes me think of\"\n- \"Let me connect the dots\"\n- \"Is this the hill I want to die on?\"\n- \"What I'm getting at is\"\n- \"That’s the piece of the puzzle!\"\n- \"What if we\"\n- \"Let me play devil's advocate\"\n- \"What keeps nagging at me is\"\n- \"Backing up for a second\"\n- \"That makes sense because\"\n- \"Ohhh, now I see!\"\n- \"Wait, no\"\n- \"Let me make sure I got this\"\n- \"Aha! That’s what I was missing!\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Ummm, actually\"\n- \"Something tells me I should\"\n- \"Now we're cooking\"\n- \"What I’m getting at is\"\n- \"There’s a pattern here\"\n- \"No, actually\"\n- \"This connects to something else\"\n- \"This is starting to take shape\"\n- \"Let me see\"\n- \"So far, it looks like\"\n- \"It feels like the right move, but\"\n- \"I need to step back and rethink this\"\n- \"Oh, it all makes sense now!\"\n- \"There's probably more to it\"\n- \"Building on that\"\n- \"Follow me here\"\n- \"Let me throw this out there\"\n- \"Let me put this another way\"\n- \"I’m trying to connect the dots here\"\n- \"So what I'm trying to say is\"\n- \"Alternatively\"\n- \"Wait a minute\"\n- \"That reminds me\"\n- \"Let me untangle this\"\n- \"That would explain why\"\n- \"So the main idea is\"\n- \"That would mean\"\n- \"Okay, walking through it again\"\n- \"What I mean is\"\n- \"Let me just think this through\"\n- \"Actually, no\"\n- \"So what I’m trying to say is\"\n- \"Hmm, let’s rewind a bit\"\n- \"Still working it out\"\n- \"Well\"\n- \"Perhaps\"\n- \"Here's where it gets interesting\"\n- \"Uh, where was I?\"\n- \"I keep circling back to\"\n- \"Does that sound right to you?\"\n- \"Let's think step by step\"\n- \"Let me work through this\"\n- \"It's almost like\"\n- \"Let me approach this from another angle\"\n- \"If I'm not mistaken\"\n- \"Bear with me while I\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Understanding Anger Management\nline 02 | Anger management therapy is a mental health intervention that teaches people to regulate their emotions.\nline 03 | Counselors give anger management clients healthy coping mechanisms that allow them to feel and express their feelings without causing harm.\nline 04 | It’s important to know that anger is not unhealthy in its own right. In fact, this emotion is a healthy, if uncomfortable, part of life. In some cases, anger can even help people process difficult events in their lives. However, uncontrolled rage can sometimes be a sign that someone requires therapeutic intervention.\nline 05 | Disordered and Unhealthy Anger\nline 06 | People tend to experience anger differently. This strong emotion can make people want to yell, leave the situation, or cry. This feeling can also cause physical symptoms, such as an increased heart rate.\nline 07 | In some cases, anger becomes disordered and a person has no way to release those feelings. This combination can be a recipe for a dangerous situation. This rage can become destructive, and the person who feels it may start threatening others and property. When people feel anger in this way, mental health professionals can help.\nline 08 | How Common are Anger Disorders?\nline 09 | Intermittent Explosive Anger (IEA), one of the disorders that relates to unhealthy anger, affects as much at seven percent of adults in the United States. The rate of IEA may be even higher in teens, though the disorder is more difficult to recognize in this population.\nline 10 | What is Anger Management Therapy?\nline 11 | People with anger disorders sometimes feel like they can never recover or experience anger in a better way. Because of how destructive their anger can be, they may also feel hopeless in their relationships. However, help is available. Anger management therapy can turn these lives around.\nline 12 | It’s helpful to think of unhealthy anger as a symptom of a disorder–one that counselors know how to treat. This type of anger is not a personality flaw that people will always live with.\nline 13 | Counseling helps people with anger disorders establish new patterns of behaviors. Patients also learn coping skills and how to avoid triggers. In some cases, mental health professionals may also recommend medication.\nline 14 | What are the Symptoms of Anger Disorder?\nline 15 | Every person with an anger disorder experiences it in a unique way. However, the most common symptoms of dysfunctional anger are aggressive behaviors like yelling at others inappropriately and even becoming violent. This type of angry outburst is relatively easy to identify.\nline 16 | However, unhealthy anger can also manifest in more passive-aggressive ways. For example, people can become apathetic, sarcastic, or self-destructive with their anger.\nline 17 | Additional symptoms of anger disorders include:\nline 18 | - Threats of violence\nline 19 | - Destroying property\nline 20 | - Loved ones “walking on eggshells” to prevent a meltdown\nline 21 | - Being extremely irritable\nline 22 | - Aggressive and reckless driving\nline 23 | - Hurting family members or friends\nline 24 | - Starting verbal or physical altercations\nline 25 | - Refusing to see positive things and fixating on negative things instead\nline 26 | While anger disorders are illnesses that require compassionate treatment, people with these disorders sometimes put others in dangerous situations.\nline 27 | People who are victims of a person’s anger disorder should not maintain relationships out of compassion or guilt.\nline 28 | Such people should seek therapy to help them cope with the trauma they have faced.\nline 29 | Depression Can Cause Anger\nline 30 | While explosive rage is often a sign of IEA, it is also a lesser-known symptom of depression. This mood disorder causes some people to have an internal monologue that makes a person feel worthless. After a while, such a person may act out in frustration or anger at the situation. Depression can also compound symptoms of an existing anger disorder.\nline 31 | Both counseling and medication may be necessary to help patients with depression that manifests as anger. Medication can help treat the depression while the patient learns better coping mechanisms in therapy.\nline 32 | Due to the very nature of anger disorders, many patients feel as though they will never get control over their strong emotions. They may feel like they either bottle their feelings up until they explode, or let them out and cause destruction. However, anger management teaches patients to find a healthy balance.\nline 33 | The key to anger management is working through feelings in constructive ways.\nline 34 | If you have disordered anger, you can try some of these common coping techniques:\nline 35 | - Get plenty of exercise regularly doing something you enjoy. Doing so helps release pent-up energy and achieve better balance in your life.\nline 36 | - Take a moment to think before you speak in anger. Just a quick pause when you’re feeling angry can keep you from saying harmful things.\nline 37 | - Learn to forgive others.\nline 38 | Holding on to negative feelings that come up in arguments only hurt you.\nline 39 | Release those feelings.\nline 40 | - Calmly acknowledge your feelings.\nline 41 | Without yelling or being rude, you can say things like, “This situation makes me feel angry.”\nline 42 | While these basic anger management methods can help in some situations, they cannot provide long-term recovery on their own.\nline 43 | It’s important to work with a counselor who can give you personalized tools for success.\nline 44 | Anger Management Therapy Options\nline 45 | Several types of therapy can help people with disordered anger. These interventions may include any combination of therapy, medication, and inpatient recovery programs.\nline 46 | During individual therapy, counselors help patients identify their unique anger triggers and find better ways to deal with these feelings. Group therapy can also help people find community, support, and new behavioral patterns.\nline 47 | When people have depression with their anger disorders, inpatient treatment may be necessary.\nline 48 | Especially if the person has thoughts of harming themselves or others.\nline 49 | During inpatient treatment, people stay in a residential treatment center where they receive therapy and medication as needed.\nline 50 | Certain medications can provide immediate or long-term relief for people with anger disorders.\n</context>\n\n<phrases>\n- \"Basically\"\n- \"What if I flip it around?\"\n- \"Follow me here\"\n- \"Wait, I think I just cracked it!\"\n- \"Now, if I think about it differently\"\n- \"Consider this possibility\"\n- \"That’s an interesting angle, but\"\n- \"But then again\"\n- \"I was just about to say\"\n- \"Still forming this thought\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me approach this from another angle\"\n- \"Now it all comes together!\"\n- \"The more I think about it\"\n- \"Alternatively\"\n- \"I need to step back and rethink this\"\n- \"This could explain why\"\n- \"The thing is\"\n- \"Okay, so if I do this\"\n- \"Oh! I get it now!\"\n- \"Let me work through this\"\n- \" is striking \"\n- \"Ah...\"\n- \"No, actually\"\n- \"I was looking at this all wrong!\"\n- \"Going back to what I said about\"\n- \"I'm still feeling my way through\"\n- \"Wait, no\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Oh! I get it now\"\n- \"It finally adds up!\"\n- \"Let me circle back to that\"\n- \"In the end\"\n- \"So basically\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Let me see\"\n- \"Let me think\"\n- \"Hold that thought\"\n- \"So far, it looks like\"\n- \"Something doesn't add up\"\n- \"Ummm, actually\"\n- \"Let me make sure I got this\"\n- \"Something's not clicking\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Actually, no\"\n- \"If I follow this through\"\n- \"What I'm getting at is\"\n- \"Let me run through it again\"\n- \"Let's think step by step\"\n- \"I'm seeing a connection between\"\n- \" is interesting\"\n- \"Hmm\"\n- \"Uh...\"\n- \"If A is true, then\"\n- \"I'm trying to reconcile\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"You know\"\n- \"What happens if we change this part?\"\n- \"I keep coming back to\"\n- \"Wait, why does that happen?\"\n- \"What I’m getting at is\"\n- \"Picture this\"\n- \"Let me dig into that a little deeper\"\n- \"It almost fits, but something’s off\"\n- \"Let me play devil's advocate\"\n- \"Let me talk this through\"\n- \"I should have known that!\"\n- \"So what I'm trying to say is\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Suppose we assume that\"\n- \"How do I put this\"\n- \"Let me just think this through\"\n- \"That’s the piece of the puzzle!\"\n- \"I have a theory about this\"\n- \"That’s the answer I was looking for!\"\n- \"What keeps nagging at me is\"\n- \"Let me put this another way\"\n- \"Just thinking out loud but\"\n- \"That’s what I was trying to say!\"\n- \"On the other hand\"\n- \"Let me untangle this\"\n- \"Hang on a second\"\n- \"On one hand... but on the other\"\n- \"If we follow this logic\"\n- \"Here's where it gets interesting\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Let this sink in: In the past decade, King County added more people than 34 of the 50 U.S. states.\nline 02 | The U.S. Census Bureau released 2019 data last week for all U.S. counties, which allows us to take a look at population trends for the complete decade. It shows King County gained about 321,000 people. Only two counties had a larger numeric gain in the 2010s: Maricopa in Arizona (Phoenix) and Harris in Texas (Houston).\nline 03 | That 321,000 is a net increase — in other words, the number of people who moved in or were born here minus the number who moved away or died.\nline 04 | While the rest of the country grows in the sun, we prove you can also grow in the rain.\nline 05 | Among the 10 U.S. counties with largest gains in population, King is the only one not located in the Sun Belt. Six of the top 10 are in Texas. Other than Washington and Arizona, Nevada’s Clark County (Las Vegas) and California’s Riverside are also among the 10.\nline 06 | King County’s total population on July 1, 2019, was about 2,253,000. While we remain the 13th largest county in the nation, we’re only about 1,000 people behind the 12th largest county, Queens, New York (New York City’s five boroughs are also U.S. counties). King should overtake Queens next year, assuming current population trends continue.\nline 07 | Most of the nation’s heavily populated urban counties, like King, saw growth over the course of the decade. But many rural counties have been shrinking. Overall, of the 3,142 counties in the nation, 1,683 (54%) have lost population since 2010. That’s mainly because immigration is down sharply, combined with a low birthrate.\nline 08 | “One interesting trend we have seen this decade is widespread population decline among smaller counties, while larger counties tended to have population growth,” said Dr. Christine Hartley, a demographer in the Census Bureau’s Population Division, in a news release.\nline 09 | There are a few exceptions among large counties, most notably Cook County, Illinois (Chicago), and Wayne County, Michigan (Detroit), which both suffered population losses.\nline 10 | Of course, the 2019 data captures a period before the novel coronavirus crisis hit. The White House coronavirus task force estimates between 100,000 and 240,000 deaths from the virus, with mitigation. In 2019, there were about 242,000 more births than deaths nationwide. So it’s possible in 2020, because of fatalities from the coronavirus, there could be more deaths than births in the United States.\nline 11 | Population losses in the past decade were most heavily concentrated in counties in the Northeast, Midwest and Deep South. Four states registered population declines: Illinois had the heaviest loss, followed by West Virginia, Connecticut and Vermont.\nline 12 | But along the West Coast, most counties saw growth. In Washington, only two counties lost people from 2010 to 2019: Columbia and Garfield, both rural counties in the southeast corner of the state.\nline 13 | Meanwhile, the Seattle area’s influence in the state is increasing. Nearly half (48%) of Washington’s total population growth in the last decade came just from King and Snohomish counties.\nline 14 | Even though King County continues to register strong growth, the last couple of years have shown a cooling off. In the middle of the decade, we were seeing increases of more than 40,000 per year. For the last couple of years, it has been a little less than 25,000.\nline 15 | International immigration was the primary driver of King County’s massive population growth last decade, bringing in a net increase of 161,000 people. Next was “natural increase,” which is the number of births minus the number of deaths. That added about 115,000. Finally, we gained another 46,000 from net domestic migration (people moving into the county, minus those moving away, from within the U.S.).\nline 16 | As for that last number, King County is one of the few large counties to gain population from elsewhere in the U.S.\nline 17 | Among the 15 most populous counties, the only other two were Maricopa, Arizona (Phoenix), and Tarrant, Texas (Fort Worth).\nline 18 | But as the cost of living here continues to rise, that trend appears to have reversed. In both 2018 and 2019, nearly 5,000 more people left King County for other parts of the U.S. than moved in.\n</context>\n\n<phrases>\n- \"I'm mulling over\"\n- \"So basically\"\n- \"Hold that thought\"\n- \"Now, wait just a second\"\n- \"So the main idea is\"\n- \"When I sit with this idea\"\n- \"Let me circle back to that\"\n- \"Let me work through this\"\n- \"I'm intrigued by\"\n- \"Finally, it clicks!\"\n- \"What if we looked at it like\"\n- \"Oh, I see what’s happening here!\"\n- \"This makes me reflect on\"\n- \"Now, if I think about it differently\"\n- \"So what does this mean in the bigger picture?\"\n- \"What I mean is\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"In other words\"\n- \"Here's where it gets interesting\"\n- \"Uh...\"\n- \"Actually, no\"\n- \"Picture this\"\n- \"There's got to be something about\"\n- \"So that’s why it wasn’t working!\"\n- \"Still working it out\"\n- \"This could explain why\"\n- \"Let's think step by step\"\n- \"If A is true, then\"\n- \"Let's test this idea\"\n- \"Bear with me while I\"\n- \"Here's what I'm thinking\"\n- \"Brainstorming here, but\"\n- \"I need to make sure this checks out\"\n- \"Something about [blank] is still bothering me\"\n- \"So what I’m trying to say is\"\n- \"Wait, no\"\n- \"I keep circling back to\"\n- \"That would mean\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"On one hand... but on the other\"\n- \"That’s it!\"\n- \"Let me chew on this\"\n- \"Here's what's bugging me\"\n- \"[blank] is still a black box to me\"\n- \"This just clicked into place!\"\n- \"Ah...\"\n- \"I'm struck by\"\n- \"What keeps nagging at me is\"\n- \"This brings to mind\"\n- \"Oh, that clears everything up!\"\n- \"What’s the best way to explain this?\"\n- \"Well\"\n- \"I'm curious about\"\n- \"What if we\"\n- \"I wonder if\"\n- \"Follow me here\"\n- \"I keep coming back to\"\n- \"Okay, walking through it again\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Ummm, actually\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"That makes sense because\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \" is key here\"\n- \"This might sound weird, but\"\n- \"In essence\"\n- \"Going back to what I said about\"\n- \"I need to fill in the gaps\"\n- \"Okay, backtrack a bit\"\n- \"It was staring me in the face\"\n- \"How do I put this\"\n- \"The thing is\"\n- \"The more I think about it\"\n- \"I'm still feeling my way through\"\n- \"Something doesn't add up\"\n- \"There's probably more to it\"\n- \"Let me untangle this\"\n- \"The crucial thing seems to be\"\n- \"Let me just think this through\"\n- \"Is it possible that...?\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Hmm\"\n- \"There's something off here\"\n- \"Maybe if I try it this way\"\n- \"Coming at this from another angle\"\n- \"Now we're cooking\"\n- \"Now it all comes together!\"\n- \"No, actually\"\n- \"That’s the piece of the puzzle!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Coherent control or quantum control refers to controlling light-matter interactions using phase-coherence of the laser. 1, 2, 3 Early attempts in frequency domain control by precise excitation of a single vibrational mode using near-monochromatic continuous wave lasers were largely doomed by the fact that rapid energy dissipation among other vibrational modes (known as \"intramolecular vibrational-energy redistribution\") results in loss of coherence. However, owing to the fleeting existence, ultrashort laser pulses can launch coherent vibrational wave packets because the vibrational time period is much longer than the temporal width of the pulse. Ultrafast laser pulses are generated by constructive interference among different longitudinal optical modes sustained by the laser cavity, which is known as \"mode-locking\".4, 5, 6 This results in the generation of a train of laser pulses with a repetition rate equal to the inverse of the round-trip time of a pulse within the laser cavity. Femtosecond laser pulses have been shown to probe the vibrational “dephasing” (i.e., intramolecular loss of coherence) in real time by precise tuning of time delay between a pair of pulses; this is known as pump-probe spectroscopy and has been pioneered by the research groups of Shank, Mathies, Hochstrasser, Fleming, and Zewail, to name a few.7 Control over the time delay between pump and probe pulses imparts control over the time evolution of the wave packet, and this is known as the pump-pump (or pump-dump) scheme of quantum control, originally proposed by Tannor, Kosloff, and Rice.8 A somewhat different but equivalent control scheme, proposed by Brumer and Shapiro, exploits the idea of controlling the phase of different optical frequency components (or laser modes) within a pulse and thereby achieving the control by quantum interference between multiple light-matter interaction paths.9 This is achieved by “laser pulse shaping,” which makes use of a grating-spherical lens (or a grating-concave mirror to eliminate chromatic aberration) combination for maximum spatial separation of the spectral components in a plane (known as the “Fourier plane”) and subsequent recombination by using another grating-spherical lens combination. A spatial light modulator (SLM) kept at the Fourier plane can modulate the phases (and/or amplitudes) of various frequency components and thereby giving a pulse shaped in time owing to the inverse Fourier relationship between the time and frequency components of a mode-locked pulse.10 By using a programmable SLM, one can generate pulses of various shapes and attain the desired pulse shape calculated by iteratively solving the time-dependent Schrodinger equation as described by the “optimal control theory”11 or iteratively search for the optimal pulse shape by using learning algorithms, where a series of experiments are carried out in a feedback loop until the optimal condition is reached.12 For a detailed discussion on quantum control schemes by laser pulse-shaping, see Ref. 13.\nline 02 | Because mode-locked ultrafast lasers are used in multiphoton fluorescence microscopy,14 to make use of the gigantic instantaneous peak power for circumventing low-multiphoton absorption cross sections of common fluorophores, all the above-mentioned methods of coherent control have exciting applications in imaging with laser pulses in numerous ways. In this paper, we present our recent work, showing possible control by ultrafast pulse-pair excitation with applications in multiphoton imaging. Starting with a discussion on the validity of using highly repetitive pulse train excitation for studying ultrafst dynamics in real time, we demonstrate selective chromophore excitation exploiting dynamics beyond coherence time-scale with comparison to control scheme that exploits coherent dynamics.\nline 03 | In our experiment, the laser system was a mode-locked Ti:saph laser (Mira900-F pumped by Verdi5, Coherent) producing femtosecond laser pulse trains at a repetition rate having tunability in the range of . We used pulsed excitation centered on . The laser beam was separated in two parts by using a beamsplitter and recombined using another beamsplitter after passing the two split beams over almost equal distances. One of the beams was passed through a retroreflecting mirror mounted on a mechanical stage (UE1724SR driven by ESP300, Newport) and the other through a fixed retroreflecting mirror. The delay stage was interfaced with a personal computer using a GPIB card (National Instruments). The collinearly propagating beams were sent to a multiphoton-ready confocal microscope system (FV300 scan-head coupled with IX71 inverted microscope, Olympus). The average power of each beam entering the scan-head was . For imaging purposes, slides of bovine pulmonary artery endothelial (BPAE) cells were purchased from Molecular Probes Inc. (F36924 and F14781), and all images were taken using an oil-immersion objective (UPlanApoN 40X 1.4 NA, Olympus). The image acquisition and intensity counts were performed using FLUOVIEW software.\nline 04 | Results and Discussions\nline 05 | Several research groups have shown the applications of control schemes in various nonlinear imaging, e.g., multiphoton fluorescence microscopy15, 16, 17 and coherent anti-Stokes Raman scattering microscopy. 18 All efforts are based on laser pulse shaping, where each pulse is shaped in phase (and/or intensity). At an equivalent control can be achieved by simple pulse-pair excitation with controlled time delay between phase-locked pulses (discussed later). Now, both low-energy pulsed excitation from a high repetition rate (HRR) laser as well as high energy pulsed excitation using low repetition rate (LRR) amplified sources have been implemented in microscopy. In laser-scanning microscopy (LSM), the image acquisition is achieved by point-by-point illumination resulting in pixilated-image construction and LRR systems are incompatible with the fast pixel integration times needed in the imaging process. Thus, fast scanning microscopes are equipped with HRR lasers, whereas slower stage-scanning systems are accompanied by LRR laser sources. In high-speed LSM, the high scanning speed (obtained by scanning with a pair of mirrors or “Nipkow disk”) ensures laser dwell time on each pixel over very small time window ; therefore, each pixel is illuminated by low-energy laser pulses from an oscillator. Also, the radiative deexcitation of an excited electronic state (i.e., fluorescence) is nearly complete within the time delay between two successive pulses of a typical HRR laser, making it suitable for microscopy applications.\nline 06 | Although the use of HRR lasers suffers from light-induced “heating” of the specimen under observation, this is not prominent under fast scanning conditions, as in LSM. We recently showed that, for multiphoton absorption, photothermal effects are manifested by a finite temperature rise resulting from the pileup effect of myriad laser pulses over a finite time window (much longer than temporal separation of pulses) and demonstrated that intensity-modulation of a train of pulses at frequency results in complete removal of such deleterious effects, leading to significant fluorescence enhancement.19, 20 The results showed that laser-induced photothermal damage is largely governed by transparent solvent and the time scale for pileup effect depends on the heat transfer parameters of the solvent. These findings are crucial for live cell imaging, where photodamage can largely affect the viability of live specimens. This is precisely the reason why measurement of nonlinear absorption coefficients by the -scan method using an intensity-modulated highly repetitive pulse train yields similar results using amplified low-repetition pulses.21 Despite having no pileup effect as imparted by HRR lasers, amplified lasers suffer from poor signal-to-noise ratio and pulse-to-pulse carrier-envelope phase fluctuations. Also, the very high pulse energy results in pulse-saturation effects when tightly focused with a high numerical aperture objective. An alternative method is to use HRR laser excitation with the sample solution kept in a flowing condition. Another possibility is to use an intensity-modulated chopped excitation. Figure 1 shows a comparison among these different methods; the last two methods result directly from the fact that pileup effect is a long-time effect. An exactly similar condition occurs in laser scanning because each pixel is illuminated for a time period that is not sufficient for building up the pileup effect. In a flow cell, the molecules are rapidly swept across the focused laser beam fixed in space, whereas in laser scanning, a pair of scanning mirrors quickly switches the focused laser beam among spatially frozen molecules located at different regions in the sample. Thus, HRR lasers cause minimal photothermal damage in LSM; this allows us to perform ultrafast real-time experiments with HRR lasers under laser scanning.\nline 07 | With this logic of using HRR laser in LSM, we split each pulse of the pulse train into two pulses and delayed one pulse with respect to the other just as in pump-probe spectroscopy. As sketched in Fig. 2, the sample was illuminated by a “degenerate” (i.e., having same spectral content), isoenergetic and copropagating train of pulse pairs. The delay between the pairs was varied up to (corresponding to the maximum possible temporal delay given by the motorized delay line), which is much shorter than the time lapse between the successive laser pulses (which is fixed by the laser cavity round-trip time). This means that instead of pulses, each pixel in an image now results from excitation by pairs of pulses (or “double pulses”). Because the duration of exposure was on each pixel, this took to scan a whole area of . We collected series of images (each of ) for different time delays between the pulse pairs. Figures 3a and 3b show the oscillatory time response of fluorescence (calculated from the intensity counts of the entire image) from two different samples used. Because at a short time delay, artifacts due to field-field correlation including spatial fringe (“coherent artifacts”) appear due to interference between two Gaussian light wave-packets, the intensity values were normalized to that at , where no spatial artifacts are seen; a temporal convolution of the two pulses at the sample produces third-order interferrometric autocorrelation trace. For one sample [F36924, cf. Fig. 3a], the time evolution of fluorescence shows little difference for the three different fluorophores (DAPI, Alexa Fluor 488 phalloidin and MitoTracker Red CMXRos; after correcting for “spectral bleeding” of DAPI into the green region); this is reflected in the corresponding images obtained at two different pulse-pair intervals as shown in Fig. 4 . However, for the other sample [F14781, cf. Fig. 3b], a significant different temporal response of fluorescence was observed for one fluorophore (DAPI) as compared to the other two (BODIPY FL goat antimouse IgG antibody and Texas Red-X phalloidin; this time also correcting for “spectral bleeding”); at delay, the green and red fluorescence drops to 80% of that at delay while the blue fluorescence is indeed slightly enhanced. The corresponding images, shown in Fig. 5, reveal the contrast arising due to this 20% fluorescence suppression, although this does not impart significant contrast, which demands further experiments with the pulse-pairs, as explained below.\nline 08 | Selective excitation of fluorophores has been demonstrated earlier with shaped ultrafast laser pulses22 with applications to microscopy.15, 16, 17 However, to the best of our knowledge, this is the first demonstration of pulse-pair control in microscopy with possibilities of controlling molecular fluorescence in microscopy using rather simple pulse-pair excitation. Now, to explain time-domain quantum control using phase-locked pulse-sequence, consider Fig. 6 . Figure 6a shows that the first pulse triggers a two-photon absorption launching the population in higher vibrational levels of an electronically excited state . The time-delayed second pulse also executes the same excitation. The precise time delay of these two phase-locked pulses leads to modulation of the spontaneous emission (fluorescence) signal detected after a certain time; this is known as phase-locked spontaneous light emission (PLSLE23, 24), as depicted in Fig. 6b. Because these two wave packets interfere in the excited state, a constructive interference leads to enhanced fluorescence while a destructive interference leads to a decrease. The time delay between the pulse pairs controls the interference pattern. Thus, the fluorescence signal, detected after this wave-packet interference is over, is modulated with the delay between the pulse pairs. Now, for different fluorophores, the time delay for the wave-packet revival is different, which may manipulate the spontaneous emission channel for one particular fluorophore in the presence of the others. Because, at a specific pulse-pair delay, the fluorescence signal from different fluorophores are enhanced or suppressed to different extent, this can be successfully extended to selective visualization of a particular organelle inside a live cell. This is conceptually similar to laser pulse shaping in that a pair of pulses or many pulses also modulates the spectrum of a single pulse owing to Fourier transform; the spectral modulation leads to quantum interference while in pulse shaping the interference is caused by the time delay of various spectral component within the pulse. In contrast, our experiment was based on pulse-pair excitation lacking coherent oscillations due to rapid loss (within ~1 ps) of vibrational coherence in condensed phase; for the second pulse there are several competitive pathways, e.g., two-photon absorption, excited state absorption, stimulated emission (discussed in the next section), etc., depending on the fluorophores. Although in the present case the relative suppression of fluorescence the fluorophores is not significant, for a particular choice of chromophores this may have interesting effects. Now, the crucial criterion to achieve this is precise time-delay between the pulse pairs, which is nicely maintained by the delay lines but, for robust and finer temporal delay as well as rapid data acquisition needs, one must use better methods (e.g. using acousto-optic modulators25) which are presently being studied in our group.\nline 09 | Dyba 26 have earlier demonstrated ultrafast dynamics of relaxation in microscopy using pulse-pair excitation from an HRR laser; they have shown how stimulated emission can be used to deplete fluorescence of a particular chromophore, revealing the fast vibration, solvation, and orientation dynamics and furnishing useful visual information on local environments. The relative suppression of fluorescence for MitoTracker and Texas Red compared with other dyes may be due to the extension of red edge fluorescence within excitation wavelength. Note that this stimulated emission depletion (STED) microscopy has revolutionized optical microscopy by breaking the “diffraction limit,” leading to possible subwavelength-scale spatial resolution.27 The above-mentioned work by Dyba 26 has also revealed spatially localized distinct features of ultrafast relaxation of fluorescent dyes in different environments. Interestingly, a careful observation of the series of overlay images at different pulse-pair delay shows that these oscillations occur with different extents at different regions of space revealing the inhomogeneous nature of the surroundings that the fluorophores experience. This is also evident from different fluorescence response patterns for the same dye (DAPI) in two different environments.\nline 10 | Thus, we show how pulse-pair excitation, instead of usual pulse train excitation, can be directly implemented in multiphoton fluorescence laser-scanning microscopy to impart control via selective excitation. Further research in the field of coherent control in microscopy using phase-locked laser pulses to have selective fluorophore excitation is currently being pursued in the authors’ laboratory.\nline 11 | AKD thanks CSIR, India, for the graduate fellowship. We thank DST, India, and Wellcome Trust Foundation, UK, for funding. The assistance from Debjit Roy is gratefully acknowledged. We thank S. K. Karthick Kumar for useful discussions.\n</context>\n\n<phrases>\n- \"I need to step back and rethink this\"\n- \"There’s a better way to phrase this\"\n- \"What keeps nagging at me is\"\n- \"The more I think about it\"\n- \"There's got to be something about\"\n- \"No, actually\"\n- \"So what I'm trying to say is\"\n- \"Let me propose something\"\n- \"First things first\"\n- \"Something in my gut says no\"\n- \"What’s the next step?\"\n- \"Let me chew on this\"\n- \"If I follow this through\"\n- \"This is starting to take shape\"\n- \"Okay, walking through it again\"\n- \"What if the reason is\"\n- \"If we follow this logic\"\n- \"In other words\"\n- \"I wonder if\"\n- \"This brings to mind\"\n- \"I guess there’s no perfect solution\"\n- \"I'm not entirely sure, but\"\n- \"This connects to\"\n- \"What's the best way to explain this?\"\n- \"There’s a pattern here\"\n- \"Might be\"\n- \"This makes me reflect on\"\n- \"Something doesn't add up\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I'm seeing a connection between\"\n- \"What’s the best way to explain this?\"\n- \"Still forming this thought\"\n- \"Now, if I think about it differently\"\n- \"I'm intrigued by\"\n- \"I’m trying to connect the dots here\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"I keep coming back to\"\n- \"I'm trying to untangle this\"\n- \"Here's a possible explanation\"\n- \"Wait, no\"\n- \" is interesting\"\n- \"Let me put this another way\"\n- \"Let me make sure I got this\"\n- \"Let me untangle this\"\n- \"When I sit with this idea\"\n- \"I'm pondering\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"Take this with a grain of salt\"\n- \"Backing up for a second\"\n- \"If I take this apart step by step\"\n- \"Oh! That reminds me\"\n- \"That makes sense because\"\n- \"Let me sum this up so far\"\n- \"That reminds me\"\n- \"Okay, let's break this down\"\n- \"What I'm grappling with is\"\n- \"Let me connect the dots\"\n- \"I keep circling back to\"\n- \"This connects to something else\"\n- \"I'm struck by\"\n- \"What if we\"\n- \"Actually, no\"\n- \"Okay, pros and cons\"\n- \"The pros and cons are\"\n- \"So what does this mean in the bigger picture?\"\n- \"Okay, so if I do this\"\n- \"It's fascinating how\"\n- \"Let's think step by step\"\n- \"Why didn’t I think of that sooner?\"\n- \"So basically\"\n- \"The thing is\"\n- \"I'm wondering if\"\n- \"This might sound weird, but\"\n- \"If A is true, then\"\n- \"Let me break this down\"\n- \"This makes me think of\"\n- \"Maybe I'm way off, but\"\n- \"There's something here about\"\n- \"Here's what I'm thinking\"\n- \"Let’s weigh the options\"\n- \"Let me work through this\"\n- \"I know there’s a word for this\"\n- \"Let me back up a second\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Examining the status of women just before the advent of Islam, one observes a paradox. On the one hand, there are historical indications that suggest that women in the jahiliya society were extremely disadvantaged. For example, it is known that infanticide, the burying of female daughters while they were alive, was a common practice. A dim picture also appears in areas concerning marriage customs, divorce rights, inheritance, and other aspects of social and economic lives. On the other hand, there are indications that portray a different picture. The story of Khadija, the wife of Prophet Muhammad, reflects an image of a wealthy woman who was— before Islam—an entrepreneur of sorts. She had a business, employed other men, traded beyond the borders of Mecca, and represented the epitome of economic participation. It is indeed the case that there was an interplay of gender/class/ethnicity factors that were operational during that era which allowed a woman like Khadija to thrive, while at the same time disadvantaged other members of society including poor and slave women.\nline 02 | The example of Khadija in her later interactions with her husband after Islam tells a story of a strong woman whose husband leaned on her for support. Muslim traditions indicate that when the Prophet received the message from God through the archangel Gabriel, he came back to her frightened and shivering. She comforted and consoled him; throughout their lives together, he drew courage out of her. When she later died well before him, he seemed to have buried a piece of his heart with her. Even as he remarried later on, he used to refer to her with affection: “She believed in me when no one else did; she accepted what I was saying as truth when people rejected me; and she helped me with her money when there was no one else to lend me a helping hand.”1 The Prophet was not hesitant to indicate that, at various points in his life, he was dependent on her emotionally and economically. Khadija’s story has been recurrently used in contemporary discourses on the role of women in Muslim societies. Her example is often advanced by Muslim feminists as a role model of a courageous, intelligent, and dependable woman who was instrumental in the life of her husband.\nline 03 | Khadija died a few years after the Prophet declared the message of Islam. That was a tough period for him to the extent that the year in which she died is dubbed the “year of grief.” In that year he lost his compassionate wife in addition to his supportive uncle. When he was later driven out of Mecca to another city, Medina, things gradually became better. The deprived and oppressed Muhammad in Mecca became a head of a small, but growing, state. The men and women of Medina welcomed him as he established the first seeds of an Islamic society and government. It was in Medina that the first laws were written down, and it was there where the first signs of a new social order were established. This social order included the prescription of the veil (whatever that has meant for later-day Muslims). The veil was not only a dress code for the believing Muslim women. The veil marked a new social arrangement in which women became differentiated in new ways within the embryonic Medina Muslim society. While Muslims have historically debated the exact implications of the prescription of the veil, this era has been immensely important even for contemporary times. Various perspectives as to what the veil really means have had strong implications on defining women’s roles in Muslim society, the degree of their participation in economic and political affairs, and their expected functions in the public versus private spheres.\nline 04 | Many historians argue that the veil was not a new phenomenon created by the new message of Islam at the time.2 Actually, there were forms of veiling among Jewish, Christian, and pagan societies. Even after the Islamic prescription of the veil, and up to recent times, many European women conformed to a form of veiling during religious services in many churches. Nowadays, a form of veil is found among many disparate communities across the world. Those include the Amish, orthodox Jewish women, Hindu women, and other non-Muslim women in various communities. It even exists among men, though to a lesser extent, such as the Tuareq of North Africa and within Sikh communities mainly in India but also within immigrant groups in the West.\nline 05 | Since the time the few verses in Sura Annur (chapter of The Light) of the Qur’an were revealed, the veil, and its various forms and symbolisms, have taken different routes. Some, though markedly few, understand the verses and the behaviors of the early Muslim society to direct women to be fully covered, almost totally secluded from the presence of men. Others assert that the dress is not supposed to limit women’s participation in the public and economic lives of their societies. Some assert that the headscarf is the invention of patriarchal structures which overpowered the genuine Islamic rulings at the time. Those differences of opinion have had significant impact on female participation in various Arab and Muslim societies. Religious teachings met cultural traditions, and thus various understandings emerged about how believing women should dress. This obviously had an impact on women’s levels of economic and political participation across time and place.\n</context>\n\n<phrases>\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Wait, no\"\n- \"I'm intrigued by\"\n- \"What keeps nagging at me is\"\n- \"I'm starting to see a pattern\"\n- \"Let me work through this\"\n- \"I wonder if\"\n- \"I think I can rule that out\"\n- \"I’m trying to connect the dots here\"\n- \"Let's think step by step\"\n- \"This isn't quite right, but\"\n- \"In essence\"\n- \"Let me chew on this\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"This makes me reflect on\"\n- \"Alright, where was I?\"\n- \"Here's what's bugging me\"\n- \"Maybe if I try it this way\"\n- \"On the other hand\"\n- \" is interesting\"\n- \"So that’s why it wasn’t working!\"\n- \"What if I flip it around?\"\n- \"Oh, I see what’s happening here!\"\n- \"That’s it!\"\n- \"It almost fits, but something’s off\"\n- \"Okay, backtrack a bit\"\n- \"This connects to something else\"\n- \"This makes me think of\"\n- \"Basically\"\n- \"Okay, so if I do this\"\n- \"Ummm, actually\"\n- \"I need to step back and rethink this\"\n- \"If A is true, then\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"That makes sense because\"\n- \"That would mean\"\n- \"On one hand... but on the other\"\n- \"The crucial thing seems to be\"\n- \"When I sit with this idea\"\n- \"Coming at this from another angle\"\n- \"Okay, walking through it again\"\n- \"Actually, no\"\n- \"Let me untangle this\"\n- \"I'm seeing a connection between\"\n- \"That actually makes a lot of sense\"\n- \"We've completely overlooked [blank]\"\n- \"Let me sum this up so far\"\n- \"I'm struck by\"\n- \"Let me propose something\"\n- \"That’s an interesting angle, but\"\n- \"It finally adds up!\"\n- \"So the main idea is\"\n- \"Something doesn't add up\"\n- \"This might explain the pattern\"\n- \"What if I tried...?\"\n- \"Let me make sure I got this\"\n- \"Let me circle back to that\"\n- \"This brings to mind\"\n- \"The thing is\"\n- \"Let me connect the dots\"\n- \"So what I’m trying to say is\"\n- \"There’s a pattern here\"\n- \"I keep circling back to\"\n- \"Now, if I think about it differently\"\n- \"What I'm getting at is\"\n- \"I'm pondering\"\n- \"Oh, it all makes sense now!\"\n- \"I'm wondering if\"\n- \"Alternatively\"\n- \"Let me put this another way\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"What if we looked at it like\"\n- \"I keep coming back to\"\n- \"Let me play devil's advocate\"\n- \"So, the bottom line is\"\n- \"Oh! That reminds me\"\n- \"Backing up for a second\"\n- \"Is it possible that...?\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let's test this idea\"\n- \"No, actually\"\n- \"It's almost like\"\n- \"But then again\"\n- \"Of course! That’s the answer!\"\n- \"I'm curious about\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Keep in mind that bipolar disorder is a mental illness\nline 02 | People who battle bipolar disorder cannot control their manic or depressive episodes. Because bipolar disorder is a mental illness, it affects your family member/friend/co-worker in several ways, including her attitudes and beliefs. It is an illness that must be properly diagnosed and treated, and you need to understand that your loved one struggles with coping with the disorder on a daily basis, just as someone with diabetes or another similar medical condition must do. Telling her to cheer up or calm down is not helpful, but offering your unconditional love and support and reassurance and hope is.\nline 03 | Listen to the person living with bipolar disorder\nline 04 | One of the best ways to support someone with bipolar disorder is to listen and be empathetic. While you cannot understand what it is like to live with the disorder, you can pay attention to her fears and frustration. Her emotions and feelings affect her, and not every aspect of her life is a sign or symptom of the disorder. You need to respect her feelings and provide support and encouragement just by showing that you care.\nline 05 | By listening to the person living with bipolar disorder, you are more likely to be aware of changes in her attitude or behaviors that point to a manic or depressive episode. Medication and dosages sometimes need to be altered by a medical professional from time to time for people living with bipolar disorder, so you may be able to help your loved one see that it is time for a checkup if she is exhibiting warning signs of mania or depression.\nline 06 | Be aware of signs of depression\nline 07 | Of course, depressive episodes are extremely dangerous for people living with bipolar disorder because they are more likely to engage in reckless behavior, turn to drugs and alcohol, and have suicidal thoughts than people who do not struggle with the disorder.\nline 08 | It may be difficult to distinguish between the person’s low period and increasing signs of depression, but you should contact her doctor if she will not get out of bed, does not want to participate in activities that she normally enjoys, or stops eating.\nline 09 | Offer encouragement and let her know that you care and are concerned.\nline 10 | It also is helpful if you take your friend or loved one with bipolar disorder to her appointments to be sure she stays on track with her sessions and medication.\nline 11 | Help them seek treatment for alcoholism or addiction\nline 12 | It is quite common for alcohol use disorder or substance use to coincide with bipolar disorder. People struggling with bipolar disorder may drink excessively or take illegal or recreational drugs during manic episodes, and they may turn to drugs and alcohol as a coping mechanism during depressive episodes. Both alcohol and drugs worsen the symptoms and severity of bipolar disorder, increasing the risk of mood swings, depression, violence and suicide.\nline 13 | If you think that your loved one is abusing alcohol or is addicted to drugs, help them seek treatment immediately and speak to their medical provider. There are several programs that can assist people who are recovering users as well, and it is a good idea to help your loved one with bipolar disorder find a program that will increase their chances of a successful substance use recovery.\nline 14 | As your loved one begins to treat their depression, they’ll need plenty of support and encouragement from friends and family. Offer positive feedback on the progress they’ve made. Encourage them to get involved in activities they might enjoy, such as playing a recreational sport or joining a book club. If they’ve had to leave a particularly stressful job because of its effects on their bipolar disorder, encourage them to find a more fulfilling form of employment. For example, if they enjoy working with animals, they might offer dog walking or pet sitting services through a company like Rover or if they enjoy writing or graphic design, they might take on projects using Upwork. When you can help them find activities and professional opportunities that are more beneficial to their overall wellbeing, you’ll be playing a very essential and important role in their recovery.\nline 15 | By offering your friendship, love, and support, you have the power to help someone better manage their bipolar disorder and lead a more stable, productive life. By showing you care and are willing to spend your time and energy to help, you stand a good chance of helping your loved one cope with the disorder more successfully.\nline 16 | Adam Cook has a strong understanding of the devastation that can be caused by addiction. He recently lost a close friend to an addiction-related suicide. In an effort to better educate himself and to help others, he created AddictionHub.org, a site that provides addiction and mental health resources. When he isn’t working or adding to his website, he’s prepping for his first triathlon.\nline 17 | Image via Pixabay by geralt\nline 18 | This was updated from 7/30/16\n</context>\n\n<phrases>\n- \"Basically\"\n- \"What I’m getting at is\"\n- \"So far, it looks like\"\n- \"I'm seeing a connection between\"\n- \"This makes me think of\"\n- \"What’s the best way to explain this?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"So what I'm trying to say is\"\n- \"Picture this\"\n- \"Here's what's bugging me\"\n- \"This connects to something else\"\n- \"On the other hand\"\n- \"How can I approach this?\"\n- \"Let's think step by step\"\n- \"It's almost like\"\n- \"Something doesn't add up\"\n- \"Wait, but if that’s true\"\n- \"Let me chew on this\"\n- \"Now we're cooking\"\n- \"Wait, why does that happen?\"\n- \"Ah...\"\n- \"Well\"\n- \"Let me see if\"\n- \"What I mean is\"\n- \"I need to fill in the gaps\"\n- \"No, actually\"\n- \"Right, so\"\n- \"What's the best way to explain this?\"\n- \"Just spitballing here\"\n- \"This could explain why\"\n- \"I'm curious about\"\n- \"I'm mulling over\"\n- \"When I sit with this idea\"\n- \"Let's see\"\n- \"Now, if I think about it differently\"\n- \"Anyway\"\n- \"Let me sum this up so far\"\n- \"There’s a pattern here\"\n- \"Let me talk this through\"\n- \"Brainstorming here, but\"\n- \"Ummm, actually\"\n- \"Coming at this from another angle\"\n- \"I'm struck by\"\n- \"But then again\"\n- \"There's a better way to phrase this\"\n- \"Now, wait just a second\"\n- \"That makes sense because\"\n- \"Actually, no\"\n- \"Oh! That reminds me\"\n- \"I'm intrigued by\"\n- \"You know\"\n- \"That’s an interesting angle, but\"\n- \"Let me untangle this\"\n- \"Here's a possible explanation\"\n- \"I'm wondering if\"\n- \"Maybe if I try it this way\"\n- \"Let me approach this from another angle\"\n- \"One way to look at it is\"\n- \"Let me work through this\"\n- \"Let's test this idea\"\n- \"In essence\"\n- \"What if I flip it around?\"\n- \"This connects to\"\n- \"I’m trying to connect the dots here\"\n- \"The thing is\"\n- \"On one hand... but on the other\"\n- \"Wait, that doesn’t add up\"\n- \"I wonder if\"\n- \"I need to reframe this\"\n- \"Let me connect the dots\"\n- \"It's fascinating how\"\n- \"If we follow this logic\"\n- \"Let me play devil's advocate\"\n- \"I'm pondering\"\n- \"Wait, no\"\n- \"Let me think\"\n- \"Let me propose something\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"What keeps nagging at me is\"\n- \"We've completely overlooked [blank]\"\n- \"Alternatively\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Here's what I'm thinking\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | After the Battle of Ball’s Bluff, John March, chaplain of the Union army, writes a letter from the battlefield to his wife, Margaret “Marmee,” and their daughters Meg, Jo, Beth, and Amy. The family lives in Concord, Massachusetts. Because of the atrocities March has witnessed, he exerts a certain self-censorship on his letters home. The brutality of war, including vultures eating the flesh of corpses and the horrors of the field hospital, are too brutal to be conveyed in letters read aloud to his innocent daughters. March had been in this part of the United States before, and he tells the following story.\nline 02 | It is twenty years earlier, and eighteen-year-old March is visiting Virginia as a peddler. For a while, he is a guest of a plantation owner, Augustus Clement. March meets Grace, an African American slave who nurses senile Mrs. Clement. March feels attracted to Grace, and with her help, he begins teaching a little slave girl to write, even though the law forbids teaching slaves to read and write. Soon, his teaching becomes known, and he is expelled from the plantation, but not before he witnesses Grace being brutally whipped.\nline 03 | After being expelled from the Clement plantation, young March makes a fortune as a peddler. Wealthy, he sells out his business and goes back home. He next becomes a preacher. When the Reverend Day invites him to go to Concord to preach, he meets the reverend’s sister, Margaret, or Marmee, a young woman with ideas of her own about women’s education.\nline 04 | Grace turns down the opportunity to leave the plantation to join the Union army as a nurse, unwilling to leave the dying Mr. Clement. March tries to persuade Grace, but she reveals to him that she is Mr. Clement’s daughter by a slave woman and feels morally obliged to stay and care for him until he dies. Though Clement had offers for selling her, he chose not to sell her to a brothel. The scars from the whippings made her undesirable for the brothel owners. Grace and March embrace passionately.\nline 05 | March is given a new destination in charge of organizing the freed slaves who have joined the Union army and are considered contraband goods. March learns that the real reason behind his dismissal is that someone accused him of having an affair with Grace. Though he regrets their embrace, nothing had happened between them. Ashamed and unable to tell his wife the truth, he writes to her that he is going to preach to the former slaves.\nline 06 | A young, enamored March decides to move to Concord to be closer to Marmee.\nline 07 | He finds a job with a pencil-maker, whose son, Henry David Thoreau, reluctantly works while he dreams of leaving for the woods.\nline 08 | March soon becomes friends with other local residents, including the Emersons.\nline 09 | He discovers that Marmee is a strong abolitionist with a fierce temper and that she is involved in the Underground Railroad.\nline 10 | One night, March meets Marmee in the woods, and they make love.\nline 11 | They are quickly married a few weeks later.\nline 12 | Their first daughter, Meg, is born nine months later.\nline 13 | March writes home again, describing his new post in a plantation run by Union forces and worked by free African Americans, whom he is to teach to write and read. Right after arriving, he discovers that although blacks are now free and free from beatings, they still are brutally punished. The plantation manager, Ethan Canning, imposes strict discipline on his workers, who complain that they had received better treatment in their old age and during their sicknesses from their old master.\nline 14 | The newlywed Marches lead a comfortable life in Concord, their happiness augmented by the birth of Jo. They are also active in the Underground Railroad, building a station in their own basement. Soon after, Beth is born. After attending a lecture by political agitator John Brown and seeing Marmee’s enthusiasm, March decides to invest heavily in Brown’s experiment, which leads March to bankruptcy by the time their fourth child, Amy, is born. They are forced to sell their house and move into a...\nline 15 | (The entire section is 4,427 words.)\n</context>\n\n<phrases>\n- \"Wait, I think I’ve got it!\"\n- \"I don’t want to jump to conclusions, but\"\n- \"I think I can rule that out\"\n- \"Let me play devil's advocate\"\n- \"Ummm, actually\"\n- \"It's hard to pin down\"\n- \"Let me make sure I got this\"\n- \"But then again\"\n- \"That’s the answer I was looking for!\"\n- \"Oh, that clears everything up!\"\n- \"I feel like I'm close\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Going back to what I said about\"\n- \"That reminds me\"\n- \"Let me just think this through\"\n- \"Picture this\"\n- \"It's almost like\"\n- \"Building on that\"\n- \"It was staring me in the face\"\n- \"I was just about to say\"\n- \"Let me break this down\"\n- \"What if I flip it around?\"\n- \"There's probably more to it\"\n- \"Alternatively\"\n- \"That changes everything\"\n- \"I keep circling back to\"\n- \"Something's not clicking\"\n- \"If I take this apart step by step\"\n- \"There’s a pattern here\"\n- \"It's a bit murky\"\n- \"The pros and cons are\"\n- \"Uh, where was I?\"\n- \"Okay, pros and cons\"\n- \"On one hand... but on the other\"\n- \"Now, if I think about it differently\"\n- \"This is pretty rough\"\n- \"On the other hand\"\n- \"Coming at this from another angle\"\n- \"This explains so much!\"\n- \"Something doesn't add up\"\n- \"Let me connect the dots\"\n- \"Let me trace that logic back\"\n- \"Let me work through this\"\n- \"Let's think step by step\"\n- \"Brainstorming here, but\"\n- \"Let’s weigh the options\"\n- \"I can't quite put my finger on\"\n- \"What's the best way to explain this?\"\n- \"There's a better way to phrase this\"\n- \"It finally adds up!\"\n- \"Wait, but if that’s true\"\n- \"That makes sense because\"\n- \"I'm starting to see a pattern\"\n- \"Okay, backtrack a bit\"\n- \"I need to reframe this\"\n- \"I'm seeing a connection between\"\n- \"Let's break this down into parts\"\n- \"That would mean\"\n- \"Sort of like\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let me run through it again\"\n- \"I just had it, what was it?\"\n- \"Let me untangle this\"\n- \"What if we\"\n- \"In the end\"\n- \"Might be\"\n- \"Actually, no\"\n- \"First things first\"\n- \"I'm trying to untangle this\"\n- \"Wait, no\"\n- \"What keeps nagging at me is\"\n- \"No, actually\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"If I follow this through\"\n- \"That’s an interesting angle, but\"\n- \"I’m trying to connect the dots here\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Still forming this thought\"\n- \"I need a clearer view of this\"\n- \"This makes me think of\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Okay, let's break this down\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Materia Medica, What is it?\nline 02 | A materia medica is in herbalism files, or information kept on different herbs and herbal actions. Most herbalists keep these types of files of the types of different herbs they use, their experiences and other notes on how or how they used the herb. Materia medicas can come in lots of different formats, and some are handwritten with illustrations, some are on index cards, on excel spreadsheets or published online. Materia medicas have existed for a very long time, and you can even find ones from over 200 years old at Archive.org\nline 03 | What to include in your Materia Medica\nline 04 | This is the name of the herb. You will want to list the Latin binomial and common names. For example: Burdock (Arctium lappa)- Common names: great burdock, gobo, goboshi. The full name or names are essential for good a good materia medica file.\nline 05 | You will want to list the parts used of the plant. Some plants may only be the flowers, and others will be root, flowers, seeds, and leaves. You can take pictures or make drawing of the plant parts you use for your records.\nline 06 | This is where you will list growing conditions if you know or the habitat it was harvested from if you know. You can also list when to harvest and where to find this herb. Did you find it in a field? Swamp? Off your favorite trail? You can also use this note to mention other herbs you found in the same area.\nline 07 | What Does the Herb Look Like?\nline 08 | So, in this part, you will want to use a picture or make a drawing of the plant. Don’t worry about artistic ability. Sometimes just a rough sketch is all you need to help with an idea or to capture the feeling of the plant. You will also want to write a botanical description too, like the flower color, and shape, leaf shapes, textures and colors, the stem shape and texture. Have fun with your materia medica, draw pictures, use photos and really give yourself reminders on what the herb looks like.\nline 09 | What does this herb do? Is it an astringent? Demulcent? Here is where you list the herbal actions. Some herbs have more than one action or the action is different in different body systems. You will want to list those here.\nline 10 | Some herbs are known as superheroes for specific issues.\nline 11 | Elderberry=Flu for example.\nline 12 | Here is where you want to list the particular problems the herb is often used to work with.\nline 13 | You may also find that certain herbs work well for certain kinds of issues in certain circumstances; you will also want to note this here too.\nline 14 | You can also add resources to traditional resources and modern studies in this section.\nline 15 | Safety and Contraindications\nline 16 | Knowing how to use an herb safely is essential. It is so important to list and acknowledge safety issues for every herb you use. This is where you list drug interactions, allergies, pregnancy, and breastfeeding safety.\nline 17 | Want to become an Herbalist or Aromatherapist? Visit www.heartofherbs.com\nline 18 | Articles written by students are the opinions, research and voice of the student and not Heart of Herbs Herbal School. We encourage our students to explore and grow in their profession.\nline 19 | Disclaimer: For educational use only. These statements have not been evaluated by the FDA. Students articles reflect the views of the student and not necessarily Heart of Herbs Herbal School. Educational programs are available at www.heartofherbs.com and you can find all of Demetria Clark’s books at Amazon.\nline 20 | Information offered on Heart of Herb Herbal School websites, articles and blogs is for educational purposes only.\nline 21 | Heart of Herb Herbal School makes neither medical claim, psychological claim or intends to diagnose or treat medical conditions.\nline 22 | Links to external sites are for informational purposes only.\nline 23 | Heart of Herbs Herbal School neither endorses them nor is in any way responsible for their content, we are currently not part of any affiliate programs.\nline 24 | Readers must do their own research concerning the safety and usage of any herbs or supplements, this is your responsibility as consumer.\nline 25 | Images are purchased from Adobe Stock Photo or Canva or provided by Heart of Herbs.\nline 26 | Elderberry Image Purchased Adobe Stock© dariaustiugova\nline 27 | Roots Image Purchased Adobe Stock© cat_arch_angel\n</context>\n\n<phrases>\n- \"I'm pondering\"\n- \"I think I found the solution!\"\n- \"Wait a minute\"\n- \"No, actually\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I was just about to say\"\n- \"That changes everything\"\n- \"Okay, walking through it again\"\n- \"First things first\"\n- \"Something's not clicking\"\n- \"Let's break this down into parts\"\n- \"Let me throw this out there\"\n- \"There's a better way to phrase this\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Okay, so\"\n- \"When I sit with this idea\"\n- \"On one hand... but on the other\"\n- \"Where does that leave me?\"\n- \"Uh...\"\n- \"I need to step back and rethink this\"\n- \"Let me chew on this\"\n- \"That would mean\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let me break this down\"\n- \"I need to make sure this checks out\"\n- \"What if I tried...?\"\n- \"Actually, no\"\n- \"Let’s weigh the options\"\n- \"Okay, backtrack a bit\"\n- \"One way to look at it is\"\n- \"Let me make sure I got this\"\n- \"Okay, pros and cons\"\n- \"Ummm, actually\"\n- \"I feel like I'm close\"\n- \"Something’s not clicking\"\n- \"What’s the best way to explain this?\"\n- \"Wait, no\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let's think step by step\"\n- \"Let me see\"\n- \"Follow me here\"\n- \"What I'm grappling with is\"\n- \"What happens if we change this part?\"\n- \"Coming at this from another angle\"\n- \"Picture this\"\n- \"It almost fits, but something’s off\"\n- \"That would explain why\"\n- \"Something doesn't add up\"\n- \"If I follow this through\"\n- \"Bear with me while I\"\n- \"Not sure if this fits, but\"\n- \"Finally, it clicks!\"\n- \"What if I just flip this around?\"\n- \"Let me untangle this\"\n- \"It's fuzzy, but\"\n- \"I'm intrigued by\"\n- \"I'm wondering if\"\n- \"Maybe I should sleep on it\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I'm trying to untangle this\"\n- \"Let me propose something\"\n- \"In the end\"\n- \"Okay, let's break this down\"\n- \"Consider this possibility\"\n- \"Let me back up a second\"\n- \"I'm mulling over\"\n- \"If I take this apart step by step\"\n- \"Anyway\"\n- \"Going back to what I said about\"\n- \"Not set in stone, but\"\n- \"I need to reframe this\"\n- \"Backing up for a second\"\n- \"It’s on the tip of my tongue\"\n- \"Ah...\"\n- \"Wait, does this contradict itself?\"\n- \"I'm struck by\"\n- \"Let me work through this\"\n- \"That’s the answer I was looking for!\"\n- \"I wonder if\"\n- \"How do I put this\"\n- \"Oh, it all makes sense now!\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"Now it makes sense!\"\n- \"There's a missing link here\"\n- \"I’m almost there\"\n- \"The pros and cons are\"\n- \"Why did I do that?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Biodynamic is a term that is used to describe a spirit, a life force, of working with the cycle of nature within a closed nutrient, self-regulating system that I will argue has valuable lessons for the way humans think about cities. A cherry tree serves rich and eclectic purposes, providing fruit for birds, humans and other animals, beautiful flowers for insects, and materials that break down and decompose into nutrients that nourish microorganisms, insects, plants, and animals. A cherry tree is a Biodynamic species that enhance the ecology around it despite the mess it may make in the process. Biodynamism is a term that draws parallels between real estate/architecture’s heavy dependence on locational attributes and naturally occurring processes, like the cherry tree, in a way that highlights exciting questions about the way we design and build in cities today.\nline 02 | How does building standardization affect a projects character, and what does it mean for the essence of a place?\nline 03 | Are economic goals, an early industrialist mentality of mass production, and the emphasis on cost saving being placed before other significant components of a building project that affect its Biodynamism?\nline 04 | William McDonough and Michael Braungart in Cradle to Cradle state “the single-minded cultivation of our species drastically reduces the rich network of ‘services’ and side effects in which the entire ecosystem initially engaged.” They highlight an issue in agriculture that could relate to cities, in the same way, I will try to compare wine to buildings. Biodynamic is most readily associated with viticulture, the cultivation of grapes, and the idea of terroir. Based on the locational attributes of climate, sunlight, topography, geology, and hydrology, a holistic combination of all of these is held to give each site its own unique terroir.\nline 05 | For wine, this means retaining a taste, texture, and aroma that cannot be precisely replicated elsewhere. While technology can unify standards by improving quality, paradoxically this same improvement can serve to unmask substantial differences due to terroir. The essential notion of biodynamism is that components are natural, and they cannot be significantly influenced by management. But by observing, anticipating, and maintaining a personal connection to the land, humans can participate in the process of Biodynamism, even enriching and being enriched by the process.\nline 06 | Like wine, buildings are location specific and can either have characteristics of somewhereness or nowhere-ness.\nline 07 | Unlike wine, structures are built to last, not consumed with a meal.\nline 08 | Depending on someone's personal preference (or what's trending at any given time), they could have more of an affinity for one end of this spectrum or the other.\nline 09 | Now, one of the things I like to bring up when discussing individual wine preferences is that it doesn't matter how much a bottle of wine cost or vintage it is for it to be considered \"good,\" so long as it tastes nice to the person drinking.\nline 10 | Merlot box wine (nowhere-ness) may be perfect for Joe, while Steve likes his Oregon Pinot Noir (somewhereness).\nline 11 | The big difference between wine preferences and architectural preferences is that buildings have permanence and are present in the daily lives of people who enter thier sphere of influence.\nline 12 | Therefore, the questions become less about individual preferences and more about communal preferences since these preferences affect more than the person consuming it making architecture inherently political.\nline 13 | When a city begins to simplify its built environment ecosystem, replacing complex natural communities with relatively simple forms based on a few strains, Biodynamism is compromised. In many cities across the globe, informal settlements are nothing to be glorified, but they do conjure a form of organic complexity that sits in stark contrast to the controlled and limited building typology in West Coast City neighborhood residential and commercial zones.\nline 14 | In a regulated built environment, you know exactly what to expect, things are comfortable. Is architecture a reflection of a type of ‘market terror’? Or is it a reflection of culture? Can Biodynamism be present in the formalized urban setting that's so often contrived?\n</context>\n\n<phrases>\n- \"What if I flip it around?\"\n- \"Alternatively\"\n- \" is key here\"\n- \"This connects to something else\"\n- \"Let me work through this\"\n- \"The thing is\"\n- \"[blank] is still a black box to me\"\n- \"I'm curious about\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I'm trying to untangle this\"\n- \"Okay, let's break this down\"\n- \"I think I’ve lost my train of thought\"\n- \"When I sit with this idea\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"But then again\"\n- \"Ummm, actually\"\n- \"Something doesn't add up\"\n- \"It finally adds up!\"\n- \"Wait, I think I’ve got it!\"\n- \"In the end\"\n- \"The pros and cons are\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"On the other hand\"\n- \"Okay, pros and cons\"\n- \"I'm mulling over\"\n- \"This feels half-right, but\"\n- \"Actually, no\"\n- \"Let me play devil's advocate\"\n- \"This makes me think of\"\n- \"Take this with a grain of salt\"\n- \"I should have known that!\"\n- \"Let me chew on this\"\n- \"That’s an interesting angle, but\"\n- \"Let me put this another way\"\n- \"Let's think step by step\"\n- \"Where does that leave me?\"\n- \"Finally, it clicks!\"\n- \"First things first\"\n- \"That actually makes a lot of sense\"\n- \"I'm intrigued by\"\n- \"That changes everything\"\n- \"Let’s weigh the options\"\n- \"Let's break this down into parts\"\n- \"Ohhh, now I see!\"\n- \"Would I regret this later?\"\n- \"Oh, it all makes sense now!\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \" is interesting\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"This makes me reflect on\"\n- \"Would this be worth the risk?\"\n- \"In a way\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"There’s a better way to phrase this\"\n- \"This connects to\"\n- \"What’s the best way to explain this?\"\n- \"That makes sense because\"\n- \"Basically\"\n- \"This brings to mind\"\n- \" is striking \"\n- \"I'm seeing a connection between\"\n- \"This is slipping through my fingers\"\n- \"This explains so much!\"\n- \"Oh! That reminds me\"\n- \"No, actually\"\n- \"This is tricky, but\"\n- \"Let me connect the dots\"\n- \"It's fascinating how\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \"I'm starting to see a pattern\"\n- \"There's a missing link here\"\n- \"It's almost like\"\n- \"What I’m getting at is\"\n- \"Wait, no\"\n- \"I’m trying to connect the dots here\"\n- \"What keeps nagging at me is\"\n- \"Let me untangle this\"\n- \"The tricky part is\"\n- \"I'm wondering if\"\n- \"I wonder if\"\n- \"That doesn't seem to add up... Let me think\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Understanding Grammar: Obligation & Permission\nline 02 | In this week's Premier Skills English Podcast, Rich and Jack are talking about being home and rules and routines they ask their children to follow and rules they had to follow when they were kids. They focus on grammar and the language of obligation and permission. Your task is to share rules that you agree and disagree with. Don't forget to listen to the end of the podcast because we have a new football phrase for you to guess.\nline 03 | Before you listen, have a look at some of the more difficult words and phrases you will hear:\nline 04 | Language of obligation and permission.\nline 05 | Jack: Hello my name’s Jack\nline 06 | Rich: and I’m Rich and welcome to this week’s Premier Skills English podcast\nline 07 | Jack: Where we talk about football and help you with your English.\nline 08 | Rich: We recommend that you listen to this podcast on the Premier Skills English website because that is where we have the transcript, language examples, activities, quizzes and a discussion page to help you understand everything we talk about.\nline 09 | Jack: However, if you’re listening on Apple Podcasts, you can leave answers to our questions in the review section. We do read all the reviews and would love to hear from you.\nline 10 | Rich: Don’t forget that we have our football English podcast called This Week that you can listen to at the start of every week. In this week’s episode called keepy-uppy I attempt to do the toilet roll challenge.\nline 11 | Jack: That’s 10 kick-ups with a toilet roll. Have a look at the video and see if Rich manages to do 10 or not. It’s on the homepage now.\nline 12 | Rich: In last week’s podcast, we spoke about working from home. We looked at words and phrases connected to creating your own workspace, productivity and physical and mental health.\nline 13 | Jack: If you want to complete this lesson, you need to go to our homepage, click skills, click listen and click podcasts. It’s called Learning Vocabulary: Working from home.\nline 14 | Rich: In this week’s podcast, I’m going to speak to Jack about the new rules connected to staying at home that are now in place in Spain and the UK.\nline 15 | Jack: Many people have to stay in their homes at the moment and follow special rules when they go out so we’re going to do three roleplays that will introduce lots of language connected to rules and regulations.\nline 16 | Rich: Our main language focus this week is on grammar and the language of obligation and permission. After each roleplay, we’ll look at some different language connected to this.\nline 17 | Jack: Your task this week is to tell us two rules that you agree with and two rules that you disagree with\nline 18 | Rich: Before all that though, we need to look at last week’s football phrase.\nline 19 | Last week’s Football Phrase\nline 20 | Jack: If you didn’t hear our football phrase last week we’re going to give you one more chance to guess now.\nline 21 | Rich: The phrase was ******* ******.\nline 22 | I like this phrase because the two words rhyme together.\nline 23 | The phrase describes the player who plays in goal when they are doubling up as a defender.\nline 24 | Manuel Neuer is a great example of a ******* ******.\nline 25 | He often plays outside his penalty area and cleans or clears up any defensive problems!\nline 26 | Jack: We’ll give you the correct answer at the end of the show when we give you a new football phrase.\nline 27 | Rich: The first listener to get it right last week was Liubomyr from Ukraine. Congratulations again Liubomyr! A few more of you got the right phrase, too.\nline 28 | Jack: A big well done to Mario and Marco Zapien from Mexico, Elghoul from Algeria, Ahmed Adam from Sudan, Lakerwang from China, Hayato from Japan, and Jonathan714 from Hong Kong.\nline 29 | Rich: If you want to hear your name in next week’s show you need to write the answer in the comments section on the Premier Skills English website or the review section on Apple Podcasts.\nline 30 | Jack: We’ll give you the answer at the end of the show and we’ll have a new football phrase for you to guess.\nline 31 | Introduction to Conversation\nline 32 | Rich: Many of you will be listening to this podcast from home and in many places that is where you have to stay at the moment.\nline 33 | Jack: Yes, the coronavirus or covid-19 crisis is a problem in lots of countries and we all have to make some changes.\nline 34 | Rich: Jack’s in the UK and I’m in Spain and were are currently under lockdown and wanted to start this podcast by asking how all of you are. We really hope you are all keeping well and safe.\nline 35 | Jack: We’re going to start off this week with a conversation between the two of us about the virus but we want as always to help you with your English.\nline 36 | Rich: So as you’re listening, we want you to answer one question. The question is: What rules do we mention?\nline 37 | Jack: So, we’re both under lockdown now. What’s happening in Spain? How are you all doing?\nline 38 | Rich: We’re fine but it can get a bit stressful not being allowed to go out. The kids have been off school for two weeks now. They’re not allowed to go, well, they can’t go to be more precise because the schools are closed.\nline 39 | Jack: Schools have been closed here in the UK for a week now. Well, they’re not closed but only children of key workers can go - all other children are being made to stay at home.\nline 40 | Rich: Nearly everything is closed here. Restaurants, shops, cinemas, football stadiums - you’re only allowed out to go to the supermarket and the chemist’s and to go to work only if you have to and if you can’t work from home.\nline 41 | Jack: Lots of businesses are letting their staff work from home but lots of people can’t and lots of businesses are closing and people are losing their jobs. I’ve even heard of some businesses making people go to work even though they don’t have to because they could do it from home. It’s a bit of a nightmare.\nline 42 | Rich: They should let people stay at home or the government should make them close if you ask me.\nline 43 | Jack: Best to be optimistic though - we could find some kind of cure and this could all be over in a couple of weeks.\nline 44 | Rich: Good to be realistic too though, Jack!\nline 45 | Jack: Before you heard that conversation we asked you what rules we mentioned. Well, the main rule is that we’re not allowed to go out of our homes at the moment.\nline 46 | Rich: You’re not allowed to, you mustn’t, you must, you have to, you can’t … all this type of language is connected to obligation and permission and this is the language we’re focusing on in this week’s podcast.\nline 47 | Jack: You’re going to hear three roleplays and after each roleplay, we’ll look at some language connected to obligation and permission.\nline 48 | Rich: Here’s roleplay number one.\nline 49 | We’re talking about when our kids go to bed.\nline 50 | While you listen we want you to answer one question.\nline 51 | Who is more strict with their bedtime routine?\nline 52 | Jack or me?\nline 53 | Jack: Did you watch the match last night?\nline 54 | Rich: I tried but the boys wouldn’t let me - they wanted to watch Garfield’s Greatest Adventure.\nline 55 | Jack: What do you mean? The match didn’t kick off until 845. What time do you let your kids stay up till?\nline 56 | Rich: It depends - we don’t really make them go to bed at any specific time. It depends on the day and what we’ve done. If it’s the weekend they’re allowed to stay up later and if they’re being good I might let them stay up later, too.\nline 57 | Jack: Really? Wow! You mustn’t get any time to yourselves if you’re letting them stay up so late. We’ve got a routine in place. The boys go to bed at 700 every day - no exceptions.\nline 58 | Rich: No exceptions. That sounds a bit strict. You’re like a Sergeant Major. Attention! Do you march them to bed?\nline 59 | Jack: No but I think they’d enjoy that.\nline 60 | No, our boys must get into their pyjamas, they must brush their teeth, they must wash their faces and wash their hands a lot, of course, and then they have to get into bed.\nline 61 | Rich: And then they have to go straight to sleep.\nline 62 | Jack: No, we’re not really in the army. When they’ve done all that, I have to read them a bedtime story. Sometimes they’ll make me read two or three!\nline 63 | Language Focus 1\nline 64 | Rich: We asked you a question before the roleplay. We asked you who you think is more strict at bedtime with their kids.\nline 65 | Jack: Well, I suppose it’s probably me.\nline 66 | I wouldn’t call it strict though - we just have a routine in place that the kids know and enjoy and it gives us some time to ourselves at the end of the day.\nline 67 | Rich: Yeah, maybe I should stop letting my kids go to sleep on the sofa!\nline 68 | Jack: Let’s look at some of the language in that roleplay. Let’s focus on the words must and mustn’t to begin with. We used these a few times in the roleplay.\nline 69 | Rich: We use must for very strong obligations that have been imposed by someone in authority. In the roleplay, this was a parent - either me or Jack.\nline 70 | Jack: I tell my children that they must brush their teeth and they must go to bed at seven. The other day, I got a text from the UK government that said ‘You must stay at home!’\nline 71 | Rich: We’re seeing this use a lot at the moment. People must stay at home. You mustn’t go out. The authority is the government or maybe the police.\nline 72 | Jack: Mustn’t is used for things that are not permitted. Like Rich just said, you mustn’t go out.\nline 73 | Rich: Other similar phrases that you often see are things like you mustn’t smoke on public transport or you mustn’t walk on the grass in public parks. It is not permitted to do these things.\nline 74 | Jack: But If I say to you that you mustn’t smoke it’s not because it’s not permitted.\nline 75 | Rich: That’s because it can be used for very strong advice, too.\nline 76 | You really mustn’t smoke - it’s really harmful.\nline 77 | Jack: It’s like shouldn’t but much stronger. You can use must in a similar way. You really must go and see that new film! It’s not an obligation - it’s strong advice.\nline 78 | Rich: In the roleplay, Jack said you mustn’t get any time to yourselves which is a completely different use of must - it’s a modal of deduction. We'll talk about this use in another podcast.\nline 79 | Jack: Have to can be used in a similar way to must - as a strong obligation.\nline 80 | My kids have to go to bed at seven or they have to brush their teeth.\nline 81 | Rich: It’s also useful to remember that we can’t use must in the past so we use had to for strong obligations.\nline 82 | Jack: So in the present, you can use must or have to and mustn't...\nline 83 | Rich: but in the past you can only use had to.\nline 84 | Jack: Another important thing to remember is that the negative of have to - don’t have to has a very different meaning to mustn’t.\nline 85 | Rich: You mustn’t leave the house means it’s not permitted to leave the house but you don’t have to leave the house means there is no obligation to leave the house - you can stay or leave - it’s up to you.\nline 86 | Jack: You’re now going to listen to roleplay two. We’re talking about the amount of time we allow our kids to watch TW every day. While you listen we want you to answer a question:\nline 87 | Rich: Who thinks more screen time is a good thing? Me or Jack?\nline 88 | Rich: What do you usually do after work?\nline 89 | Jack: Because I work from home, I usually like to take the kids out. Take them to the park for a bit, get a bit of fresh air and even a bit of exercise.\nline 90 | Rich: Yeah, it can be pretty tiring running around after a six-year-old or kicking a ball with a nine-year old. I have to up my game I think. By the time he’s 10, he’ll be faster than me!\nline 91 | Jack: You can’t do that at the moment. The kids aren’t allowed out in Spain - not even for exercise.\nline 92 | Rich: I know, you guys are lucky you’re allowed out once a day. My kids are getting much more screen time than they’re used to.\nline 93 | Jack: Yeah, it’s difficult being in the house all day. When they were at school we let them watch TV for 30 minutes when they got home because they were tired but now …\nline 94 | Rich: I know what you mean - mine would be allowed to watch while I was cooking tea and a film at the weekend.\nline 95 | Jack: And now the kids are getting sent school work to do online and there are online classes and everything.\nline 96 | Rich: Yes, my eldest son needs to look at a screen much more now than he did just a couple of weeks ago.\nline 97 | Jack: It’s all educational though so maybe not that bad. Better than just letting them watch Garfield.\nline 98 | Rich: Garfield? Is that about a cat? I’d never let my kids watch that.\nline 99 | Language Focus 2\nline 100 | Jack: We asked you a question before the roleplay. Who thinks more screen time is actually a good thing?\nline 101 | Rich: Well, it was actually Jack but as long as it’s educational and not just Garfield cartoons!\nline 102 | Jack: Let’s look at some more language connected to obligation and permission.\nline 103 | In the roleplay you just heard, we used the structures allowed to and not allowed to a lot.\nline 104 | Rich: For example, I said that kids aren’t allowed out in Spain at the moment and I told Jack that he was lucky because his kids are allowed out once a day.\nline 105 | Jack: We use allowed for permission and not allowed for prohibition.\nline 106 | Rich: These structures are similar to can and can’t for permission and prohibition.\nline 107 | Kids in Spain can’t go out - they are not allowed.\nline 108 | Kids in the UK can go out once a day - they are allowed out once a day.\nline 109 | Jack: We often use allowed in passive forms. Listen to these examples from the roleplay:\nline 110 | Rich: My kids are allowed to watch while I cook tea.\nline 111 | Children are not allowed to leave the house.\nline 112 | Jack: Rich said that his son needs to look at a screen much more because he’s at home. We use need to if something is necessary.\nline 113 | Rich: We said earlier in the podcast that we can’t leave the house but we can if we need to go to work or if we need to go to the supermarket.\nline 114 | Jack: But we are being told not to go out if we don’t need to. We use don’t need to when something is not necessary.\nline 115 | Rich: You’re now going to listen to roleplay three. We’re talking about curfews our parents set when we were kids. While you listen we want you to answer a question:\nline 116 | Jack: Who usually broke their parents’ curfew? Rich or me?\nline 117 | Rich: Are you getting bored in the evening now you can’t go out with all this quarantine stuff?\nline 118 | Jack: Haha! To be honest, not that much. I don’t tend to go out as much these days. Once the kids are in bed I’m absolutely shattered. I’m much more likely to settle down in front of the TV and watch a series. I’m really enjoying Better Call Saul at the moment.\nline 119 | Rich: Binge-watching! I think there’s a lot of that going on right now. It’s weird not being allowed out though. I don’t go out that much either but I have that urge to go out because I can’t.\nline 120 | Jack: Well, you’d better not. You could get arrested or fined by the police.\nline 121 | Rich: Yeah, yeah I know. Everything’s closed anyway. It reminds me of curfews my parents gave me when I was a teenager.\nline 122 | Jack: Did you have to be back home by a certain time?\nline 123 | Rich: Yes, always. They made me come home ridiculously early. I wasn’t allowed out after nine until I was 21!\nline 124 | Jack: I think you might be exaggerating there. My parents were always a bit more relaxed about letting me go out and the time I was home.\nline 125 | Jack: Well, maybe I was supposed to be back by 8 but I’d always be late. I don’t think they noticed.\nline 126 | Rich: School nights were the worst. I remember having to be home at seven! All my friends were allowed out until at least eight! I remember my mum saying you’d better be back by seven or you’ll be grounded!\nline 127 | Jack: Grounded! Not being allowed out - that’s what it’s like now. It’s not like a curfew because we’re not allowed out at all. We’ve been grounded by Covid-19!\nline 128 | Language Focus 3\nline 129 | Jack: We asked you a question before the roleplay.\nline 130 | Who usually broke their parents’ curfew?\nline 131 | Rich: It was Jack. He said he was supposed to be home at eight but he was often late.\nline 132 | Jack: Let’s look at some language from that roleplay. In all three roleplays we’ve been using let for permission and make for obligations.\nline 133 | Rich: Jack said that his parents were always relaxed about letting him out. This means they gave him permission to go out - they allowed him to go out.\nline 134 | Jack: We’ve used quite a few examples of let in the roleplays. Have a listen to these three examples from earlier:\nline 135 | Rich: Number one: What time do you let your kids stay up till?\nline 136 | Jack: Number two: When they were at school we let them watch for 30 minutes when they got home.\nline 137 | Rich: Number three: It’s better than letting them watch Garfield.\nline 138 | Jack: We can use the word make for obligations. In the roleplay you just heard, Rich said that his parents made him come home really early. They forced him to come home - he had no choice - it was an obligation.\nline 139 | Rich: We often talk about one person making another do something.\nline 140 | A teacher might make students do extra homework or a neighbour might make you pay if you break a window playing football.\nline 141 | Jack: There were another couple of useful phrases in that roleplay. I said I was supposed to be back by eight when talking about the curfew my parents set for me.\nline 142 | Rich: Be supposed to is used to talk about what should be done and what is expected. Listen to these examples:\nline 143 | Jack: Why are you so late? You were supposed to be back by five.\nline 144 | Rich: What are you doing up? You’re supposed to be in bed!\nline 145 | Jack: A similar phrase is had better or had better not. I said in the roleplay you’d better not go out or you’ll be arrested and Rich said his mum used to say things like you’d better be back by seven or you’ll be grounded!\nline 146 | Rich: We often use had better as a warning or a threat.\nline 147 | Jack: That’s enough language for now but we’ve got more examples and activities for you to check your understanding on the Premier Skills English website.\nline 148 | Rich: Your task this week is to tell us four rules. Two that you agree with and two that you disagree with.\nline 149 | Jack: We want two of the rules to be rules you have to follow now and two of the rules you had to follow in the past.\nline 150 | Rich: You might want to talk about the rules connected to the coronavirus, rules at school, work or university.\nline 151 | Jack: Or you might want to talk about the rules your parents gave you when you were a child or teenager.\nline 152 | Rich: We’d also love to hear about any rules that you thought were a bit silly or funny!\nline 153 | Jack: And, of course, we want to see you using some of the language of obligation and permission we used in the roleplays.\nline 154 | Rich: Write all your answers on the Premier Skills English website or Apple Podcasts in the review section if that’s where you listen to us.\nline 155 | Jack: It’s your turn with the football phrase this week, Rich.\nline 156 | Rich: Yes, it is but before I give everyone this week’s phrase I wanted to remind people about our new football vocabulary series called Premier Vocabulary. This is a series of mini podcasts where you learn football English one phrase at a time.\nline 157 | Jack: You can find all our Premier Vocabulary episodes on Apple Podcasts, Spotify and on the Premier Skills English website. On the homepage click on words and Premier Vocabulary. Right, let’s hear this week’s football phrase.\nline 158 | Rich: This week’s football phrase is just a word so the football word is ******. It means to change direction suddenly. When a player hits a powerful shot the ball often ******* in the air which makes it very difficult for the goalkeeper because the ball is moving around all over the place. One free-kick I remember is by Roberto Carlos for Brazil - the ball ******** so much it seemed to defy the laws of physics.\nline 159 | Jack: Let’s see who can get the phrase.\nline 160 | Before we leave you we also need to tell you last week’s football phrase.\nline 161 | The answer was sweeper keeper.\nline 162 | Rich: Right, that’s all we have time for this week!\nline 163 | Don’t forget to write your answers to our questions and make a guess at our football phrase in the comments below.\nline 164 | If you get it right, we’ll announce your name on next week’s show.\nline 165 | Jack: If you have any questions or comments or suggestions for the podcast or anything football or English related, you can leave them on the website in the comments section, on social media, on apple podcasts or you can email us at [email protected].\nline 166 | Rich: Bye for now and enjoy your football!\nline 167 | How much did you understand?\nline 168 | In the podcast, Rich and Jack used some words and phrases that might be new for you.\nline 169 | You've already looked at these words at the top of the page.\nline 170 | Now, look at how Jack and Rich used them.\nline 171 | Do you understand all the words in bold?\nline 172 | We’re both under lockdown now. What’s happening in Spain? How are you all doing?\nline 173 | The kids have been off school for two weeks now.\nline 174 | Well, they’re not closed but only children of key workers can go - all other children are being made to stay at home.\nline 175 | You’re like a Sergeant Major. Attention! Do you march them to bed?\nline 176 | Once the kids are in bed I’m absolutely shattered.\nline 177 | I have to up my game, I think by the time he’s 10, he’ll be faster than me!\nline 178 | Binge-watching!\nline 179 | I think there’s a lot of that going on right now.\nline 180 | I don’t go out that much either but I have that urge to go out because I can’t.\nline 181 | It reminds me of curfews my parents gave me when I was a teenager.\nline 182 | I remember my mum saying you’d better be back by seven or you’ll be grounded!\nline 183 | Being at home\nline 184 | Rich and Jack started the podcast by talking about their current experience of being at home and under lockdown due to Covid-19. RIch is in Spain where people are only allowed out to go to the supermarket, pharmacy or to go to work if it is not possible to work from home. Jack is in the UK where there are also restrictions although people are still allowed out once a day for exercise. There are a lot of new rules and regulations in force and Jack and Rich focus on this language of obligation and permission connected to this in the podcast. Here are some new rules and the language Rich and Jack look at in bold:\nline 185 | Many of you will be listening to this podcast from home and in many places that is where you have to stay at the moment.\nline 186 | Children are not allowed to go to school, well, to be more precise, they can't go because the schools are closed.\nline 187 | In the UK, schools are not closed but only children of key workers can go - everyone else is being made to stay at home.\nline 188 | Must & Mustn't\nline 189 | We use must and mustn't for very strong obligations.\nline 190 | These obligations are often imposed by someone in authority.\nline 191 | Must is followed by the infinitive without to.\nline 192 | At the moment, lots of new rules are being imposed by governments but rules are often imposed by parents and teachers, too.\nline 193 | Have a look at these examples:\nline 194 | The other day, I got a text from the UK government that said ‘You must stay at home!’ - 'you mustn't go out'.\nline 195 | I tell my children that they must brush their teeth and they must go to bed at seven.\nline 196 | My teacher told me that I must do my homeowork.\nline 197 | Mustn't is used for something that is not permitted but it can also be used for strong advice. Look at these examples. Which is example describes something that is not permitted and which is strong advice?\nline 198 | The sign says you mustn't smoke on this bus.\nline 199 | You really mustn't smoke - it's really bad for your health.\nline 200 | It's important to remember that must has no past form so when we are speaking about strong obligations in the past we use had to:\nline 201 | I always had to be home by seven when I was a kid.\nline 202 | Allowed & Not Allowed\nline 203 | In the roleplays, Rich and Jack used the structures allowed and not allowed a lot:\nline 204 | Kids aren’t allowed out in Spain at the moment and you're lucky because your kids are allowed out once a day.\nline 205 | We use allowed for permission and not allowed for prohibition. These structures are similar to can and can’t for permission and prohibition.\nline 206 | Kids in Spain can’t go out - they are not allowed. Kids in the UK can go out once a day - they are allowed out once a day.\nline 207 | We often use allowed in passive forms. Listen to these examples from the roleplay:\nline 208 | My kids are allowed to watch while I cook tea.\nline 209 | Children are not allowed to leave the house.\nline 210 | Make & Let\nline 211 | In all three roleplays Jack and Rich used let for permission and make for obligations. Here's an example of using let which Jack said in the podcast:\nline 212 | My parents were always relaxed about letting me out.\nline 213 | This means Jack's parents gave Jack permission to go out - they allowed him to go out. Have a look at three further examples:\nline 214 | What time do you let your kids stay up till?\nline 215 | When they were at school we let them watch for 30 minutes when they got home.\nline 216 | It’s better than letting them watch Garfield.\nline 217 | Jack and Rich also used make for obligations.\nline 218 | Here's an example of using let which Rich said in the podcast:\nline 219 | My parents made me come home really early.\nline 220 | This means Rich's parents forced Rich to come home - he had no choice - it was an obligation.\nline 221 | We often talk about one person making another person do something.\nline 222 | A teacher might make students do extra homework or a neighbour might make you pay if you break a window playing football.\nline 223 | Rules & Regulations\nline 224 | In this week’s task, we want you to share four rules with us. These rules can be both serious and silly!\nline 225 | Rule 1: Something you must follow at the moment that you agree with.\nline 226 | Rule 2: Something you have to follow at the moment that you disagree with.\nline 227 | Rule 3: Something in the past you had to do which you agreed with.\nline 228 | Rule 4: Something in the past you weren't allowed to do and made you unhappy.\nline 229 | Try to use some of the language of obligation and permission which Rich and Jack introduced in the podcast.\nline 230 | Write all your answers in the comments section below, and don't forget to make a guess at this week's football phrase!\n</context>\n\n<phrases>\n- \"Let me approach this from another angle\"\n- \"If A is true, then\"\n- \"Am I missing something?\"\n- \"Let me throw this out there\"\n- \"This isn't quite right, but\"\n- \"Let's break this down into parts\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"I’m trying to connect the dots here\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"But then again\"\n- \"I'm not sure, but\"\n- \"There's something here about\"\n- \"It almost fits, but something’s off\"\n- \"Wait, no\"\n- \"Let's think step by step\"\n- \"Let me chew on this\"\n- \"Let me connect the dots\"\n- \"I'm just throwing ideas around\"\n- \"Okay, let's break this down\"\n- \"I'm trying to untangle this\"\n- \"On the other hand\"\n- \"Here's what's bugging me\"\n- \"I'm struck by\"\n- \"I'm intrigued by\"\n- \"I wonder if\"\n- \"This makes me think of\"\n- \"Let’s weigh the options\"\n- \"Actually, no\"\n- \"On one hand... but on the other\"\n- \"So what does this mean in the bigger picture?\"\n- \"I’m torn between two choices\"\n- \"This might sound weird, but\"\n- \"Something’s not clicking\"\n- \"Let me talk this through\"\n- \"What’s the best way to explain this?\"\n- \"That reminds me\"\n- \"Something in my gut says no\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let me break this down\"\n- \"There's a better way to phrase this\"\n- \"Suppose we assume that\"\n- \"Here's where it gets interesting\"\n- \"I'm getting a sense that\"\n- \"It's almost like\"\n- \"This is just a hunch\"\n- \"There’s a pattern here\"\n- \"If I take this apart step by step\"\n- \"I'm curious about\"\n- \"Okay, pros and cons\"\n- \"I just had it, what was it?\"\n- \"The pros and cons are\"\n- \"This is pretty rough\"\n- \"No, actually\"\n- \"That makes sense because\"\n- \"I'm seeing a connection between\"\n- \"One way to look at it is\"\n- \"Wait, but if that’s true\"\n- \"This makes me reflect on\"\n- \"Would I regret this later?\"\n- \"When I sit with this idea\"\n- \"Is it possible that...?\"\n- \"Let me play devil's advocate\"\n- \"Let me untangle this\"\n- \"Coming at this from another angle\"\n- \"Ummm, actually\"\n- \"Alternatively\"\n- \"Brainstorming here, but\"\n- \"This brings to mind\"\n- \"This connects to something else\"\n- \"Let me work through this\"\n- \"Picture this\"\n- \"What keeps nagging at me is\"\n- \"Oh! That reminds me\"\n- \"There's got to be something about\"\n- \"What if I flip it around?\"\n- \"Let's test this idea\"\n- \"Still working it out\"\n- \"That’s an interesting angle, but\"\n- \"I'm mulling over\"\n- \"Something doesn't add up\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | In a proof-of-concept study, researchers from North Carolina State University have pinpointed new compounds that may be effective in containing the virulence -- or ability to produce disease - of Listeria, a well-known bacterium that can cause severe food poisoning and even death.\nline 02 | Listeria are bacteria most commonly found in soil. Humans come into contact with Listeria via contaminated meat or milk products and can contract listeriosis, which can lead to severe illness or death -- particularly in very young, elderly and/or immunocompromised populations.\nline 03 | Denis Fourches, assistant professor of computational chemistry, postdoctoral researcher Melaine Kuenemann and Paul Orndorff, professor emeritus of microbiology, knew that inhibiting a particular enzyme of Listeria -- known as glucose-1-phosphate uridylyltransferase (GalU) - led to dramatic modifications of the bacterial cell surface. These chemical modifications in turn rendered the Listeria much less virulent - in other words, less able to cause illness.\nline 04 | The researchers turned their attention to identifying potential compounds that could inhibit the function of GalU. Using computers and cheminformatics methods, they characterized, analyzed and virtually screened more than 88,000 compounds with the potential to inhibit GalU. Computer models found 37 compounds promising enough to be tested in vitro. Of the 37, three were deemed effective enough to warrant further study, although many of the other, less active compounds yielded key information about how their chemical structures relate to their activity in inhibiting the enzyme's function.\nline 05 | \"We can derive several predictive structure-activity relationships based on those 37 compounds and these relationships will help us design even more effective GalU inhibiting compounds,\" Fourches says. \"We plan to use our computers to virtually generate thousands of new analogues, virtually screen them, and select another batch of up to 50 molecules to be tested experimentally in the future. This is true research at the interface of disciplines.\"\nline 06 | Interestingly, inhibiting GalU also served to make the Listeria more vulnerable to cefotaxime, an antibiotic to which the bacteria are naturally resistant.\nline 07 | \"While our ultimate objective is to get away from antibiotics altogether, in the near term the antibiotic susceptibility opens up the possibility of combinatorial therapies that could include a GalU inhibitor and a known antibiotic such as cefotaxime,\" Orndorff says.\nline 08 | \"Ultimately, we believe if the GalU inhibitor is effective enough, the host (human or animal) should be able to eliminate the listerial population without antibiotics.\nline 09 | For farmers working toward antibiotic-free farms, this could be a wonderful solution.\"\nline 10 | \"This proof-of-concept study shows that small molecules can actually be developed to shut down the activity of one specific bacterial enzyme, leading to the suppression of virulence,\" Fourches says. \"This is clearly a new avenue for fighting drug-resistant bacteria.\"\nline 11 | The research appears in Molecular Informatics. Kuenemann is first author and Fourches is corresponding author. Research scientist Patricia Spears conducted the experimental work, which was funded in part by the Public Health Service (grant AI103549) and the NC State Chancellor's Excellence Fund.\nline 12 | Source: NC State University\n</context>\n\n<phrases>\n- \"Maybe if I try it this way\"\n- \"It's fascinating how\"\n- \"Let me circle back to that\"\n- \"That doesn’t sound right\"\n- \"Let's see\"\n- \"Now we're cooking\"\n- \"What if I tried...?\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"This brings to mind\"\n- \"I'm seeing a connection between\"\n- \"This might explain the pattern\"\n- \"Hmm, let’s rewind a bit\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"On one hand... but on the other\"\n- \"One way to look at it is\"\n- \"Ah...\"\n- \"Is it possible that...?\"\n- \"I keep coming back to\"\n- \"The thing is\"\n- \"Let me run through it again\"\n- \"So the main idea is\"\n- \"I'm curious about\"\n- \"Wait, that doesn’t add up\"\n- \"What’s the best way to explain this?\"\n- \"Wait a minute... Oh!\"\n- \"First things first\"\n- \"If I take this apart step by step\"\n- \"Building on that\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Now, if I think about it differently\"\n- \"Ummm, actually\"\n- \"I'm starting to see a pattern\"\n- \"That makes sense because\"\n- \"I wonder if\"\n- \"This makes me reflect on\"\n- \"Let me untangle this\"\n- \"The more I think about it\"\n- \"[blank] is still a black box to me\"\n- \"Wait, does this contradict itself?\"\n- \"Let me back up a second\"\n- \"Let’s weigh the options\"\n- \"I'm struck by\"\n- \"You know\"\n- \"Basically\"\n- \"Let me connect the dots\"\n- \"I'm trying to untangle this\"\n- \"Let me break this down\"\n- \"I'm intrigued by\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Wait, no\"\n- \"When I sit with this idea\"\n- \"Let me work through this\"\n- \"That reminds me\"\n- \"Alright, where was I?\"\n- \"Here's what I'm thinking\"\n- \"Let me see if\"\n- \"I keep circling back to\"\n- \"Okay, let's break this down\"\n- \"Hang on a second\"\n- \"There's a better way to phrase this\"\n- \" is interesting\"\n- \"Let me put this another way\"\n- \"Let me sum this up so far\"\n- \"If I follow this through\"\n- \"No, actually\"\n- \"I'm pondering\"\n- \"I’m trying to connect the dots here\"\n- \"Let's think step by step\"\n- \"I need to step back and rethink this\"\n- \"I need to fill in the gaps\"\n- \"So what I'm trying to say is\"\n- \"What keeps nagging at me is\"\n- \"Hmm\"\n- \"Follow me here\"\n- \"Something doesn't add up\"\n- \"Suppose we assume that\"\n- \"Picture this\"\n- \"Okay, so\"\n- \"Let's break this down into parts\"\n- \"So basically\"\n- \"This connects to\"\n- \"Now, wait just a second\"\n- \"Okay, pros and cons\"\n- \"It's almost like\"\n- \"I'm mulling over\"\n- \"Oh! That reminds me\"\n- \"Actually, no\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | A senior intern at Life Lab, Savannah Rugg, created a composting in schools survey (still open!) to better understand how composting functions in schools and school-districts. The survey asks questions regarding types of composting, compost materials, compost management, and compost curriculum. The results to the school compost survey are summarized in the charts below. It appears that most schools are either using compost as an educational tool in the school garden or use the compost to effectively divert food waste from landfills. Attempting to do both on site seems to be the challenge because of funding and timing issues.\nline 02 | To see up to date response data click here!\nline 03 | Check out the ultimate school composting resource page for information about school and school district wide composting programs, bin designs, and compost curriculum!\nline 04 | Of the 48 schools surveyed (as of page creation date of 3/2014) 87.5% had compost piles, 54.2% had vermicompost systems, and 29% used other forms of composting. Many schools did a combination of vermicomposting and compost piles. The other category had three responses that use compost tumblers, two have their compost picked up by a municipal garbage company, and one has an earth tub.\nline 05 | Most green materials for school compost are sourced from garden waste. Cafeteria waste made during meal prep and lunch room waste are the second highest contributors.\nline 06 | Schools source most their carbon materials from garden waste followed by paper material and school landscaping waste.\nline 07 | It is exciting to see that school paper material is the second highest contributor of carbon sources for school because their paper is recycled on site.\nline 08 | Most schools can often source all the materials needed to make their compost on campus, which makes the process even more sustainable!\nline 09 | Maintaining a school compost can be a difficult task. Our survey showed those that take most part in school compost are paid garden coordinators and parent or community volunteers. Of the schools surveyed, 79.2% had students somewhat involved in the composting project.\nline 10 | How is your school compost managed over summer?\nline 11 | Numerous schools have parent or teacher volunteers that come during the summer to water and turn the compost. Also, paid garden coordinators and service-corps members take responsibility for the compost over summer. See the live data here to view up-to-date suvery responses.\nline 12 | How do you incorporate compost into your lesson plan?\nline 13 | See the responses to this survey question that list composting lesson ideas for all different ages. Many schools assign the responsibility of the compost to a single grade. This gives the students a sense of ownership in the process, and are more likely to grasp composting concepts when tied into lesson plans.\nline 14 | What is the main obstacle you have in running your school compost?\nline 15 | These responses regarding obstacles faced by schools while running school composts show that inconsistency of management is one of the main problems. This is often the case because there are no funds to pay a garden coordinator or it is hard to find a reliable volunteer.\nline 16 | Our survey is still open! We want to know about your school compost, so the garden education community can better understand how we use and would like to use composting in our schools. To see the live data as more contribute to the survey click here!\nline 17 | Please share stories about school compost successes and issues in the comments section below!\n</context>\n\n<phrases>\n- \"So far, it looks like\"\n- \"Alternatively\"\n- \"Building on that\"\n- \"Ah...\"\n- \"So what I'm trying to say is\"\n- \"On the other hand\"\n- \"Oh! That reminds me\"\n- \"Let me break this down\"\n- \"Wait, I think I’ve got it!\"\n- \"But then again\"\n- \"Uh, where was I?\"\n- \"What I mean is\"\n- \"Wait, I think I just cracked it!\"\n- \"Okay, so\"\n- \"I'm curious about\"\n- \"Let me play devil's advocate\"\n- \"Let me chew on this\"\n- \"Let me untangle this\"\n- \"That’s the answer I was looking for!\"\n- \"I'm trying to untangle this\"\n- \"You know\"\n- \"That makes sense because\"\n- \"So basically\"\n- \"First things first\"\n- \"What if I flip it around?\"\n- \"Hang on a second\"\n- \"The more I think about it\"\n- \"I need to reframe this\"\n- \"Hold that thought\"\n- \"There’s a pattern here\"\n- \"What keeps nagging at me is\"\n- \"I should have known that!\"\n- \"That reminds me\"\n- \"On one hand... but on the other\"\n- \"I'm wondering if\"\n- \"Okay, walking through it again\"\n- \"Okay, let's break this down\"\n- \"That’s it!\"\n- \"This makes me think of\"\n- \"Alright, where was I?\"\n- \"The pros and cons are\"\n- \"Backing up for a second\"\n- \"Okay, I think I’ve got it now!\"\n- \"Basically\"\n- \"Okay, pros and cons\"\n- \"This connects to something else\"\n- \"No, actually\"\n- \"I wonder if\"\n- \"What’s the best way to explain this?\"\n- \"Something doesn't add up\"\n- \"It was staring me in the face\"\n- \"That’s an interesting angle, but\"\n- \"Bear with me while I\"\n- \"This makes me reflect on\"\n- \"How do I put this\"\n- \"I'm intrigued by\"\n- \"Going back to what I said about\"\n- \"I'm struck by\"\n- \"Let me see\"\n- \"Let me connect the dots\"\n- \"Aha! That’s what I was missing!\"\n- \"Let’s weigh the options\"\n- \"Actually, no\"\n- \"In essence\"\n- \"That changes everything\"\n- \"What I’m getting at is\"\n- \" is key here\"\n- \"Let me make sure I got this\"\n- \"Well\"\n- \"This connects to\"\n- \"Ummm, actually\"\n- \"Let's break this down into parts\"\n- \"When I sit with this idea\"\n- \"Let me work through this\"\n- \"Uh...\"\n- \"I'm starting to see a pattern\"\n- \"It finally adds up!\"\n- \"This brings to mind\"\n- \"Hmm, let’s rewind a bit\"\n- \"Wait, no\"\n- \"Let's think step by step\"\n- \"This is starting to take shape\"\n- \"If I take this apart step by step\"\n- \"Let me sum this up so far\"\n</phrases>\n</input>", "role": "user" } ]