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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 | This course will review the importance of allergens and the latest information and technologies for identification and control practices. Global regulations and the risk in the global food supply, along with new disclosures will be examined, as well as allergen labeling requirements and ramifications. Detection methods, cleaning and sanitation, and labeling control in plants are just some of the practices to be covered. Best practices in managing communication to consumers will also be presented.\nline 02 | You will be able to:\nline 03 | Mechanisms of allergenicity\nline 04 | Why are allergens important? This module will provide an overview of how allergens affect the body and will explore new learnings in food allergens including the latest information and new technologies to help in controlling food allergens.\nline 05 | Food Allergen Regulations\nline 06 | The 8 big allergens will be reviewed along with new disclosures and FAO/WHO/Codex guidelines. Allergen labeling requirements and new laws will be detailed as well as legal ramifications for allergen mislabeling or product contamination. Recalls and the use of the Reportable Food Registry will provide learners with examples of how recalls have been managed and the regulations and guidelines to be followed to help avoid recalls.\nline 07 | Risk in global food supply will also be discussed including the mislabeling of products and how to identify allergens in imported products.\nline 08 | Allergen Control in Food Processing\nline 09 | Allergen control procedures will be examined, from receiving all the way through shipping including segregation and scheduling. Detection methods and cleaning and sanitation program verification will give learners best practices for implementation if control programs in their own environments. Labeling control in manufacturing plants will also be covered including storage, use on the line, scanning and verification of changing of packaging materials.\nline 10 | This module will provide techniques to motivate food managers and employees to incorporate allergen sensitivity and adhere to processing requirements and guidelines.\nline 11 | Communication to consumers\nline 12 | How do you handle consumer inquiries? Do your customer service/call center employees have the information they need when talking with customers. Best practices will be presented on training programs and how to employees should handle consumer inquiries regarding allergens, including questions employees should ask and follow up procedures.\nline 13 | IFT is committed to providing science-based education and has measures in place to ensure IFT and sponsored webcasts are of quality science and research. IFT members and staff scientists review proposed topics and make a final determination on content and presenter selections, best suited for IFT audiences.\nline 14 | Product Developers, R&D, Nutrition, Regulatory Specialists, Quality Control/Quality Assurance, Food Processors, Food Manufacturers, Dieticians, Food Inspectors, Food Safety Personnel, Sales & Marketing, Food Service/Retail\nline 15 | Introductory to Intermediate\nline 16 | Non-Member Registration Fee:\nline 17 | Member Registration Fee:\nline 18 | Student Registration Fee:\nline 19 | 10/07/11 12:00 PM\nline 20 | Gale Prince, CFS\nline 21 | Gale Prince is president of SAGE Food Safety Consultants, LLC, a firm specializing in assisting industry in preventing food safety problems through program review from procurement through consumer complaints. He brings broad experience in problem solving from managing product recalls to handling major disasters and consultation involving litigation on food safety issues\nline 22 | Gale’s forty years of work experience in Food Safety, Quality Control, Sanitation, Food Labeling, Workplace Safety and Regulatory Compliance Programs have included the following types of operations: Fresh and Processed Meat, Fresh Fruits and Vegetables, Bakeries, Milk and Ice Cream Processing, Cereal Grains, Pet Food, Canned Foods, Frozen Foods, Bottled Water, Food Packaging Materials, Food Service, Retail Food Stores, Food Transportation, Non-Foods, Over the Counter Drugs and Sanitary Design of Food Equipment. Gale has also managed several thousand product recalls during his career and has completed specialized training under Food and Drug Law – How to testify as an Expert Witness.\nline 23 | Gale is currently a member of the Institute of Food Technologists, the Association of Food and Drug Officials, and the International Association for Food Protection (formerly IAMFES) and he continues to serve on numerous organizational committees in the food industry. Gale is the recipient of numerous awards from the Association of Food & Drug Officials, the United States Food & Drug Administration, and the International Association of Food Protection.\nline 24 | Dr Robert B Gravani CFS\nline 25 | Fd Sci Prof\nline 26 | Robert Gravani is a Professor of Food Science in the Department of Food Science at Cornell University.\nline 27 | He received a BS degree in Food Science from Rutgers University and his MS and PhD degrees in Food Science from Cornell University with minors in microbiology and food marketing/management.\nline 28 | He was appointed to the food science faculty in 1978 and currently serves as the Department Extension Leader and Director of the National Good Agricultural Practices Program.\nline 29 | Dr. Gravani's primary responsibilities are in the area of food science/food safety extension and outreach where he maintains a very active program and conducts short courses, seminars, and workshops for food processors, food retailers, the foodservice industry, and government regulatory agencies.\nline 30 | He is interested in the microbiological safety and quality of foods and consumer knowledge of these important issues.\nline 31 | Michael Scott Kearns\nline 32 | Christine M Bruhn PhD, CFS\nline 33 | Coop Extension Specialist\nline 34 | Univ of California Davis\nline 35 | Reserach focus is on consumer attitudes and behavior toward food safety, food quality, and new food technologies.\nline 36 | Membership in Professional Associations: American Dietetic Association, Institute of Food Science and Technology, United Kingdom, Institute of Food Technologists, International Association for Food Protection, Phi Tau Sigma Honorary Society, Society for Nutritional Education.\n</context>\n\n<phrases>\n- \"So the main idea is\"\n- \"What if I tried...?\"\n- \"How can I approach this?\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"But then again\"\n- \"Just spitballing here\"\n- \"Alright, where was I?\"\n- \"Let me just think this through\"\n- \"I keep circling back to\"\n- \"Let me propose something\"\n- \"Wait, why does that happen?\"\n- \"Let me talk this through\"\n- \"Let me throw this out there\"\n- \"So basically\"\n- \"On one hand... but on the other\"\n- \"Something's not clicking\"\n- \"This explains so much!\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Wait, no\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me run through it again\"\n- \"Let me trace that logic back\"\n- \"Let me play devil's advocate\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let me work through this\"\n- \"There's something here about\"\n- \"What’s the worst that could happen?\"\n- \"Let's think step by step\"\n- \"That’s an interesting angle, but\"\n- \"I'm not entirely sure, but\"\n- \"Let me back up a second\"\n- \"In other words\"\n- \"If A is true, then\"\n- \"If I'm not mistaken\"\n- \"Consider this possibility\"\n- \"I think I can rule that out\"\n- \"On the other hand\"\n- \"What if I flip it around?\"\n- \" is striking \"\n- \"This could explain why\"\n- \"Actually, no\"\n- \"Picture this\"\n- \"Let me circle back to that\"\n- \"Not quite there yet\"\n- \"What am I overlooking?\"\n- \"Now it makes sense!\"\n- \"Let me put this another way\"\n- \"Here's what I'm thinking\"\n- \"Am I missing something?\"\n- \"Ummm, actually\"\n- \"It’s on the tip of my tongue\"\n- \"So that’s why it wasn’t working!\"\n- \"Now it all comes together!\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"I have a theory about this\"\n- \"Oh, I see what’s happening here!\"\n- \"That doesn’t sound right\"\n- \"Oh! I get it now!\"\n- \"Basically\"\n- \"This just clicked into place!\"\n- \"This is tricky, but\"\n- \"So what I’m trying to say is\"\n- \"Still working it out\"\n- \"Still forming this thought\"\n- \"I'm trying to reconcile\"\n- \"Okay, backtrack a bit\"\n- \" is key here\"\n- \"I’m almost there\"\n- \"What’s the next step?\"\n- \"That’s what I was trying to say!\"\n- \"Let me sum this up so far\"\n- \"That would mean\"\n- \"Maybe if I try it this way\"\n- \"Backing up for a second\"\n- \"In essence\"\n- \"I was just about to say\"\n- \"I need to reframe this\"\n- \"I’m torn between two choices\"\n- \"Something along those lines\"\n- \"Alternatively\"\n- \"No, actually\"\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 | South Western Kenya is the heartland of the Maasai.\nline 02 | The Maasai are a strongly independent people who still value tradition and ritual as an integral part of their everyday lives. They regard themselves not just as residents of this area but that they are as much a part of the life of the land as the land is part of their lives.\nline 03 | Traditionally, the Maasai rarely hunt and living alongside wildlife in harmony is an important part of their beliefs.\nline 04 | Lions and Wildebeest play as important a role in their cultural beliefs as their own herds of cattle.\nline 05 | This unique co-existence of man and wildlife makes this Maasai land one of the world’s most unique wilderness regions.\nline 06 | At the heart of these lands is the Maasai Mara Game Reserve, widely considered to be Africa’s greatest wildlife reserve.\nline 07 | The Mara comprises 200 sq miles of open plains, woodlands and riverine forest.\nline 08 | Contiguous with the plains of the Serengeti, the Mara is home to a breathtaking array of life.\nline 09 | The vast grassland plains are scattered with herds of Zebra, Giraffe, Gazelle, and Topi.\nline 10 | The Acacia forests abound with Birdlife and Monkeys.\nline 11 | Elephants and Buffalo wallow in the wide Musiara Swamp.\nline 12 | The Mara and Talek rivers are brimming with Hippos and Crocodiles.\nline 13 | Each year the Mara plays host to the world’s greatest natural spectacle, the Great Wildebeest Migration from the Serengeti.\nline 14 | From July to October, the promise of rain and fresh life giving grass in the north brings more than 1.3 million Wildebeest together into a single massive herd.\nline 15 | They pour across the border into the Mara, making a spectacular entrance in a surging column of life that stretches from horizon to horizon.\nline 16 | At the Mara River they mass together on the banks before finally plunging forward through the raging waters, creating a frenzy as they fight against swift currents and waiting crocodiles.\nline 17 | The wildebeest bring new life to the Mara, not just through their cycle of regeneration of the grasslands, but for the predators who follow the herds.\nline 18 | The Mara has been called the Kingdom of Lions and these regal and powerful hunters dominate these grasslands.\nline 19 | Cheetah are also a common sight in the Mara, as are Hyena and smaller predators such as Jackals.\nline 20 | The Mara is an awesome natural wonder, a place where Maasai warriors share the plains with hunting lions, a place of mighty herds and timeless cycles of life, death and regeneration.\nline 21 | The Mara is probably the best serviced of all Kenyan Parks and Reserves with a wide range of Accommodation for any budget.\nline 22 | The Reserve is a popular attraction with Safari operators.\nline 23 | The reserve is ideal for game drives, and some lodges and camps offer walks and balloon safaris.\nline 24 | Wildlife moves freely in and out of the reserve, and through neighbouring Maasai lands. Outside the boundaries of the reserve there are many other small camps and lodges, some of which offer walking, horse riding and other safari options.\nline 25 | The Loita Hills and the Nguruman Escarpment, both considered sacred to the Maasai, offer high forest trekking opportunities for the adventurous traveller.....\nline 26 | TO EXPLORE THIS AREA FURTHER, SELECT A SAFARI FROM THE MENU ON THE LEFT...\nline 27 | The point of road access to this region is Narok, a 3 hour drive from Nairobi. There are regular buses and matatus to Narok from Nairobi and other destinations.\nline 28 | Some people choose to Fly to the Mara, which is serviced by 2 airstrips.\nline 29 | There are daily scheduled flights from Nairobi, and the coast.\nline 30 | Private Charters also use these strips.\nline 31 | Accessing the Mara area is difficult without private transport.\nline 32 | Most visitors come to Maasai Mara as part of a Safari package from Nairobi or in a Hire Car.\nline 33 | The park has well established internal roads and tracks.\nline 34 | Accessing areas outside the reserve is only possible using basic public transport, and finding your way around can be difficult.\nline 35 | Several Safari operators can arrange specialized tours, treks or hikes in this area.\nline 36 | MagicalKenya.com - the official\nline 37 | destination website of Kenya Tourist Board\n</context>\n\n<phrases>\n- \"Hmm, let’s rewind a bit\"\n- \"Coming at this from another angle\"\n- \"Roughly speaking\"\n- \"This connects to something else\"\n- \"No, actually\"\n- \"This could explain why\"\n- \"Now I'm stuck on\"\n- \"This makes me think of\"\n- \"Hold on a second\"\n- \"That changes everything\"\n- \"What if we\"\n- \"Let me connect the dots\"\n- \"That’s it!\"\n- \"I was just about to say\"\n- \"Building on that\"\n- \"This just clicked into place!\"\n- \"Let me make sure I got this\"\n- \"That reminds me\"\n- \"How do I put this\"\n- \"I'm starting to see a pattern\"\n- \"Now, wait just a second\"\n- \"It suggests that\"\n- \"On one hand... but on the other\"\n- \"You know\"\n- \"Let's think step by step\"\n- \"Okay, so if I do this\"\n- \"It's almost like\"\n- \"If I had to choose right now\"\n- \"What happens if we change this part?\"\n- \"Oh, that clears everything up!\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me untangle this\"\n- \"I think I found the solution!\"\n- \"Oh! That reminds me\"\n- \"This connects to\"\n- \"The tricky part is\"\n- \"But then again\"\n- \"I need to fill in the gaps\"\n- \"Let me back up a second\"\n- \"There’s a pattern here\"\n- \"What if I flip it around?\"\n- \"On the other hand\"\n- \"That’s an interesting angle, but\"\n- \"I need to step back and rethink this\"\n- \"Right, so\"\n- \"Something doesn't add up\"\n- \"Bear with me while I\"\n- \"I could go either way on this\"\n- \"Wait, no\"\n- \"Actually, no\"\n- \"Hmm, that doesn’t sound right\"\n- \"Hold that thought\"\n- \"I think I can rule that out\"\n- \"Something's not clicking\"\n- \"Oh! I get it now\"\n- \"I need to reframe this\"\n- \"Why didn’t I think of that sooner?\"\n- \"The more I think about it\"\n- \"I keep circling back to\"\n- \"Am I missing something?\"\n- \"This might explain the pattern\"\n- \"Well\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let me run through it again\"\n- \"Let's test this idea\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me work through this\"\n- \"Let me play devil's advocate\"\n- \"Don't hold me to this\"\n- \"Ummm, actually\"\n- \"Let's see\"\n- \"Alternatively\"\n- \"Oh! I get it now!\"\n- \"Does that sound right to you?\"\n- \"Wait a minute\"\n- \"I keep coming back to\"\n- \"Suppose we assume that\"\n- \"What keeps nagging at me is\"\n- \"Alright, where was I?\"\n- \"It was staring me in the face\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"This is slipping through my fingers\"\n- \"I have a theory about 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 | Posted 4/25/12 on Kent Bottles’ Private Views\nline 02 | iMedicine: The Influence of Social Media on Medicine was the topic of the day-long 27th Annual Physician Student Awareness Day (SPAD) held on April 24, 2012 on the campus of New York Medical College in Valhalla, New York.\nline 03 | The entire conference was run by medical students from the Class of 2015.\nline 04 | Karl Adler, MD, CEO, welcomed the 200 attendees by recalling his own medical school education in the 1960s. Dr. Adler relied on textbooks, mimeographed handouts, and lecture notes to master both the art and science of medicine. In his day, students were taught to rely on the history, the physical examination, laboratory tests, radiology studies, and the EKG; his teachers stressed that the history and physical obtained in a face-to-face encounter between the physician and the patient were the keys to successfully caring for the patient.\nline 05 | Ralph A. O’Connell, MD, Provost and Dean, discussed how the party line telephone was the social media of his youth, and he noted that the Council of Deans of the AAMC is holding sessions on social media. He recommended the social media tool-kit from the CDC as a valuable resource for physicians and medical students (http://www.cdc.gov/healthcommunication/ToolsTemplates/SocialMediaToolkit_BM.pdf). Dr. O’Connell also discussed The Information: A History, A Theory, and A Flood by James Gleick (http://www.amazon.com/The-Information-History-Theory-Vintage/dp/1400096235/ref=sr_1_8?s=books&ie=UTF8&qid=1335354272&sr=1-8) and Betsy Sparrow’s article about transactive memory and how Google and smartphones are creating immediately accessible external storage sites for information (http://www.sciencemag.org/content/early/2011/07/13/science.1207745). After noting that social media is more addictive than cigarettes and alcohol, Dean O’Connell gave the following advice:\nline 06 | · Balance social media with more traditional forms of communication\nline 07 | · Some information needed for medical practice needs to be inside your own head\nline 08 | · Hone your observation skills\nline 09 | · Make sure you have time for face-to-face encounters with both colleagues and patients\nline 10 | · Ethical standards are important and patients expect and deserve their physicians to respect confidentiality\nline 11 | · Medical practice should be evidence-based and we need research on what works and what does not work in social media in medicine.\nline 12 | Paul M. Wallach, MD, Vice Dean for Medical Education, thanked Drs. O’Connell and Adler for their years of service and leadership to the New York Medical College. He also emphasized how proud he was of the Class of 2015 for putting together such a comprehensive overview of such an important timely topic.\nline 13 | Neil Shah, Chairman of the Class of 2015 SPAD Committee, welcomed the participants and thanked everyone who helped with the planning and logistics of the program.\nline 14 | Howard Luks, MD, a practicing “social orthopedist,” claimed he was not an expert or a key opinion leader. He noted that the hashtag for the conference was #NYMCSPAD, and he stated that one’s relevance as a physician in the 21st century will depend on how one uses social media to develop a professional network. After noting that in the past it has taken 17 years for evidence-based medicine practices to make their way into clinical practice, Dr. Luks pleaded with physicians to become more involved in social media. Patients are taking the lead in using social media for health purposes, and Dr. Luks was disappointed that only 5% of the orthopedic resident applicants he recently interviewed considered social media to be important for health care. Dr. Luks shared how he uses social media in his practice, and he noted that 17% of his private patients are due to his social media activities. Perhaps his most inspiring story was how he coached a physician in the mountains of Pakistan through a complicated surgical procedure on a patient who had contacted Dr. Luks through social media. He ended his talk with the thought that physicians may have a moral obligation to become involved in social media. (http://www.howardluksmd.com/orthopedic-social-media/)\nline 15 | Lawrence Sherman, Senior Vice President, Educational Strategy at Prova Education, polled the audience on their attitudes and practices in social media.\nline 16 | 78% of the audience were medical students, 3% attending physicians, and 16% other.\nline 17 | 97% of the audience use social media with 91% using it for professional or educational purposes.\nline 18 | 67% said they needed a social media 101 lecture, and 79% said they were not confident in their use of social media for education and professional purposes.\nline 19 | Mr. Sherman then elicited audience responses to six questions. Who should use social media? Everyone appropriately. What should it be used for? Content that is useful to your audience, which might include the entire world. Where should you use it? The difference between open (twitter) and closed platforms (Doximity) was discussed. When should social media be used? When there is an immediate opportunity to share information, which with the use of smartphones is almost all the time. Why should physicians use social media? For continuous professional development; for community building and sharing; because it is free. How should one use social media? The rest of program is structured around how social media can be utilized for treating, teaching, and learning.\nline 20 | Brian McGowan, PhD, author of the book #SocialQI: Simple Solutions for Improving Healthcare, provided a succinct and accurate history of communication that emphasized the flow of information between actors; he noted that the intention of the speaker can be quite different than the impact on the receiver of the information. Starting 32,000 years ago with cave paintings that communicated messages that were limited by time and space, Dr. McGowan described how dancing developed about 9,000 years ago into a way that communication could occur wherever the dancers traveled. The development of language 5,000 years ago enabled leaders to control the message that town criers spread in the town square, and Gutenberg’s movable type printing process created fidelity in communicating the message. Dr. McGowan characterized today’s communication as digital, networked, and open with the widespread use of computers and smartphones. In the last 10 years everyone has the ability to “flip production on its head” by using technology to develop “good enough” podcasts, videos, blog postings to share with their global network that becomes a community of practice. Dr. McGowan ended his talk by discussing the dancer/film maker Jonathan Chu who states “Dancers have created a whole global laboratory online. Kids in Japan are taking moves from a YouTube video created in Detroit, building on it within days and releasing a new video, while teenagers in California are taking the Japanese video and remixing it to create a whole new dance style.” (http://www.ted.com/talks/the_lxd_in_the_internet_age_dance_evolves.html) Dr. Magowan thinks that since crowd-sourcing dance creates innovative art, maybe crowd-sourcing will transform health care.\nline 21 | Starting with the famous Marcus Welby, MD photo where he studies an upside down x-ray (http://ow.ly/avA3V), Mark Ryan, MD, a practicing family medicine physician from Richmond, Virginia who serves on the External Advisory Board for the Mayo Clinic Center on Social Media, described America’s nostalgia for the friendly, patient-centered doctor who connected with his patients and always did the right thing. Using beautiful Norman Rockwell paintings, Eugene Smith Life photographs, and images from the book A Fortunate Man (http://ow.ly/avzJJ), Dr. Ryan illustrates the available when needed, listening, kind, connected, well-known member of the community caregiver that is so hard to find in today’s world. He suggests that we use social media to redefine what a community means in today’s world and that we make sure we take time to stop and listen to our patients.\nline 22 | Natasha Burgert, MD who blogs at kckidsdoc.com and practices pediatrics in Kansas City discussed how social media allows her to be the kind of doctor who stays faithful to what she calls “old school medical core values.” Dr. Burgert believes the ideal physician is personal, accessible, trustworthy, and expert in her field.\nline 23 | After realizing that she was often providing second opinions to her parents who had already consulted with Dr. Google, Dr. Burgert started blogging to counteract the unreliable online sources that were leading her patients to make bad decisions.\nline 24 | When one parent said she had decided against giving her daughter the HPV vaccine because a Facebook page said it was a government plot to create a generation of sterile women, Dr. Burgert decided she had to provide her community with accurate information.\nline 25 | Loring Day shared her story of knee injuries and five operations that convinced her that she needed to become an active participant in the shared decision making that guides her orthopedic care. She believes physicians should be active in social media because humanization leads to trust; trust leads to communication; communication leads to information sharing, and information sharing leads to better care. When she recently was seen in the Emergency Room for an infection, she was able to connect the ER physician with Dr. Luks, her orthopedist, to coordinate her care.\nline 26 | Bob MacAvoy, a senior leader at Doximity, described how this start-up company provides a secure and effective closed social network for physicians to collaborate with each other via 2000 secure messages a week.\nline 27 | With 15 billion Faxes a year and YouTube tutorials available to build your own pager scanner to hack into medical communications, American medical communication can hardly be considered secure.\nline 28 | Mr. MacAvoy showed an example of how a physician asked for advice from his Doximity community of practice about an unusual foot lesion; the possible diagnoses included wart, dermatofibroma, and melanoma.\nline 29 | When the final diagnosis of wart was shared, all learned from the discussion that took place over a few weeks time.\nline 30 | (https://www.doximity.com/index1)\nline 31 | Ryan Madanick, MD, an Assistant Professor of Medicine at University of North Carolina School of Medicine, discussed his community of practice called @MedEdChat on twitter.\nline 32 | Medical education leaders like Vinny Arora (@FutureDocs) and Anne Marie Cunningham (@amcunningham) share instant feedback on educational issues by using the hashtag #SMIME to label their posts.\nline 33 | Dr. Madanick delivered shout-outs to Kevin Pho, MD (@kevinmd) and Ves Dimov, MD (@DrVes) as physicians he tries to emulate and Mike Moore (@michaelbmoore) and Danielle Jones (@daniellenjones) as medical students who have actually mentored him in social media.\nline 34 | Dr. Madanick lessons learned include:\nline 35 | · Start small\nline 36 | · It is easy to feel overwhelmed but filters can help you stay on top of information overload\nline 37 | · “If you post it they will come”\nline 38 | · Compliments and criticisms come quickly on social media\nline 39 | · Communicate with a broad audience\nline 40 | · Social media is not a passing fad\nline 41 | · Do not expect to wildly successful overnight\nline 42 | Mr. Sherman addressed “Pitfalls, Perils, and Potholes” by sharing two cases where a physician shared irreverent tweets that elicited a critical response from another physician active in social media.\nline 43 | In both cases everyone involved came in for criticism.\nline 44 | (http://www.dailymail.co.uk/news/article-2038487/Welsh-Gas-Doc-Twitter-Irreverent-tweets-hospital-medic-provokes-angry-backlash.html) (http://wishfulthinkinginmedicaleducation.blogspot.com/2011/09/social-media-black-humour-and.html) (http://33charts.com/2011/05/unprofessional-physician-behavior-twitter.html) Every professional involved in social media can learn some important lessons by studying these two incidents.\nline 45 | Dr. Luks gave a second talk on professional reputation management.\nline 46 | For Dr. Luks reputation management is just as important as educational outreach, personal learning, and inbound marketing.\nline 47 | Because residency directors are looking at the digital footprints of their applicants and Fortune 500 companies are now asking for Facebook passwords from their future employees, Dr. Luks concludes that you cannot hide from Facebook, Google, or Healthgrades.\nline 48 | His simple advice is to “don’t be stupid” on social media.\nline 49 | Dr. Burgert’s second talk addressed how adding “yourself” to your social media message can make you a more authentic source of trusted information. She tries to be entertaining and humorous because she believes that style makes her more relevant to the audience of parents and children that she is trying to reach.\nline 50 | In the last presentation of the morning, I tried to put social media into the overall context of 21stcentury American medicine. The federal budget deficit that requires a combination of raising taxes and cutting spending to the tune of $4 trillion is the major driving force behind the current ongoing transformation of American medicine. I described the traditional medicine approach that I learned in medical school in the late 1970s. The ruling paradigm was the biomedical model that reduces every illness to a biological mechanism of cause and effect. The focus was on acute illness, and specialists replaced generalists. The goal of medical care was cure, and health was defined as absence of disease. In many ways we ignored the patient story as subjective and untrustworthy, and we concentrated on laboratory results as objective and true. I became a pathologist because I foolishly believed they were the most important physicians; clinicians merely carried out treatments after receiving the diagnosis from the blood test or tissue biopsy.\nline 51 | Today the convergence of several developments is changing diagnose and treat to predict and prevent. Health is now appreciated as a state of complete physical, mental, and social well-being and not merely absence of disease. The patient story is essential for the development of personal metrics that will be unique for each individual. Loring Day made it quite clear that she needed to be able to bike and ski because these activities define who she is as a person. Charity Tillemann-Dick underwent a double lung transplant for her pulmonary hypertension because it allowed her to continue singing opera which is her passion (http://www.huffingtonpost.com/2011/01/19/ted-med-2010-double-lung-transplant-saves-opera_n_810442.html) The pathologist sadly becomes less important because the human body and disease is recognized as a complex emergent system that may never be fully understood. We now concentrate on chronic diseases and recognize that managing diseases is as important as curing disease.\nline 52 | The convergence of genomics, wireless sensors, imaging, information systems, social networks, smartphones, and unlimited computing power via cloud server farms make a new digital medicine possible. We have to begin to understand what it means to digitize a human being, and Eric Topol’s The Creative Destruction of Medicine is our best current guide (http://www.amazon.com/The-Creative-Destruction-Medicine-Revolution/dp/0465025501/ref=sr_1_1?s=books&ie=UTF8&qid=1335368798&sr=1-1)\nline 53 | So social media needs to be appreciated as only one of the developments that are converging to make digital medicine possible. And nobody is smart enough to know how all this will play out. I projected a copy of the Gartner Hype Cycle because I think social media is a technology trigger that creates the peak of inflated expectations, the trough of disillusionment, and if successful the slope of enlightenment, and the plateau of productivity. (http://ow.ly/avKSV) I do believe that social media will endure and that it is not a fad, but I also believe that none of us are smart enough to predict how it will transform medicine.\nline 54 | Two recent studies document how difficult it is to predict how any disruptive technology will evolve. In the brilliant Steve Jobs biography, Walter Isaacson describes how Jobs was one of the first twenty people in the world to have his pancreatic neuroendocrine tumor genotyped so that therapy could be tailored to the specific biochemical pathway affected by his tumor’s genetic mutation. Jobs even is quoted as saying he will be among the first to be cured by this approach or one of the last to die before it is perfected. A recent New England Journal of Medicine article found that only one third of the 128 tumor mutations identified were present in all sites sampled of the four patients with renal cell carcinoma. The tumor’s genetic makeup varies significantly within the same tumor sample, and this development complicates the personalized medicine strategy. (http://www.nejm.org/doi/full/10.1056/NEJMoa1113205?query=featured_home#.T1jNegH6pWY)\nline 55 | Bert Vogelstein recently published a study of 53,666 identical twins looking at 24 diseases and asking the question, if every aspect of a person’s DNA is known can we predict that person’s future diseases? The disappointing answer was no because behavior, environment, random events, and genetics all play a role in the development of disease. (http://www.nytimes.com/2012/04/03/health/research/dnas-power-to-predict-is-limited-study-finds.html?ref=science)\nline 56 | I discussed the difference between evidence based medicine and patient-centered choice. Two important points were emphasized. Much of what we do in medicine has not been verified scientifically by randomized controlled clinical trials. Some estimate that only about 25% of current clinical practice is truly evidence-based. The other point is Karl Popper’s famous declaration that there only two kinds of scientific theories: those that have been proven to be wrong and those that are yet to be proven wrong.\nline 57 | Artificial intelligence and sociable humanoid robots is another disruptive technology that will affect medicine in ways that are hard to predict. Farhad Manjoo believes robots will replace specialists but not primary care physicians (http://www.slate.com/articles/technology/robot_invasion/2011/09/will_robots_steal_your_job_3.single.htm). Ezra Klein argues that primary care providers are most at risk because IBM’s Watson has proven that it is possible to scan the entire medical literature in order to come up with a correct diagnosis. (http://www.washingtonpost.com/blogs/ezra-klein/post/how-robots-will-replace-doctors/2011/08/25/gIQASA17AL_blog.html)\nline 58 | I ended the talk with a slide of the Hype Cycle 2012 which attempts to predict where various technologies are in their evolution. (http://www.motiviti.com/blog/gartner-hype-cycle-for-2012-and-beyond/)\nline 59 | Neil Mehta, MD of the Cleveland Clinic moderated a break-out session on social media and life-long learning. Here is a link to a previous presentation on the same subject that took place in Cleveland (http://www.clevelandclinicmeded.com/online/webcasts/medtoday/social-media-and-lifelong-learning/)\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"I should have known that!\"\n- \"Uh, where was I?\"\n- \"Coming at this from another angle\"\n- \"Going back to what I said about\"\n- \"That actually makes a lot of sense\"\n- \"This makes me think of\"\n- \"I'm starting to see a pattern\"\n- \"Let me untangle this\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Something's not quite right\"\n- \"I’m trying to connect the dots here\"\n- \"Backing up for a second\"\n- \"Let me break this down\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"If A is true, then\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me work through this\"\n- \"Wait, no\"\n- \"Let me back up a second\"\n- \"Let's break this down into parts\"\n- \"Let me see\"\n- \"Hold that thought\"\n- \"Well, let me see\"\n- \"Ohhh, now I see!\"\n- \"In other words\"\n- \"Okay, so\"\n- \"On one hand... but on the other\"\n- \"I'm trying to reconcile\"\n- \"There’s a pattern here\"\n- \"That makes sense because\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"So far, it looks like\"\n- \"Okay, pros and cons\"\n- \"Wait a minute\"\n- \"Here's a possible explanation\"\n- \"Ummm, actually\"\n- \"That’s it!\"\n- \"This might explain the pattern\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me propose something\"\n- \"One way to look at it is\"\n- \"There's a missing link here\"\n- \"If I take this apart step by step\"\n- \"Something doesn't add up\"\n- \"This connects to\"\n- \"Hmm, let’s rewind a bit\"\n- \"Alright, where was I?\"\n- \"Am I missing something?\"\n- \"Okay, let's break this down\"\n- \"The pros and cons are\"\n- \" is interesting\"\n- \"Oh! That reminds me\"\n- \"Okay, so if I do this\"\n- \"I'm trying to untangle this\"\n- \"What if the reason is\"\n- \"No, actually\"\n- \"Something’s not clicking\"\n- \"Let’s weigh the options\"\n- \"Suppose we assume that\"\n- \"Let's think step by step\"\n- \"Now it all comes together!\"\n- \"In essence\"\n- \"Building on that\"\n- \"I keep circling back to\"\n- \"I'm seeing a connection between\"\n- \"Anyway\"\n- \"What I mean is\"\n- \"I was just about to say\"\n- \"Is it possible that...?\"\n- \"First things first\"\n- \"Actually, no\"\n- \"Now, wait just a second\"\n- \"This connects to something else\"\n- \"So what I'm trying to say is\"\n- \"What I’m getting at is\"\n- \"Hmm\"\n- \"That changes everything\"\n- \"How do I put this\"\n- \"It was staring me in the face\"\n- \" is key here\"\n- \"Now it makes sense!\"\n- \"That’s what I was trying to say!\"\n- \"It's almost like\"\n- \" is striking \"\n- \"The more I think about it\"\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 | NOTE: It is dangerous to knock someone out regardless of how it is done. We lose a few million-brain cells every time we are knocked out. Not to mention possible long-term damage and or death.\nline 02 | 1. Head Trauma Black Out: (Blunt Trauma or Concussion)\nline 03 | Most of us know that a strong percussion anywhere near the head, chin, face, etc., will cause a knock out. This is because these areas are vital to human survival and when knocked, the brain simply causes the rest of the body to faint thus saving all of the energy and blood for the affected area. This is the first and most basic of the knock out techniques. This is why boxers are knocked out etc.\nline 04 | 2. Air Restriction to Lungs: (Lack of Air)\nline 05 | The second way is to cause the muscles around the lungs to constrict violently by going into spasm thus causing the person to black out.\nline 06 | This can be achieved by a strike to ST 15 or to SI 11.\nline 07 | A person can be struck on the scapular for instance which will have the same effect as a good kick in the guts.\nline 08 | We are also able to use the Choke-out to stop the air getting to the lungs and this again is at a very basic level.\nline 09 | 3.\nline 10 | Stopping Blood Flow to Brain: (Lack of blood)\nline 11 | The third way is to stop the blood getting to the brain by squeezing the carotid artery, the old sleeper hold.\nline 12 | This can be dangerous though if put on for too long and people have been known not to revive after such a hold.\nline 13 | This hold is not as easy as it looks however.\nline 14 | The way that we revive from the sleeper hold is to either use CPR if he has been knocked out and the heart has stopped, or we lift him into a sitting position placing our hands under his chest from the rear and jerk him upward while squeezing inward lightly.\nline 15 | This should bring him around.\nline 16 | If not, a medium slap on the back in between the scapular should work.\nline 17 | 4. Dropping the Heart Rate: (Shock, or rapid disruption of systems)\nline 18 | The fourth way is to strike at certain points to cause the heart rate to drop as I have already mentioned with the carotid sinus or (ST 9) strike. Perhaps we are struck with the most common strike, the old haymaker or hook punch, the left palm would swing out to take the point known as Neigwan or (PC 6) in an adverse direction (against the flow of energy) while the right palm would strike inward to ST 9 point.\nline 19 | There are three other organs which when struck in certain directions will also cause this blood pressure dropping effect. Gall bladder (or GB) and intestines are the ones that are the easiest to get at. We have gall bladder points all over our bodies from the feet right up to the head and any of these points will cause the knock out when struck in the correct direction. GB 14, just above the eyebrow in the middle is one point which when struck in three different directions will cause three different effects. If for instance we strike with an upward blow to this point, it causes what is known as an energy or Qi rush to the head-causing knock out or death. The brain sort of explodes! Now this is where dim-mak can also be used as a healing art. We also know that the antidote for this point is GB 21 just on the shoulders. If we put pressure onto this point and quickly brush to both sides, this will bring the Qi back down out of the head. It is exactly the same when a person is suffering from a bad case of sunstroke. So we know to use these same points to heal the sunstroke! Sunstroke is the same condition of too much yang energy in the head. To expound, if I block a punch by using an inwards strike towards me this is going with the flow of energy. This point I strike, on the outside of his arm, is used as a ‘set up’ point. It causes the energy to be dragged to this point leaving the more important point of GB 14 more which I strike in an upward way.\nline 20 | If I were to strike GB 14 in a downward way it would cause the heart to slow dramatically or even stop to lower the blood pressure thus causing knock out or death from the heart not starting up again.\nline 21 | However, this time I would use the initial block to strike his arm back up his forearm thus causing an adverse energy flow, this would also cause him to lose power from the lower body and this is called an energy drainage point strike.\nline 22 | Dim-Mak (or death touch) becomes even more complicated when we learn that there are certain points that when struck will cause seemingly totally unrelated parts of the body to react.\nline 23 | For instance if SP 20 (Spleen 20) is struck in an inward way, it will cause either the right or left leg (whichever side was struck) to lose control and the person falls on the ground.\nline 24 | 5. Neurological: (Disruption of nervous system)\nline 25 | For example, when the chin is pushed back it can cause pressure upon the spinal column causing a momentary blockage of information from the central nervous system to the brain and so the body is unable to do things, so we have another knock out.\nline 26 | Also, neurological shut down is a strange human phenomenon, which the martial artist is able to use to his advantage. There are certain parts of the face which when struck with a slapping motion will cause the whole nervous system to shut down. Martial artists wanting to show off have used this practise for years. However, the dangers of this type of strike are even worse than the others. This is because it seems as if there has been no real damage but years later the recipient of such a strike turns into a raving lunatic or in the very least becomes paranoid. Certain nervous disorders will also grow over the years and all because some bozo wanted to show off at a party or out the front of a building or at an airport etc.Notation:The abbreviated letter/number combinations (e.g.: GB 21, etc) correspond to specific meridian/points. Also, Chinese terms are used, such as Qi (for Ki), Neigwan (for PC6), etc.\nline 27 | This paper was edited and adapted by PMA Kwan Jang Nim Master Brian Alexander from Master Erle Montaigue’s www.taichiworld.com\nline 28 | Left to Right: Erle Montaigue, Brian Alexander & Eli Montaigue\n</context>\n\n<phrases>\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"That’s an interesting angle, but\"\n- \"Don't quote me on this\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Oh! I get it now!\"\n- \"Bear with me while I\"\n- \"I could be wrong, but\"\n- \"That’s what I was trying to say!\"\n- \"That would mean\"\n- \"What’s the next step?\"\n- \"What happens if we change this part?\"\n- \"Alternatively\"\n- \"I'm mulling over\"\n- \"I'm pondering\"\n- \"I could go either way on this\"\n- \"Anyway\"\n- \"Wait a minute... Oh!\"\n- \"Let me play devil's advocate\"\n- \"If I follow this through\"\n- \"Kind of\"\n- \"Let's think step by step\"\n- \"More or less\"\n- \"There's got to be something about\"\n- \"Just thinking out loud but\"\n- \"Let me propose something\"\n- \"What keeps nagging at me is\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Uh...\"\n- \"This might explain the pattern\"\n- \"Suppose we assume that\"\n- \"If we follow this logic\"\n- \"There's something here about\"\n- \"Okay, so if I do this\"\n- \"Actually, no\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"When I sit with this idea\"\n- \"Let me think\"\n- \"Oh, that clears everything up!\"\n- \"I know there’s a word for this\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let me work through this\"\n- \"I'm struck by\"\n- \"This makes me reflect on\"\n- \"But then again\"\n- \"Maybe I'm way off, but\"\n- \"I'm trying to reconcile\"\n- \"Wait, but if that’s true\"\n- \"Here's a possible explanation\"\n- \"Let me chew on this\"\n- \"I'm intrigued by\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"What if I just flip this around?\"\n- \"Brainstorming here, but\"\n- \"One way to look at it is\"\n- \"Am I missing something?\"\n- \"That’s the piece of the puzzle!\"\n- \"Oh! I get it now\"\n- \"Right, so\"\n- \"On the other hand\"\n- \"Don't hold me to this\"\n- \"I wonder if\"\n- \"We've completely overlooked [blank]\"\n- \"Picture this\"\n- \"Now, wait just a second\"\n- \"Something doesn't add up\"\n- \"This brings to mind\"\n- \"Wait, no\"\n- \"It was staring me in the face\"\n- \"Finally, it clicks!\"\n- \"Let me just think this through\"\n- \"No, actually\"\n- \"Hmm\"\n- \"Ummm, actually\"\n- \"Hold that thought\"\n- \"So, the bottom line is\"\n- \"What if I flip it around?\"\n- \"I'm still feeling my way through\"\n- \"It finally adds up!\"\n- \"There's a missing link here\"\n- \"I don’t want to jump to conclusions, but\"\n- \"What’s the best way to explain 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 | Science of slurp\nline 02 | Ever wonder why cats lap quietly and dogs slurp loudly? Maybe not, but an MIT biophysicist did, and his discovery landed in the latest issue of the journal Science. Cats, Dr. Roman Stocker found, have tongues that curl backwards, not forwards. As the tongue darts down toward the bowl, it touches the surface of the liquid rather than penetrating it, the fluid sticks to the tongue, and the cat drawing the tongue up very rapidly creates a liquid column. Dogs scoop their liquid by creating a ladle with their tongues. After capturing his own cat Cutta Cutta on slow-motion photography, Stocker concluded: \"I would say cats know more about fluid mechanics than dogs.\"\nline 03 | He needs his space?\nline 04 | How much house is too much?\nline 05 | Three stories?\nline 06 | Four?\nline 07 | How about 27?\nline 08 | That's the number of floors in the new abode of India's richest man, Mukesh Ambani.\nline 09 | Construction on the Indian business tycoon's new residence began in 2007 and eventually cost between $500 million and $700 million to build.\nline 10 | Though 27 stories, the tower is actually 568 feet tall, making it as tall as a normal 60-floor office tower.\nline 11 | The residence tower, named Antilia, begins with a six-floor parking garage with enough space for 160 vehicles.\nline 12 | Nine elevators and three helipads will deliver Ambani, his family, and guests to the more than 60,000 square feet of living space.\nline 13 | When the president of the United States comes visiting, you can never be too cautious. How cautious were officials in Mumbai? They cut down all coconuts from the coconut trees surrounding the city's Ghandi museum ahead of President Obama's early November visit. Every year people are injured or killed from being hit by falling coconuts. \"We told the authorities to remove the dry coconuts from trees near the building,\" a government spokesman told the BBC. \"Why take a chance?\"\nline 14 | A horse is a horse. But is it a weapon? Administrators at Hamilton-Wenham Regional High School in Hamilton, Mass., say it is. In late October, senior Dan DePaolis dressed as a knight and rode his family's horse to school for the school's spirit week. DePaolis' father, Ron, said the horse was calm and that his son only walked the horse around school grounds for three minutes before an associate principal came out and suspended DePaolis on the spot. \"They told my son it's the equivalent of bringing in a loaded firearm to school,\" the father told the Boston Globe. The 17-year-old student was suspended for one day and prescribed two hours of community service for his horsing around.\nline 15 | Days after Muhammad Ali and George Foreman's famous Rumble in the Jungle bout in 1974, Walter Byerly started running.\nline 16 | Today, more than 13,000 days later, the 80-year-old Byerly is still running, having run at least a mile every single day for the past 36 years.\nline 17 | Although Byerly's pace has slowed to just 16 minutes per mile, it just gives the octogenarian more time to pray for his friends (what he does to pass the time).\nline 18 | Amazingly, the Dallas man's streak is only good enough for 11th place in the United States for consecutive daily mile runs.\nline 19 | According to the U.S. Streak Running Association, Mark Covert, a coach from Lancaster, Calif., holds the active national record having logged at least a mile a day since July 1968.\nline 20 | But Byerly is no slouch.\nline 21 | At 80, he's the oldest person on the organization's streak list.\nline 22 | Rescue at sea\nline 23 | His name won't be reported in the press, but a 19-year-old Australian woman will never forget him.\nline 24 | Elyse Frankcom was swimming with dolphins off the coast of western Australia on Oct. 30 when a shark, believed to be a Great White, attacked the young woman, biting her on her legs.\nline 25 | That's when an anonymous man jumped into action, grabbing the large shark by its tail.\nline 26 | The bold move caused the surprised shark to let go of Frankcom, who then began to drown.\nline 27 | The man then dove, brought her to the surface, and got her on board their boat.\nline 28 | After six hours of surgery, Frankcom emerged in good spirits.\nline 29 | The unidentified man refused to speak with journalists.\nline 30 | The right stuff\nline 31 | What does it take to build your own spaceship?\nline 32 | Not much, it turns out.\nline 33 | British space enthusiasts Steve Daniels, John Oates, and Lester Haines created a paper airplane, used a helium balloon to launch it 17 miles into the atmosphere, and managed to capture images of the planet with a small camera on board.\nline 34 | The balloon and the plane, which had a three-foot wingspan, took 90 minutes to make the climb, and the trio used a GPS system to track the plane's progress.\nline 35 | When the balloon burst, the plane glided back to the earth.\nline 36 | \"We decided to launch a paper plane because nobody has done that before,\" Daniels told the Daily Mail.\nline 37 | \"It seems really silly but it was brilliant fun.\"\nline 38 | Finally after 60 years, the Boston Public Library has its John Stuart Mill autobiography back.\nline 39 | An anonymous man returned two books to the library by mail after having checked them out in 1950.\nline 40 | The package, containing a book by Henry David Thoreau and another by the 19th-century British political theorist, also contained a letter by the forgetful library user: \"While going through the books in my library, I came across these two books that don't belong to me, they belong to you.\nline 41 | I must have taken them out when I was a college student in Boston and put them among my other books, and never realized that I failed to return them.\"\nline 42 | With a policy of a 10-cents-per-day fine for late books, the return could have cost the man $4,000.\nline 43 | However, an official with the library said they'll drop the fine-they're just happy to have their books back.\nline 44 | Sometimes a president's words can be prophetic-or, in the case of a note written by President Obama to a financially downtrodden woman, self-prophetic. On Jan. 8, an aide to the president brought in a letter written to him by Jennifer Cline of Monroe, Mich. In the letter, the 28-year-old explained to the president, \"I lost my job, my health benefits and my self-worth in a matter of five days.\" Obama replied to the letter by hand, writing, among other things, that \"things will keep getting better.\" Months later, they did. The woman recently sold the handwritten note to an autograph dealer for $7,000-money she spent to help her and her husband buy a new house.\n</context>\n\n<phrases>\n- \"This could explain why\"\n- \"Here's a possible explanation\"\n- \"This makes me think of\"\n- \"That makes sense because\"\n- \"Uh, where was I?\"\n- \"Uh...\"\n- \"Coming at this from another angle\"\n- \"On one hand... but on the other\"\n- \"What if we\"\n- \"No, actually\"\n- \"I need to reframe this\"\n- \"I'm mulling over\"\n- \"So what does this mean in the bigger picture?\"\n- \"Okay, so if I do this\"\n- \"Here's what I'm thinking\"\n- \"What if we looked at it like\"\n- \"Actually, no\"\n- \"Backing up for a second\"\n- \"Building on that\"\n- \"Hang on a second\"\n- \"What’s the best way to explain this?\"\n- \"Hmm\"\n- \"When I sit with this idea\"\n- \"I'm starting to see a pattern\"\n- \"Let me connect the dots\"\n- \"There’s a better way to phrase this\"\n- \"I’m trying to connect the dots here\"\n- \"So basically\"\n- \"This connects to\"\n- \"What I mean is\"\n- \"The thing is\"\n- \"But then again\"\n- \"Okay, so\"\n- \"Let's test this idea\"\n- \"What if I flip it around?\"\n- \"What happens if we change this part?\"\n- \"Ummm, actually\"\n- \"Alternatively\"\n- \"I'm struck by\"\n- \"Something doesn't add up\"\n- \"Let me run through it again\"\n- \"I wonder if\"\n- \"This might sound weird, but\"\n- \"Now we're cooking\"\n- \"Let me circle back to that\"\n- \"Follow me here\"\n- \"Wait a minute... Oh!\"\n- \"Ah...\"\n- \"In essence\"\n- \"Let me untangle this\"\n- \"Suppose we assume that\"\n- \"I keep circling back to\"\n- \"I'm wondering if\"\n- \"I'm intrigued by\"\n- \"That’s an interesting angle, but\"\n- \"Let me dig into that a little deeper\"\n- \"Let me chew on this\"\n- \"Oh! That reminds me\"\n- \"What I’m getting at is\"\n- \"Okay, walking through it again\"\n- \"Let me see if\"\n- \"There’s a pattern here\"\n- \"There's got to be something about\"\n- \"What’s the next step?\"\n- \"Wait, no\"\n- \"Let me work through this\"\n- \"This brings to mind\"\n- \"Picture this\"\n- \"Well, let me see\"\n- \"Let me just think this through\"\n- \"I was just about to say\"\n- \"Let me trace that logic back\"\n- \"So what I’m trying to say is\"\n- \"Let's think step by step\"\n- \"In other words\"\n- \"Let me play devil's advocate\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"On the other hand\"\n- \"Basically\"\n- \"I'm pondering\"\n- \"What keeps nagging at me is\"\n- \"I keep coming back to\"\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 | GOT A QUESTION?\nline 02 | USFWS Customer Service Center\nline 03 | TTY: 1-800-877-8339 (Federal Relay)\nline 04 | News and Activities\nline 05 | 1994 Oil Spill Leads to Unique Partnership to Restore California Watershed\nline 06 | Date Posted: March 27, 2009A 1994 oil spill into one of the last free-flowing rivers in Southern California had an unexpected silver lining. After 190,000 gallons of oil spilled into the Santa Clara River from a pipeline that ruptured during the Northridge earthquake, a $7.1 million settlement was reached to restore areas that had been degraded from the spill. Still, what lay ahead was the daunting task of how to best allocate the money for restoration projects.\nline 07 | A Trustee Council was formed consisting of representatives from U.S. Fish and Wildlife Service and the California Department of Fish and Game. Early in the development of the restoration plan, the Council was approached by California State Coastal Conservancy (CCC) to gain funding for a planned Santa Clara River Parkway project. Then, the Nature Conservancy (TNC) selected the Santa Clara River as one of its priorities for land protection and conservation. Thus began a partnership between the Council, the CCC, and TNC to bring the river and its wetland and riparian areas back to their original state, and protect them for future generations. That partnership still thrives today.\nline 08 | The Council-which has the responsibility and authority to plan, develop and implement restoration projects within the entire 1,600 square-mile Santa Clara River watershed- established a grant agreement with TNC for the expenditure of up to $4 million on the acquisition of land along the Santa Clara River. Two properties have been purchased with oil spill funds, totaling approximately 450 acres of riparian and river bottom habitat. State bond money has been available for land acquisition as well. Thus far, these funds have purchased approximatley 2,400 acres along the Santa Clara River, all owned by TNC.\nline 09 | The acquisition of land is important to protect and restore the natural corridor of the Santa Clara River, along with providing habitat for various species of special concern, including the unarmored three-spine stickleback and least Bell's vireo, two of the federally endangered species impacted by the oil spill.\nline 10 | The Council has funded several other grants to either TNC or CCC including a steelhead assessment study, the development of an upper and lower watershed habitat protection plan and a vegetation classification and mapping project. The CCC has sponsored a science workshop and developed a Santa Clara River Parkway website that facilitates the sharing of information among the various stakeholders and the public at large. The purpose of the Parkway project is to acquire, restore and protect lands along the Santa Clara River that are threatened by development. The initial phase includes the lower portion of the river, from the mouth to the City of Santa Paula.\nline 11 | The CCC donated land to a local non-profit, Friends of the Santa Clara River, where various habitat restoration activities-funded by the Council-are underway, in addition to the establishment of a volunteer-stewardship program.\nline 12 | There is support by the Council, CCC and TNC for the establishment of a University of California Reserve along the Santa Clara River, to serve as a research and study area, along with providing educational opportunities and on-the-ground habitat restoration.\nline 13 | The Council is also involved with CCC, TNC and other stakeholders in the establishment of an upper Santa Clara River watershed land trust, in order for a local conservancy to take on the responsibilities and stewardship of lands acquired for restoration and long-term protection.\nline 14 | Finally, there will be future acquisitions using Council funds that remain from the existing grant agreement with TNC.\nline 15 | The Council's partnership with the CCC and TNC has been very fortuitous in facilitating the Council's efforts above and beyond what could have been done without the Conservancies. Their added conservation planning, realty expertise, and funding allowed for a much broader vision of what is possible in a watershed when collaborative efforts are merged in a true partnership benefitting the public and the natural resources as a whole.\n</context>\n\n<phrases>\n- \"Coming at this from another angle\"\n- \"Basically\"\n- \"That makes sense because\"\n- \"This brings to mind\"\n- \"I need to reframe this\"\n- \"I wonder if\"\n- \"I'm wondering if\"\n- \"Let's test this idea\"\n- \"Possibly\"\n- \"I'm still feeling my way through\"\n- \"Suppose we assume that\"\n- \"Does that sound right?\"\n- \"The crucial thing seems to be\"\n- \"Ohhh, now I see!\"\n- \"Oh, that clears everything up!\"\n- \"If A is true, then\"\n- \"Let me connect the dots\"\n- \"Wait, no\"\n- \"So what I'm trying to say is\"\n- \"I need to fill in the gaps\"\n- \"On one hand... but on the other\"\n- \"What’s the missing piece?\"\n- \"I'm curious about\"\n- \"Let me work through this\"\n- \"Wait, why does that happen?\"\n- \"What if the reason is\"\n- \"I think I found the solution!\"\n- \"There’s a pattern here\"\n- \"Something’s not clicking\"\n- \"Picture this\"\n- \"Still working it out\"\n- \"If we follow this logic\"\n- \"This makes me reflect on\"\n- \"No, actually\"\n- \"What I'm getting at is\"\n- \"That reminds me\"\n- \"If I’m not mistaken\"\n- \"Now, if I think about it differently\"\n- \"I'm struck by\"\n- \"I'm seeing a connection between\"\n- \"What’s the next step?\"\n- \"There's something here about\"\n- \"Something doesn't add up\"\n- \"It almost fits, but something’s off\"\n- \"Oh! I get it now\"\n- \"Let's think step by step\"\n- \"Don't quote me on this\"\n- \"What if we\"\n- \"It finally adds up!\"\n- \"So far, it looks like\"\n- \"When I sit with this idea\"\n- \"Ummm, actually\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Is it possible that...?\"\n- \"In a way\"\n- \"I’m trying to connect the dots here\"\n- \"Let me chew on this\"\n- \"Where did I put that...?\"\n- \"This just clicked into place!\"\n- \"Let me untangle this\"\n- \"It was staring me in the face\"\n- \"This connects to something else\"\n- \"What keeps nagging at me is\"\n- \"Finally, it clicks!\"\n- \"I'm not entirely sure, but\"\n- \" is key here\"\n- \"Actually, no\"\n- \"This connects to\"\n- \"That’s the piece of the puzzle!\"\n- \"I could go either way on this\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"In essence\"\n- \"It's almost like\"\n- \"So the main idea is\"\n- \"This might explain the pattern\"\n- \"I'm intrigued by\"\n- \"Still forming this thought\"\n- \"There’s a better way to phrase this\"\n- \"Wait, does this contradict itself?\"\n- \"Here's where it gets interesting\"\n- \"Oh! That reminds me\"\n- \"Aha! That’s what I was missing!\"\n- \"What’s the best way to explain this?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Sort of like\"\n- \"I guess that works\"\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 | April 30, 2003\nline 02 | About 35 volunteers in NASA's Solar System Ambassadors Program are planning an assortment of public activities across the country for Space Day, being observed this year on May 1. The events run through May 17.\nline 03 | Established in 1997, Space Day celebrates the advancement of science, technology, engineering and math by inspiring young people to realize the vision of our space pioneers. The 2003 Space Day theme, \"Celebrating the Future of Flight,\" commemorates advancements in aviation and aerospace spanning 100 years.\nline 04 | \"Space Day is a vehicle to be used to educate the scientists, engineers and astronauts of the future. There is a good chance that the first person to step foot on Mars will have celebrated this year's event,\" said Timothy Robertson of NASA's Jet Propulsion Laboratory, Pasadena, Calif. He will discuss Stardust, a mission to return samples of a comet to Earth, with students at Mesa Union Elementary School in Somis, Calif. He will show students the \"dirty snowball\" model of a comet nucleus by making \"comets\" from dry ice, dirt and other materials. In addition, students will see a real piece of aerogel, the world's lightest solid, used on the Stardust mission to collect dust from comets and space.\nline 05 | The Jet Propulsion Laboratory coordinates the Solar System Ambassadors Program, consisting of more than 270 volunteer ambassadors who have committed to organizing and carrying out at least four public outreach activities a year. JPL provides them with educational materials and training sessions, including contacts with mission scientists.\nline 06 | \"I think it's important to get elementary students excited about space and astronomy because it's more challenging to grab students' interest when they reach high school,\" said ambassador Bonnie Walters. She invited Robertson and 14 other speakers from JPL, Johnson Space Center and several space-related organizations to speak to Mesa Union students on May 9. The volunteers will discuss various NASA missions and astrobiology, among other topics, and offer demonstrations on what telescopes do and what the universe looks like through three-dimensional eyeglasses.\nline 07 | Ambassador Jim Zebrowski will present a slideshow about the solar system, focused on the Sun and planets, to students at Joseph L. Mulready Elementary School in Hudson, Mass. With help from the Aldrich Astronomical Society of Worcester, Mass., Zebrowski will also show students meteorites, small telescopes and binoculars, and offer free handouts on beginning astronomy provided by Sky and Telescope magazine.\nline 08 | Ambassadors Susan Batson and Ginny Mauldin-Kinney will showcase presentations on the Mars Exploration Rovers May 2 at North Hills High School Planetarium, Pittsburgh, Pa., and May 5 at Brockett Elementary School, Tucker, Ga., respectively.\nline 09 | JPL ambassadors are based throughout the United States and Puerto Rico, serving widespread public interest about robotic missions throughout the solar system. Each year, the program is among more than 75 Space Day partner organizations sponsoring local events across North America.\nline 10 | More information about the Solar System Ambassadors Program is available at http://www.jpl.nasa.gov/ambassador.\nline 11 | For more information about Space Day, including a comprehensive list of scheduled events, see http://spaceday.com/.\nline 12 | JPL is a division of the California Institute of Technology.\nline 13 | JPL/Charli Schuler (818) 393-5467\n</context>\n\n<phrases>\n- \"If we follow this logic\"\n- \"Coming at this from another angle\"\n- \"Oh, that clears everything up!\"\n- \"Here's what I'm thinking\"\n- \"I'm seeing a connection between\"\n- \"Ah...\"\n- \"Okay, walking through it again\"\n- \"Let me put this another way\"\n- \"So what I’m trying to say is\"\n- \"What keeps nagging at me is\"\n- \"Backing up for a second\"\n- \"No, actually\"\n- \"I'm trying to untangle this\"\n- \"I need to make sure this checks out\"\n- \"Oh, it all makes sense now!\"\n- \"In essence\"\n- \"What if we\"\n- \"In other words\"\n- \"What was I about to say?\"\n- \"This connects to something else\"\n- \"More or less\"\n- \"Going back to what I said about\"\n- \"Let’s weigh the options\"\n- \"Follow me here\"\n- \"Now it all comes together!\"\n- \"How do I put this\"\n- \"So the main idea is\"\n- \"It's almost like\"\n- \"Hold on a second\"\n- \"Let me see\"\n- \"Uh...\"\n- \"Let me untangle this\"\n- \"Oh! I get it now!\"\n- \"Let me circle back to that\"\n- \"Okay, backtrack a bit\"\n- \"Actually, no\"\n- \"Maybe I’m overcomplicating it\"\n- \"I’m still on the fence about this\"\n- \"The pros and cons are\"\n- \"Wait a minute... Oh!\"\n- \"It's fascinating how\"\n- \"That reminds me\"\n- \"Oh! I get it now\"\n- \"Don't hold me to this\"\n- \"That’s the answer I was looking for!\"\n- \"Now, if I think about it differently\"\n- \"This makes me think of\"\n- \"Let's break this down into parts\"\n- \"Building on that\"\n- \"The thing is\"\n- \"Wait, no\"\n- \"So far, it looks like\"\n- \"I guess maybe\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me sum this up so far\"\n- \"Something doesn't add up\"\n- \"In the end\"\n- \"Right, so\"\n- \"That makes sense because\"\n- \"I’m trying to connect the dots here\"\n- \"Let me back up a second\"\n- \"Oh, I see what’s happening here!\"\n- \"On one hand... but on the other\"\n- \"This might explain the pattern\"\n- \"Let me run through it again\"\n- \"Now I'm stuck on\"\n- \"Let me think\"\n- \"Alright, where was I?\"\n- \"First things first\"\n- \"Let me break this down\"\n- \"Maybe if I try it this way\"\n- \"Not set in stone, but\"\n- \"Ummm, actually\"\n- \"I'm not entirely sure, but\"\n- \"What I'm getting at is\"\n- \"Oh! That reminds me\"\n- \"Let me throw this out there\"\n- \"This connects to\"\n- \"If I take this apart step by step\"\n- \"It was staring me in the face\"\n- \"Okay, let's break this down\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Let me work through this\"\n- \"I have a theory about this\"\n- \"Let's think 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 | By John Pippy\nline 02 | When PennLive/The Patriot-News asked readers to help set its editorial agenda earlier this year, we were pleased to see \"carbon tax/global warming\" near the top of the list. What may surprise you is that the aforementioned \"we\" is the coal industry.\nline 03 | Sadly, it seems to have become fashionable to dismiss coal as an essential element in the nation's energy portfolio and to embrace the idea that we can simply remove it from the mix and replace it with renewable energy sources and even natural gas.\nline 04 | Recently proposed federal emission standards for new and existing coal-fired power plants are aimed at doing just that.\nline 05 | It's not that easy.\nline 06 | No energy source is perfect, including coal. But coal-fired generation constitutes about 40 percent of the country's electricity supply, and for good reasons. Compared with other sources, it is more affordable, reliable and abundant, and not as susceptible to dramatic price swings.\nline 07 | The skyrocketing electric bills that occurred as a result of severe weather last winter were due, in part, to the recent closing of coal-fired generating units and the dependence on less reliable and more expensive energy sources.\nline 08 | The situation was an early-warning sign for where we are headed with a coal-less national energy policy.\nline 09 | Every existing fuel source has valid reasons for optimism for two reasons: 1) to achieve our ultimate goal of energy independence, we need to tap all of our indigenous sources; there is no panacea, and no source can be left behind. And 2) while each energy source has its strengths, each also has glaring weaknesses, and no one source will dominate the energy market in the immediate future.\nline 10 | Moreover, the fact is that removing coal from the energy mix ignores the progress that has been made in reducing coal emissions, and it would likely cause an increase in carbon emissions rather than reducing them.\nline 11 | Technology has enabled significant reductions in emissions of sulfur, nitrogen, particulates and even carbon. Further carbon reductions are on the horizon with a technology known as \"carbon capture and storage,\" or CCS.\nline 12 | CCS is not commercially available – yet. If coal is eliminated from the energy mix, it may never be, because there will be no incentive to continue to push the technology forward.\nline 13 | Meanwhile, India, China and other developing countries are increasing their dependence on coal, counteracting efforts to reduce global greenhouse emissions.\nline 14 | Eliminating coal from the U.S. energy portfolio also would cause severe economic consequences.\nline 15 | The Pennsylvania Economy League of Greater Pittsburgh recently updated the economic impact of the coal industry on the state's economy.\nline 16 | It found that the industry supports more than 36,000 Pennsylvania jobs, some 13,000 of which are the type of family-sustaining jobs we all worry so much about losing.\nline 17 | The study also noted that coal contributes $4.1 billion annually to the state's gross domestic product.\nline 18 | Additionally, removing coal from the mix would cause significant increases in the cost of electricity – and perhaps the availability of it as well – to manufacturers, commercial businesses and residential consumers.\nline 19 | The Obama administration would be well served to examine the recent history of the American auto industry.\nline 20 | Faced with foreign competition and the goals of reducing our dependence on oil and curtailing auto emissions, regulators worked collaboratively with the industry to improve mileage standards at the pace that technology allowed it to happen.\nline 21 | The collaboration saved the American auto industry, and it accomplished the aforementioned goals.\nline 22 | And finally, just to provide a little context, according to data compiled by the Energy Information Administration and published most recently in its May Monthly Energy Review, carbon dioxide emissions from U.S. power plants represent only 4 percent of global greenhouse gas emissions.\nline 23 | At what cost do we embark on unilateral economic disarmament, and for what miniscule gain?\nline 24 | The truth is that we do not need to choose between our country's economic health and environmental quality.\nline 25 | We can address both – if we work collaboratively to continue scientific and technological advancements, continue to reduce coal emissions and assure that an \"all-of-the-above\" energy policy means exactly that.\nline 26 | Former Republican state Sen. John Pippy is CEO of the Pennsylvania Coal Alliance and an environmental engineer.\nline 27 | For more information about the Alliance, visit www.PaCoalAlliance.com.\n</context>\n\n<phrases>\n- \"Ah...\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me think\"\n- \"Suppose we assume that\"\n- \"That actually makes a lot of sense\"\n- \"I need to reframe this\"\n- \"This is tricky, but\"\n- \"I think I found the solution!\"\n- \"I'm curious about\"\n- \"I'm getting a sense that\"\n- \"If we follow this logic\"\n- \"Consider this possibility\"\n- \"Wait, no\"\n- \"The more I think about it\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Let's see\"\n- \"I'm mulling over\"\n- \"No, actually\"\n- \"On the other hand\"\n- \"On one hand... but on the other\"\n- \"Something’s not clicking\"\n- \"I'm struck by\"\n- \"Not sure if this fits, but\"\n- \"More or less\"\n- \"Let's think step by step\"\n- \"Let me untangle this\"\n- \"Well, let me see\"\n- \"Wait, that doesn’t add up\"\n- \"Is it possible that...?\"\n- \"Here's a possible explanation\"\n- \"Well\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Should I...? No, wait\"\n- \"I was just about to say\"\n- \"Let me back up a second\"\n- \"I wonder if\"\n- \"But then again\"\n- \"Something doesn't add up\"\n- \"Something's not quite right\"\n- \"What’s the missing piece?\"\n- \"Now it all comes together!\"\n- \"It finally adds up!\"\n- \"Let me play devil's advocate\"\n- \"Let me work through this\"\n- \"What if I just flip this around?\"\n- \"Alright, where was I?\"\n- \"That’s an interesting angle, but\"\n- \"This could explain why\"\n- \"What if we\"\n- \"Now, if I think about it differently\"\n- \"What if the reason is\"\n- \"We've completely overlooked [blank]\"\n- \"Oh, that clears everything up!\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm pondering\"\n- \"Ummm, actually\"\n- \"This feels half-right, but\"\n- \"I'm wondering if\"\n- \"Aha! That’s what I was missing!\"\n- \"Actually, no\"\n- \"What’s the best way to explain this?\"\n- \"Wait a minute... Oh!\"\n- \"I have a theory about this\"\n- \"Am I thinking about this all wrong?\"\n- \"What if I flip it around?\"\n- \"It's fuzzy, but\"\n- \"That doesn't sound right, let me rephrase\"\n- \"This makes me reflect on\"\n- \"Hold that thought\"\n- \"That’s the piece of the puzzle!\"\n- \"Alternatively\"\n- \"What keeps nagging at me is\"\n- \"This is starting to take shape\"\n- \"Wait a minute\"\n- \"[blank] is still a black box to me\"\n- \"This brings to mind\"\n- \"That would mean\"\n- \"Let me circle back to that\"\n- \"How do I put this\"\n- \"When I sit with this idea\"\n- \"That changes everything\"\n- \"Sort of like\"\n- \"That’s what I was trying to say!\"\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 Texas vitamin hub\nline 02 | Biotin, also known as vitamin H, is an essential nutrient not produced anywhere in the United States.\nline 03 | Researchers at Stephen F. Austin University (SFA) hope to change that and have patented a production process that could help to produce biotin domestically.\nline 04 | Biotin, which is necessary for metabolizing fats and amino acids and for cell growth, plays a huge role in the U.S. food supply.\nline 05 | Humans cannot naturally produce biotin, so they ingest it in foods such as liver, salmon, bananas and carrots as well as vitamin supplements.\nline 06 | Biotin is also a major additive in animal feeds.\nline 07 | “Not having biotin affects our food chain from chickens on up,” says Bea Clack, associate professor of biotechnology at SFA.\nline 08 | “It’s an essential nutrient with a limited supply.”\nline 09 | The SFA process involves a bacterium that produces the biotin, and U.S. production would tap into a more than $65 million global biotin market, with prices hovering around $10 a gram.\nline 10 | “It’s a major commodity,” says Clack. “The United States uses 50 to 80 metric tons of biotin annually.”\nline 11 | Former SFA students Alan Youngblood and Jennifer Edwards worked with Clack in developing the process. A patent was issued to Youngblood and Clack in 2008. The biotin process has attracted Archer Daniels Midland as a potential commercial partner for large-scale production that could start by late 2010.\nline 12 | For more information, contact Bea Clack, (936) 468-6908.\nline 13 | Support hose for the heart\nline 14 | An experimental device from Sunnyvale, California-based Paracor Medical Inc. aims to strengthen hearts damaged by congestive heart failure. The HeartNet is an elastic alloy mesh designed to help a damaged heart continue beating. Stretching the HeartNet around the pumping chambers of the heart takes about 90 minutes and is done under general anesthesia while the heart is beating.\nline 15 | When the HeartNet is “released,” it tries to constrict back to its original size, which creates a gentle “squeeze” around the heart. Recovery time in the hospital typically lasts five to six days.\nline 16 | Congestive heart failure occurs when the left ventricle – the heart’s main pumping chamber – can no longer pump enough blood to deliver adequate oxygen throughout the body. As the heart continues to enlarge, it gets weaker. The mesh gently hugs the heart, compressing it to help it pump more efficiently.\nline 17 | Many of the 51 patients who have received the HeartNet device showed substantial improvement in heart structure and function within one to three months, with some eventually returning to work.\nline 18 | For more information, visit Paracor Medical Inc.\nline 19 | “Fracture Putty” for battlefield wounds\nline 20 | Among the most common combat injuries are badly broken legs. Often seen in the aftermath of roadside bombings, such wounds are repaired with pins, bone grafts and months of physical therapy.\nline 21 | The U.S. Defense Advanced Research Projects Agency (DARPA) seeks a better way to treat these traumatic injuries, and a Texas-based biomedical engineering team has taken up the challenge. DARPA seeks a material that, when packed around a fracture, would function as load-bearing bone and eventually, as the patient’s natural bone regenerates, degrade into harmless byproducts that can be absorbed by the body.\nline 22 | The Texas team includes researchers from Rice University, the University of Texas Health Science Center at Houston, the Methodist Hospital and Texas A&M University.\nline 23 | “This research could revolutionize the treatment of bone fractures both in civilian clinics and on the battlefield,” says Rice University’s Dr. Antonios Mikos, a principal investigator for the project.\nline 24 | For more information, contact Dr. Antonios Mikos.\nline 25 | Water in a paper bottle\nline 26 | Each day, Americans throw out 60 million plastic bottles. About 86 percent end up in trash landfills. Ohio-based international design firm Brandimage – Desgrippes & Laga has created the “360 Paper Water Bottle,” which is 100 percent recyclable.\nline 27 | Made from food-safe and fully recyclable materials, the 360 Bottle is produced using less energy than its plastic counterparts, without losing the ability to hold your drink. Its paper packaging stands up to a broad range of liquids.\nline 28 | Brandimage named the container “360” to reflect its holistic design, says Brandimage Managing Director Jim Warner, who designed the bottle in the company’s New York office.\nline 29 | “Instead of just styling polymer in a slightly different way, we wanted to travel 360 degrees and restart the thinking and shift the paradigm of containing water from beginning to end,” he says.\nline 30 | The product is still in its early concept stage.\nline 31 | Flood-tolerant rice could help feed millions worldwide.\nline 32 | Pamela Ronald and a group of researchers at the University of California - Davis used precision breeding, a combination of genetic engineering and conventional genetic modification, to introduce a specific gene to traditional rice.\nline 33 | The challenge was “to identify the gene that conferred the trait and then to introduce it precisely into locally adapted varieties,” says Ronald.\nline 34 | About half the world's population relies on a rice-centered diet.\nline 35 | If rice crops suffer, it can mean starvation for millions.\nline 36 | Rice fields are flooded, usually to kill weeds.\nline 37 | The rice plants themselves, however, do not like to be submerged for long periods.\nline 38 | Conventional rice dies after three days of complete flooding.\nline 39 | The rice is now being grown by farmers in Bangladesh and India, where 4 million tons of rice are lost each year to flooding – enough rice to feed 30 million people. It could be used in the United States, but it has not been tested yet, Ronald says.\n</context>\n\n<phrases>\n- \"There's something off here\"\n- \"Now, wait just a second\"\n- \"Am I overcomplicating this?\"\n- \"Hold on a second\"\n- \"Is it possible that...?\"\n- \"If I follow this through\"\n- \"On one hand... but on the other\"\n- \"That doesn't seem to add up... Let me think\"\n- \"This is tricky, but\"\n- \"I'm getting a sense that\"\n- \"Maybe I'm way off, but\"\n- \"Coming at this from another angle\"\n- \"This connects to\"\n- \"Not set in stone, but\"\n- \"I'm seeing a connection between\"\n- \"Uh...\"\n- \"Hmm, let’s rewind a bit\"\n- \"Alright, where was I?\"\n- \"Still working it out\"\n- \"I have a theory about this\"\n- \"This makes me think of\"\n- \"On the other hand\"\n- \"Let me throw this out there\"\n- \"This connects to something else\"\n- \"That makes sense because\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, no\"\n- \"Let’s not rush this\"\n- \"What if we looked at it like\"\n- \"If A is true, then\"\n- \"Don't quote me on this\"\n- \"There’s a pattern here\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Let me work through this\"\n- \"Let me just think this through\"\n- \"Oh! That reminds me\"\n- \"I need to reframe this\"\n- \"Let me untangle this\"\n- \"It's almost like\"\n- \"I'm trying to reconcile\"\n- \"Let me trace that logic back\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Let me think\"\n- \"Wait, but if that’s true\"\n- \"Perhaps\"\n- \"Well, let me see\"\n- \"Let me dig into that a little deeper\"\n- \"We've completely overlooked [blank]\"\n- \"Let's see\"\n- \"Let's think step by step\"\n- \"Here's a possible explanation\"\n- \"Okay, so\"\n- \"Here's what I'm thinking\"\n- \"I was just about to say\"\n- \"Backing up for a second\"\n- \"If we follow this logic\"\n- \"No, actually\"\n- \"Okay, walking through it again\"\n- \"Wait, why does that happen?\"\n- \"But then again\"\n- \"Ummm, actually\"\n- \"Let me see\"\n- \"What’s the next step?\"\n- \"Alternatively\"\n- \"What keeps nagging at me is\"\n- \"One way to look at it is\"\n- \"Let me talk this through\"\n- \"Hang on a second\"\n- \"What if I flip it around?\"\n- \"Let me approach this from another angle\"\n- \"Now, if I think about it differently\"\n- \"Let me back up a second\"\n- \"That’s an interesting angle, but\"\n- \"Uh, where was I?\"\n- \"Actually, no\"\n- \"Would I regret this later?\"\n- \"Something doesn't add up\"\n- \"I'm starting to see a pattern\"\n- \"I need to step back and rethink this\"\n- \"So what does this mean in the bigger picture?\"\n- \"It's hard to pin down\"\n- \"Now we're cooking\"\n- \"Let me play devil's advocate\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Am I missing something?\"\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 | Deep inside the dark, damp caves of Kartchner Caverns State Park lies something that sounds more suited to a fairy tale than to a rock formation.\nline 02 | The so-called Big Room holds the world’s largest formation of brushite moonmilk, sometimes called “elf’s milk” — a sparkling white, creamy-looking substance that occurs when bat guano mixes with limestone.\nline 03 | The moonmilk might be nicer to look at, but it’s the bat poop that really makes the cave special, said Robert Casavant, natural resource and science manager for Arizona State Parks.\nline 04 | “The bat guano is the basis of the Big Room’s ecosystem,” he said.\nline 05 | For 10 years, the Big Room has been open to visitors from mid-October through mid-April, when its resident bats migrate elsewhere. The Big Room complements the Throne Room, which opened to visitors in 1999. Arizona State Parks celebrated the Big Room’s anniversary earlier this month with special speakers and presentations, including the dedication of the Kartchner Caverns Underground Microbiology Exhibit.\nline 06 | The new exhibit focuses on the invertebrate life — including spiders, insects, centipedes and scorpions — an ongoing topic of research at Kartchner.\nline 07 | “A study we completed two years ago found over 95 different species of invertebrate,” Casavant said. “Some of the invertebrates we found were never before known to man.”\nline 08 | Because of the bat guano, the Big Room has the highest concentration of these pinhead-sized creatures, but they are just part of what makes this cave so special, Casavant said.\nline 09 | “I love it all — the biology, geology, micro, macro and water science — the Big Room has just got it all,” he said.\nline 10 | The Big Room is the first part of Kartchner explored by Gary Tenen and Randy Tufts, who discovered the caverns in 1974 beneath the Whetstone Mountains. They kept them secret for 14 years before beginning a process with the landowner and officials that led to the state park.\nline 11 | The multiple Throne Room tours that are given every day are the park’s mainstay, but the added revenue of the Big Room tours six months a year has provided a financial boost for Kartchner. That was especially important when State Parks faced tough times during the recent recession, park ranger Rachel Thompson said.\nline 12 | “We faced our lows in 2009 and 2010 with weekly furloughs,” she said.\nline 13 | After an eight-year low of 119,000 visitors in fiscal 2011, the park’s attendance has been steadily rising, seeing 129,000 visitors in fiscal 2012 and almost 132,000 for the year ending June 30.\nline 14 | Volunteer tour guide Dave Ottens said he is pleased to see the recent increase in visitation.\nline 15 | “We enjoy our state park,” Ottens said, “and it makes us happy when visitors come here and enjoy it, too.”\n</context>\n\n<phrases>\n- \"Let's test this idea\"\n- \" is striking \"\n- \"Let's break this down into parts\"\n- \" is key here\"\n- \"So what I’m trying to say is\"\n- \"It was staring me in the face\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"If I take this apart step by step\"\n- \"That’s the piece of the puzzle!\"\n- \"Let me make sure I got this\"\n- \"Uh, where was I?\"\n- \"Okay, let's break this down\"\n- \"What happens if we change this part?\"\n- \"Picture this\"\n- \"Perhaps\"\n- \"Alternatively\"\n- \"Let me break this down\"\n- \"The thing is\"\n- \"Okay, backtrack a bit\"\n- \"Follow me here\"\n- \"The pros and cons are\"\n- \"I was just about to say\"\n- \"Let me play devil's advocate\"\n- \"If I follow this through\"\n- \"Oh, that clears everything up!\"\n- \"Finally, it clicks!\"\n- \"Well\"\n- \"Let me circle back to that\"\n- \"On the other hand\"\n- \"Wait, no\"\n- \"Let me think\"\n- \"So what I'm trying to say is\"\n- \"That actually makes a lot of sense\"\n- \"Roughly speaking\"\n- \"Let me untangle this\"\n- \"I need to make sure this checks out\"\n- \"Ah...\"\n- \"It feels like the right move, but\"\n- \"In the end\"\n- \"Oh, I see what’s happening here!\"\n- \"Is it possible that...?\"\n- \"Coming at this from another angle\"\n- \"It's hard to pin down\"\n- \"Hmm\"\n- \"Actually, no\"\n- \"No, actually\"\n- \"That’s the answer I was looking for!\"\n- \"That’s an interesting angle, but\"\n- \"But then again\"\n- \"This might sound weird, but\"\n- \"What I mean is\"\n- \"Let's think step by step\"\n- \"I feel like I'm close\"\n- \"That’s what I was trying to say!\"\n- \"In other words\"\n- \"What if I just flip this around?\"\n- \"What I’m getting at is\"\n- \"Why did I do that?\"\n- \"Okay, I think I’ve got it now!\"\n- \"One way to look at it is\"\n- \"On one hand... but on the other\"\n- \"Going back to what I said about\"\n- \"Something doesn't add up\"\n- \"Let me sum this up so far\"\n- \"Okay, so\"\n- \"Not sure if this fits, but\"\n- \"Wait a minute\"\n- \"That makes sense because\"\n- \"Ummm, actually\"\n- \"I need to reframe this\"\n- \"Don't quote me on this\"\n- \"Let’s weigh the options\"\n- \"First things first\"\n- \"What if I flip it around?\"\n- \"I'm getting stuck on\"\n- \"Okay, pros and cons\"\n- \"This might explain the pattern\"\n- \"What keeps nagging at me is\"\n- \"Let me see\"\n- \"Anyway\"\n- \"Let me work through this\"\n- \"Take this with a grain of salt\"\n- \"This is starting to take shape\"\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 | Jacques Maritain and \"Dignitatis Humanae\": Natural Law as the Common Language of Religious Freedom | Brian Jones, M.A. | Ignatius Insight\nline 02 | Jacques Maritain and Dignitatis Humanae: Natural Law as the Common Language of Religious Freedom | Brian Jones, M.A. | Ignatius Insight\nline 03 | The Thomist philosopher Jacques\nline 04 | Maritain has been regarded by some (notably Professors Ralph McInerny and Jude P.\nline 05 | Dougherty) as the greatest Catholic philosopher of the twentieth century. Maritain's\nline 06 | achievement as a philosopher was rooted in his integration of Thomistic\nline 07 | principles with the historical and cultural climates current in the modern\nline 08 | Not only was he influential in his native France, he also gained enthusiastic\nline 09 | acclaim in North America, where he held visiting professorships at Princeton\nline 10 | and the University of Chicago, and lectured at Notre Dame, Yale, Harvard, and\nline 11 | the University of Toronto. Pope Paul VI readily admitted the profound influence\nline 12 | of Maritain's thought on his Credo of the People of God (1968), and at the close of the Second Vatican\nline 13 | Council on December 8, 1965, the pope's \"Address to Men of Thought and Science\"\nline 14 | was dedicated to his dear friend and mentor.\nline 15 | Pope Paul even offered Maritain a\nline 16 | cardinal's hat, but the philosopher declined it. These things indicate the\nline 17 | immense influence that Maritain had in political, philosophical, and\nline 18 | theological circles during the last century.\nline 19 | The Second Vatican Council's\nline 20 | Declaration on Religious Freedom—Dignitatis Humanae—is still, though often neglected and\nline 21 | misunderstood, a prophetic document. Here, I should like to reveal how, on a\nline 22 | foundational level, Maritain's presentation on \"rights\" in his book Man\nline 23 | and the State (1951) is an authentic\nline 24 | articulation of the language of \"rights\" that Dignitatis Humanae employs.\nline 25 | Although the book, and Maritain's involvement with the United Nations\nline 26 | International Declaration on Rights in 1948, preceded Dignitatis\nline 27 | Humanae by almost twenty years, Maritain's\nline 28 | thought on the subject of \"rights\" is nevertheless significant and important\nline 29 | here. His personal experience of the debilitating spiritual, moral, and\nline 30 | cultural effects of the French Revolution and the two World Wars, as well as his\nline 31 | acknowledged influence, indicate the likely merit of an analysis of his work in\nline 32 | connexion with Dignitatis Humanae.\nline 33 | A specific focus on Maritain is in no way an attempt to see his work in\nline 34 | isolation as the only useful source in considering the conciliar document.\nline 35 | Neither does this essay claim that everything written in the area of \"rights\"\nline 36 | by Maritain is to be accepted without scrutiny or further examination. Rather, my\nline 37 | point is to highlight the foundational principles of Dignitatis\nline 38 | Humanae, as articulated in Maritain's\nline 39 | thought, in order further to establish a common language in the context of the modern\nline 40 | discussion of the right to religious freedom.\nline 41 | The opening paragraph of Dignitatis\nline 42 | Humanae states that \"a sense of the dignity\nline 43 | of the human person has been impressing itself more and more deeply on the\nline 44 | consciousness of contemporary man\". The Council declares that the human person\nline 45 | has a right to religious freedom, and \"this freedom means that all men are to\nline 46 | be immune from coercion on the part of individuals or of social groups and of\nline 47 | any human power\".\nline 48 | In his section of Man and the State\nline 49 | concerning the \"Rights of Man\", Maritain states that there is no right of man\nline 50 | \"unless a certain order—which can be violated in fact—is inviolably\nline 51 | required by what things are in their\nline 52 | intelligible type or their essence, or by what the nature of man is, and is cut\nline 53 | out for\". In other words, the\nline 54 | discussion of \"rights\" only makes sense if the participants involved hold to a\nline 55 | proper anthropology, one that contemplates what man is in his nature and what\nline 56 | his destiny is. Maritain continues by saying that dialogue concerning the\nline 57 | truths about man and his ends can only take place if we recognize that the\nline 58 | foundation of these rights \"exists in a separate Spirit, in an Absolute which\nline 59 | is superior to the world, in what perennial philosophy calls the Eternal Law\".\nline 60 | Professor Mary Ann Glendon of the\nline 61 | Harvard Law School has written that one of the greatest errors of modern culture,\nline 62 | stemming from 18th-century Enlightenment philosophy, is its absolutizing of\nline 63 | \"rights\"—as if \"rights\" were an autonomous licensed form of freedom that\nline 64 | rejects any form of responsibility or duty.\nline 65 | This is exactly the interpretive\nline 66 | key that helps to unlock the \"rights\" language of Dignitatis Humanae, where the document warns against those \"who seem\nline 67 | inclined to use the name of freedom as the pretext for refusing to submit to\nline 68 | authority and for making light of the duty of obedience\".\nline 69 | The Council affirms that the dignity of the human person rests on the truth\nline 70 | that man is a being endowed with reason and free will, and this sacred reality\nline 71 | is known through Divine Revelation and reason itself. This truth about man, that\nline 72 | he has been created with intelligence and freedom, impels him to be an ardent\nline 73 | seeker of truth, \"especially religious truth\". Once this truth\nline 74 | is known, man must assent to it, but only in a freedom that is removed from all\nline 75 | forms of religious and/or civil coercion. The dignity of the human person\nline 76 | reveals this: \"the inquiry is to be free, carried on with the aid of teaching\nline 77 | or instruction, communication and dialogue, in the course of which men explain\nline 78 | to one another the truth they have discovered, or think they have discovered,\nline 79 | in order thus to assist one another in the quest for truth.\"\nline 80 | The philosophical anthropology that\nline 81 | we have received since the time of the Enlightenment has built no solid\nline 82 | foundations for the rights of the human person. The true rights of man have\nline 83 | been squandered because \"it [the Enlightenment] led men to conceive of rights\nline 84 | as divine in themselves, hence infinite, escaping every objective measure,\nline 85 | denying every limitation imposed upon the claims of ego\". This\nline 86 | has led to the complete independence of the human subject, with his imagined\nline 87 | absolute right to develop his human potentialities and abilities at the expense\nline 88 | of all other beings.\nline 89 | Maritain believes that the best philosophy with which to refute this tendency\nline 90 | is one that is rooted in a specific ontological structure, one which affirms\nline 91 | that man possesses ends which necessarily correspond to his essential\nline 92 | constitution and pertain to all.\nline 93 | Since man is endowed with \"intelligence and\nline 94 | determines his own ends, it is up to him to put himself in tune with the ends\nline 95 | necessarily demanded by his nature . . . this means that there is, by virtue of\nline 96 | human nature, an order or a disposition which human reason can discover and\nline 97 | according to which the human will must act in order to attune itself to the\nline 98 | essential and necessary ends of the human being\".\nline 99 | This is none other than the Natural Law. The Natural Law is not only\nline 100 | ontological, but also a social reality because it does not \"exist separately,\nline 101 | but in every human being, so that by the same token, natural law dwells as an\nline 102 | ideal order in the very being of all existing men\".\nline 103 | Here Maritain\nline 104 | is talking about the natural moral obligations or rights that exist in all men,\nline 105 | and that have a specific social character, which Dignitatis Humanae affirms by stating that the right to religious\nline 106 | . . . is exercised\nline 107 | in human society: hence its exercise is subject to certain regulatory norms. In\nline 108 | the use of all freedoms the moral principle of personal and social\nline 109 | responsibility is to be observed. In the exercise of their rights, individual\nline 110 | men and social groups are bound by the moral law to have respect both for the\nline 111 | rights of others and for their own duties toward others and for the common\nline 112 | welfare of all. Men are to deal with their fellows in justice and civility.\nline 113 | At this point, the question may be\nline 114 | asked: what is the connexion between rights, natural law, and religious\nline 115 | freedom? It is important to remember that up until the full development of\nline 116 | Enlightenment thought in the eighteenth century, talk of rights was always\nline 117 | connected with the Natural Law.\nline 118 | A breakdown in the proper understanding of the Natural\nline 119 | Law has led, and always will lead, to an intellectual disintegration concerning\nline 120 | the origin of the rights of man.\nline 121 | Even in the area of interreligious dialogue, one of the greatest difficulties\nline 122 | stems from the fact that there is no common language spoken by all the participants.\nline 123 | The right to religious freedom must be protected and guaranteed by all\nline 124 | societies, constitutions, and religions because the essential dignity of the\nline 125 | human person requires it. Again, as the Council and Maritain have affirmed, to\nline 126 | reject religious freedom or to force another to believe something against his\nline 127 | personal free choice is a grave violation of the rights of the individual, and\nline 128 | will also harm the common good of a society.\nline 129 | In light of the continuing attacks\nline 130 | on the dignity of the human person through abortion, euthanasia, and religious\nline 131 | persecution, it is becoming all the more necessary to return to the text of Dignitatis\nline 132 | Humanae. The work of Jacques Maritain is an\nline 133 | engaging and remarkable guide to help put flesh on the principles which the\nline 134 | document enunciates. This discussion of \"rights\" is part of the dominant\nline 135 | language being spoken in our current socio-political environment, and cannot be\nline 136 | avoided. Dignitatis Humanae calls\nline 137 | not only Catholics, but all those who hold to a religious tradition, to seek to\nline 138 | ensure that as beings endowed with freedom and intelligence, men's right to\nline 139 | religious freedom be protected, publicly and not just privately, for the common\nline 140 | good of all society.\nline 141 | As Pope Benedict XVI stated in 2007: \"Human freedom is always a shared freedom.\nline 142 | It is clear that the harmony of freedom can only be found in what is common to\nline 143 | all: the truth of the human being, the fundamental message of being itself,\nline 144 | exactly the lex naturalis.\" It is worth quoting the Holy Father's Address this year to the Pontifical\nline 145 | Academy of the Social Sciences, wherein he states that the Church has always\nline 146 | above and beyond the different ways in which they are formulated and the\nline 147 | different degrees of importance they may have in various cultural contexts, are\nline 148 | to be upheld and accorded universal recognition because they are inherent in\nline 149 | the very nature of man, who is created in the image and likeness of God.\nline 150 | If all\nline 151 | human beings are created in the image and likeness of God, then they share a\nline 152 | common nature that binds them together and calls for universal respect. The\nline 153 | Church, assimilating the teaching of Christ, considers the person as 'the\nline 154 | worthiest of nature' (St. Thomas Aquinas, De Potentia, 9, 3) and has taught that the ethical and political\nline 155 | order that governs relationships between persons finds its origin in the very\nline 156 | structure of man's being.\nline 157 | Jacques Maritain, Man and\nline 158 | the State (Chicago: University of Chicago\nline 159 | Press, 1951), p. 96.\nline 160 | Ibid., p. 97.\nline 161 | Dignitatis Humanae, 8.\nline 162 | Ibid., 2.\nline 163 | Ibid., 3.\nline 164 | Maritain, Man and the State, p. 84.\nline 165 | Ibid., p. 86.\nline 166 | Dignitatis Humanae, 7.\nline 167 | Benedict XVI, Pope, \"Address\nline 168 | to the International Congress on Natural Moral Law\" (12 Feb., 2007).\nline 169 | Benedict XVI, Pope, \"Address\nline 170 | to the Participants in the Fifteenth Plenary Session of the Pontifical Academy\nline 171 | of the Social Sciences\" (4 May, 2009).\nline 172 | Related Ignatius Insight Links and Articles:\nline 173 | The Renewal of Vatican II: Distractions and Distortions | Douglas Bushman, S.T.L.\nline 174 | Pope John Paul II and the Christ-centered Anthropology\nline 175 | of Gaudium et Spes | Douglas Bushman, S.T.L.\nline 176 | Vatican II and the Ecclesiology of Joseph Ratzinger |\nline 177 | Fr. Maximilian Heinrich Heim\nline 178 | Was Vatican II \"Pre-Conciliar\"?\nline 179 | | James Hitchcock\nline 180 | Vatican II and Religious Liberty | James Hitchcock\nline 181 | The Vatican, Ecumenism, and Tolerance | James Hitchcock\nline 182 | Understanding The Hierarchy of Truths | Douglas Bushman\nline 183 | The Role of the Laity: An Examination of Vatican II and Christifideles\nline 184 | Laici | Carl E. Olson\nline 185 | A deeply saddened Cleveland sports fan, Brian Jones graduated in May 2009 with an M.A.\nline 186 | in Theology from\nline 187 | the Franciscan University of Steubenville.\nline 188 | Currently teaching 7th grade science\nline 189 | at a charter school in Cleveland, Ohio, he hopes to pursue a doctorate in\nline 190 | philosophy within the next few years. He is also preparing for his July 10,\nline 191 | 2010, wedding to the best and most beautiful nurse in the country, Michelle Van\nline 192 | If you'd like to receive the FREE IgnatiusInsight.com\nline 193 | e-letter (about every 1 to 2 weeks), which includes regular updates\nline 194 | about IgnatiusInsight.com articles, reviews, excerpts, and author appearances,\nline 195 | please click here to sign-up today!\n</context>\n\n<phrases>\n- \"That makes sense because\"\n- \"It finally adds up!\"\n- \"If A is true, then\"\n- \"Oh! That reminds me\"\n- \"Why did I do that?\"\n- \"I'm curious about\"\n- \"This connects to something else\"\n- \"Let me throw this out there\"\n- \"Actually, no\"\n- \"So what I’m trying to say is\"\n- \"That reminds me\"\n- \"On the other hand\"\n- \"This makes me reflect on\"\n- \"Now it all comes together!\"\n- \"If I had to choose right now\"\n- \"What’s the best way to explain this?\"\n- \"I'm seeing a connection between\"\n- \"Let me sum this up so far\"\n- \"Something doesn't add up\"\n- \"Let me talk this through\"\n- \"I'm pondering\"\n- \"Let me connect the dots\"\n- \"Picture this\"\n- \"I'm getting a sense that\"\n- \"One way to look at it is\"\n- \"What if the reason is\"\n- \"I'm wondering if\"\n- \"No, actually\"\n- \"Okay, so if I do this\"\n- \"This connects to\"\n- \"Let me chew on this\"\n- \"Wait, I think I’ve got it!\"\n- \"Let me work through this\"\n- \"What keeps nagging at me is\"\n- \"I’m trying to connect the dots here\"\n- \"That’s the answer I was looking for!\"\n- \"Would this be worth the risk?\"\n- \"I'm starting to see a pattern\"\n- \"Let me dig into that a little deeper\"\n- \"Let me untangle this\"\n- \"Ummm, actually\"\n- \"What if I flip it around?\"\n- \"What was I about to say?\"\n- \"It was staring me in the face\"\n- \"Let me put this another way\"\n- \"This is rough, but\"\n- \"But then again\"\n- \"There's got to be something about\"\n- \"This brings to mind\"\n- \"Now, if I think about it differently\"\n- \"Alternatively\"\n- \"It's hard to pin down\"\n- \"Still forming this thought\"\n- \"In the end\"\n- \"I'm mulling over\"\n- \"This is tricky, but\"\n- \"In essence\"\n- \"On one hand... but on the other\"\n- \"I wonder if\"\n- \"Brainstorming here, but\"\n- \"Wait, no\"\n- \"If I follow this through\"\n- \"Let me propose something\"\n- \"What if we\"\n- \"What I'm grappling with is\"\n- \"The thing is\"\n- \"Let's think step by step\"\n- \"What I’m getting at is\"\n- \"How can I approach this?\"\n- \"Okay, I think I’ve got it now!\"\n- \"So basically\"\n- \"That’s an interesting angle, but\"\n- \"Building on that\"\n- \"It's fascinating how\"\n- \"Wait, I think I just cracked it!\"\n- \"Finally, it clicks!\"\n- \"Let me play devil's advocate\"\n- \"Where did I put that...?\"\n- \"When I sit with this idea\"\n- \"Let me see if\"\n- \"Now it makes sense!\"\n- \"Suppose we assume 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 | | You are at: NWS Home » SR Homepage » Tropical Weather » Awareness » Tropical Cyclone 101 » Tropical Cyclone 101\nline 02 | A tropical cyclone is a warm-core, low pressure system without any \"front\" attached, that develops over the tropical or subtropical waters, and has an organized circulation. Almost all tropical cyclones in the Atlantic basin (which includes the Gulf of Mexico and Caribbean Sea) form between June 1st and November 30th, known as hurricane season. On rare occasions, a tropical disturbance can form a little earlier or later than this. Tropical cyclones are classified in one of three categories:\nline 03 | |An organized system of clouds and thunderstorms with a defined circulation, and maximum sustained winds of 38 mph (33 knots) or less.\nline 04 | ||An organized system of strong thunderstorms with a defined circulation and maximum sustained winds of 39 mph to 73 mph (34-63 knots).\nline 05 | ||An intense tropical weather system with a well-defined circulation, producing maximum sustained winds of 74 mph (64 knots) or greater.\nline 06 | Hurricanes are further classified by their wind speed, using the Saffir-Simpson Hurricane Scale. The stronger the wind, the higher the category given, and the more damage the hurricane can cause. A major hurricane is defined as a category 3 or higher hurricane. The following table describes the 5 categories of hurricanes and the damages as a result of the strong wind.\nline 07 | ||No real damage to building structures. Damage primarily to unanchored mobile homes, shrubbery, and trees. Some damage to poorly constructed signs.\nline 08 | ||Some roofing material, door, and window damage of buildings.\nline 09 | Considerable damage to shrubbery and trees with some trees blown down.\nline 10 | Considerable damage to mobile homes, poorly constructed signs, and piers.\nline 11 | ||Some structural damage to small residences and utility buildings with a minor amount of curtainwall failures.\nline 12 | Damage to shrubbery and trees with foliage blown off trees and large tress blown down.\nline 13 | Mobile homes and poorly constructed signs are destroyed.\nline 14 | ||More extensive curtainwall failures with some complete roof structure failures on small residences. Shrubs, trees, and all signs are blown down. Complete destruction of mobile homes. Extensive damage to doors and windows.\nline 15 | ||Complete roof failure on many residences and industrial buildings. Some complete building failures with small utility buildings blown over or away. All shrubs, trees, and signs blown down. Complete destruction of mobile homes. Severe and extensive window and door damage.\nline 16 | The word hurricane comes from the Carib Indians of the West Indies, who called this storm a huracan. Supposedly, the ancient Tainos tribe of Central America called their god of evil \"Huracan\". Spanish colonists modified the word to hurricane.\nline 17 | Tropical Cyclone Formation\nline 18 | Tropical cyclones form in the warm waters of tropical and sub-tropical oceans, seas, or Gulf of Mexico with some areas are more prone to development at certain times of season.\nline 19 | Click on image to enlarge.\nline 20 | Most hurricanes evolve from tropical disturbances. A tropical disturbance is a discrete system of organized convection (showers or thunderstorms), that originate in the tropics or subtropics, does not migrate along a frontal boundary, and maintains its identity for 24 hours or more. The seedlings of hurricanes can come from:\nline 21 | Once a disturbance forms and sustained convection develops, it can become more organized under certain conditions. If the disturbance moves or stays over warm water (at least 80°F), and upper level winds remain weak, the disturbance can become more organized.\nline 22 | - Easterly Waves: Also called tropical waves, this is an inverted trough moving generally westward in the tropical easterlies. A trough is defined as a region of relative low pressure. The majority of hurricanes form from easterly waves.\nline 23 | - West African Disturbance Line (WADL): This is a line of convection (similar to a squall line) which forms over West Africa and moves into the Atlantic Ocean. WADL's usually move faster than tropical waves.\nline 24 | - TUTT: A TUTT (Tropical Upper Tropospheric Trough) is a trough, or cold core low in the upper atmosphere, which produces convection.\nline 25 | On occasion, one of these develops into a warm-core tropical cyclone.\nline 26 | - Old Frontal Boundary: Remnants of a polar front can become lines of convection and occasionally generate a tropical cyclone. This will occur early or late in the hurricane season in the Gulf of Mexico or Caribbean Sea.\nline 27 | When a tropical depression forms, it is identified by a number identical to the number of depressions which have formed during the hurricane season. When a tropical depression intensifies to a tropical storm (wind 39-73 mph), it is given a name, and this name is kept if and when the storm intensifies into a hurricane.\nline 28 | Tropical Cyclone Names\nline 29 | The first tropical storm is given a name starting with \"A\", the next storm \"B\" and so on through the alphabet. The names alternate between male and female names. Moreover, the names reflect the three main languages of the area: English, Spanish and French. The same names are repeated every five years. On occasion, an extremely powerful and/or destructive hurricane will have its name retired.\nline 30 | Below is the list of the Atlantic Tropical Storm Names.\nline 31 | How to know if a tropical cyclone threatens your area.\nline 32 | Listen to your NOAA Weather Radio and check the Tropical Weather Update. Four times a day during the hurricane season, the National Weather Service's Tropical Prediction Center (TPC) issues a product called the Tropical Weather Outlook. This product discusses the location of tropical disturbances and cyclones, along with a forecast movement and intensification, weakening or dissipation. If a tropical cyclone threatens your area, your local National Weather Service Office will broadcast the vital information on the NOAA Weather Radio.\nline 33 | Next: Tropical Cyclone Hazards - Storm Surge\nline 34 | |National Weather Service\nline 35 | Southern Region Headquarters\nline 36 | 819 Taylor Street, Room 10A06\nline 37 | Fort Worth, TX 76102\nline 38 | Page last modified: July 27, 2004\n</context>\n\n<phrases>\n- \"This is tricky, but\"\n- \"This might explain the pattern\"\n- \"That’s an interesting angle, but\"\n- \"Ummm, actually\"\n- \"I’m not sure if that’s the right approach\"\n- \"Let me work through this\"\n- \"The pros and cons are\"\n- \"But then again\"\n- \"I'm pondering\"\n- \"Let me untangle this\"\n- \"Still working it out\"\n- \"Let me circle back to that\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I think I can rule that out\"\n- \"I have a theory about this\"\n- \"Oh! I get it now!\"\n- \"Let me chew on this\"\n- \"I wonder if\"\n- \"What’s the best way to explain this?\"\n- \"What if we\"\n- \"Let’s weigh the options\"\n- \"Wait, I think I’ve got it!\"\n- \"That’s it!\"\n- \"Now, if I think about it differently\"\n- \"On one hand... but on the other\"\n- \"If I’m not mistaken\"\n- \"Let me run through it again\"\n- \"If A is true, then\"\n- \"If I take this apart step by step\"\n- \"This makes me reflect on\"\n- \"Oh, it all makes sense now!\"\n- \"Just spitballing here\"\n- \"I guess there’s no perfect solution\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I'm curious about\"\n- \"This explains so much!\"\n- \"Let me dig into that a little deeper\"\n- \"That changes everything\"\n- \"What if I flip it around?\"\n- \"I'm seeing a connection between\"\n- \"I'm wondering if\"\n- \"Let's break this down into parts\"\n- \"Still forming this thought\"\n- \"Should I...? No, wait\"\n- \"Let me break this down\"\n- \"I keep circling back to\"\n- \"Maybe I'm way off, but\"\n- \"I'm struck by\"\n- \"Let's test this idea\"\n- \"Alternatively\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me just think this through\"\n- \"Alright, where was I?\"\n- \"Let me play devil's advocate\"\n- \"I'm not sure, but\"\n- \"Let me approach this from another angle\"\n- \"Sort of like\"\n- \"I keep coming back to\"\n- \"It finally adds up!\"\n- \"First things first\"\n- \"What happens if we change this part?\"\n- \"Something doesn't add up\"\n- \"What's the best way to explain this?\"\n- \"Wait, no\"\n- \"I need to reframe this\"\n- \"On the other hand\"\n- \"I'm trying to untangle this\"\n- \"There's probably more to it\"\n- \"Let's think step by step\"\n- \"I was just about to say\"\n- \"Okay, pros and cons\"\n- \"Finally, it clicks!\"\n- \"No, actually\"\n- \"If we follow this logic\"\n- \"One way to look at it is\"\n- \"What keeps nagging at me is\"\n- \"Backing up for a second\"\n- \"Roughly speaking\"\n- \"It's fuzzy, but\"\n- \"I'm intrigued by\"\n- \"When I sit with this idea\"\n- \"Actually, no\"\n- \"So what does this mean in the bigger picture?\"\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 | Last time on “Wild Week of Wildfires“, we looked at the Little Bear Fire and High Park Fire, two lightning-ignited fires burning out west that were so hot they caused saturation in the two 3.7 µm channels on VIIRS (I-04 and M-12).\nline 02 | There was mention of the Duck Lake Fire, a lightning-ignited fire in northern Michigan, which VIIRS also saw, and I couldn’t resist showing some more images.\nline 03 | On 9 June 2012, the same day the High Park Fire exploded (figuratively speaking), the Duck Lake Fire finally reached 100% containment after burning over 21,000 acres. The next day (10 June 2012), Suomi NPP passed over the Upper Peninsula of Michigan, and it was actually a clear day. (This joke comes courtesy of 20+ years experience of living in Michigan.) Even with 100% containment, the hot spot of the fire was still clearly visible in VIIRS channel I-04 (3.7 µm) that afternoon:\nline 04 | The highest brightness temperature in the burn area in this channel at this time was ~331 K. As we saw before with the Lower North Fork Fire, the high resolution false color composite of channels I-01, I-02 and I-03 is useful in highlighting the burn area:\nline 05 | Notice the large, brown area that coincides with the hot spot in the I-04 image. The combination of wavelengths used in this composite (0.64 µm [blue], 0.865 µm [green] and 1.61 µm [red]) is quite sensitive to the amount (and health) of the vegetation.\nline 06 | You might have also noticed several other interesting features in the image that show up better when you zoom in:\nline 07 | The Upper Peninsula of Michigan was based on mining for most of its history, and several large mines and quarries still exist, which VIIRS can easily see.\nline 08 | If you didn’t know any better, you might confuse the iron mine southwest of Marquette, Michigan with a frozen lake, or miraculously un-melted snow leftover from winter, since that is just what snow and ice look like in this kind of RGB composite. Compare that with the true color view of the same area:\nline 09 | In this case, the iron mine stands out as a bright red. Why?\nline 10 | The true color composite uses wavelengths at 0.48 µm (blue), 0.55 µm (green) and 0.67 µm (red). The red channel in the true color composite is actually in the red portion of the visible spectrum. The blue channel in the false color composite (0.64 µm) is also in the red portion of the visible spectrum.\nline 11 | This example shows that the iron oxide (rust) produced at the iron mine is highly reflective in the red portion of the visible spectrum. That’s what gives it the characteristic rust color. Iron oxide is not nearly as reflective at shorter or longer wavelengths, so it shows up blue when red wavelengths are used as the blue channel (as in the false color composite) and red when they are used as the red channel (as in the true color composite).\nline 12 | Let this be a lesson to anyone who uses the false color composite as part of a snow and ice detection algorithm. Snow and ice are not the only things to show up that color. You may be looking at a really large iron mine.\n</context>\n\n<phrases>\n- \"Let me circle back to that\"\n- \"Let me see\"\n- \"Let me connect the dots\"\n- \"That’s the piece of the puzzle!\"\n- \"Ah...\"\n- \"Let me play devil's advocate\"\n- \"Let me chew on this\"\n- \"I think I found the solution!\"\n- \"The pros and cons are\"\n- \"Hmm, let’s rewind a bit\"\n- \"First things first\"\n- \"Let's break this down into parts\"\n- \"Wait a minute\"\n- \"Uh...\"\n- \"Hang on a second\"\n- \"Would this be worth the risk?\"\n- \"Let me think\"\n- \"What keeps nagging at me is\"\n- \"Okay, backtrack a bit\"\n- \"Wait, no\"\n- \"That actually makes a lot of sense\"\n- \"Now, if I think about it differently\"\n- \"Let's think step by step\"\n- \"Am I thinking about this all wrong?\"\n- \"What if I flip it around?\"\n- \"Something along those lines\"\n- \"Ummm, actually\"\n- \"Let me work through this\"\n- \"Okay, so\"\n- \"Let me untangle this\"\n- \"Aha! That’s what I was missing!\"\n- \"That’s it!\"\n- \"I'm struck by\"\n- \"That’s the answer I was looking for!\"\n- \"On one hand... but on the other\"\n- \"Something doesn't add up\"\n- \"Now, wait just a second\"\n- \"Let me back up a second\"\n- \"Okay, pros and cons\"\n- \"I'm wondering if\"\n- \"The more I think about it\"\n- \"Where did I put that...?\"\n- \"I need to make sure this checks out\"\n- \"Building on that\"\n- \"I'm mulling over\"\n- \"Oh! That reminds me\"\n- \"Let’s weigh the options\"\n- \"Bear with me while I\"\n- \"I'm trying to untangle this\"\n- \"Wait, I think I’ve got it!\"\n- \"This connects to something else\"\n- \"Oh! I get it now\"\n- \"Okay, let's break this down\"\n- \"I need to reframe this\"\n- \"I'm not sure, but\"\n- \"It's almost like\"\n- \"Let me break this down\"\n- \"No, actually\"\n- \"This makes me reflect on\"\n- \"Now it makes sense!\"\n- \"Alternatively\"\n- \"That’s an interesting angle, but\"\n- \"I'm pondering\"\n- \"But then again\"\n- \"Uh, where was I?\"\n- \"What’s the best way to explain this?\"\n- \"This connects to\"\n- \"Actually, no\"\n- \"When I sit with this idea\"\n- \"I'm getting a sense that\"\n- \"That makes sense because\"\n- \"On the other hand\"\n- \"Take this with a grain of salt\"\n- \"This explains so much!\"\n- \"Let me make sure I got this\"\n- \"I'm seeing a connection between\"\n- \"Not quite there yet\"\n- \"I'm starting to see a pattern\"\n- \"This makes me think of\"\n- \"I feel like I’m close\"\n- \"This brings to mind\"\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 | Many people do not realize it, but quail eggs offer significant health benefits. In fact, there are 5 main ones to be exact. It might sound pretty weird to eat one of these eggs, but once you learn what types of health benefits they offer, you might not feel quite so skeptical.\nline 02 | As you are reading this, you are probably wondering, \"Where in the world would I find a quail egg and who thought to eat something like this in the first place?\"\nline 03 | Well, chicken eggs have always been consumed for food, and in recent decades, scientists have discovered how nutritious these are. It was only a matter of time before people started to become curious about other eggs as well.\nline 04 | Many people that are eating quail eggs are actually growing their own in their backyard. It is not hard to do, and you can find plenty of DIY tutorials on the web that will teach you how to build your own quail pen. Many quail keepers state that once you have built the pen, it takes only 10 - 30 minutes a day to maintain it and gather the eggs you are going to eat for that day.\nline 05 | 1. They Have Measurable Nutritional Value\nline 06 | These little eggs are jam-packed with vitamins and minerals. Quail eggs provide significant all around health benefits by supplementing your calcium. They are also chock full of HDL cholesterol (the good cholesterol) instead of LDL (the bad kind.).\nline 07 | They are made up of approximately 13% protein, about 2% more than chicken eggs. They also contain significant amounts of Vitamin A and B2. In fact, it is recommended that you do not consume excess vitamin A if you consume more than 10 quail eggs each day because you can overdose on vitamin A.\nline 08 | 2. Consuming Quail Eggs Can Affect a Variety of Body Systems in a Positive Way!\nline 09 | There are many things that quail eggs can do for your body. Some of these things include, providing your body with easily assimilated calcium, boosting your immunity and your calcium, and increasing your hemoglobin levels.\nline 10 | Patients that suffer from asthma and tuberculosis have also found relief from quail eggs. They naturally contain ovomucoid protein which is the kind of protein that you find in antiallery medications. They also contain more calcium and phosphorous than regular eggs as well.\nline 11 | In addition, they help to stimulate sexual prowess by feeding the prostate gland with the substances it needs like proteins, phosphorus, and vitamins. They can help to restore the sexual potency of your youth. Many people are taking questionable drugs and strange herbs from other countries that they know nothing about in order to achieve this, with quail eggs, you can grow your own nutritious medication, and know exactly where ingredients are coming from.\nline 12 | 3. They Cleanse and Restore Your Body\nline 13 | Quail eggs are good at removing heavy metals from your body, and taking toxins out of your blood. They also rid your body of liver stones, bladder stones and kidney stones.\nline 14 | 4. Quail Eggs Will Not Cause Allergic Reactions\nline 15 | In addition to being basically hypoallergenic, these eggs also do not cause diatheses.\nline 16 | In fact, most people use them to fight allergy symptoms.\nline 17 | The ovomucoid protein is what does this.\nline 18 | Ovomucoid protein is the main ingredient that you will find in many anti-allergy drugs, so you can get it straight from nature with quail eggs.\nline 19 | Consistent quail egg consumption can help you to have a strong immune system, make your skin look much better and you will have better overall health.\nline 20 | Because your body is cleansed from the inside, you will look radiant on the outside.\nline 21 | 5. They Help Your Body to Heal After Trauma\nline 22 | Experts believe that quail eggs can help to speed up recuperation after you have suffered a blood stroke and they can also help to keep your heart muscles strong.\nline 23 | Some patients experienced the healing of ulcers and gastritis after taking quail eggs and some experts believe that the eggs can help to prevent cancer growth and treat diabetes.\nline 24 | The interesting thing about these eggs is that you can eat them raw. There is no risk of salmonella because the quail's body temperature is much higher than that of a chicken. In addition, they cannot become contaminated and infected because they contain a substance called lysozyme. Lysozyme kills bacteria. Many experts recommend that you consume the eggs raw, or boil them briefly for less than 30 seconds so that the yolk remains raw. Sometimes heat from cooking can destroy valuable nutrition.\nline 25 | Since they are so little, you will eat many more of these than regular eggs. You should not eat more than 20 a day, however. Also, if you are eating over 5 quail eggs per day, then you need to cut back on other vitamin A rich foods like carrots and fish oil. Most people eat 3-5 eggs with breakfast daily.\n</context>\n\n<phrases>\n- \"It's fascinating how\"\n- \"In essence\"\n- \"It almost fits, but something’s off\"\n- \"On one hand... but on the other\"\n- \"In other words\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"That’s an interesting angle, but\"\n- \"This makes me think of\"\n- \"I keep coming back to\"\n- \" is striking \"\n- \"The tricky part is\"\n- \"Alright, where was I?\"\n- \"Ummm, actually\"\n- \"Let me connect the dots\"\n- \"I'm struck by\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"That reminds me\"\n- \"What was I about to say?\"\n- \"Let me play devil's advocate\"\n- \"Would I regret this later?\"\n- \"I was just about to say\"\n- \"We've completely overlooked [blank]\"\n- \"What’s the best way to explain this?\"\n- \"No, actually\"\n- \"Wait, no\"\n- \"Okay, I think I’ve got it now!\"\n- \"What I mean is\"\n- \"I'm wondering if\"\n- \"Wait, why does that happen?\"\n- \"What keeps nagging at me is\"\n- \"Hmm, that doesn’t sound right\"\n- \"In the end\"\n- \"Actually, no\"\n- \"Would that even work?\"\n- \"That’s it!\"\n- \"Let's think step by step\"\n- \"I need to reframe this\"\n- \"What if I flip it around?\"\n- \"Not set in stone, but\"\n- \"Oh, that clears everything up!\"\n- \"That makes sense because\"\n- \"I’m trying to connect the dots here\"\n- \"Let me chew on this\"\n- \"There's a better way to phrase this\"\n- \"So far, it looks like\"\n- \"More or less\"\n- \"Oh! I get it now!\"\n- \"Uh, where was I?\"\n- \"It's a bit murky\"\n- \"On the other hand\"\n- \"I'm pondering\"\n- \"That would mean\"\n- \"This connects to\"\n- \"I'm seeing a connection between\"\n- \"Perhaps\"\n- \"When I sit with this idea\"\n- \"Let me untangle this\"\n- \"Wait, I think I just cracked it!\"\n- \"This connects to something else\"\n- \"Going back to what I said about\"\n- \"Let me trace that logic back\"\n- \"I need to make sure this checks out\"\n- \"Alternatively\"\n- \"This brings to mind\"\n- \"I wonder if\"\n- \"There’s a pattern here\"\n- \"I'm mulling over\"\n- \"I'm intrigued by\"\n- \"Finally, it clicks!\"\n- \"So what I’m trying to say is\"\n- \"It finally adds up!\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Something doesn't add up\"\n- \"But then again\"\n- \"That’s the answer I was looking for!\"\n- \"Now I'm stuck on\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"It's almost like\"\n- \"I need to step back and rethink this\"\n- \"The more I think about it\"\n- \"The thing is\"\n- \"Basically\"\n- \"Let me work through 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 | Brand Name: Apo-Cephalex\nline 02 | Common Name: cephalexin\nline 03 | How does this medication work? What will it do for me?\nline 04 | Cephalexin is an antibiotic that belongs to the family of medications known as cephalosporins.\nline 05 | It is used to treat certain types of bacteria infections.\nline 06 | Cephalexin is most often used to treat infections of the throat, skin, ear, bladder, respiratory tract, and bone.\nline 07 | It works by killing the bacteria causing the infection.\nline 08 | Your doctor may have suggested this medication for conditions other than those listed in these drug information articles. As well, some forms of this medication may not be used for all of the conditions discussed here. If you have not discussed this with your doctor or are not sure why you are taking this medication, speak to your doctor. Do not stop taking this medication without consulting your doctor.\nline 09 | Do not give this medication to anyone else, even if they have the same symptoms as you do. It can be harmful for people to take this medication if their doctor has not prescribed it.\nline 10 | How should I use this medication?\nline 11 | The recommended adult dose of cephalexin ranges from 250 mg to 1,000 mg 4 times daily.\nline 12 | It can be taken with food or on an empty stomach.\nline 13 | The usual dose of cephalexin for children is based on body weight. The recommended dose is 25 mg to 50 mg per kilogram of body weight each day, divided into 4 equal doses.\nline 14 | Many things can affect the dose of a medication that a person needs, such as body weight, other medical conditions, and other medications. If your doctor has recommended a dose different from the ones listed here, do not change the way that you are taking the medication without consulting your doctor.\nline 15 | Although it may be absorbed more quickly if it is taken on an empty stomach, cephalexin may be taken with food or on an empty stomach.\nline 16 | The overall effect is not changed by taking it with food.\nline 17 | The liquid form of this medication should be measured accurately with a medication spoon or oral syringe.\nline 18 | Finish all of this medication, even you start to feel better.\nline 19 | This will reduce the chance of the infection returning.\nline 20 | It is important to take this medication exactly as prescribed by your doctor. If you miss a dose, take it as soon as possible and continue with your regular schedule. If it is almost time for your next dose, skip the missed dose and continue with your regular dosing schedule. Do not take a double dose to make up for a missed one. If you are not sure what to do after missing a dose, contact your doctor or pharmacist for advice.\nline 21 | Store the liquid form of this medication in the refrigerator. Do not freeze. The tablets should be stored at room temperature. Protect all forms of this medication from light and moisture, and keep it out of the reach of children.\nline 22 | Do not dispose of medications in wastewater (e.g.\nline 23 | down the sink or in the toilet) or in household garbage.\nline 24 | Ask your pharmacist how to dispose of medications that are no longer needed or have expired.\nline 25 | What form(s) does this medication come in?\nline 26 | Who should NOT take this medication?\nline 27 | Cephalexin should not be taken by anyone who:\nline 28 | What side effects are possible with this medication?\nline 29 | Many medications can cause side effects.\nline 30 | A side effect is an unwanted response to a medication when it is taken in normal doses.\nline 31 | Side effects can be mild or severe, temporary or permanent.\nline 32 | The side effects listed below are not experienced by everyone who takes this medication.\nline 33 | If you are concerned about side effects, discuss the risks and benefits of this medication with your doctor.\nline 34 | The following side effects have been reported by at least 1% of people taking this medication. Many of these side effects can be managed, and some may go away on their own over time.\nline 35 | Contact your doctor if you experience these side effects and they are severe or bothersome. Your pharmacist may be able to advise you on managing side effects.\nline 36 | Although most of these side effects listed below don't happen very often, they could lead to serious problems if you do not check with your doctor or seek medical attention.\nline 37 | Check with your doctor as soon as possible if any of the following side effects occur:\nline 38 | Stop taking the medication and seek immediate medical attention if any of the following occur:\nline 39 | Some people may experience side effects other than those listed. Check with your doctor if you notice any symptom that worries you while you are taking this medication.\nline 40 | Are there any other precautions or warnings for this medication?\nline 41 | Before you begin using a medication, be sure to inform your doctor of any medical conditions or allergies you may have, any medications you are taking, whether you are pregnant or breast-feeding, and any other significant facts about your health. These factors may affect how you should use this medication.\nline 42 | Allergy: Some people who are allergic to penicillin antibiotics also experience allergic reactions to cephalosporins, including cephalexin. Before you take cephalexin, inform your doctor about any previous adverse reactions you have had to medications, especially cephalosporins and penicillins. Contact your doctor at once if you experience signs of an allergic reaction, such as skin rash, itching, difficulty breathing, or swelling of the face and throat.\nline 43 | Antibiotic-associated colitis: This medication, like other antibiotics, may cause a potentially dangerous condition called antibiotic-associated colitis (or pseudomembranous colitis). Symptoms include severe, watery diarrhea that may be bloody. If you notice these symptoms, stop taking cephalexin and contact your doctor as soon as possible.\nline 44 | Kidney function: People with severe kidney problems may require a lower dose of cephalexin. People with kidney disease or reduced kidney function should discuss with their doctor how this medication may affect their medical condition, how their medical condition may affect the dosing and effectiveness of this medication, and whether any special monitoring is needed.\nline 45 | Liver function: Cephalexin can cause a decrease in liver function, although this happens only occasionally.\nline 46 | People with liver disease or reduced liver function should discuss with their doctor how this medication may affect their medical condition, how their medical condition may affect the dosing and effectiveness of this medication, and whether any special monitoring is needed.\nline 47 | If you experience signs of decreasing liver function, such as yellowing of the skin or whites of the eyes, dark urine, or pale stools, contact your doctor as soon as possible.\nline 48 | Overgrowth of organisms: Prolonged or repeated use of cephalexin may result in an overgrowth of bacteria or fungi and organisms that are not killed by the medication. This can cause other infections to develop, such as yeast infections.\nline 49 | Pregnancy: This medication should not be used during pregnancy unless the benefits outweigh the risks. If you become pregnant while taking this medication, contact your doctor immediately.\nline 50 | Breast-feeding: This medication passes into breast milk. If you are a breast-feeding mother and are taking cephalexin, it may affect your baby. Talk to your doctor about whether you should continue breast-feeding.\nline 51 | What other drugs could interact with this medication?\nline 52 | There may be an interaction between cephalexin and any of the following:\nline 53 | If you are taking any of these medications, speak with your doctor or pharmacist. Depending on your specific circumstances, your doctor may want you to:\nline 54 | An interaction between two medications does not always mean that you must stop taking one of them. Speak to your doctor about how any drug interactions are being managed or should be managed.\nline 55 | Medications other than those listed above may interact with this medication.\nline 56 | Tell your doctor or prescriber about all prescription, over-the-counter (non-prescription), and herbal medications you are taking.\nline 57 | Also tell them about any supplements you take.\nline 58 | Since caffeine, alcohol, the nicotine from cigarettes, or street drugs can affect the action of many medications, you should let your prescriber know if you use them.\nline 59 | All material copyright MediResource Inc.\nline 60 | Terms and conditions of use.\nline 61 | The contents herein are for informational purposes only.\nline 62 | Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition.\n</context>\n\n<phrases>\n- \"I'm pondering\"\n- \"I'm starting to see a pattern\"\n- \"Let me untangle this\"\n- \"Coming at this from another angle\"\n- \"This makes me reflect on\"\n- \"What’s the next step?\"\n- \"Am I thinking about this all wrong?\"\n- \"Let me connect the dots\"\n- \"Wait, no\"\n- \"This connects to something else\"\n- \"What’s the best way to explain this?\"\n- \"This brings to mind\"\n- \"Let me propose something\"\n- \"I’m torn between two choices\"\n- \"I'm just throwing ideas around\"\n- \"That would explain why\"\n- \"Would that even work?\"\n- \"This could explain why\"\n- \"Let me work through this\"\n- \"Let's break this down into parts\"\n- \"Let’s weigh the options\"\n- \"On one hand... but on the other\"\n- \"Would this be worth the risk?\"\n- \"Of course! That’s the answer!\"\n- \"Let me throw this out there\"\n- \"Okay, pros and cons\"\n- \"Something doesn't add up\"\n- \"Picture this\"\n- \"If I'm not mistaken\"\n- \"Here's a possible explanation\"\n- \"What keeps nagging at me is\"\n- \"This might sound weird, but\"\n- \"Let me talk this through\"\n- \"Alternatively\"\n- \"Finally, it clicks!\"\n- \"That makes sense because\"\n- \"This explains so much!\"\n- \"On the other hand\"\n- \"This makes me think of\"\n- \"Consider this possibility\"\n- \"It's almost like\"\n- \"That’s the piece of the puzzle!\"\n- \"The pros and cons are\"\n- \"Here's what I'm thinking\"\n- \"Oh! I get it now\"\n- \"Let me play devil's advocate\"\n- \"I think\"\n- \"But then again\"\n- \"If I take this apart step by step\"\n- \"I'm mulling over\"\n- \"First things first\"\n- \"Actually, no\"\n- \"This just clicked into place!\"\n- \"That’s an interesting angle, but\"\n- \"I'm intrigued by\"\n- \"Let's test this idea\"\n- \"I'm trying to untangle this\"\n- \"Let's think step by step\"\n- \"I think I’ve lost my train of thought\"\n- \"Why didn’t I think of that sooner?\"\n- \"When I sit with this idea\"\n- \"I'm getting a sense that\"\n- \"Let me break this down\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"There’s a pattern here\"\n- \"How can I approach this?\"\n- \"Okay, so if I do this\"\n- \"Oh, it all makes sense now!\"\n- \"If I follow this through\"\n- \"I should have known that!\"\n- \"What if I flip it around?\"\n- \"Ummm, actually\"\n- \"I'm curious about\"\n- \"I'm wondering if\"\n- \"Oh! That reminds me\"\n- \"Just thinking out loud but\"\n- \"Brainstorming here, but\"\n- \"It suggests that\"\n- \"That’s the answer I was looking for!\"\n- \"I'm seeing a connection between\"\n- \"That reminds me\"\n- \"Okay, let's break this down\"\n- \"I'm struck by\"\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 | Latest photos on AncientFaces\nline 02 | No one from the Chhin community has shared photos. Here are new photos on AncientFaces:\nline 03 | Chhin Surname History\nline 04 | The family history of the Chhin last name is maintained by the AncientFaces community. Join the community by adding to to this genealogy of the Chhin:\nline 05 | - Chhin family history\nline 06 | - Chhin country of origin, nationality, & ethnicity\nline 07 | - Chhin last name meaning & etymology\nline 08 | - Chhin spelling & pronunciation\nline 09 | - genealogy and family tree\nline 10 | Chhin Country of Origin, Nationality, & Ethnicity\nline 11 | No one has submitted information on Chhin country of origin, nationality, or ethnicity. Add to this section\nline 12 | No content has been submitted about the Chhin country of origin. The following is speculative information about Chhin. You can submit your information by clicking Edit.\nline 13 | The nationality of Chhin is often difficult to determine because countries change over time, leaving the nation of origin a mystery. The original ethnicity of Chhin may be difficult to determine depending on whether the family name came in to being naturally and independently in multiple locales; for example, in the case of names that are based on a craft, which can crop up in multiple countries independently (such as the family name \"Brewster\" which refers to a female brewer).\nline 14 | Chhin Meaning & Etymology\nline 15 | No one has submitted information on Chhin meaning and etymology. Add to this section\nline 16 | No content has been submitted about the meaning of Chhin. The following is speculative information about Chhin. You can submit your information by clicking Edit.\nline 17 | The meaning of Chhin come may come from a craft, such as the name \"Fisher\" which was given to fishermen. Some of these craft-based surnames can be a profession in another language. For this reason it is useful to understand the nationality of a name, and the languages used by its progenitors. Many modern names like Chhin are inspired by religious texts like the Bhagavadgītā, the Quran, the Bible, and other related texts. In many cases these family names are shortened versions of a religious phrase such as \"From the ash tree\".\nline 18 | Chhin Pronunciation & Spelling Variations\nline 19 | No one has added information on Chhin spellings or pronunciations. Add to this section\nline 20 | No content has been submitted about alternate spellings of Chhin. The following is speculative information about Chhin. You can submit your information by clicking Edit.\nline 21 | In early history when few people could write, names such as Chhin were transliterated based on how they sounded when people's names were recorded in public records. This could have resulted in misspellings of Chhin. Knowing spelling variations and alternate spellings of the Chhin last name are important to understanding the etymology of the name. Last names like Chhin vary in how they're said and written as they travel across villages, family unions, and eras over time.\nline 22 | Last names similar to ChhinChhina Chhindan Chhing Chhinwan Chhipwadia Chhislenko Chhist Chhit Chhita Chhitaran Chhith Chhitu Chhitumani Chhiv Chhlager Chhloe Chhmta Chhn Chho Chhoa\nline 23 | Chhin Family Tree\nline 24 | Here are a few of the Chhin genealogies shared by AncientFaces users. Click here to see more Chhins\nline 25 | - Julian S Chhin 1952 - 2011\nline 26 | - Ngoun H Chhin 1963 - 2001\nline 27 | - Chhing Chhin 1914 - 1995\nline 28 | - Ken Chhin 1929 - 2002\nline 29 | - Moean Chhin 1950 - 2006\nline 30 | - Kongliv Chhin 1935 - 1996\nline 31 | - David Chhin 1989 - 2003\nline 32 | - P Chhin 1953 - 2007\nline 33 | - Chhoy Chhin 1951 - 2003\nline 34 | - Samath Chhin 1979 - 1995\n</context>\n\n<phrases>\n- \"Well\"\n- \"This might sound weird, but\"\n- \"Something tells me I should\"\n- \"But then again\"\n- \"Let me run through it again\"\n- \"Now, wait just a second\"\n- \"Let me play devil's advocate\"\n- \"What I’m getting at is\"\n- \"What if we looked at it like\"\n- \"I think I found the solution!\"\n- \"Wait, no\"\n- \"If I'm not mistaken\"\n- \"Ummm, actually\"\n- \"Let me talk this through\"\n- \"Well, let me see\"\n- \"What if we\"\n- \"If A is true, then\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"I have a theory about this\"\n- \"What happens if we change this part?\"\n- \"Let me approach this from another angle\"\n- \"One way to look at it is\"\n- \"Now we're cooking\"\n- \"Coming at this from another angle\"\n- \"I keep circling back to\"\n- \"That’s an interesting angle, but\"\n- \"In essence\"\n- \"This explains so much!\"\n- \"No, actually\"\n- \"I should have known that!\"\n- \"The thing is\"\n- \"Should I...? No, wait\"\n- \"I think I can rule that out\"\n- \"Is it possible that...?\"\n- \"What was I thinking?\"\n- \"Let me work through this\"\n- \" is interesting\"\n- \"What if the reason is\"\n- \"Alternatively\"\n- \"Hmm, let’s rewind a bit\"\n- \"Do I go with my gut or\"\n- \"On one hand... but on the other\"\n- \"There's something here about\"\n- \"On the other hand\"\n- \"Finally, it clicks!\"\n- \"Let me sum this up so far\"\n- \"Still forming this thought\"\n- \"I'm seeing a connection between\"\n- \"I keep coming back to\"\n- \"What if I flip it around?\"\n- \"I need to make sure this checks out\"\n- \"Okay, walking through it again\"\n- \"How do I put this\"\n- \"Now it all comes together!\"\n- \"Might be\"\n- \"Hmm\"\n- \"That changes everything\"\n- \"Let's think step by step\"\n- \"I could be wrong, but\"\n- \"What keeps nagging at me is\"\n- \"I need to step back and rethink this\"\n- \"It's fascinating how\"\n- \"That’s it!\"\n- \"Okay, backtrack a bit\"\n- \"Actually, no\"\n- \"That actually makes a lot of sense\"\n- \"I guess that works\"\n- \"So the main idea is\"\n- \"Now, if I think about it differently\"\n- \"You know\"\n- \"That makes sense because\"\n- \"Hang on a second\"\n- \"Just spitballing here\"\n- \"I’m still on the fence about this\"\n- \"Let's see\"\n- \"I was just about to say\"\n- \"Sort of like\"\n- \"Aha! That’s what I was missing!\"\n- \"What I mean is\"\n- \"I'm just throwing ideas around\"\n- \"Basically\"\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 | Why taking the iPad to bed could make you fat: Stimulation from devices can lead to lack of sleep that triggers health problems\nline 02 | - Lack of sleep can cause serious problems with mental and physical health\nline 03 | - Study claims using electronic devices before bed disrupts sleep patterns\nline 04 | - One in four Britons have difficulty sleeping and one in ten have insomnia\nline 05 | - Having less than six hours sleep a night can increase chance of early death\nline 06 | - Modern lifestyle, especially shift work, wreaks havoc with healthy sleep\nline 07 | - Childhood obesity has been linked to poor sleep in numerous studies\nline 08 | Having less than six hours sleep a night can cause serious health problems\nline 09 | Turn off the iPad in bed if you want to avoid getting fat, warn researchers.\nline 10 | Lack of sleep caused by the stimulation of electronic devices ranging from portable computers to gaming devices could be fuelling obesity, it is claimed.\nline 11 | Even watching TV before dropping off has been linked to sleep difficulties that can trigger health problems, says a new research review from scientists.\nline 12 | They are calling on doctors to 'prescribe' a good night's sleep because it may prevent common metabolic disorders, including growing numbers of cases of type 2 diabetes.\nline 13 | Millions of Britons - around one in four adults - have sleeping difficulties and up to one in 10 has an insomnia disorder that can affect their everyday lives through fatigue and mood disturbances.\nline 14 | Research shows people who have between six and eight hours sleep a night are likely to live longer and have better health, while those getting less than six hours are more at risk of dying prematurely.\nline 15 | Scientists at Surrey University found just one week of poor sleep can disrupt hundreds of genes linked to stress, immunity and inflammation.\nline 16 | Sleep deprivation has long been known to affect brain function, reducing alertness and cognitive ability, and in recent years has been thought to contribute to physical illnesses.\nline 17 | Experts believe poor sleep directly disrupts insulin levels, a hormone that regulates energy through the body's fat cells.\nline 18 | Using electronic devices, such as laptops, shortly before bed can disrupt healthy sleep patters, a study claims\nline 19 | A new research review in The Lancet Diabetes & Endocrinology journal, says experimental studies are showing a direct causal link between sleep loss and the body's ability to metabolise sugar, control food intake, and maintain energy balance.\nline 20 | German and Swiss scientists report that disruption of the body's natural sleeping and waking cycle by shift work may contribute to chronic illness and early death.\nline 21 | But lifestyle factors in 'globalised 24hour societies' are interfering with people's sleep quotas, claim the scientists, led by Professor Bernd Shultes, from the eSwiss Medical and Surgical Centre in St Gallen.\nline 22 | He said 'voluntary sleep curtailment' is commonly caused by the use of technical devices for gaming, online shopping, social networking or watching television.\nline 23 | 'Programmes of sleep education and cognitive behavioural therapies focusing on improved sleep hygiene might represent promising approaches to induce behavioural changes' he said.\nline 24 | Even as babies, children who do not get enough sleep eat far more than those who sleep a healthy amount\nline 25 | Such targeted interventions could help curb the present epidemic of the metabolic syndrome and related diseases.\nline 26 | 'Ongoing and future studies will show whether interventions to improve sleep duration and quality can prevent or even reverse adverse metabolic traits.\nline 27 | 'Meanwhile, on the basis of existing evidence, health care professionals can be safely recommended to motivate their patients to enjoy sufficient sleep at the right time of day' he added.\nline 28 | Young children who sleep less eat more, which can lead to obesity and related health problems later in life, reports a new study by University College London (UCL) researchers.\nline 29 | The study found that 16 month-old children who slept for less than 10 hours each day consumed on average 105kcal more per day than children who slept for more than 13 hours. This is an increase of around 10 per cent from 982kcal to 1087kcal.\nline 30 | A new study, published in the International Journal of Obesity, is the first to directly link sleep to energy intake in children under the age of 3 years.\nline 31 | The study, funded by Cancer Research UK, involved 1303 UK families, monitoring sleep when children were 16 months old and diet at 21 months old.\nline 32 | 'We know that shorter sleep in early life increases the risk of obesity, so we wanted to understand whether shorter sleeping children consume more calories' said Dr Abi Fisher of the Health Behaviour Research Centre at UCL.\nline 33 | 'Previous studies in adults and older children have shown that sleep loss causes people to eat more, but in early life parents make most of the decisions about when and how much their children eat, so young children cannot be assumed to show the same patterns.\nline 34 | 'The key message here is that shorter sleeping children may be prone to consume too many calories,\" says Dr Fisher. \" 'Although more research is needed to understand why this might be, it is something parents should be made aware of' said Dr Fisher.\nline 35 | It is thought the regulation of appetite hormones may become disrupted by shorter sleeping patterns.\nline 36 | The comments below have not been moderated.\nline 37 | The views expressed in the contents above are those of our users and do not necessarily reflect the views of MailOnline.\nline 38 | We are no longer accepting comments on this article.\n</context>\n\n<phrases>\n- \"Let me play devil's advocate\"\n- \"So, the bottom line is\"\n- \"Going back to what I said about\"\n- \"What am I overlooking?\"\n- \"There's got to be something about\"\n- \"It finally adds up!\"\n- \"I'm curious about\"\n- \"Building on that\"\n- \"Let me untangle this\"\n- \"Something doesn't add up\"\n- \"I'm pondering\"\n- \"The crucial thing seems to be\"\n- \"This connects to\"\n- \"I'm struck by\"\n- \"Still working it out\"\n- \"The thing is\"\n- \"But then again\"\n- \"Let me trace that logic back\"\n- \"That reminds me\"\n- \"Let me run through it again\"\n- \"Let me circle back to that\"\n- \"What’s the best way to explain this?\"\n- \"Let me sum this up so far\"\n- \"I need to fill in the gaps\"\n- \"When I sit with this idea\"\n- \"On one hand... but on the other\"\n- \"I’m trying to connect the dots here\"\n- \"No, actually\"\n- \"Let's think step by step\"\n- \" is striking \"\n- \"Picture this\"\n- \"The tricky part is\"\n- \"Now, if I think about it differently\"\n- \"I'm mulling over\"\n- \"There's something off here\"\n- \"I'm wondering if\"\n- \"This makes me reflect on\"\n- \"Ummm, actually\"\n- \"Backing up for a second\"\n- \"I'm starting to see a pattern\"\n- \"I'm trying to reconcile\"\n- \" is interesting\"\n- \"This connects to something else\"\n- \"That changes everything\"\n- \"That’s an interesting angle, but\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"There’s a pattern here\"\n- \"It was staring me in the face\"\n- \"Finally, it clicks!\"\n- \"Let me back up a second\"\n- \"Let me connect the dots\"\n- \"In essence\"\n- \"Now it all comes together!\"\n- \"On the other hand\"\n- \"That makes sense because\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me put this another way\"\n- \"So what I’m trying to say is\"\n- \"I'm intrigued by\"\n- \"So what does this mean in the bigger picture?\"\n- \"So that’s why it wasn’t working!\"\n- \"Wait, I think I’ve got it!\"\n- \"Just thinking out loud but\"\n- \"I need to reframe this\"\n- \"Actually, no\"\n- \"Wait, no\"\n- \"Let me work through this\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"This makes me think of\"\n- \"This brings to mind\"\n- \"That doesn’t sound right\"\n- \"What if we\"\n- \"Wait, that doesn’t add up\"\n- \"There's probably more to it\"\n- \"I need to make sure this checks out\"\n- \"I'm just throwing ideas around\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I should have known that!\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Something's not clicking\"\n- \"What keeps nagging at me is\"\n- \"Alternatively\"\n- \"It's fascinating how\"\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 | U.S. Department of State Country Report on Human Rights Practices 1999 - Iceland\nline 02 | |Publisher||United States Department of State|\nline 03 | |Publication Date||25 February 2000|\nline 04 | |Cite as||United States Department of State, U.S. Department of State Country Report on Human Rights Practices 1999 - Iceland , 25 February 2000, available at: http://www.refworld.org/docid/3ae6aa6ec.html [accessed 24 September 2014]|\nline 05 | Iceland is a constitutional republic and a parliamentary democracy in which citizens periodically choose their representatives in free and fair multiparty elections. The judiciary is independent.\nline 06 | Elected officials control the police force, which scrupulously observes and enforces the laws that ensure protection of human rights.\nline 07 | Iceland has a mixed, open economy that provides residents with a high standard of living. The leading exports, fish and other marine products, account for almost 70 percent of export revenues. An abundance of cheap hydroelectric power provides a comparative advantage for the main manufacturing activity – aluminum smelting. Aluminum is the second leading export. Growth was expected to exceed 5 percent in 1999.\nline 08 | The Government generally respected the human rights of its citizens, and the law and judiciary provide effective means of dealing with individual instances of abuse.\nline 09 | Human rights monitors expressed concern about the Government's frequent use of solitary confinement for remand prisoners.\nline 10 | The Government is taking steps to deal with violence against women.\nline 11 | Some societal discrimination against women persists, especially in the area of equal pay.\nline 12 | Instances of suspected trafficking in women were reported.\nline 13 | Section 1. Respect for the Integrity of the Person, Including Freedom From:\nline 14 | a. Political and Other Extrajudicial Killing\nline 15 | There were no reports of political or other extrajudicial killings.\nline 16 | There were no reports of politically motivated disappearances.\nline 17 | c. Torture and Other Cruel, Inhuman, or Degrading Treatment or Punishment\nline 18 | Torture and other cruel, inhuman, or degrading treatment or punishment are prohibited by law and do not occur.\nline 19 | Prison conditions generally meet minimum international standards.\nline 20 | In a February report, the European Committee for the Prevention of Torture (CPT) expressed concern during its visit to the main prison (Litla Hraun) in Reykjavik in 1998 that nearly all detainees still were being placed in solitary confinement while their cases were under investigation. While the average duration of solitary confinement was between 2 and 3 weeks, the CPT noted that in some cases, solitary confinement lasted up to 3 months. While in solitary confinement, prisoners cannot leave their cells, except for short periods of time to exercise alone or to use the showers, and are not allowed to listen to the radio, watch television, or receive visitors other than their lawyers and prison officials. In November the supervising doctor at Litla Hraun wrote to prison authorities, warning that the mental health of several prisoners awaiting trial on drug trafficking charges could be in danger due to the extended time that they were expected to spend in solitary confinement.\nline 21 | In a preliminary response to the CPT report on September 30, the Government argued that solitary confinement was absolutely necessary in some circumstances to keep suspects from tampering with witnesses, destroying evidence, or hindering the investigation. On the other hand, it conceded that \"in the vast majority of cases\" incarceration alone was sufficient to protect the integrity of witnesses and evidence. However, the Prison and Probation Administration's own statistics show that solitary confinement was the rule rather than the exception during the first 9 months of the year: more than 90 percent of the 87 persons taken into custody were put into solitary confinement at least initially.\nline 22 | With the closing of the Sudumuli remand prison in 1996, the Government passed a law in 1998 that allows pretrial detainees to be incarcerated with the general prison population. Some human rights monitors claim that this law is inconsistent with the country's obligations under the European Human Rights Convention and European prison rules issued by the Council of Europe. Construction of a new prison in Reykjavik is planned for these detainees.\nline 23 | Juveniles who are 15 years of age or older can be sentenced to prison terms, but the vast majority of juvenile offenders are given probation or suspended sentences, or agree to attend a treatment program instead of going to jail. In the rare instances when juvenile offenders are incarcerated, they must be confined with the general adult prison population due to the lack of a separate detention facility for juveniles. In its February report, the CPT stated that it was \"very concerned\" about the current situation and recommended that the Government take \"immediate steps...to ensure that juvenile prisoners are held separately from adults.\"\nline 24 | The Government permits prison visits by human rights monitors.\nline 25 | d. Arbitrary Arrest, Detention, or Exile\nline 26 | The Constitution prohibits arbitrary arrest, detention, or exile, and the Government observes this prohibition.\nline 27 | e. Denial of Fair Public Trial\nline 28 | The Constitution and law provide for an independent judiciary, and the Government respects this provision in practice.\nline 29 | There are two levels of courts. The Ministry of Justice administers the district courts, while the Supreme Court guards its independence and fairness by administering itself. All judges, at all levels, serve for life.\nline 30 | The judiciary provides citizens with a fair and efficient judicial process. Juries are not used, but multijudge panels are common, especially in the appeals process. Depending on the seriousness of the charges, a panel can include from three to five judges. Defendants are presumed innocent. They are provided access to legal counsel of their own choosing with sufficient time to prepare their defense. For defendants unable to pay attorneys' fees, the State assumes the cost. Defendants have the right to be present at their trial, to confront witnesses, and to participate otherwise in the proceedings. No groups are barred from testifying, and all testimony is treated alike. Trials are public and are conducted fairly, with no official intimidation. Defendants have the right to appeal.\nline 31 | There were no reports of political prisoners.\nline 32 | f. Arbitrary Interference with Privacy, Family, Home, or Correspondence\nline 33 | The Constitution prohibits such practices, and the Government generally respect these prohibitions. Violations are subject to effective legal sanction.\nline 34 | Section 2. Respect for Civil Liberties, Including:\nline 35 | a. Freedom of Speech and Press\nline 36 | The Constitution provides for freedom of speech and of the press, and the Government respects these rights in practice. An independent press, an effective judiciary, and a functioning democratic political system combine to ensure freedom of speech and of the press, including academic freedom.\nline 37 | b.\nline 38 | Freedom of Peaceful Assembly and Association\nline 39 | The Constitution provides for these rights, and the Government respects them in practice.\nline 40 | c. Freedom of Religion\nline 41 | Although the official state religion is Lutheranism, the Constitution provides for freedom of religion, and the Government respects this right in practice. The salaries of Lutheran ministers are paid by the state. Citizens 16 years of age and above are presumed to be members of the state church and are required to support the church by paying a tax, unless they designate another religious denomination to receive their tax payment. The religion tax payment of persons who choose not to belong to any specific, organized religious group goes to the University of Iceland. Religious instruction in Christianity is required in the public schools, although students may be exempted.\nline 42 | d. Freedom of Movement Within the Country, Foreign Travel, Emigration, and Repatriation\nline 43 | The Constitution provides for these rights, and the Government respects them in practice.\nline 44 | Although neither the Constitution nor the law include provisions for granting refugee or asylee status in accordance with the 1951 U.N. Convention Relating to the Status of Refugees and its 1967 Protocol, in practice the Government adjudicates cases in accordance with their principles. The Government cooperates with the U.N. High Commissioner for Refugees (UNHCR), the International Committee of the Red Cross, and other humanitarian organizations in assisting refugees. There were no reports of the forced expulsion of those having a valid claim to refugee status. In view of the country's geographic isolation and the lack of direct transportation from any traditional source of refugees, the question of first asylum rarely arises. However, the Government reported that 13 individuals arrived during the year and requested asylum. None was found to qualify for refugee status (several cases were still under review), but some were granted temporary entry on humanitarian grounds. Some human rights monitors criticized the arrest and prolonged detention of a Kurdish asylum-seeker, but the Directorate of Immigration, which has responsibility for processing applications for asylum, stated that it had no choice but to turn the individual over to the police for investigation because he had no identity or travel documents and refused to cooperate with the authorities.\nline 45 | The Directorate of Immigration, which traditionally was a part of the national police force, became an independent agency on October 1. The Directorate is responsible for issuing passports, visas, and residence permits and for processing applications for asylum, while the police and customs now have responsibility for manning passport control points for those coming into and going out of the country. However, the police and customs are required to consult with the Directorate of Immigration about individuals arriving without valid visas or passports before refusing them entry. Human rights monitors say that it appears that some of the individuals who were refused entry upon arrival at the international airport during the year were not afforded their legal right to appeal their denial of admission.\nline 46 | In addition to accepting 20 to 25 UNHCR-designated \"quota\" refugees, the Government admitted 72 Kosovar refugees into the country during the year. Local government authorities in the towns where refugees settle take a strong interest in helping them adapt to their new environment. The Icelandic Red Cross, in cooperation with the Refugee Council of the Ministry of Social Affairs, developed a support family program, whereby at least three Icelandic families are enlisted to assist each refugee or refugee family. The refugees immediately are granted work permits and assisted in finding jobs. For the first year, they also are given free housing, utilities, and health care and receive a stipend so that they can participate in a special half-day Icelandic language course every day that is designed especially for them. Refugees generally are successful in assimilating into society, but their children drop out of school earlier than children of citizens.\nline 47 | Section 3. Respect for Political Rights: The Right of Citizens to Change Their Government\nline 48 | The Constitution provides citizens with the right to change their government peacefully, and citizens exercise this right in practice through periodic, free, and fair elections held on the basis of universal suffrage. The most recent elections to the Althingi (unicameral Parliament) were held in May.\nline 49 | Women are underrepresented in government and politics, but no legal or practical impediments hinder their participation. Of the 12 government ministers, 4 are women, and women hold 23 of the 63 seats in Parliament. The Women's List (WL), an activist feminist political party whose establishment in 1983 led to a significant increase in the number of female parliamentarians, joined an electoral alliance with other left-leaning parties in the May elections. The WL plans to merge eventually with the other left-leaning political parties to form a single entity to challenge the more conservative parties. Women's issues have moved into the mainstream of political debate, and all of the major political parties now have at least one woman in a prominent leadership position.\nline 50 | Section 4. Governmental Attitude Regarding International and Nongovernmental Investigation of Alleged Violations of Human Rights\nline 51 | A number of human rights groups operate without government restriction, investigating and publishing their findings on human rights cases.\nline 52 | Government officials are generally cooperative and responsive to their views.\nline 53 | Section 5. Discrimination Based on Race, Sex, Religion, Disability, Language, or Social Status\nline 54 | The country's ethnically homogenous population is strongly egalitarian and opposed to discrimination based on any of these factors. The law and practice generally reflect this attitude. However, concern is voiced that the rapidly increasing number of foreigners being brought into the country to meet the labor shortage in fish processing and other less desirable occupations could lead to future problems, especially in the event of an economic downturn. Some 14,000 people of foreign origin now live in the country (approximately 2 percent of the population). During the last half of the year, the Directorate of Immigration was issuing new residence and work permits at the rate of more than 200 per month. Many of these \"temporary\" workers come from Central and Eastern Europe and the former Soviet Union, and the Directorate of Immigration expects most of them to seek to remain permanently rather than return to their countries of origin.\nline 55 | Violence against women continued to be a matter of concern.\nline 56 | A public women's shelter offers counseling and protection to victims of domestic violence and their children.\nline 57 | Approximately 400 women and 150 children came to the shelter during the year, 100 of whom sought shelter while the rest asked for counseling or information.\nline 58 | At a rape trauma center, 400 women and children seek assistance annually.\nline 59 | Both facilities are financed by national and municipal governments, as well as by private contributors.\nline 60 | The Reykjavik City Hospital emergency ward has a special staff to care for rape victims.\nline 61 | It reports approximately 100 visits per year associated with incidents of sexual abuse.\nline 62 | A police program to train officers in correct interrogation procedures in rape and sexual abuse cases appears to be addressing prior concerns that police indifference and hostility to female victims did not assure proper attention and consideration for victims of such abuses.\nline 63 | Many victims nevertheless decline to press charges, and even more forgo trial, fearing publicity in this small, tightly knit society. With an increasing number of interracial marriages, mostly involving Icelandic men and Asian women, there is concern that these new Asian immigrants are not assimilating well into local society. Concern that these women might be vulnerable to mistreatment led the city of Reykjavik to begin offering them emergency accommodation and assistance, which includes information on legal rights, language training, and an introduction to Icelandic society and norms.\nline 64 | There were indications that some women were trafficked to work as striptease dancers or prostitutes against their will (see Section 6.f.).\nline 65 | In the labor market, the rate of participation by women is high. In part this reflects the country's comprehensive system of subsidized day care, which makes it affordable and convenient for women to work outside the home. Despite laws that require equal pay for equal work, a sizeable pay gap continues to exist between men and women. A survey by a union in Reykjavik showed that women, on average, earned 30 percent less than men. A 12 percent difference in pay is attributable to the fact that men work 4.2 more hours per week than women, but the rest of the gap is unexplained.\nline 66 | The Government demonstrates its strong commitment to children's rights through its well-funded systems of public education and medical care.\nline 67 | School attendance is compulsory through the age of 15.\nline 68 | About 85 percent of students continue to upper secondary education, which is financed completely by the state.\nline 69 | The Government provides free prenatal and infant medical care, as well as heavily subsidized children's care.\nline 70 | In 1994 the government created the Office of the Children's Ombudsman in the Prime Minister's Office, with a mandate to protect children's rights, interests, and welfare by, among other things, exerting influence on legislation, government decisions, and public attitudes.\nline 71 | There is no societal pattern of abuse directed against children.\nline 72 | In an effort to improve the rate of prosecution of child sexual abuse and lessen the trauma to the child, the Government in 1998 established the Children's Assessment Center. The objective of the Center is to create a safe and secure environment where child victims feel more comfortable talking about what happened to them and are not subjected to multiple interviews. The Center brings together police, prosecutors, judges, doctors, and counselors, as well as officials from the Child Protection Agency of the Ministry of Social Affairs. Prior to the establishment of the Center, barely half of the cases dealt with by the Child Protection Agency were sent to the police for investigation, just a third went to the prosecutor, and only 10 percent ever went to trial. Now some 75 percent of cases are sent to the police for investigation, and the authorities anticipate a corresponding increase in the percentage of cases being prosecuted and sent to trial.\nline 73 | People with Disabilities\nline 74 | Disabled individuals are not subject to discrimination in employment, education, or the provision of other state services.\nline 75 | A 1992 law calls for the disabled to have the right to \"all common national and municipal services\" and provides that they be given assistance to \"make it possible for them to live and work in normal society with others.\"\nline 76 | The law also provides that the disabled should receive preference for a government job when they are equally qualified, or more qualified, than regular applicants.\nline 77 | Building regulations updated in 1998 call for public buildings to be accessible.\nline 78 | However, the country's main association for the disabled complains that the provisions related to building access often are ignored because there is no penalty for noncompliance.\nline 79 | Access to new buildings tends to be good, while efforts to make old buildings more accessible have lagged.\nline 80 | Section 6. Worker Rights\nline 81 | a. The Right of Association\nline 82 | Workers make extensive use of the right provided by the Constitution to establish organizations, draw up their own constitutions and rules, choose their own leaders and policies, and publicize their views. The resulting organizations are controlled neither by the Government nor by any single political party. Unions take active part in Nordic, European, and other international trade union bodies. With the exception of limited categories of workers in the public sector whose services are essential to public health or safety, unions have had and used the right to strike for many years. Approximately 80 percent of all eligible workers belong to unions. No strikes occurred during the year, but there were a handful of work stoppages.\nline 83 | b. The Right to Organize and Bargain Collectively\nline 84 | Union membership is not impeded in law or practice. Employers are required to withhold union dues (1 percent of gross pay) from the pay of all employees, whether they are members of the union or not. This is because union dues help support, among other things, an illness fund to which everyone is entitled.\nline 85 | The various trade unions and management organizations periodically negotiate collective bargaining agreements that set specific terms for workers' pay, hours, and other conditions. The current 3-year collective bargaining agreements expire in February 2000. In recent years, the Government has played almost no role in the private-sector collective bargaining process, other than generally to encourage wage restraint that would help to limit inflation.\nline 86 | Labor courts effectively adjudicate disputes over contracts and over the rights provided for in the 1938 Act on Trade Unions and Industrial Disputes, which prohibits antiunion discrimination.\nline 87 | By law employers found guilty of antiunion discrimination are required to reinstate workers fired for union activities.\nline 88 | In practice the charges are difficult to prove.\nline 89 | In 1996 the Parliament passed legislation updating the labor laws and bringing them into compliance with the European Convention for the Protection of Human Rights and Fundamental Freedoms.\nline 90 | There are no export processing or other special economic zones.\nline 91 | c. Prohibition of Forced or Compulsory Labor\nline 92 | Forced or compulsory labor is prohibited by law and does not occur; however, some women reportedly were coerced to work as striptease dancers or prostitutes (see Section 6.f.\nline 93 | ), and work permit practices could leave workers vulnerable to abuse by employers (see Section 6.e.).\nline 94 | The law prohibits forced and bonded labor by children, and the Government enforces this prohibition effectively.\nline 95 | d. Status of Child Labor Practices and Minimum Age for Employment\nline 96 | The law prohibits forced and bonded labor by children, and the Government enforces this prohibition effectively (see Section 6.c.).\nline 97 | The law requires children to attend school until the age of 16 and prohibits the employment of younger children in factories, on ships, or in other places that are hazardous or require hard labor.\nline 98 | This prohibition is observed in practice.\nline 99 | Children 14 or 15 years old may be employed part time or during school vacations in light, nonhazardous work.\nline 100 | Their work-hours must not exceed the ordinary work-hours of adults in the same occupation.\nline 101 | The Occupational Safety and Health Administration enforces child labor regulations.\nline 102 | e. Acceptable Conditions of Work\nline 103 | No minimum wage is mandated legislatively, but the minimum wages negotiated in the various collective bargaining agreements apply automatically to all employees in those occupations, whether they are union members or not. Union membership is so extensive and effective that labor contracts afford even the lowest paid workers a sufficient income for a decent standard of living for themselves and their families.\nline 104 | Workers are protected by laws that effectively provide for their health and safety as well as for unemployment insurance, paid vacations, pensions, and reasonable working conditions and hours. The standard legal workweek is 40 hours. Work exceeding 8 hours in a workday must be compensated as overtime. Workers are entitled to 10 hours of rest within each 24-hour period and to a day off every week. Under defined special circumstances, the 10-hour rest period can be reduced to 8, and the day off can be postponed by a week, in which case the worker has a right to 2 additional hours off in the following week.\nline 105 | Health and safety standards are set by the Althingi and administered and enforced by the Ministry of Social Affairs through its Occupational Safety and Health Administration, which can close down workplaces until safety and health standards are met. Workers have a collective, not an individual, right to refuse to work in a place that does not meet the criteria of occupational safety and health. Firing workers who report unsafe or unhealthy conditions is illegal.\nline 106 | However, in the case of newly arrived foreign workers or refugees (i.e., those who have been in the country for less than 3 years), human rights monitors expressed concern that the Government's practice of issuing the applicable work permit to the employer rather than to the individual concerned could leave the worker vulnerable to abuse by the employer.\nline 107 | f. Trafficking in Persons\nline 108 | The law does not specifically criminalize trafficking in persons; however, a number of provisions in the Penal Code can be used to prosecute such cases.\nline 109 | Trafficking in women is suspected in connection with the growing number of foreign women who enter the country to work in striptease clubs. With the recent opening of several new striptease clubs (there are now 11 clubs altogether), the police expressed concern about the 500 women who entered the country during the year to work in these establishments. It is suspected that some of the women – especially those from Eastern and Central Europe and the former Soviet Union – were coerced to work as striptease dancers or prostitutes against their will.\nline 110 | Regulation of these clubs has been lacking, in part because striptease dancers can enter the country and perform without a work permit for up to a month under an exemption given for \"artists.\"\nline 111 | The Government plans to close this legal loophole.\nline 112 | By year's end, there had been no arrests in connection with these activities.\n</context>\n\n<phrases>\n- \"That’s the piece of the puzzle!\"\n- \"I'm pondering\"\n- \"What if we looked at it like\"\n- \"The tricky part is\"\n- \"There's got to be something about\"\n- \"I'm curious about\"\n- \"Okay, so\"\n- \"Let's break this down into parts\"\n- \"Something doesn't add up\"\n- \"When I sit with this idea\"\n- \"It almost fits, but something’s off\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"There’s a pattern here\"\n- \"Wait, why does that happen?\"\n- \"No, actually\"\n- \"I think I can rule that out\"\n- \"I'm struck by\"\n- \"Just thinking out loud but\"\n- \"The pros and cons are\"\n- \"Let me approach this from another angle\"\n- \"If I follow this through\"\n- \"Wait, I think I’ve got it!\"\n- \"Now, if I think about it differently\"\n- \"Is it possible that...?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Follow me here\"\n- \"Let me connect the dots\"\n- \"This connects to something else\"\n- \"Here's what I'm thinking\"\n- \"This makes me think of\"\n- \"What if the reason is\"\n- \"Ummm, actually\"\n- \"What keeps nagging at me is\"\n- \"That makes sense because\"\n- \"On one hand... but on the other\"\n- \"I'm trying to untangle this\"\n- \"This makes me reflect on\"\n- \"Let's think step by step\"\n- \"Oh! I get it now\"\n- \"I'm intrigued by\"\n- \"Let me chew on this\"\n- \"I'm mulling over\"\n- \"Picture this\"\n- \"Bear with me while I\"\n- \"Actually, no\"\n- \"Wait, but if that’s true\"\n- \"So that’s why it wasn’t working!\"\n- \"Building on that\"\n- \"If I take this apart step by step\"\n- \"Let's see\"\n- \"I wonder if\"\n- \"That reminds me\"\n- \"I should have known that!\"\n- \"Hold on a second\"\n- \"Well\"\n- \"Right, so\"\n- \"Still working it out\"\n- \"Uh...\"\n- \"This might explain the pattern\"\n- \"Let me break this down\"\n- \"Let me work through this\"\n- \"Let me talk this through\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I'm starting to see a pattern\"\n- \"Okay, I think I’ve got it now!\"\n- \"If we follow this logic\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Oh, that clears everything up!\"\n- \"I have a theory about this\"\n- \"There's a missing link here\"\n- \"Let’s weigh the options\"\n- \"There's something here about\"\n- \"There's probably more to it\"\n- \"That’s it!\"\n- \"This might sound weird, but\"\n- \"Let me untangle this\"\n- \"Something's not quite right\"\n- \"Now we're cooking\"\n- \"It's almost like\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"First things first\"\n- \"Okay, pros and cons\"\n- \"That’s what I was trying to say!\"\n- \"I'm seeing a connection between\"\n- \"What if I tried...?\"\n- \"Well, let me see\"\n- \"This brings to mind\"\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 | Size of Japan's quake surprises seismologists\nline 02 | Published: Friday, March 11, 2011 at 10:22 a.m.\nline 03 | Last Modified: Friday, March 11, 2011 at 10:22 a.m.\nline 04 | LOS ANGELES — The magnitude 8.9 earthquake that struck Friday off the coast of Japan \"is going to be among the top 10 earthquakes recorded since we have had seismographs,\" said seismologist Susan Hough of the U.S. Geological Survey in Pasadena, Calif. \"It's bigger than any known historic earthquake in Japan, and bigger than expectations for that area.\"\nline 05 | Geologists had expected the portion of the Ring of Fire that produced this quake to yield a temblor on the order of magnitude 8 or perhaps 8.5, she said. \"Something as big as an 8.9 is a bit of a surprise.\"\nline 06 | A quake that big usually requires a long, relatively straight fault line that can rupture, such as those found in Peru and along the eastern coast of South America.\nline 07 | Thursday's quake occurred in the Japan Trench, where the Pacific tectonic plate slides under the Japan plate.\nline 08 | Scientists did not expect such a big quake in the area because the plate boundary is not straight, but is fairly irregular. According to Lucile Jones of the U.S. Geological Survey, producing a quake of that size would require rupturing a zone at least 300 miles long.\nline 09 | The region had a magnitude 7.2 temblor Wednesday in almost exactly the same area.\nline 10 | Typically, with any large earthquake, there is about a 5 percent chance that such a quake is a precursor of a larger quake.\nline 11 | This appears to have been that 1-in-20 chance.\nline 12 | There have been at least two aftershocks of magnitude 7 or greater, and researchers expect more.\nline 13 | The quake was a \"perfect storm for tsunami generation,\" Hough said — it was large in magnitude and very shallow. The quake was so close to land, about 80 miles offshore, that people on shore really had no warning that a 15-foot wave was imminent.\nline 14 | But that wave is now spreading out in the opposite direction at about 500 mph, the speed of a jet airplane. It should hit Hawaii just before 3 a.m. local time and should begin reaching the West Coast around 8 a.m. PST.\nline 15 | Experts do not yet know how high the waves will be by the time they reach U.S. shores. But a series of buoys have been installed at various locations in the Pacific that should monitor the passage of the wave and allow researchers to refine their predictions during the night.\nline 16 | \"Given the size of the tsunami near the epicenter, if I were in a low-lying area, I would get out of the way,\" Hough said.\nline 17 | The Indonesian earthquake that produced the Indian Ocean tsunami on Dec. 26, 2004, was a magnitude 9.1. The largest quake on record was the 9.5 temblor that struck Valdivia, Chile, in 1960.\nline 18 | Reader comments posted to this article may be published in our print edition.\nline 19 | All rights reserved.\nline 20 | This copyrighted material may not be re-published without permission.\nline 21 | Links are encouraged.\n</context>\n\n<phrases>\n- \"This connects to something else\"\n- \"Let me throw this out there\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me work through this\"\n- \"I'm getting stuck on\"\n- \"I'm still feeling my way through\"\n- \"This might sound weird, but\"\n- \" is key here\"\n- \"Actually, no\"\n- \"Going back to what I said about\"\n- \"There's a better way to phrase this\"\n- \"There’s a pattern here\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Consider this possibility\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Something about [blank] is still bothering me\"\n- \"What I'm getting at is\"\n- \"Oh! That reminds me\"\n- \"Don't quote me on this\"\n- \"This is starting to take shape\"\n- \"I’m torn between two choices\"\n- \"Let's think step by step\"\n- \"The more I think about it\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let’s weigh the options\"\n- \"Let me put this another way\"\n- \"This might explain the pattern\"\n- \"Let's break this down into parts\"\n- \"Let me connect the dots\"\n- \"Just spitballing here\"\n- \"Something doesn't add up\"\n- \"This isn't quite right, but\"\n- \"Let me just think this through\"\n- \"I'm starting to see a pattern\"\n- \"Brainstorming here, but\"\n- \"Still forming this thought\"\n- \"Wait, that doesn’t add up\"\n- \"Let me sum this up so far\"\n- \"It almost fits, but something’s off\"\n- \"In other words\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Could be wrong here\"\n- \"So the main idea is\"\n- \"That reminds me\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I feel like I'm close\"\n- \"So what I’m trying to say is\"\n- \"Here's a possible explanation\"\n- \"No, actually\"\n- \"Let me propose something\"\n- \"Okay, pros and cons\"\n- \"So what I'm trying to say is\"\n- \"It's almost like\"\n- \"I need to reframe this\"\n- \"First things first\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let me trace that logic back\"\n- \"Building on that\"\n- \"So what does this mean in the bigger picture?\"\n- \"It's fuzzy, but\"\n- \"If A is true, then\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"This makes me think of\"\n- \"Backing up for a second\"\n- \"On one hand... but on the other\"\n- \"If I take this apart step by step\"\n- \"That makes sense because\"\n- \"The pros and cons are\"\n- \"Picture this\"\n- \"Let me break this down\"\n- \"Let me untangle this\"\n- \"Okay, let's break this down\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, no\"\n- \"Ummm, actually\"\n- \"It’s on the tip of my tongue\"\n- \"What keeps nagging at me is\"\n- \" is interesting\"\n- \"I was just about to say\"\n- \"What if we looked at it like\"\n- \"Could I be second-guessing myself?\"\n- \"I keep coming back to\"\n- \"I'm seeing a connection between\"\n- \"I'm not sure, 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 | By Craig Weatherby\nline 02 | Apparent links between higher levels of vitamin D and reduced cancer risks have been accumulating since the 1940’s.\nline 03 | Indications are particularly strong for cancers of the digestive tract, including colon cancer, and certain forms of leukemia.\nline 04 | However, these associations have emerged from epidemiological studies, which cannot prove a cause-effect relationship.\nline 05 | (Our reports on some of these studies can be found in the Vitamin D & Immunity\nline 06 | section of our news archive.)\nline 07 | The credibility of these links is bolstered by studies in human cells and animals … which suggest some possible explanations for why vitamin D appears to curb the development and spread of cancers.\nline 08 | As researchers wrote earlier this year, “… vitamin D participates in cell growth regulation, apoptosis and cell differentiation. In addition, it has been implicated in the suppression of cancer cell invasion, angiogenesis and metastasis.” (Lopes N et al. 2012)\nline 09 | Vitamin D can be obtained from supplements, fatty seafood, and exposure to strong sunrays during the spring and summer months.\nline 10 | Sadly, sun avoidance and lack of fatty fish and/or supplements has made vitamin D deficiency or insufficiency common in North America and in many countries worldwide.\nline 11 | Fish fit the bill:\nline 12 | Sockeye stand out\nline 13 | In addition to getting vitamin D from supplements, certain fish rank among the very few substantial food sources of vitamin D, far outranking milk and other D-fortified foods.\nline 14 | Among fish, wild sockeye salmon rank as the richest source, with a single 3.5 ounce serving surpassing the US RDA of 600 IU by about 15 percent:\nline 15 | Vitamin D per 3.5 oz*\nline 16 | Sockeye salmon 687 IU\nline 17 | Albacore tuna 544 IU\nline 18 | Silver salmon 430 IU\nline 19 | King salmon 236 IU\nline 20 | Sardines 222 IU\nline 21 | Sablefish 169 IU\nline 22 | Halibut 162 IU\nline 23 | *Click here for our our full test results.\nline 24 | Now, researchers at Montreal’s McGill University have discovered another reason why vitamin D appears to exert cancer-preventive and cancer-curbing effects.\nline 25 | Cell study suggests a new anti-cancer power of vitamin D\nline 26 | A team led by McGill professors John White and David Goltzman discovered that vitamin D acts in several ways to inhibit the production and function of a key protein called cMYC (Salehi-Tabar R et al. 2012).\nline 27 | They just published their findings in the latest edition of the prestigious U.S. journal, Proceedings of the National Academy of Sciences.\nline 28 | The cMYC protein drives cell division and is active at high levels in more than half of all cancers. “For years, my lab has been dedicated to studying the molecular mechanisms of vitamin D in human cancer cells, particularly its role in stopping their proliferation,” said Prof. White.\nline 29 | “We discovered that vitamin D controls both the rate of production and the degradation of cMYC. More importantly, we found that vitamin D strongly stimulates the production of a natural antagonist of cMYC called MXD1, essentially shutting down cMYC function”. (MU 2012)\nline 30 | The team also applied vitamin D to the skin of mice and observed a drop in the level of cMYC and found evidence of a decrease in its function.\nline 31 | And mice that lacked the specific receptor for vitamin D had very high levels of cMYC in a number of tissues, including skin and the lining of the colon.\nline 32 | “Taken together, our results show that vitamin D puts the brakes on cMYC function, suggesting that it may slow the progression of cells from premalignant to malignant states and keep their proliferation in check”, said Dr. White (MU 2012).\nline 33 | He went on to make two key points: “We hope that our research will encourage people to maintain adequate vitamin D supplementation and will stimulate the development of large, well-controlled cancer chemo-prevention trials to test the effects of adequate supplementation.” (MU 2012)\nline 34 | Their study was funded by the Canadian Institutes of Health Research and the National Cancer Institute/Canadian Cancer Society Research Institute.\nline 35 | Lopes N, Paredes J, Costa JL, Ylstra B, Schmitt F. Vitamin D and the mammary gland: a review on its role in normal development and breast cancer. Breast Cancer Res. 2012 May 31;14(3):211.\nline 36 | McGill University (MU).\nline 37 | Newly discovered effects of vitamin D on cancer: Vitamin D slows the progression of cells from premalignant to malignant states, keeping their proliferation in check November 22, 2012.\nline 38 | Accessed at http://www.mcgill.ca/newsroom/channels/news/newly-discovered-effects-vitamin-d-cancer-219089\nline 39 | Patel JB, Patel KD, Patel SR, Shah FD, Shukla SN, Patel PS. Recent candidate molecular markers: vitamin D signaling and apoptosis specific regulator of p53 (ASPP) in breast cancer. Asian Pac J Cancer Prev. 2012;13(5):1727-35.\nline 40 | Salehi-Tabar R, Nguyen-Yamamoto L, Tavera-Mendoza LE, Quail T, Dimitrov V, An BS, Glass L, Goltzman D, White JH.\nline 41 | Vitamin D receptor as a master regulator of the c-MYC/MXD1 network.\nline 42 | Proc Natl Acad Sci U S A.\nline 43 | 2012 Nov 13;109(46):18827-32. doi: 10.1073/pnas.1210037109.\nline 44 | Epub 2012 Oct 29.\n</context>\n\n<phrases>\n- \"What if I flip it around?\"\n- \"Let me see if\"\n- \"Alternatively\"\n- \"Something doesn't add up\"\n- \"In other words\"\n- \"Let's think step by step\"\n- \"Anyway\"\n- \"Picture this\"\n- \"When I sit with this idea\"\n- \"Ah...\"\n- \"Wait, no\"\n- \"Let me work through this\"\n- \"Consider this possibility\"\n- \"How do I put this\"\n- \"On one hand... but on the other\"\n- \" is interesting\"\n- \"How can I approach this?\"\n- \"What if I tried...?\"\n- \"I need to reframe this\"\n- \"I'm still feeling my way through\"\n- \"Something's not clicking\"\n- \"Follow me here\"\n- \"What keeps nagging at me is\"\n- \"I'm curious about\"\n- \"That’s the answer I was looking for!\"\n- \"That changes everything\"\n- \"This might sound weird, but\"\n- \"What’s the best way to explain this?\"\n- \"So, the bottom line is\"\n- \"So what does this mean in the bigger picture?\"\n- \"On the other hand\"\n- \"Basically\"\n- \"Actually, no\"\n- \"Hold that thought\"\n- \"What happens if we change this part?\"\n- \"That doesn't seem to add up... Let me think\"\n- \"What’s the next step?\"\n- \"Let me approach this from another angle\"\n- \"What's the best way to explain this?\"\n- \"If we follow this logic\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"No, actually\"\n- \"Okay, I think I’ve got it now!\"\n- \"I'm wondering if\"\n- \"Let's test this idea\"\n- \"Let me dig into that a little deeper\"\n- \"I wonder if\"\n- \"There's something off here\"\n- \"Wait, but if that’s true\"\n- \"I'm pondering\"\n- \"Of course! That’s the answer!\"\n- \"I'm struck by\"\n- \"Let me sum this up so far\"\n- \"Well, let me see\"\n- \"Hold on a second\"\n- \"Ummm, actually\"\n- \"I'm mulling over\"\n- \"In essence\"\n- \"Let me untangle this\"\n- \"What I mean is\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Just spitballing here\"\n- \"This just clicked into place!\"\n- \"This isn't quite right, but\"\n- \"Coming at this from another angle\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Here's what I'm thinking\"\n- \"Okay, so\"\n- \"The crucial thing seems to be\"\n- \"Bear with me while I\"\n- \"This brings to mind\"\n- \"Okay, so if I do this\"\n- \"That makes sense because\"\n- \"Let me see\"\n- \"It finally adds up!\"\n- \"But then again\"\n- \"Oh, I see what’s happening here!\"\n- \"I'm intrigued by\"\n- \"Oh, that clears everything up!\"\n- \"If I follow this through\"\n- \"Finally, it clicks!\"\n- \"Let me play devil's advocate\"\n- \" is key here\"\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 | The Anglican Church\nline 02 | In 1788, when the English sailed to Australia to set up the first colony, the Church of England was the only approved religion. Catholic priests tried to come to the colony but were forbidden, and Catholics were obliged to attend the Anglican service on Sundays. If they refused, their daily rations would be reduced. The first Catholic Mass was permitted in 1803.\nline 03 | John Bede Polding, an English Benedictine monk.\nline 04 | In 1819, two priests were authorized to minister to the Catholics of Australia. On May 12, 1834, Father John Bede Polding was appointed Vicar Apostolic. It was a wonderful time for Australian Catholics, who up until this time had relied solely on Anglican clergy for worship, baptisms, weddings, funerals and burials.\nline 05 | According to the latest Vatican statistics, there are 5,704,000 Catholics out of a total population of 20,700,000.\nline 06 | Furthermore, the Church in Australia has 33 archbishops and bishops in 33 ecclesiastical territories, as well as 1,390 parishes having 3,125 priests.\nline 07 | In addition, there are 7,950 religious, 40 lay members of secular institutes and 8,192 catechists in Australia, with 244 students in major seminaries and 83 in minor (or high school) seminaries.\nline 08 | He is a judge, but not only that, he is deaf.\nline 09 | George Palmer, a former justice of Australia’s Supreme Court, is the composer of the music for the Mass to be celebrated by Pope Benedict XVI for the closing of World Youth Day 2008. The Mass is entitled \"Benedictus qui venit,\" which means \"Blessed is he who comes (in the Name of the Lord).\"\nline 10 | The World Youth Days were initiated by Pope John Paul II, who celebrated the first one in Rome on Palm Sunday in 1986.\nline 11 | Australia Catholic University, or, ACU National.\nline 12 | Blessed Mary Mackillop.\nline 13 | Mary MacKillop was born on January 15, 1842. From the age of sixteen, she supported her family by taking jobs as a governess and teacher. In 1866, Mary opened her first school in Penola. Young women came to join her, and so the Congregation of the Sisters of St Joseph began. The women spread across Australia, opening schools, influencing Catholic Education, starting orphanages and “providences” to care for the homeless and destitute, and “refuges” for ex-prisoners and ex-prostitutes. Ill of health most of her life, Mary suffered a stroke and died on August 8, 1909, in North Sydney. She was beatified on January 15, 1995, by Pope John Paul II. Mary is likely to become Australia’s first native born saint.\nline 14 | April 16, 1927.\nline 15 | Josef Alois Ratzinger was born on Holy Saturday, April 16, 1927, to Josef and Maria Ratzinger at Marktl am Inn, Bavaria, Germany. He was the youngest child, having an older sister named Maria and an older brother named Georg.\nline 16 | April 19, 2005\nline 17 | Following the death of Pope John Paul II on April 2, 2005, Joseph Cardinal Ratzinger acting as Dean of the College of Cardinals guided the Church through the period of the Vacancy of the Holy See, and was himself elected to succeed the Pope he served as Prefect of the Congregation for the Doctrine of the Faith.\nline 18 | The Brown Joeys.\nline 19 | The Sisters of St. Joseph are affectionately known as the Brown Joeys because their habits are brown, and because Joey is the shortened version of Joseph. The nickname also has an Australian twist, since “joey” is the name for a baby kangaroo.\nline 20 | In 1995 Manila had over 2 million participants in the 10th World Youth Day.\nline 21 | According to the Holy Father’s desire, everyone should feel welcome at World Youth Day, but it is specifically designed for Catholics between the ages of 16-35.\nline 22 | “You will receive power when the Holy Spirit has come upon you; and you will be my witnesses.” (Acts 1:8)\nline 23 | These words of Jesus on the day of His Ascension promised the Apostles the gift of the Holy Spirit at Pentecost. All Catholics receive an infusion of the Holy Spirit at their Confirmation, in order to be faithful witnesses to Christ by word and deed.\nline 24 | According to the 2006 Census, Catholics make up 25.8% of the population, with Anglicans 18.7%. Altogether, 63.9% of Australians are Christian.\nline 25 | There have been three papal visits to Australia. 1970: Pope Paul VI . Randwick Racecourse. 1986: Pope John Paul II. Randwick Racecourse, attracting 250,000 people 1995: Pope John Paul II. Beatification Mass for Mary MacKillop, Randwick Racecourse.\nline 26 | A special program for youth at WYD08 to visit dioceses other than Sydney.\nline 27 | Days in the Dioceses is an excellent opportunity for the youth of the world to join local communities in prayer and celebration, to experience Australia beyond Sydney, to help renew the Church in the places they visit, as well as to receive Australian hospitality.\nline 28 | Sydney Opera House\nline 29 | The Sydney Opera House is a world-class performing arts venue, and one of the best known icons of Australia. In addition to hosting many touring theatre, ballet, and musical productions, the Opera House is the home of Opera Australia, the Sydney Theatre Company and the Sydney Symphony.\nline 30 | The native people of Australia.\nline 31 | The literal translation of the word 'Aborigine' is the people who were here from the beginning. There have been people living in Australia for thousands of years. The first recorded art of the continent is dated 30,000 years ago. It is assumed that the first people made their way to Australia via land bridges and short sea-crossings from present-day South-East Asia.\nline 32 | Slightly smaller than the United States, Australia is the smallest of the continents, followed by Europe, Antarctica, South America, North America, Africa, and the largest, Asia.\nline 33 | Canberra is Australia’s largest inland city, with a population of 335,000. Selected as the site of the nation’s capital in 1908, construction on the city didn’t actually begin until 1913.\nline 34 | New South Wales.\nline 35 | Located in the southeast of Australia, it is the country’s most populous state.\nline 36 | It depends on whether you are female or not.\nline 37 | A “sheila,” from the Irish of the girl’s name, is slang for a girl or woman. If you are not a sheila you are a bloke.\nline 38 | A good friend.\nline 39 | A “mate” is used for a good friend of the same sex, or a platonic friend of the opposite sex.\nline 40 | A “click” or kilometer is 6/10ths of a mile.\nline 41 | Since Australia uses the metric system, Americans will have to adjust to distances given in kilometers. In the United States the “English System” of inches, feet and miles, is used. England and her other former colonies all use the metric system.\n</context>\n\n<phrases>\n- \"I'm just throwing ideas around\"\n- \"No, actually\"\n- \"This isn't quite right, but\"\n- \"This connects to\"\n- \"This connects to something else\"\n- \"Ummm, actually\"\n- \"Going back to what I said about\"\n- \"What if we looked at it like\"\n- \"Let's think step by step\"\n- \"Wait, but if that’s true\"\n- \"Brainstorming here, but\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me put this another way\"\n- \"I'm intrigued by\"\n- \"Let me sum this up so far\"\n- \"Something's not quite right\"\n- \"Actually, no\"\n- \"Alright, where was I?\"\n- \"That changes everything\"\n- \"What I’m getting at is\"\n- \"Maybe if I try it this way\"\n- \"That’s what I was trying to say!\"\n- \"In other words\"\n- \"That would explain why\"\n- \"I'm struck by\"\n- \"This could explain why\"\n- \"On one hand... but on the other\"\n- \"I'm pondering\"\n- \"Let me chew on this\"\n- \"Let me propose something\"\n- \"That makes sense because\"\n- \"Let me connect the dots\"\n- \"I wonder if\"\n- \"So what does this mean in the bigger picture?\"\n- \"What’s the best way to explain this?\"\n- \"What if the reason is\"\n- \"Let me circle back to that\"\n- \"Let me untangle this\"\n- \"Something doesn't add up\"\n- \"If A is true, then\"\n- \"There's probably more to it\"\n- \"I'm seeing a connection between\"\n- \"The thing is\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Still working it out\"\n- \"That’s the answer I was looking for!\"\n- \"Oh, it all makes sense now!\"\n- \"Now it makes sense!\"\n- \"What if I tried...?\"\n- \"This makes me reflect on\"\n- \"Coming at this from another angle\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let me talk this through\"\n- \"It finally adds up!\"\n- \"This might sound weird, but\"\n- \"I need to reframe this\"\n- \"If I follow this through\"\n- \"Let me work through this\"\n- \"What keeps nagging at me is\"\n- \"That reminds me\"\n- \"I keep circling back to\"\n- \"I'm wondering if\"\n- \"I was looking at this all wrong!\"\n- \"Let me run through it again\"\n- \"Wait, no\"\n- \"I'm mulling over\"\n- \"There’s a better way to phrase this\"\n- \"Let me throw this out there\"\n- \"That doesn't seem to add up... Let me think\"\n- \"If we follow this logic\"\n- \"When I sit with this idea\"\n- \"So basically\"\n- \"I'm starting to see a pattern\"\n- \"I was just about to say\"\n- \"There’s a pattern here\"\n- \"That’s it!\"\n- \"So far, it looks like\"\n- \"I keep coming back to\"\n- \" is key here\"\n- \"Wait, I think I’ve got it!\"\n- \"Okay, backtrack a bit\"\n- \"Let me make sure I got this\"\n- \"What am I overlooking?\"\n- \"It's almost like\"\n- \"Oh! 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 | Click on image for full size\nline 02 | Mighty Streams of Plasma Flow under Solar Surface\nline 03 | News story originally written on September 3, 1997\nline 04 | With the help of the SOHO (Solar and Heliospheric Observatory) spacecraft, scientists at Standford University have made some exciting discoveries.\nline 05 | The first discovery is that there are streams of plasma flowing beneath the surface of the Sun.\nline 06 | \"We have detected motion similar to the weather patterns in the Earth's atmosphere,\" said Dr. Jesper Schou of Stanford.\nline 07 | \"This flow is totally inside the Sun.\nline 08 | It is completely unexpected, and cannot be seen at the surface.\"\nline 09 | These plasma streams are the smallest structures yet observed inside the Sun, but each stream is still large enough to engulf two Earths. It is thought that these streams may indeed affect solar \"weather\" or activity. These new findings will help scientists to understand increases in solar activity which directly affects the Earth causing occasional power and communications disruptions.\nline 10 | The second solar discovery is bands of gas similar to the Earth's\nline 11 | trade winds.\nline 12 | Standford scientists have found that there are gaseous bands located in both hemispheres that move faster than the material around them.\nline 13 | These bands extend to a depth of at least 12,000 miles below the Sun's surface.\nline 14 | These bands also have a relationship to sunspot formation as sunspots form at the edges of these zones.\nline 15 | For the last year, the SOHO spacecraft has acted as a solar observatory. It is 930,000 miles away from the Earth and has 12 scientific instruments. Scientists are excited about these recent discoveries and look forward to future observations as the Sun enters its next active cycle around the year 2001.\nline 16 | Shop Windows to the Universe Science Store!\nline 17 | Our online store\nline 18 | includes issues of NESTA's quarterly journal, The Earth Scientist\nline 19 | , full of classroom activities on different topics in Earth and space science, ranging from seismology\nline 20 | , rocks and minerals\nline 21 | , and Earth system science\nline 22 | You might also be interested in:\nline 23 | It was late in the evening when two astronauts approached the spinning 3,000 pound satellite. They delicately reached out to grab the lost satellite and bring it safely back to the U.S. space shuttle....more\nline 24 | It was another exciting and frustrating year for the space science program. It seemed that every step forward led to one backwards. Either way, NASA led the way to a great century of discovery. Unfortunately,...more\nline 25 | The Space Shuttle Discovery lifted off from Kennedy Space Center at 2:19 p.m. EST, October 29th. The sky was clear and the weather was great as Discovery took 8 1/2 minutes to reach orbit for the Unitied...more\nline 26 | A moon was discovered orbiting the asteroid, Eugenia.\nline 27 | This is only the second time in history that a satellite has been seen circling an asteroid.\nline 28 | A special mirror allowed scientists to find the moon...more\nline 29 | Will Russia ever put the service module for the International Space Station in space? NASA officials are demanding an answer from the Russian government. The necessary service module is currently waiting...more\nline 30 | During a period of about two days in early May, 1998, the ACE spacecraft was immersed in plasma associated with a coronal mass ejection (CME).\nline 31 | The SWICS instrument on ACE, which determines unambiguously...more\nline 32 | J.S.\nline 33 | Maini of the Canadian Forest Service has referred to forests as the \"heart and lungs of the world.\"\nline 34 | Forests reduce soil erosion, maintain water quality, contribute to atmospheric humidity and cloud...more\n</context>\n\n<phrases>\n- \"This is starting to take shape\"\n- \"The more I think about it\"\n- \"There’s a pattern here\"\n- \"Uh, where was I?\"\n- \"Still forming this thought\"\n- \"I'm starting to see a pattern\"\n- \"Let's think step by step\"\n- \"It's almost like\"\n- \"Let me trace that logic back\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"That’s what I was trying to say!\"\n- \"Let me throw this out there\"\n- \"Okay, pros and cons\"\n- \"This could explain why\"\n- \"First things first\"\n- \"What’s the next step?\"\n- \"Wait a minute\"\n- \"Oh! That reminds me\"\n- \"I should have known that!\"\n- \"Oh, that clears everything up!\"\n- \"I think I can rule that out\"\n- \"That changes everything\"\n- \"Brainstorming here, but\"\n- \"What if I flip it around?\"\n- \"Hmm\"\n- \"I was just about to say\"\n- \"Here's a possible explanation\"\n- \"Let me play devil's advocate\"\n- \"If I take this apart step by step\"\n- \"Okay, walking through it again\"\n- \"Now, if I think about it differently\"\n- \"This connects to something else\"\n- \"You know\"\n- \"Follow me here\"\n- \"Let me break this down\"\n- \"I'm seeing a connection between\"\n- \"So, the bottom line is\"\n- \"Let me talk this through\"\n- \"How can I approach this?\"\n- \"Hold that thought\"\n- \"Alternatively\"\n- \"But then again\"\n- \"What keeps nagging at me is\"\n- \"I'm just throwing ideas around\"\n- \"Uh...\"\n- \"On the other hand\"\n- \"Let's break this down into parts\"\n- \"I have a theory about this\"\n- \"So what does this mean in the bigger picture?\"\n- \"What if we\"\n- \"The pros and cons are\"\n- \"What if we looked at it like\"\n- \"Wait, no\"\n- \"No, actually\"\n- \"That’s it!\"\n- \"Alright, where was I?\"\n- \"That reminds me\"\n- \"Let’s weigh the options\"\n- \"Ah...\"\n- \"On one hand... but on the other\"\n- \"I'm trying to untangle this\"\n- \"That’s an interesting angle, but\"\n- \"Okay, let's break this down\"\n- \"I keep coming back to\"\n- \"If I follow this through\"\n- \"Hold on a second\"\n- \"That would explain why\"\n- \"What if the reason is\"\n- \"If we follow this logic\"\n- \"Something doesn't add up\"\n- \"Actually, no\"\n- \"I’m trying to connect the dots here\"\n- \"That makes sense because\"\n- \"Suppose we assume that\"\n- \"Let me untangle this\"\n- \"That actually makes a lot of sense\"\n- \"Let me work through this\"\n- \"Okay, so\"\n- \"That’s the answer I was looking for!\"\n- \"Well\"\n- \"Let me back up a second\"\n- \"Building on 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 | A villa was originally an ancient Roman upper-class country house. Since its origins in the Roman villa, the idea and function of a villa have evolved considerably. After the fall of the Roman Republic, villas became small farming compounds, which were increasingly fortified in Late Antiquity, sometimes transferred to the Church for reuse as a monastery. Then they gradually re-evolved through the Middle Ages, into elegant upper-class country homes. In modern parlance 'villa' can refer to various types and sizes of residences, ranging from the suburban \"semi-detached\" double villa to residences in the wildland–urban interface.\nline 02 | - 1 Roman\nline 03 | - 2 Post-Roman era\nline 04 | - 3 Italian Renaissance\nline 05 | - 4 Tuscan villa gardens\nline 06 | - 5 Villas abroad\nline 07 | - 6 See also\nline 08 | - 7 References\nline 09 | - the villa urbana, a country seat that could easily be reached from Rome or another city for a night or two\nline 10 | - the villa rustica, the farm-house estate that was permanently occupied by the servants who had charge generally of the estate, which would centre on the villa itself, perhaps only seasonally occupied. The Roman villae rusticae at the heart of latifundia were the earliest versions of what later and elsewhere became called plantations.\nline 11 | Not included as villae were the domus, a city house for the élite and privileged classes; and insulae, blocks of apartment buildings for the rest of the population.\nline 12 | In Satyricon (1st century CE), Petronius described the wide range of Roman dwellings.\nline 13 | Another type of villae is the \"villa marittima\", a seaside villa, located on the coast.\nline 14 | A concentration of Imperial villas existed on the Gulf of Naples, on the Isle of Capri, at Monte Circeo and at Antium (Anzio). Examples include the Villa of the Papyri in Herculaneum; and the \"Villa of the Mysteries\" and \"Villa of the Vettii\" in Pompeii.\nline 15 | Wealthy Romans also escaped the summer heat in the hills round Rome, especially around Tibur (Tivoli) and Frascati, such as at Hadrian's Villa. Cicero allegedly possessed no fewer than seven villas, the oldest of which was near Arpinum, which he inherited. Pliny the Younger had three or four, of which the example near Laurentium is the best known from his descriptions.\nline 16 | Roman writers refer with satisfaction to the self-sufficiency of their latifundium villas, where they drank their own wine and pressed their own oil. This was an affectation of urban aristocrats playing at being old-fashioned virtuous Roman farmers, but the economic independence of later rural villas was a symptom of the increasing economic fragmentation of the Roman Empire.\nline 17 | In Roman Britannia\nline 18 | Archeologists have meticulously examined numerous Roman villas in England. Like their Italian counterparts, they were complete working agrarian societies of fields and vineyards, perhaps even tileworks or quarries, ranged round a high-status power centre with its baths and gardens. The grand villa at Woodchester preserved its mosaic floors when the Anglo-Saxon parish church was built (not by chance) upon its site. Grave-diggers preparing for burials in the churchyard as late as the 18th century had to punch through the intact mosaic floors. The even more palatial villa rustica at Fishbourne near Winchester was built (uncharacteristically) as a large open rectangle, with porticos enclosing gardens entered through a portico. Towards the end of the 3rd century, Roman towns in Britain ceased to expand: like patricians near the centre of the empire, Roman Britons withdrew from the cities to their villas, which entered on a palatial building phase, a \"golden age\" of villa life. Villae rusticae are essential in the Empire's economy.\nline 19 | Two kinds of villa-plan in Roman Britain may be characteristic of Roman villas in general. The more usual plan extended wings of rooms all opening onto a linking portico, which might be extended at right angles, even to enclose a courtyard. The other kind featured an aisled central hall like a basilica, suggesting the villa owner's magisterial role. The villa buildings were often independent structures linked by their enclosed courtyards. Timber-framed construction, carefully fitted with mortises and tenons and dowelled together, set on stone footings, were the rule, replaced by stone buildings for the important ceremonial rooms. Traces of window glass have been found, as well as ironwork window grilles.\nline 20 | Monastery villas of Late Antiquity\nline 21 | With the decline and collapse of the Western Roman Empire in the fourth and fifth centuries, the villas were more and more isolated and came to be protected by walls. In England the villas were abandoned, looted, and burned by Anglo-Saxon invaders in the fifth century. But the concept of an isolated, self-sufficient agrarian working community, housed close together, survived into Anglo-Saxon culture as the vill, with its inhabitants - if formally bound to the land - as villeins.\nline 22 | In regions on the Continent, aristocrats and territorial magnates donated large working villas and overgrown abandoned ones to individual monks; these might become the nuclei of monasteries.\nline 23 | In this way, the Italian villa system of late Antiquity survived into the early Medieval period in the form of monasteries that withstood the disruptions of the Gothic War (535–552) and the Lombards.\nline 24 | About 529 Benedict of Nursia established his influential monastery of Monte Cassino in the ruins of a villa at Subiaco that had belonged to Nero.\nline 25 | From the sixth to the eighth century, Gallo-Roman villas in the Merovingian royal fisc were repeatedly donated as sites for monasteries under royal patronage in Gaul - Saint-Maur-des-Fossés and Fleury Abbey provide examples.\nline 26 | In Germany a famous example is Echternach; as late as 698, Willibrord established an abbey at a Roman villa of Echternach near Trier, presented to him by Irmina, daughter of Dagobert II, king of the Franks.\nline 27 | Kintzheim was Villa Regis, the \"villa of the king\".\nline 28 | Around 590, Saint Eligius was born in a highly placed Gallo-Roman family at the 'villa' of Chaptelat near Limoges, in Aquitaine (now France).\nline 29 | The abbey at Stavelot was founded ca 650 on the domain of a former villa near Liège and the abbey of Vézelay had a similar founding.\nline 30 | In post-Roman times a villa referred to a self-sufficient, usually fortified Italian or Gallo-Roman farmstead. It was economically as self-sufficient as a village and its inhabitants, who might be legally tied to it as serfs were villeins. The Merovingian Franks inherited the concept, followed by the Carolingian French but the later French term was basti or bastide.\nline 31 | Villa/Vila (or its cognates) is part of many Spanish and Portuguese placenames, like Vila Real and Villadiego: a villa/vila is a town with a charter (fuero or foral) of lesser importance than a ciudad/cidade (\"city\"). When it is associated with a personal name, villa was probably used in the original sense of a country estate rather than a chartered town. Later evolution has made the Hispanic distinction between villas and ciudades a purely honorific one. Madrid is the Villa y Corte, the villa considered to be separate from the formerly mobile royal court, but the much smaller Ciudad Real was declared ciudad by the Spanish crown.\nline 32 | In 14th and 15th century Italy, a villa once more connoted a country house, like the first Medici villas, the Villa del Trebbio and that at Cafaggiolo, both strong fortified houses built in the 14th century in the Mugello region near Florence. In 1450 Giovanni de' Medici commenced on a hillside the Villa Medici in Fiesole, Tuscany, probably the first villa created under the instructions of Leon Battista Alberti, who theorized the features of the new idea of villa in his De re aedificatoria.\nline 33 | These first examples of Renaissance villa predate the age of Lorenzo de' Medici, who added the Villa di Poggio a Caiano by Giuliano da Sangallo, begun in 1470, in Poggio a Caiano, Province of Prato, Tuscany.\nline 34 | From Tuscany the idea of villa was spread again through Renaissance Italy and Europe.\nline 35 | Tuscan villa gardens\nline 36 | The Quattrocento villa gardens were treated as a fundamental and aesthetic link between a residential building and the outdoors, with views over a humanized agricultural landscape, at that time the only desirable aspect of nature. Later villas and gardens include the Palazzo Pitti and Boboli Gardens, Florence; the Villa di Pratolino, Province of Siena.\nline 37 | Rome had more than its share of villas with easy reach of the small sixteenth-century city: the progenitor, the first villa suburbana built since Antiquity, was the Belvedere or palazzetto, designed by Antonio Pollaiuolo and built on the slope above the Vatican Palace.\nline 38 | The Villa Madama, the design of which, attributed to Raphael and carried out by Giulio Romano in 1520, was one of the most influential private houses ever built; elements derived from Villa Madama appeared in villas through the 19th century. Villa Albani was built near the Porta Salaria. Other are the Villa Borghese; the Villa Doria Pamphili (1650); the Villa Giulia of Pope Julius III (1550), designed by Vignola. The Roman villas Villa Ludovisi and Villa Montalto, were destroyed during the late nineteenth century in the wake of the real estate bubble that took place in Rome after the seat of government of a united Italy was established at Rome.\nline 39 | The cool hills of Frascati gained the Villa Aldobrandini (1592); the Villa Falconieri and the Villa Mondragone.\nline 40 | The Villa d'Este near Tivoli is famous for the water play in its terraced gardens.\nline 41 | The Villa Medici was on the edge of Rome, on the Pincian Hill, when it was built in 1540.\nline 42 | Besides these designed for seasonal pleasure, usually located within easy distance of a city, other Italian villas were remade from a rocca or castello, as the family seat of power, such as Villa Caprarola for the Farnese.\nline 43 | Near Siena in Tuscany, the Villa Cetinale was built by Cardinal Flavio Chigi.\nline 44 | He employed Carlo Fontana, pupil of Gian Lorenzo Bernini to transform the villa and dramatic gardens in a Roman Baroque style by 1680.\nline 45 | The Villa Lante garden is one of the most sublime creations of the Italian villa in the landscape, completed in the 17th century.\nline 46 | In the later 16th century in the northeastern Italian Peninsula the Palladian Villas of the Veneto, designed by Andrea Palladio (1508–1580), were built in Vicenza in the Republic of Venice (Serenissima Repubblica di Venezia). Palladio always designed his villas with reference to their setting. He often unified all the farm buildings into the architecture of his extended villas. Examples are the Villa Emo, the Villa Godi, the Villa Forni Cerato, the Villa Capra \"La Rotonda\", and Villa Foscari.\nline 47 | The Villas are grouped into an association (Associazione Ville Venete) and offer touristic itineraries and accommodation possibilities.\nline 48 | Soon after in Greenwich England, following his 1613–1615 grand tour, Inigo Jones designed and built the Queen's House between 1615–1617 in an early Palladian architecture style adaptation in another country. The Palladian villa style renewed its influence in different countries and eras and remained influential for over four hundred years, with the Neo-Palladian a part of the late 17th century and on Renaissance Revival architecture period.\nline 49 | The 18th and 19th centuries\nline 50 | In the early 18th century the English took up the term, and applied it to compact houses in the country, especially those accessible from London: Chiswick House is an example of such a \"party villa\". Thanks to the revival of interest in Palladio and Inigo Jones, soon Neo-Palladian villas dotted the valley of the River Thames and English countryside. Marble Hill House in England was conceived originally as a \"villa\" in the 18th-century sense.\nline 51 | In many ways the late 18th century Monticello, by Thomas Jefferson in Virginia, United States is a Palladian Revival villa. Other examples of the period and style are Hammond-Harwood House in Annapolis, Maryland; and many pre-American Civil War or Antebellum Plantations, such as Westover Plantation and many other James River plantations as well dozens of Antebellum era plantations in the rest of the Old South functioned as the Roman Latifundium villas had. A later revival, in the Gilded Age and early 20th century, produced The Breakers in Newport, Rhode Island, Filoli in Woodside, California, and Dumbarton Oaks in Georgetown, Washington, D.C.; by architects-landscape architects such as Richard Morris Hunt, Willis Polk, and Beatrix Farrand.\nline 52 | In the nineteenth century, villa was extended to describe any large suburban house that was free-standing in a landscaped plot of ground. By the time 'semi-detached villas' were being erected at the turn of the twentieth century, the term collapsed under its extension and overuse.\nline 53 | The second half of the nineteenth century saw the creation of large \"Villenkolonien\" in the German speaking countries, wealthy residential areas that were completely made up of large mansion houses and often built to an artfully created masterplan.\nline 54 | Also many large mansions for the wealthy German industrialists were built, such as Villa Hügel in Essen.\nline 55 | The Villenkolonie of Lichterfelde West in Berlin was conceived after an extended trip by the architect through the South of England.\nline 56 | Representative historicist mansions in Germany include the Heiligendamm and other resort architecture mansions at the Baltic Sea, Rose Island and King's House on Schachen in the Bavarian Alps, Villa Dessauer in Bamberg, Villa Wahnfried in Bayreuth, Drachenburg near Bonn, Hammerschmidt Villa in Bonn, the Liebermann Villa and Britz House in Berlin, Albrechtsberg, Eckberg, Villa Stockhausen and Villa San Remo in Dresden, Villa Waldberta in Feldafing, Villa Kennedy in Frankfurt, Jenisch House and Budge-Palais in Hamburg, Villa Andreae and Villa Rothschild in Königstein, Villa Stuck and Pacelli-Palais in Munich, Klink House at Lake Müritz, Villa Ludwigshöhe in Rhineland-Palatinate, Villa Haux in Stuttgart and Weinberg House in Waren.\nline 57 | In France the Château de Ferrières is an example of the Italian Neo-Renaissance style villa - and in Britain the Mentmore Towers by John Ruskin. A representative building of this style in Germany is Villa Haas (designed by Ludwig Hofmann) in Hesse.\nline 58 | The 20th - 21st centuries\nline 59 | During the 19th and 20th century, the term \"villa\" became widespread for detached mansions in Europe. Special forms are for instance spa villas (Kurvillen in German) and seaside villas (Bädervillen in German), that became especially popular at the end of the 19th century. The tradition established back then continued throughout the 20th century and even until today.\nline 60 | Another trend was the erection of rather minimalist mansions in the Bauhaus style since the 1920s, that also continues until today.\nline 61 | The villa concept lived and lives on in the Haciendas of Latin America and the Estancias of Brazil and Argentina.\nline 62 | The oldest are original Portuguese and Spanish Colonial architecture; followed after independences in the Americas from Spain and Portugal, by the Spanish Colonial Revival style with regional variations.\nline 63 | In the 20th century International style villas were designed by Roberto Burle Marx, Oscar Niemeyer, Luis Barragán, and other architects developing a unique Euro-Latin synthesized aesthetic.\nline 64 | Villas are particularly well represented in California and the West Coast of the United States, where they were originally commissioned by well travelled \"upper-class\" patrons moving on from the Queen Anne style Victorian architecture and Beaux-Arts architecture. Communities such as Montecito, Pasadena, Bel Air, Beverly Hills, and San Marino in Southern California, and Atherton and Piedmont in the San Francisco Bay Area are a few examples of villa density.\nline 65 | The popularity of Mediterranean Revival architecture in its various iterations over the last century has been consistently used in that region and in Florida.\nline 66 | Just a few of the notable early architects were Wallace Neff, Addison Mizner, Stanford White, and George Washington Smith.\nline 67 | A few examples are the Harold Lloyd Estate in Beverly Hills, California, Medici scale Hearst Castle on the Central Coast of California, and Villa Montalvo in the Santa Cruz Mountains of Saratoga, California, Villa Vizcaya in Coconut Grove, Miami, American Craftsman architecture versions are the Gamble House and the villas by Green and Green in Pasadena, California\nline 68 | - Modern architecture has produced some important examples of buildings called villas:\nline 69 | - Country-villa examples:\nline 70 | - Hollyhock House (1919) by Frank Lloyd Wright in Hollywood, California\nline 71 | - Gropius House by Walter Gropius (1937) in Lincoln, Massachusetts\nline 72 | - Fallingwater by Frank Lloyd Wright (1939) in Pennsylvania, U.S.\nline 73 | - Farnsworth House by Ludwig Mies van der Rohe in Plano, Illinois\nline 74 | - Kaufmann Desert House by Richard Neutra (1946) in Palm Springs, California\nline 75 | - Auldbrass Plantation by Frank Lloyd Wright (1940–1951) in Beaufort County, South Carolina\nline 76 | - Palácio da Alvorada by Oscar Niemeyer (1958) in Brasília, Brazil\nline 77 | - Getty Villa, in Pacific Palisades, Los Angeles, California.\nline 78 | Today the term \"villa\" is often applied to vacation rental properties.\nline 79 | In the United Kingdom the term is used of high quality detached homes in warm destinations, particularly Florida and the Mediterranean.\nline 80 | The term is also used in Pakistan and in some of the Caribbean Islands such as Saint Barthélemy, Saint Martin, Guadeloupe, Martinique, the United States Virgin Islands, British Virgin Islands, and others.\nline 81 | It is similar for the coastal resort areas of Baja California Sur and mainland Mexico, and for hospitality industry destination resort \"luxury bungalows\" in various worldwide locations.\nline 82 | In Australia \"villas\" or \"villa units\" are terms used to describe a type of townhouse complex which contains, possibly smaller attached or detached houses of up to 3-4 bedrooms that were built since the early 1980s.\nline 83 | In New Zealand the term \"villa\" is commonly used to describe a style of wooden weatherboard house constructed before WW1 characterised by high ceilings (often 12 ft), sash windows, and a long entrance hall.\nline 84 | - List of Roman villas in England.\nline 85 | - These are not to be confused with the English country houses, which were centres of political and cultural power and show surrounded by the estates that supported them, such as such as Holkham Hall, Alnwick Castle or Woburn Abbey; in Ireland Castletown House and Russborough House are comparable examples.\nline 86 | - Sir John Summerson, Architecture in Britain, 1530 to 1830: ch. 22 \"Palladian permeation: the villa\" provides a standard overview of the building type.\nline 87 | - Klaus F. Müller: Park und Villa Haas - Historismus, Kunst und Lebensstil. Verlag Edition Winterwork, 2012, ISBN 978-3-86468-160-8.\nline 88 | |This section needs additional citations for verification.\nline 89 | (May 2009)|\n</context>\n\n<phrases>\n- \"Oh! That reminds me\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I'm intrigued by\"\n- \"So that’s why it wasn’t working!\"\n- \"I wonder if\"\n- \"Let me see if\"\n- \"Let me break this down\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"What’s the best way to explain this?\"\n- \"I just had it, what was it?\"\n- \"Something's not quite right\"\n- \"What keeps nagging at me is\"\n- \"I'm mulling over\"\n- \"So far, it looks like\"\n- \"The tricky part is\"\n- \"That’s what I was trying to say!\"\n- \"Let me sum this up so far\"\n- \"This makes me think of\"\n- \"Okay, let's break this down\"\n- \"When I sit with this idea\"\n- \"Something tells me I should\"\n- \"Let me untangle this\"\n- \"But then again\"\n- \"Let me work through this\"\n- \"Okay, pros and cons\"\n- \"On one hand... but on the other\"\n- \"The crucial thing seems to be\"\n- \"Building on that\"\n- \"In essence\"\n- \"Actually, no\"\n- \"Aha! That’s what I was missing!\"\n- \"Ohhh, now I see!\"\n- \"Why did I do that?\"\n- \"What if I flip it around?\"\n- \"This explains so much!\"\n- \"It's fascinating how\"\n- \"I'm struck by\"\n- \"First things first\"\n- \"On the other hand\"\n- \"That doesn't seem to add up... Let me think\"\n- \"In the end\"\n- \"Alternatively\"\n- \"That makes sense because\"\n- \"It's almost like\"\n- \"This connects to\"\n- \"So, the bottom line is\"\n- \"Basically\"\n- \"I’m trying to connect the dots here\"\n- \"Don't hold me to this\"\n- \"Something doesn't add up\"\n- \"Wait, no\"\n- \"I'm seeing a connection between\"\n- \"I'm wondering if\"\n- \"Let me chew on this\"\n- \"Am I missing something?\"\n- \"The pros and cons are\"\n- \"Ummm, actually\"\n- \"That would mean\"\n- \"Wait, I think I just cracked it!\"\n- \"I'm trying to untangle this\"\n- \"Maybe I’m overcomplicating it\"\n- \"There's a missing link here\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"What I'm grappling with is\"\n- \"Is this the hill I want to die on?\"\n- \"This is pretty rough\"\n- \"That’s it!\"\n- \"If I take this apart step by step\"\n- \"I'm starting to see a pattern\"\n- \" is interesting\"\n- \"I'm pondering\"\n- \" is key here\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let’s weigh the options\"\n- \"Let me play devil's advocate\"\n- \"This brings to mind\"\n- \"Let's think step by step\"\n- \"That reminds me\"\n- \"I know there’s a word for this\"\n- \"No, actually\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\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 | Today, let's figure out how to plot a graph. The\nline 02 | University of Houston's College of Engineering\nline 03 | presents this series about the machines that make\nline 04 | our civilization run, and the people whose\nline 05 | ingenuity created them.\nline 06 | Yale professor Edward Tufte\nline 07 | has long argued that to be understood, data must be\nline 08 | seen -- not just read. Facts alone tell us little.\nline 09 | Facts need context. We need to build the right\nline 10 | display case to explain (or even to understand) our\nline 11 | Example: Suppose the Dow-Jones Index has risen\nline 12 | slowly over a month's time. Then, on Thursday, it\nline 13 | falls 80 points. Nothing verydramatic there. Eighty\nline 14 | points out of 8000 is only one percent. But the\nline 15 | next day the newspaper plots the month's history.\nline 16 | To make changes clear, they use a range from 7800\nline 17 | to 8200 points.\nline 18 | Now that one-percent drop looks like the Grand\nline 19 | Canyon, and naive readers panic. A faulty display\nline 20 | of perfectly valid data has led people far away\nline 21 | from what the data really say.\nline 22 | So Tufte turns to Richard Feynman dipping an O-ring\nline 23 | into ice water at the senate hearings on the\nline 24 | Challenger disaster. Testimony about effects of\nline 25 | temperature on O-ring material had been droning on.\nline 26 | It was no secret that an O-ring had lost elasticity\nline 27 | needed to seal a joint. Yet the fact had not really\nline 28 | been made clear.\nline 29 | Then Feynman clamped an O-ring and forced it into a\nline 30 | glass of ice water so it was bent. When he withdrew\nline 31 | it, it didn't spring back. Cold had robbed it of\nline 32 | its function. Suddenly laymen understood in their\nline 33 | guts what data had failed to tell their heads.\nline 34 | Still, that demonstration, like the Dow-Jones\nline 35 | graph, was flawed. Remember, data need context.\nline 36 | What is normal behavior for an O-ring? We should\nline 37 | force a second O-ring into a glass of\nline 38 | room-temperature water.\nline 39 | We need to know normality\nline 40 | to understand abnormality. Feynman succeeded, but\nline 41 | it wasn't rigorous science.\nline 42 | Data need contexts. Years ago a friend who wrote\nline 43 | music-history texts looked at me sadly and said,\nline 44 | You know, John, we do it wrong in music schools.\nline 45 | We expose our students to Bach, Josquin, Mozart.\nline 46 | How can they develop their powers of discrimination\nline 47 | without hearing bad music as well?\nline 48 | That always struck me as being\nline 49 | powerfully insightful. Information removed from any\nline 50 | useful backdrop is meaningless.\nline 51 | Tufte returns to the Challenger failure. Why didn't\nline 52 | engineers and managers scrub the launch? Not only\nline 53 | were O-ring properties well known, but so was a\nline 54 | previous history of trouble.\nline 55 | So he plots a graph.\nline 56 | He shows the extent of O-ring damage on previous\nline 57 | launches as a function of ambient temperature at\nline 58 | launch time. The curve rises stomach-wrenchingly as\nline 59 | the temperature falls. And on January 27, 1986, the\nline 60 | temperature was far lower than it had ever been.\nline 61 | But he plotted that graph in hindsight. It wasn't\nline 62 | there at the time. Tufte finishes with guidelines\nline 63 | for visual displays. Keep cause and effect in mind,\nline 64 | document your sources, and so forth. But one last\nline 65 | bit of advice lurks behind the rest. It is: see\nline 66 | what others cannot see. And that is never easy\nline 67 | advice to follow.\nline 68 | I'm John Lienhard, at the University of Houston,\nline 69 | where we're interested in the way inventive minds\n</context>\n\n<phrases>\n- \"On the other hand\"\n- \"How can I approach this?\"\n- \"Is it possible that...?\"\n- \"This might explain the pattern\"\n- \"If I take this apart step by step\"\n- \"I need to make sure this checks out\"\n- \"What keeps nagging at me is\"\n- \"I think I’ve lost my train of thought\"\n- \"But then again\"\n- \"If A is true, then\"\n- \"Here's what I'm thinking\"\n- \"What if I flip it around?\"\n- \"I wonder if\"\n- \"I'm wondering if\"\n- \"This is slipping through my fingers\"\n- \"Let me break this down\"\n- \"That would explain why\"\n- \"Maybe I should sleep on it\"\n- \"Ummm, actually\"\n- \"Let me throw this out there\"\n- \"When I sit with this idea\"\n- \"I just had it, what was it?\"\n- \"Let's think step by step\"\n- \"Sort of like\"\n- \"It's a bit murky\"\n- \"Brainstorming here, but\"\n- \"Still working it out\"\n- \"First things first\"\n- \"I'm mulling over\"\n- \"Let me trace that logic back\"\n- \"Just thinking out loud but\"\n- \"Alternatively\"\n- \"I'm pondering\"\n- \"Let me approach this from another angle\"\n- \"Let me propose something\"\n- \"That’s what I was trying to say!\"\n- \"One way to look at it is\"\n- \"Maybe if I try it this way\"\n- \"Let me work through this\"\n- \"This is starting to take shape\"\n- \"No, actually\"\n- \"I was just about to say\"\n- \"This makes me reflect on\"\n- \"Of course! That’s the answer!\"\n- \"That’s an interesting angle, but\"\n- \"Okay, walking through it again\"\n- \"Let's break this down into parts\"\n- \"I'm trying to untangle this\"\n- \"This is just a first pass, but\"\n- \"Let me circle back to that\"\n- \"I should have known that!\"\n- \"Where does that leave me?\"\n- \"I think I found the solution!\"\n- \"Let me play devil's advocate\"\n- \"This brings to mind\"\n- \"Ohhh, now I see!\"\n- \"Going back to what I said about\"\n- \"The pros and cons are\"\n- \"Don't hold me to this\"\n- \"Oh, I see what’s happening here!\"\n- \"Oh, that clears everything up!\"\n- \"Now, if I think about it differently\"\n- \"I'm curious about\"\n- \"Let’s weigh the options\"\n- \"I'm struck by\"\n- \"I'm intrigued by\"\n- \"I have a theory about this\"\n- \"Wait, no\"\n- \"Something doesn't add up\"\n- \"Actually, no\"\n- \"What’s the next step?\"\n- \"So that’s why it wasn’t working!\"\n- \"Let's test this idea\"\n- \"On one hand... but on the other\"\n- \"I keep circling back to\"\n- \"The more I think about it\"\n- \"There's something here about\"\n- \"That would mean\"\n- \"Let me untangle this\"\n- \"If I follow this through\"\n- \"I'm still feeling my way through\"\n- \"Okay, let's break this down\"\n- \"Does that even make 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 | Finding out that you have an aortic aneurysm can be alarming. At\nline 02 | the Wake Forest Heart & Vascular Center, our specialists offer the full\nline 03 | spectrum of repair from traditional surgery to the latest minimally invasive\nline 04 | What is an Aortic Aneurysm?\nline 05 | An aortic aneurysm is a weakened and bulging area in your aorta,\nline 06 | the main artery that carries oxygen-rich blood to your body. The aorta runs\nline 07 | from your heart through the center of your chest and abdomen.\nline 08 | The two types of aortic aneurysm are:\nline 09 | - Abdominal: below the heart in the abdomen\nline 10 | - Thoracic: near the heart in the chest\nline 11 | Although aortic aneurysms develop slowly over several years, they\nline 12 | can be a sudden, serious health risk.\nline 13 | - Because the part of the aorta with the\nline 14 | aneurysm is overstretched and weak, it can rupture.\nline 15 | - A ruptured aortic aneurysm can cause\nline 16 | life-threatening bleeding, because the aorta is the body's main supplier of\nline 17 | Symptoms of an Aortic Aneurysm\nline 18 | Most people with aortic aneurysms do not have symptoms. You may\nline 19 | begin to feel symptoms if the aneurysm gets bigger and puts pressure on nearby\nline 20 | Abdominal aortic aneurysms commonly cause general pain or\nline 21 | discomfort in the abdomen. Other symptoms include:\nline 22 | - Throbbing pain in your chest, lower back or\nline 23 | sides above the kidneys that lasts for hours\nline 24 | - A pulsating sensation in the abdomen\nline 25 | Symptoms of a thoracic aortic aneurysm\nline 26 | - Deep pain in your chest, jaw, neck or upper\nline 27 | - Coughing or shortness of breath\nline 28 | - Difficulty or pain while swallowing\nline 29 | If an aortic aneurysm ruptures, you may experience severe pain, a\nline 30 | sharp drop in blood pressure and signs of shock.\nline 31 | A ruptured aneurysm is a\nline 32 | medical emergency, and you should seek medical assistance right away.\nline 33 | Diagnosing an Aortic Aneurysm\nline 34 | Most aneurysms are found by chance during a physical exam or\nline 35 | imaging tests done for other reasons. At Wake Forest Baptist, your physician\nline 36 | will use the following imaging tests to monitor your aneurysm and establish a\nline 37 | Find out about our specialized heart and vascular diagnosis tools.\nline 38 | Aortic Aneurysm Treatments at Wake Forest\nline 39 | Once an aortic aneurysm is found, our physicians will closely\nline 40 | monitor it so that surgery can be planned if it is necessary. Most small and\nline 41 | slow-growing aortic aneurysms don't rupture.\nline 42 | Large, fast-growing aortic\nline 43 | aneurysms may need close management by your physician. Depending on the size\nline 44 | and rate at which the aortic aneurysm is growing, treatment may vary from\nline 45 | watchful waiting to surgical intervention. Learn more about endovascular surgery.\nline 46 | an appointment online. Or, for more\nline 47 | information, please call:\nline 48 | - 336-716-WAKE or\n</context>\n\n<phrases>\n- \"Wait, I think I just cracked it!\"\n- \"Oh! I get it now\"\n- \" is striking \"\n- \"Picture this\"\n- \"What I’m getting at is\"\n- \"What if I flip it around?\"\n- \"Let me break this down\"\n- \"Something doesn't add up\"\n- \"It's a bit murky\"\n- \"So what I’m trying to say is\"\n- \"I'm seeing a connection between\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me untangle this\"\n- \"The pros and cons are\"\n- \"Could be wrong here\"\n- \"Let’s weigh the options\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"No, actually\"\n- \"Perhaps\"\n- \"Let's break this down into parts\"\n- \"What I'm getting at is\"\n- \"Going back to what I said about\"\n- \"What happens if we change this part?\"\n- \"Okay, pros and cons\"\n- \"I need to step back and rethink this\"\n- \"I think I found the solution!\"\n- \"Maybe I'm way off, but\"\n- \"That changes everything\"\n- \"Ummm, actually\"\n- \"Backing up for a second\"\n- \"Oh, that clears everything up!\"\n- \"Let me throw this out there\"\n- \"When I sit with this idea\"\n- \"Okay, let's break this down\"\n- \"Let me propose something\"\n- \"I'm pondering\"\n- \"If I take this apart step by step\"\n- \"Let's think step by step\"\n- \"This is starting to take shape\"\n- \"Let me back up a second\"\n- \"Alternatively\"\n- \"That’s the answer I was looking for!\"\n- \"What’s the best way to explain this?\"\n- \"It's fascinating how\"\n- \"Let me run through it again\"\n- \"The more I think about it\"\n- \"That’s an interesting angle, but\"\n- \"Basically\"\n- \" is key here\"\n- \"Would I regret this later?\"\n- \"Let me play devil's advocate\"\n- \"If I'm not mistaken\"\n- \"I wonder if\"\n- \"Here's what I'm thinking\"\n- \"Oh, it all makes sense now!\"\n- \"I'm curious about\"\n- \"Let me work through this\"\n- \"This feels half-right, but\"\n- \"Uh, where was I?\"\n- \"I'm mulling over\"\n- \"It was staring me in the face\"\n- \"I'm struck by\"\n- \"Sort of like\"\n- \"I keep circling back to\"\n- \"What if we\"\n- \"I'm getting a sense that\"\n- \"The thing is\"\n- \"First things first\"\n- \"Let's test this idea\"\n- \"Consider this possibility\"\n- \"On one hand... but on the other\"\n- \"I need to make sure this checks out\"\n- \"Let me see if\"\n- \"I'm wondering if\"\n- \"So, the bottom line is\"\n- \"What I mean is\"\n- \"But then again\"\n- \"On the other hand\"\n- \"Wait, no\"\n- \"This brings to mind\"\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 | Year 5 Aztec Home Learning Project\nline 02 | Starting Monday 4th October.\nline 03 | Projects due in on Monday 8th November.\nline 04 | There is a lot of information here! We will be going over this in class\nline 05 | Two projects from last year......\nline 06 | For the next four weeks, Monday and Wednesday home learning should be spent on an Aztec project. Nothing else will be given on these days. You will still have Maths and Thursday Literacy learning to do.\nline 07 | You will need to use your time wisely, first of all have a think about an area of Aztec life that interests you, and what project you think you will enjoy getting involved in. The Snaith primary school website is a good place to start your research.\nline 08 | A headdress and talk about The Great Speaker\nline 09 | A model and talk about The Temple Mayor\nline 10 | There are two options. The first is .....\nline 11 | Make and Talk\nline 12 | The following options are all art and craft activities that focus on an area of Aztec life. If you choose one of these you will need to spend some time making and some time getting ready to talk to the class about what your model tells us about Aztec life. Do not focus on how you made it, (although this of course will be very interesting!). You could present to the class with the help of a powerpoint or a poster, but you don’t have to. The most important thing is that you are ready to talk to the class about an aspect of Aztec life for three minutes. You will need to spend time researching your chosen area, and you will need to prepare and practice the talk. Choose one option from the list below. If your have your own idea for something different check with me first. A good model with a presentation for the class should take about four weeks. We will be giving you tips on how to do a good presentation over the next few weeks in class.\nline 13 | - Make a model of the Aztec capital city, Tenochtitlan.\nline 14 | - Make an Aztec head-dress like one that would have been worn by the Aztec ruler, The Great Speaker.\nline 15 | - Make a model of an Aztec temple.\nline 16 | - Make an Aztec warrior’s helmet like one that would have been worn by a jaguar or eagle knight.\nline 17 | - Make a model or cut out with a traditional Aztec costume on.\nline 18 | - Make a mask of an Aztec god.\nline 19 | - Make a model of an Aztec priest knife (that would be used for human sacrifice).\nline 20 | - Make the Aztec board game Patoli.\nline 21 | - Make a model of an Aztec musical instrument.\nline 22 | This temple was edible!\nline 23 | Some of you might want to work on these projects independently and some of you might have parents who want to get involved.\nline 24 | Both are good ways to work, and as long as you have taken care over your projects I will be proud of what you produce, whether you have had any help or not.\nline 25 | If you want to work on a project in pairs we will need to think carefully about how we are going to organise this.\nline 26 | Let me know straight away if you want to do this.\nline 27 | You will have some time in class over the next few weeks to research and work on your projects.\nline 28 | You may not want to take on a making activity. If so you can choose from one of the options below. I would expect four of these to be completed over the four weeks, but of course if you want to you may do more. These will also need to be shared with the class. If you chose to do the shorter tasks you must keep them together in a folder or scrap book. Any writing can be word processed if you want and try to present it as creatively as you want.\nline 29 | - Create an Aztec word search or crossword.\nline 30 | - Make an Aztec quiz for the rest of the class.\nline 31 | - Make an Aztec codex that shows a part of Aztec life. A good idea for this could be the founding myth of the city of Tenochtitlan.\nline 32 | - Write your own Aztec myth.\nline 33 | - Create a poster about an area of Aztec life.\nline 34 | - Write a newspaper report on a human sacrifice.\nline 35 | - Design a tourist brochure on the Aztec Empire, use pictures and be persuasive in your writing to encourage people to visit.\nline 36 | - Write a biography of the Aztec Great Speaker, Montezuma II or Hernando Cortes, the Spanish conquistador.\nline 37 | - Imagine you are an Aztec child.\nline 38 | Write diary entry describing your day.\nline 39 | - Imagine you are a Spanish soldier. Write about your impressions of the Aztec people and the city of Tenochtitlan.\nline 40 | - Write newspaper report about the invasion of the Conquistadors. Use pictures and photos to embellish.\nline 41 | After your projects are due in we will have time over the following few weeks to share what everybody has learnt with the class.\nline 42 | I hope you enjoy finding out about Aztec life for yourself at home, and talking about it with others at home to help you understand more.\nline 43 | ------------ no comments -----------\n</context>\n\n<phrases>\n- \"That reminds me\"\n- \"Let's break this down into parts\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me chew on this\"\n- \"But then again\"\n- \"What keeps nagging at me is\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"This connects to something else\"\n- \"What’s the best way to explain this?\"\n- \"Okay, walking through it again\"\n- \"Let’s weigh the options\"\n- \"Let's think step by step\"\n- \"This is starting to take shape\"\n- \"That would explain why\"\n- \"There’s a pattern here\"\n- \"In the end\"\n- \"Backing up for a second\"\n- \"Might be\"\n- \"Take this with a grain of salt\"\n- \"This connects to\"\n- \"Let me connect the dots\"\n- \"That makes sense because\"\n- \"I might be missing something\"\n- \"This is just a hunch\"\n- \"Let me play devil's advocate\"\n- \"I guess there’s no perfect solution\"\n- \"If I take this apart step by step\"\n- \"Okay, pros and cons\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Something doesn't add up\"\n- \"Here's what's bugging me\"\n- \"This brings to mind\"\n- \"This makes me think of\"\n- \"Let me circle back to that\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Oh, it all makes sense now!\"\n- \"If I’m not mistaken\"\n- \"That doesn’t sound right\"\n- \"I'm struck by\"\n- \"That would mean\"\n- \"The tricky part is\"\n- \"When I sit with this idea\"\n- \"Wait, no\"\n- \"I need to step back and rethink this\"\n- \"I'm curious about\"\n- \"That’s an interesting angle, but\"\n- \"Should I...? No, wait\"\n- \"I think I found the solution!\"\n- \"What if I flip it around?\"\n- \"I'm intrigued by\"\n- \"On the other hand\"\n- \"First things first\"\n- \"Let me break this down\"\n- \"Am I missing something?\"\n- \"Uh, where was I?\"\n- \"Let me back up a second\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me untangle this\"\n- \"So, the bottom line is\"\n- \"I'm trying to untangle this\"\n- \"Let’s not rush this\"\n- \"Of course! That’s the answer!\"\n- \"I'm seeing a connection between\"\n- \"Ummm, actually\"\n- \"Let me work through this\"\n- \"Okay, let's break this down\"\n- \"Something about [blank] is still bothering me\"\n- \"I’m not sure, but\"\n- \"No, actually\"\n- \"That’s the answer I was looking for!\"\n- \"I wonder if\"\n- \"Actually, no\"\n- \"I'm starting to see a pattern\"\n- \"It's almost like\"\n- \"I'm pondering\"\n- \"I'm not entirely sure, but\"\n- \"That doesn't seem to add up... Let me think\"\n- \"I need to reframe this\"\n- \"Okay, backtrack a bit\"\n- \"Wait, but if that’s true\"\n- \"On one hand... but on the other\"\n- \"This makes me reflect on\"\n- \"Alternatively\"\n- \"That changes everything\"\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 IT IS, HOW IT WORKS\nline 02 | Rapid Bus Transit (RBT) is an emerging transportation concept which is\nline 03 | gaining in popularity throughout the world. RBT ties the speed and reliability\nline 04 | of a rail service with the lower cost and more flexible nature of bus service.\nline 05 | MTC research suggests that, of all candidate Blueprint scenarios, a RBT\nline 06 | transportation alternative will attract the most new riders to the public\nline 07 | transit system at the lowest cost to the region.\nline 08 | A RBT system basically removes buses from mixed flow traffic and allows\nline 09 | buses to move in their own right-of-way, improving travel times for\nline 10 | patrons and simplifying service delivery for transit operators. Stops\nline 11 | are limited, which allows a bus to move quickly through a corridor.\nline 12 | Vehicle designs allow for quick passenger boarding and unloading and\nline 13 | more passenger seating. Passenger facilities are of a higher quality\nline 14 | to make waiting more comfortable. Buses are of a higher quality with\nline 15 | more comfortable chairs and passenger amenities. Local streets and\nline 16 | the regional High Occupancy Vehicle (HOV) system function as the guideway\nline 17 | for the regional express bus service, thus eliminating the need for\nline 18 | the expensive design, engineering and construction of a fixed guideway\nline 19 | facility. This transportation option offers Bay Area commuters and\nline 20 | the region a new choice in the transportation marketplace.\nline 21 | RAPID BUS TRANSIT - HOW DOES IT WORK?\nline 22 | A common complaint about bus service is that it is slow, makes frequent\nline 23 | stops, provides an uncomfortable ride, doesn't offer comfortable waiting\nline 24 | areas, and frequently requires a number of transfers to reach a desired\nline 25 | destination. Local bus service by necessity must serve numerous stops\nline 26 | and destinations along a given route. RBT offers a faster, more reliable\nline 27 | option for traveling longer distances throughout the region and functions\nline 28 | as a complement to local bus service and the regional rail, ferry and\nline 29 | HOV network.\nline 30 | RBT systems are characterized by the following:\nline 31 | Cities that choose to adopt a RBT system typically do so to provide a\nline 32 | high-quality and frequent transit service without significant capital\nline 33 | costs. These systems also attempt to leverage other regional investments\nline 34 | in the transportation system. The most common facility to leverage is\nline 35 | the HOV networks which were built over the last decade in many major\nline 36 | metropolitan areas. The San Francisco Bay Area already has 270 freeway\nline 37 | miles of HOV lanes with another 150 freeway miles to be constructed in\nline 38 | the next 15 years, thus providing the framework for a potential RBT system.\nline 39 | - Exclusive bus lanes, including grade separated busways\nline 40 | Allows for rapid movement through a corridor improving speed and reliability\nline 41 | - Frequent service\nline 42 | Greater convenience and more attractive to travelers.\nline 43 | Service frequency\nline 44 | is repeatedly cited as a primary factor when people choose a mode\nline 45 | - High-quality passenger amenities\nline 46 | Comfortable and attractive waiting areas.\nline 47 | - High-quality vehicles\nline 48 | Provide a more comfortable ride for the longer, interregional trips.\nline 49 | Interiors have high back, airline-style seating, luggage racks, reading\nline 50 | lights, lap top plug-ins, and other amenities to make the longer\nline 51 | trips more comfortable and enjoyable.\nline 52 | New doorway configurations\nline 53 | and low floors allow for quick boarding and unloading and maximize\nline 54 | the number of seats.\nline 55 | - Intelligent Transportation Systems (ITS) including signal\nline 56 | priority and real-time passenger information\nline 57 | Improve operating speed and reliability and provide information\nline 58 | to the public.\nline 59 | - Limited stops and timed transfers between systems\nline 60 | Improve travel times and increasing comfort\nline 61 | - Park & Ride lots\nline 62 | Provide a link from areas with limited local bus services to the regional\nline 63 | EXCLUSIVE BUS LANES\nline 64 | bus lanes remove buses from mixed flow traffic and allow buses to\nline 65 | move unimpeded by traffic throughout a corridor. Bus lanes are typically\nline 66 | marked with special striping and are signed to indicate that only\nline 67 | transit vehicles are allowed. Bus lanes are in certain transit rich\nline 68 | areas of the region. HOV lanes also function as bus lanes. The HOV\nline 69 | network for the Bay Area is detailed in Figure 1 at the end of this\nline 70 | Grade-separated transitways also provide the advantages of busways\nline 71 | and increase the overall performance of the transit system.\nline 72 | Transitways\nline 73 | are physically separated from roadways or freeways and are dedicated\nline 74 | exclusively for bus use. Along a given corridor, passengers board and\nline 75 | alight transit vehicles at transfer centers similar to boarding BART\nline 76 | or SCVTA vehicles at rail stations.\nline 77 | RBT also offers high levels of service, which minimizes waits at stations\nline 78 | and ensures the rapid movement of people from trip origins to trip\nline 79 | destinations in a given corridor. Local feeder bus service can be modified\nline 80 | to have a timed transfer between local service and service on the busway.\nline 81 | All regional routes can feed the busway to ensure a high level of service\nline 82 | for transit patrons. This is known as interlining. The service schedule\nline 83 | allowed for bus service at the RBT stations at an average of a bus\nline 84 | every three minutes during peak periods.\nline 85 | INTELLIGENT TRANSPORTATION SYSTEMS (ITS) INCLUDING SIGNAL\nline 86 | PRIORITY AND REAL-TIME PASSENGER INFORMATION\nline 87 | New transportation technologies allow traffic signals to \"communicate\" with\nline 88 | transit vehicles. Corridors where signals are equipped with this technology\nline 89 | can offer signal priority to transit vehicles. This allows a signal to\nline 90 | cycle to green or to hold a green when a transit vehicle approaches moving\nline 91 | the vehicle quickly through the corridor and minimizing the delays for\nline 92 | transit patrons. In addition to optimizing performance, ITS technology\nline 93 | allows transit providers to provide real-time bus information to transit\nline 94 | HIGH QUALITY PASSENGER AMENITIES\nline 95 | Given the regional significance of transfer points between local and\nline 96 | regional express bus service and the large volumes of passengers who\nline 97 | use these facilities, higher quality passenger facilities are needed.\nline 98 | Shelter from weather, seating, real time information, and vendor activity\nline 99 | all support the activity and comfort of passengers using the regional\nline 100 | LIMITED STOPS AND DIRECT TRANSFERS BETWEEN SYSTEMS\nline 101 | RBT functions on a limited-stop basis to improve the overall travel time\nline 102 | along a route or corridor. Timed transfers between local and regional\nline 103 | service reduces the wait time for transit patrons.\nline 104 | Passengers ride these buses for a longer period of time, they are traveling\nline 105 | farther, and they are paying for a premium service. Higher quality\nline 106 | vehicles are consistent with the transportation market being targeted\nline 107 | by a RBT strategy. In the long haul, inter regional travel market,\nline 108 | to be competitive with the automobile RBT buses must offer a higher\nline 109 | level of amenities and comfort to the traveling public.\nline 110 | The regional express bus network for RBT should utilize a series of\nline 111 | Park-and-Ride lots and key bus transfer points to move people from\nline 112 | outlying areas with limited local bus service to major activity centers\nline 113 | and key transit transfer points. Buses can enter and exit the HOV network\nline 114 | to travel throughout the region and pick up or drop off passengers\nline 115 | at key distribution points. Buses would then continue back on the HOV\nline 116 | network to the destination to regional activity centers.\nline 117 | RAPID BUS PROGRAMS IN OTHER\nline 118 | Several regions in the US and around the world are applying rapid bus\nline 119 | transit to meet regional transportation needs. One lesson to be drawn\nline 120 | from the examples below is that RBT can be implemented in phases or along\nline 121 | corridors with dense trip patterns. RBT can augment local service or\nline 122 | become another regionally significant form of transportation.\nline 123 | Curitiba, Brazil: The most famous RBT example is\nline 124 | the city of Curitiba, Brazil. In Curitiba, the RBT system is known\nline 125 | as the \"surface subway.\"\nline 126 | This system carries an average of 1.9 million\nline 127 | passengers a day on local and regional bus service. The city has a\nline 128 | series of different types of RBT lanes providing for express, regional\nline 129 | express and local bus service all of which are separated from automobile\nline 130 | traffic.\nline 131 | The system of lanes created an \"express bus only\" middle lane\nline 132 | with two outer lanes for local traffic and outside lanes for automobiles.\nline 133 | There are now 36 miles of exclusive lanes which crisscross the city\nline 134 | along its north, south, east, west and southwest axes.\nline 135 | The impacts\nline 136 | of this system are significant.\nline 137 | While Curitiba is one of the wealthiest\nline 138 | cities in Brazil and has the highest rate of automobile ownership per\nline 139 | capita, vehicle fuel consumption is 25% less than other urban areas\nline 140 | and it has the cleanest air of any urban area in Brazil.\nline 141 | Los Angeles: Los Angeles has the oldest busway in\nline 142 | North America, the El Monte Busway. It travels along the I-10 corridor\nline 143 | linking downtown Los Angeles to eastern LA County. The busway is a\nline 144 | shared right-of-way with carpools. Three bus companies use the busway\nline 145 | and currently carry over 45,000 passengers daily, translating to 11.5\nline 146 | million annual weekday passengers. Along the busway corridor are several\nline 147 | transit stations where patrons transfer from local to express bus service,\nline 148 | where local buses become express and enter the transitway and where\nline 149 | transit patrons can park their cars to board regional express bus service.\nline 150 | The El Monte Transit Center marks the beginning of the El Monte Transitway.\nline 151 | The Center provides connections between nineteen different bus lines\nline 152 | serving local and regional needs and three Greyhound bus services.\nline 153 | The Center also offers 2,095 parking spaces for residents of the El\nline 154 | Monte area to park and then use a regional bus service to reach downtown\nline 155 | Los Angeles or other stations on the Transitway.\nline 156 | In addition to the El Monte Busway, Caltrans recently completed construction\nline 157 | of the Harbor Freeway Transitway. Constructed in the median of the\nline 158 | I-110 freeway, four bus routes currently serve transit stations along\nline 159 | the freeway. These median stations are located within the grade separated\nline 160 | HOV network which allows buses to pick up and drop off passengers without\nline 161 | leaving the HOV network, speeding travel times through the corridor\nline 162 | and making for a smoother ride. In addition, the LA County Metropolitan\nline 163 | Transportation Authority is currently developing a regional bus network\nline 164 | that will be built on old railroad right-of-way and in the median of\nline 165 | Wilshire Boulevard - one of the busiest bus corridors in the country\nline 166 | with over 70,000 passengers per day.\nline 167 | Ottawa: Canada's capital also demonstrates the potential\nline 168 | for bus rapid transport. Ottawa's busway is among North America's most\nline 169 | successful new rapid transport systems, carrying 200,000 riders daily,\nline 170 | and nearly 10,000 per peak hour in the peak direction. The busway links\nline 171 | downtown Ottawa to several of the region's major activity centers and\nline 172 | offers three-minute service intervals during the peak periods.\nline 173 | Houston: Houston's Metropolitan Transit Authority\nline 174 | was one of the first agencies in the US to use competitive rapid bus\nline 175 | transit. Nearly 100 commuter express buses operate on Houston's extensive\nline 176 | busway and HOV network. The Houston system enjoys nearly 20,000 boardings\nline 177 | per day on their regional rapid bus transit system.\nline 178 | Vancouver: Vancouver, British Columbia is implementing\nline 179 | a different type of RBT system. Unlike many cities in North America,\nline 180 | Vancouver has very limited freeway facilities.\nline 181 | Most transport occurs\nline 182 | on local streets and arterials. The B-Line was developed to serve regional\nline 183 | trips between the University of British Columbia, the Sky Train, and\nline 184 | major cross-town bus routes on local arterials. This service utilized\nline 185 | 22 new articulated buses and carries 18,000 passengers a day with minimal\nline 186 | capital expenditures and right-of-way acquisition. The B Line service\nline 187 | proved so popular that lobbying efforts by residents of Vancouver and\nline 188 | the surrounding suburbs yielded the development of another new RBT\nline 189 | service known as the Richmond - Vancouver Rapid Bus.\nline 190 | Similar to B-Line\nline 191 | bus service, the Rapid Bus will offer frequent, reliable, limited-stop\nline 192 | service linking downtown Vancouver, the Vancouver International Airport,\nline 193 | Richmond City Center and points in between. Forecasts indicate over\nline 194 | 30,000 trips a day will be served on the new RBT line.\nline 195 | Other cities in North America that have implemented some form of RBT\nline 196 | system or are planning RBT system expansions include: Miami, Seattle,\nline 197 | Cleveland, Pittsburgh, Chicago, Eugene, San Diego, and Toronto.\nline 198 | SAN FRANCISCO BAY AREA\nline 199 | We have defined a preliminary rapid bus system for the MTC region that\nline 200 | exploits all the aforementioned attributes of the rapid bus concept.\nline 201 | Our proposal extends the reach of BART by providing vastly improved feeder\nline 202 | buses in potential future BART corridors, connects the far flung parts\nline 203 | of the region to the region's core employment centers using an expanded\nline 204 | carpool lane system, and fills in gaps in the region's trunkline transit\nline 205 | The concept includes a number of elements, such as buses on carpool\nline 206 | lanes, improved bus access into and out of carpool lanes, expanded\nline 207 | Park-and-Ride lots at convenient locations to the freeways, hubs for\nline 208 | timed transfers, long-haul bus service in lengthy corridors, and late-night\nline 209 | service in certain corridors. In a number of corridors, the buses also\nline 210 | provide local circulation at the origin or destination end of the route.\nline 211 | At the Super Hubs, the rapid buses connect to suburban bus systems,\nline 212 | BART, Light Rail Transit (LRT), commuter rail and ferries, depending\nline 213 | on the location. The rapid bus system takes advantage of the regions\nline 214 | investments in the HOV network. The HOV network is detailed in Figure\nline 215 | 1 following this proposal.\nline 216 | The total capital cost of our proposal is about $178 million, including\nline 217 | $108 million for comfortable buses with high back seating, and $70\nline 218 | million for Park-and-Ride costs and direct HOV access facilities. In\nline 219 | terms of operating costs, we have estimated over a 15-year period,\nline 220 | the rapid bus system would need about $722 million in net operating\nline 221 | subsidy, or approximately $48 million per year.\nline 222 | The system as a whole would generate about 26,600 new daily transit\nline 223 | riders in 2020, which means the bus system would convert this number\nline 224 | of daily trips from autos to transit.\nline 225 | The actual number of passengers\nline 226 | boarding the bus system would be larger, but our analysis has focused\nline 227 | on the new rider number as a measure of the comparative effectiveness\nline 228 | of different transit investments.\nline 229 | We next describe the rapid bus concept in each individual corridor\nline 230 | in terms of the services provided, support facilities required, and\nline 231 | Bay Area Rapid Bus Corridors\nline 232 | Here we attempt to replicate the comfort and convenience of a rail system\nline 233 | by operating frequent buses on carpool lanes that extend all the way\nline 234 | from Santa Rosa to the Richmond-San Rafael Bridge on US 101.\nline 235 | We assume\nline 236 | the bulk of the new carpool lanes would be funded by state and local\nline 237 | sources. A critical project is the completion of the San Rafael gap-closure\nline 238 | project, as this project would convert the reversible lane into a separate\nline 239 | northbound and southbound HOV lane necessary for all day bus service.\nline 240 | Rapid bus service would run from Sonoma and Marin counties into San\nline 241 | Francisco via the San Rafael transit center and from Sonoma County\nline 242 | to the Larkspur ferry. The buses would operate on several city routes\nline 243 | in San Francisco to provide the widest distribution of passengers.\nline 244 | Super hubs would be created at the Santa Rosa Transit mall, San Rafael\nline 245 | Transit Center, and Larkspur Ferry Terminal.\nline 246 | Costs: Costs include vehicles ($14.1 million) and\nline 247 | funds for upgrading Park-and-Ride lots and transit centers ($10 million).\nline 248 | this corridor, rapid buses would provide service from the Fairfield\nline 249 | Transit Center, down the I-80 HOV lane expanded from the Carquinez\nline 250 | Bridge to the Bay Bridge, connecting to BART at the del Norte station,\nline 251 | and terminating at the San Francisco Transbay Terminal.\nline 252 | This key\nline 253 | commuter route would operate with extended hours and serve Park-and-Ride\nline 254 | lots adjacent to I-80 throughout the corridor. Additional components\nline 255 | of the service include a route between the Vallejo Ferry Terminal\nline 256 | and Sacramento and strengthened linkages between local Solano County\nline 257 | communities along the I-80 corridor. A new West Contra County line\nline 258 | in the East Bay is envisioned, traveling on San Pablo Ave. and the\nline 259 | I-80 carpool lane, connecting to employment and activity centers\nline 260 | in West Berkeley and Emeryville, and continuing on to San Francisco.\nline 261 | Fairfield's Transportation Center would be the \"anchor\" Super Hub\nline 262 | in the corridor with supporting hubs at such locations as the Vacaville\nline 263 | Downtown Transit Center, Vallejo Ferry, and Curtola Park-and-Ride lot.\nline 264 | Cost: Costs include new vehicles ($19 million), a\nline 265 | slip ramp at University Ave. in Berkeley to provide easy bus access\nline 266 | into and out of the I-80 carpool lane ($10 million), and a set-aside\nline 267 | to improve Park-and-Ride facilities and transit centers ($5 million).\nline 268 | The rapid bus proposal expands bus service in the congested San Mateo-Hayward\nline 269 | Bridge and the Dumbarton Bridge corridors. While there are no special\nline 270 | lanes for these services on Bay Area bridges, the toll plazas provide\nline 271 | bus bypass lanes giving bus riders a significant travel time advantage.\nline 272 | The routes are designed to connect to Caltrain and BART, intermediate\nline 273 | Park-and-Ride lots, and employment centers. The BART and Caltrain connections\nline 274 | are critical links in the Bay Area's trunkline transit system.\nline 275 | Cost: The main cost is for vehicles ($14.1 million).\nline 276 | This is another long-distance corridor, with buses originating in Central\nline 277 | Contra Costa County, serving the Bishop Ranch business park, Dublin\nline 278 | BART, the Hacienda business park, stopping at the ACE station in Pleasanton\nline 279 | and continuing over the Sunol Grade and into Santa Clara County.\nline 280 | Each\nline 281 | of these locations provides convenient transfer access to dozens of\nline 282 | other suburban bus routes. The rapid bus route has a twofold purpose:\nline 283 | 1) linking Contra Costa County with the Tri-Valley, and 2) linking\nline 284 | fast-growing residential areas in the Tri-Valley with the jobs in Silicon\nline 285 | HOV lanes would extend from the Benicia Bridge down I-680 to the Silicon\nline 286 | Valley. Construction of a southbound carpool lane over the I-680 Sunol\nline 287 | Grade is on a fast track, and there is also interest in expediting\nline 288 | the construction of a new northbound HOV lane in the opposite direction.\nline 289 | The rapid bus system would be enhanced by an HOV gap closure project\nline 290 | from Route 84 through the I-680/580 interchange to connect with the\nline 291 | existing carpool lanes at the Contra Costa County line.\nline 292 | This extension\nline 293 | will permit express buses originating as far north as Concord/Pleasant\nline 294 | Hill to use carpool lanes to Milpitas where the buses would branch\nline 295 | off to major employment destinations along I-880, Route 237, and the\nline 296 | Montague Expressway.\nline 297 | The only HOV gap would be a short stretch through\nline 298 | the I-680/24 Interchange in Walnut Creek. In addition to the Bay Area\nline 299 | buses, the San Joaquin SMART buses would also use the carpool lanes\nline 300 | over the Sunol Grade.\nline 301 | The major support facilities in this corridor include a super hub\nline 302 | in Pleasanton at Bernal Ave. which will provide parking space for Tri\nline 303 | Valley residents and provide intermodal transfers with suburban buses\nline 304 | and ACE commuter rail.\nline 305 | There would also be slip ramps off of I-680\nline 306 | to access the Bernal hub and the Montague Expressway HOV lanes in Santa\nline 307 | Costs: Costs include vehicles ($14.1 million), the\nline 308 | cost of the Bernal Super Hub, direct access to/from I-680 ($10 million),\nline 309 | and the slip ramp between I-680 and the Montague Expressway ($5 million).\nline 310 | This service connects residents of Central Alameda County to growing\nline 311 | employment centers in the Silicon Valley. The route would travel along\nline 312 | the I-880 corridor taking advantage of HOV lanes to optimize time performance.\nline 313 | The buses would connect with the Tasman Light Rail line at I-880 and\nline 314 | provide timed transfers between local bus service and VTA Light Rail\nline 315 | vehicles. The route would access local arterials to connect with major\nline 316 | employment sites in downtown San Jose.\nline 317 | Costs: The main cost would be for vehicles ($8.7\nline 318 | SANTA CLARA VALLEY\nline 319 | The rapid bus concept for this area focuses on increasing service on\nline 320 | the extensive system of freeway and expressway carpool lanes that have\nline 321 | already been constructed. Many of the existing county express routes\nline 322 | would see expanded hours of service to accommodate work schedules in\nline 323 | Silicon Valley. There would also be new bus service connecting Caltrain\nline 324 | to San Benito County as this county experiences new housing demand\nline 325 | from Santa Clara County job holders.\nline 326 | Support facilities include freeway HOV-to-HOV connectors on Route\nline 327 | 85, one in South San Jose and one in Mountain View.\nline 328 | A number of existing\nline 329 | transit hubs would be further developed for timed transfers and real-time\nline 330 | transit information, including Eastridge Mall, Great Mall Light Rail,\nline 331 | Mountain View Light Rail/Caltrain, Diridon intermodal, Stevens Creek/Wolfe\nline 332 | Park and ride, and others.\nline 333 | Costs: The main cost is for vehicles ($15.8 million).\nline 334 | STATE ROUTE 4\nline 335 | This service is intended to connect the growing East Contra Costa County\nline 336 | area with BART at the existing Bay Point station as a possible precursor\nline 337 | to further extension of the BART system. The rapid bus service would\nline 338 | essentially replicate BART frequencies with Park-and-Ride lots located\nline 339 | at the site of potential future BART stations.\nline 340 | An extension of the\nline 341 | Route 4 carpool lanes would lengthen the HOV lanes from Railroad Ave.\nline 342 | to Loveridge Rd.\nline 343 | Cost: Costs include vehicles ($6.2 million), and\nline 344 | Park-and-Ride lots ($10 million).\nline 345 | This is a highly congested interregional corridor where we propose upgrading\nline 346 | express bus service from the rapidly growing San Joaquin Valley to\nline 347 | the existing BART station in Dublin /Pleasanton. The service would\nline 348 | replicate a future BART system with Park-and-Ride lots located at the\nline 349 | three sites of these stations off of I-580. There would also be an\nline 350 | ACE commuter rail connection at Greenville Rd. allowing ACE riders\nline 351 | to transfer and reach BART via a short bus ride and connections with\nline 352 | suburban buses.\nline 353 | The rapid buses would be able to take advantage of\nline 354 | a new I-580 HOV lane.\nline 355 | Costs: Costs include vehicles ($2.5 million) and\nline 356 | the cost to develop new and improved Park-and-Ride lots along I-580\nline 357 | at future BART station sites ($10 million).\nline 358 | The Peninsula will be well served by the proposed upgrading of Caltrain,\nline 359 | hence the rapid bus proposal adds service in the I-280 corridor both\nline 360 | north to Colma BART and south to the Palo Alto industrial parks.\nline 361 | These\nline 362 | services would travel on I-280 HOV lanes on the south end of the Peninsula.\nline 363 | The main infrastructure needed would be additional park and ride lot\nline 364 | development along I-280.\nline 365 | Cost: Costs include vehicles ($13.3 million) and\nline 366 | the costs for park and ride lots on I-280.\nline 367 | Back to main Blueprint page\n</context>\n\n<phrases>\n- \"This connects to\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Okay, pros and cons\"\n- \"Maybe I’m overcomplicating it\"\n- \"You know\"\n- \"First things first\"\n- \"There's got to be something about\"\n- \"Let me sum this up so far\"\n- \"Why did I do that?\"\n- \"So what I’m trying to say is\"\n- \"Alternatively\"\n- \"Now, if I think about it differently\"\n- \"Wait, no\"\n- \" is key here\"\n- \"This makes me reflect on\"\n- \"I'm struck by\"\n- \"Ummm, actually\"\n- \"Something doesn't add up\"\n- \"It's almost like\"\n- \"Let me connect the dots\"\n- \"There’s a pattern here\"\n- \"Let me play devil's advocate\"\n- \"Let me throw this out there\"\n- \"But then again\"\n- \"That’s an interesting angle, but\"\n- \"If I take this apart step by step\"\n- \"Now we're cooking\"\n- \"On one hand... but on the other\"\n- \"This is just a first pass, but\"\n- \"Would that even work?\"\n- \"Picture this\"\n- \"What keeps nagging at me is\"\n- \"I'm mulling over\"\n- \"Brainstorming here, but\"\n- \"So basically\"\n- \"Let me work through this\"\n- \"Okay, so\"\n- \"Let’s weigh the options\"\n- \"What I mean is\"\n- \"I knew I was forgetting something!\"\n- \"Let me break this down\"\n- \"That reminds me\"\n- \"Actually, no\"\n- \"Follow me here\"\n- \"Let me chew on this\"\n- \"This makes me think of\"\n- \" is interesting\"\n- \"Hang on a second\"\n- \"I'm intrigued by\"\n- \"The pros and cons are\"\n- \"Uh...\"\n- \"What’s the best way to explain this?\"\n- \"I'm trying to untangle this\"\n- \"The thing is\"\n- \"Does that sound right?\"\n- \"This connects to something else\"\n- \"There’s a better way to phrase this\"\n- \"Well\"\n- \"I'm wondering if\"\n- \"There's something here about\"\n- \"I wonder if\"\n- \"No, actually\"\n- \"I'm still feeling my way through\"\n- \" is striking \"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"That makes sense because\"\n- \"Let me untangle this\"\n- \"What’s the next step?\"\n- \"Oh! That reminds me\"\n- \"What if I flip it around?\"\n- \"The crucial thing seems to be\"\n- \"Let's break this down into parts\"\n- \"On the other hand\"\n- \"This feels half-right, but\"\n- \"Okay, let's break this down\"\n- \"Does that even make sense?\"\n- \"Wait a minute\"\n- \"I’m trying to connect the dots here\"\n- \"Let's think step by step\"\n- \"Let me just think this through\"\n- \"Hmm\"\n- \"I'm curious about\"\n- \"This brings to mind\"\n- \"Am I thinking about this all wrong?\"\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 | 7 Industrial Robotics Hazards and How to Avoid Them\nline 02 | Written By: Steven Hogg\nline 03 | As industrial robots become more popular, many customers wonder whether robots are safe to implement in their facility. Although an industrial robot will improve the ergonomic conditions in a production area, there is a perception that the robot will create an unsafe work environment.\nline 04 | This perception is fueled by the robots open programmability in terms of speed and direction, which appears impossible to control. In order to ease concerns, a risk assessment should be performed during the development of the robotic work cell.\nline 05 | At each stage of the assessment, individual safety requirements will be identified and the appropriate guarding and safety devices are determined in order to reduce the potential hazards. These requirements should be based off of OSHA and ANSI/RIA R15.06-1999 (R2009) safety standards in order to provide the safest work cell possible.\nline 06 | OSHA identifies 7 potential hazards within robotic work cells:\nline 07 | Human error occurs in day-to-day activity and this is no different with regard to a robotic work cell. Whether it is programming, preventative maintenance, or teach pendant control, operators have the potential to place themselves in hazardous positions due to over familiarity or lack of knowledge of the robot’s motion path.\nline 08 | Errors in the controls software and hardware can lead to hazards within a robotic work cell.\nline 09 | If the controls system faults, the system response may lead to a dangerous working environment if it is closely coupled with human interaction.\nline 10 | Access by an unauthorized operator into a safeguarded robotic work cell. If an operator is unfamiliar with the safety hardware associated with the robotic work cell, they can find themselves in a dangerous and potentially fatal area.\nline 11 | During the design and programming stages, mechanical part failure is not always taken into account. When an unexpected failure occurs, this can lead to a potentially hazardous situation for the operator.\nline 12 | Outside factors and communication interference can create an undesirable effect on a robotic work cell. Unsuppressed power surges or power loss can lead to injury if they are not planned for during the initial stages of the project.\nline 13 | Power sources that have communication to the robotic cell can be disrupted and lead to undesired actions.\nline 14 | This can produce a release of energy, creating a hazardous environment for an operator.\nline 15 | Any time an industrial robot is installed it is vital to the success of the project and safety of the operators that the system is installed correctly before it is fully operational. If the robotic work cell is incorrectly setup, future hazards may occur due to variance from the original design.\nline 16 | Although each of these potential hazards can be dangerous, they are each preventable as long as workers are well educated on the robotic system and the robotic integrator has fulfilled all job requirements, including proper installation, programming, and risk assessment. Any dangers should also be taken into account during the initial design phase and shared as a living document throughout the project life cycle.\nline 17 | As long as these seven potential hazards are addressed early, industrial robots are extremely safe and can help your bottom line. Before our clients purchase an industrial robotics system, we always encourage them to become familiar with these safety standards and practices, but no matter what robotic integrator you use, ensure they fully understand and are held accountable to these standards.\n</context>\n\n<phrases>\n- \"That makes sense because\"\n- \"This makes me reflect on\"\n- \"This explains so much!\"\n- \"This connects to something else\"\n- \"Now it all comes together!\"\n- \"Building on that\"\n- \"This is tricky, but\"\n- \"Wait, no\"\n- \"Let’s weigh the options\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Alternatively\"\n- \"Let me play devil's advocate\"\n- \"First things first\"\n- \"I'm struck by\"\n- \"Alright, where was I?\"\n- \"This brings to mind\"\n- \"If I take this apart step by step\"\n- \"On the other hand\"\n- \"If I follow this through\"\n- \"The more I think about it\"\n- \"This might sound weird, but\"\n- \"Okay, I think I’ve got it now!\"\n- \"Brainstorming here, but\"\n- \"Let me work through this\"\n- \"Something doesn't add up\"\n- \"I'm mulling over\"\n- \"Let me chew on this\"\n- \"Ummm, actually\"\n- \"I'm trying to untangle this\"\n- \"Let me connect the dots\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Picture this\"\n- \"Uh, where was I?\"\n- \"Of course! That’s the answer!\"\n- \"Let me back up a second\"\n- \"What keeps nagging at me is\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Oh! That reminds me\"\n- \"I'm pondering\"\n- \"I need to step back and rethink this\"\n- \"I'm still feeling my way through\"\n- \"Just spitballing here\"\n- \"When I sit with this idea\"\n- \"Let me circle back to that\"\n- \"I'm intrigued by\"\n- \"That’s an interesting angle, but\"\n- \"This just clicked into place!\"\n- \"This isn't quite right, but\"\n- \"Okay, let's break this down\"\n- \"On one hand... but on the other\"\n- \"Now, if I think about it differently\"\n- \"But then again\"\n- \"That reminds me\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"No, actually\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"The pros and cons are\"\n- \"Okay, walking through it again\"\n- \"Let's break this down into parts\"\n- \"This connects to\"\n- \"I should have known that!\"\n- \"Let's think step by step\"\n- \"I'm wondering if\"\n- \"Let me untangle this\"\n- \"Hmm, let’s rewind a bit\"\n- \"There’s a pattern here\"\n- \"There's a missing link here\"\n- \"This makes me think of\"\n- \"Oh, it all makes sense now!\"\n- \"Am I missing something?\"\n- \"What’s the best way to explain this?\"\n- \"That doesn't sound right, let me rephrase\"\n- \"What if I flip it around?\"\n- \"I need to make sure this checks out\"\n- \"Let me throw this out there\"\n- \"Backing up for a second\"\n- \"Actually, no\"\n- \"Let me approach this from another angle\"\n- \"So that’s why it wasn’t working!\"\n- \"Oh, that clears everything up!\"\n- \"Coming at this from another angle\"\n- \"I'm starting to see a pattern\"\n- \"So, the bottom line is\"\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 | - Previous 0/1630\nline 02 | Porcelain dish. Decorated inside with flowering pomegranate spray in the centre within double circle, and four fruit sprays around the cavetto, all in underglaze blue against yellow ground, including peach, lychee, cherry and persimmon. The yellow enamel has been applied over a high fired transparent glaze. On the exterior, four Buddhist lotus, baoxianghua sprays. Unglazed base, mark on rim.\nline 03 | - Made in: Jingdezhen\nline 04 | - (Asia,China,Jiangxi (province),Jingdezhen)\nline 05 | - Height: 55 millimetres\nline 06 | - Diameter: 295 millimetres\nline 07 | Inscription CommentSix-character Xuande mark written from left to right in underglaze blue\nline 08 | Published PDF date : Ming Xuande 1426-1435Room 95 label text:\nline 09 | Saucer-dish with flowering pomegranate\nline 10 | This design, invented in the early fifteenth century, was made continuously for one hundred years at Jingdezhen and later was revived in the Qing dynasty (AD 1644–1911). The dish is decorated with a flowering pomegranate branch in the centre with fruiting branches of persimmon, peach, lychee and cherry in the walls. The branches have ragged ends, following a well-known convention, indicating they were broken from a tree. On the exterior are four stylised blue lotus flowers and a six-character Xuande reign mark written horizontally at the rim. The yellow glaze is faintly iridescent, like oil on water, and it appears worn, with tiny rubbed and scratched patches all over. The base is unglazed and speckled with tiny brown flecks.\nline 11 | Porcelain with underglaze blue and overglaze yellow\nline 12 | Jingdezhen, Jiangxi province江西省, 景德鎮\nline 13 | Ming dynasty, Xuande mark and period, AD1426–35\nline 14 | Porcelain dish.\nline 15 | Decorated inside with flowering pomegranate spray in the centre within double circle, and four fruit sprays around the cavetto, all in underglaze blue against yellow ground, including peach, lychee, cherry and persimmon.\nline 16 | The yellow enamel has been applied over a high fired transparent glaze.\nline 17 | On the outside, four Buddhist lotus, baoxianghua sprays.\nline 18 | Unglazed base, mark on rim.\nline 19 | If you’ve noticed a mistake or have any further information about this object, please email: [email protected]\nline 20 | Object reference number: RRC39666\nline 21 | British Museum collection data is also available in the W3C open data standard, RDF, allowing it to join and relate to a growing body of linked data published by organisations around the world.\nline 22 | The Museum makes its collection database available to be used by scholars around the world. Donations will help support curatorial, documentation and digitisation projects.\n</context>\n\n<phrases>\n- \"Do I go with my gut or\"\n- \"Let's see\"\n- \"This connects to\"\n- \"I'm trying to reconcile\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Here's a possible explanation\"\n- \"What happens if we change this part?\"\n- \"If A is true, then\"\n- \"It almost fits, but something’s off\"\n- \"It was staring me in the face\"\n- \"Would this be worth the risk?\"\n- \"Consider this possibility\"\n- \"Well\"\n- \"I need to fill in the gaps\"\n- \"I need to reframe this\"\n- \"Hang on a second\"\n- \"Not set in stone, but\"\n- \"On one hand... but on the other\"\n- \"Anyway\"\n- \"There's something off here\"\n- \"This is starting to take shape\"\n- \"I keep circling back to\"\n- \"Building on that\"\n- \"I think I found the solution!\"\n- \"Let me trace that logic back\"\n- \"Actually, no\"\n- \"What keeps nagging at me is\"\n- \"Something's not quite right\"\n- \"Does that sound right to you?\"\n- \"That reminds me\"\n- \"This might explain the pattern\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Okay, so if I do this\"\n- \"I'm seeing a connection between\"\n- \"What if I just flip this around?\"\n- \"Ohhh, now I see!\"\n- \"Still working it out\"\n- \"Let me think\"\n- \"In the end\"\n- \"Would I regret this later?\"\n- \"No, actually\"\n- \"The tricky part is\"\n- \"This is tricky, but\"\n- \"Backing up for a second\"\n- \"Let me untangle this\"\n- \"Let's think step by step\"\n- \"Here's where it gets interesting\"\n- \"Let me make sure I got this\"\n- \"Let me circle back to that\"\n- \"Wait, I think I just cracked it!\"\n- \"I should have known that!\"\n- \"Ummm, actually\"\n- \"So, the bottom line is\"\n- \"What's the best way to explain this?\"\n- \"That makes sense because\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"How can I approach this?\"\n- \"Coming at this from another angle\"\n- \"Well, let me see\"\n- \"I could go either way on this\"\n- \"Let me dig into that a little deeper\"\n- \"Wait, no\"\n- \"What if we looked at it like\"\n- \"Let me work through this\"\n- \"Of course! That’s the answer!\"\n- \"Let me just think this through\"\n- \"What was I about to say?\"\n- \"This explains so much!\"\n- \"Hold on a second\"\n- \"There's probably more to it\"\n- \"It's almost like\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I need to make sure this checks out\"\n- \"Let me see\"\n- \"This connects to something else\"\n- \"Uh, where was I?\"\n- \"Alright, where was I?\"\n- \"Still forming this thought\"\n- \"What if I tried...?\"\n- \"Okay, I think I’ve got it now!\"\n- \"Oh! That reminds me\"\n- \"I’m trying to connect the dots here\"\n- \"I just had it, what was it?\"\n- \"There's got to be something about\"\n- \"Ah...\"\n- \"This makes me think of\"\n- \"Does that even make sense?\"\n- \"Something doesn't add up\"\n- \"You know\"\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 growing global demand for rice means that this staple food will have to be produced more intensively in Asia, Africa, Latin America and the Caribbean.\nline 02 | Asian urban centers hold the majority of the world’s urban poor and, within the next 25 years, nearly 55% of the population of Asia will be located in these areas.\nline 03 | Both the urban and rural poor require food at affordable prices and this must come from increased productivity in intensive rice systems, which account for 75% of total rice production.\nline 04 | Similarly, Africa’s intensive irrigation schemes and expansion are expected to contribute greatly in enhancing rice production in Africa.\nline 05 | Varieties that do well in Asian irrigation schemes are expected to also perform well in Africa.\nline 06 | For example, the well-known Sahel108 variety selected by AfricaRice and now widely grown in the Senegal River Valley is originally an IRRI variety.\nline 07 | In Latin America and the Caribbean (LAC), rice is the leading food. Demand for it is growing. From 1990 to 2004, rice yield in these regions expanded annually at 3.5%. LAC has unique pests and diseases, as well as distinct grain types and cropping systems. Eco-efficient rice production systems, with high productivity and low impact on the environment, are critical for the future. However, considerable opportunities to increase rice production exist given LAC’s abundant land and water resources.\nline 08 | In this light, IRRI develops elite inbred rice lines with higher yield potential, multiple resistance to insects and diseases, and superior grain quality. We also explore the higher yield potential of newer varieties released for irrigated systems.\nline 09 | We develop rice types that can better adapt to aerobic conditions, given the increasing water scarcity threatening agriculture and livelihoods, which will be pronounced in many areas. Similarly, we develop varieties specifically suited to mechanized direct seeding (due to labor shortage) as well as varieties for evolving conservation agriculture systems.\nline 10 | New generation of elite inbreds with increased yield potential\nline 11 | We develop higher-yielding varieties by focusing on key physiological plant traits and genes expected to increase yield potential. We also do this by a more systematic selection for yield in early generations and in multi-environment yield trials. We seek to have a better understanding of the genetic basis and physiological mechanisms of yield potential, from which we develop elite inbred rice lines with about 10% higher yield potential and possess other important traits. Improvements in yield potential of inbreds will also contribute to increasing the yield potential of hybrids.\nline 12 | High-yielding varieties for irrigated systems in Asia\nline 13 | Conventional transplanted systems in Asia represent the largest areas of rice cultivation. Although high-yielding varieties are grown in these areas, continual progress is necessary to incorporate disease and insect resistance and improved grain quality into rice varieties. Farmers in these areas are expected to rapidly adopt new varieties that are superior to the older varieties being planted. We use new approaches for increasing yield potential, such as marker-assisted breeding to develop the next generation of rice varieties suited for irrigated environments in Asia.\nline 14 | High-yielding varieties for irrigated systems in Africa\nline 15 | Irrigated rice represents about 15% of the total area under rice in Africa. But this percentage is expected to increase rapidly. Irrigated rice yields in Africa are often comparable to yields obtained in Asia, but there is a need for improved, high-yielding varieties, resistant to major environmental stresses, pests and diseases. We employ the same breeding approaches and methods as those in Asia, to develop new generations of high-yielding varieties suited to irrigated areas in Africa. New irrigated rice varieties are also expected to do well in the more favorable rainfed lowland areas.\nline 16 | Rice varieties for dry seeding in aerobic rice and conservation agriculture systems\nline 17 | Water shortage is becoming an increasing problem in traditionally irrigated areas because of depleting groundwater resources and competing uses from other sectors. Likewise, particularly in systems such as rice-wheat, rice-maize, or rice-pulses, frequent tillage and removal of residues may lead to a decline in soil fertility and unsustainable production.\nline 18 | Resource-conserving technologies, particularly water-saving irrigation, reduced or no tillage, and retention of residues, are required to re-vitalize yield growth, improve production efficiency, and reduce the negative impact on natural resources.\nline 19 | However, cultivating rice under such conditions requires new genotypes adapted to dry direct seeding; that is, varieties that have early vegetative vigor, are competitive with weeds, have strong root systems, and are also resistant to lodging, root pathogens, and nematodes. Herbicide resistance may also be a useful characteristic.\nline 20 | Genetic diversity exists for these traits, and the best donors are crossed with high-yielding varieties to develop improved varieties for these systems. A key strategy is to select for the new traits required from early stages in the breeding cycle and under the target environments particularly in South Asia and some areas in Latin America.\nline 21 | Improved rice varieties for temperate rice environments\nline 22 | Japonica varieties are typically grown in the temperate regions of Asia, Africa and Latin America. While yields are generally high in these areas, the rice types must be further improved for yield potential and resistance to insects and diseases as well as for environmental stress tolerance, especially cold. High grain quality is a crucial requirement.\nline 23 | Indica, including aus type and tropical japonica rice varieties, are good donors for many desirable traits.\nline 24 | However, resulting progeny often suffer from spikelet sterility, poor quality and other undesirable characteristics.\nline 25 | We employ new strategies to eliminate linkage drag and incorporate desirable traits into temperate japonica cultivars.\n</context>\n\n<phrases>\n- \"Possibly\"\n- \"More or less\"\n- \"Let me play devil's advocate\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"There's a missing link here\"\n- \"Wait, no\"\n- \"This is tricky, but\"\n- \"Alternatively\"\n- \"I’m not convinced, but it might work\"\n- \"I’m trying to connect the dots here\"\n- \"Bear with me while I\"\n- \"We've completely overlooked [blank]\"\n- \"That’s the answer I was looking for!\"\n- \"Let's think step by step\"\n- \"I'm curious about\"\n- \"This might explain the pattern\"\n- \"Okay, so\"\n- \"Let's test this idea\"\n- \"What keeps nagging at me is\"\n- \"Am I missing something?\"\n- \"Actually, no\"\n- \"This makes me think of\"\n- \"I wonder if\"\n- \"Picture this\"\n- \"There’s a pattern here\"\n- \"Something doesn't add up\"\n- \"I have a theory about this\"\n- \"Let me untangle this\"\n- \"Here's a possible explanation\"\n- \"That would explain why\"\n- \"But then again\"\n- \"I'm wondering if\"\n- \"On one hand... but on the other\"\n- \"What’s the best way to explain this?\"\n- \"I'm mulling over\"\n- \"Oh! That reminds me\"\n- \"Oh! I get it now\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"That makes sense because\"\n- \"I was looking at this all wrong!\"\n- \"Building on that\"\n- \"Wait, that doesn’t add up\"\n- \"Now it makes sense!\"\n- \"Ummm, actually\"\n- \"In the end\"\n- \"I'm getting a sense that\"\n- \"I'm struck by\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Now we're cooking\"\n- \"It's a bit murky\"\n- \"This connects to\"\n- \"This is just a first pass, but\"\n- \"Follow me here\"\n- \"I'm intrigued by\"\n- \"That’s an interesting angle, but\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let me think\"\n- \"Hold that thought\"\n- \"So that’s why it wasn’t working!\"\n- \"What happens if we change this part?\"\n- \"Uh...\"\n- \"No, actually\"\n- \"Let me chew on this\"\n- \"Wait, I think I’ve got it!\"\n- \"I'm seeing a connection between\"\n- \"I think I can rule that out\"\n- \"Well\"\n- \"I think I’ve lost my train of thought\"\n- \"Let me work through this\"\n- \"Let me connect the dots\"\n- \"Oh, it all makes sense now!\"\n- \"Here's what I'm thinking\"\n- \"Hmm\"\n- \"I'm pondering\"\n- \"Let me propose something\"\n- \"What if I flip it around?\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"There's something off here\"\n- \"Now it all comes together!\"\n- \"On the other hand\"\n- \"I'm starting to see a pattern\"\n- \"This makes me reflect on\"\n- \"Anyway\"\n- \"This feels half-right, 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 | Moon Light World Map\nline 02 | The map below shows where the Moon is visible from the Earth, depending on weather conditions and moon phases.\nline 03 | The white dot symbolizes the position of the Moon, and the yellow sun symbolizes the position of the sun.\nline 04 | Change time and date\nline 05 | |< 4 weeks||4 weeks >||March equinox|\nline 06 | |< 1 day||1 day >||June solstice|\nline 07 | |< 12 hours||12 hours >||September equinox|\nline 08 | |< 6 hours||6 hours >||December solstice|\nline 09 | |< 1 hour||1 hour >||Now/Current time|\nline 10 | |< 10 minutes||10 minutes >|\nline 11 | - The bright part of the map shows where the moon is over the horizon on Friday, September 7, 2012 at 13:10:00 UTC.\nline 12 | - The Sun's position is marked with this symbol: .\nline 13 | At this location, the Sun will be at its zenith (directly overhead) in relation to an observer.\nline 14 | - The Moon's position is marked with this symbol: . At this location, the Moon will be at its zenith in relation to an observer. Note that the symbol is not showing the current phase of the Moon.\nline 15 | Fraction of moon illuminated: 60%\nline 16 | |Previous phase||Full Moon||Friday, August 31, 2012 at 1:59 PM|\nline 17 | |Next phase||Third Quarter||Saturday, September 8, 2012 at 1:16 PM|\nline 18 | Position of the Moon\nline 19 | On Friday, September 7, 2012 at 13:10:00 UTC the Moon is at its zenith at\nline 20 | The ground speed of the movement is currently 420.49 meters/second, 1513.8 km/hour, 940.6 miles/hour or 817.4 knots. The table below shows the Moon position compared to the time and date above:\nline 21 | |Time||Longitude difference||Latitude difference||Total|\nline 22 | |1 minute||0° 14' 30.9\"||15.68 mi||west||0° 00' 02.7\"||0.05 mi||north||15.68 mi|\nline 23 | |1 hour||14° 30' 59.3\"||940.35 mi||west||0° 02' 47.7\"||3.21 mi||north||940.21 mi|\nline 24 | |24 hours||11° 41' 30.5\"||757.47 mi||east||0° 40' 25.6\"||46.36 mi||north||757.20 mi|\nline 25 | Locations with the moon near zenith\nline 26 | The following table shows 10 locations with moon near zenith position in the sky.\nline 27 | |Tijuana *||Fri 6:10 AM||1425 km||886 miles||770 nm||NNE|\nline 28 | |San Diego *||Fri 6:10 AM||1440 km||895 miles||777 nm||NNE|\nline 29 | |Hermosillo||Fri 6:10 AM||1478 km||918 miles||798 nm||NE|\nline 30 | |Mexicali *||Fri 6:10 AM||1500 km||932 miles||810 nm||NNE|\nline 31 | |Los Angeles *||Fri 6:10 AM||1547 km||961 miles||835 nm||NNE|\nline 32 | |Mazatlan *||Fri 7:10 AM||1661 km||1032 miles||897 nm||ENE|\nline 33 | |Phoenix||Fri 6:10 AM||1747 km||1086 miles||943 nm||NNE|\nline 34 | |Las Vegas *||Fri 6:10 AM||1860 km||1156 miles||1004 nm||NNE|\nline 35 | |San Jose (USA) *||Fri 6:10 AM||1860 km||1156 miles||1005 nm||N|\nline 36 | |San Francisco *||Fri 6:10 AM||1908 km||1186 miles||1030 nm||N|\nline 37 | - Seasons Calculator\nline 38 | - Moon Calculator – Find times for moonrise, moonset and more\nline 39 | - Moon Phase Calculator – Calculate moon phases for any year\nline 40 | - Sunrise Calculator – Find times for sunrise, sunset and more\nline 41 | Related time zone tools\nline 42 | - The World Clock – Current times around the world\nline 43 | - Personal World Clock – Shows just the cities you need\nline 44 | - Meeting Planner – Find a suitable time for an international meeting\nline 45 | - Time Zone Converter – If it is 3 pm in New York, what time is it in Sydney?\nline 46 | - Event Time Announcer/Fixed Time – Show local times worldwide for your event.\n</context>\n\n<phrases>\n- \"On one hand... but on the other\"\n- \"What’s the missing piece?\"\n- \"Don't quote me on this\"\n- \"But then again\"\n- \"Now, if I think about it differently\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"If I take this apart step by step\"\n- \"Let's think step by step\"\n- \"Let me untangle this\"\n- \"Let me throw this out there\"\n- \"There’s a pattern here\"\n- \"Wait, that doesn’t add up\"\n- \"Let me break this down\"\n- \"There’s a better way to phrase this\"\n- \"What keeps nagging at me is\"\n- \"What if the reason is\"\n- \"What if I just flip this around?\"\n- \"So the main idea is\"\n- \"What I mean is\"\n- \"It's almost like\"\n- \"Let me play devil's advocate\"\n- \"That’s an interesting angle, but\"\n- \"Building on that\"\n- \"What if we looked at it like\"\n- \"That doesn't seem to add up... Let me think\"\n- \"The pros and cons are\"\n- \"Let’s weigh the options\"\n- \"Something doesn't add up\"\n- \"Coming at this from another angle\"\n- \" is interesting\"\n- \"Okay, pros and cons\"\n- \"Let me work through this\"\n- \"What I'm getting at is\"\n- \"There's a missing link here\"\n- \"I’m almost there\"\n- \"In a way\"\n- \"I need to reframe this\"\n- \"This connects to\"\n- \"Backing up for a second\"\n- \"No, actually\"\n- \"Something in my gut says no\"\n- \"Maybe if I try it this way\"\n- \"Going back to what I said about\"\n- \"The crucial thing seems to be\"\n- \"Let me make sure I got this\"\n- \"I'm starting to see a pattern\"\n- \"Hmm, let’s rewind a bit\"\n- \"I need to make sure this checks out\"\n- \"I guess there’s no perfect solution\"\n- \"Let me sum this up so far\"\n- \"I’m trying to connect the dots here\"\n- \"Let's break this down into parts\"\n- \"What if I flip it around?\"\n- \"I'm seeing a connection between\"\n- \"This connects to something else\"\n- \"Could I be second-guessing myself?\"\n- \"Actually, no\"\n- \"This makes me think of\"\n- \"Why didn’t I think of that sooner?\"\n- \"First things first\"\n- \"On the other hand\"\n- \"I was looking at this all wrong!\"\n- \"Alright, where was I?\"\n- \"I'm trying to untangle this\"\n- \"Is this the right call?\"\n- \"What I’m getting at is\"\n- \"This might sound weird, but\"\n- \"I know there’s a word for this\"\n- \"Alternatively\"\n- \"Okay, so if I do this\"\n- \"Wait, but if that’s true\"\n- \"Maybe I’m overcomplicating it\"\n- \"I keep coming back to\"\n- \"The more I think about it\"\n- \"That makes sense because\"\n- \"I need to fill in the gaps\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"Let me connect the dots\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"So basically\"\n- \"This could explain why\"\n- \"This might explain the pattern\"\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 | Fields of Study - Athletic Training\nline 02 | Definition and Nature of the Field\nline 03 | Certified athletic trainers (ATCs) are highly educated and skilled allied health care professionals who specialize in preventing, assessing, treating, and rehabilitating injuries of physically active people. Athletic trainers practice under the direction of a physician and in cooperation with other allied health care personnel such as physical therapists, occupational therapists, and registered nurses. Often, the ATC is the first line of defense in providing care for athletic injuries, making them an integral member of the athletic health care team in secondary schools, colleges and universities, sports medicine clinics, and professional sports programs. A typical day for an ATC varies with the level of competition, employment setting and other institutional requirements. In the school athletic setting, the ATC may spend their day working with athletes and coaches on preventing injuries through strength, conditioning, or perhaps nutrition programming. Prior to practices and games, the ATC tapes, bandages, braces and completes similar preventative measures. During activities, the ATC evaluates injuries and determines whether the athlete should be referred to a physician or follow standing orders and manage minor injuries. The ATC must ensure continual communication between an injured athlete, the physician, coach and family on when and how the athlete can return safely to practice and competition. Because ATCs are multi-skilled health care providers, they can also be found working as physician extenders in physician offices and hospitals, in physical therapy clinics, in industrial settings, in the military, and with the performing arts. As specialists in the prevention, recognition, and rehabilitation of injuries incurred by physically active individuals, ATCs provide immediate emergency care and use their knowledge of injuries and the factors influencing injuries to develop treatment programs based on medical, exercise and sports sciences. Education Requirements\nline 04 | Certified athletic trainers have, at minimum, a bachelor's degree from an accredited athletic training education program. These programs can be found at colleges and universities under various professional titles such as athletic training, movement science, exercise physiology, kinesiology, allied health, or physical education. All athletic training education programs are currently accredited by the Commission on the Accreditation of Allied Health Education Programs (CAAHEP) via the Joint Review Committee – Athletic Training (JRC-AT). However, the JRC-AT is leaving CAAHEP and as of July 1, 2006, programs will be accredited by the Commission on Accreditation of Athletic Training Education Programs (CAATE). Athletic training students study human anatomy and physiology, biomechanics, exercise physiology, nutrition, and psychology. Students also participate in extensive clinical education experiences, where they have the opportunity to develop psychomotor skills under the supervision of a clinical instructor. Upon graduation, students are eligible to sit for the Board of Certification (BOC) examination. Successful completion of the BOC examination is required in order to use the ATC credential, and the exam is based on six major practice domains:\nline 05 | - Recognition, evaluation, and assessment\nline 06 | - Immediate care\nline 07 | - Treatment, rehabilitation, and reconditioning\nline 08 | - Organization and administration\nline 09 | - Professional development\nline 10 | While the BOC's ATC credential is currently recognized by 43 states, practice laws and regulations vary.\nline 11 | It is important to check state requirements prior to employment.\nline 12 | Because athletic trainers can be found in a variety of settings, individuals interested in pursuing this field of study may want to gain work experience that involves sport and movement activities, summer sports camps, sports medicine/physical therapy clinics, hospitals, and physician offices.\nline 13 | High school courses in the areas of biology, chemistry, physics, sport, fitness, first aid, and CPR are useful to complete in preparation for studying athletic training.\nline 14 | Volunteering in the school athletic training room, at local hospitals or sports medicine clinics is valuable.\nline 15 | With a bachelor's degree and successful completion of the BOC examination, an ATC may find full time or part time employment in a variety of settings, including, but not limited to school athletic programs. According to the National Athletic Trainers Association, today, more than 50% of its certified members are employed in settings other than \"traditional\" school athletics. Recognized by the American Medical Association in 1990 as an allied health provider, the certified athletic trainer is in great demand in physician offices, hospitals, sports medicine/physical therapy clinics and outreach programs, and in occupational/industrial settings. Employment opportunities are growing as the allied health care industries' recognition of the multiple skills and talents of the ATC continue to expand.\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"I'm mulling over\"\n- \"Something doesn't add up\"\n- \"Okay, so\"\n- \"Okay, backtrack a bit\"\n- \"There’s a pattern here\"\n- \"Hang on a second\"\n- \"Ummm, actually\"\n- \"Wait a minute... Oh!\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Let me untangle this\"\n- \"I need to reframe this\"\n- \"What’s the missing piece?\"\n- \"Bear with me while I\"\n- \"Wait, why does that happen?\"\n- \"Let me circle back to that\"\n- \"I'm pondering\"\n- \"Actually, no\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"What if I just flip this around?\"\n- \"That makes sense because\"\n- \"Hold that thought\"\n- \"I keep coming back to\"\n- \"I’m trying to connect the dots here\"\n- \"I'm seeing a connection between\"\n- \"I wonder if\"\n- \"What I'm getting at is\"\n- \"Oh! That reminds me\"\n- \"You know\"\n- \"Let's test this idea\"\n- \"Let's think step by step\"\n- \"Let's see\"\n- \"Let me run through it again\"\n- \"Okay, so if I do this\"\n- \"I need to step back and rethink this\"\n- \"What happens if we change this part?\"\n- \"Coming at this from another angle\"\n- \"This connects to something else\"\n- \"This connects to\"\n- \"When I sit with this idea\"\n- \"Wait, no\"\n- \"It's fascinating how\"\n- \"Suppose we assume that\"\n- \"Ah...\"\n- \"If we follow this logic\"\n- \"So basically\"\n- \"Let me work through this\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Alternatively\"\n- \"Let me chew on this\"\n- \"Something's not clicking\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"On one hand... but on the other\"\n- \"But then again\"\n- \"There's something off here\"\n- \"I'm intrigued by\"\n- \"Let me back up a second\"\n- \"Basically\"\n- \"Uh, where was I?\"\n- \"On the other hand\"\n- \"What I mean is\"\n- \"Going back to what I said about\"\n- \"This might explain the pattern\"\n- \"This brings to mind\"\n- \"That doesn’t sound right\"\n- \"Let me connect the dots\"\n- \"It's almost like\"\n- \"What’s the best way to explain this?\"\n- \"No, actually\"\n- \"I'm curious about\"\n- \"Let me play devil's advocate\"\n- \"I'm struck by\"\n- \"The crucial thing seems to be\"\n- \"Follow me here\"\n- \"In essence\"\n- \"That’s an interesting angle, but\"\n- \"I keep circling back to\"\n- \" is interesting\"\n- \"Now, wait just a second\"\n- \"So what I'm trying to say is\"\n- \"This makes me think of\"\n- \"Hmm, that doesn’t sound right\"\n- \"What if I flip it around?\"\n- \"Let me propose something\"\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 | CANCER AWARENESS 101\nline 02 | Bringing cancer-prevention information to the Hmong,\nline 03 | a people whose native language has no word for cancer\nline 04 | At his funeral, portraits of Aeng Chang look out over the shoulders of his widow, See Thao, and six\nline 05 | of their children\nline 06 | At the Wat Tham Krabok refugee camp, a settlement of makeshift corrugated steel and bamboo huts\nline 07 | about 60 miles north of Bangkok, Aeng Chang fought his bladder cancer. He hired a shaman to perform a\nline 08 | soul-calling ceremony. A cow, buffalo and pig were sacrificed. Herbs, roots and tree leaves were tried.\nline 09 | The only treatment Chang rejected was radical cystectomy, the surgical removal of the bladder, recommended\nline 10 | by a medical doctor in a nearby town.\nline 11 | On June 16, after three years battling his illness and 25 in refugee camps, the former soldier arrived\nline 12 | in California.\nline 13 | He, his wife, See Thao, and his eight children, ages 2 to 17, were the first of 15,000\nline 14 | Hmong refugees from Wat Tham Krabok granted permission to settle in the United States this year.\nline 15 | Chang's\nline 16 | advanced cancer propelled his family to the front of the immigration line. The hope was that American\nline 17 | doctors might save his life.\nline 18 | Nine days after arriving in Sacramento, however, Chang died at UC\nline 19 | Davis Medical Center of inoperable, metastatic cancer of the bladder and rectum.\nline 20 | He was 41.\nline 21 | Itís a tragedy Moon Chen doesnít want to see repeated. \"The new Hmong immigrants have waited so long\nline 22 | and come so far, we want to arm them with the information they need to live long, healthy lives,\" says\nline 23 | Chen, co-leader of the Cancer Control and Prevention Program at UC Davis Cancer Center.\nline 24 | Through a National Cancer Institute-funded project known as AANCART\nline 25 | for Asian American Network for Cancer Awareness, Research and Training Chen is leading an\nline 26 | unprecedented effort to address the fears and traditional beliefs that prevent many Hmong from getting\nline 27 | regular cancer screenings, recognizing early cancer symptoms, and, when cancer occurs, undergoing effective\nline 28 | Over the past two years, Chen and his colleagues have gathered a wealth of information about the cancer\nline 29 | incidence, risk factors and information needs of the Hmong, and mobilized one of the areaís largest Hmong\nline 30 | organizations, the Hmong Womenís Heritage\nline 31 | Association, to spread the word.\nline 32 | An unnecessary burden\nline 33 | \"The cancer burden facing the Hmong and other Asian American communities is unique, unusual and unnecessary,\" Chen says. \"Unique, because Asian Americans are the only racial group who experience cancer as the leading cause of death. Unusual, because the leading cancer killers of Asian Americans are infectious in nature. Unnecessary, because the risk factors for many of the cancers, such as those due to viruses or tobacco, are preventable.\"\nline 34 | Bladder cancer, for example, can be caused by a chronic parasitic disease, schistosomiasis, endemic in Southeast Asia. The Hmong also have high rates of liver cancer due to chronic hepatitis B infection.\nline 35 | Cervical cancer is prevalent as well.\nline 36 | Pap smear rates are low, and the disease is often diagnosed at an advanced stage.\nline 37 | Hawaii to Harvard\nline 38 | A Hmong embroidery depicts the flight from Laos to Thailand.\nline 39 | UC Davis is headquarters for the $8.5 million AANCART program, which is made up of seven other institutions\nline 40 | across the country: Harvard, Columbia, M.D.\nline 41 | Anderson Cancer Center at the University of Texas, UCLA, UCSF,\nline 42 | University of Washington and University of Hawaii.\nline 43 | With AANCART funding, each institution focuses on a particular cancer in a particular Asian community.\nline 44 | In Seattle, for example, itís cervical cancer in Cambodian women. In Los Angeles, itís breast cancer in\nline 45 | Japanese American women.\nline 46 | In Sacramento, the focus is on basic cancer awareness in the Hmong, with an emphasis on cancers caused\nline 47 | by preventable infections, particularly liver cancer caused by chronic hepatitis B infection.\nline 48 | California is home to at least 65,000 Hmong, most of whom arrived as refugees in the late 1970s and 1980s,\nline 49 | driven from their homeland by the Pathet Lao after the United States withdrew from the Vietnam War. Of\nline 50 | the new wave of Hmong immigrants, an estimated 4,000 are expected to settle in Sacramento, which has the\nline 51 | nationís third-largest concentration of Hmong after Fresno and St. Paul, Minn.\nline 52 | For the newest Hmong immigrants, AANCARTís focus is on eliminating infectious causes of cancer, primarily\nline 53 | through hepatitis B immunization. For the Hmong who have been in the United States for a decade or more,\nline 54 | the focus is on preserving the communityís low rates of lung, colon and breast cancer through education\nline 55 | about the risks of such Western behaviors as smoking, a high-fat diet and a sedentary lifestyle.\nline 56 | A course called \"Cancer Awareness 101\" is the centerpiece of AANCARTís Hmong outreach. It is\nline 57 | designed to give members of the Hmong community, particularly the elders and shamen who often serve as\nline 58 | medical decision makers for their families, the same baseline cancer knowledge that more mainstream Americans\nline 59 | grow up knowing: Excess sun exposure can cause skin cancer.\nline 60 | Regular Pap tests prevent deaths from cervical\nline 61 | cancer. Smoking causes lung cancer. Breast self-exams can detect tumors while they are small and easier\nline 62 | to treat. Itís a straightforward idea, but the first all-day Cancer Awareness 101 course, offered at a\nline 63 | hotel conference room on the Medical Center\nline 64 | campus in the spring of 2003, encountered unanticipated complexities.\nline 65 | Reginald Ho, a past president of the American Cancer\nline 66 | Society, served as instructor for the pilot course. He quickly realized how few Western medical terms\nline 67 | have counterparts in the Hmong tongue.\nline 68 | Whatís a cell?\nline 69 | The word \"cell\" alone took 20 minutes to communicate. Hoís Hmong translator chose the Hmong\nline 70 | word nqaj, meaning \"the smallest thing,\" a controversial choice. Some in the audience,\nline 71 | fluent in both Hmong and English, preferred noob, meaning \"seed.\" Others made a case\nline 72 | for adopting the English word, cell. Similar debate ensued over translation of the many internal organs\nline 73 | that have no name in Hmong.\nline 74 | In traditional Hmong culture, it is believed that illness occurs when the soul wanders from the body.\nline 75 | Shamen, like Kang Thao, help call the soul home\nline 76 | At the end of the day, UC Davis medical students of Hmong ancestry agreed to prepare Hmong-language versions\nline 77 | of the course.\nline 78 | With AANCART support, the Hmong Womenís Heritage Association went on to translate three National Cancer\nline 79 | Institute guides dealing with liver, skin and cervical cancer into the two predominant Hmong dialects,\nline 80 | White Hmong and Green Hmong. Dao Moua, cancer program coordinator at the Hmong Womenís Heritage Association,\nline 81 | now teaches the course in both English and Hmong.\nline 82 | A second course, Cancer Awareness 201, was designed to teach Hmong-English medical interpreters the vocabulary\nline 83 | and concepts they need to effectively translate conversations about cancer prevention, screening, diagnosis\nline 84 | Chong Yia Xiong of Stockton displays a photo of his late wife, Chou Vang, who died of cancer. UC Davis\nline 85 | offers Hmong-speaking \"navigators\" to help families through cancer treatment\nline 86 | The two courses have been offered to more than 200 members of the Hmong community over the past year,\nline 87 | with plans for further classes. \"Participants have told us they want more cancer courses offered to the\nline 88 | Hmong community,\" Moua says. \"There is a need to address such concerns as treatment side effects, lack\nline 89 | of knowledge about cancer, language barriers, lack of trust between patients and providers and misuse\nline 90 | Through AANCART, Moua has developed an orientation program for new Hmong arrivals to Sacramento. Families\nline 91 | receive free health kits, hepatitis B information and \"What is Cancer?\"\nline 92 | brochures in Hmong.\nline 93 | She has established\nline 94 | a Cancer Support Network that provides Hmong patients at UC\nline 95 | Davis Cancer Center with a Hmong-speaking \"navigator\" who can accompany them to medical appointments,\nline 96 | provide interpreting and translation services, and act as advocates when needed.\nline 97 | Working with AANCART\nline 98 | investigators at UCLA, Moua has also conducted focus group research to assess the diet and exercise habits\nline 99 | of Californiaís Hmong.\nline 100 | Empowering community organizations like the Hmong Womenís Heritage Association is central to the AANCART\nline 101 | \"When we engage community-based organizations to aid their own, train their own and perform research\nline 102 | to help their own, we see the power of their commitment to their own,\" says Kenneth Chu, chief of the\nline 103 | NCIís Disparities Research Branch. \"This is the secret to their success.\"\nline 104 | Aeng Changís three-day funeral was held over the July 4 weekend at a Veterans of Foreign Wars hall in\nline 105 | South Sacramento. Local Hmong radio stations reported on the death of the first immigrant from Wat Tham\nline 106 | Krabok and announced his long wake. Outside the hall, stacks of 50-pound rice bags, brought by mourners\nline 107 | as gifts to the family, flanked the entrance doors.\nline 108 | Inside, Changís clansmen beat drums and played the\nline 109 | qeej, a traditional bamboo flute. From a kitchen inside the hall, women prepared rice, vegetables\nline 110 | and meat for family and guests.\nline 111 | \"Itís very tragic,\" a cousin said, standing next to a photo of Aeng Chang. \"He never even got to see\nline 112 | the apartment where his wife and children will live. But we are a large clan, and we will make sure his\nline 113 | family is taken care of.\"\nline 114 | AANCART will be there, too, to help ensure Changís children, and others in the new generation, grow up\nline 115 | with the information they need to protect themselves from the leading killer of Asian Americans.\n</context>\n\n<phrases>\n- \"Is this the hill I want to die on?\"\n- \"This is pretty rough\"\n- \"Right, so\"\n- \"It's hard to pin down\"\n- \"Let me break this down\"\n- \"Just thinking out loud but\"\n- \"Finally, it clicks!\"\n- \"Let me see\"\n- \"Something's not quite right\"\n- \"So far, it looks like\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Basically\"\n- \"Am I missing something?\"\n- \"Now it all comes together!\"\n- \"Let's break this down into parts\"\n- \"Picture this\"\n- \"Let me think\"\n- \"If I follow this through\"\n- \"How do I put this\"\n- \"Hmm, that doesn’t sound right\"\n- \"There's probably more to it\"\n- \"What I’m getting at is\"\n- \"What keeps nagging at me is\"\n- \"Possibly\"\n- \"I’m trying to connect the dots here\"\n- \"Hold on a second\"\n- \"First things first\"\n- \"Let me talk this through\"\n- \"Wait, but if that’s true\"\n- \"Just spitballing here\"\n- \"This is rough, but\"\n- \"Hold that thought\"\n- \"No, actually\"\n- \"I'm starting to see a pattern\"\n- \"In essence\"\n- \"Actually, no\"\n- \"Let’s weigh the options\"\n- \"Let me untangle this\"\n- \"Something's not clicking\"\n- \"If I take this apart step by step\"\n- \"I'm seeing a connection between\"\n- \"This is tricky, but\"\n- \"There’s a pattern here\"\n- \"That makes sense because\"\n- \"Does that even make sense?\"\n- \"In other words\"\n- \"So the main idea is\"\n- \"Oh! I get it now!\"\n- \"Let's think step by step\"\n- \"Something doesn't add up\"\n- \"If I’m not mistaken\"\n- \" is striking \"\n- \"So what does this mean in the bigger picture?\"\n- \"This makes me think of\"\n- \"On one hand... but on the other\"\n- \"Wait, no\"\n- \"The pros and cons are\"\n- \"I think I can rule that out\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I'm trying to untangle this\"\n- \"So that’s why it wasn’t working!\"\n- \"There’s a better way to phrase this\"\n- \"Bear with me while I\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Oh! That reminds me\"\n- \"Well, let me see\"\n- \"In the end\"\n- \"Let me just think this through\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"It's almost like\"\n- \"Okay, I think I’ve got it now!\"\n- \"This connects to\"\n- \"That’s the answer I was looking for!\"\n- \"What I'm getting at is\"\n- \"Oh, it all makes sense now!\"\n- \"Building on that\"\n- \"Let me put this another way\"\n- \"Let me work through this\"\n- \"Anyway\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"I think I’ve lost my train of thought\"\n- \"It finally adds up!\"\n- \"Ummm, actually\"\n- \"Kind of\"\n- \"Okay, pros and cons\"\n- \"I'm just throwing ideas 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 | I just heard it somewhere but I'm not sure about it.\nline 02 | If it is, then why don't they build airtight fuselages?\nline 03 | For the purposes of air pressure inside aircraft, they are broken down into two broad categories:\nline 04 | The category determines the answer to your question:\nline 05 | Unpressurized aircraft are not built air-tight for a couple of reasons:\nline 06 | Without going into the details of how an aircraft is pressurized (which isn't really relevant to your question), the air pressure inside the fuselage of a pressurized aircraft is usually maintained at sea level pressure up to a certain point. However, the fuselage is designed to withstand a particular maximum differential air pressure, so in order to protect it (basically keep it from \"popping\" when the air pressure outside the airplane drops too low), the pressure is allowed to decrease when needed.\nline 07 | In typical jet airplanes, the pressure inside the airplane at cruising altitude is maintained at a pressure which corresponds to an outside air pressure at an altitude of about 5,000 - 8,000 feet (referred to as \"cabin altitude\"), depending on the cruising altitude and the design of the airplane.\nline 08 | Many aircraft are not pressurized and therefore not airtight.\nline 09 | The occupants would suffocate, if nothing else, and most unpressurized aircraft do not regularly operate at altitudes requiring pressurization.\nline 10 | In the case of pressurized aircraft, it's actually necessary that the cabin is not airtight. They are, instead, nearly airtight and can withstand significant pressure differentials.\nline 11 | Cabin pressurization works by bleeding high-pressure air from the engines, which is then run through packs (heat exchangers and air cycle machines) to cool it.\nline 12 | After conditioning, the air is fed into the cabin.\nline 13 | This is what creates the lower cabin altitude relative to the outside atmosphere.\nline 14 | Because more air is constantly being added to the fuselage, a pressure outflow valve is required and it is constantly dumping air from inside the aircraft. In normal operations, it's automatically controlled, but can be manually overridden in emergency situations.\nline 15 | Pressurized aircraft are not airtight, and neither are they constant pressure. One key facet that would make being airtight impossible is the need to change pressure in the cabin.\nline 16 | To change pressure in the cabin, air is pumped in via the packs (covered in another answer), and air is let out via outflow valves. The input is fairly constant flow and pressurization is modulated by how open/closed the outflow valve is.\nline 17 | Cabin pressure must change because the airframe has a maximum pressure differential between the cabin and outside (7.8 PSI in the EMB-145) and as you climb the pressure in the cabin must be reduced.\nline 18 | The cabin is generally 8000 ft pressure altitude at during cruise.\nline 19 | Subsequently the cabin pressure is increased to the landing airport during descent.\nline 20 | Accompanying these changes in pressure are temperature changes naturally occurring as result of the pressure change (see: ideal gas law). You may notice this during descents in regional jets as they tend to get very warm as the cabin is compressed.\nline 21 | To regulate the temperature, you need air conditioning, and so you have packs and air cycle machines to deliver air at the proper temperature to the cabin. Now that you have to provide air into the cabin, its not worth even thinking about CO2 scrubbers and O2 tanks, because the packs take care of that with fresh air.\nline 22 | That should cover airplanes not being airtight, why they aren't airtight and that the also are not constant pressure.\nline 23 | In many General Aviation aircraft (small planes that don't go above approximately 12,000 ft.), the air pressure in the fuselage is the same as the outside air.\nline 24 | Most people have no difficulties at altitudes up to 12,000 ft, so there is no need to maintain a pressurized environment.\nline 25 | Specific rules state that unpressurized airplanes have supplemental oxygen available, depending on how high the plane is, for how long, and whether its flying during the day or night.\nline 26 | The answers so far have talked about the differences between pressurized and unpressurized airplanes, however to answer your question why they're not airtight:\nline 27 | The answer is two-fold, first as egid pointed out, the pressure differential would probably be too great for the hull to withstand.\nline 28 | Second, and in my opinion, more importantly, humans consume oxygen and output carbon dioxide (and water). Having your ship airtight, would cause everyone inside to slowly but surely suffocate from carbon dioxide poisoning and lack of oxygen as the little oxygen carried within the aircraft slowly gets breathed away. So you need to keep replacing that air, and the easiest way to do that is to let the old air out, and put new air in.\nline 29 | As Dan Pichelman points out, people in Subs aren't dropping like flies. True, they're not, but they are in fact also replacing the air. Almost. They're removing the CO2 (using Scrubbers) and adding Oxygen (from oxygen tanks). It would probably be possible to solve it this way for aircraft as well. The question remains whether it is feasible weight wise, and if it's easier to just pressurize the aircraft using bleed air and dump the old air overboard.\n</context>\n\n<phrases>\n- \"Let me untangle this\"\n- \"Let me think\"\n- \"Okay, pros and cons\"\n- \"We've completely overlooked [blank]\"\n- \"I'm starting to see a pattern\"\n- \"Hmm, let’s rewind a bit\"\n- \"Something's not clicking\"\n- \"Bear with me while I\"\n- \"Hmm\"\n- \"This might sound weird, but\"\n- \"What if I flip it around?\"\n- \"What if I just flip this around?\"\n- \"Hang on a second\"\n- \"No, actually\"\n- \"That reminds me\"\n- \"This connects to something else\"\n- \"Now we're cooking\"\n- \"Let me play devil's advocate\"\n- \"Alternatively\"\n- \"How can I approach this?\"\n- \"One way to look at it is\"\n- \"The pros and cons are\"\n- \"[blank] is still a black box to me\"\n- \"I keep coming back to\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"That makes sense because\"\n- \"Ummm, actually\"\n- \"Let me work through this\"\n- \"There's something here about\"\n- \"Let me back up a second\"\n- \"Let me propose something\"\n- \"Backing up for a second\"\n- \"Right, so\"\n- \"I'm trying to reconcile\"\n- \"I keep circling back to\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What happens if we change this part?\"\n- \"Coming at this from another angle\"\n- \"Wait, why does that happen?\"\n- \"Wait, but if that’s true\"\n- \"Actually, no\"\n- \"Let me connect the dots\"\n- \"Wait, does this contradict itself?\"\n- \"The more I think about it\"\n- \"First things first\"\n- \"So what does this mean in the bigger picture?\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"What if we\"\n- \"It's almost like\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Follow me here\"\n- \"If I take this apart step by step\"\n- \"That’s an interesting angle, but\"\n- \"Maybe if I try it this way\"\n- \"What keeps nagging at me is\"\n- \"This makes me think of\"\n- \"How do I put this\"\n- \"Let me make sure I got this\"\n- \"Let’s weigh the options\"\n- \"Anyway\"\n- \"Let me break this down\"\n- \"Let me approach this from another angle\"\n- \"On one hand... but on the other\"\n- \"It almost fits, but something’s off\"\n- \"Wait, no\"\n- \"On the other hand\"\n- \"Okay, let's break this down\"\n- \"I'm seeing a connection between\"\n- \"Oh! That reminds me\"\n- \"Let me circle back to that\"\n- \"Wait a minute\"\n- \"Something doesn't add up\"\n- \"Picture this\"\n- \"Okay, backtrack a bit\"\n- \"This connects to\"\n- \"I'm trying to untangle this\"\n- \"Let me talk this through\"\n- \"Suppose we assume that\"\n- \"But then again\"\n- \"Consider this possibility\"\n- \"Brainstorming here, but\"\n- \"Still working it out\"\n- \"Let's think 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 | Let’s not fall into the trap sometimes described as the “Myth of the Consistent Skeptic.” Albert Einstein was an huge and outspoken admirer of the Soviet Union’s government system, holding onto his positive view even as negative information poured in:\nline 02 | Einstein held a wide range of beliefs beyond his contributions to science and outside his area of expertise. For example, in 1933, Einstein (we believe correctly) voiced his opinion about political liberty in Germany, “As long as I have any choice, I will only stay in a country where political liberty, toleration, and equality of all citizens before the law are the rule. Political liberty implies liberty to express one’s political views orally and in writing, toleration, respect for any and every individual. These conditions do not obtain in Germany at the present time” (Einstein 1949, p. 81). Einstein openly criticized Nazism and the brutalities that occurred under that government.\nline 03 | The important point, however, is that Einstein’s positive beliefs toward the Soviet Union did not change as substantial information came forth demonstrating that the Soviet Union was a totalitarian state that did not tolerate political liberty. Einstein was never shy about judging capitalism or Nazism by their deeds and actions instead of their rhetoric. He did not apply this standard to the Soviet Union. A consistent skeptic would not use double standards to evaluate different forms of governments.\nline 04 | If Einstein was a consistent skeptic, one would predict that, as the accumulating evidence came forth over the years, Einstein would modify his beliefs and become a leading critic of both Stalin and the Soviet Union for their violations of political liberty.\nline 05 | The point is that, since people are complex, complicated individuals, you’re rarely going to find a single person who is completely, unfailingly luminary in every characteristic bar none. So do we throw out the baby with the bathwater if we happen to find something icky?\nline 06 | If so, then we’re going to have to OURSELVES be consistent across the board. Out with Heidegger. Out with Einstein. Out with Thomas Jefferson:\nline 07 | In his original draft of the Declaration, in soaring, damning, fiery prose, Jefferson denounced the slave trade as an “execrable commerce …this assemblage of horrors,” a “cruel war against human nature itself, violating its most sacred rights of life & liberties.” As historian John Chester Miller put it, “The inclusion of Jefferson’s strictures on slavery and the slave trade would have committed the United States to the abolition of slavery.\nline 08 | But in the 1790s, Davis continues, “the most remarkable thing about Jefferson’s stand on slavery is his immense silence.” And later, Davis finds, Jefferson’s emancipation efforts “virtually ceased.”\nline 09 | Somewhere in a short span of years during the 1780s and into the early 1790s, a transformation came over Jefferson.\nline 10 | The Virginia abolitionist Moncure Conway, noting Jefferson’s enduring reputation as a would-be emancipator, remarked scornfully, “Never did a man achieve more fame for what he did not do.\nline 11 | The critical turning point in Jefferson’s thinking may well have come in 1792. As Jefferson was counting up the agricultural profits and losses of his plantation in a letter to President Washington that year, it occurred to him that there was a phenomenon he had perceived at Monticello but never actually measured. He proceeded to calculate it in a barely legible, scribbled note in the middle of a page, enclosed in brackets. What Jefferson set out clearly for the first time was that he was making a 4 percent profit every year on the birth of black children. The enslaved were yielding him a bonanza, a perpetual human dividend at compound interest. Jefferson wrote, “I allow nothing for losses by death, but, on the contrary, shall presently take credit four per cent. per annum, for their increase over and above keeping up their own numbers.” His plantation was producing inexhaustible human assets. The percentage was predictable.\nline 12 | In another communication from the early 1790s, Jefferson takes the 4 percent formula further and quite bluntly advances the notion that slavery presented an investment strategy for the future. He writes that an acquaintance who had suffered financial reverses “should have been invested in negroes.” He advises that if the friend’s family had any cash left, “every farthing of it [should be] laid out in land and negroes, which besides a present support bring a silent profit of from 5. to 10. per cent in this country by the increase in their value.”\nline 13 | The irony is that Jefferson sent his 4 percent formula to George Washington, who freed his slaves, precisely because slavery had made human beings into money, like “Cattle in the market,” and this disgusted him.\nline 14 | – “The Dark Side of Thomas Jefferson”, Smithsonian Magazine, October 2012\nline 15 | George Washington freed his slaves.\nline 16 | Thomas Jefferson never did – even though Jefferson’s old friend, Polish nobleman and Revolutionary War hero Thaddeus Kosciuszko, left him in his will the equivalent in today’s dollars of $280,000 to use in freeing his slaves.\nline 17 | Jefferson had helped draft this will; he knew what was in it.\nline 18 | As executor of that will, Jefferson had a legal responsibility to carry its terms out as specified, which meant using that money to free his slaves.\nline 19 | Jefferson did not.\nline 20 | He refused to accept the cash because he could make more money off his slaves.\nline 21 | Jefferson never freed his slaves, many of which were his own children.\nline 22 | Isn’t enslaving your own children far more heinous than believing and saying horrible stuff about an ethnic group that’s not your own?\n</context>\n\n<phrases>\n- \"Let me break this down\"\n- \"In other words\"\n- \"I'm just throwing ideas around\"\n- \"Actually, no\"\n- \"Let me put this another way\"\n- \"That’s an interesting angle, but\"\n- \"I’m trying to connect the dots here\"\n- \"Okay, pros and cons\"\n- \"Something doesn't add up\"\n- \"Let me throw this out there\"\n- \"Let’s weigh the options\"\n- \"Building on that\"\n- \"I'm trying to untangle this\"\n- \"Let me approach this from another angle\"\n- \"Let's think step by step\"\n- \"Here's a possible explanation\"\n- \"I keep coming back to\"\n- \"Still working it out\"\n- \"This could explain why\"\n- \"Going back to what I said about\"\n- \"I'm still feeling my way through\"\n- \"What if I just flip this around?\"\n- \"First things first\"\n- \"So the main idea is\"\n- \"This explains so much!\"\n- \"This connects to something else\"\n- \"It's fascinating how\"\n- \"Brainstorming here, but\"\n- \"Okay, so if I do this\"\n- \"Wait, no\"\n- \"Alternatively\"\n- \"Let me make sure I got this\"\n- \"Backing up for a second\"\n- \"Here's what I'm thinking\"\n- \"What keeps nagging at me is\"\n- \"Okay, backtrack a bit\"\n- \" is striking \"\n- \"I'm seeing a connection between\"\n- \"This makes me think of\"\n- \"Picture this\"\n- \"That makes sense because\"\n- \"Coming at this from another angle\"\n- \"Wait, I think I’ve got it!\"\n- \"I need to step back and rethink this\"\n- \"I was just about to say\"\n- \"That actually makes a lot of sense\"\n- \"If I follow this through\"\n- \"Okay, let's break this down\"\n- \"Let me play devil's advocate\"\n- \"That reminds me\"\n- \"This connects to\"\n- \"The more I think about it\"\n- \"That would mean\"\n- \"So basically\"\n- \"But then again\"\n- \"Oh! That reminds me\"\n- \"That’s it!\"\n- \"That’s the answer I was looking for!\"\n- \"On the other hand\"\n- \"Let me back up a second\"\n- \"On one hand... but on the other\"\n- \"If I take this apart step by step\"\n- \"There's probably more to it\"\n- \"Ummm, actually\"\n- \"I'm starting to see a pattern\"\n- \"Let me propose something\"\n- \"I think I found the solution!\"\n- \"Just thinking out loud but\"\n- \"No, actually\"\n- \" is interesting\"\n- \"Basically\"\n- \"What if I flip it around?\"\n- \"It was staring me in the face\"\n- \"That would explain why\"\n- \"Oh! I get it now\"\n- \"So what I’m trying to say is\"\n- \"What if we looked at it like\"\n- \"One way to look at it is\"\n- \"Let me untangle this\"\n- \"The pros and cons are\"\n- \"Let me work through this\"\n- \"This is starting to take shape\"\n- \" is key here\"\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 | The City is working on several new projects to reduce energy usage and improve public infrastructure.\nline 02 | Wastewater Treatment Efficiency – The City is working with an engineering company to design a more efficient process at its wastewater treatment plant.\nline 03 | Currently, the City uses rotors to maintain a certain level of dissolved oxygen throughout the treatment process.\nline 04 | This project will save energy and money by using dissolved oxygen sensors to control and optimize operation of the rotors.\nline 05 | The City expects that this improvement will save $15,000 and 240,000 kWh annually.\nline 06 | Exterior LED Lighting – City staff are working on an exterior LED Lighting retrofit for the Rogers Wines and Spirits building. Compared to the current metal halide lights, LED lights use 75% less energy and last 5 times as long. This not only saves money, but reduces staff time required to change light bulbs each year.\nline 07 | Solar Trail Lighting – The City is researching solar trail lighting that would be installed on Rogers Drive.\nline 08 | Instead of being connected to the grid, these lights would be powered by solar energy that is collected during the day and stored for use at night.\nline 09 | This would save the city from paying for electricity entirely.\nline 10 | Water Conservation – City staff and an irrigation specialist have been meeting with local businesses to inspect irrigation systems and install rain sensors or smart controllers.\nline 11 | New systems are expected to be installed by the end of May, resulting in a reduction of treated water being used for lawn irrigation.\nline 12 | The Minnesota GreenStep Cities program helps Minnesota cities to achieve sustainability goals through the implementation of 28 best practices, which are focused on cost savings, energy use reduction, and encouraging innovation.\nline 13 | For more information, visit GreenStep's Website.\nline 14 | June 2012: The City expects to save over $22,000 annually as a result of its actions in the Buildings and Lighting Category. Download the report for more details.\nline 15 | May 2012: The City received notice that it is expected to receive recognition as a Step 2 GreenStep City at the League of MN Cities Annual Conference in June.\nline 16 | February 2012: City staff entered data on the GreenStep Cities website, which shows actions that the City has completed to date. Staff are continuing to update data as actions are completed.\nline 17 | December 2011: The City of Rogers became a Minnesota GreenStep City.\nline 18 | The City of Rogers is making progress on the following initiatives to make its public buildings more energy efficient:\nline 19 | April 2012: The City replaced its remaining incandescent traffic signals with LED bulbs, leading to 100% LED traffic signals city-wide. LED traffic signals last longer and use less energy. LED signals are also made up of several tiny lights, so if one light burns out, the signal will continue to operate.\nline 20 | February 2012: The City completed installation of a new Building Automation System at the Rogers Activity Center. This project is expected to save the City over $400,000 in energy costs over the next 20 years.\nline 21 | November 2011: The City began tracking its public building energy use with the State of Minnesota's B3 Benchmarking program. This program helps the city to identify which buildings could yield significant cost-savings through energy conservation projects such as recommissioning, lighting upgrades, and building envelope upgrades. Download the summary report for details.\nline 22 | Summer 2011: The City installed new, energy-efficient floating pond aerators at its sludge storage pond, yielding annual savings of $1,700.\nline 23 | Since 2009: The City has installed energy-efficient lighting in the following buildings:\nline 24 | This new lighting gives off a better quality of light and is expected to save the City over $7,800 annually in energy costs.\n</context>\n\n<phrases>\n- \"What if we looked at it like\"\n- \"What if I flip it around?\"\n- \"That reminds me\"\n- \"So basically\"\n- \"Now it all comes together!\"\n- \"So what I'm trying to say is\"\n- \"This connects to something else\"\n- \"Wait, no\"\n- \"Let me see if\"\n- \"Aha! That’s what I was missing!\"\n- \"Could I be second-guessing myself?\"\n- \"That’s an interesting angle, but\"\n- \"Wait, I think I’ve got it!\"\n- \"No, actually\"\n- \"I need a clearer view of this\"\n- \" is striking \"\n- \"There’s a pattern here\"\n- \"Oh, that clears everything up!\"\n- \"If A is true, then\"\n- \"Finally, it clicks!\"\n- \"Okay, walking through it again\"\n- \"What happens if we change this part?\"\n- \"If I take this apart step by step\"\n- \"Alternatively\"\n- \"That changes everything\"\n- \"Let me connect the dots\"\n- \"On the other hand\"\n- \"Oh! That reminds me\"\n- \"I'm seeing a connection between\"\n- \"Let me run through it again\"\n- \"Let me trace that logic back\"\n- \"Now, if I think about it differently\"\n- \"I need to step back and rethink this\"\n- \"Okay, let's break this down\"\n- \"This might explain the pattern\"\n- \"Why didn’t I think of that sooner?\"\n- \"Maybe if I try it this way\"\n- \"Picture this\"\n- \"Building on that\"\n- \"So far, it looks like\"\n- \"Maybe I'm way off, but\"\n- \"What I'm getting at is\"\n- \"That’s it!\"\n- \"Okay, pros and cons\"\n- \"So, the bottom line is\"\n- \"Let me sum this up so far\"\n- \"Let's think step by step\"\n- \"First things first\"\n- \"Of course! That’s the answer!\"\n- \"The more I think about it\"\n- \"Possibly\"\n- \"Let me play devil's advocate\"\n- \"But then again\"\n- \"The pros and cons are\"\n- \"The crucial thing seems to be\"\n- \"What if we\"\n- \"It’s on the tip of my tongue\"\n- \"Let me break this down\"\n- \"That would explain why\"\n- \"On one hand... but on the other\"\n- \"This makes me think of\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Something doesn't add up\"\n- \"So what I’m trying to say is\"\n- \"Ummm, actually\"\n- \"Let me work through this\"\n- \"I’m trying to connect the dots here\"\n- \"Let's break this down into parts\"\n- \"What keeps nagging at me is\"\n- \"Let me circle back to that\"\n- \"Alright, where was I?\"\n- \"Let me untangle this\"\n- \"It's almost like\"\n- \"I was making this more complicated than it needed to be\"\n- \"I'm trying to untangle this\"\n- \"I feel like I'm close\"\n- \"If we follow this logic\"\n- \"Actually, no\"\n- \"I was just about to say\"\n- \"Is it possible that...?\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Let me put this another way\"\n- \"I keep circling 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 | Quick summary: Transference = when you transfer an emotion meant for one person onto a different person. Transference is unconscious = the person is not aware that they are doing it (though they can be made aware). Transference happens in psychotherapy when a client places an emotional reaction that is related to someone in his or her personal life onto the therapist (ex. the client claims to feel belittled by the therapist when in actuality the client feels belittled by his/her father… transference can occur before the therapist has a chance to “do” anything to incite the given emotional reaction). The client believes that the therapist is the source of their emotional reaction when in fact the emotion has nothing to do with the therapist, as the therapist was generally not present when the emotion was initially created.\nline 02 | Note: therapists are trained to handle situations involving transference… there is no need to feel guilty; sometimes transference can be very useful to therapy… once transference is brought to a person’s conscious awareness the emotion can be processed.\nline 03 | Transference happens all the time outside of therapy… all of us have emotional reactions to people that are at least in part the result of us transferring an emotion related to one person onto another person.\nline 04 | - If you emotional reaction to a person’s actions feels exaggerated or excessive, there is likely a bit of transference going on.\nline 05 | Transference can occur when the therapist has a similar attribute to a person in the client’s personal life… the client then treats the therapist as if they were the person with whom he or she has such a heightened emotional reactivity.\nline 06 | Sometimes transference is a bit more global… ex. a person will transfer there emotional reactions related to their father onto all men.\nline 07 | Transference might also occur if the therapist encouraged the client to process an emotion related to someone in the client’s life… the client will at time believe that the therapist was responsible for the creation of the emotion though in truth the therapist simply encouraged an already existing emotion (a repressed or avoided emotion) to present itself.\nline 08 | Counter-transference is when the therapist transfers his/her emotions related to someone else onto the client.\nline 09 | Freud came up with the idea of transference, and perhaps he made the topic a bit too focused on sexuality… for the generally public perhaps it is easier to understand transference with out Freud’s interpretation of the phenomenon being primarily related to clients repressed sexual feeling being transferred onto the therapist.\nline 10 | - If a client feels controlled by her male husband she might feel as though she is being controlled by the therapist though the therapist is not engaging in controlling behaviors.\nline 11 | - If a person had an un-empathetic mother they might feel as though the therapist does not care about him/her.\nline 12 | - If a person believes there spouse never listens to them they may feel as though the therapist is ignoring them.\nline 13 | The point is that an emotion meant for another person is placed on the therapist.\n</context>\n\n<phrases>\n- \"That doesn’t sound right\"\n- \"Okay, let's break this down\"\n- \"This feels half-right, but\"\n- \"The pros and cons are\"\n- \"What if we looked at it like\"\n- \"That would mean\"\n- \"I guess maybe\"\n- \"I think I found the solution!\"\n- \"Actually, no\"\n- \"No, actually\"\n- \"This explains so much!\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Oh, that clears everything up!\"\n- \"What if the reason is\"\n- \"[blank] is still a black box to me\"\n- \"I think I can rule that out\"\n- \"What if I flip it around?\"\n- \"But then again\"\n- \"Let me untangle this\"\n- \"If I'm not mistaken\"\n- \"Wait a minute... Oh!\"\n- \"Follow me here\"\n- \"This is tricky, but\"\n- \"Oh, it all makes sense now!\"\n- \"Let me propose something\"\n- \"Here's a possible explanation\"\n- \"This is just a hunch\"\n- \"Alternatively\"\n- \"Something doesn't add up\"\n- \"Wait, why does that happen?\"\n- \"How do I put this\"\n- \"I guess that works\"\n- \"I'm not entirely sure, but\"\n- \"It's almost like\"\n- \"Let’s not rush this\"\n- \"Uh...\"\n- \"There's a missing link here\"\n- \"I'm starting to see a pattern\"\n- \"Wait, no\"\n- \"Consider this possibility\"\n- \"I'm seeing a connection between\"\n- \"One way to look at it is\"\n- \"What keeps nagging at me is\"\n- \"Hmm\"\n- \"So, the bottom line is\"\n- \"I'm trying to untangle this\"\n- \"This connects to something else\"\n- \"Let me think\"\n- \"That reminds me\"\n- \"On one hand... but on the other\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"I was looking at this all wrong!\"\n- \"Finally, it clicks!\"\n- \"I’m trying to connect the dots here\"\n- \"First things first\"\n- \"This might explain the pattern\"\n- \"Let’s weigh the options\"\n- \"If I take this apart step by step\"\n- \"This makes me think of\"\n- \"I can't quite put my finger on\"\n- \"Let's think step by step\"\n- \"Now it all comes together!\"\n- \"Let me connect the dots\"\n- \"This isn't quite right, but\"\n- \"Hold on a second\"\n- \"Oh! That reminds me\"\n- \"Well\"\n- \"That’s it!\"\n- \"Wait a minute\"\n- \"Wait, that doesn’t add up\"\n- \"Ummm, actually\"\n- \"Something’s not clicking\"\n- \"Not quite there yet\"\n- \"What if I tried...?\"\n- \"Let me work through this\"\n- \"Let's break this down into parts\"\n- \"Okay, pros and cons\"\n- \"On the other hand\"\n- \"Building on that\"\n- \"This could explain why\"\n- \"That’s an interesting angle, but\"\n- \"Let me play devil's advocate\"\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 the How to Survive a Plague, David France's new documentary on the history of AIDS activism, we find our activist movement reflected in a mirror that only time can provide.\nline 02 | The images are striking, disturbing and incredibly moving. People with HIVtheir depleted bodies with translucent skin stretched over thin bony frames, pocked with vivid lesions of Kaposi's sarcomaspiral toward AIDS and certain death.\nline 03 | And yet they fought.\nline 04 | Organizing under the moniker ACT UP (AIDS Coalition to Unleash Power), they entrenched themselves in the offices of the Food & Drug Administration, demanding treatment for an unstoppable disease ravaging their communities in 1987.\nline 05 | The documentary is both a powerful history lesson and a clarion call to action for the present day.\nline 06 | More than 30 years after the first HIV diagnosis, much progress has been made in treatment, prevention and politics.\nline 07 | But look no further than Chicago to understand that HIV/AIDS is still a plague in the poorest communities of color.\nline 08 | African-Americans in the city represent nearly 60 percent of the people living with HIV ( www.aidschicago.org/pdf/chicago_factsheet_2010.pdf&.\nline 09 | Hispanic Chicagoans represent 26 percent, but make up 16 percent of new infections in the city.\nline 10 | The question is whether we still have the courage and urgency to act up.\nline 11 | The progress of the past 30 years has been vast and won't be fully detailed here.\nline 12 | Today, more than 30 different treatments are available.\nline 13 | The FDA approved the use of treatment as prevention.\nline 14 | Recently, we even witnessed an instance of a person being cured of his HIV, a man known in medical circles as \"the Berlin patient.\"\nline 15 | ( www.cbsnews.com/8301-504763_162-57479106-10391704/timothy-ray-brown-man-thought-to-be-first-cured-of-aids-says-hes-still-cured/ )\nline 16 | Such progress is a direct result of men and women affected by HIV/AIDS crying out for public health attention to innovations in treatment and prevention. However, challenges loom large, despite progress in the areas of treatment and prevention.\nline 17 | HIV/AIDS disproportionately burdens communities of color in the United States, with nearly 1.2 million infected nationally, a majority of those are from the African-American and Hispanic communities.\nline 18 | Despite being minority communities, African-Americans continue to account for 44 percent of new infections ( www.cdc.gov/HIV/topics/aa/index.htm&. The rate of infections is especially disturbing among communities of young black gay and bisexual men. Latest data finds that their rate of infection is comparable to countries in sub-Saharan Africa that are hardest hit by the epidemic ( www.hptn.org/web%20documents/IndexDocs/HPTN061ResultsPR23Jul2012.pdf&. About 20 percent of new infections came from the Hispanic community.\nline 19 | Nationally, African-American women are second only to gay men in HIV prevalence. In 2009, three-fourths of women in Illinois infected with HIV were Black ( www.aidschicago.org/pdf/women_factsheet_2010.pdf).\nline 20 | Unstable funding forces storied AIDS service organizations to close ( www.windycitymediagroup.com/lgbt/HIV-AIDS-agency-BEHIV-folds-AFC-responds-to-charges-UPDATE/30181.html ), shrinking health access to communities and placing increasing stress upon an already resource-strapped health system. This year, Illinois was hit with a 42 percent funding cut in HIV funding for community services. HIV services are not unique here, of course. States are putting a disturbing array of health and human services on the chopping block in their efforts to shrink budgets.\nline 21 | Social injustices are driving the epidemic. Issues of economic injustice, such as unstable housing and unemployment, impact the mental, physical health and well being of those struggling with HIV. Loss of harm reduction funding makes it difficult for people to find and exchange clean needles. Struggles in the recognition of the rights of drug users and sex workers continue to impede efforts in turning the tide on the epidemic for communities that are most vulnerable and at highest risk.\nline 22 | Those scenes of 1987 depicted in the documentary warrant an analysis of how government and public health entities progressed, digressed, and now find themselves at a crossroads of truly changing the course of the epidemic at this juncture.\nline 23 | The Affordable Care Act represents a first step of providing unprecedented access to health care for millions who are uninsured, HIV-positive or not. Certain pieces of that legislation have already been implemented; others go into effect in 2014. The outcome of the presidential election will determine the extent to which the ACA is implemented.\nline 24 | Activists in 1987 helped science catch up to the advocacy, the effects of which can still be felt today.\nline 25 | In contrast, the HIV/AIDS community today finds itself at the very same crossroads and a new opportunity to help the political will catch up to the voices of the present HIV/AIDS activist movement.\nline 26 | When we look to the DNA of our advocacy, we find the bold men and women featured in How to Survive a Plague were mere ordinary peoplejust like us. When exposed to the injustices of social exclusion and crippling disease, they fought back for visibility and did extraordinary things, changing the future course of the global epidemic.\nline 27 | Now, we must do the same. Let's act up like it's 1987.\nline 28 | Suraj Madoori is a fellow for the HIV Prevention Justice Alliance, a national AIDS-activism coalition convened by the AIDS Foundation of Chicago.\nline 29 | Find out how you can get involved with ending the AIDS epidemic by visiting the HIV Prevention Justice Alliance website: www.countdownaids2012.org .\n</context>\n\n<phrases>\n- \"Now, wait just a second\"\n- \"Hold that thought\"\n- \"There's something off here\"\n- \"No, actually\"\n- \"This explains so much!\"\n- \"I'm intrigued by\"\n- \"Wait, that doesn’t add up\"\n- \"Right, so\"\n- \"But then again\"\n- \"Now we're cooking\"\n- \"The more I think about it\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Actually, no\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"On one hand... but on the other\"\n- \"So that’s why it wasn’t working!\"\n- \"Let's see\"\n- \"I need to make sure this checks out\"\n- \"Ummm, actually\"\n- \"Okay, I think I’ve got it now!\"\n- \"This is rough, but\"\n- \"Let me approach this from another angle\"\n- \"I'm struck by\"\n- \"What keeps nagging at me is\"\n- \"I'm mulling over\"\n- \"I'm curious about\"\n- \"I wonder if\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What’s the next step?\"\n- \"Still forming this thought\"\n- \"This brings to mind\"\n- \"Am I overcomplicating this?\"\n- \"Still working it out\"\n- \"Let me play devil's advocate\"\n- \"Wait, no\"\n- \"This is starting to take shape\"\n- \"Picture this\"\n- \"What if I flip it around?\"\n- \"This is tricky, but\"\n- \"Maybe I’m overcomplicating it\"\n- \"There's got to be something about\"\n- \"Let's think step by step\"\n- \"So, the bottom line is\"\n- \"Okay, backtrack a bit\"\n- \"This makes me reflect on\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Let me dig into that a little deeper\"\n- \"Something's not clicking\"\n- \"There's a missing link here\"\n- \"I keep coming back to\"\n- \"Alternatively\"\n- \"Hold on a second\"\n- \"What’s the best way to explain this?\"\n- \"Should I...? No, wait\"\n- \"Aha! That’s what I was missing!\"\n- \"On the other hand\"\n- \"That would mean\"\n- \"Perhaps\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"Okay, walking through it again\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Wait, I think I’ve got it!\"\n- \"Of course! That’s the answer!\"\n- \"Now, if I think about it differently\"\n- \"Here's where it gets interesting\"\n- \"That actually makes a lot of sense\"\n- \"I know there’s a word for this\"\n- \"Wait a minute... Oh!\"\n- \"That would explain why\"\n- \"I need to reframe this\"\n- \"Let me circle back to that\"\n- \"Let me work through this\"\n- \"Well\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"I could do this, or maybe that\"\n- \"That’s an interesting angle, but\"\n- \"Let me chew on this\"\n- \"Ah...\"\n- \"Let me make sure I got this\"\n- \"I'm pondering\"\n- \"Something’s not clicking\"\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 order to assist your layout, custom font selection, and other metric intensive operations, starting in Windows 8, DirectWrite has a number of new APIs to express all the info about fonts that you might require to develop rich text apps.\nline 02 | PANOSE is a visual classification system for identifying typefaces.\nline 03 | The PANOSE classification contains info on the family, serif style, weight, proportion, contrast, stroke, arm style, X-height, etc.\nline 04 | This info describes the visual style of the font.\nline 05 | This info is important because fonts with similar PANOSE values look similar.\nline 06 | This is very useful in situations where a font isn’t available and the app needs to fall back to a font that’s available.\nline 07 | Comparing PANOSE values for fonts allows you to choose a font that’s similar visually to the original font.\nline 08 | In order to access the PANOSE info for a font, use the GetPanose method on the IDWriteFont1 and IDWriteFontFace1 interfaces.\nline 09 | This method returns a DWRITE_PANOSE enumeration that contains all of the PANOSE info for that font.\nline 10 | Starting in Windows 8, the DirectWrite API also supports a number of new metrics in order to express useful info about the fonts to your app. These new metrics include this info.\nline 11 | - Left, Right, Top, and Bottom glyph bounding box metrics.\nline 12 | - X and Y positioning for superscript and subscript elements.\nline 13 | - X and Y scaling info for superscript and subscript elements.\nline 14 | - Whether or not the font has typographic metrics.\nline 15 | To create text editing apps you need access to info about how to draw the caret that navigates through the text. Starting in Windows 8, DirectWrite provides the GetCaretMetrics method on the IDWriteFontFace1 and IDWriteFont1 interfaces for this scenario. GetCaretMetrics returns a DWRITE_CARET_METRICS enumeration which contains info about the slope and offset for the caret along the baseline.\nline 16 | This info is specifically helpful if you want to be able to have their caret slope appropriately with italic text.\nline 17 | Apps that allow your users to write computer code often use monospaced fonts in place of more traditional fonts. So you can have more control over font selection in apps related to development, DirectWrite expresses whether or not a font is monospaced through the API. The IsMonospacedFont method on the IDWriteFontFace1 interface returns a Boolean that indicates whether or not the font is monospaced.\nline 18 | Rich text apps like PDF readers need to be able to match fonts in their content to fonts on the system, need access to the full names of fonts in multiple formats.\nline 19 | So you can better match fonts, DirectWrite contains an enumeration that expresses full naming info about a font in many formats.\nline 20 | you use the DWRITE_INFORMATIONAL_STRING_ID enumeration to get the full name, PostScript name, and PostScript CID name of any font on the system.\nline 21 | This info is valuable when you need to match fonts in your app to appropriate fonts on the local system.\nline 22 | The GetGlyphAdvances method on the IDWriteFontFace1 and IDWriteFont1 interfaces takes in the glyph count and indices that you need advances info about and then returns the advances for the glyphs in question.\nline 23 | Apps that want to handle their own font selection need access to the Unicode ranges that are supported by the font. This way, if a Unicode codepoint isn’t supported by the font, the app can choose an appropriate font that contains that glyph. Without this info, the app may use a font that doesn’t contain all the glyphs that are necessary to display the info present.\nline 24 | The GetUnicodeRanges method on the the IDWriteFontFace1 and IDWriteFont1 interfaces takes in the maximum number of ranges passed in from the client, and returns the actual ranges supported by the font.\nline 25 | Use the GetEudcFontCollection method on the IDWriteFactory1 interface access the EUDC font collection.\nline 26 | This method works in the same way as GetSystemFontCollection, but instead returns a pointer to an EUDC font collection.\n</context>\n\n<phrases>\n- \"Could be wrong here\"\n- \"Oh! That reminds me\"\n- \"That doesn’t sound right\"\n- \"But then again\"\n- \"Don't hold me to this\"\n- \"Why didn’t I think of that sooner?\"\n- \"Where did I put that...?\"\n- \"Here's what I'm thinking\"\n- \"Now, if I think about it differently\"\n- \"No, actually\"\n- \"There's got to be something about\"\n- \"That actually makes a lot of sense\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Am I overcomplicating this?\"\n- \"On one hand... but on the other\"\n- \"Something doesn't add up\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"So what does this mean in the bigger picture?\"\n- \"Still forming this thought\"\n- \"What if we looked at it like\"\n- \"This just clicked into place!\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This might explain the pattern\"\n- \"That makes sense because\"\n- \"On the other hand\"\n- \"I knew I was forgetting something!\"\n- \"It's almost like\"\n- \"It finally adds up!\"\n- \"Let me connect the dots\"\n- \"There's a missing link here\"\n- \"Wait, no\"\n- \"Actually, no\"\n- \"Okay, walking through it again\"\n- \"Ummm, actually\"\n- \"I was just about to say\"\n- \"That’s what I was trying to say!\"\n- \"There's a better way to phrase this\"\n- \"Might be\"\n- \"I need to step back and rethink this\"\n- \"That’s an interesting angle, but\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let me circle back to that\"\n- \"It’s on the tip of my tongue\"\n- \"Suppose we assume that\"\n- \"Wait, I think I’ve got it!\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I need to make sure this checks out\"\n- \"If A is true, then\"\n- \"Okay, backtrack a bit\"\n- \"Let me dig into that a little deeper\"\n- \"Let me play devil's advocate\"\n- \"Let me work through this\"\n- \"Let me just think this through\"\n- \"It almost fits, but something’s off\"\n- \"There's something here about\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Oh, I see what’s happening here!\"\n- \"I think I found the solution!\"\n- \"I’m trying to connect the dots here\"\n- \"That’s the answer I was looking for!\"\n- \"Alternatively\"\n- \"Let's think step by step\"\n- \"There’s a pattern here\"\n- \"Building on that\"\n- \"Let me approach this from another angle\"\n- \"Uh, where was I?\"\n- \"There's probably more to it\"\n- \"I'm starting to see a pattern\"\n- \"Ohhh, now I see!\"\n- \"Let me untangle this\"\n- \"Here's a possible explanation\"\n- \"What keeps nagging at me is\"\n- \"Of course! That’s the answer!\"\n- \"Something about [blank] is still bothering me\"\n- \"Coming at this from another angle\"\n- \"The more I think about it\"\n- \"One way to look at it is\"\n- \"What if I flip it around?\"\n- \"That reminds me\"\n- \"What if the reason is\"\n- \"Okay, so if I do this\"\n- \"This might sound weird, but\"\n- \"This connects to\"\n- \"I feel like I'm close\"\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 | The world’s driest region, the Middle East* and North Africa (MENA), is getting drier at an alarming rate.\nline 02 | And yet, despite massive population growth (the Middle East’s population grew 61 percent from 1990 to 2010 to 205 million people) predictions of so-called “water wars” have failed to materialize.\nline 03 | So how has a region that water experts say ceased to have enough water for its strategic needs in 1970 proved so resilient to water scarcity?\nline 04 | “Trade is the first means of being resilient; it’s the process that enables an economy to be resilient. The ability to trade effectively depends on the strength and diversity of the economy,” Anthony Allan from King’s College London and the School of Oriental and African Studies told IRIN, the UN’s humanitarian news source.\nline 05 | That does not literally mean that countries import water directly; it is rather that because so much water is used, not for drinking, but for agriculture (around 90 percent), by importing food staples like wheat you are in effect importing water, something Allan calls “virtual water”.\nline 06 | As a result, the region’s growing population imports around a third of its food – a figure that shoots up in the Gulf states where arable land is negligible.\nline 07 | But while such resilience may “miraculously” solve extreme water scarcity and make life that exists today possible in the Middle East, it can create its own vulnerabilities; countries need economies that can generate enough foreign currency to pay for imports.\nline 08 | That may be easy in oil-rich countries with small populations like the United Arab Emirates (UAE) and Qatar, but it is far more difficult in places like Egypt, which struggles to find the reserves to pay for wheat imports for its 84 million citizens in a context of declining crude oil exports and a slump in tourism.\nline 09 | Such trade “resilience” is also largely unaffordable in a place like Yemen – the region’s poorest country, which has 25 million people in an extremely water scarce (and hence food scarce) environment.\nline 10 | Each Yemeni only has access to about 140 cubic metres of water annually and the capital, Sana’a, is on track to be the first in the world without a viable water supply.\nline 11 | While trade, an abundance of historically cheap food on international markets, and for some oil – sold at high prices – have combined to create an unexpected resilience in the face of water scarcity, such lessons may not travel well in the developing world.\nline 12 | Trade may have reduced dependency on local water supplies, but it has shifted dependency to international markets and exposed people to fluctuating world prices.\nline 13 | “Water scarcity is not new to the region”\nline 14 | It has also hidden the gravity of the water scarcity situation in the Middle East and made it easier to neglect the development of other solutions to a problem that shows no sign of going away.\nline 15 | A recent study of NASA satellite data published last month found that parts of Turkey, Syria, Iraq and Iran along the Tigris and Euphrates river basins had lost 144 cubic kilometres of water from 2003 to 2009 – roughly equivalent to the volume of the Dead Sea.\nline 16 | An analysis of the data published in the Water Resources Research journal attributes about 60 percent of the loss to the pumping of groundwater from underground reservoirs – reserves people fall back on when rivers dry up.\nline 17 | Underground reserves can only last so long, and importing ever increasing amounts of food to feed a growing population is not an option for poorer countries.\nline 18 | Nevertheless, there are other lessons in water scarcity resilience from the Middle East – either measures that have been shown to build resilience, or that water experts have come to understand would improve the strength of the system to further shocks if they were broadly implemented.\nline 19 | Some of these solutions are not new.\nline 20 | For a start, though the region may be drying, it has been dry for a long time.\nline 21 | And to this date, this Middle East region is not the only one facing the phenomenon of drought. Australia is considered as the earth’s driest lived-in continent, with only the smallest parts of the region as regular wetland, compared to the rest of the continents. Solutions are invested in to help the citizens cope up with chronic drought, like rainwater harvesting. In this area the government gives education and incentives. One solution is Supatank, a tank manufacturer, which helps disseminate solutions and lessens the installation burden for households.\nline 22 | The Arab region is projected to face severe water shortages as early as 2015, when annual per capita water availability will be less than 500 cubic metres. This is less than one-tenth of the world’s average (currently estimated at over 6,000 cubic metres), according to a 2010 report by the Arab Forum for Environment and Development (AFED).\nline 23 | All but six countries in and around the region (the Comoros, Iraq, Lebanon, Somalia, Sudan, and Syria) face water scarcity, which is defined as less than 1,000 cubic metres of water per person per year.\nline 24 | The region accounts for 3 percent of the world’s population, 10 percent of its land, but only 1.2 percent of the world’s renewable water reserves.\nline 25 | The MENA region is most at risk, with the most water-stressed countries being Bahrain (1), Qatar (2), Kuwait (3), Libya (4) Djibouti (5), UAE (6), Yemen (7), Saudi Arabia (8), Oman (9) and Egypt (10), according to the Maplecroft Water Stress Index 2012.\nline 26 | The region faces the worst water scarcity in the world – up to 100 million people could be under water stress by 2050.\nline 27 | Because of its reliance on rain-fed agriculture, the region’s agricultural output could decrease 20-40 percent by 2080. “Water scarcity is not new to the region,” Hamed Assaf, a water resource management specialist at the American University of Sharjah in the UAE, told IRIN. “It has been the norm for thousands of years and people have adapted their survival strategies to changes in rainfall and temperature,” he told IRIN.\nline 28 | With scientist predicting an increase in extreme weather events, adaptability has become increasingly important. It is also true that there remains a degree of unpredictability in the system, particularly in Egypt where it is not clear if future rainfall will increase or decrease.\nline 29 | Resilience is about being strong in the face of whatever happens. And in any situation, strong water systems make the most of what they have – including through treating and reusing waste water like at the Al Gabal Asfar water treatment plant in Egypt.\nline 30 | One old technique is rainwater harvesting. “In Jordan there are indications of early water harvesting structures believed to have been constructed over 9,000 years ago,” Rida Al-Adamat, director of the Water, Environment and Arid Regions Research Centre at Jordan’s al-Bayt University, told IRIN.\nline 31 | Jordan harvests 400-420 million cubic metres of water annually, according to Ministry of Water and Irrigation spokesperson Omar Salameh.\nline 32 | “We have 10 major dams with a total capacity of 325 million cubic metres, in addition to hundreds of sand dams in different locations to develop local communities and recharge groundwater.”\nline 33 | Water harvesting can be done at the household level especially in areas that get enough rainfall during the rainy season. “If your area gets 500mm of rain per year, you can collect enough water for household use,” said Assaf.\nline 34 | “In Lebanon, people used to build ponds to collect water during winter and use it later on for irrigation and breeding animals,” said Assaf.\nline 35 | “The main idea of water harvesting is to increase green water or soil moisture… Farmers in the region used to build small sand barriers on slopes to prevent the water from going down and thus recharge the area.\nline 36 | Then they used to plant in the areas behind the barriers,” he added.\nline 37 | Water management solutions with data\nline 38 | A key aspect of efficient water use is data collection – important for sound water management at the country level.\nline 39 | “As the saying goes: what you cannot measure you cannot manage,” Heba Yaken, water and sanitation operation analyst at the World Bank office in Cairo, told IRIN.\nline 40 | “It is important to know how much you are consuming in order to manage it in a good way.”\nline 41 | Jordan, which some say has one of the most monitored water scarcity situations in the world, has gained widespread recognition for its data collection.\nline 42 | “Jordan’s data is relatively well organized, especially when it comes to agriculture. The volume of water consumption is precisely known in every area. They have installed measuring tools in every area so they know what kinds of crops are being cultivated and the amount of water they consume,” Hiba Hariri from the Arab Water Council told IRIN.\nline 43 | Data-sharing in the region is limited, according to Yaken. “Countries are not as transparent as they should be,” she said.\nline 44 | Other innovative solutions for water management\nline 45 | A whole range of solutions are being piloted and recommended in the Middle East.\nline 46 | In Egypt, the Arab Spring has encouraged farmers to become more outspoken in demanding their water rights, says Yaken from the World Bank.\nline 47 | Farmers have come together in “water users’ associations” to help manage supplies and become more aware of water scarcity issues.\nline 48 | “Farmers are now responsible for the `mesqas’ [canals]”, Yaken told IRIN.\nline 49 | “People at the tail of the `mesqa’ don’t get as much water as the people upstream. People are receiving much more training so that they can manage those disputes between the different farmers, and different demands,” she said.\nline 50 | Elsewhere, capacity building is being carried out by the German Agency for International Cooperation, which is running a climate change adaptation scheme designed to help Arab states climate-proof water systems.\nline 51 | While trade provides substitutes for much agricultural water use, the remaining 10 percent of water needs are increasingly being met by desalination, half of which globally is carried out in the Middle East.\nline 52 | Recent years have seen a large increase in desalination, clearly useful in a region without any landlocked countries, but it is an energy-intensive phenomenon almost entirely powered by fossil fuel power, which raises other environmental concerns.\nline 53 | Saudi Arabia uses 1.5 million barrels of oil a day to power its desalination plants, although it is looking to develop solar-powered plants.\nline 54 | Solar is a largely unexplored option for desalination, but also for increasing the efficiency of water systems, through technologies like solar-powered water pumps.\nline 55 | But although desalination may become an increasingly affordable, and renewable, solution, water experts say it can only be used as part of wider reforms.\nline 56 | A more resilient water system will also need adaptions on the demand side, including more efficient consumption of water, as well as cooperation between countries on the sustainable use of current resources.\nline 57 | “The problem is that we have short-term plans that change with the change of personnel or ministers,” said Hariri from the Arab Water Council.\nline 58 | As climate change and population growth increase pressure on water systems, the MENA region will need to be increasingly efficient in its use of water – and may have lessons for other parts of the world.\nline 59 | *The definition of Middle East used in the OECD/World Bank figures is Bahrain, Iran, Iraq, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, UAE, Yemen, but not Israel or OPT.\nline 60 | This story is reprinted from IRIN, a UN news agency. Photo of Egyptians fetching water. Water scarcity has already become a fact of daily life for Egyptians © Amr Emam/IRIN\n</context>\n\n<phrases>\n- \"This is just a hunch\"\n- \"Something doesn't add up\"\n- \"There's something here about\"\n- \"Let’s weigh the options\"\n- \"Let me untangle this\"\n- \"Could be wrong here\"\n- \"There's got to be something about\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"This connects to\"\n- \"This connects to something else\"\n- \"This might explain the pattern\"\n- \"Oh! That reminds me\"\n- \"Wait, no\"\n- \"Here's where it gets interesting\"\n- \"There’s a pattern here\"\n- \"Let me back up a second\"\n- \"Let me work through this\"\n- \"What happens if we change this part?\"\n- \"I’m trying to connect the dots here\"\n- \"Let me see if\"\n- \"Sort of like\"\n- \"Something about [blank] is still bothering me\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"There's a better way to phrase this\"\n- \"Not sure if this fits, but\"\n- \"Basically\"\n- \"Actually, no\"\n- \"What I'm getting at is\"\n- \"The pros and cons are\"\n- \"Let’s not rush this\"\n- \"So what I'm trying to say is\"\n- \"Okay, backtrack a bit\"\n- \"Let me break this down\"\n- \"How can I approach this?\"\n- \"If I take this apart step by step\"\n- \"I'm trying to untangle this\"\n- \"Going back to what I said about\"\n- \"Let me connect the dots\"\n- \"Something's not clicking\"\n- \"Suppose we assume that\"\n- \"Let me dig into that a little deeper\"\n- \"Ummm, actually\"\n- \"What if I just flip this around?\"\n- \"This makes me think of\"\n- \"Let's break this down into parts\"\n- \"The thing is\"\n- \"[blank] is still a black box to me\"\n- \"Building on that\"\n- \"Maybe if I try it this way\"\n- \"Just spitballing here\"\n- \"Let's think step by step\"\n- \"I'm getting a sense that\"\n- \"This is starting to take shape\"\n- \"I'm just throwing ideas around\"\n- \"That makes sense because\"\n- \"Let me just think this through\"\n- \"Picture this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I’m torn between two choices\"\n- \"Backing up for a second\"\n- \"Would that even work?\"\n- \"Let me run through it again\"\n- \"Let me put this another way\"\n- \"Okay, pros and cons\"\n- \"So what I’m trying to say is\"\n- \"Okay, let's break this down\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"It's almost like\"\n- \"So the main idea is\"\n- \"I'm seeing a connection between\"\n- \"Okay, walking through it again\"\n- \"What if I tried...?\"\n- \"Coming at this from another angle\"\n- \"No, actually\"\n- \"If we follow this logic\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Wait, does this contradict itself?\"\n- \"This might sound weird, but\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"I keep circling back to\"\n- \"What keeps nagging at me is\"\n- \"What am I overlooking?\"\n- \"I might be missing something\"\n- \"The crucial thing seems to be\"\n- \"Now, if I think about it differently\"\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 | Listening to Bats\nline 02 | As light dims in the falling dusk, sounds in the Central American jungle of Belize become a screeching concert of insect, tree frog, and bird calls. Giant ceiba trees with huge, snaky roots tower over a tangle of foliage, thickly woven with vines. A sliver of sky is visible above a narrow horse trail, and biologist Bruce Miller has blocked the trail in two places, erecting tall traps to capture and study bats.\nline 03 | He turns a powerful headlamp skyward to search for the wild flutter of bat wings and slowly waves a small yellow and white box through the air. The box is linked to a laptop computer that sits on a camp table; the screen glows an eerie blue in the looming darkness.\nline 04 | Suddenly, as a bat swoops by, loud clicks, chirps, and beeps erupt from the laptop's speakers. A corresponding series of squiggles, dots, and lines form on the screen. \"This one's a mastiff bat,\" says Miller, pointing to a sequence of parallel slashes.\nline 05 | Using a type of electronic \"ear\" called the Anabat detector, Miller listens to bats and records as computer files their ultrasonic (beyond human hearing range at over 15 kilohertz) cries. Bats emit high-pitched squeals in a type of animal sonar called echolocation sound waves that bounce off objects and echo back at them. Thanks to advanced computer technology, researchers are now using sophisticated detectors to identify bats and other animals by their voices. Each bat species has its own \"vocal signature\" translated on a computer screen in a distinct visual pattern and shape. Armed with this data, Miller can pinpoint habitats needed to protect threatened bat species. And there's a vital reason to protect them.\nline 06 | Bats are seed-dispensers responsible for reforestation (regrowing cut forests); species like the short-tailed fruit bat drop between 40,000 and 50,000 seeds per night.\nline 07 | Like bees and hummingbirds, bats also pollinate flowers.\nline 08 | And insectivorous (insect-eating) bats help control insect pests: they devour up to 600 mosquito-sized insects in an hour.\nline 09 | \"If we lose bats in the tropics, we're going to have serious problems,\" Miller says.\nline 10 | \"There's a whole batch of tropical plants and trees that simply wouldn't survive without them.\"\nline 11 | Fly by Night\nline 12 | Bats are the only mammals (warm-blooded animals that nurse their young with milk) that actually fly.\nline 13 | (A few other mammals, such as the flying squirrel, can glide.)\nline 14 | And don't confuse bats with birds.\nline 15 | Bats are covered with fur rather than feathers, and their wings are actually very long, bony fingers covered by thin skin; bird wings are braced by light upper arm and forearm bones.\nline 16 | Whereas birds rely heavily on \"bird's eye\" vision to navigate and forage for food, bats use their ears and echolocation to pinpoint prey.\nline 17 | However, the expression \"blind as a bat\" is a myth: All bats can see, but researchers don't yet understand the extent of batty vision.\nline 18 | Like dolphins and whales, bats use ultrasonic pulsing sounds to locate obstacles in their path, identify the size and shape of prey, and to communicate with one another.\nline 19 | Their echolocation is so refined that bats, which are nocturnal (active at night), can detect insect food as thin as a human hair in total darkness.\nline 20 | As a bat zeroes in on its prey, echo pulses increase and the hunter captures its meal.\nline 21 | Biologists Bruce and Carolyn Miller examine a sword-nosed bat caught in a harp trap's strings. They must capture bats to confirm their species, and to weigh, measure, and study them.\nline 22 | Echolocation is a two-part process: transmitting high-frequency sounds, and receiving and analyzing them. Bats produce their cries in the larynx, or voice box, and \"speak\" through their mouth or nose; some bats also click their tongues. Bats' ultrasonic cries span a frequency between 20 and 100 kilohertz, compared with 1 kHz for the human voice. Their cries travel nearly 340 meters (1,115 feet) per second, and by calculating the time it takes for its call to rebound, a bat can determine the distance of a meal. Scientists still don't know how animals that use echolocation compute such complex mathematics in their brains.\nline 23 | Until recently the only way for biologists to study bats was to trap them. Then researchers often attached tiny radio transmitters to bats' backs to track where they fly, where they roost during the day, and where they hang at night to digest their evening meal.\nline 24 | But trapping bats couldn't provide accurate data on the population of bat colonies. For the last five years, Miller has used the Anabat to study bat populations throughout Belize. So far, he's identified about 80 percent of the 74 known bat species in the country by their voices. He can detect bats flying 30.5 meters (100 feet) above the forest canopy-as well as those that have traditionally eluded capture. \"Acoustic identification is another leap in the development of science to learn about little-known bat species,\" he says.\nline 25 | But Miller has been unable to identify certain \"very quiet\" bat families with Anabat. One such family, the leaf nosed bat, is so soft-spoken they're known as \"whispering bats.\" \"We're still pioneering the technique,\" Miller explains.\nline 26 | Still, he's made some startling discoveries, beginning with the shaggy bat: \"The shaggy bat was considered one of the rarest bats in the New World tropics.\nline 27 | Now, acoustically, we find they're everywhere in a healthy forest.\nline 28 | It's causing us to reassess the concept of rarity.\"\nline 29 | Certain species are only abundant in relatively unspoiled forest, and tallying these populations helps biologists diagnose forest health. Bats are particularly sensitive to habitat changes because they bear just one pup each year. Because of their low reproductive rate, Miller explains, it takes years for threatened bat populations to rebound. That's one reason bats provide a good indicator of habitat quality \"If we survey a tropical forest and find the most prevalent species are rare or absent,\" he says, \"we can surmise that something's out of balance.\"\n</context>\n\n<phrases>\n- \"The more I think about it\"\n- \"Let me break this down\"\n- \"If I take this apart step by step\"\n- \"Don't hold me to this\"\n- \"The pros and cons are\"\n- \"What happens if we change this part?\"\n- \"I'm getting stuck on\"\n- \"Okay, pros and cons\"\n- \"Let me trace that logic back\"\n- \"What if the reason is\"\n- \"But then again\"\n- \"I’m still on the fence about this\"\n- \"Let me play devil's advocate\"\n- \"Okay, let's break this down\"\n- \"Actually, no\"\n- \"Let's think step by step\"\n- \"I'm intrigued by\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Let’s weigh the options\"\n- \"Let me back up a second\"\n- \"Roughly speaking\"\n- \"Ummm, actually\"\n- \"Alternatively\"\n- \"I wonder if\"\n- \"What keeps nagging at me is\"\n- \"Let’s not rush this\"\n- \"I'm wondering if\"\n- \"Let me run through it again\"\n- \"Wait, no\"\n- \"This could explain why\"\n- \"Backing up for a second\"\n- \"When I sit with this idea\"\n- \" is interesting\"\n- \"The crucial thing seems to be\"\n- \"What if we looked at it like\"\n- \"Well\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let's break this down into parts\"\n- \"I'm struck by\"\n- \"What if I just flip this around?\"\n- \"Let me untangle this\"\n- \"This brings to mind\"\n- \"What if I tried...?\"\n- \"Something doesn't add up\"\n- \"I'm mulling over\"\n- \"Uh...\"\n- \"Let me see if\"\n- \"Let me make sure I got this\"\n- \"Let me put this another way\"\n- \"That’s an interesting angle, but\"\n- \"On the other hand\"\n- \"Does that sound right?\"\n- \"What if I flip it around?\"\n- \"Basically\"\n- \"What I’m getting at is\"\n- \"Let me chew on this\"\n- \"Could be wrong here\"\n- \"Suppose we assume that\"\n- \"There’s a better way to phrase this\"\n- \"Let me see\"\n- \"If I'm not mistaken\"\n- \"So far, it looks like\"\n- \"On one hand... but on the other\"\n- \"First things first\"\n- \"No, actually\"\n- \"I need to step back and rethink this\"\n- \"How do I put this\"\n- \"I'm pondering\"\n- \"Hmm\"\n- \"Let me work through this\"\n- \"Let's test this idea\"\n- \"This makes me reflect on\"\n- \"Wait a minute\"\n- \"Anyway\"\n- \"Now, wait just a second\"\n- \"I need to make sure this checks out\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm trying to untangle this\"\n- \"Coming at this from another angle\"\n- \"This is rough, but\"\n- \" is striking \"\n- \"What I mean is\"\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 | Impactos del comercio justo del vino.\nline 02 | Tres casos de empresas colectivas de productores en Chile\nline 03 | AbstractThe export of finished products such as wine fulfils one of the objectives of fair trade which is to let the producing countries obtain maximum revenue. The authors studies three organizations that are part of the fair trade wine sector: Los Robles, a sexagenarian winemaking cooperative; El Corazón, a cooperative that is a providing member of Los Robles; Sagrada Familia, a relative young organization present in the alternative market from its foundation. These three organizations are associated with the same organization of fair trade: Oxfram-Wereldwinkels. After presenting the reality of wine-growers, the authors analyzed the three organizations by defining their emerging conditions, their governance structure and their value chain activities. They then evaluated the impacts of being part of the movement of fair trade. After finding that these impacts were different in each case, the authors concluded that the performance of fair trade was closely linked with a mutual relationship between the participants. Furthermore, the authors indicate the importance of cooperation in commercial fair trade not only between the North and South, but also within the organizations located in the South.\nline 04 | Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.\nline 05 | Bibliographic InfoArticle provided by CIRIEC-España in its journal CIRIEC-España, revista de economía pública, social y cooperativa.\nline 06 | Volume (Year): (2003)\nline 07 | Issue (Month): 46 (November)\nline 08 | Contact details of provider:\nline 09 | Postal: Av. dels Tarongers, s/n., Despacho 2P21, 46022 Valencia\nline 10 | Phone: 96 382 84 89 / 96 356 22 48\nline 11 | Fax: 96 382 84 92\nline 12 | Web page: http://www.ciriec.es/\nline 13 | More information through EDIRC\nline 14 | Fair Trade; Wine; cooperative; impacts; producers; Los Robles; El Corazón; Sagrada Familia; Oxfam-Wereldwinkels; performance; Chile.;\nline 15 | Find related papers by JEL classification:\nline 16 | - D29 - Microeconomics - - Production and Organizations - - - Other\nline 17 | - D63 - Microeconomics - - Welfare Economics - - - Equity, Justice, Inequality, and Other Normative Criteria and Measurement\nline 18 | - P13 - Economic Systems - - Capitalist Systems - - - Cooperative Enterprises\nline 19 | - Q13 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - Agriculture - - - Agricultural Markets and Marketing; Cooperatives; Agribusiness\nline 20 | You can help add them by filling out this form.\nline 21 | CitEc Project, subscribe to its RSS feed for this item.\nline 22 | - Antonio Socías Salvá & Natividad Doblas, 2005. \"El comercio justo: implicaciones económicas y solidarias,\" CIRIEC-España, revista de economía pública, social y cooperativa, CIRIEC-España, CIRIEC-España, issue 51, pages 7-24, April.\nline 23 | For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Rafael Chaves).\nline 24 | If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.\nline 25 | If references are entirely missing, you can add them using this form.\nline 26 | If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.\nline 27 | If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the \"citations\" tab in your profile, as there may be some citations waiting for confirmation.\nline 28 | Please note that corrections may take a couple of weeks to filter through the various RePEc services.\n</context>\n\n<phrases>\n- \"Actually, no\"\n- \"Here's a possible explanation\"\n- \"If we follow this logic\"\n- \"Ummm, actually\"\n- \"Wait, why does that happen?\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"This brings to mind\"\n- \"There’s a better way to phrase this\"\n- \"I was looking at this all wrong!\"\n- \"Okay, so if I do this\"\n- \"There's a better way to phrase this\"\n- \"I think I can rule that out\"\n- \"That’s the piece of the puzzle!\"\n- \"No, actually\"\n- \"Here's what I'm thinking\"\n- \"Maybe if I try it this way\"\n- \"Okay, pros and cons\"\n- \"There's a missing link here\"\n- \"So what I’m trying to say is\"\n- \"Oh, I see what’s happening here!\"\n- \"It's fascinating how\"\n- \"Let me untangle this\"\n- \"If I take this apart step by step\"\n- \"That’s what I was trying to say!\"\n- \"When I sit with this idea\"\n- \" is striking \"\n- \"Okay, let's break this down\"\n- \"I'm intrigued by\"\n- \"Am I overcomplicating this?\"\n- \"There’s a pattern here\"\n- \"Let me work through this\"\n- \"So, the bottom line is\"\n- \"Let me see if\"\n- \"Wait, I think I’ve got it!\"\n- \"Something’s not clicking\"\n- \"I’m trying to connect the dots here\"\n- \"That reminds me\"\n- \"On one hand... but on the other\"\n- \"I'm trying to untangle this\"\n- \"Does that sound right?\"\n- \"Let's think step by step\"\n- \"I'm pondering\"\n- \"This connects to something else\"\n- \"That makes sense because\"\n- \"Not quite there yet\"\n- \"Oh! That reminds me\"\n- \"Let me put this another way\"\n- \"This makes me think of\"\n- \"In a way\"\n- \"I think\"\n- \"Finally, it clicks!\"\n- \"Could be wrong here\"\n- \"This connects to\"\n- \"Let me connect the dots\"\n- \"Wait, no\"\n- \"I'm struck by\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Wait, does this contradict itself?\"\n- \"Building on that\"\n- \"I need to make sure this checks out\"\n- \"I'm curious about\"\n- \"So the main idea is\"\n- \"The thing is\"\n- \"It finally adds up!\"\n- \" is interesting\"\n- \"I'm mulling over\"\n- \"Let’s weigh the options\"\n- \"I guess there’s no perfect solution\"\n- \"The pros and cons are\"\n- \"That would mean\"\n- \"Let me break this down\"\n- \"First things first\"\n- \"Let's break this down into parts\"\n- \"That changes everything\"\n- \"This might sound weird, but\"\n- \"What’s the best way to explain this?\"\n- \"Let me chew on this\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Something doesn't add up\"\n- \"One way to look at it is\"\n- \"I’m still on the fence about this\"\n- \"If A is true, then\"\n- \"Consider this possibility\"\n- \"This isn't quite right, but\"\n- \"I think I’ve lost my train of thought\"\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 | SEATTLE — Feb. 10, 2008 — A team of researchers led by Fred Hutchinson Cancer Research Center has identified a new mechanism that explains why some recurrent ovarian tumors become resistant to treatment with commonly used platinum-based chemotherapy drugs such as cisplatin and carboplatin. They describe their research online Feb. 10 in the journal Nature.\nline 02 | While these findings are based on the study of ovarian-cancer cells from women with inherited mutations in the BRCA2 gene, they also may help explain the mechanics of cisplatin resistance in ovarian-cancer patients with BRCA1-gene mutations. Together such genetic mistakes are thought to cause about 10 percent of ovarian cancers, according to senior author Toshiyasu (Toshi) Taniguchi, M.D., Ph.D.\nline 03 | \"Because BRCA1 and BRCA2 have similar functions in terms of DNA repair, we may be able to generalize these findings for women with either mutation,\" said Taniguchi, an assistant member of the Hutchinson Center's Human Biology and Public Health Sciences divisions.\nline 04 | BRCA2 works to repair damaged DNA; inherited mutations in this gene disrupt that ability, which increases the risk of ovarian and breast cancer.\nline 05 | At the same time, such mutations also make cancer cells more vulnerable to DNA-damaging agents such as cisplatin and carboplatin.\nline 06 | While ovarian tumors initially respond very well to platinum-based chemotherapy, eventually between 70 percent and 80 percent of advanced-stage ovarian-cancer patients develop a resistance to these drugs.\nline 07 | \"The majority of advanced-stage ovarian-cancer patients die due to acquired resistance to platinum-based drugs. It is a serious problem,\" he said.\nline 08 | Taniguchi and colleagues at the Hutchinson Center, University of Washington, Cedars-Sinai Medical Center and the Mayo Clinic have uncovered how such resistance occurs. They found that when exposed to cisplatin, some ovarian-cancer cells develop secondary mutations on their BRCA2 gene that restore the gene's ability to repair DNA. This restoration of gene function then makes the cancer cells resistant to chemotherapy.\nline 09 | \"This event is unlike any previous mechanism of resistance to chemotherapy identified in cancers,\" said co-author Elizabeth Swisher, M.D., associate professor of medicine in the Department of Obstetrics and Gynecology and director of the Breast and Ovarian Cancer Prevention Program at the University of Washington. \"By identifying the cause of chemotherapy resistance in these cancers, we may be able to better predict who will respond to different chemotherapy agents and find novel ways to re-sensitize tumors to chemotherapy that otherwise would not have had a good response to treatment.\"\nline 10 | If women with recurrent ovarian cancer are found to have a secondary mutation on their BRCA2 gene, their cancer likely would be resistant not only to platinum-based compounds but also other drugs such as PARP inhibitors. \"Testing whether relapsed tumors have a secondary mutation of BRCA2 may be important to predict clinical outcome,\" Taniguchi said.\nline 11 | The researchers suspect they may be able to generalize their findings regarding secondary mutations in BRCA2 to other DNA-repair genes, such as BRCA1, which may help explain drug resistance to a variety of cancers, including those of the breast, prostate and pancreas.\nline 12 | The National Institutes of Health/ National Cancer Institute, Searle Scholars Program, V Foundation, Hartwell Innovation Fund, L&S Milken Foundation, American Cancer Society California Division-Early Detection Professorship, Yvonne Betson Trust and Fred Hutchinson Cancer Research Center funded this research.\nline 13 | Note for media only:\nline 14 | To obtain a copy of the Nature paper, \"Secondary mutations as a mechanism of cisplatin resistance in BRCA2-mutated cancers,\" or to arrange an interview, please contact Kristen Woodward at [email protected] or (206) 667-5095.\nline 15 | Fred Hutchinson Cancer Research Center\nline 16 | # # #\nline 17 | Fred Hutchinson Cancer Research Center\nline 18 | At Fred Hutchinson Cancer Research Center, our interdisciplinary teams of world-renowned scientists and humanitarians work together to prevent, diagnose and treat cancer, HIV/AIDS and other diseases.\nline 19 | Our researchers, including three Nobel laureates, bring a relentless pursuit and passion for health, knowledge and hope to their work and to the world.\nline 20 | For more information, please visit www.fhcrc.org.\n</context>\n\n<phrases>\n- \"I’m still on the fence about this\"\n- \"There's something here about\"\n- \"This is starting to take shape\"\n- \"I’m trying to connect the dots here\"\n- \"Oh! That reminds me\"\n- \"Going back to what I said about\"\n- \"Am I overcomplicating this?\"\n- \"I need to step back and rethink this\"\n- \"What if I just flip this around?\"\n- \"I'm seeing a connection between\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"What’s the worst that could happen?\"\n- \"Let me work through this\"\n- \"Let me see if\"\n- \"The thing is\"\n- \"That would mean\"\n- \"Let's test this idea\"\n- \"Hmm, let’s rewind a bit\"\n- \"That makes sense because\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"So what I’m trying to say is\"\n- \"Still forming this thought\"\n- \"Just thinking out loud but\"\n- \"The more I think about it\"\n- \"Let me break this down\"\n- \"This might sound weird, but\"\n- \"What I'm getting at is\"\n- \"I'm starting to see a pattern\"\n- \"The pros and cons are\"\n- \"That reminds me\"\n- \"Consider this possibility\"\n- \"I keep circling back to\"\n- \"What if we\"\n- \"Okay, walking through it again\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me just think this through\"\n- \"What if the reason is\"\n- \"Suppose we assume that\"\n- \"Let me connect the dots\"\n- \"Oh, it all makes sense now!\"\n- \"This is pretty rough\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Actually, no\"\n- \"Okay, let's break this down\"\n- \"It's almost like\"\n- \"Ummm, actually\"\n- \"Building on that\"\n- \"How can I approach this?\"\n- \"That would explain why\"\n- \"In other words\"\n- \"Let me trace that logic back\"\n- \" is striking \"\n- \"Let's think step by step\"\n- \"Okay, so if I do this\"\n- \"Okay, pros and cons\"\n- \"Here's where it gets interesting\"\n- \"This makes me think of\"\n- \"This just clicked into place!\"\n- \"What keeps nagging at me is\"\n- \"Wait, no\"\n- \"The crucial thing seems to be\"\n- \"On one hand... but on the other\"\n- \"Just spitballing here\"\n- \"If I follow this through\"\n- \"This is slipping through my fingers\"\n- \"Let’s weigh the options\"\n- \"Let me sum this up so far\"\n- \"Oh! I get it now!\"\n- \"If I take this apart step by step\"\n- \"Finally, it clicks!\"\n- \"Okay, I think I’ve got it now!\"\n- \"So the main idea is\"\n- \"Alright, where was I?\"\n- \"Now, if I think about it differently\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"First things first\"\n- \"Let's break this down into parts\"\n- \"What I mean is\"\n- \"No, actually\"\n- \"Something along those lines\"\n- \"So that’s why it wasn’t working!\"\n- \"Oh, I see what’s happening here!\"\n- \"Maybe I’m overcomplicating it\"\n- \"Let me throw this out there\"\n- \"Now it all comes together!\"\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 | EDUCERI › A Primer on Emotions and Learning\nline 02 | A primer on Emotions and Learning\nline 03 | Ulrike Rimmele holds a Master`s of Science in Neural and Behavioural Sciences from the Graduate School of Neural and Behavioural Sciences/International Max Planck Research School of the University of Tübingen, Germany.\nline 04 | She is currently involved in the international PhD program in Neurosciences at the Swiss Federal Institute of Technology and the University of Zürich in Switzerland.\nline 05 | Were where you when the Twin towers collapsed, or when the Challenger Space Craft exploded? Can you remember receiving your high school diploma, your first kiss? Most probably, you are able to remember these scenes, while you most likely forgot others, like where you were the day after the twin towers had collapsed. What is the reason for this phenomenon? Why do we remember some things, while we forget others? If you take a closer look on the scenes from above, you will notice that they are all emotional experiences. Emotions have a profound impact on what we learn and keep in mind. But what role do emotions exactly play in learning and memory? How do they influence learning and memory? This primer will explore these questions.\nline 06 | Emotions in the brain\nline 07 | Poets often locate emotion in the heart, whereas researchers have looked elsewhere for emotions: in the neural circuits underlying the central nervous system.\nline 08 | They have found different pathways in the brain for different emotions.\nline 09 | So far, knowledge on the neurobiological underpinnings of emotional influence on learning and memory is most elaborate considering fear and stress as well as two special dimensions of emotional information: arousal (how exciting or calming) and valence (how positive or negative).\nline 10 | Therefore this primer will focus on the influence of these emotional states on learning and memory.\nline 11 | Learning of fear in animals\nline 12 | Most of what is known about fear and learning has been assessed with fear conditioning tasks in animals. In a fear-conditioning task, an animal is exposed to a neutral stimulus such as a tone or a light, which consistently precedes an aversive stimulus such as an electric foot shock. After a few trials, the animal has learnt to associate the former neutral stimulus with the aversive event, i.e. when solely the tone is presented, the animal exhibits the same body reactions as after the electric shock: it freezes and its heart rate, blood pressure and muscle tension increase(1). With the use of precise lesions, investigators have been able to trace the pathways between the brain areas that receive auditory input (tone) and the areas for behavioural output (body responses to fear). Such mapping studies have identified the amygdala (footnote1) to mediate the associative learning of fear.\nline 13 | Neurobiological underpinnings of the learning of fear/ The role of the amygdala in learning of fear\nline 14 | The amygdala is a critical part in fear processing circuits. It mediates the fear response and the association of a stimulus with fear. Thereby, when a tone signals danger, the information reaches the amygdala via two pathways (Figure 1). One pathway is rapidly processed and thus only approximate information of an emotional stimulus leads directly from the thalamus (footnote 2) to the amygdala. The other, indirect pathway, mediates information of an emotional stimulus from the thalamus to the amygdala via the cortex (footnote 3) (2). Thus, the information of the indirect pathway is more highly processed and reaches the amygdala after a brief lag of time. To illustrate the meaning of these pathways, imagine a hiker walking through the woods(2). All of a sudden, he stops and freezes. Only a few meters in front of him lies a snake. His heart races and he is scared. Then he realizes that he actually mistook a root for a snake. He calms down and continues walking. This reaction can be divided into two phases. First, the hiker sees something that looks like a snake, stops walking and his body gets prepared for a dangerous situation: his heart rate increases, etc. Only then, the hiker realizes that the snake is actually not a snake, but a root. He calms down and continues walking. It is important to note that the conscious recognition of the “snake” happens after the startle response. What brain processes causes the hiker to react like this? An emotional stimulus, something that looks like a snake, is first processed in the brain by the thalamus. The thalamus passes on a fast, but crude representation of the stimulus to the amygdala. This fast but crude transmission allows the brain to start to respond to a potentially dangerous object, which could be a snake. Therefore, the hiker’s body prepares for a dangerous situation, before he even knows what the stimulus is. Meanwhile, the thalamus also sends information to the cortex for more thorough examination. The cortex then creates a more detailed and accurate representation of the stimulus. The hiker realizes that he mistook a root for a snake. This outcome is fed to the amygdala as well and is transmitted to the body. The hiker then calms down.\nline 15 | The advantage of the thalamus-cortex-amygdala pathway is that the stimulus representation is more accurate, it does, however, take longer. In situations of danger, the fast thalamus-amygdala pathway is very useful. The time saved by the direct pathway could be decisive between survival and death.\nline 16 | Fig 1: Direct and indirect pathways to the amygdala.\nline 17 | Source: J. LeDoux, The Emotional Brain (Phoenix (an Imprint of The Orion Publishing Group), London, 1999)\nline 18 | Information about an external stimulus reaches the amygdala by two ways: by a direct pathway from the thalamus and by an indirect pathway from the thalamus via the cortex to the amygdala. The direct pathway is shorter and faster, but therefore provides only a crude representation of the stimulus. Thus, this pathway allows responding to a stimulus before fully knowing what the stimulus is. However, at the same time, the stimulus is more thoroughly processed by the cortex in the indirect pathway. Then the cortex can prevent inappropriate responses (adapted from le Doux (2) with modifications).\nline 19 | Fear and learning in humans\nline 20 | In humans, the amygdala has also been shown to be crucially involved in the processing and encoding of fearful stimuli into memory. Brain imaging studies found for example activity of the amygdala during fear conditioning(3). Furthermore, a study on patients showed that humans with damage to both amygdalae are unable to learn fear in a fear conditioning task(4). In this study, patients with selective damage to the amygdalae, hippocampus (footnote 4) or both were investigated with a fear conditioning task, in which a frightening horn was blasted at the patients in conjunction with the presentation of shown colored slides. The results of the test showed the following: Patients with amygdala damage showed no fear reaction, but knew which colors were followed by the horn; patients with damage to the hippocampus showed a fear reaction, but had no knowledge which colors were associated with the horn; and lastly, patients with both amygdala and hippocampus damage, showed neither a fear reaction nor knowledge which colors were associated with the horn. This shows that memories produced by fearful situations have both an affective and a cognitive component. Thereby the unconscious affective component involves the amygdala, while the conscious cognitive component depends on the hippocampus (Figure 2).\nline 21 | Fig 2: Memory of an emotional situation is mediated by multiple memory systems: The conscious explicit memory is mediated by the hippocampus and its associated cortical areas. The unconscious implicit memory of fear is by the amygdala and its associated areas.\nline 22 | Source: J. LeDoux, The Emotional Brain (Phoenix (an Imprint of The Orion Publishing Group), London, 1999)\nline 23 | Stress and learning\nline 24 | Stress is a condition that is provoked by heightened demands on the cognitive and motor system and is experienced accordingly emotionally. Imagine for example that you are meeting a lion in the street. This is a dangerous stressful situation! Your brain recognizes quickly that you are in danger and prepares your cognitive and motor system for survival. A set of various reactions to the stressor (lion) makes up the stress response. Your cognitive capacities increase, e.g. vigilance and attention, and your body gets prepared for fight or flight. Your heart rate and blood pressure rise while digestion, growth and reproduction are slowed down, as these functions are not necessary in an acute stress situation and can be delayed without damage to the organism. This stress response is mediated by stress hormones: Within milliseconds, epinephrine and norepinephrine are secreted. Seconds later, the secretion of cortisol follows. Research has shown that these stress hormones act on the brain and thereby modulate cognition, learning and memory.\nline 25 | The effects of nor-/epinephrine on learning and memory will be described under the paragraph “emotional arousal” because they are also secreted under emotional arousal. Let us therefore examine the effects of the hormone cortisol. What would you do to find out about the effects of cortisol on learning and memory? Researchers induced heightened cortisol levels with laboratory stress tests (e.g. a public speaking task or a mental arithmetic task(5-9)), real stress situations (examination stress(10)) or the administration of pills containing cortisol(6, 11-14) or similar substances(15-18). Then they had subjects memorize word lists, pictures or film clips. From the findings of these studies, it can be hypothesized- in accordance with findings from animal studies- that low and medium cortisol levels improve learning and enhance memory, whereas high levels of cortisol have a deleterious effect on learning and memory(19-22). This hypothesis is further supported by the finding that extremely or chronically elevated cortisol levels, as they occur in some diseases or under prolonged stress, lead to cognitive deficits and memory impairment in animals as well as in humans(20, 23, 24). Patients with Cushing’s disease, for example, in which cortisol is excessively secreted, suffer from cognitive deficits, which include memory impairment. Recent studies have shown that the hippocampus, the brain region that is critically involved in mediating learning and memory, is shrunken in this disease(2). The unusual elevation of cortisol levels causes damage to cells in the hippocampus, which in turn may lead to cognitive deficits and learning and memory impairment(20).\nline 26 | Altogether these findings indicate that some level of stress is essential for optimal adaptation to environmental challenges and can lead to better cognition and learning. Too high a level, however, can be damaging, both physically and mentally.\nline 27 | Arousal and pleasure in memory\nline 28 | Most of us remember what we were doing and with who we were at the time we learnt about the terrorist attack on the World Trade Center on the 11th of September 2001. For many of us, this memory is as precise as a photograph in contrast to the memories of the day before or the day after the attack, which have faded or vanished. For this reason, researcher called such a memory a “flashbulb” memory. Presumably, a new and shocking experience triggers a brain mechanism, which creates a memory as sharp as a snapshot. Such a memory of a real trauma gives an important insight into the connection of emotions and memory. But to really understand such emotional memories, controlled laboratory experiments are important. During the last decade, researchers have started to investigate certain facets of emotional memories. Margaret Bradley and her colleagues presented slides that were either neutral (e.g. umbrella), pleasant (e.g. a beach at sunset) or unpleasant (e.g. an attacking snake). The subjects remembered the emotional slides better than the neutral ones. Interestingly, after a year, the pictures, that were arousing, were remembered a lot better than the ones that were low in arousal. Bradley concluded that pleasantness as well as arousal are important at the initial stage of memory formation, while long-term memory is mainly affected by arousal. This might explain our flashbulb phenomenon of the 11th of September. Possibly, emotional arousal was triggered by the announcement of the attack, leading to a deeper elaboration and thus to a potentiation of our memory of this event.\nline 29 | But what processes happen in the brain during emotional memory formation? And what role does arousal and what role does valence, i.e. pleasantness play therein?\nline 30 | To investigate the role of emotional arousal, Larry Cahill and his colleagues created an emotionally arousing and a neutral version of a nearly identical slide show(25). The emotionally arousing version of the slide show describes the trip of a boy and his mother through town in order to visit the boy’s father who works in the hospital. On their way, the boy is seriously injured by a car, and rushed to the hospital, where various medical procedures are carried out on him. The neutral version of the slide show also describes the trip of a boy and his mother through town in order to visit the boy’s father who works in the hospital. Instead of being involved in an accident, however, the boy passes a minor car accident and is demonstrated various medical procedures in the hospital. Although the two slides shows are identical in their pictures, length and complexity, there is nevertheless a marked enhancement of the memory for the emotionally arousing parts of the accident and subsequent hospital treatment. This finding shows again that emotional arousal enhances memory formation(26-31). Thereby the amydgala is involved, as amygdala-damaged patients do not show better memory performance for the emotionally arousing part of the slide show (25). In another experiment, Cahill and his colleagues showed the two versions of the slide show to subjects, that were administrated a medication (footnote 5), which blocked the influence of norepinephrine, a stress hormone that is secreted under emotional arousal. With the medication, subjects did not exhibit enhanced memory for the emotionally arousing parts of the slide show (31-33). The medication eliminated the advantage of emotional arousal on memory formation. That means that norepinephrine plays a crucial role in mediating the memory-enhancing effect of emotional arousal under normal circumstances. In a further study, it was found that another stress hormone, cortisol, impaired memory for the emotionally arousing information of the story, while it enhanced memory for neutral material (34). Taken together, the findings of these studies indicate that a specific hormonal and brain system, which is activated by emotional arousal, regulates long-term memory storage. Within this emotional memory brain system, the stress hormones norepinephrine and cortisol, as well as the amygdala appear to be critical for the modulation of memory enhancement for emotionally arousing stimuli(35-37).\nline 31 | Elizabeth Kensinger and Suzanne Corkin further investigated the role of arousal and valence in this emotional memory brain system at the Massachusetts Institute of Technology(38). They recorded the brain activity with an MRI scanner, while participants encoded words that were neutral, negative and arousing (e.g. slaughter, rape) or negative and nonarousing (e.g. sorrow, mourning). Negative words, both arousing and nonarousing were remembered better than neutral words. Interestingly, two different neural networks underlay the memory enhancement for the arousing and for the non-arousing words. For arousing items, the memory enhancement is mediated by an amygdala-hippocampus network. In contrast, memory enhancement for negative and nonarousing items involves a prefrontal cortex (footnote 6)-hippocampus network.\nline 32 | 1.\nline 33 | J. E. LeDoux, Behav Brain Res 58, 69-79 (Dec 20, 1993).\nline 34 | 2. J. LeDoux, The emotional brain (Phoenix (an Imprint of The Orion Publishing Group), London, 1999).\nline 35 | 3. K. S. LaBar, J. C. Gatenby, J. C. Gore, J. E. LeDoux, E. A. Phelps, Neuron 20, 937-45 (May, 1998).\nline 36 | 4. A. Bechara et al., Science 269, 1115-8 (Aug 25, 1995).\nline 37 | 5. C. Kirschbaum, K. M. Pirke, D. H. Hellhammer, Neuropsychobiology 28, 76-81 (1993).\nline 38 | 6.\nline 39 | C. Kirschbaum, O. T. Wolf, M. May, W. Wippich, D. H. Hellhammer, Life Sci 58, 1475-83 (1996).\nline 40 | 7.\nline 41 | S. J. Lupien et al., J Clin Endocrinol Metab 82, 2070-5 (Jul, 1997).\nline 42 | 8. O. T. Wolf, N. C. Schommer, D. H. Hellhammer, B. S. McEwen, C. Kirschbaum, Psychoneuroendocrinology 26, 711-20 (Oct, 2001).\nline 43 | 9. O. T. Wolf, N. C. Schommer, D. H. Hellhammer, F. M. Reischies, C. Kirschbaum, Stress 5, 59-64 (Feb, 2002).\nline 44 | 10. K. Vedhara, J. Hyde, I. D. Gilchrist, M. Tytherleigh, S. Plummer, Psychoneuroendocrinology 25, 535-49 (Aug, 2000).\nline 45 | 11.\nline 46 | B. E. Beckwith, T. V. Petros, C. Scaglione, J. Nelson, Physiol Behav 36, 283-6 (1986).\nline 47 | 12. S. J. Lupien, C. J. Gillin, R. L. Hauger, Behav Neurosci 113, 420-30 (Jun, 1999).\nline 48 | 13. J. W. Newcomer et al., Arch Gen Psychiatry 56, 527-33 (Jun, 1999).\nline 49 | 14. A. H. Young, B. J. Sahakian, T. W. Robbins, P. J. Cowen, Psychopharmacology (Berl) 145, 260-6 (Aug, 1999).\nline 50 | 15.\nline 51 | O. M. Wolkowitz et al., American Journal of Psychiatry 147, 1297-1303 (1990).\nline 52 | 16.\nline 53 | J. W. Newcomer, S. Craft, T. Hershey, K. Askins, M. E. Bardgett, J Neurosci 14, 2047-53 (Apr, 1994).\nline 54 | 17. S. J. Lupien, B. S. McEwen, Brain Res Brain Res Rev 24, 1-27 (1997).\nline 55 | 18. L. A. Schmidt, N. A. Fox, M. C. Goldberg, C. C. Smith, J. Schulkin, Psychoneuroendocrinology 24, 461-83 (May, 1999).\nline 56 | 19. E. R. de Kloet, M. S. Oitzl, M. Joels, Trends Neurosci 22, 422-6 (Oct, 1999).\nline 57 | 20. B. S. McEwen, R. M. Sapolsky, Curr Opin Neurobiol 5, 205-16 (Apr, 1995).\nline 58 | 21. Lindau, Almkvist, Mohammed, in The encyclopedia of stress G. Fink, Ed. (Academic press, San Diego, 2000) pp. 603-610.\nline 59 | 22. S. J. Lupien et al., Psychoneuroendocrinology 27, 401-16 (Apr, 2002).\nline 60 | 23. V. N. Luine, R. L. Spencer, B. S. McEwen, Brain Res 616, 65-70 (Jul 9, 1993).\nline 61 | 24.\nline 62 | S. Lupien et al., J Neurosci 14, 2893-903 (May, 1994).\nline 63 | 25. L. Cahill, R. Babinsky, H. J. Markowitsch, J. L. McGaugh, Nature 377, 295-6 (Sep 28, 1995).\nline 64 | 26. F. Heuer, D. Reisberg, Memory and Cognition 18, 496- 506 (1990).\nline 65 | 27.\nline 66 | M. M. Bradley, M. K. Greenwald, M. C. Petry, P. J. Lang, J Exp Psychol Learn Mem Cogn 18, 379-390 (1992).\nline 67 | 28. L. Cahill, J. L. McGaugh, Conscious Cogn 4, 410-21 (Dec, 1995).\nline 68 | 29.\nline 69 | E. A. Phelps, K. S. LaBar, D. D. Spencer, Brain Cogn 35, 85-109 (1997).\nline 70 | 30. S. B. Hamann, L. Cahill, L. R. Squire, Neuropsychology 11, 104-113 (1997).\nline 71 | 31. L. Cahill, B. Prins, M. Weber, J. L. McGaugh, Nature 371, 702-4 (Oct 20, 1994).\nline 72 | 32.\nline 73 | A. H. van Stegeren, W. Everaerd, L. Cahill, J. L. McGaugh, L. J. Gooren, Psychopharmacology (Berl) 138, 305-10 (Aug, 1998).\nline 74 | 33. R. E. O'Carroll, E. Drysdale, L. Cahill, P. Shajahan, K. P. Ebmeier, Psychol Med 29, 1083-8 (Sep, 1999).\nline 75 | 34.\nline 76 | U. Rimmele, G. Domes, M. K., H. M., Neuroreport 14, 2485-2488 (2003).\nline 77 | 35. B. Roozendaal, Psychoneuroendocrinology 25, 213-38 (Apr, 2000).\nline 78 | 36. M. G. Packard, L. Cahill, J. L. McGaugh, Proc Natl Acad Sci U S A 91, 8477-81 (Aug 30, 1994).\nline 79 | 37.\nline 80 | M. G. Packard, L. A. Teather, Neurobiol Learn Mem 69, 163-203 (Mar, 1998).\nline 81 | 38. E. A. Kensinger, S. Corkin, Proc Natl Acad Sci U S A 101, 3310-5 (Mar 2, 2004).\n</context>\n\n<phrases>\n- \"It's a bit murky\"\n- \"It finally adds up!\"\n- \"Let me run through it again\"\n- \"Ummm, actually\"\n- \"This is just a first pass, but\"\n- \"What if the reason is\"\n- \"Basically\"\n- \"I'm intrigued by\"\n- \"This brings to mind\"\n- \"Oh, I see what’s happening here!\"\n- \"I'm starting to see a pattern\"\n- \"This explains so much!\"\n- \"Oh, it all makes sense now!\"\n- \"More or less\"\n- \"I'm struck by\"\n- \"What if I tried...?\"\n- \"Let me back up a second\"\n- \"I’m trying to connect the dots here\"\n- \"There's a missing link here\"\n- \"What’s the best way to explain this?\"\n- \"Consider this possibility\"\n- \"There’s a pattern here\"\n- \"Something's not quite right\"\n- \"On one hand... but on the other\"\n- \"So what I'm trying to say is\"\n- \"I knew I was forgetting something!\"\n- \" is striking \"\n- \"Ohhh, now I see!\"\n- \"If we follow this logic\"\n- \"Something doesn't add up\"\n- \"Picture this\"\n- \"Let me untangle this\"\n- \"Why did I do that?\"\n- \"No, actually\"\n- \"So, the bottom line is\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"I'm pondering\"\n- \"I was just about to say\"\n- \"Let me connect the dots\"\n- \"Building on that\"\n- \"What I'm getting at is\"\n- \"It's fascinating how\"\n- \"When I sit with this idea\"\n- \"Now I'm stuck on\"\n- \"This makes me reflect on\"\n- \"Now, if I think about it differently\"\n- \"There's something off here\"\n- \"Wait, no\"\n- \"What keeps nagging at me is\"\n- \"Let me work through this\"\n- \"I was looking at this all wrong!\"\n- \"I wonder if\"\n- \"Okay, so if I do this\"\n- \"Alright, where was I?\"\n- \"If I follow this through\"\n- \"In essence\"\n- \"This is starting to take shape\"\n- \"Let's think step by step\"\n- \"Oh! That reminds me\"\n- \"There’s a better way to phrase this\"\n- \"Oh! I get it now\"\n- \"There's a better way to phrase this\"\n- \"What was I thinking?\"\n- \"Let me chew on this\"\n- \"This is tricky, but\"\n- \"Hmm, let’s rewind a bit\"\n- \"That reminds me\"\n- \"Okay, walking through it again\"\n- \"Could be wrong here\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"This isn't quite right, but\"\n- \"That makes sense because\"\n- \"Suppose we assume that\"\n- \"Aha! That’s what I was missing!\"\n- \"Actually, no\"\n- \"Now it all comes together!\"\n- \"One way to look at it is\"\n- \"The tricky part is\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This connects to something else\"\n- \"It's almost like\"\n- \"What I’m getting at is\"\n- \"Something’s not clicking\"\n- \"Wait, I think I just cracked it!\"\n- \"I'm getting stuck on\"\n- \"I'm wondering if\"\n- \"Here's a possible explanation\"\n- \"Let me see if\"\n- \"The thing is\"\n- \"Let me circle back to 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 | Contact UsRisk Management Sustainable Technology\nline 02 | EPA's chemical assessment researchers are crafting software and methodologies for estimating the human health and environmental impact of chemicals. These flexible tools estimate the toxicity and physical properties of compounds based on their molecular structures. To identify potential risks early in the design stage, decision makers can use the software to rapidly assess the hazard of chemicals, focusing on the area of chemical manufacturing design.\nline 03 | Experimental measurements of toxicity are time consuming and expensive. Software tools that can estimate toxicity provide faster and less expensive alternatives to experimental measurements of toxicity and can help chemical process designers reduce environmental and related human health impacts at the design stage.\nline 04 | Two software tools have been developed to aid the assessment of chemicals. Using the QSAR methodology, the Toxicity Estimation Software Tool (TEST) enables users to easily estimate the toxicity and physical properties of a chemical from its molecular structure. The Waste Reduction Algorithm (WAR) is a methodology that provides users a quantitative measure of the potential environmental impact of the waste generated in the manufacturing process of a chemical. This allows users to design a process to be as sustainable as possible by minimizing the potential environmental impact of the process.\nline 05 | - University of North Carolina\nline 06 | - Mario Negri Institute for Pharmacological Research (Milan, Italy)\nline 07 | - Swedish Chemicals Agency\nline 08 | - Technical Database Services, Inc.\nline 09 | Martin, T. M., Grulke, C. M., Young, D. M., Russom, C. L., Wang, N. Y., Jackson, C. R., and M. G. Barron. (2013). “Prediction of Aquatic Toxicity Mode of Action Using Linear Discriminant and Random Forest Models.” Journal of Chemical Information and Modeling.\nline 10 | Benfenati, E., Pardoe, S., Martin, T. M., Diaza, R. G., Lombardo, A., Manganaro, A., and A. Gissi.\nline 11 | (2013).\nline 12 | “Using Toxicological Evidence from QSAR Models in Practice.” ALTEX, 30, 1: 19-40.\nline 13 | Martin, T. M., Harten, P., Young, D. M., Muratov, E. N., Golbraikh, A., Zhu, H., and A. Tropsha. (2012). “Does rational selection of training and test sets improve the outcome of QSAR modeling?“ Journal of Chemical Information and Modeling, 52, 10: 2570-2578.\nline 14 | Barrett Jr., W. M., van Baten, J., and T.M. Martin. (2011). “Implementation of the waste reduction (WAR) algorithm utilizing flowsheet monitoring.” Computers & Chemical Engineering, 35, 12: 2680-2686.\nline 15 | Sushko, I., S. Novotarskyi, R. Körner, et al. (2010). “Applicability Domains for Classification Problems: Benchmarking of Distance to Models for AMES Mutagenicity Set.\" J. Chem. Inf. Model, 50: 2094–2111.\nline 16 | Cassano, A., A. Manganaro, T. Martin, et al.\nline 17 | (2010).\nline 18 | \"The CAESAR Models for Developmental Toxicity.\"\nline 19 | Chemistry Central Journal, 4, Suppl.\nline 20 | 1: S4.\nline 21 | Zhu, H., T.M. Martin, D.M. Young, and A. Tropsha. (2009). \"Combinatorial QSAR Modeling of Rat Acute Toxicity by Oral Exposure.\" Chemical Research in Toxicology, 22, 12: 1913–1921.\nline 22 | Benfenati, E., R. Benigni, D.M. Demarini, et al. (2009). \"Predictive Models for Carcinogenicity and Mutagenicity: Frameworks, State-of-the-Art, and Perspectives.\" Journal of Environmental Science and Health Part C, 27, 2: 57–90.\nline 23 | Young, D.M. T.M. Martin, R. Venkatapathy, and P. Harten. (2008) \"Are the Chemical Structures in Your QSAR Correct?\" QSAR & Combinatorial Science, 27, 11-12: 1337–1345.\nline 24 | Martin, T.M., P. Harten, R. Venkatapathy, S. Das, and D.M. Young. (2008). \"A Hierarchical Clustering Methodology for the Estimation of Toxicity.\" Toxicology Mechanisms and Methods, 18, 2: 251–266.\nline 25 | Martin, T.M. and D.M. Young. (2001). \"Prediction of the Acute Toxicity (96-h LC50) of Organic Compounds in the Fathead Minnow (Pimephales promelas) Using a Group Contribution Method.\" Chemical Research in Toxicology, 14, 10: 1378–1385.\n</context>\n\n<phrases>\n- \"I should have known that!\"\n- \"What if I flip it around?\"\n- \"It's fascinating how\"\n- \"That’s an interesting angle, but\"\n- \"First things first\"\n- \"I'm still feeling my way through\"\n- \"If I take this apart step by step\"\n- \"What if we looked at it like\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"But then again\"\n- \"Let me work through this\"\n- \"I'm trying to untangle this\"\n- \"If I follow this through\"\n- \"Let me sum this up so far\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"The crucial thing seems to be\"\n- \"It finally adds up!\"\n- \"If I had to choose right now\"\n- \"Let me untangle this\"\n- \"Wait, does this contradict itself?\"\n- \"I could do this, or maybe that\"\n- \"What I’m getting at is\"\n- \"What if the reason is\"\n- \" is striking \"\n- \"Now it all comes together!\"\n- \"So that’s why it wasn’t working!\"\n- \"Not sure if this fits, but\"\n- \"On one hand... but on the other\"\n- \"So what does this mean in the bigger picture?\"\n- \"What keeps nagging at me is\"\n- \"That’s what I was trying to say!\"\n- \"Alternatively\"\n- \" is interesting\"\n- \"No, actually\"\n- \"Why did I do that?\"\n- \"Actually, no\"\n- \"Here's a possible explanation\"\n- \"Picture this\"\n- \"I think\"\n- \"I just had it, what was it?\"\n- \"Let's break this down into parts\"\n- \"The thing is\"\n- \"Here's where it gets interesting\"\n- \"What if we\"\n- \"Okay, pros and cons\"\n- \"Let’s weigh the options\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Wait, I think I’ve got it!\"\n- \"How can I approach this?\"\n- \"Sort of like\"\n- \"Aha! That’s what I was missing!\"\n- \"That would mean\"\n- \"What I'm grappling with is\"\n- \"Let me break this down\"\n- \"Something's not clicking\"\n- \"On the other hand\"\n- \"Let me play devil's advocate\"\n- \"What I'm getting at is\"\n- \"Let me see if\"\n- \"Coming at this from another angle\"\n- \"Maybe if I try it this way\"\n- \"In the end\"\n- \"Still working it out\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \" is key here\"\n- \"Where did I put that...?\"\n- \"Wait, no\"\n- \"If we follow this logic\"\n- \"Okay, let's break this down\"\n- \"What’s the missing piece?\"\n- \"Let me throw this out there\"\n- \"Let's think step by step\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Something doesn't add up\"\n- \"That actually makes a lot of sense\"\n- \"Ummm, actually\"\n- \"There's a better way to phrase 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 | Doing some policy research? Need some background materials? You've come to the right place.\nline 02 | Note: Documents in the library are organized by issue area — and PDFs require Adobe Reader (free download/upgrade available).\nline 03 | Every day, working women and men in the United States struggle to meet the dual demands of work and family because their workplaces are without basic family friendly policies. It is long past time for workplaces to reflect the needs of 21st century working families, which for many include the ability to care for children, family members and elderly relatives while also being productive, responsible employees.\nline 04 | Workers should not have to choose between a paycheck, their job, and their own health or the health of their families. Yet, because of the lack of policies that help workers meet their family responsibilities, many workers face this choice every day.\nline 05 | A growing number of employers recognize the benefits of flexible workplace practices. These employers know that setting workplace standards that promote flexibility and allow workers to meet the dual demands of work and family improves employee productivity, loyalty and retention—creating happier, healthier workplaces, and better bottom lines.\nline 06 | Hourly, lower-wage workers are much less likely than salaried, professional employees to have workplace flexibility. Many are required to work in shifts that are unpredictable and constantly changing; they may be asked to work overtime with little notice; and they seldom have leeway to arrive late, leave early, or take time mid-day to deal with family or medical emergencies.\nline 07 | The changing workforce in the United States and new business norms mean that employers and employees are searching for effective ways to promote flexibility. Like workers everywhere, the workers in the Dallas discussion group have a wide array of caregiving and personal responsibilities.\nline 08 | Manufacturing industry workers are struggling with job and financial insecurity. Few have access to the basic flexible workplace policies they need to manage their responsibilities at home and on the job.\nline 09 | Some professional workers have successfully negotiated an array of flexible working arrangements, but many face significant barriers in accessing and utilizing the basic flexibility they need.\nline 10 | Professional workers are often expected to work long hours and to be available after regular business hours.\nline 11 | Every year roughly four million women give birth in the United States, and more than 75 percent of them choose to breastfeed. But with two-thirds of today’s working women returning to work within three months of giving birth, a lack of supportive workplace policies and laws is forcing too many nursing mothers to quit breastfeeding (or never start).\nline 12 | Grandparents are the glue that holds many families together—yet our workplace laws don't honor their critical role.\nline 13 | Women's Equality Day commemorates the adoption of the 19th Amendment to U.S. Constitution, which guaranteed women the right to vote. More than 90 years later, the fight for women's equal access and opportunity continues—especially in workplaces across the country.\nline 14 | The Affordable Care Act (ACA) gives millions of nursing moms the support and protection they need. The National Partnership for Women & Families and the United States Breastfeeding Committee would like to clarify the scope of this important new provision in the law and address some misconceptions expressed during the Ways and Means Committee hearing.\nline 15 | Section 4207 of the Patient Protection and Affordable Care Act gives covered women workers the right to reasonable break times and a private location to express milk at work. The statute is intended to ensure that all working mothers covered by the provision have workplace protections that allow them to continue to provide breast milk for their babies for the first year of life, the period recommended by healthcare experts.\nline 16 | Businesses benefit when employees are able to take time away from work to cope with personal and family illnesses. More satisfied and productive workers translate into improved workplace morale, greater worker loyalty and better bottom lines.\nline 17 | A rich and growing literature attests to the benefits that accrue to workers, families, businesses, and the public when workers have access to paid leave to care for a new child.\nline 18 | Such benefits include lower likelihood of premature birth, improvements in breastfeeding establishment and duration, and higher likelihood of obtaining well‐baby care.\nline 19 | Changes in the demographic composition of the U.S. workforce mean that more women and men are actively engaging in both paid work and care work. As of 2010, the percentage of children who had both parents (in married‐couple families), or their only parent, in the labor force reached 72.3%, an increase of 13 percentage points since the mid‐1980s.\nline 20 | When it comes to ensuring decent working conditions for families, the latest research shows many U.S. public policies still lag dramatically behind all high-income countries, as well as many middle- and low-income countries.\nline 21 | Existing law provides for the payment of disability compensation for the wage loss sustained by an individual unemployed because of sickness or injury, and finances that compensation by means of employee contributions at specified rates to the Disability Fund. This bill instead would provide disability compensation for any individual who is unable to work due to the employee’s own sickness or injury, the sickness or injury of a family member, or the birth, adoption, or foster care placement of a new child.\nline 22 | Except in a few localities, employers are not required by law to provide paid sick days for workers. But most Americans believe that paid sick days should be a worker's right guaranteed by the government.\nline 23 | More than 200 small business owners, working parents, labor leaders, women's rights activists and other members of the diverse coalition fighting for family-friendly policy advances like paid sick days and family leave insurance convened in Washington, D.C., this week to celebrate a record year of victories in 2011 and plan for the year ahead.\nline 24 | More than two hundred small business owners, working parents, labor leaders, women's rights activists and other members of the diverse coalition fighting for family-friendly policy advances like paid sick days and family leave insurance are convening in Washington, D.C., next week to celebrate a record year of victories and plan for the year ahead.\nline 25 | |Items 61 - 80 of 153||Previous||1||2||3||4||5||6||7||8||Next|\n</context>\n\n<phrases>\n- \"There’s a better way to phrase this\"\n- \"So basically\"\n- \"That reminds me\"\n- \"In the end\"\n- \"This is slipping through my fingers\"\n- \"Building on that\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"If I follow this through\"\n- \"Now I'm stuck on\"\n- \" is interesting\"\n- \"I should have known that!\"\n- \"Let me trace that logic back\"\n- \"I need to reframe this\"\n- \"Going back to what I said about\"\n- \"So, the bottom line is\"\n- \"Let me approach this from another angle\"\n- \"Now, if I think about it differently\"\n- \"Let me back up a second\"\n- \"In essence\"\n- \"Kind of\"\n- \"What's the best way to explain this?\"\n- \"This connects to something else\"\n- \"I'm seeing a connection between\"\n- \"Here's what's bugging me\"\n- \"I'm mulling over\"\n- \"Just spitballing here\"\n- \"I’m trying to connect the dots here\"\n- \"I wonder if\"\n- \"Oh! That reminds me\"\n- \"So the main idea is\"\n- \"I need to make sure this checks out\"\n- \"Ummm, actually\"\n- \"Let's think step by step\"\n- \"Something's not quite right\"\n- \"Let me put this another way\"\n- \"On one hand... but on the other\"\n- \"Does that sound right?\"\n- \"I'm intrigued by\"\n- \"There's probably more to it\"\n- \"Something about [blank] is still bothering me\"\n- \"This makes me reflect on\"\n- \"Wait, but if that’s true\"\n- \"Oh, it all makes sense now!\"\n- \"I'm struck by\"\n- \"I guess maybe\"\n- \"No, actually\"\n- \"This makes me think of\"\n- \"So what does this mean in the bigger picture?\"\n- \"What I'm getting at is\"\n- \"The tricky part is\"\n- \"Okay, backtrack a bit\"\n- \"So far, it looks like\"\n- \"Uh, where was I?\"\n- \"Let me untangle this\"\n- \"Now it makes sense!\"\n- \"Alright, where was I?\"\n- \" is striking \"\n- \"Let me circle back to that\"\n- \"Actually, no\"\n- \"Something in my gut says no\"\n- \"Oh! I get it now!\"\n- \"It's almost like\"\n- \"Wait, I think I just cracked it!\"\n- \"Something doesn't add up\"\n- \"I was looking at this all wrong!\"\n- \"What if we\"\n- \"Still forming this thought\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Let me chew on this\"\n- \"What’s the best way to explain this?\"\n- \"There's got to be something about\"\n- \"That’s the piece of the puzzle!\"\n- \"I'm pondering\"\n- \"That doesn't seem to add up... Let me think\"\n- \"I need to step back and rethink this\"\n- \"Let me work through this\"\n- \"In other words\"\n- \"That makes sense because\"\n- \"What’s the worst that could happen?\"\n- \"Where does that leave me?\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"When I sit with this idea\"\n- \"Wait, I think I’ve got it!\"\n- \"I'm curious about\"\n- \"Wait, no\"\n- \"What keeps nagging at me is\"\n- \"That would mean\"\n- \"It feels like the right move, but\"\n- \"I guess there’s no perfect solution\"\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 | Bang a gong.\nline 02 | Dear Word Detective: Can you shine your light on the many sides of “forge”? It seems that the various usages (creating something by a process of applying heat and pressure, or the very tool kit that is used to do the same, versus the illegal duplication or replication of something for illicit gain) seem to be rather at odds. Is the third usage that implies motion (to “forge ahead”) derived from yet another source, or is it related to one of the other two? Hoping you’ll go at it with hammer and tongs, (ha!). — Chris Schultz.\nline 03 | Funny you should mention “going at it with hammer and tongs,” which originally, back in the 18th century, referred to a blacksmith working hard to shape metal in a forge using those tools. Coincidentally, I just spent five full days attempting to fix the mowing deck on My Little Tractor (a period now known among neighbors up to a half-mile away as “the Week of Him Swearing at Inanimate Objects”), and my best friend turned out to be my trusty rubber mallet. I truly believe that there are very few problems in life that can’t be solved with a rubber mallet. And lots of WD-40, of course.\nline 04 | There are actually two verbs “to forge” in English, which are considered separate words although they may actually be the same word. Hey, I don’t make the rules.\nline 05 | The first sense of “forge” that you mention, that of “to shape metal by the use of heat and pressure,” appeared in English at the end of the 13th century. The root of this “forge,” which we adopted from Old French, was the Latin “fabricare,” meaning “to make,” which also gave us “fabricate,” another word that, like “forge,” can carry connotations of fraud. When “to forge” first appeared in English, however, it simply meant “to make or build,” so one could be said to “forge” a house or a pair of shoes. “Forge” soon, however, came to be associated primarily with the work of blacksmiths, whose ovens (and shops) became known as “forges.” (A “blacksmith,” incidentally, is one who works in heavy metals such as iron, versus a “whitesmith,” who works in more ornamental mediums such as gold or tin.)\nline 06 | “Forge” rapidly acquired figurative senses centered on the general meaning of “create or fashion,” as in “forging a career.” The use of “forge” to mean “create a fraudulent imitation of something and pass it off as genuine” arose in the early 14th century, derived from a slightly less nefarious use of “forge” to mean “to invent a tale, make up a story.” It’s a tribute to the importance of context in our speech and writing that today we can use “forge” in both the positive “create” sense (e.g., “forging an alliance”) and the very negative “forge a passport” sense.\nline 07 | (There is, however, no modern positive use of the noun “forgery.”)\nline 08 | The use of “forge” to mean “push on through resistance or difficulty” (“The store was a crowded madhouse of Christmas shoppers, but Leonard forged ahead, his eye fixed on the perfume counter twenty yards ahead.”) arose in the early 17th century, and was originally a naval term describing a ship making difficult headway. There are two possible sources for this “forge.” It may have arisen as a mutation of “force,” perhaps via simple mispronunciation. Or, as I think is more likely, this “forge” is a metaphorical invocation of the repeated, powerful blows of a blacksmith’s hammer. If so, then these two “forges” are actually the same word.\n</context>\n\n<phrases>\n- \"It finally adds up!\"\n- \"Now it makes sense!\"\n- \"Still working it out\"\n- \"Oh! That reminds me\"\n- \"I'm starting to see a pattern\"\n- \"Let me trace that logic back\"\n- \"Suppose we assume that\"\n- \"On one hand... but on the other\"\n- \"Okay, pros and cons\"\n- \"I was just about to say\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I'm trying to untangle this\"\n- \"Wait, does this contradict itself?\"\n- \"Coming at this from another angle\"\n- \"Let me untangle this\"\n- \"That would explain why\"\n- \"Okay, walking through it again\"\n- \"What’s the missing piece?\"\n- \"Kind of\"\n- \"What happens if we change this part?\"\n- \"Let's think step by step\"\n- \"No, actually\"\n- \"Going back to what I said about\"\n- \"Oh, it all makes sense now!\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Wait, that doesn’t add up\"\n- \"The more I think about it\"\n- \"I guess that works\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Let's test this idea\"\n- \"Actually, no\"\n- \"There's a better way to phrase this\"\n- \"I'm seeing a connection between\"\n- \"What keeps nagging at me is\"\n- \"I need to reframe this\"\n- \"I’m trying to connect the dots here\"\n- \"Is it possible that...?\"\n- \"I think I’ve lost my train of thought\"\n- \"Let's break this down into parts\"\n- \"What’s the next step?\"\n- \"What's the best way to explain this?\"\n- \"Alright, where was I?\"\n- \"Backing up for a second\"\n- \"Let me work through this\"\n- \"Something doesn't add up\"\n- \"I knew I was forgetting something!\"\n- \"Now, if I think about it differently\"\n- \"This might sound weird, but\"\n- \"What was I thinking?\"\n- \"What if we\"\n- \"This connects to\"\n- \"Let me break this down\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Building on that\"\n- \"Still forming this thought\"\n- \"This might explain the pattern\"\n- \"This is just a hunch\"\n- \"The pros and cons are\"\n- \"Here's where it gets interesting\"\n- \"Let me just think this through\"\n- \"Maybe if I try it this way\"\n- \"That’s the piece of the puzzle!\"\n- \"I know there’s a word for this\"\n- \"Aha! That’s what I was missing!\"\n- \"Why didn’t I think of that sooner?\"\n- \"I'm just throwing ideas around\"\n- \"Would this be worth the risk?\"\n- \"Okay, I think I’ve got it now!\"\n- \"Wait, no\"\n- \"Okay, let's break this down\"\n- \"First things first\"\n- \"Let me circle back to that\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Oh! I get it now!\"\n- \"Ummm, actually\"\n- \"I think I can rule that out\"\n- \"Okay, so if I do this\"\n- \"We've completely overlooked [blank]\"\n- \"That makes sense because\"\n- \"Let me connect the dots\"\n- \"Let’s weigh the options\"\n- \"This connects to something else\"\n- \"Does that sound right?\"\n- \"Let me throw this out there\"\n- \"That changes everything\"\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 | Individual differences |\nline 02 | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |\nline 03 | Philosophy Index: Aesthetics · Epistemology · Ethics · Logic · Metaphysics · Consciousness · Philosophy of Language · Philosophy of Mind · Philosophy of Science · Social and Political philosophy · Philosophies · Philosophers · List of lists\nline 04 | Philosophical Investigations (Philosophische Untersuchungen), along with the Tractatus Logico-Philosophicus, is one of the two major works by Ludwig Wittgenstein. Wittgenstein had worked on the book for many years and it was published posthumously in 1953, originally in German. It deals mainly with semantics, and how conceptual confusion surrounding language use is at the root of most philosophical problems, however in the process logic, the foundations of mathematics and the nature of consciousness are discussed. It is generally considered one of the most important philosophical works of the twentieth century and it continues to influence current philosophy of mind and language.\nline 05 | Philosophical Investigations is unique in its approach to philosophy.\nline 06 | Most philosophical texts present a philosophical problem, summarize and critique previous philosophy on the subject, present a thesis on how to solve the problem, and then provide argumentation in favour of the thesis.\nline 07 | In contrast, Wittgenstein's book treats philosophy as an activity, asking the reader to work through various problems and do the actual work of philosophy.\nline 08 | Rather than presenting a philosophical problem to be solved and a solution, it engages in a dialogue, where Wittgenstein provides an example situation, articulates how one might be inclined to think of the situation, and then shows why one's inclinations suffer from conceptual confusion.\nline 09 | For example, here is an excerpt from the first entry in the book:\nline 10 | - \"...think of the following use of language: I send someone shopping. I give him a slip marked 'five red apples'. He takes the slip to the shopkeeper, who opens the drawer marked 'apples', then he looks up the word 'red' in a table and finds a colour sample opposite it; then he says the series of cardinal numbers—I assume that he knows them by heart—up to the word 'five' and for each number he takes an apple of the same colour as the sample out of the drawer.—It is in this and similar ways that one operates with words—\"But how does he know where and how he is to look up the word 'red' and what he is to do with the word 'five'?\" Well, I assume that he 'acts' as I have described. Explanations come to an end somewhere.—But what is the meaning of the word 'five'? No such thing was in question here, only how the word 'five' is used.\"\nline 11 | This is a typical example of the style throughout the book. We can see each of the steps in Wittgenstein's method:\nline 12 | - The reader is presented with a thought experiment: someone sent shopping with an order on a slip.\nline 13 | - Wittgenstein articulates what the reader's reaction may be: \"But how does he know where and how he is to look up the word 'red' and what he is to do with the word 'five'?... But what is the meaning of the word 'five'?\"\nline 14 | - Wittgenstein shows why the reader's reaction was misguided: \"No such thing was in question here, only how the word 'five' is used.\"\nline 15 | It is through these thought-experiments that Wittgenstein attempts to get the reader to come to certain philosophical conclusions by himself or herself, rather than being convinced by a succinct argument for those conclusions. This method of philosophy can be very effective and rewarding, however it makes it hard to provide philosophy students with a good understanding of Wittgenstein's philosophy without having them work through the book for themselves.\nline 16 | The text is divided into two parts, consisting of what Wittgenstein calls, in the Preface, Bemerkungen (translated by Anscombe as \"remarks\"). In the first part these remarks are rarely more than a paragraph long, and are numbered sequentially. In the second part the remarks are longer, and numbered using Roman numerals. In the Index, remarks from the first part are referenced by their number rather than page; however references from the second part are cited by page number.\nline 17 | Natural language, meaning and useEdit\nline 18 | Wittgenstein's method leads to the common summary of Wittgenstein's argument in the Investigations: \"Meaning just is use\" — that is, we don't define words by reference to things, but by how they are used.\nline 19 | For example, this means there is no need to postulate that there is something called good which exists independent of any particular \"good deed.\"\nline 20 | This is one line of thought in the book, contrasting for example with Platonic realism.\nline 21 | The Investigations deals largely with the difficulties of language and meaning. Wittgenstein viewed the tools of language as being fundamentally simple, and that philosophers had obscured this simplicity by misusing language and the asking of meaningless questions. Wittgenstein attempted in Philosophical Investigations to make things clear, and 'shew the fly the way out of the fly-bottle'.\nline 22 | Meaning and definitionEdit\nline 23 | Over the course of the discussion, Wittgenstein rejects a variety of ways of thinking about what the meaning of a word is, or how meanings can be identified. He shows how, in each case, the meaning of the word presupposes our ability to use it.\nline 24 | As is common in Wittgenstein's later works, he first asks the reader to perform a thought experiment, namely to come up with a definition of the word \"game\". While this may at first seem a simple task, he then goes on to lead us through the problems with each of the possible definitions of the word \"game\". Any definition which focuses on amusement leaves us unsatisfied since the feelings experienced by a world class chess player are very different from those of a circle of children playing Duck Duck Goose. Any definition which focuses on competition will fail to explain the game of catch, or the game of solitaire. And a definition of the word \"game\" which focuses on rules will fall on similar difficulties. The essential point of this exercise is often missed. Wittgenstein's point is not that it is impossible to define \"game\", but that we don't have a definition, and we don't need one because even without the definition, we use the word.\nline 25 | Everybody understands what we mean when we talk about playing a game, and we can even clearly identify and correct inaccurate uses of the word.\nline 26 | All without reference to any \"definition\".\nline 27 | Wittgenstein argues that 'definitions' are emergent forms from what he termed 'forms of life', which are the culture and society from which they emerged.\nline 28 | One thing Wittgenstein stresses very strongly in Investigations are the social aspects of cognition: he went so far as to term Investigations a kind of anthropological exercise.\nline 29 | To see how language works, we have to see how it functions in a specific social situation.\nline 30 | It is this emphasis on becoming attentive to the social backdrop against which language is rendered intelligible that explains Wittgenstein's elliptical comment that \"If a lion could talk, we could not understand him.\"\nline 31 | Elsewhere, Wittgenstein rejects the idea that ostensive definitions can provide us with the meaning of a word. For Wittgenstein, the thing that the word stands for does not give the meaning of the word. Wittgenstein argues for this making a series of moves to show that to understand an ostensive definition presupposes an understanding of the way the word being defined is used. So, for instance, there is no difference between pointing to a piece of paper, to its colour, or to its shape; but understanding the difference is crucial to using the paper in an ostensive definition of a shape or of a colour.\nline 32 | Why is it that we are sure a particular activity -- Olympic target shooting -- is a game while a similar activity -- military sharp shooting -- is not?\nline 33 | Wittgenstein's explanation is tied up with an important analogy.\nline 34 | How do we recognize that two people we know are related to one another?\nline 35 | We may see similar height, weight, eye color, hair, nose, mouth, patterns of speech, social or political views, mannerisms, body structure, last names, etc.\nline 36 | If we see enough matches we say we've noticed a family resemblance.\nline 37 | It is perhaps important to note that this is not always a conscious process -- generally we don't catalog various similarities until we reach a certain threshold, we just intuitively see the resemblances.\nline 38 | Wittgenstein suggests that the same may be true of language.\nline 39 | Perhaps we are all familiar (i.e.\nline 40 | socially) with enough things which are games, and enough things which are not games that we can instantly categorize new activities intuitively.\nline 41 | This brings us back to Wittgenstein's reliance on indirect communication, and his reliance on thought-experiments. If many philosophers are confused, it is because they aren't able to see the family resemblances. They've made mistakes in understanding the vague intuitive rules language uses (which Wittgenstein calls the rules of the language game), and have thereby tied themselves up in philosophical knots. He suggests that an attempt to untangle these knots requires more than simple deductive arguments which point out the problems with their particular position. Instead Wittgenstein's larger goal seems to be to try to divert them from their philosophical problems long enough to indirectly re-train their intuitive ability to see the family resemblances.\nline 42 | Wittgenstein develops this discussion of games into the key notion of a language game. A language game is a way of using words. He introduces the term using simple examples, but intends it to be used for the tremendous range of ways in which we use language.. In one game, a word might stand for things to be manipulated, but in another the same word might be used for asking questions or giving orders. \"Water!\" can be an exclamation, an order, a request or an answer to a question; which, depends on the language game in which it is being used. \"Water\" has no meaning apart from its use within a language game.\nline 43 | Wittgenstein also ponders the possibility of a language, the subject of which is only known the user; the usual example is that of a language in which one talks about ones sensations and other subjective experiences, and only to oneself.\nline 44 | Such an imaginary language is usually called a private language.\nline 45 | The possibility of such a language is intimately connected with a variety of other themes in his later works, especially his investigations of “meaning”.\nline 46 | For Wittgenstein, there is no one, coherent “simple” or “object” that we can call “meaning” (to him, this is the source of many philosophical confusions).\nline 47 | Meaning is a complicated phenomenon that is woven into the fabric of our lives.\nline 48 | A good first approximation of what he is up to is that meaning is a “social” event; meaning happens between language users.\nline 49 | As a consequence, it makes little sense to talk about a private language, with words that mean something in the absence of other users of the language.\nline 50 | Wittgenstein presents several perspectives on the topic. He discusses pain in some detail, making the somewhat surprising claim that one does not know that one is in pain. Whereas others can learn of my pain, I cannot; rather, I simply have my own pain. For Wittgenstein, this appears to be a grammatical point, part of the way in which the language game of pain is played.\nline 51 | But the core discussion centres on how one could possibly use the words of a private language.. He invites us to consider a the case in which someone decides that, each time they have a particular sensation, they will place a sign S in their diary. He points out that in such a case, we could have no criteria for the correctness of our use of S. Again, several examples are considered; one is that perhaps using S involves mentally consulting a table of sensations, to check that we have associated S correctly; but in this case, how could the mental table be checked for its correctness? \"As if someone were to buy several copies of the morning paper to assure himself that what it said was true\", as Wittgenstein puts it..\nline 52 | Often, what is widely regarded as a deep philosophical problem will vanish, eventually being seen as a confusion about the significance of the words that philosophers use to frame such problems and questions. It is in this way that it is interesting to talk about something like a “private language” - it is helpful to see how the “problem” results from a misunderstanding.\nline 53 | Wittgenstein argues that if we can talk about something, then it is not private, in the sense considered here. But conversely, if we consider something to be indeed private, it follows that we cannot talk about it.\nline 54 | Wittgenstein discusses this using another thought experiment.\nline 55 | He asks us to imagine that each of us has a box, inside which is a beetle.\nline 56 | No one can look inside anther's box, and each claims to know what a beetle is only by examining their own.\nline 57 | Wittgenstein suggests that in such a situation, the word \"beetle\" could not be the name of a thing, since each of us might have something completely different in our box; the beetle \"drops out of consideration as irrelevant\".\nline 58 | The discussion of private languages was revitalised from 1982 with the publication of Saul Kripke's book Wittgenstein on Rules and Private Language. In this work Kripke developed from Wittgenstein's text an argument for scepticism towards rules, and hence towards meaning. Kripke's account, although philosophically interesting on its own merit, has been facetiously called Kripkenstein.\nline 59 | Seeing that and seeing asEdit\nline 60 | In addition to such ambiguous sentences which can be understood in more than one way, Wittgenstein discussed figures which can be seen and understood in two different ways.\nline 61 | One example Wittgenstein used was the \"duckrabbit\".\nline 62 | What is going on when you see it as a duck then as a rabbit?\nline 63 | As the gnomic remarks in Investigations indicate, Wittgenstein wasn't sure. But one thing he was sure about was that what couldn't be happening was that the external world stayed the same, and an 'internal' cognitive change took place. When one looks at the duck-rabbit and sees a rabbit, one is not interpreting the picture as a rabbit, one just sees a rabbit. For Wittgenstein, thought was ineluctably social, and therefore, there really was no 'inner' for anything to happen in.\nline 64 | Some people have argued, therefore, that Wittgenstein was a behaviorist.\nline 65 | In a sense this is true, but in another it misses the point.\nline 66 | Wittgenstein did not want to be a behaviorist, but nor did he want to be a cognitivist or phenomonologist either.\nline 67 | As always, for Wittgenstein, there is only one way to look at the matter, which is simply to look at the facts of linguistic usage.\nline 68 | Then, according to him, one would see that no 'theory' is possible; there are only the facts of language use.\nline 69 | The extent to which he succeeded in this task is, of course, very controversial.\nline 70 | Relation to the TractatusEdit\nline 71 | In Philosophical Investigations, Wittgenstein deconstructs his own earlier arguments (as explained in the Tractatus) with respect to human language. In remark #23 of Philosophical Investigations, he points out that the practice of human language is more complex than the simplified views of language that have been held by people who want to explain or simulate human language by means of some formal system. It would be a disastrous mistake, according to Wittgenstein, to see language as being in any way analogous to formal logic. Instead, language showed indexicality and was context-bound (cf contextualism). To show this, he constructed many sentences that can be interpreted in more than one way. One of the most famous is, \"Philosophy is a battle against the bewitchment of our intelligence by means of language.\" Does this mean:\nline 72 | - that philosophers use language to combat bewitchments, or\nline 73 | - that philosophers battle bewitchments caused by language itself?\nline 74 | But to repeat, Wittgenstein did not view himself as arguing that language was indexical so much as showing that it was.\nline 75 | The book was not ready for publication when Wittgenstein died in 1951.\nline 76 | G. E. M. Anscombe translated Wittgenstein's manuscript and it was first published in 1953, and is now in its third edition which incorporates Anscombe's final revisions, and has been repaginated.\nline 77 | There are two popular editions of Philosophical Investigations, both translated by Anscombe:\nline 78 | - Prentice Hall, 1999 (ISBN 0024288101)\nline 79 | - Blackwell Publishers, 2001 (ISBN 0631231277). This edition includes the original German text in addition to the English translation.\nline 80 | On Certainty - another book by Wittgenstein\nline 81 | - The first 100 remarks from Wittgenstein's Philosophical Investigations with Commentary by Lois Shawver.\nline 82 | - Wittgenstein's Beetle - Philosophy Online\nline 83 | - The Complications of PI 43\nline 84 | - Ludwig Wittgenstein: \"The Private Language Argument\" from the Philosophical Investigations, 1953\nline 85 | Remarks in Part I of Investigations are preceded by the symbol \"§\". Remarks in Part II are referenced by their page number in the third edition, and are preceded by \"p.\"\nline 86 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §1\nline 87 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. Preface\nline 88 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §77\nline 89 | - ↑ Wittgenstein, Ludwig.\nline 90 | Philosophical Investigations.\nline 91 | Blackwell Publishing, 2001.\nline 92 | §97\nline 93 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §309\nline 94 | - ↑ Wittgenstein, Ludwig.\nline 95 | Philosophical Investigations.\nline 96 | Blackwell Publishing, 2001.\nline 97 | §3\nline 98 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. p.190\nline 99 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §26-34\nline 100 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §66-§71\nline 101 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §7\nline 102 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §23\nline 103 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §243\nline 104 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §246\nline 105 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §248\nline 106 | - ↑ Wittgenstein, Ludwig.\nline 107 | Philosophical Investigations.\nline 108 | Blackwell Publishing, 2001.\nline 109 | §256 &c.\nline 110 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §265\nline 111 | - ↑ Wittgenstein, Ludwig. Philosophical Investigations. Blackwell Publishing, 2001. §293\nline 112 | - ↑ Kripke, Saul. Wittgenstein on Rules and Private Language. Basil Blackwell Publishing, 1982.\nline 113 | - ↑ Wittgenstein, Ludwig.\nline 114 | Philosophical Investigations.\nline 115 | Blackwell Publishing, 2001.\nline 116 | II xi\nline 117 | - ↑ Wittgenstein, Ludwig.\nline 118 | Philosophical Investigations.\nline 119 | Blackwell Publishing, 2001.\nline 120 | §307-308\nline 121 | |Types of Skepticism|\nline 122 | |This page uses Creative Commons Licensed content from Wikipedia (view authors).|\n</context>\n\n<phrases>\n- \"Let me play devil's advocate\"\n- \"Now, if I think about it differently\"\n- \"I'm mulling over\"\n- \"There's something here about\"\n- \"Just spitballing here\"\n- \"Actually, no\"\n- \"So that’s why it wasn’t working!\"\n- \"I'm pondering\"\n- \"This makes me reflect on\"\n- \"Let me just think this through\"\n- \"That’s an interesting angle, but\"\n- \"I think I can rule that out\"\n- \"Here's a possible explanation\"\n- \"There's a better way to phrase this\"\n- \"Okay, backtrack a bit\"\n- \"I’m trying to connect the dots here\"\n- \"I think I found the solution!\"\n- \"Something doesn't add up\"\n- \"No, actually\"\n- \"Let me run through it again\"\n- \"If I follow this through\"\n- \"Ummm, actually\"\n- \"What if I tried...?\"\n- \"Wait, no\"\n- \"Now it makes sense!\"\n- \"What keeps nagging at me is\"\n- \"When I sit with this idea\"\n- \"Something's not quite right\"\n- \"Wait, does this contradict itself?\"\n- \"I'm curious about\"\n- \"This could explain why\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Oh! I get it now!\"\n- \"There's something off here\"\n- \"What’s the best way to explain this?\"\n- \"This connects to something else\"\n- \"I was just about to say\"\n- \"That makes sense because\"\n- \"Uh, where was I?\"\n- \"I'm just throwing ideas around\"\n- \"What’s the next step?\"\n- \"But then again\"\n- \"Oh, I see what’s happening here!\"\n- \"Okay, I think I’ve got it now!\"\n- \"Still working it out\"\n- \"What if I flip it around?\"\n- \"Building on that\"\n- \"Let me approach this from another angle\"\n- \"I'm wondering if\"\n- \"Let me back up a second\"\n- \"I'm struck by\"\n- \"So, the bottom line is\"\n- \"Oh! That reminds me\"\n- \"What if we\"\n- \"It's almost like\"\n- \"Let's think step by step\"\n- \"I'm still feeling my way through\"\n- \"Let me work through this\"\n- \"I'm trying to reconcile\"\n- \"Picture this\"\n- \"This connects to\"\n- \"Here's what I'm thinking\"\n- \"This brings to mind\"\n- \"Alternatively\"\n- \"It finally adds up!\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let me circle back to that\"\n- \"On one hand... but on the other\"\n- \"One way to look at it is\"\n- \"On the other hand\"\n- \"We've completely overlooked [blank]\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This just clicked into place!\"\n- \"Maybe if I try it this way\"\n- \"Let me trace that logic back\"\n- \"Alright, where was I?\"\n- \"I'm seeing a connection between\"\n- \"There's a missing link here\"\n- \"Just thinking out loud but\"\n- \"Let me untangle this\"\n- \"I'm starting to see a pattern\"\n- \"If we follow this logic\"\n- \"Suppose we assume that\"\n- \"That reminds me\"\n- \"I wonder if\"\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 | Dr Geena Aslam BHMS,MD(Hom)\nline 02 | Medical Officer,Department of Homeopathy. Govt.of Kerala\nline 03 | The anal canal is the last 4 cm of the alimentary tract and is developed from the anorectal canal and proctoderm .Like the rest of the gut it is a tube of muscle but the fibers are all muscular , consisting of the internal and external anal sphincters , which are composed of visceral and skeletal muscle respectively . These sphincters , assisted by the configuration of the mucous membrane , hold it continually closed except for the temporary passage of flatus and faeces3.\nline 04 | The very common problem of anal fissure was first described in 1829 by Recamier 2, who recommended stretching the anal sphincter to treat the condition .Anal fissure is a common disorder for which many people do not seek medical advice The typical anal fissure in the midline posteriorly from the pectinate line to the anal verge.\nline 05 | Pain on defecation is the outstanding symptom of anal fissure.\nline 06 | Although the tear is usually small , it can be very painful as the anus is very sensitive .\nline 07 | Treatment of chronic anal fissure has shifted in recent years from surgical to medical methods .\nline 08 | Traditional surgery which permanently weakens the internal sphincter is associated with the risk of incontinence.\nline 09 | Even though there are effective homoeopathic medicines for this disease , no body has undertaken a scientific study on this matter based on statistical data .\nline 10 | This is an attempt to do a scientific study based on statistical data .\nline 11 | Aim of study\nline 12 | To assess the efficacy of Homoeopathic medicines in the treatment of anal fissure\nline 13 | Materials: The materials for the study were collected from patients who attended the various out patient department of Govt. Homoeopathic Medical College Hospital , Kozhikode .\nline 14 | The study was extended from April 2003 to March 2004 .\nline 15 | The patients belonging to the age group of 15 to 55 years were selected for this study\nline 16 | Research Tools and Techniques: Anal fissure assessment tool was developed after literature review and in consultation with experts . A proctologist and a research methodologist were consulted for developing the tool .A total of 5 major areas were identified as important parameters and each item was rated on a scale 0 – 2 0 = Absence of symptoms and 2 = severe symptoms . So a maximum score comes to 6 .\nline 17 | Methods: All cases were diagnosed clinically based on clinical features , inspection of anal region and in cases where some rectal pathology was suspected , proctoscopic examinations were done to rule out major diseases .\nline 18 | Detailed history was taken in each case with special reference to previous history , family history , occupational history , physical generals and mental generals\nline 19 | Systemic examination was done in all cases to exclude the possibility of other diseases .\nline 20 | The efficacy of Homoeopathic medicine in the treatment of anal fissure is evident by the reduction in the score after 6 months of treatment .\nline 21 | Therefore the treatment is effective\nline 22 | Summary and conclusion\nline 23 | The following salient conclusions have been drawn based on the present study and after summarizing its findings.\nline 24 | 1. Homoeopathic medicines are effective in the treatment of anal fissure\nline 25 | 2. There are no specific medicines for anal fissure , but there is a specific medicine for each patient suffering from anal fissure . Prescriptions are made only on the basis of individual peculiarity of each patient and such constitutional prescriptions are more effective and their action long standing.\nline 26 | 3. Anal fissure is common in the age group 35 – 44 years and is more common among females.\nline 27 | 4. Anal fissure is a manifestation of syphilitic miasm on a psoric background\nline 28 | Download full paper : www.similima.com/pdf/anal-fissure-homeopathy.pdf\n</context>\n\n<phrases>\n- \"On the other hand\"\n- \"There’s a pattern here\"\n- \"That actually makes a lot of sense\"\n- \"Wait a minute... Oh!\"\n- \"Oh! I get it now!\"\n- \"I'm seeing a connection between\"\n- \"Okay, let's break this down\"\n- \"I'm starting to see a pattern\"\n- \"Let me play devil's advocate\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Let's think step by step\"\n- \"That’s an interesting angle, but\"\n- \"Something doesn't add up\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"What keeps nagging at me is\"\n- \"No, actually\"\n- \"Let me untangle this\"\n- \"I'm mulling over\"\n- \"I'm struck by\"\n- \"First things first\"\n- \"I'm trying to untangle this\"\n- \"I think I can rule that out\"\n- \"Am I overcomplicating this?\"\n- \"Picture this\"\n- \"Alternatively\"\n- \"Oh! I get it now\"\n- \"Well, let me see\"\n- \"I wonder if\"\n- \"Bear with me while I\"\n- \"Something tells me I should\"\n- \"Okay, pros and cons\"\n- \"Now, wait just a second\"\n- \"So, the bottom line is\"\n- \"I'm intrigued by\"\n- \"Building on that\"\n- \"Let me work through this\"\n- \"Suppose we assume that\"\n- \"Oh! That reminds me\"\n- \"What if I tried...?\"\n- \"Here's a possible explanation\"\n- \"That reminds me\"\n- \"Let's break this down into parts\"\n- \"If A is true, then\"\n- \"This makes me think of\"\n- \"If I take this apart step by step\"\n- \"I’m trying to connect the dots here\"\n- \"What’s the best way to explain this?\"\n- \"Anyway\"\n- \"Wait, no\"\n- \"This makes me reflect on\"\n- \"This might sound weird, but\"\n- \"That’s it!\"\n- \"I need a clearer view of this\"\n- \"When I sit with this idea\"\n- \"Let me chew on this\"\n- \"I should have known that!\"\n- \"Let me propose something\"\n- \"This brings to mind\"\n- \"It finally adds up!\"\n- \"Let’s weigh the options\"\n- \"Let's test this idea\"\n- \"Here's what I'm thinking\"\n- \"But then again\"\n- \"On one hand... but on the other\"\n- \"Finally, it clicks!\"\n- \"I think I’ve lost my train of thought\"\n- \"Let me break this down\"\n- \"I’m almost there\"\n- \"I'm wondering if\"\n- \"Where did I put that...?\"\n- \"This connects to something else\"\n- \"Okay, so\"\n- \"What if I flip it around?\"\n- \"Let me see\"\n- \"That makes sense because\"\n- \"Actually, no\"\n- \"Wait a minute\"\n- \"Well\"\n- \"That’s what I was trying to say!\"\n- \"Don't quote me on this\"\n- \"Ummm, actually\"\n- \"I 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 | © 1999, Astronomical Society of the Pacific, 390 Ashton Avenue, San Francisco, CA 94112.\nline 02 | Our restless globe and its companion. While heading out for its rendezvous with Jupiter, a camera on NASA's Galileo spacecraft snapped this 1992 image of Earth and its Moon. The terminator, or line between night and day, is clearly visible on the two worlds. Image courtesy of NASA.\nline 03 | A Look at the Motions of the Earth in Space and How They Are Changing\nline 04 | by Donald V. Etz\nline 05 | Major Motions of the Earth\nline 06 | How These Motions Are Changing\nline 07 | The Orientation of the Earth in Space\nline 08 | The Earth's Orbit\nline 09 | Precession in Human History\nline 10 | The Motions of the Earth and the Climate\nline 11 | The Greek philosopher Heraclitus of Ephesus, said 2500 years ago that the perceptible world is always changing.\nline 12 | Heraclitus was not mainstream, of course. Among his contemporaries were philosophers like Zeno of Elea, who used his famous paradoxes to argue that change and motion are logically impossible. And Aristotle, much admired in ancient Greece and Rome, and the ultimate authority in medieval Europe, declared \"...the earth does not move...\"\nline 13 | We today know that Heraclitus was right, Aristotle was wrong, and Zeno...was a philosopher. Everything in the heavens moves, from the Earth on which we ride to the stars in the most distant galaxies. As James B. Kaler has pointed out in The Ever-Changing Sky: \"The astronomer quickly learns that nothing is truly stationary. There are no fixed reference frames...\"\nline 14 | The Earth's motions in space establish our basic units of time measurement and the yearly cycle of the seasons. Over the centuries of human civilization, these motions and their changes have prompted some of the earliest and most enduring scientific endeavors. Over the few thousands of millions of years of Earth history, they appear to have markedly affected its climate.\nline 15 | To bring it all together, and to dispel some misconceptions, we will take a look at the major motions of the Earth and the more important ways they are changing.\nline 16 | The Major Motions of the Earth\nline 17 | Rotation and Revolution: Days and Years\nline 18 | Figure 1. Earth's rotation as viewed from above the north and south geographic poles. Illustration courtesy of author.\nline 19 | The Earth rotates eastward on its axis-counterclockwise, viewed from above the North Pole; clockwise, viewed from above the South Pole-to give us our days (see Figure 1). The plane of the Earth's rotation (the equator), extended to the background of stars, is called the celestial equator. The axis of its rotation can be extended to mark the celestial poles in the background of stars, north to a point about 1° from Alpha Ursa Minoris (Polaris), and south to a point about 1° from Sigma Octantis (a fairly dim star sometimes called Polaris Australe).\nline 20 | The Earth revolves around the Sun-also counterclockwise viewed from above the North Pole, clockwise viewed from the South Pole-to give us our years (see Figure 2).\nline 21 | The plane of the Earth's orbit is called the ecliptic (where eclipses happen).\nline 22 | This plane passes through the 12 so-called zodiacal, or animal-form constellations, plus often-overlooked Ophiuchus.\nline 23 | The ecliptic's axis currently extends north to the north ecliptic pole, a point in Draco, and south to a point in Dorado we call the south ecliptic pole.\nline 24 | Figure 2. Earth's orbit as viewed from the north ecliptic pole. Illustration courtesy of author.\nline 25 | The Earth's direction of revolution probably arose from the rotation of the early nebula from which the Solar System formed, and its direction of rotation perhaps from the impacts of other large (proto)planetary bodies as the Earth grew.\nline 26 | The celestial equator is currently tilted about 23.44° in relation to the ecliptic (Figure 3). This angle is called the obliquity of the ecliptic. The reason for this particular obliquity is not clear. A value close to it was probably established very early in the history of the Solar System. However, some writers suggest that it was originally much greater.\nline 27 | Figure 3. The celestial equator and the ecliptic. Illustration courtesy of author.\nline 28 | The celestial equatorial plane and the ecliptic currently intersect in Pisces, not far from the border with Aquarius, and in Virgo, not far from the border with Leo. The Sun in its apparent yearly progress along the ecliptic reaches the Pisces intersection at the Spring equinox on 21 March and the Virgo intersection at the Autumn equinox on 23 September. This annual variation gives us our seasons, opposite in the northern and southern hemispheres. The Sun shines more directly on the northern latitudes in the Spring and Summer, when it is north of the celestial equator, and on the southern latitudes in the Fall and Winter, when it is south of the celestial equator.\nline 29 | The Earth's orbit around the Sun is not a perfect circle, but slightly \"stretched\" into an ellipse (Figure 4).\nline 30 | Its eccentricity is currently about 0.0167, which means that the Earth-Sun distance varies about 1.67% of the mean distance.\nline 31 | The Sun is not at the center of the ellipse, but at one of its two geometric focal points, each currently about 2.5 million km from the center.\nline 32 | Hence, the Earth-Sun distance varies some 5 million km throughout the year.\nline 33 | The Earth is closest to the Sun -- at perihelion -- about 2 January, when the Sun is in the middle of Sagittarius, and farthest from the Sun -- at aphelion -- about 4 July, when the Sun is in the middle of Gemini.\nline 34 | Figure 4. The small eccentricity of the Earth's orbit. Illustration courtesy of author.\nline 35 | Because the difference in distances is small, this eccentricity does not have a significant effect on the Earth's climate. However, it does affect the duration of the seasons, since the Earth takes longer to cover the more distant segments of its orbit. Currently, summer is for us in the North our longest season (93.65 days) and winter our shortest (88.99 days).\nline 36 | | 1 | 2 | 3 | 4 | next page >>\nline 37 | back to Teachers' Newsletter Main Page\n</context>\n\n<phrases>\n- \"Wait, no\"\n- \"I'm seeing a connection between\"\n- \"Let me sum this up so far\"\n- \"Coming at this from another angle\"\n- \"Let me throw this out there\"\n- \"In essence\"\n- \"Let’s weigh the options\"\n- \"This might sound weird, but\"\n- \"What I'm getting at is\"\n- \"What if I tried...?\"\n- \"On one hand... but on the other\"\n- \"If I take this apart step by step\"\n- \"The pros and cons are\"\n- \"Uh, where was I?\"\n- \"Does that even make sense?\"\n- \"Going back to what I said about\"\n- \"I need to reframe this\"\n- \"What if the reason is\"\n- \"Let's break this down into parts\"\n- \"Actually, no\"\n- \"What keeps nagging at me is\"\n- \"Should I...? No, wait\"\n- \"Let's think step by step\"\n- \"Okay, pros and cons\"\n- \"I'm trying to untangle this\"\n- \"I need to make sure this checks out\"\n- \"Let me break this down\"\n- \"Perhaps\"\n- \"I could do this, or maybe that\"\n- \"Maybe if I try it this way\"\n- \"Let me just think this through\"\n- \"Let me back up a second\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"That doesn't seem to add up... Let me think\"\n- \"This makes me think of\"\n- \"Okay, walking through it again\"\n- \"No, actually\"\n- \"Still forming this thought\"\n- \"I’m almost there\"\n- \"What happens if we change this part?\"\n- \"What I mean is\"\n- \"There's a better way to phrase this\"\n- \"So what I’m trying to say is\"\n- \"This connects to\"\n- \"Let me run through it again\"\n- \"I keep coming back to\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \" is key here\"\n- \"Something doesn't add up\"\n- \"Wait, why does that happen?\"\n- \"Take this with a grain of salt\"\n- \"In other words\"\n- \"How can I approach this?\"\n- \"Building on that\"\n- \"I’m trying to connect the dots here\"\n- \"Picture this\"\n- \"I'm just throwing ideas around\"\n- \"[blank] is still a black box to me\"\n- \"Consider this possibility\"\n- \"Let me untangle this\"\n- \"This connects to something else\"\n- \"It's almost like\"\n- \"I'm getting a sense that\"\n- \"Let me trace that logic back\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Oh! That reminds me\"\n- \"Just thinking out loud but\"\n- \"Basically\"\n- \"One way to look at it is\"\n- \"I'm starting to see a pattern\"\n- \"There’s a better way to phrase this\"\n- \"I need to step back and rethink this\"\n- \"What I’m getting at is\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"What if we\"\n- \"This isn't quite right, but\"\n- \"There's a missing link here\"\n- \"Ummm, actually\"\n- \"I can't quite put my finger on\"\n- \"In a way\"\n- \"Let me connect the dots\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"First things first\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Let me work through this\"\n- \"This might explain the pattern\"\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 page has been created as part of an undergraduate course at Davidson College.\nline 02 | WHAT IS DOPAMINE?\nline 03 | Dopamine (DA) is a monoamine neurotransmitter that upon binding to a dopamine receptor (G-protein coupled) releases a variety of downstream signals.\nline 04 | Dopamine is a derivative of the amino acid tyrosine (Y).† Tyrosine is modified by tyrosine hydroxylase to form DOPA.† DOPA decarboxylase then removes carbon dioxide from DOPA to for dopamine (C8H11NO2).† Dopamine then serves as a precursor to norepinephrine and epinephrine.† Dopamine, as well as norepinephrine and epinephrine, is packaged in granulated vesicles to be transmitted across the synapse (King, 2002).\nline 05 | Dopamine is mainly synthesized in areas of the central and peripheral nervous systems, such as in the hypothalamus, the arcuate nucleus, and the caudad (Velasco et al., 1998).† Chromaffin cells produce dopamine within the dopaminergic regions (Unknown, 2003).\nline 06 | WHAT ARE THE FUNCTIONS OF DOPAMINE?\nline 07 | Dopamine plays a significant role in the cardiovascular, renal, hormonal, and central nervous systems.† It is thought to control processes as diverse as movement to drug addiction.† Dopamine dendrites extend into various regions of the brain, controlling different functions through the stimulation of α and β adrenergic and dopaminergic receptors (D1 and D2) (Velasco et al., 1998).\nline 08 | There are several factors contributing to the regulation of dopamine.† The dopamine transporter (DAT), for example, regulates the uptake of dopamine into neurons.† Dopamine is thought to bind to DT via a separate binding domain that is constructed of multiple amino acid residues. These amino acid residues are not present in the primary structure of DT, but are thought to have interactions with the protein in its tertiary form (Chen et al., 2000).\nline 09 | MAO (monoamine oxidase) breaks down free dopamine (not contained in a vesicle).† MAO inhibition studies show an increase in dopamine concentrations in the absence of MAO.† This suggests that not only does MAO play a role in recycling the components of dopamine, but it also keeps the concentration of dopamine lower than the rate at which it is being produced (Shih et al., 1999).\nline 10 | Dopamine can either be present in deficient or excessive amounts; both causing disease.† Dopamine deficiency in the striatum or substantia nigra results in Parkinsonís-like symptoms.† In this case, movement becomes slow and rigid, accompanied by muscle tremor (Unknown, 2003).† Certain drugs, such as L-DOPA have been created to supplement the quantity of dopamine in the brain (Katzenschlager et al., 2002).† An excessive amount of dopamine is affiliated with schizophrenia, characterized by altered behavior, and delusions (Unknown, 2003).† Certain drugs, such as cocaine, block the return of dopamine into the brain, resulting in a build up of dopamine in the synapse, leading to drug-induced psychosis or schizophrenia (Unknown, 2003).\nline 11 | Dopamine is present in both vertebrates and invertebrates.† The importance of dopamine is likely linked to the fact that the monoamine is conserved and present in all vertebrates.† Dopamine is also present in invertebrates, playing a significantly different role.† Dopamine, for example is a mild inducer of metamorphosis is some invertebrate species, possibly by gating and enabling the primary signaling pathway.† Molluscs release dopamine in the presence of stress.† The realease is part of a stress-pathway that promotes the maintenance of homeostasis (Unknown, 2003).\nline 12 | History of dopamine-related research: http://www.narsad.org/pub/fall00nobel.html\nline 13 | Interaction of dopamine with amphetamine: http://www.fhs.mcmaster.ca/mcpharm/ejc/98ag_pa.htm\nline 14 | Dopamine and addiction:† http://www.utexas.edu/research/asrec/dopamine.html\nline 15 | Dopamine and Schizophrenia: http://serendip.brynmawr.edu/bb/neuro/neuro98/202s98-paper2/Frederickson2.html\nline 16 | Dopamine and Parkinsonís Disease: http://tcw2.ppsw.rug.nl/~vdbosch/pd.html\nline 17 | Chen N, Reith ME.† (2000).† Structure and function of the dopamine transporter.† Eur J Pharmacol, 405(1-3):329-339.\nline 18 | Katzenschlager R, Lees AJ.† (2002).† Treatment of Parkinson's disease: levodopa as the first choice.† J Neurol, 249 Suppl 2:II19-II24.King, MW.† (2002).† Tyrosine-Derived Neurotransmitters.† Indiana State University.† 12 March 2003.†† http://www.indstate.edu/thcme/mwking/aminoacidderivatives.html#tyrosine.\nline 19 | Shih JC, Chen K, Ridd MJ.† (1999).† Monoamine oxidase: from genes to behavior.† Annu Rev Neurosci, 22:197-217.\nline 20 | Unknown.† (2003).† Dopamine.† University of Toronto.† 12 March 2003. http://www.zoo.utoronto.ca/zoo344s/2002Group7/_private/dopamine.htm.\nline 21 | Velasco M, Luchsinger A.† (1998).† Dopamine: Pharmacologic and Therapeutic Aspects.† Am J Ther, 5(1):37-43.\n</context>\n\n<phrases>\n- \"That makes sense because\"\n- \"Still forming this thought\"\n- \"That’s it!\"\n- \"I think I can rule that out\"\n- \"I'm curious about\"\n- \"Going back to what I said about\"\n- \"No, actually\"\n- \"Let's see\"\n- \"This makes me reflect on\"\n- \"It was staring me in the face\"\n- \"Hold on a second\"\n- \"If we follow this logic\"\n- \"Hang on a second\"\n- \"What I’m getting at is\"\n- \"Let me see if\"\n- \"So the main idea is\"\n- \"Actually, no\"\n- \"It's hard to pin down\"\n- \"I'm still feeling my way through\"\n- \"How do I put this\"\n- \"I need to reframe this\"\n- \"Let me trace that logic back\"\n- \"Let's think step by step\"\n- \"Just spitballing here\"\n- \"Now, if I think about it differently\"\n- \"It’s on the tip of my tongue\"\n- \"There's something here about\"\n- \"Now, wait just a second\"\n- \"Let me untangle this\"\n- \"Not quite there yet\"\n- \"This just clicked into place!\"\n- \"Coming at this from another angle\"\n- \"I have a theory about this\"\n- \"So what I'm trying to say is\"\n- \"I'm struck by\"\n- \"Hold that thought\"\n- \"Suppose we assume that\"\n- \" is striking \"\n- \"Okay, backtrack a bit\"\n- \"When I sit with this idea\"\n- \"Now it all comes together!\"\n- \"I'm pondering\"\n- \"In other words\"\n- \"Let me just think this through\"\n- \"I could do this, or maybe that\"\n- \"So what does this mean in the bigger picture?\"\n- \"Not sure if this fits, but\"\n- \"Wait, I think I’ve got it!\"\n- \"I'm seeing a connection between\"\n- \"Okay, walking through it again\"\n- \"I guess there’s no perfect solution\"\n- \"Follow me here\"\n- \"Let me work through this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This is starting to take shape\"\n- \"Now we're cooking\"\n- \"Here's what I'm thinking\"\n- \"The crucial thing seems to be\"\n- \"Maybe if I try it this way\"\n- \"This feels half-right, but\"\n- \"Am I overcomplicating this?\"\n- \"I was just about to say\"\n- \"If I follow this through\"\n- \"Just thinking out loud but\"\n- \"Right, so\"\n- \"What if I tried...?\"\n- \"Let me approach this from another angle\"\n- \"I'm intrigued by\"\n- \"Wait, no\"\n- \"Something doesn't add up\"\n- \"So basically\"\n- \"What’s the best way to explain this?\"\n- \"That would mean\"\n- \"I'm mulling over\"\n- \"Could be wrong here\"\n- \"I need to step back and rethink this\"\n- \"There's probably more to it\"\n- \"That actually makes a lot of sense\"\n- \"Aha! That’s what I was missing!\"\n- \"The thing is\"\n- \"What keeps nagging at me is\"\n- \"Let's test this idea\"\n- \"Ummm, actually\"\n- \"Sort of like\"\n- \"I'm wondering if\"\n- \"Ah...\"\n- \"Oh, I see what’s happening here!\"\n- \"On one hand... but on the other\"\n- \"I wonder if\"\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 U.S. Department of Energy today awarded a $102 million conditional loan guarantee to Record Hill Wind to build a 50.6-megawatt wind power farm in Maine.\nline 02 | Record Hill Wind will also build an eight-mile transmission line between the farm and transmission equipment in a nearby town. A study by the U.S. Department of Energy found that building transmission lines to move the power once the turbine starts running is one of the major hurdles wind energy faces. It was one of the reasons wind energy production fell last year, according to a report by the Department of Energy.\nline 03 | “In the last 5 years, the cost of utility-scale wind had actually been going up because of those transmission costs,” Pike Research analyst Peter Asmus told VentureBeat.\nline 04 | “But that looks like it’s reversing, my sense is that the market is leveling off, the costs are starting to decline.”\nline 05 | Maine previously hosted a fight between Vinalhaven Island residents and a wind power provider over noise pollution generated by the turbines. Wind power providers typically face “not-in-my-backyard” complaints from residents in rural areas. Residents argue sounds from the wind turbines are disruptive and that the turbines make for flickering lights because they block out the sun.\nline 06 | An independent study by the Maine Department of Environment Protection found the noise from the wind turbines on Vinalhaven registered somewhere between 46 and 47 decibels. The night-time noise pollution limit for areas in Maine is 45 decibels. A typical conversation registers in at around 60 decibels, while typical street traffic registers in at around 70 decibels.\nline 07 | A University of California Berkeley study funded by the U.S. Office of Energy Efficiency and Renewable Energy showed property values were, at worst, unaffected when wind power farms were installed near each home. While there was a chance that individual homes would be impacted, home sale prices as a whole were not impacted by the placement of wind turbines in the area, according to the report.\nline 08 | A loan guarantee from the Department of Energy helps companies attract buyers and investors for new renewable energy projects.\nline 09 | It means the government will foot part of the bill if the project does not take off or is unable to produce some kind of return for investors.\nline 10 | It’s one of the ways the U.S. government is promoting renewable energy — though they are more important for less-certain projects.\nline 11 | “I think the loan guarantees are more critical for projects like concentrated solar projects than for large wind farms,” Asmus said. “If the loan guarantee program were to fade away — I think that’s possible — I think that would have a larger impact on other technologies than large wind.”\nline 12 | The loan guarantees are one of the financial engines powering many cleantech investments in Silicon Valley. The U.S. Department has invested more than $40 billion in clean technology projects like wind and solar power farms. Yale University Endowment also invested an undisclosed sum in the wind power project.\n</context>\n\n<phrases>\n- \"I'm seeing a connection between\"\n- \"This connects to\"\n- \"I'm mulling over\"\n- \"Now we're cooking\"\n- \"I just had it, what was it?\"\n- \"Building on that\"\n- \"If A is true, then\"\n- \"Alright, where was I?\"\n- \"Don't quote me on this\"\n- \"I'm starting to see a pattern\"\n- \"Right, so\"\n- \"Hang on a second\"\n- \"Actually, no\"\n- \"How do I put this\"\n- \"On one hand... but on the other\"\n- \"Let me play devil's advocate\"\n- \"Uh, where was I?\"\n- \"First things first\"\n- \"Let me see\"\n- \"If I take this apart step by step\"\n- \"This makes me reflect on\"\n- \"Does that sound right to you?\"\n- \"Let me think\"\n- \"Okay, let's break this down\"\n- \"Is it possible that...?\"\n- \"It's a bit murky\"\n- \"There’s a pattern here\"\n- \"What if I flip it around?\"\n- \"No, actually\"\n- \"Let me connect the dots\"\n- \"Alternatively\"\n- \"Let me trace that logic back\"\n- \"Let’s weigh the options\"\n- \"That’s an interesting angle, but\"\n- \"Let me circle back to that\"\n- \"What keeps nagging at me is\"\n- \"On the other hand\"\n- \"Let me work through this\"\n- \"I'm curious about\"\n- \"Let me break this down\"\n- \"Suppose we assume that\"\n- \"If I’m not mistaken\"\n- \"Uh...\"\n- \"You know\"\n- \"Now, if I think about it differently\"\n- \"Here's a possible explanation\"\n- \"This could explain why\"\n- \"Something doesn't add up\"\n- \"Well\"\n- \"Wait, no\"\n- \"What if I tried...?\"\n- \"What if I just flip this around?\"\n- \"What if we looked at it like\"\n- \"Let me chew on this\"\n- \"Okay, pros and cons\"\n- \"I'm trying to untangle this\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Let me make sure I got this\"\n- \"Now I'm stuck on\"\n- \"Okay, backtrack a bit\"\n- \"I’m trying to connect the dots here\"\n- \"Oh! That reminds me\"\n- \"Let me propose something\"\n- \"Let me untangle this\"\n- \"Let's think step by step\"\n- \"I'm struck by\"\n- \"This connects to something else\"\n- \"This brings to mind\"\n- \"I feel like I'm close\"\n- \"But then again\"\n- \"When I sit with this idea\"\n- \"What’s the best way to explain this?\"\n- \"Going back to what I said about\"\n- \"Let's see\"\n- \"Consider this possibility\"\n- \"Let's break this down into parts\"\n- \"I'm pondering\"\n- \"I could do this, or maybe that\"\n- \"I need to make sure this checks out\"\n- \"I wonder if\"\n- \"This makes me think of\"\n- \"Ummm, actually\"\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 | Two thousand ago, the Thomas Edison of the ancient world lived in Alexandria, Egypt where he tinkered, built and wrote about some of the most amazing and whimsical machines the pre-industrial world had ever seen.\nline 02 | Also called Heron, the Greek engineer and mathematician Hero is believed to have lived in the 1st century and was active in Alexandria between 60 and 70 AD. A prolific writer as well as inventor, Hero is credited with authorship of several manuscripts including Automata, thePneumatica, the Dioptra, the Catoprica and the Mechanica.\nline 03 | Many of Hero's writings sound more like lecture notes, and combined with the fact that he was an avowed pupil of Ctesibius (the man believed by many to be the first head of the Museum of Alexandria), most assume thatHero taught there as well.\nline 04 | The Museum has been characterized as an:\nline 05 | Unusual blend of pure science with engineering .\nline 06 | .\nline 07 | .\nline 08 | [and] applied technology .\nline 09 | .\nline 10 | .\nline 11 | [where] much can be discovered through experiment.\nline 12 | One of its most prolific experimenters, Hero's creations included both \"the practical and the fantastic,\" in keeping with his intentions:\nline 13 | By the union of air, earth, fire, and water, and the concurrence of three or four elementary principles, various combinations are created, some of which supply the most pressing needs of human life, while others simply produce amazement and alarm.\nline 14 | Standing on the shoulders of giants, it is believed that Hero studied the works of Archimedes and Vitruvius, as well as Ctesibius, and most historians agree that some of the inventions included in Hero's manuscripts were, in fact, first created by others. Nonetheless, for convenience's sake, most of the machines are simply referred to as \"Hero's.\"\nline 15 | Over the course of his life, the energetic Hero recorded dozens (if not hundreds) of descriptions and illustrations of his inventions.\nline 16 | Here are just a few of my favorites:\nline 17 | The First Vending Machine\nline 18 | Called \"a coin-operated holy water dispenser,\" Hero's vending machine operated as follows:\nline 19 | A coin inserted in the slot strikes one end of a balance beam, lifting the other end temporarily and drawing a plug out of a pipe, allowing the water to flow. As the balance returns to equilibrium, the plug drops, seals the pipe, and the flow ceases.\nline 20 | The First Steam Engine\nline 21 | A hollow sphere that can rotate about an axis passing through antipodal points, because of steam flowing out through two bend pipes placed at its equator.\nline 22 | Hero gave detailed instructions on how to build one:\nline 23 | Place a cauldron over a fire: a ball shall revolve on a pivot. A fire is lighted under a cauldron . . . containing water, and covered at the mouth by the lid . . . with this the bent tube . . . communicates, the extremity of the tube being fitted into the hollow ball. . . . Opposite to the extremity . . . place a pivot . . . resting on the lid . .. and let the ball contain two bent pipes, communicating with it at the opposite extremities of a diameter, and bent in opposite directions, the bends being at right angles . . . . As the cauldron gets hot it will be found that the steam, entering the ball . . . passes out through the bent tubes towards the lid, and causes the ball to revolve.\nline 24 | Mechanical Puppet Theater\nline 25 | To the delight of ancient audiences, Hero's puppet theater was automated using very simple principles:\nline 26 | An upper bin is filled with grain or sand, which gradually filters through a small hole into the lower chamber, causing the weight resting above it to descend with it, drawing up the cord that is wrapped around the wheel's axle, which then rotates.\nline 27 | Also incorporating \"wheels, pulleys, and levers,\" the theater displayed a variety of automation:\nline 28 | Animated figures acted out a series of dramatic events, including the repair of Ajax's ship by nymphs wielding hammers, the Greek fleet sailing the seas accompanied by leaping dolphins, and the final destruction of Ajax by a lightning bolt hurled at him by the goddess Athena.\nline 29 | Ctesibius is credited with developing one of the first force pumps (\"Ctesibian machine\") which Hero incorporated into his fire engine that works by means of pistons, cylinders and valves, described by Heroas follows:\nline 30 | Take two vessels of bronze [made] to fit .\nline 31 | .\nline 32 | .\nline 33 | pistons fitted to boxes.\nline 34 | Let the cylinders [be connected] by means of the tube and be provided with valves .\nline 35 | .\nline 36 | .\nline 37 | within the tube end opening outwards from the cylinders.\nline 38 | In the bases of the cylinders pierce circular apertures .\nline 39 | .. covered with polished hemispherical cups .\nline 40 | .\nline 41 | .\nline 42 | through which insert spindles .\nline 43 | .\nline 44 | .\nline 45 | connected with the bases of the cylinders.\nline 46 | .\nline 47 | .\nline 48 | .\nline 49 | The centre of the pistons fasten the vertical rods .\nline 50 | .\nline 51 | .\nline 52 | and attach to [a] .\nline 53 | .\nline 54 | .\nline 55 | beam .\nline 56 | .\nline 57 | .\nline 58 | branching into two arms .\nline 59 | .\nline 60 | .\nline 61 | and provided with small pipes through which to force up water .\nline 62 | .\nline 63 | .\nline 64 | [and] producing a water-jet by means of the compressed air.\nline 65 | The Never-Ending Goblet of Wine\nline 66 | My personal favorite, Hero invented a wine cup that would automatically refill:\nline 67 | Since a liquid in a closed system will find a common level, as the wine is removed from the cup, it is replaced by wine from the central reservoir to which it is attached by a pipe. While the surface of the reservoir falls, a float falls with it, opening the faucet attached to a primary reservoir and allowing wine in, sufficient to seal the faucet again when the float rises.\nline 68 | Sadly, historian John Humphrey notes that \"this is a good example of a mechanism that was probably never constructed [because] it is difficult to understand how the goblet .\nline 69 | .\nline 70 | .\nline 71 | could actually be drunk from…\"\nline 72 | If you liked this article, you might also enjoy:\nline 73 | - The Man Who Accurately Estimated the Circumference of the Earth Over 2,000 Years Ago\nline 74 | - The Mysterious Fate of the Library of Alexandria\nline 75 | - An Encyclopedia Finished in 1408 That Contained Nearly One Million Pages\nline 76 | - Julius Caesar was Once Kidnapped by Pirates Who Demanded a Ransom of 20 Talents of Silver, Caesar Insisted They Ask for 50\nline 77 | - Et Tu Brute? Not Caesar's Last Words\nline 78 | Instructions for building a Hero's engine are available online, including these, which rely on gravity rather than steam, and are safe and easy enough for children to follow.\nline 79 | Melissa writes for the wildly popular interesting fact website TodayIFoundOut.com. To subscribe to Today I Found Out's \"Daily Knowledge\" newsletter, click here or like them on Facebook here. This post has been republished with permission from TodayIFoundOut.com.\n</context>\n\n<phrases>\n- \"On one hand... but on the other\"\n- \"Wait, no\"\n- \"I'm trying to untangle this\"\n- \"So basically\"\n- \"Okay, let's break this down\"\n- \"Okay, walking through it again\"\n- \"This makes me reflect on\"\n- \"Okay, pros and cons\"\n- \"First things first\"\n- \"When I sit with this idea\"\n- \"I'm starting to see a pattern\"\n- \"Uh...\"\n- \"No, actually\"\n- \"Bear with me while I\"\n- \"That reminds me\"\n- \"The pros and cons are\"\n- \"What I’m getting at is\"\n- \"Let me connect the dots\"\n- \"I'm intrigued by\"\n- \"Would that even work?\"\n- \"Let me sum this up so far\"\n- \"I'm curious about\"\n- \"This connects to something else\"\n- \"There’s a better way to phrase this\"\n- \"Let me break this down\"\n- \"Let me circle back to that\"\n- \" is key here\"\n- \"Hmm\"\n- \"This isn't quite right, but\"\n- \"Now, if I think about it differently\"\n- \"Let me chew on this\"\n- \"What’s the best way to explain this?\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"I feel like I’m close\"\n- \"Ummm, actually\"\n- \"There’s a pattern here\"\n- \"Let me see\"\n- \"I'm pondering\"\n- \"How do I put this\"\n- \"What’s the missing piece?\"\n- \"I need to step back and rethink this\"\n- \"I keep coming back to\"\n- \"I wonder if\"\n- \"In essence\"\n- \"Let me work through this\"\n- \"I need a clearer view of this\"\n- \"Right, so\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I guess that works\"\n- \"Actually, no\"\n- \"Wait a minute\"\n- \"This brings to mind\"\n- \"This connects to\"\n- \"That makes sense because\"\n- \"Something's not clicking\"\n- \"Building on that\"\n- \"I’m trying to connect the dots here\"\n- \"Okay, backtrack a bit\"\n- \"This makes me think of\"\n- \"If I take this apart step by step\"\n- \"The crucial thing seems to be\"\n- \"This is tricky, but\"\n- \"What keeps nagging at me is\"\n- \"Hold that thought\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"So what I’m trying to say is\"\n- \"Something doesn't add up\"\n- \"I need to make sure this checks out\"\n- \"Let’s not rush this\"\n- \"Am I missing something?\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let's break this down into parts\"\n- \"Not quite there yet\"\n- \"It’s on the tip of my tongue\"\n- \"I'm struck by\"\n- \"It's fascinating how\"\n- \"Anyway\"\n- \"Let's think step by step\"\n- \"I'm getting stuck on\"\n- \"Let me run through it again\"\n- \"Let me see if\"\n- \"Wait, does this contradict itself?\"\n- \"Let me untangle this\"\n- \"Let me make sure I got this\"\n- \"The more I think about it\"\n- \"There's a better way to phrase this\"\n- \"It's fuzzy, 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 | Halloween's origins date back to the ancient Celtic festival of Samhain (pronounced sow-in).\nline 02 | The Celts, who lived 2,000 years ago in the area that is now Ireland, the United Kingdom, and northern France, celebrated their new year on November 1.\nline 03 | This day marked the end of summer and the harvest and the beginning of the dark, cold winter, a time of year that was often associated with human death.\nline 04 | Celts believed that on the night before the new year, the boundary between the worlds of the living and the dead became blurred.\nline 05 | On the night of October 31, they celebrated Samhain, when it was believed that the ghosts of the dead returned to earth.\nline 06 | In addition to causing trouble and damaging crops, Celts thought that the presence of the otherworldly spirits made it easier for the Druids, or Celtic priests, to make predictions about the future.\nline 07 | For a people entirely dependent on the volatile natural world, these prophecies were an important source of comfort and direction during the long, dark winter.\nline 08 | To commemorate the event, Druids built huge sacred bonfires, where the people gathered to burn crops and animals as sacrifices to the Celtic deities.\nline 09 | During the celebration, the Celts wore costumes, typically consisting of animal heads and skins, and attempted to tell each other's fortunes.\nline 10 | When the celebration was over, they re-lit their hearth fires, which they had extinguished earlier that evening, from the sacred bonfire to help protect them during the coming winter.\nline 11 | By A.D. 43, Romans had conquered the majority of Celtic territory. In the course of the four hundred years that they ruled the Celtic lands, two festivals of Roman origin were combined with the traditional Celtic celebration of Samhain. The first was Feralia, a day in late October when the Romans traditionally commemorated the passing of the dead. The second was a day to honor Pomona, the Roman goddess of fruit and trees. The symbol of Pomona is the apple and the incorporation of this celebration into Samhain probably explains the tradition of \"bobbing\" for apples that is practiced today on Halloween.\nline 12 | By the 800s, the influence of Christianity had spread into Celtic lands. In the seventh century, Pope Boniface IV designated November 1 All Saints' Day, a time to honor saints and martyrs. It is widely believed today that the pope was attempting to replace the Celtic festival of the dead with a related, but church-sanctioned holiday. The celebration was also called All-hallows or All-hallowmas (from Middle English Alholowmesse meaning All Saints' Day) and the night before it, the night of Samhain, began to be called All-hallows Eve and, eventually, Halloween. Even later, in A.D. 1000, the church would make November 2 All Souls' Day, a day to honor the dead. It was celebrated similarly to Samhain, with big bonfires, parades, and dressing up in costumes as saints, angels, and devils. Together, the three celebrations, the eve of All Saints', All Saints', and All Souls', were called Hallowmas.\nline 13 | The American tradition of \"trick-or-treating\" probably dates back to the early All Souls' Day parades in England. During the festivities, poor citizens would beg for food and families would give them pastries called \"soul cakes\" in return for their promise to pray for the family's dead relatives. The distribution of soul cakes was encouraged by the church as a way to replace the ancient practice of leaving food and wine for roaming spirits. The practice, which was referred to as \"going a-souling\" was eventually taken up by children who would visit the houses in their neighborhood and be given ale, food, and money.\nline 14 | The tradition of dressing in costume for Halloween has both European and Celtic roots.\nline 15 | Hundreds of years ago, winter was an uncertain and frightening time.\nline 16 | Food supplies often ran low and, for the many people afraid of the dark, the short days of winter were full of constant worry.\nline 17 | On Halloween, when it was believed that ghosts came back to the earthly world, people thought that they would encounter ghosts if they left their homes.\nline 18 | To avoid being recognized by these ghosts, people would wear masks when they left their homes after dark so that the ghosts would mistake them for fellow spirits.\nline 19 | On Halloween, to keep ghosts away from their houses, people would place bowls of food outside their homes to appease the ghosts and prevent them from attempting to enter.\nline 20 | Evolution of Halloween\nline 21 | As European immigrants came to America, they brought their varied Halloween customs with them. Because of the rigid Protestant belief systems that characterized early New England, celebration of Halloween in colonial times was extremely limited there. It was much more common in Maryland and the southern colonies. As the beliefs and customs of different European ethnic groups, as well as the American Indians, meshed, a distinctly American version of Halloween began to emerge. The first celebrations included \"play parties,\" public events held to celebrate the harvest, where neighbors would share stories of the dead, tell each other's fortunes, dance, and sing. Colonial Halloween festivities also featured the telling of ghost stories and mischief-making of all kinds. By the middle of the nineteenth century, annual autumn festivities were common, but Halloween was not yet celebrated everywhere in the country.\nline 22 | In the second half of the nineteenth century, America was flooded with new immigrants. These new immigrants, especially the millions of Irish fleeing Ireland's potato famine of 1846, helped to popularize the celebration of Halloween nationally. Taking from Irish and English traditions, Americans began to dress up in costumes and go house to house asking for food or money, a practice that eventually became today's \"trick-or-treat\" tradition. Young women believed that, on Halloween, they could divine the name or appearance of their future husband by doing tricks with yarn, apple parings, or mirrors.\nline 23 | In the late 1800s, there was a move in America to mold Halloween into a holiday more about community and neighborly get-togethers, than about ghosts, pranks, and witchcraft. At the turn of the century, Halloween parties for both children and adults became the most common way to celebrate the day. Parties focused on games, foods of the season, and festive costumes. Parents were encouraged by newspapers and community leaders to take anything \"frightening\" or \"grotesque\" out of Halloween celebrations. Because of their efforts, Halloween lost most of its superstitious and religious overtones by the beginning of the twentieth century.\nline 24 | By the 1920s and 1930s, Halloween had become a secular, but community-centered holiday, with parades and town-wide parties as the featured entertainment. Despite the best efforts of many schools and communities, vandalism began to plague Halloween celebrations in many communities during this time. By the 1950s, town leaders had successfully limited vandalism and Halloween had evolved into a holiday directed mainly at the young. Due to the high numbers of young children during the fifties baby boom, parties moved from town civic centers into the classroom or home, where they could be more easily accommodated. Between 1920 and 1950, the centuries-old practice of trick-or-treating was also revived. Trick-or-treating was a relatively inexpensive way for an entire community to share the Halloween celebration. In theory, families could also prevent tricks being played on them by providing the neighborhood children with small treats. A new American tradition was born, and it has continued to grow. Today, Americans spend an estimated $6.9 billion annually on Halloween, making it the country's second largest commercial holiday.\nline 25 | History of Jack-O'Lantern\nline 26 | Pumpkin carving is a popular part of modern America's Halloween celebration. Come October, pumpkins can be found everywhere in the country from doorsteps to dinner tables. Despite the widespread carving that goes on in this country every autumn, few Americans really know why or when the jack o'lantern tradition began. Or, for that matter, whether the pumpkin is a fruit or a vegetable. Read on to find out!\nline 27 | People have been making jack o'lanterns at Halloween for centuries. The practice originated from an Irish myth about a man nicknamed \"Stingy Jack.\" According to the story, Stingy Jack invited the Devil to have a drink with him. True to his name, Stingy Jack didn't want to pay for his drink, so he convinced the Devil to turn himself into a coin that Jack could use to buy their drinks. Once the Devil did so, Jack decided to keep the money and put it into his pocket next to a silver cross, which prevented the Devil from changing back into his original form. Jack eventually freed the Devil, under the condition that he would not bother Jack for one year and that, should Jack die, he would not claim his soul. The next year, Jack again tricked the Devil into climbing into a tree to pick a piece of fruit. While he was up in the tree, Jack carved a sign of the cross into the tree's bark so that the Devil could not come down until the Devil promised Jack not to bother him for ten more years.\nline 28 | Soon after, Jack died. As the legend goes, God would not allow such an unsavory figure into heaven. The Devil, upset by the trick Jack had played on him and keeping his word not to claim his soul, would not allow Jack into hell. He sent Jack off into the dark night with only a burning coal to light his way. Jack put the coal into a carved-out turnip and has been roaming the Earth with ever since. The Irish began to refer to this ghostly figure as \"Jack of the Lantern,\" and then, simply \"Jack O'Lantern.\"\nline 29 | In Ireland and Scotland, people began to make their own versions of Jack's lanterns by carving scary faces into turnips or potatoes and placing them into windows or near doors to frighten away Stingy Jack and other wandering evil spirits. In England, large beets are used. Immigrants from these countries brought the jack o'lantern tradition with them when they came to the United States. They soon found that pumpkins, a fruit native to America, make perfect jack o'lanterns.\nline 30 | Around the world\nline 31 | Halloween, one of the world's oldest holidays, is still celebrated today in several countries around the globe. The autumn rite is commemorated in the United Kingdom, although with a surprising and distinctive British twist. In Mexico, Latin America, and Spain, All Souls' Day, the third day of the three-day Hallowmas observance, is the most important part of the celebration for many people. In Ireland and Canada, Halloween, which was once a frightening and superstitious time of year, is celebrated much as it is here in the United States, with trick-or-treating, costume parties, and fun for all ages.\nline 32 | El dia de los muertos\nline 33 | In Mexico, Latin America, and Spain, All Souls' Day, which takes place on November 2, is commemorated with a three-day celebration that begins on the evening of October 31. The celebration is designed to honor the dead who, it is believed, return to their earthly homes on Halloween. Many families construct an altar to the dead in their homes to honor deceased relatives and decorate it with candy, flowers, photographs, samples of the deceased's favorite foods and drinks, and fresh water. Often, a wash basin and towel are left out so that the spirit can wash before indulging in the feast. Candles and incense are burned to help the deceased find the way home. Relatives also tidy the gravesites of their departed family members. This can include snipping weeds, making repairs, and painting. The grave is then decorated with flowers, wreaths, or paper streamers. On November 2, relatives gather at the gravesite to picnic and reminisce. Some gatherings even include tequila and a mariachi band! Celebrations honoring departed loved ones and family members are found as far back as ancient Egyptian times.\nline 34 | Guy Fawkes Day\nline 35 | On the evening of November 5, bonfires are lit throughout England. Effigies are burned and fireworks are set off. Although it falls around the same time and has some similar traditions, this celebration has little to do with Halloween or the ancient Celtic festival of Samhain. The English, for the most part, stopped celebrating Halloween as Martin Luther's Protestant Reformation began to spread. As followers of the new religion did not believe in saints, they had no reason to celebrate the eve of All Saints' Day. However, a new autumn ritual did emerge. Guy Fawkes Day festivities were designed to commemorate the execution of a notorious English traitor, Guy Fawkes.\nline 36 | On November 5, 1606, Fawkes was executed after being convicted of attempting to blow up England's parliament building. Fawkes was a member of a Catholic group who wanted to remove the Protestant King James from power. The original Guy Fawkes Day was celebrated right after his execution. The first bonfires, which were called \"bone fires,\" were set up to burn effigies and symbolic \"bones\" of the Catholic pope. It was not until two centuries later that effigies of the pope were replaced with those of Guy Fawkes. In addition to making effigies to be burned in the fires, children in some parts of England also walk the streets carrying an effigy or \"guy\" and ask for \"a penny for the guy,\" although they keep the money for themselves. This is as close to the American practice of \"trick-or-treating\" as can be found in England today. Guy Fawkes Day was even celebrated by the pilgrims at the first settlement at Plymouth. However, as the young nation began to develop its own history, Guy Fawkes was celebrated less frequently and eventually died out.\nline 37 | Were it all began\nline 38 | In Ireland, where Halloween originated, the day is still celebrated much as it is in the United States. In rural areas, bonfires are lit as they were in the days of the Celts, and all over the country, children get dressed up in costumes and spend the evening \"trick-or-treating\" in their neighborhoods. After trick-or-treating, most people attend parties with neighbors and friends. At the parties, many games are played, including \"snap-apple,\" a game in which an apple on a string is tied to a doorframe or tree and players attempt to bite the hanging apple. In addition to bobbing for apples, parents often arrange treasure hunts, with candy or pastries as the \"treasure.\" The Irish also play a card game where cards are laid face down on a table with candy or coins underneath them. When a child chooses a card, he receives whatever prize is found below it.\nline 39 | A traditional food eaten on Halloween is barnbrack, a kind of fruitcake that can be bought in stores or baked at home. A muslin-wrapped treat is baked inside the cake that, it is said, can foretell the eater's future. If a ring is found, it means that the person will soon be wed; a piece of straw means that a prosperous year is on its way. Children are also known to play tricks on their neighbors, such as \"knock-a-dolly,\" a prank in which children knock on the doors of their neighbors, but run away before the door is opened.\nline 40 | Courtesy of the History Channel\n</context>\n\n<phrases>\n- \"I’m trying to connect the dots here\"\n- \"That makes sense because\"\n- \"Let me connect the dots\"\n- \"Okay, let's break this down\"\n- \"Let me untangle this\"\n- \"Okay, pros and cons\"\n- \"It almost fits, but something’s off\"\n- \"I think I found the solution!\"\n- \"This might explain the pattern\"\n- \"I could be wrong, but\"\n- \"Let me throw this out there\"\n- \"Let's test this idea\"\n- \"This connects to something else\"\n- \"Let's think step by step\"\n- \"Something doesn't add up\"\n- \"Let me talk this through\"\n- \"That reminds me\"\n- \"Finally, it clicks!\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"What I’m getting at is\"\n- \"Let me break this down\"\n- \"I was looking at this all wrong!\"\n- \"What if I tried...?\"\n- \"Oh! That reminds me\"\n- \"Let's break this down into parts\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"I'm just throwing ideas around\"\n- \"Let’s weigh the options\"\n- \"Ohhh, now I see!\"\n- \"Let me work through this\"\n- \"If I had to choose right now\"\n- \"Could I be second-guessing myself?\"\n- \"I'm seeing a connection between\"\n- \"I should have known that!\"\n- \"Basically\"\n- \" is key here\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Something along those lines\"\n- \"Would I regret this later?\"\n- \"If I follow this through\"\n- \"This connects to\"\n- \"Building on that\"\n- \"It's fascinating how\"\n- \"The thing is\"\n- \"Is it possible that...?\"\n- \"That doesn't sound right, let me rephrase\"\n- \"In the end\"\n- \"What's the best way to explain this?\"\n- \"Still working it out\"\n- \"First things first\"\n- \"Wait, no\"\n- \"Is this the hill I want to die on?\"\n- \"Wait, that doesn’t add up\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"The pros and cons are\"\n- \"What if the reason is\"\n- \"If A is true, then\"\n- \"It's almost like\"\n- \"I’m not sure if that’s the right approach\"\n- \"Actually, no\"\n- \"In other words\"\n- \"I'm trying to untangle this\"\n- \"Coming at this from another angle\"\n- \"I'm still feeling my way through\"\n- \"It was staring me in the face\"\n- \"In essence\"\n- \"Why didn’t I think of that sooner?\"\n- \"That’s the answer I was looking for!\"\n- \"That’s the piece of the puzzle!\"\n- \"This is just a hunch\"\n- \"What if we\"\n- \"This makes me think of\"\n- \"This might sound weird, but\"\n- \"I don’t want to jump to conclusions, but\"\n- \" is striking \"\n- \"Now, if I think about it differently\"\n- \"That’s it!\"\n- \"There's something off here\"\n- \"Picture this\"\n- \"If we follow this logic\"\n- \"So far, it looks like\"\n- \"No, actually\"\n- \"Oh, that clears everything up!\"\n- \"This isn't quite right, 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 | YOU NEVER KNOW\nline 02 | ON BEING CERTAIN: BELIEVING YOU ARE RIGHT EVEN WHEN YOU'RE NOT\nline 03 | by Robert A. Burton. St. Martin Press, 2008. ($24.95)\nline 04 | The day after the 1986 Challenger shuttle accident, psychologist Ulric Neisser asked 106 students to write down exactly where they were and what they were doing when they first heard about the explosion. When he interviewed the students two and a half years later, 25 percent of them gave strikingly different accounts. But when confronted with their original journal entries, many students defended their beliefs. One of them answered, “That’s my handwriting, but that’s not what happened.”\nline 05 | In On Being Certain, neuroscientist and novelist Robert A. Burton tries to get to the bottom of the curious sensation he calls the “feeling of knowing”—being certain of a fact despite having no (or even contrary) evidence.\nline 06 | Throughout his book, Burton makes the compelling argument that certainty “is neither a conscious choice nor even a thought process.” Instead, he says, that unmistakable sense of certainty “arises out of involuntary brain mechanisms that, like love or anger, function independently\nline 07 | Burton thinks that just as we perceive our external world through our physical senses, our internal world presents itself in the form of feelings, such as familiar or strange and correct or incorrect. And he shows that these inner perceptions are necessary for us to function properly in everyday life, because our thoughts are subject to constant self-questioning. For example, even though reason may tell us that running up a tree to escape a lion is an excellent strategy, experience shows that great strategies can fail and that there may be better options. Because alternative choices are present in any situation, logical thought alone would be doomed to a perpetual “yes, but” questioning routine. Burton reasons that it is the feeling of knowing that solves this dilemma of how to reach a conclusion. Without this “circuit breaker,” indecision and inaction would rule the day.\nline 08 | One of the startling implications of Burton’s thesis is that we ultimately cannot trust ourselves when we believe we know something to be true. “We can’t afford to continue with the outdated claims of a perfectly rational unconscious or knowing when we can trust gut feelings,” he writes. On Being Certain challenges our understanding of the very nature of thought and provokes readers to ask what Burton calls “the most basic of questions”: How do we know what we know?\nline 09 | BEYOND THE ZONULES OF ZINN: A FANTASTIC JOURNEY THROUGH YOUR BRAIN\nline 10 | by David Bainbridge. Harvard University Press, 2008. ($25.95)\nline 11 | When David Bainbridge, a University of Cambridge anatomist, witnessed through ultrasound his daughter’s gestation, he was unexpectedly moved. Mesmerized by the detailed images of her budding nervous system, he saw in her eyes a tiny ring of fibers encircling each lens, known as the zonules of Zinn.\nline 12 | This experience spurred him to write Beyond the Zonules of Zinn, a tale of the brain by a physiologist. Because form often gives insight into function, he uses evolutionary biology to walk us through human gestation, explaining how natural selection favors genes that enhance functions critical to survival, which often later give rise to specialized anatomical features. In the brain we find spectacular geographic specificity, where tiny patchworks of neurons give us language, planning and vision.\nline 13 | Even in a nine-week-old human fetus, a primitive nervous system emerges. Bainbridge explains how a neural bud bulges into a forebrain, midbrain and hindbrain, culminating in the cerebral cortex—the creviced, convoluted tissue layer that makes up the brain’s surface. On the evolutionary trail, he describes how primitive drives (such as hunger, sex and sleep) evolved into higher functions, including memory, learning and emotions.\nline 14 | Gender differences, brain size, intelligence and even bizarre teenage behavior all have underpinnings in neural anatomy. Bainbridge marvels at how the fragile sheet of the cerebral cortex organizes our sensations, leading naturally to consciousness. In contrast to philosophical speculations on consciousness, Bainbridge focuses on neural hardware. Distilling seven leading theories of consciousness, he argues that consciousness is material, not mystical—something “our brain does.”\n</context>\n\n<phrases>\n- \"Let's think step by step\"\n- \"I'm trying to untangle this\"\n- \"I have a theory about this\"\n- \"Maybe if I try it this way\"\n- \"It suggests that\"\n- \"Does that even make sense?\"\n- \"Something doesn't add up\"\n- \"That makes sense because\"\n- \"No, actually\"\n- \"Hold on a second\"\n- \"Aha! That’s what I was missing!\"\n- \"Well\"\n- \"That’s the piece of the puzzle!\"\n- \"Let me untangle this\"\n- \"Let me see if\"\n- \"I could do this, or maybe that\"\n- \"In the end\"\n- \"I'm seeing a connection between\"\n- \"Hold that thought\"\n- \"The crucial thing seems to be\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Let me break this down\"\n- \"Let's test this idea\"\n- \"You know\"\n- \"I’m not convinced, but it might work\"\n- \"One way to look at it is\"\n- \"Now we're cooking\"\n- \"Let me think\"\n- \"The pros and cons are\"\n- \"Where does that leave me?\"\n- \"But then again\"\n- \"Actually, no\"\n- \"Oh! I get it now\"\n- \"Now I'm stuck on\"\n- \"Let me throw this out there\"\n- \"Roughly speaking\"\n- \"If I take this apart step by step\"\n- \" is interesting\"\n- \"On the other hand\"\n- \"Something’s not clicking\"\n- \"What if the reason is\"\n- \"Is it possible that...?\"\n- \"Let me put this another way\"\n- \"How do I put this\"\n- \"In other words\"\n- \"Am I missing something?\"\n- \"In a way\"\n- \"Wait, I think I’ve got it!\"\n- \"Wait, no\"\n- \"This just clicked into place!\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Bear with me while I\"\n- \"Do I go with my gut or\"\n- \" is striking \"\n- \"Let’s weigh the options\"\n- \"Finally, it clicks!\"\n- \"Oh, it all makes sense now!\"\n- \"Okay, so\"\n- \"Okay, let's break this down\"\n- \"I’m almost there\"\n- \"What keeps nagging at me is\"\n- \"What if I flip it around?\"\n- \"There’s a better way to phrase this\"\n- \"Wait, why does that happen?\"\n- \"Let me work through this\"\n- \"On one hand... but on the other\"\n- \"The thing is\"\n- \"That actually makes a lot of sense\"\n- \"Ummm, actually\"\n- \"That’s the answer I was looking for!\"\n- \"If we follow this logic\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"It's fascinating how\"\n- \"Alternatively\"\n- \"Let's break this down into parts\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Okay, so if I do this\"\n- \"It almost fits, but something’s off\"\n- \"Let me play devil's advocate\"\n- \"That’s an interesting angle, but\"\n- \"Right, so\"\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 | Specifies the COM dispatch identifier (DISPID) of a method, field, or property.\nline 02 | Assembly: mscorlib (in mscorlib.dll)\nline 03 | Thetype exposes the following members.\nline 04 | |Equals||Infrastructure. Returns a value that indicates whether this instance is equal to a specified object. (Inherited from Attribute.)|\nline 05 | |GetHashCode||Returns the hash code for this instance. (Inherited from Attribute.)|\nline 06 | |GetType||Gets the Type of the current instance. (Inherited from Object.)|\nline 07 | |IsDefaultAttribute||When overridden in a derived class, indicates whether the value of this instance is the default value for the derived class. (Inherited from Attribute.)|\nline 08 | |Match||When overridden in a derived class, returns a value that indicates whether this instance equals a specified object. (Inherited from Attribute.)|\nline 09 | |ToString||Returns a string that represents the current object. (Inherited from Object.)|\nline 10 | |_Attribute.GetIDsOfNames||Maps a set of names to a corresponding set of dispatch identifiers. (Inherited from Attribute.)|\nline 11 | |_Attribute.GetTypeInfo||Retrieves the type information for an object, which can be used to get the type information for an interface. (Inherited from Attribute.)|\nline 12 | |_Attribute.GetTypeInfoCount||Retrieves the number of type information interfaces that an object provides (either 0 or 1).\nline 13 | (Inherited from Attribute.\nline 14 | )|\nline 15 | |_Attribute.Invoke||Provides access to properties and methods exposed by an object. (Inherited from Attribute.)|\nline 16 | You can apply this attribute to methods, fields, or properties.\nline 17 | This attribute contains the DISPID for the method, field, or property it describes. Unique DISPIDs are typically assigned by the common language runtime, but you can use this attribute to assign a specific DISPID to a method. When importing a type library, this attribute is applied to all methods with assigned DISPIDs. This ensures that any managed implementation of the same method retains the same DISPID if exposed to COM.\nline 18 | The following example demonstrates how explicit DISPIDs can be assigned to members of a class.\nline 19 | .NET FrameworkSupported in: 4.5, 4, 3.5, 3.0, 2.0, 1.1, 1.0\nline 20 | .NET Framework Client ProfileSupported in: 4, 3.5 SP1\nline 21 | Portable Class LibrarySupported in: Portable Class Library\nline 22 | .NET for Windows Store appsSupported in: Windows 8\nline 23 | .NET for Windows Phone appsSupported in: Windows Phone 8.1, Windows Phone Silverlight 8.1, Windows Phone Silverlight 8\nline 24 | Windows Phone 8.1, Windows Phone 8, Windows 8.1, Windows Server 2012 R2, Windows 8, Windows Server 2012, Windows 7, Windows Vista SP2, Windows Server 2008 (Server Core Role not supported), Windows Server 2008 R2 (Server Core Role supported with SP1 or later; Itanium not supported)\nline 25 | The .NET Framework does not support all versions of every platform. For a list of the supported versions, see .NET Framework System Requirements.\n</context>\n\n<phrases>\n- \"Okay, let's break this down\"\n- \"I was making this more complicated than it needed to be\"\n- \"What’s the best way to explain this?\"\n- \"What keeps nagging at me is\"\n- \"I could be wrong, but\"\n- \"I wonder if\"\n- \"It's fascinating how\"\n- \"There's a missing link here\"\n- \"That’s an interesting angle, but\"\n- \"I'm pondering\"\n- \"If I take this apart step by step\"\n- \"I'm trying to untangle this\"\n- \"I'm just throwing ideas around\"\n- \"The pros and cons are\"\n- \"I'm intrigued by\"\n- \"Alternatively\"\n- \"What’s the next step?\"\n- \"Let me work through this\"\n- \" is interesting\"\n- \"But then again\"\n- \"I guess that works\"\n- \"So basically\"\n- \"On one hand... but on the other\"\n- \"What if I flip it around?\"\n- \"Should I...? No, wait\"\n- \"This feels half-right, but\"\n- \"Picture this\"\n- \"Let me play devil's advocate\"\n- \"Something tells me I should\"\n- \"There's got to be something about\"\n- \"When I sit with this idea\"\n- \"This might sound weird, but\"\n- \"So the main idea is\"\n- \"Wait, no\"\n- \"I might be missing something\"\n- \"I'm wondering if\"\n- \"Let me break this down\"\n- \"Ummm, actually\"\n- \"Let’s weigh the options\"\n- \"No, actually\"\n- \"Let's break this down into parts\"\n- \"What I'm getting at is\"\n- \"This makes me reflect on\"\n- \"Building on that\"\n- \"This connects to something else\"\n- \"The thing is\"\n- \"It's almost like\"\n- \"I’m almost there\"\n- \"I'm mulling over\"\n- \"I feel like I'm close\"\n- \"Something’s not clicking\"\n- \"This makes me think of\"\n- \"There's something here about\"\n- \"In essence\"\n- \"There’s a pattern here\"\n- \"Let me untangle this\"\n- \"I'm starting to see a pattern\"\n- \"Something doesn't add up\"\n- \"On the other hand\"\n- \"Let me talk this through\"\n- \"Oh! That reminds me\"\n- \"I’m still on the fence about this\"\n- \"That reminds me\"\n- \"I'm seeing a connection between\"\n- \"Actually, no\"\n- \"Brainstorming here, but\"\n- \"What am I overlooking?\"\n- \"Let me sum this up so far\"\n- \"How can I approach this?\"\n- \"This brings to mind\"\n- \"Okay, pros and cons\"\n- \"Wait, but if that’s true\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"We've completely overlooked [blank]\"\n- \"Let's think step by step\"\n- \"First things first\"\n- \"Am I missing something?\"\n- \"That makes sense because\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me see if\"\n- \"Let me chew on this\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"What’s the missing piece?\"\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 | I think you have some false assumptions, namely that \"large numbers\" of soldiers were involved in the holocaust, which is not true. Early in the war there were \"einsatzgruppen\" which had a few thousand, but these were disbanded or repurposed over time and most of the holocaust took place in great secrecy. All of the death camps, with the exception of Auschwitz-Birkenau, were located in remote locations and run by very small squads of men under the the direct control of Adolph Eichmann, who reported to Himmler. The execution areas in Auschwitz, which were located in the Birkenau area of the camp, were carefully segregated from the main parts of the camp and every effort was made to make Auschwitz look like nothing other than a work camp.\nline 02 | Before the war started there were no death camps, and all of the camps were publicized as work camps. Letters were allowed in out and the conditions were made relatively public.\nline 03 | After the war started, news concerning the camps was gradually decreased until the public received no information whatsoever, and most Germans and foreigners simply assumed the camps were no different than they were before the war. The death camps like Chelmo, Treblinka and Majdanek, were constructed in militarily controlled areas in complete secrecy. Noone even knew they existed except those immediately involved in their operations. Locals were removed for miles around the death camps, which were placed in remote areas to begin with.\nline 04 | The full dimensions of the holocaust did not become clear until the war was over and research gradually revealed the nature and extent of it.\nline 05 | Even during the trials at Nuremberg, the prosecutors did not fully know of the existence of the death camps or understand how they were used, except Auschwitz.\nline 06 | For example, a large number of prisoners escaped from Sobibor and could theoretically have testified to its existence, but nevertheless no major trial took place until 1965 and only 6 Germans were convicted.\nline 07 | The total number of Germans involved at Sobibor was perhaps a few dozen at most.\nline 08 | In the immediate aftermath of the war, the Holocaust was represented by the emaciated corpses discovered at Dachau of which newsreels were taken, however, Dachau was not even a death camp. The prisoners died from starvation and cholera near the end of the war after food and water supplies were cut off.\nline 09 | In the years after the war 1945-1949, the German public was \"re-educated\" to become aware of the Holocaust, but the focus of \"education\" was on well-known aspects such as the camps in the western sectors such as Dachau, Buchenwald and on the use of slave labor in the factories, and on what was known of Auschwitz, which was limited because it had been destroyed and was in the Soviet sector. For this reason the full scope of the exterminations only gradually became clear, both to the Germans and the world at large, over the course of the 1950s and 1960s. In 1954, Gregory Frumkin writing in Switzerland, published a statistical book in which he tallied 6 million Jews as having disappeared from eastern Europe based on census data, and this was widely misinterpreted as a death count and publicized in that way. From the date though (1954) you can see that scope of the Holocaust was something that was revealed not all at once, but over time.\n</context>\n\n<phrases>\n- \"Let me connect the dots\"\n- \"If I take this apart step by step\"\n- \"I know there’s a word for this\"\n- \"What’s the best way to explain this?\"\n- \"Actually, no\"\n- \"Okay, let's break this down\"\n- \"I was looking at this all wrong!\"\n- \"Now we're cooking\"\n- \"On the other hand\"\n- \"I keep coming back to\"\n- \"It's almost like\"\n- \"I feel like I’m close\"\n- \"Uh...\"\n- \"I'm mulling over\"\n- \"Okay, walking through it again\"\n- \"Wait, no\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Perhaps\"\n- \"Let me break this down\"\n- \"Something doesn't add up\"\n- \"What keeps nagging at me is\"\n- \"Let me untangle this\"\n- \"Let me circle back to that\"\n- \"This makes me think of\"\n- \"That makes sense because\"\n- \"I wonder if\"\n- \"[blank] is still a black box to me\"\n- \"This makes me reflect on\"\n- \"Now, if I think about it differently\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Follow me here\"\n- \"That reminds me\"\n- \"Bear with me while I\"\n- \"Let's break this down into parts\"\n- \"Now, wait just a second\"\n- \"No, actually\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"I'm struck by\"\n- \"What if I flip it around?\"\n- \"Okay, pros and cons\"\n- \"Let’s weigh the options\"\n- \"I’m trying to connect the dots here\"\n- \"That doesn’t sound right\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"I'm seeing a connection between\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me play devil's advocate\"\n- \"But then again\"\n- \"First things first\"\n- \"How do I put this\"\n- \"Something's not clicking\"\n- \"Not quite there yet\"\n- \"Okay, so\"\n- \"Where did I put that...?\"\n- \"The more I think about it\"\n- \"It almost fits, but something’s off\"\n- \"That’s an interesting angle, but\"\n- \"I'm trying to untangle this\"\n- \"I'm wondering if\"\n- \"I’m not sure, but\"\n- \"This brings to mind\"\n- \"Let me chew on this\"\n- \"This connects to\"\n- \"Let me work through this\"\n- \"I feel like I'm close\"\n- \"Right, so\"\n- \"I was just about to say\"\n- \"The pros and cons are\"\n- \"Hmm\"\n- \"I'm curious about\"\n- \"I knew I was forgetting something!\"\n- \"What am I overlooking?\"\n- \"Ummm, actually\"\n- \"Let's think step by step\"\n- \"Is this the right call?\"\n- \"Alternatively\"\n- \"Let's see\"\n- \"Oh! That reminds me\"\n- \"On one hand... but on the other\"\n- \"There’s a pattern here\"\n- \"Going back to what I said about\"\n- \"I'm pondering\"\n- \"Backing up for a second\"\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 | The St. Francis Revival\nline 02 | By Glenn E. Myers, Ph.D.\nline 03 | -- While most people today are familiar with the name Francis of Assisi and can identify statues of him in a garden, few know why this small medieval man is so famous or how he spread revival across Europe.\nline 04 | Born in 1181/1182 to a wealthy cloth merchant, Pietro Bernardone, and his wife Pica in the town of Assisi, high in the Umbrian hills of central Italy, Francis grew up in privilege.\nline 05 | A spoiled young man, he led an extravagant lifestyle, throwing expensive parties for his friends and dressing in the finest silk fashions brought back from France by his father.\nline 06 | Desiring to add knighthood to his station in the world, Francis pursued the glory of battle when he was around twenty. The military forces of Assisi, however, were captured, and the glamour of war quickly faded for Francis as he lay sick for a year in a Perugian jail. Although he began to consider spiritual things during his imprisonment, Francis returned to a life of partying upon his release.\nline 07 | In 1205 he set out again to gain fame by fighting against the forces of the Holy Roman Emperor. But God had different plans for the rich young man. Encamped at Spoleto the night before battle, Francis had a dream in which the Lord spoke to him. He turned back from combat, and soon began to follow Christ.\nline 08 | “By their fruit you will recognize them,” declared Jesus in Matthew 7:16. To answer the question whether Francis had genuine encounter with Christ, we need to observe how he produced “fruit in keeping with repentance” (Matt 3:8). Repentance is a radical change of mind. It implies turning around 180 degrees and moving in the opposite direction. That is precisely what Francis did.\nline 09 | Renouncing a life of wasteful living, Francis began to give away his clothes and possessions to the poor. Rather than donning the latest silk styles, he took the humble brown robe of the peasant for the remainder of his days. Perhaps most revealing is that instead of partying all night, Francis pulled apart to spend hours with the Lord in prayer.\nline 10 | In addition, Francis began to love the very people who most repulsed him before he met Christ. Lepers were the lowest people in society. Consigned to reside in leper camps in the marshy areas below Assisi, they were the walking dead as their bodies and faces slowly rotted away. Francis—the young man caught up with looks and fashion—had always been revolted by the very sight of them. One day after his encounter with the Lord, however, he was riding his horse in the fields and ran across a leper. Dismounting, Francis had compassion on the man and gave his money to him. More than that, Francis saw Christ in this broken man. As Jesus asserted, “to the extent that you did it to one of these brothers of Mine . . . you did it to Me” (Matt 25:40, NAS). Francis reached out to the leper and kissed him.\nline 11 | Call to Ministry\nline 12 | Savoring time with God, Francis often stole away to the small chapel of San Damiano, a crumbling structure about a kilometer below Assisi. Here the young believer dedicated days to solitude with the Lord. At one point Christ spoke to him, “Francis, go and repair my house, which, as you see, is falling into ruin.” Taking Jesus’ words literally, Francis began to restore the dilapidated building.\nline 13 | Needing construction materials, Francis did what he had always done—he dipped into his family’s money. His father had never objected to the expensive parties he threw, so Francis assumed that he would not mind this donation to the church. Taking an expensive bolt of cloth, the zealous young man rode to the nearby market at Foligno where he sold both the cloth and the horse. Returning with a sack of gold coins, Francis presented the funds to the priest at San Damiano to buy building materials. Sensing that something was wrong, however, the priest refused the gift.\nline 14 | When Pietro found out what had happened, he was so enraged that he literally imprisoned Francis in their home. During Pietro’s next business trip, though, Francis’ mother released her son who went right back to his building project. Going from house to house in Assisi, he raised the necessary supplies to repair San Damiano.\nline 15 | Upon returning home, Pietro was infuriated by Francis’ shameless begging. Pietro wanted to put his son on trial. Because Francis was serving the church, however, the hearing went before the bishop. Recognizing that he needed to make a complete break from his family’s money, Francis made a radical decision. In a powerful gesture, the young man dropped all of his clothes at this father’s feet and stepped away from the life of comfort he had always known. Throwing his robe around Francis, the bishop symbolically declared that he was officially under the auspices of the church.\nline 16 | Returning to the reconstruction of San Damiano, Francis pursued a life of prayer and hard work. Soon several men joined him. Many of the first followers, like Bernard of Quintavalle, came from wealthy patrician and noble families. Laying aside their fortunes, distributing the money to the poor, and taking up the simple life of following Christ, they called themselves the Friars Minor—Little Brothers. Others came from all strata of society to become part of this emergent Christian community.\nline 17 | After Francis and his fellow brothers completed the refurbishment of San Damiano, they discovered that the Lord had a much larger restoration project in mind—the reformation of the whole Church in Europe! In great need of spiritual renewal, medieval Christendom was filled with compromise. In many churches people heard Scripture read only in Latin, which they did not understand, and they seldom received a sermon. Clergy were known for immoral living, and the ecclesial hierarchy pursued wealth and power. In the midst of the Church’s great prosperity, the poor went hungry and the sick had no one to care for them.\nline 18 | Although Francis loved solitude with the Lord, he sensed a calling to something more.\nline 19 | One day Francis and two of the brothers sought the Lord for direction regarding their growing community.\nline 20 | The Lord answered them in a clear and dramatic way.\nline 21 | Three times they opened the Gospels and read the passage that lay before them: “Jesus said, ‘If you want to be perfect, go, sell your possessions and give to the poor, and you will have treasure in heaven.\nline 22 | Then come, follow me’” (Matt 19:21).\nline 23 | “He told them, ‘Take nothing for the journey—no staff, no bag, no bread, no money, no extra tunic’” (Luke 9:3).\nline 24 | “Then he said to them all: ‘If anyone would come after me, he must deny himself and take up his cross daily and follow me’” (Luke 9:23).\nline 25 | With that, Francis and his fellow disciples set off to the various towns across Italy.\nline 26 | Traveling two-by-two they preached the Gospel to people in the common language, inviting them into a personal relationship with Christ.\nline 27 | Seeking to follow Jesus’ instructions literally, they took no extra clothes or food with them on the way.\nline 28 | They received what provisions people donated to them, often giving most of it to the poor and infirm.\nline 29 | They slept in homes or barns that were offered for their accommodations—else they spent the night under the stars.\nline 30 | In 1209 Francis and his dozen coworkers went to Rome to receive approval for their ministry. After dismissing the ragged group of brown-robed preachers without even speaking to them, Pope Innocent III had a dream. That night he saw the cathedral of Rome beginning to crumble. Suddenly it was upheld by one of these peasant-looking men in brown robes. Calling Francis and his companions to himself the next day, Innocent gave approval to their ministry.\nline 31 | Revival fires spread rapidly across Italy as the Little Brothers declared the Gospel and invited people into a relationship with Jesus. Lepers were cared for and the poor were fed. Everywhere people began to see the love of Jesus lived out in the ministry of Francis and his colleagues.\nline 32 | Others enlisted, and soon hundreds of Franciscans traversed the countryside.\nline 33 | In 1217—after just eight years—no less than 5000 men had joined their numbers as itinerant preachers!\nline 34 | Assembling as a whole group that year, the Friars Minor encouraged each other in the Lord and laid plans for ministry across Europe.\nline 35 | Over the following decades these traveling evangelists led untold numbers into vital faith in Christ.\nline 36 | In a day when many churches pursue power and wealth, we can learn from Francis’ model of simple obedience. We can follow his example of fervent prayer, humble service and compassionate care for those in need. To see revival anew, let us pray that God would raise up a fresh generation of young people like Francis and his co-laborers who passionately preach Christ.\nline 37 | Purchase Glenn's book: Seeking Spiritual Intimacy\nline 38 | Send Glenn your e-mail feedback.\nline 39 | Learn more at Glenn's Blog: deepwellswithglennmyers.blogspot.com\nline 40 | History on Spiritual Life\nline 41 | More Bible Study & Theology on Spiritual Life\nline 42 | More Spiritual Life\nline 43 | Glenn E. Myers is a professor of Church History at Crown College with a specialization in the history of Christian Spirituality. His passion is introducing contemporary Christians to the wisdom, depth and vitality of spiritual leaders from the past two thousand years of the church. Receiving an M.Div. from Gordon-Conwell Theological Seminary and a Ph.D. in church history from Boston University, Dr. Myers has served as a pastor, a missionary and a professor.\nline 44 | In 1995-1996, he and his wife Sharon ministered with CBN in Kiev.\nline 45 | Currently Glenn serves on the board at Restoration Ministries, Inc., offers retreats and provides spiritual direction.\nline 46 | He is a contributor to Zondervan Press’ forthcoming Dictionary of Christian Spirituality and is nearing completion of a book on the Beguines.\nline 47 | Offering fresh spiritual water to thirsty saints today, he authors a blog: deepwellswithglennmyers.blogspot.com.\nline 48 | © Glenn E. Myers. Used with permission.\nline 49 | CBN IS HERE FOR YOU!\nline 50 | Are you seeking answers in life?\nline 51 | Are you hurting?\nline 52 | Are you facing a difficult situation?\nline 53 | A caring friend will be there to pray with you in your time of need.\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"Actually, no\"\n- \"Ummm, actually\"\n- \"Let me untangle this\"\n- \"Wait a minute\"\n- \"What was I about to say?\"\n- \"What’s the best way to explain this?\"\n- \"Where did I put that...?\"\n- \"Let me break this down\"\n- \"I'm pondering\"\n- \"Do I go with my gut or\"\n- \"Something in my gut says no\"\n- \"I wonder if\"\n- \"What keeps nagging at me is\"\n- \"Here's what I'm thinking\"\n- \"Wait, no\"\n- \"Right, so\"\n- \"When I sit with this idea\"\n- \"That makes sense because\"\n- \"No, actually\"\n- \"It finally adds up!\"\n- \"Let's test this idea\"\n- \"I have a theory about this\"\n- \"Hold that thought\"\n- \"Let me work through this\"\n- \"I'm seeing a connection between\"\n- \"Ohhh, now I see!\"\n- \"Let me talk this through\"\n- \"This connects to something else\"\n- \"Something doesn't add up\"\n- \"I'm not entirely sure, but\"\n- \"Okay, pros and cons\"\n- \"I’m trying to connect the dots here\"\n- \"Of course! That’s the answer!\"\n- \"This makes me reflect on\"\n- \"That reminds me\"\n- \"I'm getting a sense that\"\n- \"If I take this apart step by step\"\n- \"This explains so much!\"\n- \"I'm struck by\"\n- \"I think I found the solution!\"\n- \"Hang on a second\"\n- \"You know\"\n- \"That would mean\"\n- \"Let me throw this out there\"\n- \"I'm curious about\"\n- \"What if I just flip this around?\"\n- \"Okay, let's break this down\"\n- \"This brings to mind\"\n- \"Picture this\"\n- \"Building on that\"\n- \"Let me just think this through\"\n- \"Let me chew on this\"\n- \"It's almost like\"\n- \"This connects to\"\n- \"First things first\"\n- \"Let's think step by step\"\n- \"Let's see\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I'm wondering if\"\n- \"One way to look at it is\"\n- \"Let’s weigh the options\"\n- \"Hmm\"\n- \"I feel like I'm close\"\n- \"Just spitballing here\"\n- \"Brainstorming here, but\"\n- \"That’s it!\"\n- \"Here's where it gets interesting\"\n- \"I'm starting to see a pattern\"\n- \"Anyway\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me think\"\n- \"On one hand... but on the other\"\n- \"Hold on a second\"\n- \"Maybe\"\n- \"What if we looked at it like\"\n- \"This might sound weird, but\"\n- \"What if we\"\n- \"This makes me think of\"\n- \"Something tells me I should\"\n- \"Oh! I get it now!\"\n- \"Oh, that clears everything up!\"\n- \"That changes everything\"\n- \"The pros and cons are\"\n- \"If I’m not mistaken\"\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 | Mandela saw the unifying possibilities of the triumph and attended the match and subsequent victory celebrations wearing a Springbok jersey. Rugby followers felt instantly that they belonged to the new South Africa.\nline 02 | \"I have fought against white domination and I have fought against black domination. I have cherished the idea of a democratic and free society in which all persons live together in harmony and equal opportunity.\"\nline 03 | So said Nelson Mandela. Given what followed, the words could easily have heralded his release from jail in 1990. But he spoke them at his trial for sabotage in 1964. Twenty-seven years of incarceration would not dim his vision.\nline 04 | Once a shadowy figure whose imprisonment personified the shackles of his apartheid-bound people, a free Mandela brought political calm to a South Africa that had become far more savage since he was jailed.\nline 05 | The ending of his time as inmate No 46664 came as unrelenting violence increased fears that the unavoidable transition from white to black rule would be achieved in a sea of blood.\nline 06 | As with his release from jail, there was an inevitability about his country's release from apartheid.\nline 07 | The 'how' was the issue.\nline 08 | But both events took place with great dignity - a tribute to the man and to the people.\nline 09 | Much is still to be done. The township violence that was political in its resistance to (and manipulation by) white rulers later became criminal, growing from apartheid's legacy of poverty. But, again, Mandela epitomised his people's patience.\nline 10 | If they were not so patient, the slow progress in addressing their employment, housing, education and healthcare needs would have caused chaos by now. He was as much a son of his people as he was their father.\nline 11 | Commenting in 1985 on Mandela's imprisonment, Nobel Peace Prize winner Bishop Desmond Tutu said: \"It may seem almost childish but the faith in him is so complete that somehow I think people believe that if he were to come out, things would be all right.\"\nline 12 | Not totally all right, but certainly much better than many expected.\nline 13 | Few revolutionary leaders can transform the ability to garner unswerving support into political effectiveness. Mandela could, and that may have been his greatest gift to his country. He used the legend that had developed around him to make the political transition peaceful beyond expectation.\nline 14 | Nelson Mandela could have led black South Africans anywhere.\nline 15 | He led them on the route of peace, reconciliation and partnership, without the bitterness that would be understandable in normal mortals.\nline 16 | He did so by example. He gave his jailers a legitimacy they did not deserve. And while he embraced white leaders, notably President F.W. de Klerk, with whom he shared the 1993 Nobel Peace Prize, he kept the heat out of the militant blacks who would have preferred vengeance.\nline 17 | On being elected president in a landslide in South Africa's first all-race election in 1994, Mandela also eschewed quick fixes of the type pursued, for example, by Robert Mugabe.\nline 18 | His government adopted free-market policies that kept the white-dominated corporate sector on side and attracted foreign investment.\nline 19 | If progress in solving the country's many ailments has been pedestrian, there has certainly not been a Zimbabwe-like economic collapse.\nline 20 | New Zealand, if only obliquely, played its own part in Mandela's promotion of what became known internationally as the Rainbow Nation. The All Blacks were the beaten finalists in the 1995 World Cup, which was held in South Africa. Rugby had been a symbol of white, especially Afrikaner, power.\nline 21 | But Mandela saw the unifying possibilities of the triumph and attended the match and subsequent victory celebrations wearing a Springbok jersey. Rugby followers felt instantly that they belonged to the new South Africa.\nline 22 | The Free Mandela movement began in 1980. The West was suspicious because it was adopted by African states supported by Moscow in the Cold War battle for Africa and by left-wing European politicians and organisations. Getting a top Cuban award from Fidel Castro was also no way to improve Mandela's image in the West.\nline 23 | Yet a decade or so later, Western leaders were queuing to be photographed with the man dubbed in his renegade days the Black Pimpernel. One was a young United States senator named Barack Obama, who met Mandela only once, at a hastily arranged meeting in a Washington hotel room in 2005.\nline 24 | Yesterday, Obama - like Mandela his country's first black president - recounted how he drew inspiration from him. \"Like so many around the globe, I cannot fully imagine my own life without the example that Nelson Mandela set.\"\nline 25 | Others, with full justification, placed him on a par with Martin Luther King and Mahatma Gandhi, both of whom also fought white rule, then sought peace with their enemies.\nline 26 | Those two men were assassinated. Mandela's years of struggle also took a heavy toll. Tuberculosis contracted in prison led to frequent hospitalisation for respiratory problems in the years before his death at 95.\nline 27 | Nelson Mandela showed the way. South Africans, in following him, have affirmed that his strengths are imbued in a united people. Now, the leaders left with the unenviable task of filling his shoes have a responsibility to honour his legacy.\nline 28 | Few transcend the aura that envelops their name. Nelson Mandela was one who did.\n</context>\n\n<phrases>\n- \"I'm wondering if\"\n- \"I'm seeing a connection between\"\n- \"Let me just think this through\"\n- \"I'm starting to see a pattern\"\n- \"What's the best way to explain this?\"\n- \"I’m trying to connect the dots here\"\n- \"In essence\"\n- \"I could be wrong, but\"\n- \"There’s a better way to phrase this\"\n- \"How can I approach this?\"\n- \"Sort of like\"\n- \"This is tricky, but\"\n- \"There's a missing link here\"\n- \"I’m not sure if that’s the right approach\"\n- \" is interesting\"\n- \"So what I’m trying to say is\"\n- \"I knew I was forgetting something!\"\n- \"Something's not quite right\"\n- \"Something in my gut says no\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Ummm, actually\"\n- \" is striking \"\n- \"This connects to\"\n- \"If I follow this through\"\n- \"When I sit with this idea\"\n- \"Does that sound right?\"\n- \"I'm mulling over\"\n- \"Let me see if\"\n- \"Let me work through this\"\n- \"Let me put this another way\"\n- \"Well\"\n- \"Something doesn't add up\"\n- \"That makes sense because\"\n- \"That reminds me\"\n- \"Building on that\"\n- \"I'm intrigued by\"\n- \"Wait, no\"\n- \"It feels like the right move, but\"\n- \"It's almost like\"\n- \"Okay, so\"\n- \"I wonder if\"\n- \"Actually, no\"\n- \"Right, so\"\n- \"Oh! That reminds me\"\n- \"I'm getting a sense that\"\n- \"Hold that thought\"\n- \"Let me throw this out there\"\n- \"Something’s not clicking\"\n- \"Let me chew on this\"\n- \"I'm struck by\"\n- \"Maybe if I try it this way\"\n- \"No, actually\"\n- \"So far, it looks like\"\n- \"I'm pondering\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"This makes me think of\"\n- \"This brings to mind\"\n- \"What keeps nagging at me is\"\n- \"I'm curious about\"\n- \"Wait, that doesn’t add up\"\n- \"Is it possible that...?\"\n- \"Could I be second-guessing myself?\"\n- \"This might sound weird, but\"\n- \"Picture this\"\n- \"I'm still feeling my way through\"\n- \"Well, let me see\"\n- \"Would that even work?\"\n- \"Now we're cooking\"\n- \"Follow me here\"\n- \"Now, wait just a second\"\n- \"Here's what's bugging me\"\n- \"Let me approach this from another angle\"\n- \"This might explain the pattern\"\n- \"Suppose we assume that\"\n- \"Let me untangle this\"\n- \"Wait a minute... Oh!\"\n- \"Let me talk this through\"\n- \"Coming at this from another angle\"\n- \"What I mean is\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let's think step by step\"\n- \"On one hand... but on the other\"\n- \"This could explain why\"\n- \"Still forming this thought\"\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 | Saint Mary MacKillopArticle Free Pass\nline 02 | Saint Mary MacKillop, in full Saint Mary Helen MacKillop, also called Saint Mary of the Cross (born January 15, 1842, Melbourne, Victoria, Australia—died August 8, 1909, North Sydney, New South Wales, Australia; canonized October 17, 2010; feast day August 8), religious figure, educator, and social reformer who became the first Australian beatified by the Roman Catholic Church and the first Australian to be recognized as one of its saints.\nline 03 | MacKillop was born in Australia to Scottish immigrants. Her father, a former seminarian whose ill health had caused him to abandon study for the priesthood, stressed the importance of education and homeschooled his nine children. When she was 14, MacKillop began working, and she was often her family’s main source of support. In 1860 she moved to the small rural town of Penola to serve as governess for the children of her aunt and uncle. There MacKillop provided her cousins with a basic education and soon extended this to the poor children of the town. A young priest, Father Julian Tenison Woods, encouraged her to continue this work, assuring her that educating the poor would be an ideal way to serve God. In 1866 MacKillop and Woods founded Australia’s first order of nuns, the Sisters of St. Joseph of the Sacred Heart, and also established St. Joseph’s School in a converted stable in Penola, providing a free education to children from the area. In 1867 MacKillop took vows and became the first mother superior of the sisters. The following year the sisters opened schools in other Australian cities, as well as an orphanage and a refuge for women released from prison.\nline 04 | MacKillop intended that the order be self-governed and devoted to teaching and charity. She and Woods, who composed the rule for the order, insisted that the sisters would accept a life of total poverty, trusting in divine providence. Further, her school at Penola and the other schools that her order founded provided secular as well as religious education, regardless of the religious affiliation of the students. At a time when the government still provided funding to religious schools, the schools accepted no money from the government, remaining open to all and accepting only what tuition parents could afford. Some Australian priests and bishops were openly hostile both to the degree of autonomy that the Josephites enjoyed and to MacKillop’s rejection of federal funding. In 1871, perhaps intentionally misinformed by his advisers, Bishop Laurence Sheil of Adelaide excommunicated MacKillop for insubordination; the next year, on his deathbed, Sheil acknowledged that he might have been misled and reinstated MacKillop.\nline 05 | The remainder of MacKillop’s career was marked by clashes with priests and bishops of the Australian church.\nline 06 | After an 1873 meeting with Pope Pius IX, she won papal approval for the Josephite rule, with modifications that relaxed the degree of the poverty imposed upon the sisters.\nline 07 | MacKillop expanded the order’s educational and charitable endeavours and attracted new sisters.\nline 08 | In 1875 she was appointed superior general of the order.\nline 09 | Despite her elevation, she continued to meet with hostility from a number of priests and bishops, and the sisters’ work was circumscribed in certain cities.\nline 10 | In 1885 she was removed as superior general, though she was reinstated in 1899 and remained at the head of the order until her death.\nline 11 | In June 1995 MacKillop was beatified by Pope John Paul II. In February 2010, after evaluating the testimony of an Australian woman who claimed that her terminal cancer had disappeared after she called upon MacKillop in prayer, Pope Benedict XVI recognized MacKillop as a saint. She was canonized that October.\nline 12 | What made you want to look up Saint Mary MacKillop?\n</context>\n\n<phrases>\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let me untangle this\"\n- \"That reminds me\"\n- \"There's probably more to it\"\n- \"What’s the best way to explain this?\"\n- \"Something doesn't add up\"\n- \"I’m trying to connect the dots here\"\n- \"Ummm, actually\"\n- \"This brings to mind\"\n- \"Let me chew on this\"\n- \"That doesn’t sound right\"\n- \"What if I flip it around?\"\n- \"I keep circling back to\"\n- \"If I follow this through\"\n- \"I'm intrigued by\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"This connects to something else\"\n- \"That changes everything\"\n- \"How can I approach this?\"\n- \"I need to step back and rethink this\"\n- \"What keeps nagging at me is\"\n- \"I think I can rule that out\"\n- \"I should have known that!\"\n- \"Finally, it clicks!\"\n- \"Ah...\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Alternatively\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Let me talk this through\"\n- \"It's almost like\"\n- \"Let me approach this from another angle\"\n- \"Now, if I think about it differently\"\n- \"Hang on a second\"\n- \"I wonder if\"\n- \"Backing up for a second\"\n- \"Hmm, let’s rewind a bit\"\n- \"Follow me here\"\n- \"I need to reframe this\"\n- \"Wait, no\"\n- \"Let me back up a second\"\n- \"Let me run through it again\"\n- \"There’s a pattern here\"\n- \"Oh! I get it now\"\n- \"Let me work through this\"\n- \"I'm curious about\"\n- \"This just clicked into place!\"\n- \"Let me play devil's advocate\"\n- \"I'm pondering\"\n- \"I'm trying to reconcile\"\n- \"But then again\"\n- \"That makes sense because\"\n- \"Of course! That’s the answer!\"\n- \"Coming at this from another angle\"\n- \"Let me connect the dots\"\n- \"It was staring me in the face\"\n- \"On one hand... but on the other\"\n- \"[blank] is still a black box to me\"\n- \"I need to make sure this checks out\"\n- \"This connects to\"\n- \"Actually, no\"\n- \"Building on that\"\n- \"That’s an interesting angle, but\"\n- \"No, actually\"\n- \"Wait a minute\"\n- \"Hold that thought\"\n- \"Hold on a second\"\n- \"Just thinking out loud but\"\n- \"I'm wondering if\"\n- \"That’s it!\"\n- \"Now we're cooking\"\n- \"I'm starting to see a pattern\"\n- \"That doesn't sound right, let me rephrase\"\n- \"When I sit with this idea\"\n- \"Hmm\"\n- \"This might sound weird, but\"\n- \"This makes me reflect on\"\n- \"This is starting to take shape\"\n- \"In the end\"\n- \"Now, wait just a second\"\n- \"Let's think step by step\"\n- \"The tricky part is\"\n- \"On the other hand\"\n- \"Right, 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 | Scrotal circumference can be a valuable indicator of a bull's fertility, if it's measured correctly.\nline 02 | Cow-calf producers have long known that scrotal circumference size matters when making sire selection decisions. A bull's scrotal circumference is the best estimate of testes volume, and thus the amount of potential sperm-producing tissue producers can measure, says Glenn Coulter, assistant director of the Lethbridge Research Center in Alberta, Canada.\nline 03 | \"It's a relatively fast and inexpensive way to get an indication of the reproductive health of a bull.\nline 04 | It's only an indication, but it's a good one,\" says Coulter.\nline 05 | Oklahoma Extension animal reproduction specialist Glenn Selk agrees. \"It does an excellent job of identifying problem bulls,\" says Selk.\nline 06 | But, scrotal circumference measurements and EPDs have merit only if they are used appropriately and if they are measured correctly, Coulter adds.\nline 07 | Scrotal circumference leads the list as one of the three components of a breeding soundness exam (BSE). It's highly correlated (.72-.92) with daily sperm output in 12- to 18-month-old bulls. The size of the scrotum of yearling bulls is also positively correlated with sperm motility and percent normal sperm, the other two components of a BSE. Hence, scrotal circumference of a young bull directly and indirectly affects his likelihood of passing all three components of the BSE.\nline 08 | To be classified as a good potential breeder, a yearling bull must be in good general health and exceed a threshold of greater than 30-cm scrotal circumference; greater than 50% sperm motility and greater than 70% normal sperm, according to standards set by the Society for Theriogenology.\nline 09 | Scrotal circumference is also considered a better predictor of puberty than age or body weight.\nline 10 | And, a correlation has been found between a sire's yearling scrotal circumference and the age at which his daughters reach puberty.\nline 11 | Simply put, bulls with larger testicles sire daughters that begin cycling earlier.\nline 12 | Oklahoma's Selk says cattlemen who keep replacement heifers should take note of that correlation. \"It's a trait that can have a long-term impact on the reproduction capabilities of a herd. Someone may really like a bull, but if he has a small scrotal circumference for his age, we've found that over time his daughters reach puberty later. They're also harder to get bred and harder to get rebred.\"\nline 13 | Coulter says measuring scrotal circumference is critical for another reason. \"Measuring scrotal circumference is not only important for determining the size of the testes, but while taking the measurement the scrotum should physically be palpated.\"\nline 14 | That can be very revealing, Coulter says. \"Visually, the scrotum may look normal, but until you get your hands on it, you don't know. You may find soft testes or a hard tail to the epididymis. We talk about the measurements, but palpating is equally important.\"\nline 15 | Palpation should include moving the testes upward within the scrotum toward the abdominal wall to ensure that they're not adhered to the scrotum. The testes should be uniform in size and consistency. The epididymides of both testes should be palpated to ensure the head and body of each epididymis is normal.\nline 16 | Orientation of the testes within the scrotum should also be noted. Two common abnormalities include one testicle being held higher than the other, and one or both testes being rotated around their long axis. However, the extent of the importance of these abnormalities is not well documented, says Coulter.\nline 17 | Doing It Right A consistent scrotal circumference measuring technique is essential if comparisons are to be made among bulls for selection purposes, or if minimum standards are applied as eligibility criteria for bull growth performance test stations or shows.\nline 18 | Coulter describes the proper technique for taking scrotal measurements as follows:\nline 19 | * Palpate the testes firmly into the lower part of the scrotum so they are side-by-side and scrotal wrinkles that might inflate the measurement are eliminated. (If the temperature is below freezing, bulls should be evaluated in a warmer environment.)\nline 20 | * Place the thumb and fingers of one hand on the sides of the scrotum, cradling the testes. Stabilizing the testes by grasping either the front and back or neck of the scrotum can cause an inaccurate measurement.\nline 21 | * Slip the looped scrotal measuring tape over the testes-scrotum and contract it around the largest circumference. Place moderate tension on the sliding tape with the thumb until moderate resistance is provided by the testes-scrotum.\nline 22 | Little compression of the testes-scrotum will occur in bulls with normal testes, while compression may be substantial in bulls with a thick, fat scrotum and/or soft testes. Firm testes having good tone and resiliency are most desirable.\nline 23 | * Finally, read the circumference. Then repeat the procedure to confirm the results.\nline 24 | The largest source of variation among individuals taking scrotal circumference measurements is the amount of tension placed on the measuring tape, says Coulter. \"Moderate tension\" is interpreted differently by different operators, he says.\nline 25 | To try to minimize that variation, Coulter and his colleagues Del Buckley and Bruce Scobie at the Lethbridge research station designed the Coulter Scrotal Tape. A spring within the handle of the tape provides exactly the same amount of tension every time a scrotal circumference measurement is taken.\nline 26 | \"It doesn't eliminate all the problems, but it applies consistent tension each time,\" says Coulter.\nline 27 | Another consideration to minimize error is holding the testes-scrotum properly when taking the measurement, says Coulter.\nline 28 | Coulter says scrotal circumference measurements of herd sires should be taken annually or even semi-annually. Typically, scrotal size should increase in yearlings as they become two and three years old.\nline 29 | \"However, there can be a tendency for scrotal size to decrease from spring to fall. This is a normal seasonal effect. If there's a decrease from year-to-year (i.e., from spring to spring), that could be an early warning sign of possible difficulties or some degeneration in the testes,\" he says.\nline 30 | Coulter stresses that while measuring scrotal circumference is important, \"you can't overlook the other components of the BSE.\"\nline 31 | Selection Criteria When using scrotal circumference for sire selection, measurements aren't particularly useful until a bull is 12-14 months of age, depending on breed, says Coulter. Recommended minimum scrotal circumference measurements by age and breed are outlined in Table 1.\nline 32 | Coulter also suggests avoiding extremes in scrotal circumference size. \"Sometimes extreme size is caused by abnormalities or disease. A large scrotum (> 40 cm) could be a warning sign of possible difficulties,\" says Coulter.\nline 33 | Scrotal circumference is a moderately heritable trait (.26-.53), however. Cattlemen selecting herd sires should therefore consider selecting bulls with a larger actual scrotal circumference and a higher scrotal circumference EPD than the minimums to facilitate a genetic change in scrotal circumference for their herd.\nline 34 | \"At this time, scrotal circumference is a trait that is virtually free. Producers aren't paying more for large scrotal circumference bulls,\" says Selk. But he says that could eventually change. \"People weren't paying a lot of attention to birthweight 25 years ago. Today, that's a valuable trait and people pay more for it.\"\nline 35 | The common sense approach to predicting a bull's breeding potential is to use a bull's scrotal circumference as a threshold. If the bull exceeds the scrotal size averages for his breed and age, then there is a strong indication he will be a satisfactory semen producer and successful breeder, Coulter says.\n</context>\n\n<phrases>\n- \"Let me put this another way\"\n- \"Ah...\"\n- \"Follow me here\"\n- \"Let me untangle this\"\n- \"Wait a minute\"\n- \"On one hand... but on the other\"\n- \"I need to reframe this\"\n- \"Something along those lines\"\n- \"So basically\"\n- \"What keeps nagging at me is\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Let me work through this\"\n- \"That changes everything\"\n- \"Ohhh, now I see!\"\n- \"In essence\"\n- \"Okay, so\"\n- \"Hang on a second\"\n- \"What if I tried...?\"\n- \"Hold on a second\"\n- \"This is starting to take shape\"\n- \"Perhaps\"\n- \"I need to fill in the gaps\"\n- \"Let's think step by step\"\n- \"Is it possible that...?\"\n- \"Picture this\"\n- \"Now we're cooking\"\n- \"It was staring me in the face\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"In the end\"\n- \"I was just about to say\"\n- \"This might sound weird, but\"\n- \"Wait, no\"\n- \"Let me propose something\"\n- \"Something doesn't add up\"\n- \"Am I missing something?\"\n- \"What am I overlooking?\"\n- \"Let's see\"\n- \"Let me back up a second\"\n- \"Should I...? No, wait\"\n- \"Brainstorming here, but\"\n- \"Here's a possible explanation\"\n- \"Going back to what I said about\"\n- \"Still working it out\"\n- \"What's the best way to explain this?\"\n- \"I was looking at this all wrong!\"\n- \"That would explain why\"\n- \"So, the bottom line is\"\n- \"Let me circle back to that\"\n- \"Actually, no\"\n- \"The crucial thing seems to be\"\n- \"How can I approach this?\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Here's where it gets interesting\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Ummm, actually\"\n- \"Finally, it clicks!\"\n- \" is striking \"\n- \"Alright, where was I?\"\n- \"So what does this mean in the bigger picture?\"\n- \"That’s it!\"\n- \"Let me approach this from another angle\"\n- \"We've completely overlooked [blank]\"\n- \"How do I put this\"\n- \"Oh, that clears everything up!\"\n- \"Something's not clicking\"\n- \"I think I’ve lost my train of thought\"\n- \"I need a clearer view of this\"\n- \"So what I’m trying to say is\"\n- \"So that’s why it wasn’t working!\"\n- \"If I follow this through\"\n- \"Let me make sure I got this\"\n- \"Is this the hill I want to die on?\"\n- \"Okay, backtrack a bit\"\n- \"This is pretty rough\"\n- \"Let me throw this out there\"\n- \"Hmm\"\n- \"No, actually\"\n- \"What happens if we change this part?\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"There's something off here\"\n- \"So what I'm trying to say is\"\n- \"I'm seeing a connection between\"\n- \"I'm still feeling my way through\"\n- \"This might explain the pattern\"\n- \"What I’m getting at is\"\n- \"What I mean is\"\n- \"This is slipping through my fingers\"\n- \"It's hard to pin down\"\n- \"So the main idea 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 | The appropriate audience for this book is frankly and accurately described in the preface: \"The book is designed for those who, although they have to use mathematics, are not mathematicians themselves, and may not even have any great mathematical aptitude or ability.\" Over a dozen possible applications, mostly to physics, are mentioned in the preface, but none are worked out in the book; thus, though it is conceivable that a mathematician would find some use for it, this is not the place to go to see how special functions arise in applied problems. It could be used as a textbook in an undergraduate course on special functions, though I would not use it if I were to teach such a course. I can recommend it as an inexpensive supplementary text for an undergraduate class on mathematical methods of physics, and it may also find an audience among advanced undergraduate and beginning graduate students in physics who want to know a little more about the special functions they are seeing than their physics books can tell them. I might have found it useful when I was an undergraduate taking quantum mechanics, but even then I would have wished it were less dull.\nline 02 | The book requires only a good working knowledge of calculus. Complex numbers occur in a few places in chapters 3, 4, 7 and 10, but only at the level of exp ix=cos x + i sin x; complex analysis as such is never used. The first chapter is on series solutions of second order differential equations, and it lays the foundation for some of what follows. The blurb on the back cover goes farther than the author would himself: it claims that it is most natural to introduce each of the classical special functions through a(n ordinary) differential equation, and that this is what distinguishes the author's approach. Chapter 2 is on the gamma and beta functions, and of course the author is not foolish enough to use differential equations here. Even in chapters 7-9, where it would not be unreasonable to begin with a differential equation, the author chooses not to do so — though the differential equations viewpoint still has had an adverse effect on chapter 7.\nline 03 | Chapter 3 is on Legendre polynomials and functions, and chapter 4 on Bessel functions. These are the two longest chapters by far; together they make up about half the book. Apparently the author much prefers ordinary differential equations to partial. The only PDE in the book, except for a trivial one at the bottom of p. 158, is in section 3.11, on spherical harmonics. The preface points out that the ODEs studied in the book often come from separating variables in PDEs, but only in section 3.11 do we actually see this technique.\nline 04 | Hermite polynomials come up for consideration in chapter 5. The author fails to mention that a different normalization is frequently used that makes them monic. This is a surprising omission in that the most spectacular application of Hermite polynomials in physics is to the quantum mechanical harmonic oscillator, and these monic polynomials are often used there, for example in Weyl's The Theory of Groups and Quantum Mechanics. These beautiful polynomials are essentially the only ones that are both orthogonal and have the Appell property — the derivative of the n-th one is n times the (n-1)-st one — and they are the matching polynomials of complete graphs (see Godsil's Algebraic Combinatorics). Chapter 6 is on Laguerre polynomials. It is half again as long as chapter 5, and here the author does mention that a different normalization is sometimes used.\nline 05 | Chapter 7 is very peculiar in that the author's Chebyshev polynomials of the second kind are not polynomials.\nline 06 | He defines Un(x) by Un(cos t) = sin nt, rather than the standard Un(cos t)=[sin((n+1)t)] /[sin t].\nline 07 | Presumably he does this so that Un(x) will be the other solution of his differential equation for the polynomials of the first kind, but it is highly unusual.\nline 08 | The last three chapters contain cursory treatments of Jacobi polynomials, hypergeometric functions, the Riemann zeta function and some others.\nline 09 | If you only looked at chapters 8 and 10, you would think this book was much worse than it is.\nline 10 | The author's proofs are often not the best possible, even given the constraint of real variables. In Example 1 on p. 164 he takes 2/3 of a page to prove something that is immediate on iterating part (i) of Theorem 5.6. The proof of Theorem 4.6 could be finished in one line once it has been proved for positive integers, but the author goes on for another 3/4 of a page. A shorter proof of Theorem 2.10 could be given using Theorem 2.5 and the double angle formula for the sine. The book's strongest point is that, although some derivations are omitted and others could be done better, the calculations it does are clearly and carefully explained.\nline 11 | The book was originally published in 1968, and a lot has happened in special functions since then. The WZ method (see A=B, by Petkovsek, Wilf and Zeilberger) now furnishes an algorithmic approach to many special functions identities, and the connections with combinatorics and with group representation theory are much stronger now than forty years ago. A far better book that discusses these developments, though still heavily concentrated on the classical theory, is Special Functions by Andrews, Askey and Roy. This is also the best source for the history of the subject; there are no historical remarks of any kind in the book under review. However, Andrews-Askey-Roy is less appropriate than this book for readers who are not so confident of their mathematical ability.\nline 12 | Warren Johnson ([email protected]) is visiting assistant professor of mathematics at Connecticut College.\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"Let me run through it again\"\n- \"Ummm, actually\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me make sure I got this\"\n- \"Okay, walking through it again\"\n- \"Wait, that doesn’t add up\"\n- \"I keep coming back to\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let me connect the dots\"\n- \"This connects to\"\n- \"That reminds me\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me untangle this\"\n- \"There’s a better way to phrase this\"\n- \"What I’m getting at is\"\n- \"I'm wondering if\"\n- \"If I had to choose right now\"\n- \"Ohhh, now I see!\"\n- \"I'm intrigued by\"\n- \"What’s the best way to explain this?\"\n- \"What was I thinking?\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"The more I think about it\"\n- \"That makes sense because\"\n- \"Right, so\"\n- \"Where did I put that...?\"\n- \"Now it makes sense!\"\n- \"I'm pondering\"\n- \"Something's not quite right\"\n- \"That would mean\"\n- \"Bear with me while I\"\n- \"I think I’ve lost my train of thought\"\n- \"That’s the answer I was looking for!\"\n- \"Let me work through this\"\n- \"I’m torn between two choices\"\n- \"So basically\"\n- \"This connects to something else\"\n- \"What I mean is\"\n- \"I'm struck by\"\n- \"So what I'm trying to say is\"\n- \"No, actually\"\n- \"Let's think step by step\"\n- \"Okay, so\"\n- \"I'm seeing a connection between\"\n- \"Uh...\"\n- \"Ah...\"\n- \"I could do this, or maybe that\"\n- \"Oh! I get it now!\"\n- \"When I sit with this idea\"\n- \"Of course! That’s the answer!\"\n- \"Actually, no\"\n- \"Now we're cooking\"\n- \"I'm starting to see a pattern\"\n- \"There’s a pattern here\"\n- \"So what I’m trying to say is\"\n- \"Hmm, that doesn’t sound right\"\n- \"Do I go with my gut or\"\n- \"Wait, I think I just cracked it!\"\n- \"Oh! That reminds me\"\n- \"I need to reframe this\"\n- \"That’s what I was trying to say!\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"I'm mulling over\"\n- \"I wonder if\"\n- \"This brings to mind\"\n- \"I need to make sure this checks out\"\n- \"This makes me reflect on\"\n- \"Hang on a second\"\n- \"Maybe I’m overcomplicating it\"\n- \"What I'm getting at is\"\n- \"Uh, where was I?\"\n- \"In essence\"\n- \" is striking \"\n- \"It's hard to pin down\"\n- \"Wait, no\"\n- \"Building on that\"\n- \"Let me circle back to that\"\n- \"It's almost like\"\n- \"Now, wait just a second\"\n- \"On one hand... but on the other\"\n- \"Follow me here\"\n- \"Something doesn't add up\"\n- \"I knew I was forgetting something!\"\n- \"I keep circling back to\"\n- \"Oh, it all makes sense now!\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\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 | Worldwide, women invest 90% of their income in their families and communities; men, only 30%-40% of theirs. It’s a great stat for women’s rights advocates, because it helps us tell this story: when women participate, things change.\nline 02 | When designed with women’s input, safe drinking water and sanitation programs function better and last longer. This, in turn, can give women back their time for work, school, or literacy training, and let girls just be girls.\nline 03 | Female-headed households tend to consume more calories and have less diarrhea than male-headed households, which shows that women often make different choices than men. If women also had other resources, like credit (of which women currently receive around 10%) or land (of which women own only 2%), nutrition and health could improve even more. In fact, since women produce up to 80% of the food in developing countries, equal access to productive resources could increase their crop yields by up to 30%. This could mean more food to eat, surplus to sell, more choice and voice.\nline 04 | Education also increases girls’ voice, empowering them to marry later; have fewer and healthier children; better protect themselves from HIV and sexual violence; and earn more money over their lifetimes, decreasing their dependency on men and giving them more options.\nline 05 | In conflict and post-conflict settings, women with agency and voice are coalition-builders, peace-makers and mediators. Yet, in the past two decades, only 8% of participants in key peace negotiations were women.\nline 06 | The jury’s still out on whether women in politics impacts human rights long term, but the world is watching Rwanda, which leads the world in female parliamentarians, with 56% representation in the House and 39% in the Senate.\nline 07 | As a point of comparison, Papua New Guinea (PNG), which I’ve just visited with WaterAid, ranks 137 out of 141 for female parliamentarians, with only seven total since independence in 1977. There are some similarities between the two countries, such as adult educational attainment and life expectancy, but the differences are much more interesting.\nline 08 | Compared with Rwanda, Papua New Guinea has:\nline 09 | - less than one-third the access to sanitation;\nline 10 | - approximately half the public health expenditure;\nline 11 | - around half the expected years of schooling for its children; and\nline 12 | - approximately double the fertility rate.\nline 13 | All this, despite the fact that PNG is twice as wealthy per capita as Rwanda.\nline 14 | This is by no means conclusive, or straightforward. But this and my other examples beg the question: What could we accomplish if women had an equal say?\nline 15 | Part of the answer lies with governments making gender equality and women’s participation a priority.\nline 16 | That’s why Amnesty International is joining partners to focus on human rights and women’s participation, this week’s theme of 50 Days of Action for Women and Girls.\nline 17 | We’re asking key U.S. Government decision-makers like Secretary of State Kerry and USAID Administrator Raj Shah, to do more to support women’s participation worldwide. We also ask that they start at home, by pushing for U.S. ratification of the Convention to Eliminate All Forms of Discrimination Against Women (CEDAW).\nline 18 | Join us! Share your priorities for women’s participation in the home and community, at the negotiation table, and in government, using the Twitter hash tags #USA4Women and #USA4Girls. Retweet our messages and our partners’.\nline 19 | We are lucky in our ability to participate relatively equally in the United States. Now, let’s show ‘em how it’s done.\n</context>\n\n<phrases>\n- \"That’s an interesting angle, but\"\n- \"Oh! That reminds me\"\n- \"What if I flip it around?\"\n- \"I think I can rule that out\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"This makes me think of\"\n- \"So far, it looks like\"\n- \"Let me put this another way\"\n- \"I'm seeing a connection between\"\n- \"There's a missing link here\"\n- \"So, the bottom line is\"\n- \"Something doesn't add up\"\n- \"The tricky part is\"\n- \"Let me play devil's advocate\"\n- \"What if we looked at it like\"\n- \"Wait, does this contradict itself?\"\n- \"If we follow this logic\"\n- \"On the other hand\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I'm just throwing ideas around\"\n- \"Picture this\"\n- \"Building on that\"\n- \"Actually, no\"\n- \"This connects to something else\"\n- \"What keeps nagging at me is\"\n- \"First things first\"\n- \"Wait, no\"\n- \"I'm trying to untangle this\"\n- \"Let me see if\"\n- \"If I follow this through\"\n- \"That’s it!\"\n- \"Let me untangle this\"\n- \"How can I approach this?\"\n- \"Okay, pros and cons\"\n- \"Still forming this thought\"\n- \"Let's think step by step\"\n- \"This could explain why\"\n- \"Hmm, that doesn’t sound right\"\n- \"If I take this apart step by step\"\n- \"Okay, let's break this down\"\n- \"But then again\"\n- \"On one hand... but on the other\"\n- \"There’s a better way to phrase this\"\n- \"Basically\"\n- \"[blank] is still a black box to me\"\n- \"What I mean is\"\n- \"It's almost like\"\n- \"What if I tried...?\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I'm starting to see a pattern\"\n- \"It's fascinating how\"\n- \"That makes sense because\"\n- \"I’m trying to connect the dots here\"\n- \"Okay, so if I do this\"\n- \"What happens if we change this part?\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I'm still feeling my way through\"\n- \"Let’s weigh the options\"\n- \"Ummm, actually\"\n- \"That’s the answer I was looking for!\"\n- \"I was looking at this all wrong!\"\n- \"Let me connect the dots\"\n- \"No, actually\"\n- \"This just clicked into place!\"\n- \"That’s what I was trying to say!\"\n- \"There's something off here\"\n- \"Let's test this idea\"\n- \"It was staring me in the face\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me dig into that a little deeper\"\n- \"Wait, I think I’ve got it!\"\n- \"What if we\"\n- \"Let's break this down into parts\"\n- \"That reminds me\"\n- \"Just spitballing here\"\n- \"Let me work through this\"\n- \"Alternatively\"\n- \"The thing is\"\n- \"Here's what I'm thinking\"\n- \"The pros and cons are\"\n- \"What I’m getting at is\"\n- \"That would explain why\"\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 | Whooping cough is a very contagious disease that can affect persons of all ages. It is caused by a bacterium called Bordetella pertussis and is spread through the air by respiratory droplets. The bacteria are found in the mouth, nose and throat of infected persons. Historically, whooping cough was a major problem and led to thousands of deaths in the 1930s and 1940s. With the advent of the pertussis vaccine, the rate of death has declined dramatically. Unfortunately, recent epidemics have emerged in areas where vaccine rates have fallen.\nline 02 | Currently, pertussis activity has increased throughout the United States. According to the CDC, more than 17,000 cases of pertussis were reported through July 12, 2012, with 9 pertussis-related deaths. Rates of pertussis in our local area have also reached epidemic levels.\nline 03 | The disease usually takes one to three weeks to develop, then progresses through three stages. The following are the most common symptoms of whooping cough, according to each stage. However, each child may experience symptoms differently. Symptoms may include:\nline 04 | The symptoms of whooping cough may resemble other medical conditions. Always consult your child's physician for a diagnosis.\nline 05 | In addition to a complete medical history and physical examination, diagnosis of whooping cough is often confirmed by testing secretions taken from the nose or throat.\nline 06 | Specific treatment for whooping cough will be determined by your child's physician based on:\nline 07 | In many cases, the child may be hospitalized for supportive care and monitoring. Sometimes, oxygen and intravenous (IV) fluids are needed until the child begins to recover. Antibiotic treatment (i.e., clarithromycin [Biaxin®] or azithromycin [Zithromax®], or a related antibiotic) may also be ordered by your child's physician. It is important to follow the schedule for giving medications exactly as your physician prescribed.\nline 08 | Family members and other people who have been in close contact with the child usually are started on antibiotic therapy, regardless of whether they have received the vaccine or not.\nline 09 | Other treatment may include the following:\nline 10 | Prevent the spread of whooping cough. It is important to always practice good hand washing and cough etiquette. Children who are not vaccinated against whooping cough are eight times more likely to become infected than those who are vaccinated. The best way to prevent whooping cough is by making sure your family is vaccinated. There is a vaccine available for both children and adults against whooping cough.\nline 11 | Protection from pertussis through vaccination is provided by the DTaP vaccine - which stands for diphtheria, tetanus, and pertussis. This vaccine is usually given to children at 2, 4, 6, and 15 to 18 months of age, with a booster at 4 to 6 years of age. The acellular pertussis vaccine now recommended produces fewer adverse reactions than the older vaccine. Because immunity from the pertussis vaccination wears off after 5 to 10 years, a vaccination booster, called Tdap is recommended for adults.\nline 12 | If your child has been diagnosed with whooping cough, he or she cannot return to school/daycare until the prescribed medication course has been completed. Once completed, your child will no longer be infectious or capable of spreading the disease. However, your child’s cough may continue for up to 10 weeks or more.\n</context>\n\n<phrases>\n- \"I feel like we're missing something crucial about [blank]\"\n- \"What if I tried...?\"\n- \"Let me put this another way\"\n- \"Okay, so if I do this\"\n- \" is key here\"\n- \"Ummm, actually\"\n- \"There's a missing link here\"\n- \"So what I’m trying to say is\"\n- \"I’m trying to connect the dots here\"\n- \"That reminds me\"\n- \"Alternatively\"\n- \"If I take this apart step by step\"\n- \"What if I just flip this around?\"\n- \"Now we're cooking\"\n- \"Something doesn't add up\"\n- \"Let me work through this\"\n- \"Let me sum this up so far\"\n- \"What if the reason is\"\n- \"I'm starting to see a pattern\"\n- \"That’s the piece of the puzzle!\"\n- \"Hold that thought\"\n- \"Wait, no\"\n- \"Oh, I see what’s happening here!\"\n- \"Well\"\n- \"This might explain the pattern\"\n- \"So the main idea is\"\n- \"I'm trying to untangle this\"\n- \"This isn't quite right, but\"\n- \"Let me see if\"\n- \"Ohhh, now I see!\"\n- \"Something about [blank] is still bothering me\"\n- \"Let's think step by step\"\n- \"It's almost like\"\n- \"Let me break this down\"\n- \"Building on that\"\n- \"Let’s weigh the options\"\n- \"This connects to something else\"\n- \"If A is true, then\"\n- \"The pros and cons are\"\n- \"Let me play devil's advocate\"\n- \"We've completely overlooked [blank]\"\n- \"Uh...\"\n- \"What if I flip it around?\"\n- \"It's fascinating how\"\n- \"First things first\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"So that’s why it wasn’t working!\"\n- \"This might sound weird, but\"\n- \"No, actually\"\n- \"Okay, let's break this down\"\n- \"Here's what's bugging me\"\n- \"Follow me here\"\n- \"I'm seeing a connection between\"\n- \"You know\"\n- \"Hmm\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"What I’m getting at is\"\n- \"Actually, no\"\n- \"I think I can rule that out\"\n- \"On one hand... but on the other\"\n- \"Oh, that clears everything up!\"\n- \"That makes sense because\"\n- \"Now it makes sense!\"\n- \"There’s a pattern here\"\n- \"But then again\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Okay, so\"\n- \"That’s an interesting angle, but\"\n- \"This just clicked into place!\"\n- \"Let's break this down into parts\"\n- \"This makes me think of\"\n- \"Let me connect the dots\"\n- \"Ah...\"\n- \"On the other hand\"\n- \"What keeps nagging at me is\"\n- \"It finally adds up!\"\n- \"This is tricky, but\"\n- \"If I follow this through\"\n- \"So far, it looks like\"\n- \"Consider this possibility\"\n- \"That would explain why\"\n- \"Let me untangle this\"\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 | PESTLE Analysis on Coca Cola\nline 02 | PESTLE Analysis on Coca Cola\nline 03 | As we all know, the Coca is today’s one of the biggest corporation that offers different refreshment in form of a soft-drink. These carbonated drinks are consumed at the rate of more than one billion drinks per day. But aside from their historical success, the Coca Cola Company is still a typical business that is affected and at the same time affecting the different type of communities.\nline 04 | The Coca Cola Company and other organizations have their own weaknesses and strengths that can both affect the future performance of their respective business. Analyzing the future constraints is an advantage for the companies since they can identify the possible factors that tend to leave an impact on their business.\nline 05 | PESTLE analysis is a popular method that focuses in the external factors of the business and the environment where it operates. PESTLE stands for Political, Economic, Sociological, Technological, Legal, and Environmental. All of them examine the changes in the marketplace.\nline 06 | Political analysis examines the current and potential influences from political pressures. The non-alcoholic beverages falls in the category under the FDA and the government plays a role within the operation of manufacturing these products. In terms of regulations, the government has the power to set potential fines for the companies that did not meet their standard law requirement.\nline 07 | The changes in laws and regulations, such as accounting standards, taxation requirements and environmental laws and foreign jurisdictions might affect the book of the company as well as their entry in foreign country. Other than that, the changes in the nature of business as non-alcoholic beverages can gain competitive product and pricing pressures and the ability to improve or maintain the share in sales in global market as a result of action by competitors.\nline 08 | The political conditions of the country are also basis of the study, especially in internal markets and other governmental changes that affects their ability to penetrate the developing and emerging markets that involves the political and economic conditions. However, Coca Cola continuously monitoring the policies and regulations set by the government.\nline 09 | Economic analysis examines the local, national and world economy impact which is also includes the issue of recession and inflation rates. The non-alcoholic beverage industry has high sales in countries outside the U.S. According to the Standard and Poor's Industry surveys, \"For major soft drink companies, there has been economic improvement in many major international markets, such as Japan, Brazil, and Germany.\" These markets will continue to play a major role in the success and stable growth for a majority of the non-alcoholic beverage industry. There is a low growth in the market for carbonated drinks, especially in Coca Cola’s main market, North America. The market growth recorded at only 1% in 2004 for North America.\nline 10 | This analyzes the ways in which changes in society affect the organization such as changing in lifestyles and attitudes of the market. Consumers from the ages of 37 to 55 are also increasingly concerned with nutrition. There is a large population of the age range known as the baby boomers. Since many are reaching an older age in life they are becoming more concerned with increasing their longevity. This will continue to affect the non-alcoholic beverage industry by increasing the demand overall and in the healthier beverages. The demand for carbonated drinks decreases and this pulled down the revenues of Coca Cola.\nline 11 | Technology is the main focus of the analysis where the introduction and the emerging technological techniques are valued.\nline 12 | This creates opportunities for new products and product improvements in terms of marketing and production.\nline 13 | As the technology advances, new products are introduced into the market.\nline 14 | The advancement in technology has led to the creation of cherry coke in 1985 but consumers still prefers the traditional taste of the original coke.\nline 15 | Legal aspect focuses on the effect of the national and world legislation. The Coca Cola Company receives all the rights applicable in the nature of their business and every inventions and product developments are always going into the patented process.\nline 16 | Environmental analysis examines the local, national and world environmental issues. According to the data of the Coca Cola Company, all of the facilities are strictly monitored according to the environmental laws imposed by the government.\nline 17 | With the intensive study of the PESTLE, the company will continue to emerge and develop if they manage to find solutions in different challenges that the entire organization might face.\nline 18 | comments powered by Disqus\n</context>\n\n<phrases>\n- \"This makes me think of\"\n- \"Let me untangle this\"\n- \"Building on that\"\n- \"Actually, no\"\n- \"First things first\"\n- \"I was just about to say\"\n- \"That reminds me\"\n- \"I'm intrigued by\"\n- \"Take this with a grain of salt\"\n- \"I keep coming back to\"\n- \"This makes me reflect on\"\n- \"Okay, pros and cons\"\n- \"On the other hand\"\n- \"Let me chew on this\"\n- \"Let's think step by step\"\n- \"This brings to mind\"\n- \"What I'm getting at is\"\n- \"The pros and cons are\"\n- \"Going back to what I said about\"\n- \"It's almost like\"\n- \"I'm struck by\"\n- \"Okay, backtrack a bit\"\n- \"Something doesn't add up\"\n- \"What if I flip it around?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What’s the best way to explain this?\"\n- \"I could do this, or maybe that\"\n- \"There's something here about\"\n- \"Ummm, actually\"\n- \"I wonder if\"\n- \"Let me work through this\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"No, actually\"\n- \"That’s an interesting angle, but\"\n- \"Let me trace that logic back\"\n- \"What I mean is\"\n- \"Let me play devil's advocate\"\n- \"Let’s weigh the options\"\n- \"Backing up for a second\"\n- \"What if we\"\n- \"What keeps nagging at me is\"\n- \"On one hand... but on the other\"\n- \"I keep circling back to\"\n- \"The thing is\"\n- \"If I'm not mistaken\"\n- \"Oh! That reminds me\"\n- \"This is slipping through my fingers\"\n- \"But then again\"\n- \"I'm getting stuck on\"\n- \"Kind of\"\n- \"This connects to something else\"\n- \"I’m trying to connect the dots here\"\n- \"Alternatively\"\n- \"Let's break this down into parts\"\n- \"Am I overcomplicating this?\"\n- \"This connects to\"\n- \"I'm pondering\"\n- \"Let me break this down\"\n- \"In essence\"\n- \"Okay, let's break this down\"\n- \"I need to reframe this\"\n- \"Coming at this from another angle\"\n- \"I'm still feeling my way through\"\n- \"Let me approach this from another angle\"\n- \"So the main idea is\"\n- \"Let me back up a second\"\n- \"Wait, no\"\n- \"So basically\"\n- \"This might sound weird, but\"\n- \"This is starting to take shape\"\n- \"There’s a better way to phrase this\"\n- \"I'm just throwing ideas around\"\n- \"Just spitballing here\"\n- \"I'm curious about\"\n- \"It’s on the tip of my tongue\"\n- \"What I’m getting at is\"\n- \"Let me connect the dots\"\n- \"What's the best way to explain this?\"\n- \"I need to make sure this checks out\"\n- \"I'm trying to untangle this\"\n- \"So far, it looks like\"\n- \"That makes sense because\"\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 | HOW TO CREATE TABLES IN MICROSOFT WORD 2010\nline 02 | In this article we will guide you how to create tables in Microsoft Word 2010.\nline 03 | Creating documents by Microsoft Word permits for the manipulation and presentation of writing and other data.\nline 04 | Organization of information in your document can be done using Tables in Microsoft Word, consisted of rows and columns that form cells.\nline 05 | There are several reasons for using tables in Microsoft Word, such as: formatting the text, constituting your document and addition of aesthetic appeal to the article. Using tables in Microsoft Word, gives the opportunity to change your document from monotonous and chaotic to a well-organized, pure and simple writing. This guide offers certain elementary info about the design and use of tables in Microsoft Word.\nline 06 | Creating a Table:\nline 07 | There are several different methods you can use to create a tables in Microsoft Word:\nline 08 | 1. Create a Table using the Insert Table button\nline 09 | - Click on the Insert button in the Ribbon; than\nline 10 | - Click on the Table button and drag over the until you have selected the numbers of rows and columns you want.\nline 11 | 2.\nline 12 | Create Table using the Insert Table Dialog\nline 13 | The best way for creating a more complex or large table in Microsoft Word is creating a table using the Insert Table Dialog box.\nline 14 | First, place your cursor where you wish to insert a table in your Word Document.\nline 15 | - Click on the Insert button, then click on the Table and choose Insert Table.\nline 16 | - When the Insert Table dialog box is opened, type in the number of rows and columns that you want.\nline 17 | (Also you can input the necessary information in the Insert Table dialog box needed to create your table. AutoFit identifies the space that the table takes up as part of your document. If you choose the option ”Auto” for ”Fixed column width” for your primary table, it means that all the columns in the table will be set to the same quantity.)\nline 18 | - Enter all of your table options and click “OK”. After entering all of your table options, the table will be spontaneously putted it into your document.\nline 19 | 3.\nline 20 | Create Table using the Draw Table\nline 21 | (This method lets you create a table by drawing it freehand)\nline 22 | - From the Ribbon, click on the Insert button, then click on the Table and choose Draw Table.\nline 23 | - Place your cursor to the location in your document where you want to draw your table. For defining the width of the table, you need to click and drag the cursor to form the outer margin. For drawing the outer margin, you need to let go the mouse button. Then, the outer margin (border) will be created.\nline 24 | - Than, you can continue dragging in order to draw vertical lines to create columns, and horizontal lines to form rows. Continue to draw your table as you see fit.\nline 25 | Now that you have the initial table inserted into your Word document (either by using the “Insert Table button”; “Insert Table Dialog” or Insert Draw Table” method), you can begin to modify your table as needed.\n</context>\n\n<phrases>\n- \"In the end\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Something about [blank] is still bothering me\"\n- \"Let me trace that logic back\"\n- \"There's probably more to it\"\n- \"That doesn't sound right, let me rephrase\"\n- \"The thing is\"\n- \"Let me talk this through\"\n- \"But then again\"\n- \"That’s the piece of the puzzle!\"\n- \"Let me back up a second\"\n- \"It was staring me in the face\"\n- \"Now it makes sense!\"\n- \"There's something here about\"\n- \"We've completely overlooked [blank]\"\n- \"What happens if we change this part?\"\n- \"Okay, backtrack a bit\"\n- \"Wait, that doesn’t add up\"\n- \"Actually, no\"\n- \"So what I’m trying to say is\"\n- \"If I take this apart step by step\"\n- \"Alright, where was I?\"\n- \"I keep circling back to\"\n- \"No, actually\"\n- \"That’s an interesting angle, but\"\n- \"Oh, I see what’s happening here!\"\n- \"There's got to be something about\"\n- \"Backing up for a second\"\n- \"Here's a possible explanation\"\n- \"Something doesn't add up\"\n- \"Wait, no\"\n- \"Okay, pros and cons\"\n- \"Let me work through this\"\n- \"Here's where it gets interesting\"\n- \"Let's think step by step\"\n- \"If I follow this through\"\n- \"Let me see if\"\n- \"I'm trying to untangle this\"\n- \"I need to make sure this checks out\"\n- \"First things first\"\n- \"In essence\"\n- \"This might sound weird, but\"\n- \"Okay, walking through it again\"\n- \"Let me just think this through\"\n- \"Picture this\"\n- \"What I'm getting at is\"\n- \"Ummm, actually\"\n- \"That doesn’t sound right\"\n- \"What if I flip it around?\"\n- \" is key here\"\n- \"On one hand... but on the other\"\n- \"This explains so much!\"\n- \"Alternatively\"\n- \"Okay, I think I’ve got it now!\"\n- \"Now, if I think about it differently\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let me run through it again\"\n- \"What keeps nagging at me is\"\n- \"I think I found the solution!\"\n- \"Let me sum this up so far\"\n- \"Basically\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"If A is true, then\"\n- \"So the main idea is\"\n- \"Let me play devil's advocate\"\n- \"Of course! That’s the answer!\"\n- \"I'm seeing a connection between\"\n- \"Coming at this from another angle\"\n- \"One way to look at it is\"\n- \"Let me untangle this\"\n- \"On the other hand\"\n- \"Now it all comes together!\"\n- \"I was just about to say\"\n- \"Let's break this down into parts\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"I'm just throwing ideas around\"\n- \"I'm still feeling my way through\"\n- \"The pros and cons are\"\n- \"Let’s weigh the options\"\n- \"Let me put this another way\"\n- \"Let me break this down\"\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 | We like to till in leaves with manure in the fall in our veggie beds.\nline 02 | Are there any leaves that are toxic?\nline 03 | In our county, we have cottonwood, aspen, oak, and maple.\nline 04 | Black walnut (Juglans nigra) and tree of heaven (Ailanthus altissima) are two trees to beware of as you gather leaves to use for soil improvement. All parts of black walnut trees contain juglone, a chemical that is toxic to certain other plants, including tomatoes and rhododendrons. The juglone breaks down after a year of composting; gardeners who compost the leaves of walnuts or related species (pecans, hickories, and butternuts) should make a separate pile from the rest of their yard waste. The growth-inhibiting chemicals produced by tree of heaven are found mostly in the roots but may also be present in the leaves.\nline 05 | This ability of some plants to influence the growth and survival of neighboring plants by producing a toxic substance is known to botanists as negative allelopathy. Plants such as black walnut use this trait as a way to reduce competition from other species. Some of the most aggressively spreading weeds—think garlic mustard—literally exterminate the competition with allelopathic chemicals.\nline 06 | Allelopathy can also work to the gardener’s benefit. Corn gluten meal, sometimes used as a pre-emergence weed killer in lawns, contains an allelopathic compound that stifles the germination of weed seeds.\nline 07 | But back to your original question: Cottonwood, aspen, oak, and maple leaves can all be tilled into garden soil with no fear of toxic repercussions.\nline 08 | —Doug Hall\nline 09 | I’m worried about using mulch near my house for fear of attracting termites. What is the best alternative to leaving a strip of bare soil next to the foundation?\nline 10 | The bad news is that termites are ever-present in all but the coldest climates. The good news: You don’t have to invite them into your home.\nline 11 | The strip of bare soil you’re trying to avoid is actually your best defense against these destructive, wood-eating insects. A study at the University of Maryland showed that termites colonize the moist soil beneath mulches of all types, including non-wood mulches like pea gravel and plastic film. Entomologists report that soil moisture, more than the presence of wood, determines where termites establish their colonies. Because their soft bodies are susceptible to desiccation, termites avoid dry soil.\nline 12 | Your strategy, then, is to keep a “dry zone” a foot or two wide around the house. Contour the ground so it slopes away from the foundation. Install roof gutters and direct the downspouts out into the yard. Keep plants—especially plants that offer a dense cover of foliage—at least a foot from the house. Design landscape beds nearest the house so they can be sustained without supplemental irrigation, and use no more than an inch of mulch in these beds.\nline 13 | Keep a watchful eye out for signs of termite infestation: pencil-thin mud tubes on foundations and walls, the occasional “swarming” of winged adults, and, of course, damaged wood. —Doug Hall\nline 14 | How can I keep my dahlia roots for next year? Frost killed the tops last week. I spent good money on the roots and I’m not willing to let them become expensive compost.\nline 15 | I’m with you. It takes just a few minutes to dig and store dahlia tubers, so why not keep them for a repeat performance next summer? Dahlias survive the winter outdoors in Zone 9 and warmer; everywhere else, you can dig up the tuberous roots and overwinter them indoors. The same technique works for cannas and other tender summer bulbs.\nline 16 | After frost, cut the stems to stubs. The sweet-potato-like dahlia tubers extend outward from the stem about 6 inches, so be careful not to slice into them while digging. Shake the soil off the roots and let them dry in the garage for a few days. If you have more than one variety, write their names on the tubers with a felt-tip marker.\nline 17 | Some gardeners divide their dahlias at this point, leaving one growth bud or “eye” per division and dusting the cut surfaces with garden sulfur as a fungicide. I prefer to store dahlia and canna clumps intact, waiting until spring to divide them, because I’ve had better success that way.\nline 18 | Pack the roots in paper bags or cardboard boxes with dry sphagnum peat moss, sawdust, or vermiculite surrounding them.\nline 19 | Store them at a steady temperature between 35°F and 45°F.\nline 20 | Back in the days of unheated, damp basements and root cellars, it was easier to store tender roots without their shriveling.\nline 21 | Nowadays drier basements prevail, and it’s wise to check on the stored roots monthly.\nline 22 | If they start to shrivel, lightly moisten the sawdust or peat.\nline 23 | —Doug Hall\nline 24 | I just pulled my tomato plants out and the roots are a mass of ugly bumps and warts. They were planted in new raised beds with a mix of soil and compost from the city. What am I dealing with, and how do I correct the problem?\nline 25 | What you describe sounds like the galls of root-knot nematodes. Nematodes are small soil-dwelling roundworms; when they parasitize or feed on plant roots, crop yields suffer. It’s possible that the tomato transplants you purchased were infected. Destroy the infested tomato plants—don’t add them to your compost pile.\nline 26 | There are thousands of species of nematodes, and most are beneficial.\nline 27 | Good nematodes are part of the soil “food web” in which nutrient components of organic matter are released in forms that plants can use.\nline 28 | Other beneficial nematodes prey on cutworms, beetle larvae, and destructive nematodes.\nline 29 | Even though many vegetable crops are susceptible to nematodes, each is parasitized by different nematode species, so crop rotation helps to minimize the damage. Plant your tomatoes in a place where tomatoes or related vegetables (peppers, eggplants, potatoes) have not grown for at least three years. Another control tactic is to fortify your soil with plenty of compost, which feeds the beneficial microbes that keep root-knot nematodes in check.\nline 30 | Next spring, look for nematode-resistant tomato varieties, or invest in grafted tomato plants, which are grown on a vigorous rootstock that is resistant to nematodes and soil-borne diseases.\nline 31 | If these efforts fail, consider solarizing the soil by covering it with a sheet of plastic for 6 to 8 weeks in summer.\nline 32 | Because solarizing kills beneficial microbes as well as pests, consider it your option of last resort.\nline 33 | —Doug Hall\nline 34 | A freak snowstorm last weekend broke a branch off my new Japanese maple, leaving a huge hole on one side of the tree. I just planted it this spring and now I’m heartbroken. Is it fixable?\nline 35 | The beauty of some trees is enhanced by their symmetry, with branches spaced evenly along ramrod-straight trunks. Fortunately for you, Japanese maples don’t need a perfect framework in order to look good. In fact, these small trees are often admired for their free-form, sculptural architecture. Sinuous, craggy branches add to a Japanese maple’s venerable character.\nline 36 | Another factor in your favor is the tree’s youth. Mature shade trees that lose a major limb in a storm will probably never regain their symmetry. Young trees, on the other hand, will likely outgrow their lopsided appearance, even if it takes several years.\nline 37 | That said, you need to prune the damaged spot to promote quick healing and prevent decay organisms from entering the wound. If the branch left a stub when it broke, use a sharp pruning saw or loppers to cut it back to the point where it connects to another branch or the trunk. Instead of a “flush” cut that would remove the branch collar and leave a large wound, prune just beyond the collar where the branch is of a smaller diameter. If any bark has been torn, cut it off carefully to leave no loose, hanging bits. There’s no need to use tree paint to seal the wound; nature does a better job of healing on its own. —Doug Hall\n</context>\n\n<phrases>\n- \"Let me approach this from another angle\"\n- \"Let me run through it again\"\n- \"I'm wondering if\"\n- \"Let me circle back to that\"\n- \"Ummm, actually\"\n- \"Brainstorming here, but\"\n- \"That makes sense because\"\n- \" is striking \"\n- \"On one hand... but on the other\"\n- \"Going back to what I said about\"\n- \"Hmm\"\n- \" is key here\"\n- \"Let me sum this up so far\"\n- \"Now, wait just a second\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me play devil's advocate\"\n- \"Now, if I think about it differently\"\n- \"[blank] is still a black box to me\"\n- \"I'm pondering\"\n- \"I'm intrigued by\"\n- \"Hold on a second\"\n- \"I need to step back and rethink this\"\n- \"I'm struck by\"\n- \"That reminds me\"\n- \"I'm curious about\"\n- \"Ah...\"\n- \"Okay, backtrack a bit\"\n- \"There's got to be something about\"\n- \"Wait a minute\"\n- \"There's something here about\"\n- \"What if I flip it around?\"\n- \"I'm seeing a connection between\"\n- \"On the other hand\"\n- \"Right, so\"\n- \"This brings to mind\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Let me throw this out there\"\n- \"Alternatively\"\n- \"Actually, no\"\n- \"That’s an interesting angle, but\"\n- \"It's almost like\"\n- \"Well, let me see\"\n- \"Picture this\"\n- \"Let me work through this\"\n- \"No, actually\"\n- \"How can I approach this?\"\n- \"This isn't quite right, but\"\n- \"Wait a minute... Oh!\"\n- \"Let me put this another way\"\n- \"I’m trying to connect the dots here\"\n- \"Let me untangle this\"\n- \"Basically\"\n- \"Let me back up a second\"\n- \"How do I put this\"\n- \"Alright, where was I?\"\n- \"What if we\"\n- \"I'm mulling over\"\n- \"This makes me think of\"\n- \"But then again\"\n- \"Something about [blank] is still bothering me\"\n- \"What keeps nagging at me is\"\n- \"I wonder if\"\n- \"This connects to\"\n- \"Let me chew on this\"\n- \"Wait, no\"\n- \"There's probably more to it\"\n- \"Wait, but if that’s true\"\n- \"There’s a pattern here\"\n- \"Let me think\"\n- \"I need to reframe this\"\n- \"When I sit with this idea\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"So what I'm trying to say is\"\n- \"Something doesn't add up\"\n- \"Let's think step by step\"\n- \"This connects to something else\"\n- \"Let me talk this through\"\n- \"So far, it looks like\"\n- \"Oh! That reminds me\"\n- \"The thing is\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"There's something off here\"\n- \"It's fascinating how\"\n- \"What am I overlooking?\"\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 a humid night in October, a college hockey game between the University of Notre Dame and the University of Denver in northern Indiana featured an unexpected 22-minute delay. The arena was rapidly evacuated, with two Zambonis left abandoned on the ice, as a line of tornadoes swept through South Bend and the surrounding region.\nline 02 | The very next night, a college game between the University of North Dakota and Boston College at the Silvio O. Conte Forum in Chestnut Hill, Mass., was called after two periods (officially going in the books as a 0-0 tie) due to fog and rough ice conditions brought on by unseasonably warm October temperatures in New England and high humidity in the rink.\nline 03 | Climate change has been a hot topic for some time among the folks at the Union of Concerned Scientists, which has its world headquarters just across the Charles River from Harvard University’s Bright Hockey Center, in Cambridge, Mass. The scientists there even chart the average temperature change in North America over the past several centuries using something that they call the “hockey stick” graph.\nline 04 | The graph got its name not through some sponsorship from a stick manufacturer, but because the line on the graph greatly resembles a hockey stick that’s been laid on the floor. Like the shaft of a hockey stick that’s sitting horizontally on a flat surface, average temperatures were fairly constant for several hundred years. But then the graph line hits a sharp curve, and temperatures shoot dramatically upward (looking like the stick’s blade) during the late 20th century.\nline 05 | Most of us have heard dire predictions about global climate change, and how a warmer planet might doom outdoor winter sports in the future.\nline 06 | “One aspect of global warming is that the outdoor hockey season is going to shorten. In fact, it already has,” points out Dr. Tom Johnson, a professor of geological science at the University of Minnesota Duluth.\nline 07 | Johnson, who grew up skating outdoors on Minnesota’s Iron Range and who plays hockey once a week with colleagues, noted that studies show the ice season is getting shorter on lakes in the Upper Midwest and in northern Europe, meaning less time for outdoor skating on naturally-occurring rinks.\nline 08 | But for the first time, the unseasonable October weather in places like Indiana and Massachusetts has some concerned that indoor hockey may feel the wrath of the elements as well.\nline 09 | “If they want to keep hockey seasons as long as they have been in the past, arena owners are going to have to pay for better refrigeration and better insulation of their facilities,” says Johnson.\nline 10 | That thought has the folks who design and maintain arenas poised to change on the fly.\nline 11 | Before migrating to the Colorado Springs offices of Serving the American Rinks (STAR) a few years ago, Don Moffat spent more than a decade perfecting the art of making ice in the Arizona desert.\nline 12 | He said that the technology is out there to allow arenas to combat the changing elements outside, but it comes at a price.\nline 13 | “If arenas keep up with the technology in terms of refrigeration and dehumidification, we can combat the weather, but there’s definitely a cost to it,” says Moffatt, who serves as a director of facility programs for STAR.\nline 14 | “The older buildings especially were designed for seasonal use, between October and March, so in cases like that they have to take changing temperatures into account and build more refrigeration and dehumidification capacity into the building.”\nline 15 | Since the NHL’s southern expansion in the early 1990s triggered a wave of rink building in non-traditional hockey regions, rink operators have known about the challenges of making good ice in places like Arizona, where temps are routinely in the triple digits for part of the year, or Florida, where the combination of heat and stifling humidity are anything but conducive to producing smooth frozen water.\nline 16 | But now those challenges are moving north, triggered by warmer-than-normal temperatures in more traditional hockey areas like Minnesota, Michigan and Massachusetts. Most of the rinks in these areas were designed and built for seasonal operation or for conditions that are now being exceeded. Previously, the biggest weather-related threat that would prevent hockey from being played would come from blizzards that might make the roads to the rink impassible.\nline 17 | “We’re in a cycle where it’s staying warmer later into the fall, and getting warmer earlier in the spring,” says Dave Wescott, STAR’s other director of facility programs, based in Florida.\nline 18 | Making ice on the Gulf Coast for the past 17 years, Wescott has seen a five-fold increase in the number of hockey rinks in humidity-rich Florida, and he’s also seen the future of good playing conditions throughout North America, no matter how warm it gets outside.\nline 19 | The need to keep workplaces cool and dry in the manufacturing and food industries led to the perfection of a process called desiccant dehumidification. According to Wescott, that technology for climate control is the wave of the future when it comes to making good ice regardless of the conditions beyond the arena’s walls.\nline 20 | “For the last 50 years, ice rinks have been using mechanical dehumidification, which is essentially air conditioning, but that has its limits when dew points reach a certain level,” Wescott says.\nline 21 | He noted that officials with the Tampa Bay Lightning and Carolina Hurricanes installed additional capacity to their desiccant systems in their arenas during their recent runs to the Stanley Cup, to produce better ice conditions as the playoffs stretched into June — definitely warm weather in Tampa and Raleigh.\nline 22 | In 2004, as the Lightning were on their way to winning the Cup, NHL officials noted that thanks to the desiccant system at work in Florida, the ice conditions in Tampa and Calgary were nearly identical.\nline 23 | The system works by using silica gel, which you commonly find in pellet form in small packets along with shoes and new clothes. The desiccant wheel absorbs moisture from the rink area by blowing air through a revolving wheel that contains desiccant material, which absorbs the water from the air.\nline 24 | Another great benefit to this type of system is that it allows outside fresh air to be introduced into the building. The older mechanical systems were not capable of bringing in fresh dehumidified air.\nline 25 | But the cost of installing a desiccant system (roughly $60,000 for a single ice sheet) has many arena owners shying away from the technology, and putting up with bad ice, fog and condensation for part of a season.\nline 26 | It’s that refusal to adapt that has some in the industry steamed.\nline 27 | “We’ve got to get beyond the ‘deal with it’ stage,” Wescott says, noting that comfortable, well-maintained arenas with good ice are vital to attracting the next generation of hockey players to try the sport.\nline 28 | “We can’t sell people a 1975 Ford LTD today when they’re used to driving a new Escalade.”\n</context>\n\n<phrases>\n- \"Right, so\"\n- \"Kind of\"\n- \"Wait, no\"\n- \"Let me break this down\"\n- \"More or less\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"I'm struck by\"\n- \"Just spitballing here\"\n- \"What’s the next step?\"\n- \"This is just a hunch\"\n- \"Oh! That reminds me\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me see if\"\n- \"Aha! That’s what I was missing!\"\n- \"Here's where it gets interesting\"\n- \"Something doesn't add up\"\n- \"First things first\"\n- \"How do I put this\"\n- \"Okay, so\"\n- \"This makes me think of\"\n- \"Let's break this down into parts\"\n- \"I think I found the solution!\"\n- \"This brings to mind\"\n- \"Let me see\"\n- \"I might be missing something\"\n- \"Hold that thought\"\n- \"It suggests that\"\n- \"Let me throw this out there\"\n- \"That’s the piece of the puzzle!\"\n- \"Now it all comes together!\"\n- \"Let me sum this up so far\"\n- \"There’s a better way to phrase this\"\n- \"What keeps nagging at me is\"\n- \"Uh...\"\n- \"I'm curious about\"\n- \"Let me connect the dots\"\n- \"Let me dig into that a little deeper\"\n- \"When I sit with this idea\"\n- \"Oh, that clears everything up!\"\n- \"Does that sound right?\"\n- \"I'm trying to untangle this\"\n- \"Might be\"\n- \"I'm pondering\"\n- \"I'm mulling over\"\n- \"Okay, I think I’ve got it now!\"\n- \"This makes me reflect on\"\n- \" is key here\"\n- \"Let me work through this\"\n- \"What’s the best way to explain this?\"\n- \"I wonder if\"\n- \"That changes everything\"\n- \"Building on that\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"That reminds me\"\n- \"I'm seeing a connection between\"\n- \"Okay, pros and cons\"\n- \"Let's think step by step\"\n- \"Still forming this thought\"\n- \"That’s what I was trying to say!\"\n- \"So far, it looks like\"\n- \"Okay, let's break this down\"\n- \"Let me untangle this\"\n- \"There’s a pattern here\"\n- \"This connects to\"\n- \"Let me think\"\n- \"I'm wondering if\"\n- \"In other words\"\n- \"That makes sense because\"\n- \"Wait, I think I just cracked it!\"\n- \"What if we\"\n- \"Actually, no\"\n- \"Take this with a grain of salt\"\n- \"This might sound weird, but\"\n- \"No, actually\"\n- \"What I'm getting at is\"\n- \"Perhaps\"\n- \"That would explain why\"\n- \" is striking \"\n- \"Hmm\"\n- \" is interesting\"\n- \"If I take this apart step by step\"\n- \"I’m trying to connect the dots here\"\n- \"There's got to be something about\"\n- \"Let's see\"\n- \"Let’s weigh the options\"\n- \"So the main idea 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 | William the Conqueror should strictly be known as William I. William is credited with kick-starting England into the phase known as Medieval England; William was the victor at the Battle of Hastings; he introduced modern castle building techniques into Medieval England and by his death in 1087, he had financially tied down many people with the Domesday Book.\nline 02 | William was born in 1027 and he died in 1087.\nline 03 | His father was Robert, Duke of Normandy and his mother was Herleve of Falaise. They never married and William was known as \"William the Bastard\" to his enemies - though this was never said to his face when he had grown up.\nline 04 | In 1035, Robert died and as his only surviving heir, William became Duke of Normandy at the age of 8.\nline 05 | William's young age and the fact that he was born out of marriage, meant that many lords in Normandy did not approve of him ruling them.\nline 06 | In 1040, they tried to kill William.\nline 07 | The plan failed but William's guardian - Gilbert of Brionne - was killed.\nline 08 | In 1047, the lords in western Normandy rebelled against William again.\nline 09 | They, again, failed but these two incidents taught William to trust no-one.\nline 10 | He also became a victim of the violent time he lived in.\nline 11 | He believed that if someone betrayed him, then he should show no mercy.\nline 12 | If a village or town betrayed him, then he should show no mercy.\nline 13 | In 1051, citizens in the town of Alenšon, which William was besieging, taunted him about being illegitimate.\nline 14 | Once the town had fallen to him, he ordered that those who had abused him should have their hands and feet cut off.\nline 15 | In 1051, William met Edward the Confessor.\nline 16 | William claimed that at this meeting, Edward promised him the throne of England on Edward's death.\nline 17 | However, there were no proper witnesses to this meeting - only those who wanted to keep on the good side of William.\nline 18 | In 1053, William married Matilda of Flanders.\nline 19 | They had nine children, of whom seven survived.\nline 20 | During the next ten years, William had to constantly fight off invaders to his territory. He was always successful and built up a feared and professional army. His army's main power was based on his cavalry - horse borne soldiers. These men were highly trained. They wore chain mail into battle, used a lance, sword or mace to fight with and rode horses that were bred to carry such a weight at speed.\nline 21 | He died in September 1087 after suffering from major internal injuries when his horse, scared by embers in a burning Norman village, reared and rammed the pommel on the saddle into William's stomach. He took several days to die. When he did, he was buried but he was too big for his coffin and his body had to be stuffed into it. Legend has it, that the body split open because it had rotted so much before burial...............What was put into his coffin was stolen in 1562 - all except a thigh bone. This was removed during the French Revolution - no-one knows the whereabouts of the skeleton of the man who won the Battle of Hastings!\nline 22 | in his time, men suffered grievous oppression and manifold injuries. He\nline 23 | caused castles to be built which were a sore burden to the\nline 24 | Anglo-Saxon Chronicle on William\nline 25 | \"William the Conqueror\". HistoryLearningSite.co.uk. 2014. Web.\n</context>\n\n<phrases>\n- \"That makes sense because\"\n- \"Wait a minute\"\n- \"First things first\"\n- \"I'm just throwing ideas around\"\n- \"Is it possible that...?\"\n- \"Wait, why does that happen?\"\n- \"I feel like I'm close\"\n- \"That reminds me\"\n- \"There’s a pattern here\"\n- \"This could explain why\"\n- \"On the other hand\"\n- \"Hold that thought\"\n- \"Building on that\"\n- \"What happens if we change this part?\"\n- \"More or less\"\n- \"No, actually\"\n- \"That doesn’t sound right\"\n- \"How do I put this\"\n- \"Right, so\"\n- \"Let’s weigh the options\"\n- \"Okay, let's break this down\"\n- \"Alternatively\"\n- \"On one hand... but on the other\"\n- \"Ah...\"\n- \"Actually, no\"\n- \"Wait, does this contradict itself?\"\n- \"Now, wait just a second\"\n- \"But then again\"\n- \"Now I'm stuck on\"\n- \"Well, let me see\"\n- \"What am I overlooking?\"\n- \"Let me play devil's advocate\"\n- \"Ummm, actually\"\n- \"Let's break this down into parts\"\n- \"This connects to\"\n- \"Okay, pros and cons\"\n- \"Sort of like\"\n- \"I’m trying to connect the dots here\"\n- \"That doesn't seem to add up... Let me think\"\n- \"That’s an interesting angle, but\"\n- \"It's almost like\"\n- \"Something doesn't add up\"\n- \"Do I go with my gut or\"\n- \"Just thinking out loud but\"\n- \"The pros and cons are\"\n- \"Let's test this idea\"\n- \"There's got to be something about\"\n- \"Let me throw this out there\"\n- \"There's something here about\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Wait, no\"\n- \"Should I...? No, wait\"\n- \"This is rough, but\"\n- \"What keeps nagging at me is\"\n- \"What if we looked at it like\"\n- \"I knew I was forgetting something!\"\n- \"Oh! That reminds me\"\n- \"So what does this mean in the bigger picture?\"\n- \"Just spitballing here\"\n- \"Am I missing something?\"\n- \"Let me untangle this\"\n- \"Let me approach this from another angle\"\n- \"I was making this more complicated than it needed to be\"\n- \"Let me break this down\"\n- \"Let me think\"\n- \"What if I tried...?\"\n- \"Hold on a second\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"If we follow this logic\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"There's something off here\"\n- \"Consider this possibility\"\n- \"Let me work through this\"\n- \"Suppose we assume that\"\n- \"This makes me think of\"\n- \"What if I flip it around?\"\n- \"If I follow this through\"\n- \"If I take this apart step by step\"\n- \"Coming at this from another angle\"\n- \"Let's think step by step\"\n- \"I'm starting to see a pattern\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\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 | Located in Eastern Brazil. Porto Alegre, the capital and chief port of the State of Rio Grande do Sul, is built on the northern extremity of Lagoa dos Patos and on the eastern shore of the estuary called Rio Guahyba. It was founded in 1742 by a colony of immigrants from the Azores, and was first known as Porto dos Cazaes. In 1770 Governor José Marcellino de Figuereido selected it as his official residence, and in 1773 the town received its present name. Raised to the rank of a city in 1822, it was given in 1841 in recognition of its loyalty the title \"leal e valorosa\". The city is the chief commercial centre of the state, and has a harbour accessible to vessels of not more than ten feet draught. The principal industry of the state is stock-raising, which was first organized by the Jesuit missionaries in the seventeenth century. The municipio has an area of 931 sq. miles; the latest census returns assign the city (including several districts not within the municipal boundaries) a population of 73,574 inhabitants, for the most part of German and Italian extraction. The climate, while cool and bracing in winter, is intensely hot during the summer; the average annual rainfall exceeds thirty inches. Porto Alegre has four newspapers, including the Catholic \"Deutsches Volksblatt\"; the state institutions include the municipal palace, the governor's palace, the school of engineering, the military college, school of medicine, and four general schools. Christianity was first introduced into the country by the Jesuits in the early part of the seventeenth century, after the Indian slave hunters of São Paulo had forced them to abandon their missions in Upper Paraná. In 1848 the state, which has an area of about 91,300 sq. miles, was formed into the Diocese of São Pedro do Rio Grande do Sul. On 4 March, 1910, Pius X divided the territory of the state between this see (which he raised to metropolitan rank with the title of Porto Alegre, now appointed its seat), and its newly created suffragans, Pelotas, Santa Maria , Uruguayana, and Florianopolis. The religious statistics at the time of the division were: 1,400,000 Catholics 115,000 Protestants (including 5,000 Methodists ), 134 parishes and parochial charges, 245 priests (including 225 regular), 68 brothers, 58 seminarians, nearly 400 sisters, 6 g ymnasiums , 2 normal schools, 1 agricultural school, and more than 500 schools and colleges. The principal religious orders of the archdiocese are the Jesuits (St. Joseph's Church, gymnasium etc.), the Pallottini Fathers, the Sisters of St. Francis, the Sisters of St. Catherine, the Sisters of St. Joseph , the Evangelical School Brothers, the Capuchins (who have charge of the episcopal seminary ). Nearly all the hospitals are managed by nuns. The chief churches are the Cathedral of Our Lady Madre de Deus, the church of Nossa Senhora des Dores, and the ( Jesuit ) church of St. Joseph. The present archbishop is the Most Reverend Claoudi José Gonçalves Ponce de Leão (born 21 Feb., 1841), transferred from the Diocese of Goyaz to the former Diocese of Rio Grande on 13 May, 1881. On 21 February, 1906, Mgr João Antonio Pimenta, titular Bishop of Pentacomia, was appointed coadjutor with right of succession.\nline 02 | The Catholic Encyclopedia is the most comprehensive resource on Catholic teaching, history, and information ever gathered in all of human history. This easy-to-search online version was originally printed in fifteen hardcopy volumes.\nline 03 | Designed to present its readers with the full body of Catholic teaching, the Encyclopedia contains not only precise statements of what the Church has defined, but also an impartial record of different views of acknowledged authority on all disputed questions, national, political or factional.\nline 04 | In the determination of the truth the most recent and acknowledged scientific methods are employed, and the results of the latest research in theology, philosophy, history, apologetics, archaeology, and other sciences are given careful consideration.\nline 05 | No one who is interested in human history, past and present, can ignore the Catholic Church, either as an institution which has been the central figure in the civilized world for nearly two thousand years, decisively affecting its destinies, religious, literary, scientific, social and political, or as an existing power whose influence and activity extend to every part of the globe. In the past century the Church has grown both extensively and intensively among English-speaking peoples. Their living interests demand that they should have the means of informing themselves about this vast institution, which, whether they are Catholics or not, affects their fortunes and their destiny.\nline 06 | Copyright © Catholic Encyclopedia. Robert Appleton Company New York, NY. Volume 1: 1907; Volume 2: 1907; Volume 3: 1908; Volume 4: 1908; Volume 5: 1909; Volume 6: 1909; Volume 7: 1910; Volume 8: 1910; Volume 9: 1910; Volume 10: 1911; Volume 11: - 1911; Volume 12: - 1911; Volume 13: - 1912; Volume 14: 1912; Volume 15: 1912\nline 07 | Catholic Online Catholic Encyclopedia Digital version Compiled and Copyright © Catholic Online\n</context>\n\n<phrases>\n- \"Wait, why does that happen?\"\n- \"Okay, walking through it again\"\n- \"That actually makes a lot of sense\"\n- \"Coming at this from another angle\"\n- \"Alright, where was I?\"\n- \"What was I about to say?\"\n- \"Going back to what I said about\"\n- \"How do I put this\"\n- \"I keep coming back to\"\n- \"I think\"\n- \"Uh, where was I?\"\n- \"Maybe I’m overcomplicating it\"\n- \"On the other hand\"\n- \"Let me work through this\"\n- \"That changes everything\"\n- \"Hold that thought\"\n- \"Let me see\"\n- \"Let's break this down into parts\"\n- \"I have a theory about this\"\n- \"Let me make sure I got this\"\n- \"Picture this\"\n- \"Let’s weigh the options\"\n- \"It finally adds up!\"\n- \"What keeps nagging at me is\"\n- \"Well, let me see\"\n- \"Backing up for a second\"\n- \"Let me back up a second\"\n- \"I'm trying to untangle this\"\n- \"This isn't quite right, but\"\n- \"What if I flip it around?\"\n- \"Alternatively\"\n- \"Is it possible that...?\"\n- \"Hold on a second\"\n- \"On one hand... but on the other\"\n- \"Let me throw this out there\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me untangle this\"\n- \"Wait, no\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I'm seeing a connection between\"\n- \"Hang on a second\"\n- \"Where does that leave me?\"\n- \"I know there’s a word for this\"\n- \"But then again\"\n- \"If I take this apart step by step\"\n- \"That’s the answer I was looking for!\"\n- \"Of course! That’s the answer!\"\n- \"Let me break this down\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Okay, pros and cons\"\n- \"That’s an interesting angle, but\"\n- \"You know\"\n- \"I just had it, what was it?\"\n- \"The pros and cons are\"\n- \"I could be wrong, but\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Oh, I see what’s happening here!\"\n- \"What if the reason is\"\n- \"Let's think step by step\"\n- \"Let me play devil's advocate\"\n- \"Something doesn't add up\"\n- \"This just clicked into place!\"\n- \"Ah...\"\n- \"If I follow this through\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"Anyway\"\n- \"No, actually\"\n- \"Maybe\"\n- \"I need to step back and rethink this\"\n- \"I need to make sure this checks out\"\n- \"This might sound weird, but\"\n- \"In the end\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"There's a better way to phrase this\"\n- \"Now it all comes together!\"\n- \"Oh, that clears everything up!\"\n- \"What am I overlooking?\"\n- \"I’m almost there\"\n- \"That doesn't seem to add up... Let me think\"\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 | The News Story - Common Core upsets homeschooling parents\nline 02 | Recent repeal of the Common Core educational standards in Oklahoma was largely backed by support from homeschool advocates. An ABCNews article explains how the Common Core requires standardised testing in math and English, aimed to better prepare students for college and future careers. While homeschool and private school curriculum do not need to abide by the Common Core standards, such standards will nonetheless influence the feasibility of using different kinds and sources of instruction and learning.\nline 03 | Home-school advocates expressed concern, and in particular, some “home-schoolers fear that as textbook publishers incorporate the standards, it will lead to a smaller number of non-Common Core based-textbooks.” Additionally, many worry that “the ACT and the College Board, which owns the SAT, are moving toward aligning with the standards…[which] would leave home-schooling parents no choice other than to follow the standards if they want their kids to do well on the college entrance exams.”\nline 04 | Oklahoma homeschool advocates have currently won the battle to freely educate their children; not all home-school families are so lucky. But recent research indicates that this educational trend is still on the rise, in spite of such efforts to quash the very reasons that parents choose to homeschool.\nline 05 | The New Research - Dramatic growth of homeschooling\nline 06 | Most have noted the exponential growth that has occurred in the homeschooling movement in the last several years. What began as something of a fringe group has developed into one of the leading competitors in the educational marketplace. But what accounts for such a dramatic shift? Why have so many decided to take education back into the home? Joseph F. Murphy of Vanderbilt University’s Peabody College seeks to answer just this question by examining transitions in America’s “social, economic, and political fabric.”\nline 07 | In an overview of homeschooling that covers the span 1970-2010, Murphy posits that the usual reasons cited for the growth of homeschooling—biblical mandates for parental authority, coupled with “visible shortcomings of schools”—certainly have something to do with homeschooling’s growth, but also suggests that “homeschooling is thriving because the essential pillars of society that made it anathema for over a century are being torn down . . . .”\nline 08 | First, Murphy highlights, the growth in homeschooling was made possible by changes in the social landscape.\nline 09 | In the transition to a new market economy, “schools could help socialize workers into accepting the emerging changes associated with the industrial revolution.” Murphy also highlights research demonstrating a “plummeting support for government,” which includes government-run schools, and also “a reassessment of the interests of public employees.”\nline 10 | Along with this dismantling of ideas crucial to the continuance of government schooling, however, the past 40 years have also seen what Murphy calls “the evolution of a new social context supporting homeschooling,” a context that favors personal choice and democratic impulses. Murphy also outlines transitions in economic thinking, most important of which is the concept of “privatization”—“the transfer of activities from the public sector to the private sector [including] contracting out as well as reducing or discontinuing the provision of some goods and services by government.” Homeschooling, with its focus on individual freedom of choice, is among the more radical types of privatization.\nline 11 | Murphy points out that an estimated two million U.S. children are homeschooled today, and that there are far more children being homeschooled than are schooled in either charter schools or private Christian schools. Given the social benefits and family strengthening that this important, historic mode of education represents, let us hope for 40 more years of homeschool growth.\nline 12 | (Source: Bryce J. Christensen and Nicole M. King, “New Research,” The Family in America Vol 27 Number 4, Fall 2013. Study: Joseph F. Murphy, “Explaining the Change in Homeschooling, 1970-2010,” Home School Researcher 29.1 [Nov. 2013]: 1-13.)\nline 13 | This article has been republished with permission from The Family in America, a publication of The Howard Center. The Howard Center is a MercatorNet partner site.\nline 14 | This article is published by Nicole M. King\nline 15 | and MercatorNet.com under a Creative Commons licence. You may republish it or translate it free of charge with attribution for non-commercial purposes following these guidelines\nline 16 | . If you teach at a university we ask that your department make a donation. Commercial media must contact us\nline 17 | for permission and fees. Some articles on this site are published under different terms.\n</context>\n\n<phrases>\n- \" is striking \"\n- \"Ohhh, now I see!\"\n- \"I'm intrigued by\"\n- \"Backing up for a second\"\n- \"Now, if I think about it differently\"\n- \"Wait, no\"\n- \"If I take this apart step by step\"\n- \"Let me untangle this\"\n- \"That makes sense because\"\n- \"The pros and cons are\"\n- \"The thing is\"\n- \"Oh, that clears everything up!\"\n- \"This makes me reflect on\"\n- \"No, actually\"\n- \"On one hand... but on the other\"\n- \"Let me make sure I got this\"\n- \"Something doesn't add up\"\n- \"I need a clearer view of this\"\n- \"Let me put this another way\"\n- \"Now it all comes together!\"\n- \"Let me back up a second\"\n- \"Okay, so\"\n- \"How do I put this\"\n- \"Just spitballing here\"\n- \"I think I found the solution!\"\n- \"I'm trying to untangle this\"\n- \"I need to make sure this checks out\"\n- \"Might be\"\n- \"Basically\"\n- \"I'm mulling over\"\n- \"Let's think step by step\"\n- \"Still working it out\"\n- \"Let's break this down into parts\"\n- \"Wait a minute\"\n- \"I'm wondering if\"\n- \"Wait a minute... Oh!\"\n- \"It's fascinating how\"\n- \"Okay, let's break this down\"\n- \"I keep circling back to\"\n- \"Hold on a second\"\n- \"Coming at this from another angle\"\n- \"Actually, no\"\n- \"Okay, pros and cons\"\n- \" is interesting\"\n- \"I need to reframe this\"\n- \"How can I approach this?\"\n- \"This brings to mind\"\n- \"In essence\"\n- \"Alright, where was I?\"\n- \"I’m not sure, but\"\n- \"Let me talk this through\"\n- \"So the main idea is\"\n- \"There's something here about\"\n- \"It was staring me in the face\"\n- \"Let me throw this out there\"\n- \"I guess there’s no perfect solution\"\n- \"I keep coming back to\"\n- \"Oh! I get it now!\"\n- \"So what does this mean in the bigger picture?\"\n- \"First things first\"\n- \"There's got to be something about\"\n- \"Ummm, actually\"\n- \"What keeps nagging at me is\"\n- \"I should have known that!\"\n- \"I think\"\n- \"When I sit with this idea\"\n- \"It suggests that\"\n- \"Oh! I get it now\"\n- \"What’s the best way to explain this?\"\n- \"Finally, it clicks!\"\n- \"Let me circle back to that\"\n- \"In the end\"\n- \"Going back to what I said about\"\n- \"Let’s weigh the options\"\n- \"I'm struck by\"\n- \"Let's see\"\n- \"Uh...\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"So what I’m trying to say is\"\n- \"Let me chew on this\"\n- \"Follow me here\"\n- \"Now, wait just a second\"\n- \"I wonder if\"\n- \"Let me work through this\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"I’m not sure if that’s the right approach\"\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 | Truth is, we need carbs. In our bodies, carbohydrates get broken down to their building blocks–glucose–the essential fuel for our brains, our red blood cells, a growing fetus, and our muscles during exercise. So we need carbs. But some are better than others.\nline 02 | Carbs do us no favor if they get digested and absorbed too quickly. That spikes our blood sugar level, which releases insulin. And insulin has an inhibiting effect on fat burning. At the same time, switching out all our carbohydrates for a bunch of high-saturated fat protein is a bad plan, too. (Sorry, people, no bacon diets here). There’s nothing balanced about that, and we know that saturated fat leads to all manner of disease. So how do we get the life-supporting benefits of carbohydrate without the glucose spikes and the excess insulin?\nline 03 | The key is GI. Otherwise known as the Glycemic Index.\nline 04 | Granted, this is not as easy a concept to understand as the carbs = evil therefore must avoid at all costs model. But you’re smart cookies out there. You’ll catch on.\nline 05 | The Glycemic Index is list of foods containing carbohydrates, and the rate at which each food gets digested and absorbed into the bloodstream as glucose. A high GI value (to a max of approximately 100) means that particular food will cause a rapid increase in blood glucose. A low GI value means a food will break down nice and slowly, causing a gradual release of sugar into the bloodstream.\nline 06 | Guess which kind you’re interested in?\nline 07 | Yes, of course, you’re looking for carbs that have a low GI value.\nline 08 | So you need to start by familiarizing yourself with the GI values of different foods. And then, essentially, swap out the high-GI stuff you eat for healthier, low-GI stuff. There are books with GI lists, or you can check out an online GI index here. It takes a little effort and time, but once you get the hang of it, it’s easy and makes perfect sense. And you’ll be glad you invested in yourself.\nline 09 | To get you started, here are some examples of high GI food (ie. with a GI value of 70 or more):\nline 10 | - white bread\nline 11 | - white potatoes\nline 12 | - soft drinks\nline 13 | - corn flakes\nline 14 | What you want, instead, are foods with a low GI (55 or less).\nline 15 | Low GI carbs, in general, are made with whole grains, and have lots of fiber.\nline 16 | Many vegetables are low GI, too.\nline 17 | A nice low GI food will take its sweet time getting absorbed and broken down, giving your system a nice steady level of glucose.\nline 18 | No spikes.\nline 19 | No insulin jolts.\nline 20 | Examples of low GI foods:\nline 21 | - 12 grain bread\nline 22 | - sweet potato\nline 23 | The other beautiful thing? Low GI carbs are toothsome and satisfying. They keep you feeling full longer, stave off the munchies, and keep your body running like the well-oiled machine it’s meant to be. Low GI carbs are also an important part of an anti-inflammatory diet. (link)\nline 24 | Now, what about pasta?\nline 25 | Regular pasta is okay, GI-wise, but not great. Tends to have a GI rating somewhere between 55 and 70. Make sure you have your pasta with lots of vegetables and lean protein to modify the glucose level. Or, even better: go for whole wheat pasta. Whole-wheat spaghetti has a GI of 42, for example.\nline 26 | Many fruits are relatively high GI, and this is where the Glycemic Index fails us a little, I think. Fruit is a crucial part of any healthy diet, in my mind. Rich in phytonutrients, fiber, and antioxidants. When it comes to fruit, I think you really can’t go wrong, and you shouldn’t let a high GI level deter you from enjoying the delights of berries, melon, grapes, mango…whatever your pleasure.\nline 27 | Get the newsletter!\nline 28 | If you enjoyed reading this post, why not sign up for Dr. Kim’s free newsletter?\nline 29 | Get fresh health advice delivered directly to your email inbox (starting with Dr.Kim’s special report, Health Architecture: Blueprint for a Healthier Life).\n</context>\n\n<phrases>\n- \"What I’m getting at is\"\n- \"That’s an interesting angle, but\"\n- \"First things first\"\n- \"This feels half-right, but\"\n- \" is striking \"\n- \"That’s it!\"\n- \"It's almost like\"\n- \"That’s the piece of the puzzle!\"\n- \"Where did I put that...?\"\n- \"So basically\"\n- \"Let’s weigh the options\"\n- \"Building on that\"\n- \"What am I overlooking?\"\n- \"Am I missing something?\"\n- \"Let me play devil's advocate\"\n- \"If we follow this logic\"\n- \"This makes me think of\"\n- \"Basically\"\n- \"Wait, no\"\n- \"Maybe I’m overcomplicating it\"\n- \"Actually, no\"\n- \"Okay, let's break this down\"\n- \"Okay, pros and cons\"\n- \"Something’s not clicking\"\n- \"That makes sense because\"\n- \"Here's what I'm thinking\"\n- \"Let's break this down into parts\"\n- \"That reminds me\"\n- \"This might sound weird, but\"\n- \"Maybe if I try it this way\"\n- \"This just clicked into place!\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Let's think step by step\"\n- \"What if I just flip this around?\"\n- \"On the other hand\"\n- \"Alternatively\"\n- \"There’s a better way to phrase this\"\n- \"What was I about to say?\"\n- \"What if I flip it around?\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Ummm, actually\"\n- \"I think I’ve lost my train of thought\"\n- \"Okay, I think I’ve got it now!\"\n- \"So what I'm trying to say is\"\n- \"It feels like the right move, but\"\n- \"So far, it looks like\"\n- \"Let me throw this out there\"\n- \"This connects to\"\n- \"Let me propose something\"\n- \"That’s what I was trying to say!\"\n- \"What happens if we change this part?\"\n- \"This is slipping through my fingers\"\n- \"On one hand... but on the other\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Hmm, that doesn’t sound right\"\n- \"Oh! I get it now!\"\n- \"This connects to something else\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \" is key here\"\n- \"In essence\"\n- \"Let me untangle this\"\n- \"Something doesn't add up\"\n- \"I think I found the solution!\"\n- \"Something about [blank] is still bothering me\"\n- \"The pros and cons are\"\n- \"Now it makes sense!\"\n- \"That changes everything\"\n- \"I need to fill in the gaps\"\n- \"But then again\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"I'm seeing a connection between\"\n- \"Oh! That reminds me\"\n- \"What keeps nagging at me is\"\n- \"I'm trying to untangle this\"\n- \"Consider this possibility\"\n- \"Let me connect the dots\"\n- \"If I take this apart step by step\"\n- \"Don't hold me to this\"\n- \"Let me work through this\"\n- \"The crucial thing seems to be\"\n- \"One way to look at it is\"\n- \"No, actually\"\n- \"Oh, I see what’s happening 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 | an inflammation of the gingival mucosa, due to the increase in the virulence or mass of bacteria in the gingival sulcus, or to reduced resistance of the host.\nline 02 | Found on http://www.eclipse.co.uk/moordent/page5.html\nline 03 | - inflammation of the gums\nline 04 | Found on http://www.webdictionary.co.uk/definition.php?query=gingivitis\nline 05 | inflamed and swollen gum tissue most commonly caused by plaque. If left untreated, may lead to periodontitis.\nline 06 | Found on http://www.cosmeticdentistryguide.co.uk/glossary.html\nline 07 | a condition of the gums characterized by inflammation and bleeding.\nline 08 | Found on http://www.diabetes.co.uk/glossary/g.html\nline 09 | inflammation of the gums, typically caused by a build-up of plaque due to poor hygiene\nline 10 | Found on http://www.medichecks.com/glossary.cfm?ltr=G\nline 11 | Inflammation of the gum\nline 12 | Found on http://www.gadsbywicks.co.uk/uploaded/3822.pdf\nline 13 | Gingivitis: Gum disease with inflammation of the gums. On inspection, the gums will appear red and puffy, and will usually bleed during tooth-brushing or dental examination. Treatment is by improved cleaning, with more-frequent and longer brushing and flossing, and/or the use of electronic tooth-cleaning equipment. Antiseptic mouthwashes may also b\nline 14 | Found on http://www.medterms.com/script/main/art.asp?articlekey=3593\nline 15 | <pathology> Inflammation of the gingivae. Gingivitis associated with bony changes is referred to as periodontitis. ... Synonym: oulitis, ulitis. ... (18 Nov 1997) ...\nline 16 | Found on http://www.mondofacto.com/facts/dictionary?gingivitis\nline 17 | (jin″jĭ-vi´tis) inflammation of the gums (gingivae). Bleeding is a primary symptom, and there may be swelling, redness, pain, and difficulty in chewing. It can lead to the more serious disorder known as periodontitis, with bony changes in addition to the gingivitis. There are numerous causes, of which the primary o...\nline 18 | Found on http://www.encyclo.co.uk/local/21001\nline 19 | inflammation of the gums (gingivae).\nline 20 | Symptoms include tender, sometimes swollen, gums that bleed easily.\nline 21 | Areas of tissue destruction (necrosis) or ... [1 related articles]\nline 22 | Found on http://www.britannica.com/eb/a-z/g/33\nline 23 | (gingiv- + -itis) inflammation of the gingivae. Gingivitis associated with bony changes is referred to as periodontitis. Called also oulitis and ulitis.\nline 24 | Found on http://users.ugent.be/~rvdstich/eugloss/DIC/dictio36.html\nline 25 | infection of the gums, often chronic and low grade.\nline 26 | Found on http://en.wikipedia.org/wiki/Glossary_of_diabetes\nline 27 | - an inflammation of the gingival mucosa, due to the increase in the virulence or mass of bacteria in the gingival sulcus, or to reduced resistance of the host.\nline 28 | Found on http://www.eclipse.co.uk/moordent/page5.html\nline 29 | Inflammation of gingival tissue without loss of connective tissue.\nline 30 | Found on http://www.mytonparkdental.co.uk/glossary-of-terms.html\nline 31 | An inflammation or infection of the gingiva (gum tissue); the initial stage of gum disease.\nline 32 | Found on http://www.cigna.com/glossary/glossary.html?redir=/health/consumer/dental/d\nline 33 | An inflammation of gums that occurs around the roots of the teeth that is caused by bacteria and plaque. Symptoms include swelling of the gums, bleeding and sore gums. Because of the hormone changes that pregnancy brings on, approximately 50-75% of all pregnant women will develop gingivitis during pregnancy. Proper care of the teeth during pregn...\nline 34 | Found on http://www.pregnology.com/AZ/G/2\nline 35 | gingivitis (jin\"juvī'tis) , inflammation of the gums.\nline 36 | It may be acute, subacute, chronic, or recurrent.\nline 37 | The gums usually become red, swollen, and spongy, and bleed easily.\nline 38 | Chronic gingivitis is the usual form, resulting from irritating bacteria or debris, food impaction, or poor dental...\nline 39 | Found on http://www.infoplease.com/ce6/sci/A0820854.html\nline 40 | Type: Term Pronunciation: jin′ji-vī′tis Definitions: 1.\nline 41 | Inflammation of the gingiva as a response to bacterial plaque on adjacent teeth; characterized by erythema, edema, and fibrous enlargement of the gingiva without resorption of the underlying alveolar bone.\nline 42 | Found on http://www.medilexicon.com/medicaldictionary.php?t=36977\nline 43 | Inflammation of the gums, characterized by redness and swelling.\nline 44 | Found on http://www.apluspetgoods.com/petsupplies/dog-glossary.php\nline 45 | Inflammation of the gums.\nline 46 | Found on http://www.thehorse.com/Glossary.xhtml?L=G\nline 47 | The inflammation of your gums caused by improper brushing.\nline 48 | The first sign of periodontal (gum) disease.\nline 49 | Found on http://www.bracesinfo.com/glossary.html\nline 50 | Inflammation of the gums, may be associated with dental disease.\nline 51 | Found on http://www.cats.org.uk/cat-glossary/\nline 52 | Gingivitis is a disorder involving inflammation of the gingiva (gum tissue). Gingivitis is a form of periodontal disease. Periodontal disease or gum disease as it is more commonly know involves inflammation and/or infection of the gum that leads to the destruction of the tissues that support the teeth including the gingiva (gums) the periodontal li\nline 53 | Found on http://www.dentalfind.com/info/gingivitis\nline 54 | Gingivitis (\"inflammation of the gum tissue\") is a term used to describe non-destructive periodontal disease.\nline 55 | The most common form of gingivitis is in response to bacterial biofilms (also called plaque) adherent to tooth surfaces, termed plaque-induced gingivitis, and is the most common form of periodontal disease.\nline 56 | In the absence of treatment, g..\nline 57 | Found on http://en.wikipedia.org/wiki/Gingivitis\nline 58 | Red, tender, bleeding gums, which, if left untreated, can develop into periodontitis, a serious form of gum disease.\nline 59 | Found on http://www.whattoexpect.com/pregnancy/glossary/g.aspx\nline 60 | No exact match found\n</context>\n\n<phrases>\n- \"I'm still feeling my way through\"\n- \"Let me untangle this\"\n- \"That makes sense because\"\n- \"Okay, I think I’ve got it now!\"\n- \"That’s the answer I was looking for!\"\n- \"I'm mulling over\"\n- \"So basically\"\n- \"I'm wondering if\"\n- \"The more I think about it\"\n- \"There's something here about\"\n- \" is striking \"\n- \"Well\"\n- \"Now it all comes together!\"\n- \"In other words\"\n- \"Ah...\"\n- \"Let's see\"\n- \"Something's not clicking\"\n- \"Alright, where was I?\"\n- \"So the main idea is\"\n- \"If I follow this through\"\n- \"What I’m getting at is\"\n- \"I’m trying to connect the dots here\"\n- \"What keeps nagging at me is\"\n- \"This makes me think of\"\n- \"It's almost like\"\n- \"In essence\"\n- \"The crucial thing seems to be\"\n- \"Okay, walking through it again\"\n- \"It finally adds up!\"\n- \"Something doesn't add up\"\n- \"I'm intrigued by\"\n- \"Let me throw this out there\"\n- \"No, actually\"\n- \"Let me back up a second\"\n- \"Just thinking out loud but\"\n- \"Uh...\"\n- \"I'm seeing a connection between\"\n- \"Actually, no\"\n- \"Now, wait just a second\"\n- \"Going back to what I said about\"\n- \"Let me make sure I got this\"\n- \"Follow me here\"\n- \"I'm starting to see a pattern\"\n- \"I'm struck by\"\n- \"This isn't quite right, but\"\n- \"I should have known that!\"\n- \"I'm pondering\"\n- \"That changes everything\"\n- \"Ummm, actually\"\n- \"Let me put this another way\"\n- \"Wait, that doesn’t add up\"\n- \"This brings to mind\"\n- \"Coming at this from another angle\"\n- \"That actually makes a lot of sense\"\n- \"Now, if I think about it differently\"\n- \"When I sit with this idea\"\n- \"That doesn't seem to add up... Let me think\"\n- \"There's something off here\"\n- \"I wonder if\"\n- \"So what I'm trying to say is\"\n- \"Let me circle back to that\"\n- \"On one hand... but on the other\"\n- \"Still working it out\"\n- \"Let me connect the dots\"\n- \"Hmm, that doesn’t sound right\"\n- \"Right, so\"\n- \"I need to step back and rethink this\"\n- \"Wait, but if that’s true\"\n- \"This connects to\"\n- \"Building on that\"\n- \"This connects to something else\"\n- \"Basically\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"There's got to be something about\"\n- \"This makes me reflect on\"\n- \"Anyway\"\n- \"I think I found the solution!\"\n- \"Let's think step by step\"\n- \"Something about [blank] is still bothering me\"\n- \"Let me approach this from another angle\"\n- \"I think I can rule that out\"\n- \"That’s it!\"\n- \"I keep circling back to\"\n- \"Wait a minute\"\n- \"Let me work through this\"\n- \"I'm curious about\"\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 seven weeks of the Omer represent a process of completion: the first sheaf of grain becomes a full loaf of bread. So too, the liberation of Passover flowers into the giving of Torah at Shavuot.\nline 02 | The story of the Omer begins with Passover, the liberation from Egypt. Women are prominent in that story, from the midwives who saved Hebrew babies, to Miriam who watched over the infant Moses in the Nile, to Tziporah who saved Moses from the Angel of Death. The story of the\nline 03 | Omer ends with the wheat harvest, when Ruth the Moabite went down to the threshing floor to ask Boaz to create new life with her.\nline 04 | The birth, growth and harvest of seed from the earth is a process intertwined with the lives of women and with the Shekhinah, the Divine Presence who is\nline 05 | embodied in the life-force of the world.\nline 06 | The \"Omer Calendar of Biblical Women,\" from which this post is taken, offers the story of one biblical woman for each of the 49 days of the Omer. It is meant both to teach about the women of the Bible and to honor the Shekhinah at the season of harvest. My prayer is that this calendar will help everyone to recognize the Shekhinah working in their lives.\nline 07 | \"One day Elisha passed through Shunem.\nline 08 | A great woman lived there, and she invited him to eat a meal...\"\nline 09 | --II Kings 4:8\nline 10 | The Shunammite (a woman of the town of Shunem) is a wealthy married woman living in the time of the kings of Israel and Judah. The Shunammite suggests to her husband that they build the prophet Elisha a chamber on their roof so that he has somewhere to stay when he travels. Elisha asks how he can help her, but her regal reply is: \"I live among my own people.\" I want for nothing, she implies. She does lovingkindness out of a sense of abundance and majesty: malkhut sh'b'chesed.\nline 11 | Elisha knows that the Shunnamite has no child. He prays for her to become pregnant. The child grows older, but one day he is out in the field with his father and he develops sunstroke. He runs back to his mother and dies on her lap. Without a word to her husband, the Shunammite rides to the prophet. She bows before him, yet she does not plead for her child. She only says: \"Did I desire a child of my lord? Did I not say to you: 'Don't delude me?'\" Elisha goes to the home of the Shunammite and lies face down upon the child \"with his mouth on its mouth, his eyes on its eyes, his hands on its hands\" until it revives. Without a word, the Shunammite bows, takes up her child and departs.\nline 12 | The Shunammite has great chesed: she is kind to the prophet, loves her son deeply, and cares for her husband. Yet her chesed is always full of malkhut, majesty. She helps others, relies on herself, and when she needs help she asks for it with dignity. We are most like the Shunammite when we give and receive love gracefully.\n</context>\n\n<phrases>\n- \"Wait, I think I just cracked it!\"\n- \"Let’s weigh the options\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What if the reason is\"\n- \"I have a theory about this\"\n- \"Do I go with my gut or\"\n- \"If I take this apart step by step\"\n- \"Uh...\"\n- \"I'm curious about\"\n- \"The pros and cons are\"\n- \"Wait, I think I’ve got it!\"\n- \"That would explain why\"\n- \"Now, wait just a second\"\n- \"I'm just throwing ideas around\"\n- \"This makes me reflect on\"\n- \"Okay, let's break this down\"\n- \"I'm pondering\"\n- \"Follow me here\"\n- \"Something doesn't add up\"\n- \"One way to look at it is\"\n- \"Let's think step by step\"\n- \"Let me sum this up so far\"\n- \"Let's break this down into parts\"\n- \"This brings to mind\"\n- \"Would that even work?\"\n- \"I'm struck by\"\n- \"How can I approach this?\"\n- \"I'm mulling over\"\n- \"Let me untangle this\"\n- \"That’s the answer I was looking for!\"\n- \"No, actually\"\n- \"Let me propose something\"\n- \"Something along those lines\"\n- \"Actually, no\"\n- \"There's something here about\"\n- \"Now we're cooking\"\n- \"Let me throw this out there\"\n- \"Here's a possible explanation\"\n- \"So basically\"\n- \"Let me chew on this\"\n- \"Anyway\"\n- \"That’s it!\"\n- \"Well\"\n- \"That changes everything\"\n- \"If we follow this logic\"\n- \"When I sit with this idea\"\n- \"What I’m getting at is\"\n- \"I wonder if\"\n- \"Am I thinking about this all wrong?\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \"In essence\"\n- \"Let me dig into that a little deeper\"\n- \"Not sure if this fits, but\"\n- \"Okay, I think I’ve got it now!\"\n- \"Wait, no\"\n- \"I think I’ve lost my train of thought\"\n- \"Let me approach this from another angle\"\n- \"What’s the best way to explain this?\"\n- \"If I follow this through\"\n- \"I'm trying to untangle this\"\n- \"What keeps nagging at me is\"\n- \"In the end\"\n- \"So what does this mean in the bigger picture?\"\n- \"Why didn’t I think of that sooner?\"\n- \"Wait a minute... Oh!\"\n- \" is striking \"\n- \"Aha! That’s what I was missing!\"\n- \"Let me work through this\"\n- \"I could go either way on this\"\n- \"Let me see if\"\n- \"Picture this\"\n- \"This explains so much!\"\n- \"Let me put this another way\"\n- \"Take this with a grain of salt\"\n- \"There’s a better way to phrase this\"\n- \"Is this the hill I want to die on?\"\n- \"Ummm, actually\"\n- \"Coming at this from another angle\"\n- \"You know\"\n- \"Wait a minute\"\n- \"What I mean is\"\n- \"First things first\"\n- \"Hmm\"\n- \"Basically\"\n- \"Okay, pros and cons\"\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 | Green tea catechins may inhibit the loss of reference and working memory linked to plaque formation in the brain, say research from Japan, adding to claims that the beverage may help ward off Alzheimer's.\nline 02 | The study focused on the role of antioxidant potential of green tea and its constituents to counter the oxidative stress induced by a build up of beta-amyloid protein.\nline 03 | The build-up of plaque from beta-amyloid deposits is associated with an increase in brain cell damage and death from oxidative stress. This is related to a loss of cognitive function and an increased risk of Alzheimer's, the most common form of dementia and currently affects over 13 million people worldwide.\nline 04 | The direct and indirect cost of Alzheimer care is over $100 bn (€ 81 bn) in the US, while direct costs in the UK are estimated at £15 bn (€ 22 bn).\nline 05 | The new study, published in the April issue of the Journal of Nutritional Biochemistry, reports the effects of green tea extracts in the form of Mitsui Norin's commercial Polyphenon E (PE) on the cognitive learning ability of rats.\nline 06 | The concentration of catechins was classified as 63 per cent EGCG, 11 per cent epicatechin (EC), six per cent epigallocatechin (EGC), and six per cent epicatechin gallate (ECG).\nline 07 | \"Our results suggest that long-term administration of PE prevents cognitive deficits caused by oxidative stress, beta-amyloid-induced and/or otherwise, at least by facilitating antioxidative defences,\" wrote lead author Abdul Haque from Shimane University Faculty of Medicine\nline 08 | Despite the promising results, as well as a substantial body of epidemiological studies reporting a protective effect of green tea for Alzheimer's, the researchers stressed that further research was required, particularly to clarify the mechanism. Moreover, it is not known if such results would be repeatable in humans.\nline 09 | Haque and co-workers took five-week old Wistar rats and randomly assigned them to one of two groups - one acted as the control group and received no tea extract, while the other group has its drinking water supplemented with 0.5 per cent PE. After 26 weeks, an eight-arm radial maze was used to test the animals' learning ability.\nline 10 | Twenty weeks later, the two groups were divided again into two, one to continue as before, while the other groups were infused with beta-amyloid protein to induce oxidative stress.\nline 11 | The animals receiving the green tea extract should significantly decreased beta-amyloid-induced changes to the reference and working memory, while levels of reactive oxygen species (ROS) were 42 per cent less than the controls animals infused with the protein.\nline 12 | \"In this study, the intake volume of PE-mixed water was approximately 60 ml/kg/day in the 0.5 per cent PE group,\" explained the researchers. \"Based on this water volume intake, a person (with a body weight of 50 kg) would have to drink about three litres of PE per day to get similar effects.\nline 13 | \"However, humans consume antioxidants (including vitamins A, B, C and E as well as polyphenols, etc.)\nline 14 | from various food sources everyday.\nline 15 | Therefore, a lower amount (less than three litres) of 0.5 per cent PE-mixed water volume intake may be effective in humans to ensure the similar effects.\nline 16 | \"However, detailed investigation is certainly required to understand the fate of catechins in humans.\"\nline 17 | Global tea market\nline 18 | The global tea market is worth about €790 (£540, $941) million, with green tea accounting for about 20 per cent of total global production, while black tea accounts for about 78 per cent.\nline 19 | Green tea is said to contain over four times the concentration of antioxidant catechins than black tea (green tea leaves that have been oxidized by fermentation), about 70 mg catechins per 100 mL compared to 15 mg per 100 mL for black tea.\nline 20 | Consumer awareness of the benefits of green tea and green tea extracts continues to rise with growing numbers of studies, from 430 papers in 2000 to almost 1500 in 2003, reporting benefits of the main compounds, catechins.\nline 21 | This has seen European demand surge, having reached 500 metric tonnes in 2003.\nline 22 | Companies such as DSM, with its Teavigo boasting 95 per cent purity of epigallocatechin gallate (EGCG), and Taiyo International, with its Sunphenon claiming more than 90 per cent purity, position themselves firmly in specific catechin markets.\nline 23 | Source: Journal of Nutritional Biochemistry\nline 24 | Published online ahead of print, doi:\nline 25 | \"Green tea catechins prevent cognitive deficits caused by A-beta-1-40 in rats\"\nline 26 | Authors: Abdul M. Haque, M. Hashimoto, M. Katakura, Y. Hara, O. Shido\n</context>\n\n<phrases>\n- \"Let me connect the dots\"\n- \"I’m not sure if that’s the right approach\"\n- \"What’s the next step?\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"There's a missing link here\"\n- \"How can I approach this?\"\n- \"That makes sense because\"\n- \"Let me approach this from another angle\"\n- \"I'm mulling over\"\n- \"Something doesn't add up\"\n- \"This brings to mind\"\n- \"What if I tried...?\"\n- \"That would explain why\"\n- \"If we follow this logic\"\n- \"Something's not clicking\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"What was I about to say?\"\n- \"Oh! I get it now!\"\n- \"So, the bottom line is\"\n- \"Let's test this idea\"\n- \"Actually, no\"\n- \"I’m torn between two choices\"\n- \"Ummm, actually\"\n- \"I’m trying to connect the dots here\"\n- \"I wonder if\"\n- \"No, actually\"\n- \"What if we\"\n- \"Anyway\"\n- \"Picture this\"\n- \"That’s the piece of the puzzle!\"\n- \"I'm seeing a connection between\"\n- \"On one hand... but on the other\"\n- \"Maybe I’m overcomplicating it\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Now, wait just a second\"\n- \"Now it all comes together!\"\n- \"Here's what I'm thinking\"\n- \"There's something here about\"\n- \"Am I missing something?\"\n- \"Maybe if I try it this way\"\n- \"This might sound weird, but\"\n- \"Well, let me see\"\n- \"Let's think step by step\"\n- \"I should have known that!\"\n- \"Let me untangle this\"\n- \"When I sit with this idea\"\n- \"Oh! That reminds me\"\n- \"There's got to be something about\"\n- \"This makes me think of\"\n- \"That changes everything\"\n- \"Let me work through this\"\n- \"What’s the best way to explain this?\"\n- \"I might be missing something\"\n- \"Follow me here\"\n- \"I'm starting to see a pattern\"\n- \"What keeps nagging at me is\"\n- \"This is tricky, but\"\n- \"I'm wondering if\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let's see\"\n- \"Coming at this from another angle\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"I don’t want to jump to conclusions, but\"\n- \"I'm struck by\"\n- \"This connects to\"\n- \"Wait, but if that’s true\"\n- \"Building on that\"\n- \"Bear with me while I\"\n- \"There's a better way to phrase this\"\n- \"Now we're cooking\"\n- \"If A is true, then\"\n- \"There’s a pattern here\"\n- \"You know\"\n- \"This makes me reflect on\"\n- \"Let me see\"\n- \"Does that sound right?\"\n- \"If I follow this through\"\n- \"I'm intrigued by\"\n- \"That would mean\"\n- \"Wait a minute... Oh!\"\n- \"I'm pondering\"\n- \"What was I thinking?\"\n- \"Oh! I get it now\"\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 | Jerry the Bear Guides Kids Through Type 1 Diagnosis\nline 02 | That number caught the attention of Hannah Chung, Aaron Horowitz, and two of their classmates as they were brainstorming ideas for Design for America while students at Northwestern University's McCormick School of Engineering.\nline 03 | In those sessions-part of Design for America's national network of student teams focused on improving the world through innovation-they originally imagined something to help people better manage their diabetes. But by zeroing in on improving care for children, they were ultimately inspired to create Jerry the Bear. Part toy, part healthcare tool, Jerry is an interactive stuffed bear designed to help children with type 1 diabetes not only learn more about their disease, but also feel less alone in the process.\nline 04 | Like the children he teaches, Jerry also has diabetes, so he can help those children better adapt to the lifestyle changes required by the disease, such as restricted foods, regular blood glucose monitoring, and insulin injections.\nline 05 | \"Children take care of Jerry in the same way they take care of themselves,\" said Horowitz.\nline 06 | Because having Jerry helps kids with type 1 feel more comfortable about their diagnosis, he eases the transition, and by caring for Jerry-monitoring his diet, measuring his blood glucose levels, and administering insulin shots-kids can learn how to treat their diabetes on their own, rather than letting their parents take total control.\nline 07 | \"He enables children to be really proactive with their own diabetes care,\" Horowitz said. \"He promotes their interest in learning more about their disease, and to take a more active role in their care.\"\nline 08 | The team began developing the Jerry prototype in 2009, and has since won numerous monetary awards, which allowed company CEOs and co-founders Chung and Horowitz, along with their vice president of engineering, Adam Berkowitz, to generate the first round of Jerry the Bear stuffed toys for market last Christmas.\nline 09 | Aimed at those ages 3 to 7, Jerry prepares children for the physical changes they might experience because of their diabetes, making him an ideal companion to teach the ins and outs of the disease. Kids check his blood glucose levels by touching his paw, and provide insulin doses by touching the accompanying insulin pen to six different injection sites.\nline 10 | Because he is an educational tool, Jerry allows kids to practice their treatment plan on him first, so they themselves won't experience the negative consequences of making a mistake.\nline 11 | Jerry is designed with interactive games and activities that teach kids about how the foods they eat and activities they participate in can impact their blood sugar levels. When Jerry is fed, by swiping one of 10 food cards across his mouth, he must then receive insulin, a process the connects the two acts in a way that kids can understand more clearly.\nline 12 | \"What something like Jerry does is help them lean the complete picture,\" said Chung. \"Jerry's a visual, hands-on approach to learning,\" making the concept of managing diabetes clearer and easier to understand.\nline 13 | Jerry communicates by telling his owners how he feels, and thanks them for the care they provide. He is also interactive, and as kids perform additional activities with Jerry, they unlock a series of stories that help explain how activities, including sports, can impact blood sugar levels.\nline 14 | Essentially, Jerry helps \"guide children up the ladder,\" Horowitz said, teaching them about diet and insulin management, all while providing an educational platform that will include them to learn more about their disease, and to take a more active role in their own healthcare-setting them on the right track for better health throughout their childhood and beyond.\nline 15 | Jerry is also a great way to help family members, friends and classmates better understand type 1 diabetes, thanks to his totally approachable, informative style.\nline 16 | \"Some of the parents say Jerry is like an additional family member,\" said Chung.\nline 17 | Since the initial run of 350 bears, Jerry's creators have been busy updating Jerry and making him more user-friendly based on feedback from customers.\nline 18 | They are also working with insurance providers to make Jerry, currently priced at $249, more affordable for every family.\nline 19 | \"We want everyone to experience better health care,\" said Horowitz.\nline 20 | \"Our vision is to get Jerry the Bear into every child's hands.\"\nline 21 | The second run is expected to be available in April, and the company is taking orders now.\nline 22 | For more information, visit www.jerrythebear.com.Click Here To View Or Post Comments\nline 23 | Categories: care for children, diagnosis, interactive stuffed bear, type 1 diabetes, Aaron Horowitz, Hannah Chung, Jerry the Bear, Northwestern University\\'s McCormick School of Engineering, part healthcare, Part toy, regular blood glucose monitoring,insulin injections, restricted foods\n</context>\n\n<phrases>\n- \"Actually, no\"\n- \"If I take this apart step by step\"\n- \"On the other hand\"\n- \"So the main idea is\"\n- \"I'm intrigued by\"\n- \"This makes me reflect on\"\n- \"That’s an interesting angle, but\"\n- \"Maybe if I try it this way\"\n- \"Let me sum this up so far\"\n- \"Here's what's bugging me\"\n- \"Let me run through it again\"\n- \"Let's think step by step\"\n- \"Let me put this another way\"\n- \"The pros and cons are\"\n- \"Ohhh, now I see!\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"What’s the best way to explain this?\"\n- \"Going back to what I said about\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \"What I'm getting at is\"\n- \"Okay, pros and cons\"\n- \"What if we\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me play devil's advocate\"\n- \"But then again\"\n- \"I should have known that!\"\n- \"What I’m getting at is\"\n- \"Let me trace that logic back\"\n- \"I'm curious about\"\n- \"Here's what I'm thinking\"\n- \"First things first\"\n- \"Something’s not clicking\"\n- \"What’s the missing piece?\"\n- \"Here's a possible explanation\"\n- \"Let me untangle this\"\n- \"Backing up for a second\"\n- \"I keep coming back to\"\n- \"So what I’m trying to say is\"\n- \"I'm mulling over\"\n- \"Ummm, actually\"\n- \"Okay, so if I do this\"\n- \"Wait, no\"\n- \"One way to look at it is\"\n- \"Wait, that doesn’t add up\"\n- \"Alternatively\"\n- \"If we follow this logic\"\n- \"Oh, that clears everything up!\"\n- \"There’s a better way to phrase this\"\n- \"That would explain why\"\n- \"I'm seeing a connection between\"\n- \"I need to step back and rethink this\"\n- \"This might sound weird, but\"\n- \"Okay, let's break this down\"\n- \"Aha! That’s what I was missing!\"\n- \"What I mean is\"\n- \"That actually makes a lot of sense\"\n- \"So basically\"\n- \"That’s the piece of the puzzle!\"\n- \"Wait, I think I’ve got it!\"\n- \"Something doesn't add up\"\n- \"I'm pondering\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let’s weigh the options\"\n- \"That’s it!\"\n- \"I'm struck by\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This is starting to take shape\"\n- \"I'm trying to untangle this\"\n- \"I'm wondering if\"\n- \"Let me work through this\"\n- \"What if I flip it around?\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"That makes sense because\"\n- \"No, actually\"\n- \"I wonder if\"\n- \"Okay, walking through it again\"\n- \"What happens if we change this part?\"\n- \"What keeps nagging at me is\"\n- \"I'm trying to reconcile\"\n- \"I think I found the solution!\"\n- \"Let me chew on 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 | columnBy Jeffrey Gogo\nline 02 | CLIMATE change has greatly increased rainfall and water variability worldwide. Now that's more than just a wake-up call for Zimbabwean farmers and communities to take water harvesting seriously.\nline 03 | The thin infrastructure that exists in some parts of the country to capture rainwater and store it for future use should be urgently strengthened and new ones established in areas that need them most.\nline 04 | Zimbabwe now needs new innovative approaches to agriculture, which are climate smart.\nline 05 | Indeed, water harvesting is nothing new.\nline 06 | If anything, it's an age-old practice. But what makes it more important today is its ability to neutralise the severe water stress levels generated by a changing climate and its pivotal role in the food-water nexus.\nline 07 | Well-structured and co-ordinated water harvesting strategies would be critical in building drought resilience and enhancing capacity for climate change adaptation for poor rural farming communities.\nline 08 | This is very crucial particularly in the country's drought-prone and water-scarce ecological regions four and five, that's the whole of Matabeleland North and South\nline 09 | provinces, large parts of the Midlands and Masvingo, and some areas in the north and north-east.\nline 10 | These areas, which represent over 60 percent of all state land are typically high temperature, low-rainfall regions receiving below 600mm rain per year and experiencing more frequent, severe droughts.\nline 11 | Recent studies predict both region four and five will become drier, more arid and have already expanded 5,6 percent and 22,6 percent respectively, which is essentially an expansion into hunger.\nline 12 | Yet, the main food-producing ecological regions two and three have declined by 49 percent and 13 percent in that order.\nline 13 | The statistics point to a possible reduction in food production and, therefore, a threat to food security. The Midlands State University researchers said the shifting in the natural regions' boundaries \"strongly points to evidence of climate variability and change\".\nline 14 | This is where water harvesting comes in, and more so given UN forecasts two-thirds of the world population will experience significantly reduced access to water resources by 2025.\nline 15 | Over time, techniques for collecting rain-water have vastly changed, allowing for large-scale water accumulation and storage for various purposes including\nline 16 | drinking, irrigated farming and for livestock.\nline 17 | It is very possible and practical for farmers to capture water and store it for different uses in the future.\nline 18 | Rain may be collected from rooftops, run-offs or in open spaces, capturing drop for drop, as it falls from the sky.\nline 19 | Storage can be in large surface or underground tanks, mini-dams even, emphasising the facilities minimise pollution and evaporation.\nline 20 | The larger projects could be capital intensive meaning Zimbabwe may have to cast its net wider searching for development finance.\nline 21 | \"The rainwater collected can be stored for direct use or can be recharged into the groundwater,\" explained the National Water Harvesters Network, an India-based international network that addresses global water issues.\nline 22 | \"Rain is the first form of water that we know in the hydrological cycle, hence is a primary source of water for us.\nline 23 | \"Rivers, lakes and groundwater are all secondary sources of water. In present times, we depend entirely on such secondary sources of water.\nline 24 | \"In the process, it is forgotten that rain is the ultimate source that feeds all these secondary sources and remain ignorant of its value.\"\nline 25 | The network says water harvesting means to understand the value of rain, and to make optimum use of the rainwater at the place where it falls. However, Harare agri-business development expert Mr Midway Bhunu decried the lack of Government support in establishing management and development frameworks that cushion farmers and communities from the effects of declining water resources caused by climate change.\nline 26 | \"While water harvesting is a very noble idea and feasible in Zimbabwe, there is a lack of support at national level towards such projects that help communities to make good use of rainwater.\nline 27 | \"In Zimbabwe success stories of water harvesting are very few. We need to change our response rate to issues concerning climate change,\" Mr Bhunu said.\nline 28 | Water harvesting is just one of the many strategies that could be employed in building climate resilient communities.\nline 29 | Encouraging farmers to plant drought-resistant crop varieties is an equally important response.\nline 30 | This may be aided by transforming climate data into usable formats for policymakers and individual farmers.\nline 31 | Farmers now require much more than the usual monotonous \"below to normal rainfall\" sermons regularly churned out by the weather-man or woman.\nline 32 | They need timely and frequent weather and climate information that is specific to their farming regions, which would aide in planting, planning and other agricultural work.\nline 33 | In East Africa, the Kenya Rainwater Association, supported by the African Water Facility, is implementing a pilot programme aimed at increasing drought resilience and climate change adaptation, using integrated rainwater harvesting management.\nline 34 | Targeting three districts - Baringo, Kiambu West and Laikipia - the programme is expected to bolster water harvesting infrastructure development, use complementary water harvesting technologies to improve livelihoods and generate income, and encourage knowledge sharing among community members.\nline 35 | More specifically, the project will raise awareness on rainwater harvesting techniques, promote improved water management models, use watershed conservation, install water tanks and promote good hygiene practices.\nline 36 | Mobilising and applying resources for the water and sanitation sector would be critical for African countries in the successful implementation of the Africa Water\nline 37 | Vision (2025) and in meeting the Millennium Development Goals.\nline 38 | Zimbabwe can learn from similar projects.\nline 39 | God is faithful.\n</context>\n\n<phrases>\n- \"One way to look at it is\"\n- \"Now I'm stuck on\"\n- \"Oh! That reminds me\"\n- \"Okay, so\"\n- \"When I sit with this idea\"\n- \"Something doesn't add up\"\n- \"This might sound weird, but\"\n- \"This connects to something else\"\n- \"Hmm\"\n- \"I'm starting to see a pattern\"\n- \"I'm mulling over\"\n- \"I'm curious about\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"This makes me reflect on\"\n- \"Okay, so if I do this\"\n- \"That’s an interesting angle, but\"\n- \"Let's think step by step\"\n- \"Here's a possible explanation\"\n- \"Well, let me see\"\n- \"On one hand... but on the other\"\n- \"This is tricky, but\"\n- \"I keep circling back to\"\n- \"I'm wondering if\"\n- \"That reminds me\"\n- \"It's almost like\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"I have a theory about this\"\n- \"I was just about to say\"\n- \"What’s the best way to explain this?\"\n- \"Wait, that doesn’t add up\"\n- \"What if we\"\n- \"I need to step back and rethink this\"\n- \"Something’s not clicking\"\n- \"This could explain why\"\n- \"Ah...\"\n- \"But then again\"\n- \"I wonder if\"\n- \"Let's see\"\n- \"I’m trying to connect the dots here\"\n- \"Alright, where was I?\"\n- \"Let me work through this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"That makes sense because\"\n- \"How do I put this\"\n- \"I’m torn between two choices\"\n- \"That doesn’t sound right\"\n- \"Backing up for a second\"\n- \"I'm struck by\"\n- \"Let me back up a second\"\n- \"Wait, no\"\n- \"This brings to mind\"\n- \"I was looking at this all wrong!\"\n- \"Let me make sure I got this\"\n- \"There’s a pattern here\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"If I follow this through\"\n- \"What keeps nagging at me is\"\n- \"I'm seeing a connection between\"\n- \"Roughly speaking\"\n- \"Where does that leave me?\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Maybe I'm way off, but\"\n- \"Perhaps\"\n- \"That doesn't seem to add up... Let me think\"\n- \"If I’m not mistaken\"\n- \"Let me play devil's advocate\"\n- \"Let me untangle this\"\n- \"No, actually\"\n- \"I'm pondering\"\n- \"Actually, no\"\n- \"Hang on a second\"\n- \"Let me see\"\n- \"Hmm, that doesn’t sound right\"\n- \"What was I about to say?\"\n- \"This makes me think of\"\n- \"Ummm, actually\"\n- \"Let me run through it again\"\n- \"What if I flip it around?\"\n- \"The more I think about it\"\n- \"Alternatively\"\n- \"On the other hand\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me think\"\n- \"Right, 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 is no \"magic bullet\" solution when it comes to meeting the UK government's ambitious target of making new homes \"zero-carbon\" by 2016, says Imtiaz Farookhi. In this week's Green Room, he argues that poor use of technology will be just as bad as doing nothing at all.\nline 02 | The UK house building industry faces a serious challenge.\nline 03 | We must ensure that consumers of the future do not suffer from short-sighted decisions and the failure to use technology in the right place\nline 04 | With about 27% of the nation's energy used in homes, the sector has turned to cutting-edge innovations to meet government targets for all new homes to be zero carbon by 2016.\nline 05 | The target is clearly ambitious, but there is no \"magic bullet\" solution when it comes to domestic renewable energy.\nline 06 | Therefore, our message is one of caution; the last thing we can afford to do is create homes that are not fit for purpose.\nline 07 | The successful implementation of microgeneration and renewable energy technologies is vital if we are to ensure that the work of the housing industry matches the government's aspirations.\nline 08 | Obviously, communities and homes of the future that we design and build today must deliver on the environmental promise to reduce carbon emissions.\nline 09 | But we must ensure that consumers of the future do not suffer from short-sighted decisions and the failure to use technology in the right place and for the right reasons.\nline 10 | We cannot risk a situation where one, two, or three generations of consumers will have to live with the legacy of poor decisions made today.\nline 11 | The NHBC Foundation is committed to ensuring that the industry has the tools it needs and the research data it requires to be able to make sound, well thought-out decisions which meet the aspirations of both homeowners and the government.\nline 12 | Tools for the job\nline 13 | The purpose of our new report, A Review of Microgeneration and Renewable Energy Technologies, is to ensure that builders and developers understand that not all options that are currently available will be suited for every development.\nline 14 | Technology, if used properly, can deliver massive carbon savings\nline 15 | Our research has made it clear that much more thought and planning is required in order to gain the maximum benefits from the technologies that, although currently in their infancy, are likely to be incorporated into future zero-carbon homes.\nline 16 | The report evaluates eleven types that can help us cut carbon emissions on the domestic front.\nline 17 | These are: biomass, solar photovoltaic, solar hot water, wind power, ground source heating pumps, air source heating pumps, absorption heat pumps, small-scale hydroelectric, micro-combined heat-and-power, renewable combined heat-and-power and fuel cells.\nline 18 | In order to understand the effectiveness of the various technologies, it is necessary to evaluate issues such as payback periods, seasonal variation, location, as well as local planning requirements.\nline 19 | Our findings showed that whilst renewable energy can provide a cost-effective supply in many circumstances, it needs to be understood that the performance of a particular system will be very dependent on local conditions.\nline 20 | Wind energy is not uniform across the country so these systems are not suitable for every region\nline 21 | For example, too much shade on a solar system will limit the potential output, in the same way that lower average wind speeds could reduce a turbine's efficiency.\nline 22 | Biomass boilers are a good example of a system which offers strong potential for carbon savings. Using wood fuel in the domestic sector holds the promise of being a truly renewable energy - provided the fuel comes from sustainable sources.\nline 23 | Biomass systems can have high levels of efficiency, typically 60%-80% in ranges, pellet stoves, log stoves and log boilers.\nline 24 | But they require careful installation, maintenance, and also require a sufficient amount of space to store the fuel which generally has to be bought in bulk.\nline 25 | In areas that are designated as smokeless zones, some systems will not be suitable, although modern systems generate considerably less smoke than their older counterparts.\nline 26 | When the wind blows\nline 27 | Wind power is often seen as a panacea for renewable energy delivery. However, in the domestic sector, these systems may generate more carbon than they save when the turbines' manufacture and delivery is taken into account.\nline 28 | We are facing some of the toughest tests seen for decades, given these zero-carbon and housing-growth targets\nline 29 | They require uniform wind speeds of 5m/s or more in order to work efficiently, but obstructions such as trees and other buildings can have a significant impact on this.\nline 30 | In addition, wind energy is not uniform across the country so these systems are not suitable for every region.\nline 31 | This means that a site-by-site assessment must be undertaken to discover where their use will gain maximum benefits.\nline 32 | The fact that there is no one-size-fits-all solution is further demonstrated by small-scale hydroelectricity.\nline 33 | Relying on a constant flow of water to generate electricity, the power outputs of these systems will vary seasonally with flow rates.\nline 34 | Also, the cost of installation may be prohibitive when set against the amount of power these generate in certain circumstances.\nline 35 | The capability to generate electricity is increased by the size of the vertical distance the water falls, known as the \"head\". Greater heads tend to generate more electricity.\nline 36 | Planning issues are significant because it is not always possible to obtain permission.\nline 37 | The challenge presented to the housing industry is clear. We are facing some of the toughest tests seen for decades, given these zero-carbon and housing-growth targets that have been set by government.\nline 38 | NHBC has been working closely with government and industry to ensure that the needs of customers are taken into account in the drive to zero-carbon housing.\nline 39 | We welcome the opportunity to work with the new Housing Minister, Caroline Flint, because failing to plan and appropriately implement new measures will be just as bad as doing nothing at all.\nline 40 | We must work hard to deliver on the zero-carbon agenda but without ignoring the realities and issues surrounding the various technologies on offer.\nline 41 | The industry needs time to plan and to manage the implementation of the ambitious 2016 target to ensure that there is a cohesive approach.\nline 42 | It is important that the sector is allowed to make informed choices, based on sound science and safe technologies, backed up by effective testing and accreditation systems.\nline 43 | Imtiaz Farookhi is chief executive of the UK National House Building Council (NHBC)\nline 44 | The Green Room is a series of opinion articles on environmental topics running weekly on the BBC News website\nline 45 | Do you agree with Imtiaz Farookhi? Does the UK housing industry face a tough test to ensure all new homes are \"zero carbon\" by 2016? Will the inappropriate use of technology be as bad as doing nothing at all? Or is something better than nothing?\nline 46 | I love you guys; still squabbling in the mud over the beans, and unware of the giant with the big stick . . . all of this is fine, provided we STOP where we are.\nline 47 | But of we carry on breeding like rabbits; we will trash all of this and be looking around for something more in only a couple of years. There is no more.\nline 48 | So you think you can double the efficiency of our houses - then use that as an excuse to build twice as many houses - back to square one again !!\nline 49 | And the joke is; you really don't get this do you ?\nline 50 | !\nline 51 | You guys still think you can \"throw a little technology at the cracks, and carry on business as usual\" - more people - more stuff - more stuff - more people.\nline 52 | Well there is no more \"business as usual\" we've hit the buffers. Planet Earth is still 24,000 miles round the middle. It's been that way for a billion years, and it's going to stay that way for the next billion years. There is no more planet. It's over !\nline 53 | Now what are going to do next ? -\nline 54 | \"We cannot risk a situation where one, two, or three generations of consumers will have to live with the legacy of poor decisions made today.\"\nline 55 | - he's right there ! - and the \"poor decision\" is to try to carry on for those \"three more generations of consumers\" - and you still don't get the joke - the clue is in the title !!\nline 56 | Cheers for the laugh . . . the only probem is; you people seriously believe you can carry on doing this ??!\nline 57 | Do you really think the planet will tolerate \"three more generations of consumers (of this planet)\"\nline 58 | The joke is in staring at you in the title and you still don't get it ?!\nline 59 | steven walker, Penzance\nline 60 | Efficiency is more important than renewables. The implementation of climate-change-bandwagon methods like mini wind turbines only benefit the suburban householder's conscience. Renewables technologies have to be chosen using a sensible, business-like approach, using only those that provide a genuine benefit to the environment and the budgets of householders and businesses.\nline 61 | The article suggests that wood fuel is a good thing. However, it needs to be remembered that burning wood also produces other greenhouse gases. It is also a danger to health due to particulate and cancer causing organic compound emissions. It is also an insulation problem inasmuch as you need a chimney. I was under the impression that the EU had effectively banned chimneys in new build precisely to improve insulation standards.\nline 62 | Simon Francis, Wolverhampton UK\nline 63 | Yes inappropriate use is a bad plan and I think that there is mis-selling going on of the paybacks and utility of some alt schemes - especially solar power. However, every new house should be provisioned with the means to inject electricity locally and the regulation to allow it - but let local decisions by householders (possibly linked to planning approval and buidling regs) apply the what and how. There are also daft things still within Government legislation that hamper things. I know someone who wants to invest in a small water based power generator on their land - it would take forever to pay back but they are green at heart. However, they would have to pay the water company 'extraction' charges to use the water running down their own land! Madness.\nline 64 | Much better focus for the Government is to stick to the knitting in terms of getting the regulation right for local injection and pushing the tech that we already have that, properly used, brings Reduction in usage. It should be a matter of shame not to use a timebased thermostat in your house to take at least a degree or a few off your internal house temperature when you are under a duvet/out at work etc. For a device that just fits what people currently have and costs £25 thats a rapid way to cut your 60% space heating figure. Why doesn't every visiting boiler engineer fit one and train the householder to use it? Large combi-boilers with small heat cubes in them are great too - run a 'kick out your tank' programme many folk will be glad of the space this frees up as well as the gas use reduction - and not a solar cell in sight.\nline 65 | Oliver Anderson, Leeds\nline 66 | The pie chart in this article says it all. If we can address the need for space heating in all new housing, we can make incredible savings. And we already know how to. It's perfectly feasible to build homes that require no additional heating; in the German developed Passive House, the heat generated by normal appliances and the people living there is enough. So a vast improvement on thermal insulation is required. That can address the new build, but we also need to tackle existing housing as well. Again, improving the thermal efficiency is the most cost effective way of doing this. Home renewables certainly have a part to play, particularly solar thermal and ground source heating. Unless you're incredibly lucky where you live, I wouldn't waste your time or money with domestic wind turbines.\nline 67 | Benny, Edinburgh, Scotland\nline 68 | You explain Bio mass, but trees absorb Co2, when the tree is burned it releases the co2 again?\nline 69 | Ground sourse heat pumps use the constant heat in the ground an some are more efficient than other COP of 4 You did not cover Ground Source Heat Pumps this is often the case mainly because its not understood, Your fidge freezer does its job the same technology is used in round Source Heat Pumps, they dod there job\nline 70 | Philip Sheldon, Notts\nline 71 | UK gas is in steep decline. How much can gas can Russia supply to Europe to cover the shortfall? Indeed do we want to be that dependent?\nline 72 | Retro-fitting existing property to use something other than gas is going to be very painful.\nline 73 | If we're going to get serious there needs to be a simple and easy to apply for tax rebate on alternatives.\nline 74 | Darran, West Malling, UK\nline 75 | The UK housing ind. does face a tough test ensuring , , ,\nline 76 | About the use of inappropriate technology, these are early days' and some technologies may later be found not to be the best for the job but I think that the green movement is finding its footing fast and this is very encouraging, keep up the good work.\nline 77 | R Wilson, Musselburgh, Edinburgh, Scotland.\nline 78 | Farookhi is right that it is a challenge but he names 11 proven alternatives straight up, and fails to mention better insulation as being the most obvious way to save on the 85% of energy used for heating. As with many environmental arguments, better economics would make for simpler choices - keep building cheap houses that are expensive to live in, or pay more up front but save a fortune in living expenses.\nline 79 | Brian, Canberra, Australia\nline 80 | Housing policy should not take place in a vacuum.\nline 81 | Significant energy savings requires increasing housing density.\nline 82 | Otherwise there is no net energy savings.\nline 83 | Heat pump water heaters that use air exist now. Same is true for space heating. Problem is that capital cost may not justify energy savings. Heat pumps and central power production is much better than concepts like micro generation. Micro generation is a load-matching nightmare. Use may require drying hair in the shower.\nline 84 | Once central generation is chosen over distributed energy, then housing CO2 emmissions can be reduced to zero. Only issue is how to produce central power. Solar, nuclear, wind, tidal, coal with sequesterization are all put on a equal playing field. Political problem with is that nukes easily win. Existing nukes and existing coal plants are the cheapest power producers. Result is unacceptable to very-far-left because capitalism does not die.\nline 85 | William Ernest Schenewerk, Los Angeles USA\nline 86 | The whole article talks about getting renewable energy out of the environment.\nline 87 | But everybody should known that the most economical and environmental method is not wasting energy in the first place.\nline 88 | The biggest energy consumer (60% in the pie chart) is heating thus we should first isolate houses.\nline 89 | We need to build airtight houses with a controlled ventilation system which recuperates the energy from the outgoing air.\nline 90 | Compared with a K60 house, a four times better isolated house (K15) uses only 10% of the energy for heating. This is due to the \"free\" energy from cooking, electric devices, sun coming through windows and the people living in the house . Only AFTER good isolation can alternative energies help to reduce the fossil energy requirements to zero. The article does not mention the word isolation a single time. The priorities of the article are not correct. Better isolation does not only improve carbon emissions, but also comfort. Please lookup passive house on any search engine for more information. With current energy prices it is still a challenge to make it cost effective in a short period, but if the cost of energy rises further, it is the best way to save you troubles in the future. Energy efficiency (isolation) and most renewable energies allows you to known how much you spend for how much energy you save. Doing nothing makes you vulnerable to the unpredictable energy market.\nline 91 | Marc De Decker, Nossegem/Belgium\n</context>\n\n<phrases>\n- \"I need to reframe this\"\n- \"But then again\"\n- \"Let's see\"\n- \"I'm seeing a connection between\"\n- \"Actually, no\"\n- \"What if we\"\n- \"Let’s weigh the options\"\n- \"It's almost like\"\n- \"This is slipping through my fingers\"\n- \"On one hand... but on the other\"\n- \"I could go either way on this\"\n- \"I was just about to say\"\n- \"That’s an interesting angle, but\"\n- \"Uh, where was I?\"\n- \"Does that sound right?\"\n- \"First things first\"\n- \"This connects to\"\n- \"Okay, backtrack a bit\"\n- \"Well\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"That makes sense because\"\n- \"I'm trying to reconcile\"\n- \"Let me break this down\"\n- \"Now we're cooking\"\n- \"More or less\"\n- \"You know\"\n- \"Hmm, let’s rewind a bit\"\n- \"If I take this apart step by step\"\n- \"Anyway\"\n- \"Wait, no\"\n- \"Let me connect the dots\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Don't quote me on this\"\n- \"No, actually\"\n- \"Picture this\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"I could do this, or maybe that\"\n- \"Let me play devil's advocate\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"I need to step back and rethink this\"\n- \"Let me untangle this\"\n- \"Okay, pros and cons\"\n- \"Building on that\"\n- \"Ummm, actually\"\n- \"Wait a minute... Oh!\"\n- \"The pros and cons are\"\n- \"Something's not clicking\"\n- \"Let me work through this\"\n- \"What happens if we change this part?\"\n- \"This makes me think of\"\n- \"This might explain the pattern\"\n- \"Alternatively\"\n- \"Possibly\"\n- \"Wait a minute\"\n- \"On the other hand\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"I’m trying to connect the dots here\"\n- \"That reminds me\"\n- \"Uh...\"\n- \"Here's a possible explanation\"\n- \"I keep circling back to\"\n- \"Hold on a second\"\n- \"What keeps nagging at me is\"\n- \"I'm trying to untangle this\"\n- \"Let me think\"\n- \"Let's test this idea\"\n- \"What’s the worst that could happen?\"\n- \"That doesn’t sound right\"\n- \"If A is true, then\"\n- \"Something about [blank] is still bothering me\"\n- \"Let's think step by step\"\n- \"Oh! That reminds me\"\n- \"Okay, let's break this down\"\n- \"Maybe if I try it this way\"\n- \"Let me propose something\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I keep coming back to\"\n- \"What if I flip it around?\"\n- \"Something doesn't add up\"\n- \"The more I think about it\"\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 | tissueArticle Free Pass\nline 02 | Early in the evolutionary history of animals, tissues became aggregated into organs, which themselves became divided into specialized parts.\nline 03 | An early scientific classification of tissues divided them on the basis of the organ system of which they formed a part (e.g., nervous tissues).\nline 04 | Embryologists have often classified tissues on the basis of their origin in the developing embryo; i.e., ectodermal, endodermal, and mesodermal tissues.\nline 05 | Another method classified tissues into four broad groups according to cell composition: epithelial tissues, composed of cells that make up the body’s outer covering and the membranous covering of internal organs, cavities, and canals; endothelial tissues, composed of cells that line the inside of organs; stroma tissues, composed of cells that serve as a matrix in which the other cells are embedded; and connective tissues, a rather amorphous category composed of cells and an extracellular matrix that serve as a connection from one tissue to another.\nline 06 | The most useful of all systems, however, breaks down animal tissues into four classes based on the functions that the tissues perform. The first class includes all those tissues that serve an animal’s needs for growth, repair, and energy; i.e., the assimilation, storage, transport, and excretion of nutrients and waste products. In humans, these tissues include the alimentary (or digestive) tract, kidneys, liver, and lungs. The digestive tract leads (in vertebrates) from the mouth through the pharynx, stomach, and intestines to the anus. In vertebrates and some larger invertebrates, oxygen and the nutrients secured by the alimentary tissues or liberated from storage tissues are transported throughout the body by the blood and lymph, which are themselves considered by many to be tissues. Tissues that secure oxygen and excrete carbon dioxide are extremely variable in the animal kingdom. In many invertebrates, gas exchange takes place through the body wall or external gills, but in species adapted to a terrestrial life, an internal sac capable of expansion and contraction served this purpose, and gradually became more complex over evolutionary time as animals’ demand for oxygen increased.\nline 07 | The second class of tissues consists of those used in coordination.\nline 08 | There are basically two types: physical (nervous and sensory tissues), which operate via electrical impulses along nerve fibres; and the chemical (endocrine tissues), which release hormones into the bloodstream.\nline 09 | In invertebrates, both physical and chemical coordination are performed by the same tissues, because the nervous tissues also serve as hormone sources.\nline 10 | In vertebrates, most endocrine functions are isolated in specialized glands, several of which are derived from nervous tissue.\nline 11 | The basic unit of all nervous tissue is the neuron, aggregations of which are called ganglia. The bundles of axons along which neurons transmit and receive impulses are called nerves. By comparison, chemical control by hormones is much slower and longer-acting. In many invertebrates, chemical stimulators are secreted by the neurons themselves and then move to their site of action along the axon. In higher vertebrates, the principal endocrine tissues are the thyroid, parathyroid, pituitary, and endocrine constituents of the pancreas and adrenal glands.\nline 12 | The third class of tissues includes those contributing to the body’s support and movement. The connective tissues proper surround organs, bones, and muscles, helping to hold them together. Connective tissues proper consist of cells embedded in a matrix composed of an amorphous ground substance and collagen, elastic, and reticular fibres. Tendons and ligaments are examples of extremely strong connective tissues proper. The other major structural tissues are cartilage and bone, which, like connective tissues proper, consist of cells embedded in an intercellular matrix. In cartilage the matrix is firm but rubbery; in bone the matrix is rigid, being impregnated by hard crystals of inorganic salts. Muscle tissue is primarily responsible for movement; it consists of contractile cells. There are two general types of muscle: striated muscle, which moves the skeleton and is under voluntary control; and smooth muscle, which surrounds the walls of many internal organs and cannot normally be controlled voluntarily.\nline 13 | A fourth class of tissues includes reproductive tissues, hemopoietic tissues, and tissue fluids. The most important reproductive tissues are the gonads (ovaries and testes), which produce the gametes (eggs and sperm, respectively). Hemopoietic tissues produce the cellular components of the blood. Among the important tissue fluids are lymph, cerebrospinal fluid, and milk (in mammals).\nline 14 | What made you want to look up tissue?\n</context>\n\n<phrases>\n- \"The crucial thing seems to be\"\n- \"I need to reframe this\"\n- \"Where did I put that...?\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"On the other hand\"\n- \"Oh, I see what’s happening here!\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Now it all comes together!\"\n- \"Let me untangle this\"\n- \"So basically\"\n- \"If I follow this through\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"This is starting to take shape\"\n- \"It finally adds up!\"\n- \"When I sit with this idea\"\n- \"So what I'm trying to say is\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"But then again\"\n- \"Alternatively\"\n- \"It's fuzzy, but\"\n- \"What keeps nagging at me is\"\n- \"Something tells me I should\"\n- \"I need to make sure this checks out\"\n- \"Backing up for a second\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I'm curious about\"\n- \"That’s the answer I was looking for!\"\n- \"In the end\"\n- \"Okay, walking through it again\"\n- \"Uh, where was I?\"\n- \"In essence\"\n- \"On one hand... but on the other\"\n- \"Maybe if I try it this way\"\n- \"If A is true, then\"\n- \"Something doesn't add up\"\n- \"I'm wondering if\"\n- \"Let's think step by step\"\n- \"That would mean\"\n- \"Let me work through this\"\n- \"What if we looked at it like\"\n- \"Wait, does this contradict itself?\"\n- \"Wait, no\"\n- \"I'm mulling over\"\n- \"This is rough, but\"\n- \"The thing is\"\n- \"Am I thinking about this all wrong?\"\n- \"I'm getting a sense that\"\n- \"What if I flip it around?\"\n- \"I was just about to say\"\n- \"Let me back up a second\"\n- \"Let me play devil's advocate\"\n- \"I should have known that!\"\n- \"I could do this, or maybe that\"\n- \"What if I tried...?\"\n- \"No, actually\"\n- \"Actually, no\"\n- \"I wonder if\"\n- \"This might sound weird, but\"\n- \"I'm getting stuck on\"\n- \"Let me chew on this\"\n- \"Let me circle back to that\"\n- \"Do I go with my gut or\"\n- \"I keep circling back to\"\n- \"What if I just flip this around?\"\n- \"Hmm, that doesn’t sound right\"\n- \"This makes me reflect on\"\n- \"So, the bottom line is\"\n- \"That’s the piece of the puzzle!\"\n- \"Where does that leave me?\"\n- \"Oh, that clears everything up!\"\n- \"Let me propose something\"\n- \"I'm intrigued by\"\n- \"So the main idea is\"\n- \"This brings to mind\"\n- \"Let me sum this up so far\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"What if the reason is\"\n- \"What I mean is\"\n- \"Ummm, actually\"\n- \"Here's what's bugging me\"\n- \"I'm struck by\"\n- \"That makes sense because\"\n- \"That’s an interesting angle, but\"\n- \"So far, it looks like\"\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 | Subscribe To our E-Newsletter\nline 02 | A Bit of the Somber Thrust After All the Joy\nline 03 | SUKKOT, Exodus 33:12-34:26; Numbers 29:23-31\nline 04 | Ba-yom ha-shemini atzeret tihyeh lachem - \"On the eighth day, you shall have an atzeret.\"\nline 05 | The word atzeret is derived from the Hebrew verb that means \"to restrain,\" \"to be confined,\" \"to hold back.\"\nline 06 | It may refer to an occasion in which people are assembled or confined in one place.\nline 07 | It may also mean that which is held back for the purpose of being brought to a state of completion.\nline 08 | One rabbinic text considers the term atzeret to refer to God's holding back and restraining the Israelites from leaving God's presence. God enjoys us so much during all of the holidays in the month of Tishrei, God asks us to stay an extra day.\nline 09 | Another understanding of the name of the holiday, Shemini Atzeret, is the eighth day - \"The Day of Self-Restraint.\"\nline 10 | Perhaps God wants us to restrain ourselves because we've \"let loose\" for the previous seven days. After all, the holiday of Sukkot is known for its expressions of unbridled joy. With full hearts, we rigorously shake our lulavs and sing the unabbreviated Hallel.\nline 11 | Perhaps after these seven joyous days, it's time for an eighth day of atzeret. On this day, we discontinue our use of symbolic ritual items. Our willows have been beaten to smithereens, our etrogs have been set aside, and we no longer need to eat in the sukkah. On Shemini Atzeret, we exercise full self-restraint.\nline 12 | A Bittersweet Nature\nline 13 | Or do we?\nline 14 | Sure, the holiday is stripped of many ritual symbols, but look at the fullness of the Shemini Atzeret prayer service. Is Shemini Atzeret a day of fullness, or is it a day of restraint?\nline 15 | Actually, it's both.\nline 16 | The mood is bittersweet.\nline 17 | While the Hallel we sing on this holiday expresses joy, it is a tempered joy.\nline 18 | We also recite the more somber prayers, Yizkor and Geshem - the memorial service for the dead and the prayer for rain.\nline 19 | Jewish tradition is known for its bittersweet nature, for the mingling of the opposite moods of seriousness and joy. In the Talmud, the story is told about Rav Ashi, who makes a marriage feast for his son and smashes an expensive piece of glassware when he sees that the his guests are growing too merry. Rav Ashi smashes the glass to inject some seriousness into an event that he perceives as overly joyous.\nline 20 | His gesture, which has been incorporated into Jewish weddings as the smashing of the glass under the chupah, illustrates the meaning of the verse from Psalms, gilu bi'r'adah (\"rejoice with trembling\"). Even in times of our greatest rejoicing, we need to temper that joy.\nline 21 | But in our tradition, the converse is true as well.\nline 22 | Even in times of our greatest distress, we are encouraged to be happy and hopeful. Even in times of trembling, we need to try to fill our hearts with some joy.\nline 23 | As Jews, we are constantly called upon to mix rejoicing with trembling. This is the essence of Shemini Atzeret. Like the smashed glass at a wedding, Shemini Atzeret is a reminder that in times of trembling, we must inject a bit of joy; in times of rejoicing, we must tremble a bit.\nline 24 | After rejoicing for the seven days of Sukkot, we attempt to get serious on the eighth. But only somewhat serious. And then, we let all of our joyous impulses emerge in full force on Simchat Torah.\nline 25 | As we observe these Tishrei holidays, may we all embrace the mingling of opposites in our tradition and in our lives.\nline 26 | Rabbi Lisa Malik is the religious leader of Suburban Jewish Community Center-B'nai Aaron.\n</context>\n\n<phrases>\n- \"The tricky part is\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Now, if I think about it differently\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Uh, where was I?\"\n- \"Anyway\"\n- \"Let me back up a second\"\n- \"Oh! That reminds me\"\n- \"Well\"\n- \"There's probably more to it\"\n- \"Just thinking out loud but\"\n- \"But then again\"\n- \"Hmm\"\n- \"On the other hand\"\n- \"Uh...\"\n- \"That reminds me\"\n- \"Right, so\"\n- \"Maybe I’m overcomplicating it\"\n- \"How can I approach this?\"\n- \"Let me work through this\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me run through it again\"\n- \"Would that even work?\"\n- \"There's got to be something about\"\n- \"I need to step back and rethink this\"\n- \"This connects to\"\n- \"Wait, no\"\n- \"Let's see\"\n- \"What keeps nagging at me is\"\n- \"I need to make sure this checks out\"\n- \"I guess there’s no perfect solution\"\n- \"Let me untangle this\"\n- \"It's almost like\"\n- \"I don’t want to jump to conclusions, but\"\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- \"Let me connect the dots\"\n- \"This makes me think of\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Wait, why does that happen?\"\n- \"Okay, walking through it again\"\n- \"The pros and cons are\"\n- \"First things first\"\n- \"What if I flip it around?\"\n- \"I'm just throwing ideas around\"\n- \"Let me make sure I got this\"\n- \"No, actually\"\n- \"I could be wrong, but\"\n- \"Okay, so\"\n- \"There’s a pattern here\"\n- \"I’m trying to connect the dots here\"\n- \"Building on that\"\n- \"Ummm, actually\"\n- \"Something doesn't add up\"\n- \"Let me break this down\"\n- \"I’m not sure if that’s the right approach\"\n- \"On one hand... but on the other\"\n- \"I guess maybe\"\n- \"Let’s not rush this\"\n- \"Actually, no\"\n- \"Let me throw this out there\"\n- \"Let me play devil's advocate\"\n- \"Just spitballing here\"\n- \"Okay, let's break this down\"\n- \"That’s an interesting angle, but\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let’s weigh the options\"\n- \"Let's think step by step\"\n- \"I'm trying to untangle this\"\n- \"Alternatively\"\n- \"Wait, does this contradict itself?\"\n- \"Ah...\"\n- \"Let me dig into that a little deeper\"\n- \"I was just about to say\"\n- \"Going back to what I said about\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I'm starting to see a pattern\"\n- \"I could go either way on this\"\n- \"Let's break this down into parts\"\n- \"Well, let me see\"\n- \"Still forming this thought\"\n- \"I need to reframe this\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\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 | Runes are a branch of, mostly, defensive magic. It is when the magi writes a rune on the wall, floor, or ceiling, to do a certain act. A common one is a firetrap rune, where a foe steps on the rune and a sheet of fire spurts up, and hopefully killing them. There are also runes that protect from certain things. For example, a fire protection rune on a wall makes that wall immune to fire. Each rune is composed of three runelets. The first runelet is the outer circle. These specify when the rune activates. The second runelet is the noun. It specifies what exactly is the object that happens. This would be the fire in the firetrap rune, the water in a rune making walls immune to water, and so on. The third runelet is the verb. It says what the second runelet does. It may be 'spurts' in the firetrap, or 'protects against' in the rune protecting the wall from fire. There are many different versions of these runelet, allowing for a certain sentence like rune. Such as, for the firetrap, 'When someone steps on me, I will spurt fire.' This would be done with the 'Activates when foe is above or below it' outer circle, the 'fire' noun, and the 'spurts' verb. You could also use another combination of runes to get the same affect.\nline 02 | However, any class can use it. Wizards, while they are being taught, are assumed to have learned it, though this may not be the case. All other classes, however, need to spend time learning it. And they cannot make new runelets. The person learning it should spend 2-3 months (game time) learning it, maybe more. To do this, the PC will need to first find someone to teach him, then pay them. During the tutelage, the PC will be taught art, basic runelets, and how to craft various runelets together to form a rune.\nline 03 | Unlike other forms of magic, runes will last forever, or until the maker erases it. Simply erasing a small portion of any line will stop the rune from doing as requested.\nline 04 | The Development of Runes:\nline 05 | The Age of the Sword was a time of war. There were dozens of city state. Indeed, at one time, there was a gross of them. And these city-states waged war after war on their neighbors. Some managed to gain lots of land, some lost lots of land, but it always evened out when the next great warlord changed the map. And, needless to say, most city-states needed better weapons than there neighbors. Whether it be agricultural, magical, mechanical, physical, financial, each city-state had there best minds discovering it, and their strongest arms taking other people's discoveries. It was in this chaotic era that the Expiscor, a wizard, made a discovery. He had discovered a new type of magic. Though everyone had always known that words had power, Expiscor was the one to prove it. He discovered (and how he discovered is debated over by today's greatest minds) that there is a world (which is a convenient word for it, because, even though it is a complete lie (like thinking the atom is like a solar system), it puts the mind on the right imaginary track) of words. This world is full of magic, created and sustained by the use of words, any words. And to tap into this world's power, its raw magic, you simply need to use a set of the perfect words. These perfect words (runelets) almost float around this Word World, and a good wizard can float his mind down into the Word World and find the one he needs. Expiscor, after some expirementing, found out how to make runes. And once this technology was used on the battlefield, Expiscor was kidnapped and tortured for the information. And soon Runelore spread throughout the city-states.\nline 06 | The following list is the basic heritage of a person who finishes studying Runelore. There are thousands more, one for each word out there. Each of those others would require research, however. Some are rare, some are common. Typically the more specific, or the more words in the noun, the rarer and harder it is to make. Therefore, water is simple, but an animal is much harder. These other runes would require either diligent research (from a day in game to a month), or making it yourself. Both are hard to do.\nline 07 | Here is a list of common outer circle runelets:\nline 08 | 1.\nline 09 | Activates when foe is above or below- can tell difference between maker, maker's allies, and foes\nline 10 | 2. Continuous- effect last forever\nline 11 | 3. Activates when pressed- acts like a button\nline 12 | 4. Activates when marked object is above or below- a marked object is the first object touched by the rune (if you want the object to be an amulet, simply touch the amulet to the rune)\nline 13 | Here is a list of common noun runelets:\nline 14 | Here is a list of common verb runelets:\n</context>\n\n<phrases>\n- \"This makes me reflect on\"\n- \"That makes sense because\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Okay, pros and cons\"\n- \"But then again\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Let me run through it again\"\n- \"I'm trying to untangle this\"\n- \"No, actually\"\n- \"Something’s not clicking\"\n- \"This brings to mind\"\n- \"First things first\"\n- \"So far, it looks like\"\n- \"Let me untangle this\"\n- \"Okay, let's break this down\"\n- \"I'm seeing a connection between\"\n- \"I'm mulling over\"\n- \"I keep coming back to\"\n- \"I wonder if\"\n- \"I'm intrigued by\"\n- \"Oh! That reminds me\"\n- \"I’m torn between two choices\"\n- \"Let me work through this\"\n- \"Alright, where was I?\"\n- \"Take this with a grain of salt\"\n- \"I need to reframe this\"\n- \"The more I think about it\"\n- \"I'm not sure, but\"\n- \"Let me sum this up so far\"\n- \"I'm struck by\"\n- \"The tricky part is\"\n- \"Let me chew on this\"\n- \"Am I thinking about this all wrong?\"\n- \"Let's think step by step\"\n- \"Building on that\"\n- \"Hmm, that doesn’t sound right\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Something doesn't add up\"\n- \"I’m trying to connect the dots here\"\n- \"What keeps nagging at me is\"\n- \" is striking \"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me put this another way\"\n- \"Alternatively\"\n- \"Wait, no\"\n- \"That’s an interesting angle, but\"\n- \"I'm pondering\"\n- \"When I sit with this idea\"\n- \"Actually, no\"\n- \"On one hand... but on the other\"\n- \"There’s a better way to phrase this\"\n- \"On the other hand\"\n- \"This is starting to take shape\"\n- \"Hmm, let’s rewind a bit\"\n- \"There’s a pattern here\"\n- \"If I take this apart step by step\"\n- \"Let's break this down into parts\"\n- \"I'm wondering if\"\n- \"Something's not quite right\"\n- \"Ummm, actually\"\n- \"Now, if I think about it differently\"\n- \"That reminds me\"\n- \"What I’m getting at is\"\n- \"What if I flip it around?\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Let me play devil's advocate\"\n- \"This makes me think of\"\n- \"So the main idea is\"\n- \"Let me connect the dots\"\n- \"So what I’m trying to say is\"\n- \"In other words\"\n- \"I keep circling back to\"\n- \"Okay, backtrack a bit\"\n- \"Let me break this down\"\n- \"There's a better way to phrase this\"\n- \"I guess that works\"\n- \"Don't hold me to this\"\n- \"I'm starting to see a pattern\"\n- \"The pros and cons are\"\n- \"More or less\"\n- \"I’m not convinced, but it might work\"\n- \"In a way\"\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 | A collaborative, six-year study of carbon dioxide (CO2) levels in Beijing and surrounding provinces suggests that combustion efficiency, a component of overall energy efficiency, is improving in the region.\nline 02 | The findings, published in the September 21 issue of Atmospheric Chemistry and Physics, are generally consistent with official Chinese government statistics and could bolster their credibility as international negotiations proceed on commitments of China and other nations to combat climate change.\nline 03 | A team of atmospheric scientists and environmental engineers from Harvard University and Tsinghua University in Beijing have continuously measured atmospheric CO2 and carbon monoxide (CO) levels in rural Miyun, about 100 km northeast of Beijing, since November 2004.\nline 04 | Weather observations such as wind speed and direction (with other evidence) allowed researchers to identify plumes of polluted air from the Beijing urban area and population centers to the south, as opposed to relatively clean air arriving from the north.\nline 05 | The measurements provide the most detailed look at carbon emissions for a specific urbanized and industrialized region of China to date. Moreover, the resulting analysis of CO2 and CO levels is generally consistent with China's official statistics, showing an upward trend in overall energy efficiency.\nline 06 | \"The Chinese government committed to improve energy efficiency in its 11th Five-Year Plan (2006-2010), and this study shows how independent quantitative evidence of its progress can be inferred from the chemistry of its air,\" said co-author Chris P. Nielsen, Executive Director of the Harvard China Project, based at Harvard's School of Engineering and Applied Sciences (SEAS).\nline 07 | The Harvard and Tsinghua researchers analyzed the ratio of CO2 to CO at Miyun to evaluate energy efficiency in Beijing.\nline 08 | \"Fuel combustion releases energy by converting carbon to CO2, but some is only converted to CO, losing some of the available chemical energy.\nline 09 | High-efficiency combustion processes, such as modern power plants and cars that meet current standards, produce little or no CO, and are thus both more energy-efficient and cleaner,\" said co-author J. William Munger, Senior Research Fellow at SEAS and at Harvard's Department of Earth and Planetary Sciences (EPS).\nline 10 | \"Inefficient processes like wood- and coal-burning in domestic stoves convert less than 90 percent of the carbon fuel to CO2, releasing the remainder as CO and wasting some of the energy.\nline 11 | The combustion of outmoded industrial processes can fall somewhere in the middle.\nline 12 | Knowing this, there's a lot we can learn from this chemical ratio in the air about combustion efficiency on the ground.\"\nline 13 | Over the period of studyand while controlling for daily, seasonal, and weather-induced fluctuationsthe data trends indicated increasing combustion efficiency in the Beijing region. Modernization of industrial boilers, replacing old vehicles with new ones meeting stricter standards, and closing of older industrial facilities can all contribute to this trend. (For more information, see the supplementary materials.)\nline 14 | \"The data indicate a trend toward cleaner, more efficient combustion in the Beijing region over several years leading up to the 2008 Olympics \"when the government instituted particularly strict controls on pollution\"and as far as we can tell so far, these gains have been maintained since the Olympics,\" said Munger.\nline 15 | The lead author of the study, Yuxuan Wang, is an Associate Professor in the Department of Environmental Science and Engineering at Tsinghua University and Principal Investigator of the Miyun atmospheric observatory.\nline 16 | She completed her Ph.D. and postdoctoral studies at EPS and SEAS, at Harvard.\nline 17 | Explore further: Green dream: Can UN summit revive climate issue?\n</context>\n\n<phrases>\n- \"What I’m getting at is\"\n- \"Okay, walking through it again\"\n- \"Let's think step by step\"\n- \"I could be wrong, but\"\n- \"I'm trying to untangle this\"\n- \"I'm intrigued by\"\n- \"Would this be worth the risk?\"\n- \"This makes me think of\"\n- \"That makes sense because\"\n- \"Still forming this thought\"\n- \"Still working it out\"\n- \"There’s a pattern here\"\n- \"Let me chew on this\"\n- \"Picture this\"\n- \"Let me back up a second\"\n- \"Let me make sure I got this\"\n- \"If I'm not mistaken\"\n- \"This connects to something else\"\n- \"Okay, pros and cons\"\n- \"I'm struck by\"\n- \"Let me approach this from another angle\"\n- \"This brings to mind\"\n- \"That reminds me\"\n- \"Let’s weigh the options\"\n- \"Basically\"\n- \"Oh! That reminds me\"\n- \"First things first\"\n- \"Let me work through this\"\n- \" is striking \"\n- \"In essence\"\n- \"Building on that\"\n- \"There's probably more to it\"\n- \"There’s a better way to phrase this\"\n- \"Let me untangle this\"\n- \"On the other hand\"\n- \"Might be\"\n- \" is interesting\"\n- \"I think\"\n- \"The more I think about it\"\n- \"Let me break this down\"\n- \"Maybe\"\n- \"If I’m not mistaken\"\n- \"Now, if I think about it differently\"\n- \"Let me connect the dots\"\n- \"What keeps nagging at me is\"\n- \"I'm seeing a connection between\"\n- \"Let me run through it again\"\n- \"This is rough, but\"\n- \"Let me play devil's advocate\"\n- \"What's the best way to explain this?\"\n- \"No, actually\"\n- \"I’m trying to connect the dots here\"\n- \"There's got to be something about\"\n- \"I'm pondering\"\n- \"I'm wondering if\"\n- \"Ummm, actually\"\n- \"The pros and cons are\"\n- \"Alternatively\"\n- \"Alright, where was I?\"\n- \"Roughly speaking\"\n- \"But then again\"\n- \"Let's break this down into parts\"\n- \"Actually, no\"\n- \"When I sit with this idea\"\n- \"I keep coming back to\"\n- \"I'm mulling over\"\n- \"What’s the best way to explain this?\"\n- \"Backing up for a second\"\n- \"What if I flip it around?\"\n- \"Let me see if\"\n- \"Something doesn't add up\"\n- \"This makes me reflect on\"\n- \"Just spitballing here\"\n- \"So basically\"\n- \"In other words\"\n- \"On one hand... but on the other\"\n- \"I need to make sure this checks out\"\n- \"It feels like the right move, but\"\n- \"That’s an interesting angle, but\"\n- \"Wait, no\"\n- \"Coming at this from another angle\"\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 | Discussion of all aspects of biological molecules, biochemical processes and laboratory procedures in the field.\nline 02 | 6 posts • Page 1 of 1\nline 03 | # The smallest unit of a substance that can exist alone and retain the character of that substance.\nline 04 | # Compound of two or more atoms, the smallest unit of chemical compounds.\nline 05 | # The smallest particle of a substance that has all of the physical and chemical properties of that substance. Molecules are made up of one or more atoms. If they contain more than one atom, the atoms can be the same (an oxygen molecule has two oxygen atoms) or different (a water molecule has two hydrogen atoms and one oxygen atom). Biological molecules, such as proteins and DNA, can be made up of many thousands of atoms.\nline 06 | # The smallest division of a compound that still retains or exhibits all the properties of the substance.\nline 07 | # The smallest particle of a substance that retains the properties of the substance and is composed of one or more atoms.\nline 08 | # The smallest unit into which a substance can be divided and still retain the composition and chemical properties of that substance.\nline 09 | # The smallest particle of a compound that has all the chemical properties of that compound. Molecules are made up of two or more atoms, either of the same element or of two or more different elements. Ionic compounds, such as common salt, are made up not of molecules, but of ions arranged in a crystalline structure. Unlike ions, molecules carry no electrical charge. Molecules differ in size and molecular weight as well as in structure.\nline 10 | # a substance composed of two or more atoms held together by chemical bonds.\nline 11 | # The smallest unit of a compund that can exist by itself and retain all its chemical properties.\nline 12 | http://www.oehs.wayne.edu/health%20phsi ... saryM.html\nline 13 | # A chemical species defined by its fundamental properties and including other properties and references.\nline 14 | See the Molecule property data format table.\nline 15 | http://www.mines.edu/research/ccre/UseC ... ssary.html\nline 16 | # a group of atoms arranged to interact in a particular way; one molecule of any substance is the smallest physical unit of that particular substance.\nline 17 | http://www.science.psu.edu/alert/fronti ... 1-2001.htm\nline 18 | # a small unit of matter made up of atoms. A molecule is the smallest unit of a substance that retains its unique characteristics.\nline 19 | # The smallest particle that has any of the chemical or physical properties of an element or compound.\nline 20 | # the smallest unit of an element or compound.\nline 21 | A molecule is made up of at least two atoms.\nline 22 | # In propositional logic, a compound proposition as opposed to a simple proposition or atom. See atom; compound proposition. Monotonicity. The property of a system by which adding new wffs to a set of wffs cannot invalidate previously valid derivations from that set. If A is any wff, and Γ and Δ any sets of wffs, then a system is monotonic iff Γ A implies Δ,Γ A. In non-monotonic logics, derivations valid from Γ can be invalid from Γ Δ. ...\nline 23 | http://www.earlham.edu/~peters/courses/ ... ossary.htm\nline 24 | # two or more elements that are chemically joined (Water is a molecule made from two atoms of Hydrogen and one atom of Oxygen.)\nline 25 | # A tightly bound collection of atoms held together by the electromagnetic fields of the atoms.\nline 26 | Molecules, like atoms, emit and absorb photons at specific wavelengths.\nline 27 | # (L. diminutive of moles, a little mass) A unit of matter, the smallest portion of an element or a compound that retains chemical identity with the substance in mass. The molecule usually consist of a union of two or more atoms; some organic molecules containing a very large number of atoms.\nline 28 | # a combination of atoms, and also the basic building — block of DNA and RNA. Each molecule has its own shape and attaches only to certain other molecules to form the DNA helix.\nline 29 | # a group of atoms held together by chemical bonds; the typical units manipulated by nanotechnology.\nline 30 | http://www.assemblymag.com/CDA/ArticleI ... 84,00.html\nline 31 | # A chemically unique aggregate of at least two atoms (see also elements).\nline 32 | The atoms are linked to each other by chemical (covalent) bonds.\nline 33 | All matter is made up of molecules.\nline 34 | Free atoms are rarely found but are important in the form of salts or metal ions in water.\nline 35 | # Two or more atoms contained together by covalent bonds.\nline 36 | Includes chemical substances which are the building blocks of cells such as proteins, sugars and fats.\nline 37 | # The smallest particle, consisting of two or more atoms\nline 38 | http://www.the-mwg.com/html/glossary/gl ... view.shtml\nline 39 | # The result of two or more atoms combining by chemical bonding.\nline 40 | # group of atoms that are covalently bound to create a chemical structure\nline 41 | # (physics and chemistry) the simplest structural unit of an element or compound\nline 42 | # atom: (nontechnical usage) a tiny piece of anything\nline 43 | # In science, a molecule is the smallest particle of a pure chemical substance that still retains its chemical composition and properties. A molecule consists of two or more atoms joined by shared pairs of electrons in a chemical bond. It may consist of atoms of the same chemical element, as with oxygen (O2), or of different elements, as with water (H2O).\nline 44 | Please delete my triplets. I trapped in Debug Mode yesterday, so my posts were sent many times\nline 45 | Last edited by Dr.Stein on Thu Oct 19, 2006 3:14 am, edited 1 time in total.\nline 46 | 6 posts • Page 1 of 1\nline 47 | Who is online\nline 48 | Users browsing this forum: No registered users and 2 guests\n</context>\n\n<phrases>\n- \"Let me see\"\n- \"What’s the missing piece?\"\n- \"Still forming this thought\"\n- \"Okay, I think I’ve got it now!\"\n- \"Am I missing something?\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Coming at this from another angle\"\n- \"What if I flip it around?\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me work through this\"\n- \"There's something off here\"\n- \"Let’s weigh the options\"\n- \"Wait, I think I’ve got it!\"\n- \"The pros and cons are\"\n- \"No, actually\"\n- \"Ah...\"\n- \"I'm trying to untangle this\"\n- \"I need to reframe this\"\n- \"Just thinking out loud but\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Okay, backtrack a bit\"\n- \"What’s the next step?\"\n- \"Oh! I get it now!\"\n- \"Let's break this down into parts\"\n- \"That would explain why\"\n- \"Let me dig into that a little deeper\"\n- \"Let me back up a second\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Finally, it clicks!\"\n- \"Now we're cooking\"\n- \"Let me make sure I got this\"\n- \"But then again\"\n- \"Let me throw this out there\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Something about [blank] is still bothering me\"\n- \"Anyway\"\n- \"What I'm getting at is\"\n- \"Follow me here\"\n- \"Let me play devil's advocate\"\n- \"So what I'm trying to say is\"\n- \"Let me untangle this\"\n- \"What keeps nagging at me is\"\n- \"Let me circle back to that\"\n- \"You know\"\n- \"Okay, pros and cons\"\n- \"Ummm, actually\"\n- \"Alright, where was I?\"\n- \"It's fascinating how\"\n- \"What if we\"\n- \"This is starting to take shape\"\n- \"That would mean\"\n- \"Something's not clicking\"\n- \"It finally adds up!\"\n- \"That’s an interesting angle, but\"\n- \"Now it makes sense!\"\n- \"Uh...\"\n- \"What I’m getting at is\"\n- \"Let me trace that logic back\"\n- \"Wait, no\"\n- \"Alternatively\"\n- \"Let's think step by step\"\n- \"Let me run through it again\"\n- \"Now it all comes together!\"\n- \"What I mean is\"\n- \"There's got to be something about\"\n- \"Right, so\"\n- \"Okay, let's break this down\"\n- \"If I take this apart step by step\"\n- \"Something doesn't add up\"\n- \"Actually, no\"\n- \"So the main idea is\"\n- \"The crucial thing seems to be\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \" is key here\"\n- \"I need to make sure this checks out\"\n- \"Still working it out\"\n- \"Hold that thought\"\n- \"The thing is\"\n- \"On the other hand\"\n- \"Let me see if\"\n- \"There's probably more to 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 | AGRICULTURE, VETERINARY MEDICINE AND NATURAL RESOURCES NEWS\nline 02 | ECONOMIC IMPACTS OF A BAN ON FEED-GRADE ANTIBIOTICS -- THE DANISH EXPERIENCE\nline 03 | McDonald's Corporation, one of the largest buyers of meat in the U.S. fast-food industry, recently adopted a policy that prohibits its direct suppliers from using medically important antibiotics as growth promotants in food animals after 2004. The implications of such a voluntary ban in the United States remain to be seen, but a recent study by researchers in the Center for Agricultural and Rural Development at Iowa State University provides some comparable evidence from Denmark. Economics professors Dermot Hayes and Helen Jensen, along with colleague Lennart Backstrom, compiled information they gleaned from interviews with Danish veterinarians, farmers, economists, and industry analysts and evaluated the economic costs of an antibiotics ban for pork producers. Denmark first imposed a ban in pork production at the finishing stage, which was considered a success, with producers encountering few additional costs. When the country further implemented a ban at the weaning stage, producers encountered severe health problems and incurred large costs. In addition, a complete ban actually increased the total antibiotics used, because Danish veterinarians were forced to prescribe additional therapeutic agents--those that were used most often in human medicine. The researchers estimate that a U.S. ban would increase costs by approximately $4.50 per animal in the first year. The total cost of a ban to the U.S. pork industry spread across a 10-year period could be in excess of $700 million. A briefing paper, \"Lessons from the Danish Ban on Feed-Grade Antibiotics,\" is available at\nline 04 | . Contact Dermot Hayes, (515) 294-6185; Helen Jensen, (515) 294-6253; or Sandy Clarke, CARD communications, 515-294-6257\nline 05 | GERBER LOOKS TO ISU TO BOOST MIDWEST'S ORGANIC VEGETABLE CROP\nline 06 | When Gerber wanted to expand production of organic squash in the Midwest for their Tender Harvest baby food line, the company came to Iowa State's organic crops specialist Kathleen Delate. \"They asked if I could work with organic growers in Iowa to raise high-quality squash and heirloom vegetables for their baby food,\" she said. Valued for their full flavor, heirloom vegetables are old-fashioned cultivars grown from seeds passed from generation to generation, rather than from seeds developed through classical breeding, Delate said. \"The main concern with growing organically raised heirloom vegetables in the Midwest is pest management. We needed to find what strategies control beetles, squash bugs and squash vine borers,\" she said. Delate established two on-farm sites for research and demonstration to evaluate how three methods of pest management affected plant health and crop yields: a kaolin clay product applied bi-weekly from plant emergence until a month before harvest; interplanting of buckwheat to supply food for a fly parasite of the squash bug; and remay row cover, a gauze-like fabric used to prevent colonization by the pests. After three years, project results indicate that row covers are the most effective. One farmer, who participated in the research, plans on selling her crop to Gerber as soon as she is certified organic, Delate said. Contact Delate, (515) 294-7069; or Teddi Barron, News Service, (515) 294-4778.\nline 07 | USING MANURE TO CREATE ELECTRICITY\nline 08 | Livestock producers increasingly are interested in receiving more value from their operations, and treating the liquid manure to create electricity provides an option. In addition to using the electricity on their farms, they often can sell excess power to area or regional utilities. Using an anaerobic digester to treat manure has other positive features, including odor control, excess heat production and weed seed control. Top Deck Holsteins, Inc., in Fayette County, has used a digester since July 2002. Manure from its 700 cows provides 130 kilowatts of electricity daily, according to Alliant Energy. That's enough to power 20 homes. To help farmers understand the process of anaerobic digestion and its financial opportunities, Iowa State University (ISU) Extension agricultural engineering field specialist Dan Meyer has organized a manure digester conference for Wednesday, Aug. 20, south of Oelwein on Highway 150 at the Sportsman Restaurant. Speakers include representatives from two electric utilities with Iowa operations, university and private company agricultural engineers and farmers who currently use digesters. The conference is sponsored by ISU Extension, Iowa Pork Producers Association, Iowa Energy Center and Iowa Department of Natural Resources. Pre-registrations are $20 and due by Aug. 18. Contact Meyer, (563) 425-3331; or Sherry Hoyer, Iowa Pork Industry Center, (515) 294-4496.\nline 09 | AgMRC WEB SITE HELPS PRODUCERS, BUSINESSES WITH RENEWABLE ENERGY GRANT APPLICATION\nline 10 | The Agricultural Marketing Resource Center (AgMRC) recently developed and posted renewable energy information on their Web site (\nline 11 | ) to assist producers in applying for grants under the USDA and Department of Energy Renewable Energy Systems and Energy Efficiency Improvements program. The grant program is available to eligible rural small businesses, farmers and ranchers to develop renewable energy systems and make energy efficiency improvements to their operations. Applicants must be U.S. citizens or legal residents and have demonstrated financial need. Grant funds may be used to pay up to 25 percent of the project costs. Eligible projects include those that derive energy from wind, solar, biomass or geothermal sources. Projects using energy from those sources to produce hydrogen derived from biomass or water are also eligible. AgMRC staff developed information on the wind, solar, biomass, biodiesel, ethanol and bioreactors industries and explain how producers can become involved in these value-added enterprises. A scroll bar on the AgMRC Website provides a direct link to the renewable energy information, and to the USDA forms required to apply for the funds. Producers with questions on renewable energy or the grant program are encouraged to call the center at (866) 277-5567. Contact Christa Hartsook, AgMRC communications, (515) 294-4430.\nline 12 | ISU OFFERS FOUR SUMMER WORKSHOPS FOR BIOTECH EDUCATORS\nline 13 | K-12 teachers and extension specialists are learning about biotechnology at four Iowa State University workshops this summer. The workshops are being held in Ames at the university's Biotechnology Outreach Education Center, which is part of the ISU Office of Biotechnology. Two workshops cover the basics of teaching youth or extension audiences about DNA principles and techniques, preparing for classroom laboratory activities and facilitating discussions of ethical issues. These two basic workshops are designed for science or agriculture educators who have little or no experience in teaching about biotechnology. Anyone who has completed a basic workshop can attend an advanced workshop for teaching more difficult activities in genomics, recombinant DNA techniques, bioinformatics, bioethics and more. New this summer is a two-day bioethics workshop on facilitating discussions among students or extension audiences about controversial topics such as transgenic plants and animals or human stem cell research. These workshops received support through a grant from the Cooperative State Research, Education, and Extension Service, U.S. Department of Agriculture, under Agreement No. 00-52100-9617. For more information about summer workshops or other educational opportunities offered year-round, visit\nline 14 | , or call (515) 294-9818. Contact Mike Zeller, Biotechnology Outreach Education Coordinator, (515) 294-5949; or Glenda Webber, Biotechnology communications, (515) 294-4749.\nline 15 | Ames, Iowa 50011, (515) 294-4111\nline 16 | Published by: University Relations,\nline 17 | © 1995-2003, Iowa State University of Science and Technology. All rights reserved.\n</context>\n\n<phrases>\n- \"On one hand... but on the other\"\n- \"I was looking at this all wrong!\"\n- \"Here's what's bugging me\"\n- \"I'm mulling over\"\n- \"That’s the answer I was looking for!\"\n- \"Oh! I get it now!\"\n- \"First things first\"\n- \" is key here\"\n- \"Consider this possibility\"\n- \"I know there’s a word for this\"\n- \"Just thinking out loud but\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me work through this\"\n- \"This might explain the pattern\"\n- \"What I’m getting at is\"\n- \"I'm struck by\"\n- \"It's fascinating how\"\n- \"The crucial thing seems to be\"\n- \"I need a clearer view of this\"\n- \"Actually, no\"\n- \"What keeps nagging at me is\"\n- \"Now it makes sense!\"\n- \"So basically\"\n- \"If I'm not mistaken\"\n- \"Let's break this down into parts\"\n- \"That’s the piece of the puzzle!\"\n- \"Let me chew on this\"\n- \"What’s the best way to explain this?\"\n- \"Let me dig into that a little deeper\"\n- \"Should I...? No, wait\"\n- \"There's got to be something about\"\n- \"Okay, so if I do this\"\n- \"Now I'm stuck on\"\n- \"I'm trying to untangle this\"\n- \"I'm intrigued by\"\n- \"Wait, no\"\n- \"If A is true, then\"\n- \"Brainstorming here, but\"\n- \"In essence\"\n- \"This brings to mind\"\n- \"The tricky part is\"\n- \"I'm wondering if\"\n- \"I think I found the solution!\"\n- \"Something doesn't add up\"\n- \"Let me see if\"\n- \"What I'm getting at is\"\n- \"What happens if we change this part?\"\n- \"I think I can rule that out\"\n- \"That changes everything\"\n- \"I have a theory about this\"\n- \"Just spitballing here\"\n- \"What if we\"\n- \"More or less\"\n- \"Now, if I think about it differently\"\n- \"Let me untangle this\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"No, actually\"\n- \"If I take this apart step by step\"\n- \"Still working it out\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Let's think step by step\"\n- \"Wait, that doesn’t add up\"\n- \"What was I about to say?\"\n- \"This could explain why\"\n- \"Let me break this down\"\n- \"If we follow this logic\"\n- \"It's a bit murky\"\n- \"I'm curious about\"\n- \"Now it all comes together!\"\n- \"The pros and cons are\"\n- \"Okay, let's break this down\"\n- \"So, the bottom line is\"\n- \"So what I’m trying to say is\"\n- \"Okay, pros and cons\"\n- \"Let’s weigh the options\"\n- \" is striking \"\n- \"Coming at this from another angle\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"This makes me reflect on\"\n- \"Something's not quite right\"\n- \"This is just a first pass, but\"\n- \"[blank] is still a black box to me\"\n- \"Here's a possible explanation\"\n- \"Ummm, actually\"\n- \"I wonder if\"\n- \"Still forming this thought\"\n- \"Oh! I get it now\"\n- \"Would I regret this later?\"\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 | Presidential Term Limit\nline 02 | Section 1. No person shall be elected to the office of the President more than twice, and no person who has held the office of President, or acted as President, for more than two years of a term to which some other person was elected President shall be elected to the office of President more than once. But this Article shall not apply to any person holding the office of President when this Article was proposed by Congress, and shall not prevent any person who may be holding the office of President, or acting as President, during the term within which this Article becomes operative from holding the office of President or acting as President during the remainder of such term.\nline 03 | Section 2. This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of three-fourths of the several States within seven years from the date of its submission to the States by the Congress.Amendment XXII\nline 04 | Although the Twenty-second Amendment was clearly a reaction to Franklin D. Roosevelt's service as President for an unprecedented four terms, the notion of presidential term limits has long-standing roots in American politics.\nline 05 | The Constitutional Convention of 1787 considered the issue extensively, although it ultimately declined to restrict the amount of time a person could serve as President.\nline 06 | But following George Washington's decision to retire after his second elected term, numerous public figures subsequently argued he had established a \"two-term tradition\" that served as a vital check against any one person, or the presidency as a whole, accumulating too much power.\nline 07 | Congress expressed its interest in presidential term limits by introducing 270 measures restricting the terms of office of the President prior to proposing the Twenty-second Amendment.\nline 08 | Nonetheless, sustained political attention to this matter only developed with Roosevelt. In 1946, lawmakers made the President's four terms an issue in congressional election campaigns, pledging to support a constitutional amendment that would prevent a similarly lengthy presidency in the future. In January of 1947, prominent House leaders acted on these campaign promises, introducing an initiative that ultimately became the Twenty-second Amendment.\nline 09 | The turning point in the debates on the measure occurred when Senator Warren Magnuson argued for an amendment that would simply bar someone from being \"elected to the office of President more than twice.\"\nline 10 | Magnuson claimed that other proposals being considered were too \"complicated\" and comprehensive and might unfairly restrict a person who assumed the office of President \"through circumstances beyond his control, and with no deliberation on his part...but because of an emergency,\" such as the death of an elected President.\nline 11 | When some legislators countered that Magnuson's proposal provided insufficient controls on those who assumed the presidency through these \"unfortunate circumstance[s],\" a compromise was struck.\nline 12 | The final proposal provided a general prohibition against a person being elected to the office of the President more than twice while imposing additional restrictions on some individuals who attained the office of President through nonelectoral means, such as succession.\nline 13 | The resulting language is what we now know as the Twenty-second Amendment.\nline 14 | We can safely conclude that those who drafted the amendment sought somehow to prevent the emergence of a President with a tenure as lengthy as Roosevelt's. Many proponents of the measure further argued that they sought to codify the two-term tradition associated with Washington. But although these observations surely point us to the general aspirations of the amendment's authors, they do not establish a specific picture of how the framers intended their proposal to apply.\nline 15 | To begin with, congressional deliberations about the amendment were curtailed.\nline 16 | For example, the House restricted debate to two hours.\nline 17 | Furthermore, the discussions leading up to the proposing of the Twenty-second Amendment did not obviously suggest a consistent, clear legislative purpose.\nline 18 | Lawmakers expressed, at various times, their interest in limiting a President's \"service,\" \"terms,\" \"tenure,\" and \"[eligibility for] reelection,\" without elaborating exactly how they understood these terms.\nline 19 | Moreover, when Congress dropped early proposals to foreclose a person's eligibility for office if he had served in two prior terms and instead adopted the current text that focuses on limiting individuals twice elected to the presidency, it provided little explanation for this important shift beyond needing \"compromise\" as part of the lawmaking process.\nline 20 | One should also note that the framers of the amendment did not obviously intend to create a two-term tradition in any narrow sense, because they specifically discussed allowing someone who became President through an \"emergency\" within the first two years of one term to secure election for two additional terms.\nline 21 | We are therefore left with some uncertainty about the precise goals of the Twenty-second Amendment's creators.\nline 22 | The ratification debates over the amendment do not provide much additional insight into the particular wishes of those who supported the proposal in the states. In general, the amendment does not appear to have prompted a great deal of public or legislative discussion once proposed by Congress.\nline 23 | Although numerous court opinions make passing reference to the Twenty-second Amendment, its parameters have not been systematically examined by the judiciary. No doubt the low profile of the amendment in the courts reflects limited interest in and opportunity for testing the provision. Since the amendment was ratified, only five Presidents have been technically limited by it (Dwight D. Eisenhower, Richard M. Nixon, Ronald Reagan, William Jefferson Clinton, and George W. Bush were all twice elected), and, to date, none of these individuals seriously considered challenging the amendment's legal restrictions or meaning.\nline 24 | These facts should not lead one to conclude that the Twenty-second Amendment is so straightforward that it requires no further interpretation.\nline 25 | Among other unresolved questions, the amendment seems to leave open the possibility that a twice-elected President could still become President through nonelectoral means.\nline 26 | For example, such a person might still be elevated to the presidency after serving as Vice President, or, if authorized, to act as President through a presidential-succession statute.\nline 27 | - Bruce Peabody\nline 28 | - Professor of Political Science\nline 29 | - Dept. of Soc. Sci. & History\nline 30 | - Fairleigh Dickinson University\n</context>\n\n<phrases>\n- \"Let me work through this\"\n- \"What I mean is\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"No, actually\"\n- \"Of course! That’s the answer!\"\n- \"Actually, no\"\n- \"Let me see if\"\n- \"I'm still feeling my way through\"\n- \"What if I just flip this around?\"\n- \"Now, if I think about it differently\"\n- \"Let me untangle this\"\n- \"I wonder if\"\n- \"Wait, that doesn’t add up\"\n- \"One way to look at it is\"\n- \"What I'm grappling with is\"\n- \"Oh, I see what’s happening here!\"\n- \"That’s the piece of the puzzle!\"\n- \"Why didn’t I think of that sooner?\"\n- \"Wait, no\"\n- \"I'm mulling over\"\n- \"What if I flip it around?\"\n- \"Here's what I'm thinking\"\n- \"But then again\"\n- \"Something about [blank] is still bothering me\"\n- \"Kind of\"\n- \"Oh! I get it now!\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"On one hand... but on the other\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"This might sound weird, but\"\n- \"This brings to mind\"\n- \"That’s what I was trying to say!\"\n- \"Let me play devil's advocate\"\n- \"Let's think step by step\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"How can I approach this?\"\n- \"There’s a better way to phrase this\"\n- \" is interesting\"\n- \"Something doesn't add up\"\n- \"Consider this possibility\"\n- \"What I’m getting at is\"\n- \"That makes sense because\"\n- \"Don't quote me on this\"\n- \"Now it all comes together!\"\n- \"That’s it!\"\n- \"That’s an interesting angle, but\"\n- \"Maybe if I try it this way\"\n- \"Do I go with my gut or\"\n- \"Let me make sure I got this\"\n- \"Let me just think this through\"\n- \"On the other hand\"\n- \"I think I found the solution!\"\n- \"Is this the right call?\"\n- \"Perhaps\"\n- \"So what does this mean in the bigger picture?\"\n- \"When I sit with this idea\"\n- \"Ummm, actually\"\n- \"It's hard to pin down\"\n- \"I should have known that!\"\n- \"Picture this\"\n- \"So what I'm trying to say is\"\n- \"Something’s not clicking\"\n- \"What if I tried...?\"\n- \"I'm intrigued by\"\n- \"The crucial thing seems to be\"\n- \"I think I can rule that out\"\n- \"What keeps nagging at me is\"\n- \"Let me chew on this\"\n- \"This makes me reflect on\"\n- \"So basically\"\n- \"Suppose we assume that\"\n- \"I'm wondering if\"\n- \"There's probably more to it\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What am I overlooking?\"\n- \"If I follow this through\"\n- \"Something tells me I should\"\n- \"Let's test this idea\"\n- \"What if we\"\n- \"What’s the missing piece?\"\n- \"So what I’m trying to say is\"\n- \"I'm curious about\"\n- \"I'm pondering\"\n- \"Alternatively\"\n- \"Just thinking out loud 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 | New center to include research on culturally targeted living kidney donation education\nline 02 | South Dakota State University said it plans to use its portion of a $13.5 million grant from the National Institute on Minority Health and Disparities to establish the Collaborative Research Center for American Indian Health in Sioux Falls. The new center will be led by Amy Elliott, director of the Center for Health Outcomes and Prevention Research at Sanford Research/USD.\nline 03 | Americans have a 1 in 10 chance of suffering from kidney disease, according to statistics from the Centers for Disease Control and Prevention. For Native Americans, the risk of kidney disease is 1 in 5. Native Americans also have the highest rate of diabetes in the world. The rate of end-stage renal disease among Native Americans with diabetes is six times higher than among non-Native Americans with diabetes, according to dialysis provider DaVita Inc.This center will then work with tribal leaders to educate and engage the communities in ways that will improve health care for American Indians in South Dakota, North Dakota and Minnesota.\nline 04 | Image: Nancy Fahrenwald\nline 05 | Kidney donation education\nline 06 | Initially, the center's research component will target three areas: pediatric asthma, emergency room usage and kidney disease Nancy Fahrenwald, associate professor at South Dakota State University's College of Nursing will serve as principal investigator for the research titled, \"Culturally Targeted Education on Living Kidney Donation,\" with $1.32 million in funding for the next five years.\nline 07 | \"Fahrenwald's project will find the best ways to help open up the lines of communications for patients and families to talk about the options that are available to them,\" said Elliot. \"And those options can be life-saving.”\nline 08 | Fahrenwald's work in South Dakota will take place with the Oglala Sioux at Pine Ridge, the Cheyenne River Sioux, and the Rosebud Sioux tribes. Based on past research among these populations, she said. \"Everybody knows somebody who has renal failure because of diabetes, who needs a kidney, got a kidney, or died while waiting for a kidney,\" Fahrenwald said.\nline 09 | As a nurse scientist whose expertise is in behavioral research, Fahrenwald knows the theories but is still learning the culture. \"I'm not native,” she said, and input from tribal elders will shape how these messages are worded and shared.\nline 10 | Learning the culture to spread the message of benefits of kidney donation\nline 11 | Over the last 10 years, Fahrenwald has been co-leader of teams on two research projects aimed at American Indians in Pine Ridge, Rosebud, Cheyenne River and Sisseton-Wahpeton encouraging organ and tissue donation through posters, brochures and videos. She has just received funding for a third project focusing on kidney donation with the Hennepin County Medical Center targeting Minnesota tribes.\nline 12 | To do this, Fahrenwald consulted traditional healers and then worked with an American Indian advertising firm to craft messages that motivate natives to check the donor box on their driver's license applications.\nline 13 | The subsequent campaign carried a similar message to younger adults at tribal colleges in South Dakota, North Dakota, Minnesota and Montana using a website and videos featuring kidney dialysis patients. Fahrenwald found interpersonal communication through the oral tradition of storytelling to be the most effective in motivating the people to become donors.\nline 14 | Karla Abbott, who served on the advisory board for two of Fahrenwald’s projects, said, \"This was something that we always discussed that could occur, not waiting until patients are in dire straits.\" Abbot is a member of the Cheyenne River Lakota Sioux tribe and a nursing instructor at Augustana College in Sioux Falls.\nline 15 | As a public health nurse, Abbott has approached Native American families facing a loved one's death about the possibility of organ donation. She agreed with Fahrenwald that hearing the stories of people on the reservation living with kidney disease can help her people reconcile their beliefs about keeping the body intact for the afterlife with their culture’s emphasis on generosity.\nline 16 | Dealing with kidney disease early\nline 17 | \"We can't just not talk about it,\" Abbott said. \"From a health care perspective, it is more cost effective to deal with kidney disease and its challenges early on, rather than to wait until the condition worsens to take action.\"\nline 18 | Fahrenwald said she has high hopes for what this new center can accomplish. It provides a collaboration point, Fahrenwald said, \"where we can be assured that navigating tribal approval can be done more easily and in culturally sensitive and appropriate ways. Health disparities are not acceptable, but getting at the root of them and resolving them is not a challenge that will be overcome in a short period of time. There is a lifetime of work to be done for all of us, but this is one piece of the puzzle.\"\n</context>\n\n<phrases>\n- \"Uh...\"\n- \"There's a missing link here\"\n- \"No, actually\"\n- \"I feel like I’m close\"\n- \"I'm mulling over\"\n- \"I need to reframe this\"\n- \"I’m almost there\"\n- \"Backing up for a second\"\n- \"Wait a minute... Oh!\"\n- \"What’s the best way to explain this?\"\n- \"Let me untangle this\"\n- \"Picture this\"\n- \"I'm pondering\"\n- \"I keep circling back to\"\n- \"If I follow this through\"\n- \"Wait a minute\"\n- \" is key here\"\n- \"Let me think\"\n- \"This might sound weird, but\"\n- \"Now, if I think about it differently\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Am I missing something?\"\n- \"I wonder if\"\n- \"Let me work through this\"\n- \"What am I overlooking?\"\n- \"On the other hand\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Still forming this thought\"\n- \"On one hand... but on the other\"\n- \"Let me talk this through\"\n- \"When I sit with this idea\"\n- \"What’s the missing piece?\"\n- \"Right, so\"\n- \" is striking \"\n- \"The thing is\"\n- \"There's got to be something about\"\n- \"I keep coming back to\"\n- \"What keeps nagging at me is\"\n- \"The crucial thing seems to be\"\n- \"Okay, walking through it again\"\n- \"Anyway\"\n- \"Let me see if\"\n- \"It's fascinating how\"\n- \"Where did I put that...?\"\n- \"I guess that works\"\n- \"Let me sum this up so far\"\n- \"Basically\"\n- \"Let me play devil's advocate\"\n- \"Something’s not clicking\"\n- \"Okay, so\"\n- \"How can I approach this?\"\n- \"Wait, no\"\n- \"Ah...\"\n- \"Does that sound right to you?\"\n- \"I'm wondering if\"\n- \"The tricky part is\"\n- \"Alternatively\"\n- \"That’s an interesting angle, but\"\n- \"Going back to what I said about\"\n- \"Let's see\"\n- \"I'm curious about\"\n- \"Does that sound right?\"\n- \"Hang on a second\"\n- \"What if I flip it around?\"\n- \"But then again\"\n- \"Here's what's bugging me\"\n- \"So what I’m trying to say is\"\n- \"Let me approach this from another angle\"\n- \"I'm struck by\"\n- \"This brings to mind\"\n- \"Let me put this another way\"\n- \"Something doesn't add up\"\n- \"Uh, where was I?\"\n- \"It suggests that\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me chew on this\"\n- \"Let me circle back to that\"\n- \"I think\"\n- \"Coming at this from another angle\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let's think step by step\"\n- \"Actually, no\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Ummm, actually\"\n- \"I'm not sure, but\"\n- \"There's something off 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 | Home Science Stunts with Soap\nline 02 | by Prof. Victor Lewitus\nline 03 | Make a strong soap solution by mixing shaving soap and water. After taking a puff on a cigarette, blow the smoke through a bubble pipe to make a soap bubble. The inside of the bubble then will contain the white smoke, and when it breaks, it does so with a puff, furnishing a very striking experiment. A clay or corncob pipe will be more suitable than the briar variety, inasmuch as the soap mixture probably will make the pipe unsuited for further smoking.\nline 04 | Three Magic Metals\nline 05 | Producing Cold With Electricity and A “Quicksilver Heart” That Beats Are Only Two of the Amazing Tests You Can Perform Easily With Simple Substances\nline 06 | By Raymond B. Wailes\nline 07 | YOU are accustomed to seeing an electric element in a toaster or radiant heater grow red-hot when current passes through it—but did you know that when electricity flows through joints of certain metals, it produces a cooling effect? Have you ever made a drop of murcury behave as if it were alive or prepared a pair of magical alloys that are solids when separate, and a liquid when mixed?\nline 08 | These are a few of the fascinating experiments that you can perform with metals, using three in particular that you may not have employed before in your home laboratory—mercury, antimony, and bismuth.\nline 09 | Jackie Bates works harder, has lonelier life than most of her ex-classmates, but makes more money, likes her profession\nline 10 | Chemistry, once strictly a man’s profession, has become increasingly hospitable to women. The expansion of industrial chemistry has helped. Women are particularly in demand for delicate laboratory work that requires small hands, finger dexterity and painstaking attention to detail. With job opportunities opening in the field, more college girls than ever before have been preparing for careers in chemistry.\nline 11 | NEW FEATS OF Chemical Wizards REMAKE THE WORLD WE LIVE IN\nline 12 | By ALDEN P. ARMAGNAC\nline 13 | IMAGINE a ball of fiber, weighing only one pound, of so fine a texture that if unrolled it would reach from the Atlantic to the Pacific! This marvel of chemistry, exhibited when American chemists recently assembled at Kansas City, Mo., to compare their achievements, is the latest kind of rayon, or artificial silk. A garment made from it can be hidden in the palm of the hand. To produce it, laboratory workers have gone the silkworm one better—for it measures one third thinner than natural silk. Improvements in methods of purifying the wood pulp that serves as its raw material, and in the chemical solutions and machinery used in its manufacture, have combined to make its production possible.\nline 14 | Common Chemicals that Misbehave\nline 15 | by KEN MURRAY\nline 16 | FOLLOWING textbook instructions in performing chemical experiments at home may be conducive to safety, but the real thrills of research come from those experiments which you work out for yourself.\nline 17 | Certain chemicals just do not get along well together, and can misbehave in a manner which may cause acute embarrassment—and pain.\nline 18 | To avoid accidents, keep the following list of chemical tricksters in mind whenever you venture into free-lance experimenting.\nline 19 | IODINE mixed with ammonia water forms a brown sludge at the bottom of a test tube.\nline 20 | This is nitrogen iodide; when a piece the size of a pin head is dried on paper, it will explode with a very loud bang at the slightest jar.\nline 21 | Larger quantities explode of their own weight before becoming powerful enough to do damage.\nline 22 | Never add volatile oils to crystals of iodine—they will fulminate, and explode.\nline 23 | UPDATE: As reader carmarks points out in the comments below, these experiments can be extremely dangerous and you should not actually try to perform any of them. Hydrofluoric Acid can kill you so, be warned.\nline 24 | Thrilling Stunts with a Glass-Eating Chemical\nline 25 | Etching your laboratory glassware is only one of the many possibilities offered by compounds of the active element fluorine\nline 26 | By RAYMOND B. WAILES\nline 27 | NOT long ago, a noted chemist told of a solvent powerful enough to dissolve nearly every known material. If the water on the earth were replaced with a liquid called selenium oxychloride, he said, we should have to carry umbrellas made of glass, platinum, or tungsten whenever it rained, for those are about the only substances that the fluid does not attack. There is a more familiar chemical, however, so corrosive that it could even eat its way through a glass umbrella. Its name is hydrofluoric acid, and it is one of the interesting compounds of the highly active element fluorine with which you will enjoy experimenting in your home laboratory.\nline 28 | FIFTY YEARS OF Aluminum\nline 29 | The Strange Story OF THE Magic Metal\nline 30 | By Edwin Teale\nline 31 | JUST half a century ago, the commonest metal in the earth’s crust was as scarce as silver.\nline 32 | Prof. Frank F. Jewett, of Oberlin College, Oberlin, Ohio, was pointing out this curious paradox to his chemistry class in the spring of 1883.\nline 33 | “If any of you can extract aluminum in commercial quantities,” he concluded with a smile, “you are sure of a fortune.” A slender student in one of the front rows nudged his neighbor. “I’m going after that metal!” he whispered.\nline 34 | That was the beginning of one of the most dramatic achievements in chemical research. The student was Charles Martin Hall. Hardly three years later, in a wood-shed workshop, using makeshift apparatus and homemade batteries, he achieved the goal which the greatest scientists in the world had failed to attain. On February 23, 1886, Hall rushed into Jewett’s laboratory with a few small buttons of silvery metal in his hand.\nline 35 | Fun with Explosive Gases\nline 36 | Hydrocarbons Are a Subject for Many Spectacular Experiments in the Amateur’s Chemical Laboratory\nline 37 | By RAYMOND B. WAILES\nline 38 | WOULD you like to get gas from coal without heating the coal? To make an inflammable gas that will dissolve in certain liquids as easily as sugar does in coffee ? To produce a gas that burns with a flame you can hardly perceive? Or to create fiery bubbles of gas, jumping about like grasshoppers, from simple everyday chemicals? These are some of the curious and interesting experiments with hydrocarbon gases that any amateur chemist can easily perform.\nline 39 | Hydrocarbon gases are compounds of carbon and hydrogen.\nline 40 | A large proportion of all natural gases, including methane, ethane, propane, and butane, belong to this group.\nline 41 | Manufactured illuminating gas—both coal gas and water gas—contains hydrocarbon gases, together with non-hydrocarbons such as hydrogen, carbon monoxide, carbon dioxide, and nitrogen.\nline 42 | Surprising Tests WITH Household AMMONIA\nline 43 | Simple Experiments and Home-made Apparatus Extend Your Knowledge and Speed the Work You Can Accomplish in Your Own Laboratory\nline 44 | by Raymond B. Wailes\nline 45 | IT IS surprising what the amateur chemist can do with a fifteen-cent bottle of ordinary household ammonia.\nline 46 | Being a mixture of ammonia dissolved in water, this pungent-smelling liquid offers an ever-ready supply of ammonia gas for the home laboratory. Even at room temperature, the gas is released from the liquid. By heating it, the experimenter can obtain the gas in larger quantities.\nline 47 | Strictly speaking, household ammonia is not ammonia at all, but ammonia water or ammonium hydroxide. Although ammonia can be liquefied, it is a colorless gas at normal temperatures. The fact that it dissolves readily in water makes the manufacture of ammonia water possible.\nline 48 | Home Tests show Strange Nature of Chlorine\nline 49 | How to Make Metals Flame and Why Red Flowers Turn White is Explained Here\nline 50 | By RAYMOND B. WAILES\nline 51 | UNTIL you experiment with chlorine, you have missed some of the biggest thrills your home laboratory can give you. Among other things, you can make metals burst mysteriously into flame, remove the color from dyed cloth, and turn a red flower or a scrap of red paper white.\nline 52 | Chlorine, a heavy greenish-yellow gas, is exceedingly active.\nline 53 | Few substances can remain uncombined in its presence.\nline 54 | Even silver and gold yield to its action under certain conditions.\nline 55 | With many elements, it combines with such suddenness and violence that intense heat and a brilliant flash of light accompany the reaction.\n</context>\n\n<phrases>\n- \"Why didn’t I think of that sooner?\"\n- \"What if I flip it around?\"\n- \"Here's what I'm thinking\"\n- \"What happens if we change this part?\"\n- \"That’s the piece of the puzzle!\"\n- \"There's got to be something about\"\n- \"Ah...\"\n- \"Now, wait just a second\"\n- \"Oh, I see what’s happening here!\"\n- \"I just had it, what was it?\"\n- \"Coming at this from another angle\"\n- \"I think I found the solution!\"\n- \"Anyway\"\n- \"Still forming this thought\"\n- \"I have a theory about this\"\n- \"That’s the answer I was looking for!\"\n- \"This explains so much!\"\n- \"What's the best way to explain this?\"\n- \"Bear with me while I\"\n- \"On the other hand\"\n- \"Let me put this another way\"\n- \"Wait, no\"\n- \"Would I regret this later?\"\n- \"Alright, where was I?\"\n- \"Now, if I think about it differently\"\n- \"Now we're cooking\"\n- \"So what I'm trying to say is\"\n- \"Let me back up a second\"\n- \"How do I put this\"\n- \"Wait a minute\"\n- \"So the main idea is\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Picture this\"\n- \"But then again\"\n- \"I need to make sure this checks out\"\n- \"Something doesn't add up\"\n- \"Let me circle back to that\"\n- \"In other words\"\n- \"It was staring me in the face\"\n- \"The crucial thing seems to be\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"Let me see if\"\n- \"No, actually\"\n- \"That’s an interesting angle, but\"\n- \"Wait a minute... Oh!\"\n- \"Maybe\"\n- \"I could be wrong, but\"\n- \"Actually, no\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me work through this\"\n- \"So basically\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Let's think step by step\"\n- \"Let me approach this from another angle\"\n- \"The more I think about it\"\n- \"I'm seeing a connection between\"\n- \"So what does this mean in the bigger picture?\"\n- \"If A is true, then\"\n- \"That’s what I was trying to say!\"\n- \"Okay, walking through it again\"\n- \"Let me play devil's advocate\"\n- \"Hold on a second\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"What I'm getting at is\"\n- \"Going back to what I said about\"\n- \"Let me just think this through\"\n- \"What if I tried...?\"\n- \"Well\"\n- \"Just thinking out loud but\"\n- \"Don't hold me to this\"\n- \"I need to reframe this\"\n- \"Consider this possibility\"\n- \"So what I’m trying to say is\"\n- \"I keep circling back to\"\n- \"Wait, I think I’ve got it!\"\n- \"Does that sound right to you?\"\n- \"What keeps nagging at me is\"\n- \"Let me untangle this\"\n- \"This might explain the pattern\"\n- \"Oh! I get it now!\"\n- \"Alternatively\"\n- \" is interesting\"\n- \"Is this the hill I want to die on?\"\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 Permafrost Young Researchers Network (PYRN) (www.pyrn.org) is a unique resource for students and young scientists and engineers studying permafrost. It is an international organization fostering innovative collaboration, seeking to recruit, retain, and promote future generations of permafrost scientists and engineers. Initiated for and during IPY, PYRN directs the multi-disciplinary talents of its membership toward global awareness, knowledge, and response to permafrost-related challenges in a changing climate.Created as an education and outreach component of the International Permafrost Association (IPA), PYRN is a central database of permafrost information and science for more than 750 young researchers from over 43 countries. PYRN distributes a newsletter, recognizes outstanding permafrost research by its members through an annual awards program, organizes training workshops (2007 in Abisko, Sweden and St. Petersburg, Russia, 2008 in Fairbanks, Alaska and St. Petersburg, Russia, 2009 in Puschchino, Russia), and contributes to the growth and future of the permafrost community.While networking forms the basis of PYRNs activities, the organization also seeks to establish itself as a driver of permafrost research for the IPY and beyond. We recently launched a series of initiatives on several continents aimed at providing young scientists and engineers with the means to conduct ground temperature monitoring in under-investigated permafrost regions.Focusing on sites not currently covered by the IPAs Thermal State of Permafrost project, the young investigators of PYRN successfully launched and funded the PYRN-TSP project. The first phase of the project was started in the spring of 2008 at Scandinavian sites. In Iskoras, Karasjok, northern Norway, a deep borehole (58 m) were drilled in September 2008. In Skallovarri, Utsjoki, northern Finland a borehole 3 m, was drilled in a palsa mire in June 2008. In Abisko, northern Sweden, 5 boreholes ranging from 6 to 13 m were drilled in April 2008, also in peat mires. In Svalbard, two boreholes were drilled at Endalen in April 2008 and at the old Auroral Station in Adventdalen in May 2008. The borehole at Endalen was 20 m deep and the borehole at the Old Auroral Station in Adventdalen was 10 m deep. All boreholes are instrumented and permafrost temperatures have been recorded successfully since the boreholes were drilled. The data and results have and will be incorporated in the NORPERM permafrost database that was developed through the TSP Norway project.\nline 02 | Helmholtz Research Programs > PACES I (2009-2013) > TOPIC 1: The Changing Arctic and Antarctic > WP 1.5: The Role of degrading Permafrost and Carbon Turnover in the Coastal, Shelf and Deep-Sea Environment\n</context>\n\n<phrases>\n- \"Something's not clicking\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I guess maybe\"\n- \"Ummm, actually\"\n- \"This might explain the pattern\"\n- \"There’s a pattern here\"\n- \"Let me just think this through\"\n- \"I guess there’s no perfect solution\"\n- \"What happens if we change this part?\"\n- \"It's fascinating how\"\n- \"Here's what's bugging me\"\n- \"Picture this\"\n- \"I have a theory about this\"\n- \" is key here\"\n- \"Well\"\n- \"Ohhh, now I see!\"\n- \"Actually, no\"\n- \"That’s the answer I was looking for!\"\n- \"Hmm\"\n- \"Something doesn't add up\"\n- \"I'm starting to see a pattern\"\n- \"Is this the right call?\"\n- \"If we follow this logic\"\n- \"Let's think step by step\"\n- \"I can't quite put my finger on\"\n- \"Now, wait just a second\"\n- \"Let me work through this\"\n- \"This might sound weird, but\"\n- \"That reminds me\"\n- \"Something tells me I should\"\n- \"Anyway\"\n- \"Suppose we assume that\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"This just clicked into place!\"\n- \"So far, it looks like\"\n- \"Would I regret this later?\"\n- \"One way to look at it is\"\n- \"Still working it out\"\n- \"That’s it!\"\n- \"I’m trying to connect the dots here\"\n- \"Does that sound right?\"\n- \"Wait, I think I’ve got it!\"\n- \"Building on that\"\n- \"Finally, it clicks!\"\n- \"The thing is\"\n- \"There's something off here\"\n- \"So the main idea is\"\n- \"What I'm getting at is\"\n- \"Now, if I think about it differently\"\n- \"Right, so\"\n- \"If A is true, then\"\n- \"Let me throw this out there\"\n- \"This makes me think of\"\n- \"Let me sum this up so far\"\n- \"Oh! That reminds me\"\n- \"Brainstorming here, but\"\n- \"Why didn’t I think of that sooner?\"\n- \"So that’s why it wasn’t working!\"\n- \"What if the reason is\"\n- \"That changes everything\"\n- \"Hold on a second\"\n- \"Let's test this idea\"\n- \"Bear with me while I\"\n- \"What keeps nagging at me is\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \" is striking \"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me connect the dots\"\n- \"That makes sense because\"\n- \"On one hand... but on the other\"\n- \"It's a bit murky\"\n- \"Wait, I think I just cracked it!\"\n- \"Here's where it gets interesting\"\n- \"Hold that thought\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"That would mean\"\n- \"Let me untangle this\"\n- \"Well, let me see\"\n- \"Wait, no\"\n- \"This connects to something else\"\n- \"If I'm not mistaken\"\n- \"I was looking at this all wrong!\"\n- \"I'm just throwing ideas around\"\n- \"Let me talk this through\"\n- \"There’s a better way to phrase this\"\n- \"No, actually\"\n- \"What I’m getting at 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 | CHINESE SHOPS: A SIGNATURE IN STONE\nline 02 | By Christopher S. Wren\nline 03 | Published: February 10, 1985\nline 04 | CHRISTOPHER S. WREN, who is chief of the Ottawa bureau of The New York Times, was head of the bureau in Peking from 1981 to 1984.\nline 05 | Many Westerners have never heard of a chop. Many Chinese couldn't think of doing without one. The tuzhang, as the chop is known in the West, is one of the most distinctive innovations to come out of China, a country that was the first to invent paper and movable type.\nline 06 | Put prosaically, a chop is a square seal with which the Chinese emperors, and later commoners too, signed their documents and letters. Pressed first into ink, which was often bright red, the chop leaves an identifying imprint, originally in wax or clay but now on paper. This definition does not convey the traditions that have grown around the chop since it first appeared in the Shang Dynasty over 3,000 years ago. Down through the centuries, chops were embellished with characters and elegantly mounted on handles carved from jade or some other stone.\nline 07 | Shi Huangdi, the emperor who unified China in the Qin Dynasty 2,200 years ago, introduced jade chops to symbolize his authority. Stone chops, which arA easier to carve, were made popular early in the Ming Dynasty (1368-1644) by the 14th-century artist Wang Mian. It is not unusual on classical Chinese paintings to see the stamped seal of not only the artist but also its owners.\nline 08 | Today, chops remain popular in Asia with the Chinese and Japanese.\nline 09 | For the American tourist, they become a personal and suprisingly inexpensive gift to take home.\nline 10 | Unlike other souvenirs sold in China, chops have not been duplicated successfully by machines, because of the clarity of outline required in a very confined space.\nline 11 | The secret of a good chop lies with the master who carves it. In Peking, the best artisans are generally acknowledged to work at Cuiwenge, an old calligraphy shop on Liulichang, a street in the southern part of the city that is being restored to its Ming and Qing Dynasty heyday. It was to Cuiwenge that I went one chilly day to have a chop carved for an artist friend in New York named Mahoney, who wanted to identify her calligraphy with something more unique than a signature.\nline 12 | Liulichang, whose commercial origins date back to the 15th century, is a neighborhood of old-fashioned shops faced in gray brick, with curved tile roofs, overhanging second floors and signs etched with gold paint. Cuiwenge has split into two branches for the time being because of the street's renovation, but the better one is at 60 East Liulichang.\nline 13 | The Chinese flatter Westerners by choosing for them Chinese names that convey some compliment while mimicking the original sound. My own chop bears the name Ren Keshi, which translates roughly as ''a scholar of scrupulous responsibility.''\nline 14 | So what to make of Mahoney? I put the question to a couple of saleswomen called Song inside the small shop. They agreed that Mahoney didn't sound Chinese. They proceeded to consult a thick book used to approximate the sound of foreign names. We settled upon Ma Huoni. Ma is a surname common among Chinese Moslems and Huoni, while it didn't actually mean anything, was formed from distinctly feminine names.\nline 15 | Having solved the transliteration, we turned to the chop itself. Because the artist would sign her work with it, I wanted a chop that was slightly larger than normal for personal correspondence. One distinctive white stone carved with an endearingly benign coiled dragon caught my fancy. And it only cost 10 yuan - less than $4.\nline 16 | The task was not over, for we had to agree upon the style of calligraphy to be carved into the seal. The blocky script most often used on official chops is called zhuan. But there is also li, an ancient style popular in the Han Dynasty 22 centuries ago, as well as zhen, used in current Chinese calligraphy and the more informal, cursive xing and cao, or grass-writing.\nline 17 | We settled upon zhuan, with four characters running top to bottom from right to left.\nline 18 | To Ma Huoni we added the traditional word yin, which means printing.\nline 19 | The carving cost a little more than $1 a character.\nline 20 | I was promised that the chop would be ready to pick up in a few days.\nline 21 | One of the Song women went upstairs to fetch Zhang Yingtang, a bespectacled, scholarly looking artist who carved his chops under the working name of Yan Bo. Mr. Zhang, who looked younger than his 50 years, said that he began as an apprentice carver when he was 18, and had been carving on his own now for 30 years.\nline 22 | ''Among ordinary people, the chop is made a symbol of trust,'' Mr. Zhang explained. ''It is commonly used by ordinary people because of the tradition.''\nline 23 | Mr. Zhang said that although stone was the best to work with for artistic effect, he had also carved on ivory, cowhorn and coral. He was skilled enough to produce five or six chops a day, sitting at a small table with a knife that he had to sharpen several times.\nline 24 | The work began with the conception, Mr. Zhang explained. ''You have to start from an artistic point of view, what characters they have and how to lay them out.''\nline 25 | The shop employs a half-dozen carvers, who spend an average of three years mastering the skill.\nline 26 | The shop wanted more young Chinese to learn the carver's art, Mr. Zhang said, but it was difficult to persuade them to sit down and invest the time.\nline 27 | Foreign customers go to Cuiwenge mostly from Japan, but some are American tourists too. If there is a question about the name, the artists can turn to the book of transliterations of foreign names.\nline 28 | Though Cuiwenge is best known for its chops, the shop also offers small porcelain ink pots, brushes and calligraphy,which is usually drawn from classical Chinese poetry.\nline 29 | Less than three days later, my chop was ready. The cost: less than $9 for a distinctive handmade gift with the ultimate personal touch.\nline 30 | Where to buy in Peking\nline 31 | Cuiwenge, at 60 East Liulichang Street, is open every day from 8:30 A.M. to 6 P.M. A chop will cost from $8 up, depending on the kind of material you select, and will take several days to make up. You can inquire first by having your guide or another Chinese-speaking person call the shop (telephone: 33-6054).\nline 32 | Chops are also available at some of the Friendship Stores, which cater to foreign tourists in China. The quality of work and transliteration of names can be sometimes uneven, so it is best to ask beforehand how the seal will be carved and what meaning the name will convey in Chinese. A good store will take time to answer such questions.\nline 33 | Old chops can be found at most antique shops, which can advise where you can have them carved with your name. If you opt for an antique chop, make sure it has a red-wax seal approving its export from the country. And finally, don't forget to buy the paste-like red ink for the chop as it is sometimes hard to find in the West. C. S. W.\nline 34 | Photo of a chop\n</context>\n\n<phrases>\n- \"Just spitballing here\"\n- \"What if we\"\n- \"This makes me reflect on\"\n- \"What’s the best way to explain this?\"\n- \"Now, wait just a second\"\n- \"There's got to be something about\"\n- \"Okay, pros and cons\"\n- \"This might explain the pattern\"\n- \"Let me propose something\"\n- \"How can I approach this?\"\n- \"First things first\"\n- \"Well\"\n- \"When I sit with this idea\"\n- \"Wait, no\"\n- \"Let me work through this\"\n- \"So, the bottom line is\"\n- \"Okay, let's break this down\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me break this down\"\n- \"This connects to\"\n- \"I'm pondering\"\n- \"Right, so\"\n- \"I'm trying to untangle this\"\n- \"Let me think\"\n- \"That’s an interesting angle, but\"\n- \"Let me connect the dots\"\n- \"How do I put this\"\n- \"Well, let me see\"\n- \"This connects to something else\"\n- \"There's something here about\"\n- \"That makes sense because\"\n- \"Brainstorming here, but\"\n- \"The pros and cons are\"\n- \"Okay, so\"\n- \"I'm intrigued by\"\n- \"Ummm, actually\"\n- \"What if I just flip this around?\"\n- \"Consider this possibility\"\n- \"What if I flip it around?\"\n- \"It's almost like\"\n- \"Let me just think this through\"\n- \"This brings to mind\"\n- \"Okay, I think I’ve got it now!\"\n- \"I wonder if\"\n- \"I'm still feeling my way through\"\n- \"Okay, so if I do this\"\n- \"One way to look at it is\"\n- \"Oh! That reminds me\"\n- \"So that’s why it wasn’t working!\"\n- \"Ohhh, now I see!\"\n- \"That reminds me\"\n- \"If we follow this logic\"\n- \"Oh! I get it now\"\n- \"That would explain why\"\n- \"Follow me here\"\n- \"I'm seeing a connection between\"\n- \"Let's think step by step\"\n- \"If I follow this through\"\n- \"I'm starting to see a pattern\"\n- \"Uh...\"\n- \"I'm struck by\"\n- \"I'm wondering if\"\n- \"I think I can rule that out\"\n- \"That’s the piece of the puzzle!\"\n- \"What keeps nagging at me is\"\n- \"Let me play devil's advocate\"\n- \"Let's break this down into parts\"\n- \"If I take this apart step by step\"\n- \"Let me approach this from another angle\"\n- \"Building on that\"\n- \"Actually, no\"\n- \"On one hand... but on the other\"\n- \"Alternatively\"\n- \"Hmm\"\n- \"Let’s weigh the options\"\n- \"I'm mulling over\"\n- \"Something doesn't add up\"\n- \"But then again\"\n- \"Let me untangle this\"\n- \"Oh, it all makes sense now!\"\n- \"That would mean\"\n- \"On the other hand\"\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 | |This article needs additional citations for verification. (March 2012)|\nline 02 | Portrait of Eliphalet Nott\nline 03 | 25 June 1773|\nline 04 | Ashford, Connecticut Colony\nline 05 | |Died||25 January 1866\nline 06 | Schenectady, New York\nline 07 | |Alma mater||Rhode Island College (now Brown University)|\nline 08 | |Occupation||Presbyterian minister, inventor, educational pioneer, president of Union College|\nline 09 | |Known for||Long-term president of Union College|\nline 10 | Nott was the second son (and the youngest of nine children) of Stephen and Deborah (Selden) Nott. He was born at Ashford, Connecticut on June 25, 1773. He earned a degree in 1795 from Rhode Island College, which became Brown University. In 1804 he became president of Union, at the age of 31. He continued as president of Union College until his death. He married Sarah Marie \"Sally\" Benedict, the daughter of Rev. Joel Benedict of Plainfield, Connecticut, under whose instruction in early life he pursued his classical and mathematical studies. Sally Nott died at the age of 29 on March 10, 1804. In 1807 he married Gertrude Peebles, who died in January 1841. A year and a half later, in 1842, Nott married educator Urania Sheldon.\nline 11 | More than 4,000 students are estimated to have graduated from Union during Nott's tenure. In the early 1830s, after the founding of the Union Triad fraternities, Nott called for the dissolution of all fraternities. He was dissuaded from this by a member of Delta Phi named John Jay Hyde. Nott was also president of Rensselaer Polytechnic Institute from 1829-1845. He found Union financially embarrassed, but succeeded in placing it on a sound footing. His legacy there is recognized by the imposing Nott Memorial, a centerpiece of the College's campus.\nline 12 | Around 1802 he was called to the Presbyterian Church at Albany, where he took a prominent position as a preacher, and was listened to by large congregations. Among his successful pulpit efforts while at Albany, was a sermon on the death of Alexander Hamilton. An oration condemning the practice of dueling, it was delivered in the wake of American Founding Father Alexander Hamilton's passing. On the Death of Hamilton (1804), had profound influence in curtailing the custom and remains recognized to this day as an exemplary period example of the eloqutor's art. In 1805, the College of New Jersey conferred upon him the title of D.D. (Doctor of Divinity), and in 1828 he received the title of LL.D. His publications include collections of sermons, Counsels to Young Men (1810), and Lectures on Temperance (1847).\nline 13 | As a scientist he studied heat and obtaining some thirty or more patents for applications of heat to steam engines, but was best known in his day as the inventor of the first stove for anthracite coal, which was named for him.\nline 14 | He died on January 25, 1866 in Schenectady, New York.\nline 15 | Nott Road in Rexford, New York, the location of his farm, is named for him, as are Nott Street and Nott Terrace, which border Union College in Schenectady, New York.\nline 16 | He remains the longest serving college president in the United States to this day.\nline 17 | - Charles Cooper Nott, Sr., grandson\nline 18 | - Eliphalet Nott, A Discourse, Delivered in the Presbyterian Church, in the city of Albany: Before the Ladies' Society, for the Relief of Distresed Women and Children, March 18th, 1804 (Albany, NY: Charles R. and George Webster, 1804), 37.\nline 19 | - \"Portrait of a Lady\" (www.union.edu/N/DS/s.php?s=6016), Union College press release, 18 January 2006.\nline 20 | - \"On the Death of Hamilton\" Bartleby.com\nline 21 | - Benjamin Franklin Greene, Biographical Record of the Officers and Graduates of the Rensselaer Polytechnic Institute, 1824-1886. D.H. Jones & Co.: Troy, NY (1855).\nline 22 | - Life by C van Santvoord (ed.\nline 23 | Tayler Lewis, 1876).\nline 24 | |President of Union College\nline 25 | 1804 – 1866\nline 26 | Laurens Perseus Hickok\nline 27 | |President of Rensselaer Polytechnic Institute\nline 28 | 1829 – 1845\nline 29 | Nathan S.S. Beman\n</context>\n\n<phrases>\n- \"I'm curious about\"\n- \"If I follow this through\"\n- \"The pros and cons are\"\n- \"That’s the answer I was looking for!\"\n- \"Anyway\"\n- \"That actually makes a lot of sense\"\n- \"On one hand... but on the other\"\n- \"This connects to something else\"\n- \"Let me untangle this\"\n- \"This connects to\"\n- \"Hold on a second\"\n- \"There's probably more to it\"\n- \"First things first\"\n- \"Actually, no\"\n- \"You know\"\n- \"There's something off here\"\n- \"That makes sense because\"\n- \"Let me approach this from another angle\"\n- \"I'm mulling over\"\n- \"If I’m not mistaken\"\n- \"In the end\"\n- \"I'm pondering\"\n- \"If I'm not mistaken\"\n- \"Let me break this down\"\n- \"Let me connect the dots\"\n- \"Follow me here\"\n- \"When I sit with this idea\"\n- \"Now we're cooking\"\n- \"Wait, no\"\n- \"I need to reframe this\"\n- \"It's almost like\"\n- \"What keeps nagging at me is\"\n- \"Okay, so\"\n- \"I'm just throwing ideas around\"\n- \"Wait, I think I’ve got it!\"\n- \"Let me work through this\"\n- \"Of course! That’s the answer!\"\n- \"Something doesn't add up\"\n- \"Would that even work?\"\n- \"Here's where it gets interesting\"\n- \"Oh! I get it now!\"\n- \"What’s the best way to explain this?\"\n- \"No, actually\"\n- \"So what does this mean in the bigger picture?\"\n- \"Ohhh, now I see!\"\n- \"This is pretty rough\"\n- \"I wonder if\"\n- \"Oh! That reminds me\"\n- \"Well\"\n- \"Let's think step by step\"\n- \"I’m trying to connect the dots here\"\n- \"Coming at this from another angle\"\n- \"Something’s not clicking\"\n- \"There’s a pattern here\"\n- \"I'm trying to reconcile\"\n- \"It's fuzzy, but\"\n- \"Let me chew on this\"\n- \"Now, if I think about it differently\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"I think I can rule that out\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Hmm\"\n- \"Something about [blank] is still bothering me\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Let me just think this through\"\n- \"This is slipping through my fingers\"\n- \"Let me think\"\n- \"This makes me think of\"\n- \"Wait a minute... Oh!\"\n- \"Now it all comes together!\"\n- \"Ummm, actually\"\n- \"Let’s weigh the options\"\n- \"Okay, pros and cons\"\n- \"Okay, let's break this down\"\n- \"The tricky part is\"\n- \"I just had it, what was it?\"\n- \"I'm intrigued by\"\n- \"I'm wondering if\"\n- \"Kind of\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let's break this down into parts\"\n- \"I'm struck by\"\n- \"That reminds me\"\n- \"I'm trying to untangle this\"\n- \"I think I found the solution!\"\n- \"Not sure if this fits, but\"\n- \"I'm still feeling my way 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 | Here is a little list of things that, in my experience, contribute to make Objective-C a powerful and fun programming language.\nline 02 | Classes are objects\nline 03 | Each class is an instance of a meta-class automatically created and managed by the run-time.\nline 04 | We can define class methods, pass classes as arguments, put them in collections and so on.\nline 05 | To create an object, we just send a message to the class we want to instantiate.\nline 06 | No need to reinvent a \"factory\" system.\nline 07 | No need for a specific constructor mechanism at the language level.\nline 08 | This helps keeping the language simple and powerful.\nline 09 | And, by the way, meta-classes are objects too!\nline 10 | As in Ruby, Python, Smalltalk, Groovy… Extremely useful because we don’t always know beforehand what our objects are going to be at run-time. Dynamic typing in Objective-C is simple to use. For example, this declares a variable that can hold a reference to an object:\nline 11 | Optional static typing\nline 12 | Still, Objective-C also has support for static typing. Best of both worlds.\nline 13 | This declares a variable that can hold a reference to an object of class (or subclass of) NSView:\nline 14 | Categories let us define new methods and add them to classes for which we don’t have the source code (such as the standard Cocoa classes provided by Apple). This makes it easy to extend classes without resorting to subclassing. Extremely useful to adapt existing classes to the requirements of frameworks we want to use or create.\nline 15 | We interact with objects by sending them messages. Often, the receiver of a message will have a method that directly matches the message (i.e. that has the same name, or, in Objective-C terms, the same selector). In this case the method will be invoked. But this is not the only possible outcome, as an object can choose to handle a message in other ways such as forwarding it to another object, broadcasting it to a number of objects, introspecting it and applying custom logic, etc.\nline 16 | Expressive message syntax\nline 17 | Message patterns in Objective-C are like natural language sentences with holes in them (prefixed with colons). When we write code that sends a message to an object, we fill the holes with actual values, creating a meaningful sentence. This way of denoting messages comes from Smalltalk and makes the code very expressive.\nline 18 | Example, sending a message to an ordered collection, asking it to insert a given object at index 10:\nline 19 | [myCollection insert:myObject atIndex:10]\nline 20 | A message sending expressions can be read like a sentence where the receiver is the subject and the message is the rest of the sentence (for instance, an action that we would like the receiver to perform): \"myCollection insert myObject at index 10\".\nline 21 | Introspecting objects is easy. For example, we can ask an object for its class like this:\nline 22 | Determine if an object has a method \"foo\":\nline 23 | Ask an object for the signature of its method \"foo\":\nline 24 | Ask a class whether it is a subclass of another class:\nline 25 | And so on…\nline 26 | Objective-C has a dynamic run-time. It allows crafting messages at run-time, dynamically creating classes, dynamically adding methods to existing classes, changing method implementations and so on…\nline 27 | For a nice example of what can be achieved with Objective-C introspection and dynamism you can have a look at this article I wrote about the graphical object browser provided by F-Script.\nline 28 | Automatic garbage collection\nline 29 | The automatic garbage collector runs in its own thread, concurrently with the application code. It uses a generational model to improve its efficiency by targeting in priority memory zones that are more likely to be garbage. It works for objects and also for raw C memory blocks allocated with the\nline 30 | NSAllocateCollactable() and similar functions.\nline 31 | malloc() works as usual, providing control over memory not managed by the collector.\nline 32 | The garbage collector is an opt-in service: you can choose to not make use of it in your application and instead rely on a reference counting system. This system includes a rather ingenious delayed release mechanism that goes a long way to reduce the burden of manual reference counting.\nline 33 | Note that at the time of this writing, the automatic garbage collector is not available on the iPhone.\nline 34 | Objective-C is primarily an object-oriented extension to the C language and constitutes a superset of C. This means that the raw power of C is available, and that C libraries can be accessed directly (as you know, there is quite a number of them available out there!). Beside, this creates a symbiotic relationship between the language and the operating system, as Mac OS X, which is a UNIX system, is primarily written in C and, for the upper-level parts, in Objective-C.\nline 35 | Not only is Objective-C a superset of C but it can also understand and call C++ code. Used in this configuration, the language is named Objective-C++ and allows mixing Objective-C and C++ code in the same code statements. It also allows directly using C++ libraries.\nline 36 | Objective-C’s Smalltalk-inspired object system is leaning toward simplicity. Many features that tend to render languages complex (templates, overloading, multiple inheritance, etc.) are simply absent from Objective-C, which offer simpler programming models taking advantage of its dynamic nature.\nline 37 | Access to Apple technologies\nline 38 | Each new version of Mac OS X, and now, of the iPhone OS, is full of interesting new technologies which are directly available from Objective-C to play with. This contributes significantly to make Objective-C fun to use.\n</context>\n\n<phrases>\n- \"Consider this possibility\"\n- \"Oh! I get it now!\"\n- \"On one hand... but on the other\"\n- \"This could explain why\"\n- \"I'm wondering if\"\n- \"Here's a possible explanation\"\n- \"I wonder if\"\n- \"Now it all comes together!\"\n- \"Let me chew on this\"\n- \"I could be wrong, but\"\n- \"I'm intrigued by\"\n- \"The pros and cons are\"\n- \"Let me propose something\"\n- \"Wait, does this contradict itself?\"\n- \"Maybe I'm way off, but\"\n- \"This connects to\"\n- \"Oh, it all makes sense now!\"\n- \"This brings to mind\"\n- \"When I sit with this idea\"\n- \"Oh! That reminds me\"\n- \"Right, so\"\n- \"Now we're cooking\"\n- \"Let's see\"\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- \"There’s a pattern here\"\n- \"It suggests that\"\n- \"Let me untangle this\"\n- \"Let me work through this\"\n- \"I might be missing something\"\n- \"Well, let me see\"\n- \"Hang on a second\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me break this down\"\n- \"Okay, pros and cons\"\n- \"I'm mulling over\"\n- \"If A is true, then\"\n- \"That makes sense because\"\n- \"It's fuzzy, but\"\n- \"I need to reframe this\"\n- \"Building on that\"\n- \"Wait, I think I just cracked it!\"\n- \"Ummm, actually\"\n- \"I'm trying to untangle this\"\n- \"That doesn’t sound right\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Hmm\"\n- \"I know there’s a word for this\"\n- \"Let's break this down into parts\"\n- \"I think I found the solution!\"\n- \"Wait a minute... Oh!\"\n- \"I'm pondering\"\n- \"Aha! That’s what I was missing!\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"This might explain the pattern\"\n- \"Hold on a second\"\n- \"This makes me think of\"\n- \"Ah...\"\n- \"Wait, no\"\n- \"It’s on the tip of my tongue\"\n- \"Suppose we assume that\"\n- \"That reminds me\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"What keeps nagging at me is\"\n- \"Hold that thought\"\n- \"First things first\"\n- \"Something doesn't add up\"\n- \"It's almost like\"\n- \"What am I overlooking?\"\n- \"Oh, I see what’s happening here!\"\n- \"I'm curious about\"\n- \"So, the bottom line is\"\n- \"Picture this\"\n- \"This makes me reflect on\"\n- \"This just clicked into place!\"\n- \"Okay, let's break this down\"\n- \"No, actually\"\n- \"Would I regret this later?\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I guess there’s no perfect solution\"\n- \"If I take this apart step by step\"\n- \"Let me connect the dots\"\n- \"Actually, no\"\n- \"What if I just flip this around?\"\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 | A Journey to the Eastern Shore\nline 02 | During the 1600's, many people felt a great urge to leave England. Much of the populace wanted to go to the New World. The motivations were many. Some people felt compelled by their need to practice their religion in freedom from those who were opposed to it. Others were adverse to the political system and its taxes and other uncertainties. Still other adventurers dreamed of unlimited land and riches beyond their imagination. Some were criminals who were ordered to the New World or face long jail times or even execution.\nline 03 | The law of primogeniture said that only eldest sons could inherit property. The unfortunate second and third sons were left out . So they emigrated. Still others just wanted to become landowners and to make a decent living for themselves and their families. Whatever the reason people left England by the thousands.\nline 04 | There was still one other way of getting to Virginia. The streets of London was home to many children. They were homeless waifs who were constantly dodging the authorities who threatened them with work houses. The children preferred the streets by begging, scrounging and stealing for sustenance rather than life in the work houses. Periodically they were rounded up and put into the Bridewell Hospital. This was really a house of correction used to hold the children (male and female) until they could be shipped off to the New World.\nline 05 | The authorities in England had chartered the Virginia Company (named after Elizabeth the Virgin Queen). The idea was to make landowners and thus taxpayers of the immigrants. They were allowed to patent fifty acres of land for each person whose passage was paid to Virginia. It made no difference whose passage was paid for or who paid it. It could be for himself, his family, his friends or relatives, his slaves or his contracted servants. The latter were most prevalent. They were people who contracted themselves out for some period (usually three to seven years) in exchange for their passage. They were obligated to serve their master for wages for that time thus allowing him to acquire more riches and to import still more headrights.\nline 06 | Upon completion of their contract or indenture they were free to join the ranks of the landowners by importing their own servants.\nline 07 | And many did.\nline 08 | They had saved their wages and maybe had inherited money or earned more on the side.\nline 09 | Immigration continued for many years.\nline 10 | There were many adventurous young single women among the headrights who later became wives of the masters or the other immigrants.\nline 11 | And then others came as part of a family group. A man could pay for his own passage, and that of his wife and two children and become eligible for 200 acres immediately. A very good investment indeed! Still others brought over his entire household including servants and thus claimed many hundreds of acres as a brand new estate or manor.\nline 12 | These people were known as headrights. The master received the right to claim (patent) fifty acres of land for each \"head\" whose passage he paid. Often a prosperous person could import hundreds of people and receive thousands of acres.\nline 13 | The fare across the ocean was usually six pounds of English money (or 120 lbs.of tobacco) and three more for administrative expenses in England.\nline 14 | The master did not have to accompany or escort his headrights across the ocean.\nline 15 | It was only necessary for him to pay the expenses to an agent who made all the arrangements.\nline 16 | And the master could save up his headrights until he had enough to patent a large chunk of adjacent land.\nline 17 | To accomplish this he registered them with the local courts until he was ready to make his claim.\nline 18 | And it was these indentured servants who provided the labor to make improvements on the home and or cultivate the crops of tobacco on the land of their master thus allowing him to continue the sequence.\nline 19 | Most of the vessels the emigrants traveled in were ships of 150 to 250 tons.\nline 20 | A few went up to 500 tons.\nline 21 | They usually had three masts- the main mast located amidships with two smaller ones fore and aft of the main.\nline 22 | The top speed was about eight knots.\nline 23 | The smaller ships could carry about 50 passengers plus crew.\nline 24 | The larger ones were capable of transporting up to 150 or more passengers.\nline 25 | They departed the various ports of England to gather at the last point of land until hundreds of them were ready to set out.\nline 26 | The ships were bound for all over the New World.\nline 27 | They traveled in fleets.\nline 28 | Those bound for Virginia sailed southwest to the Azores and then turned nearly due west to the Capes of Virginia.\nline 29 | But it was not unusual for the ships to get separated.\nline 30 | The stragglers sometimes arrived in Virginia to find others in their starting fleet had been riding at anchor for many weeks.\nline 31 | The trip usually lasted from 47 to 138 days, sometimes longer.\nline 32 | The return trip was usually two weeks less.\nline 33 | On the trip over, the passengers were treated the same as the crew. Each received a half pound of bread per day. On five days per week they also received a half pound of salt pork and \"pease\". The other two days were special with each person getting a half pound of beef and some pudding with their peas and bread. Children under six received a half share. These were types of food which could be stored easily without spoiling. On days when the \"kettle could not be boiled\" each person received one pound of cheese.\nline 34 | Upon discharge of their passengers and the settling of accounts, the ship's masters looked for cargo to take back to England. The usual cargo was hogsheads of tobacco some of which was for more headrights and some to sell in the markets of England. They also found animal skins to be a desirable cargo. The local merchants and residents needed to pay for products imported from the factories of England with the proceeds of their trade.\nline 35 | The return trip was also made in fleets. For instance, on July 31, 1702 there were 140 ships gathered in the mouth of the Chesapeake for the trip back to England. They were escorted by four men-of-war for the first leg of the journey. Coastal pirates were a plague upon such ships. But the pirates rarely ventured far from shore. Once the ships were well out to sea, pirates usually were no longer a problem.\nline 36 | By 1700 all the land on the Eastern Shore of Virginia had been claimed.\nline 37 | The once friendly Indians had either been driven away or had died of English diseases.\nline 38 | Colonists of early Virginia had a hard life but things improved in time.\nline 39 | Within a few decades many had become landed gentry and were generally as well off as their English cousins.\nline 40 | Maybe even better.\nline 41 | The climate was milder, the land was rich and bountiful, the seas were full of life and laws were tolerable.\nline 42 | For the next seventy five years, the people prospered according to their own talents and techniques. Tranquility settled over the Eastern Shore. The troubles of the world were far away. The Chesapeake Bay on one side and the Atlantic Ocean on the other side provided buffers which made the residents somewhat of a closed society. The geographic boundaries coupled with an intense self-sufficiency made them a people who could get along with what they had.\nline 43 | And that was the way it more or less stayed until well into the 1700's when some people in the English government got greedy for more taxes without representation by the taxed.Robert L. Mears, Author\n</context>\n\n<phrases>\n- \"No, actually\"\n- \"There’s a better way to phrase this\"\n- \"Let me untangle this\"\n- \"So the main idea is\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"I think I’ve lost my train of thought\"\n- \"If A is true, then\"\n- \"Brainstorming here, but\"\n- \"What I'm getting at is\"\n- \"I'm trying to reconcile\"\n- \"I wonder if\"\n- \"That makes sense because\"\n- \"Building on that\"\n- \"Here's what's bugging me\"\n- \"Let me chew on this\"\n- \"I’m trying to connect the dots here\"\n- \"This might sound weird, but\"\n- \"In essence\"\n- \"This connects to\"\n- \" is key here\"\n- \"So what does this mean in the bigger picture?\"\n- \"I'm pondering\"\n- \"What if we looked at it like\"\n- \"The pros and cons are\"\n- \"Picture this\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"Let me just think this through\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \"When I sit with this idea\"\n- \"That doesn't seem to add up... Let me think\"\n- \"I'm curious about\"\n- \"If I take this apart step by step\"\n- \"It's fuzzy, but\"\n- \"Wait, why does that happen?\"\n- \"Coming at this from another angle\"\n- \"If I had to choose right now\"\n- \"This is just a hunch\"\n- \"This is just a first pass, but\"\n- \"Okay, let's break this down\"\n- \"Where does that leave me?\"\n- \"Ummm, actually\"\n- \"What’s the next step?\"\n- \"Let me dig into that a little deeper\"\n- \"I'm not sure, but\"\n- \"I'm mulling over\"\n- \"So what I’m trying to say is\"\n- \"If I follow this through\"\n- \"That reminds me\"\n- \"Don't quote me on this\"\n- \"Suppose we assume that\"\n- \"Hmm, that doesn’t sound right\"\n- \"What if I just flip this around?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I'm trying to untangle this\"\n- \"What's the best way to explain this?\"\n- \"I'm struck by\"\n- \"Let's test this idea\"\n- \"This is pretty rough\"\n- \"First things first\"\n- \"So far, it looks like\"\n- \"Something's not quite right\"\n- \"What if I tried...?\"\n- \"This makes me think of\"\n- \"I'm starting to see a pattern\"\n- \"Let me work through this\"\n- \"I'm just throwing ideas around\"\n- \"There's a missing link here\"\n- \"This could explain why\"\n- \"Oh! That reminds me\"\n- \"Let's break this down into parts\"\n- \"Wait, no\"\n- \"Let's think step by step\"\n- \"It's almost like\"\n- \"I'm wondering if\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me see if\"\n- \"What’s the best way to explain this?\"\n- \"There’s a pattern here\"\n- \"Let’s weigh the options\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"What I’m getting at is\"\n- \"Actually, no\"\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 | NAIROBI, Kenya (AP) — Market shelves are bare. Children are getting skinnier. Warnings of mass hunger have been made. The question now being considered is the big one: Is it a famine?\nline 02 | Health experts locked away in a hotel conference room in South Sudan's capital are debating exactly how severe the hunger situation is in the world's newest country, and if the hunger brought on by violence that erupted in December qualifies as a famine.\nline 03 | If yes, media coverage will intensify and new donations may pour in. If no, tens of thousands will face severe hunger and the aid money will still be needed.\nline 04 | \"If it's as bad as famine a declaration can have a significant impact on the level of support that goes toward the crisis,\" said Chris Hillbruner, the lead food security analyst for FEWSNET, a famine early warning system created by the U.S. government's aid agency USAID.\nline 05 | Hillbruner is in Juba, South Sudan's capital, to participate in the analysis.\nline 06 | He said even if the field data does not upgrade the situation from humanitarian emergency to famine on an internationally recognized scale, South Sudan's current hunger level \"is still the worst food security emergency in the world ... there is still huge need.\"\nline 07 | Access to remote locations is difficult in South Sudan, a country with virtually no paved roads outside Juba. Seasonal rains have muddied dirt airstrips and groups must share travel plans with military and political leaders on the government and rebel sides to ensure safe passage.\nline 08 | Underscoring the situation's seriousness, the global heads of the World Food Program and UNICEF traveled to South Sudan last week. The groups say nearly 1 million children under age 5 need food deliveries to fight acute malnutrition. An estimated 50,000 children are at risk of death.\nline 09 | \"The world should not wait for a famine to be announced while children here are dying,\" said UNICEF Executive Director Anthony Lake. \"We all have to do more, and quickly, to keep more children alive.\"\nline 10 | An estimated 260,000 people died in the region's last famine — in Somalia in 2011.\nline 11 | Half the victims perished before the formal famine declaration.\nline 12 | Lake and WFP Executive Director Ertharin Cousin said they fear the world is allowing a repeat of that tragedy by not yet dedicating enough resources in South Sudan. WFP says it urgently needs $143 million to keep aid flowing in August.\nline 13 | Earlier in July there were indications a famine could be declared in August, but it now appears an update won't be issued for another month, said Challiss McDonough, a WFP spokeswoman.\nline 14 | Even without the famine label there are \"alarming\" levels of malnutrition, she said.\nline 15 | \"Whether or not it is a famine, the point is our job is trying to prevent it from becoming a famine,\" she said. \"And if we have to wait where conditions are so bad that it's a famine, it's too late.\"\nline 16 | The experts in Juba are discussing issues such as whether food markets are open and how many crops families planted amid the violence that displaced more than 1 million people.\nline 17 | Hillbruner said experts wonder if there are regions \"people aren't reaching, that the information is even worse than what we're seeing.\"\n</context>\n\n<phrases>\n- \"Uh...\"\n- \"This might sound weird, but\"\n- \"Now we're cooking\"\n- \"Something doesn't add up\"\n- \"I'm wondering if\"\n- \"Let me connect the dots\"\n- \"That’s an interesting angle, but\"\n- \"Alternatively\"\n- \"Suppose we assume that\"\n- \"Let me run through it again\"\n- \"No, actually\"\n- \"I’m trying to connect the dots here\"\n- \"Don't hold me to this\"\n- \"Oh! That reminds me\"\n- \"That makes sense because\"\n- \"This connects to\"\n- \"I'm intrigued by\"\n- \"Kind of\"\n- \"But then again\"\n- \"Let's see\"\n- \"I need to make sure this checks out\"\n- \"What keeps nagging at me is\"\n- \"Okay, pros and cons\"\n- \"Now, if I think about it differently\"\n- \"There’s a pattern here\"\n- \"The more I think about it\"\n- \"This could explain why\"\n- \"First things first\"\n- \"Now, wait just a second\"\n- \"Let me untangle this\"\n- \"Maybe if I try it this way\"\n- \"Let me work through this\"\n- \"Let’s weigh the options\"\n- \"On one hand... but on the other\"\n- \"I'm not sure, but\"\n- \"If I take this apart step by step\"\n- \"Let's test this idea\"\n- \"Hmm\"\n- \"This makes me reflect on\"\n- \"Let me play devil's advocate\"\n- \"I'm mulling over\"\n- \"Wait a minute... Oh!\"\n- \"Okay, so\"\n- \"I need to reframe this\"\n- \"Let me make sure I got this\"\n- \"I keep circling back to\"\n- \"Is it possible that...?\"\n- \"Actually, no\"\n- \"I'm starting to see a pattern\"\n- \"Let's think step by step\"\n- \"I'm getting a sense that\"\n- \"It's almost like\"\n- \"I need a clearer view of this\"\n- \"Let me throw this out there\"\n- \"This brings to mind\"\n- \"What if I flip it around?\"\n- \"Let me circle back to that\"\n- \"Wait, no\"\n- \"Ummm, actually\"\n- \"Perhaps\"\n- \"On the other hand\"\n- \"Hold on a second\"\n- \"Alright, where was I?\"\n- \"Here's what I'm thinking\"\n- \"Okay, let's break this down\"\n- \"The pros and cons are\"\n- \"Hold that thought\"\n- \"I'm struck by\"\n- \"When I sit with this idea\"\n- \"Why didn’t I think of that sooner?\"\n- \"Building on that\"\n- \"I'm seeing a connection between\"\n- \"What’s the best way to explain this?\"\n- \"Anyway\"\n- \"I'm curious about\"\n- \"Okay, backtrack a bit\"\n- \"Let's break this down into parts\"\n- \"I don’t want to jump to conclusions, but\"\n- \"I'm trying to untangle this\"\n- \"I'm pondering\"\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 | The mission of The National Right to Read Foundation is to educate, advocate and encourage the application of the definitive findings of experimental, empirical research in reading instruction.\nline 02 | This is the critical ingredient needed to move forward with the reforms necessary to reduce, and ultimately eliminate illiteracy.\nline 03 | Reading curricula for colleges of education and for public, private, sectarian and home-schooled students should all include direct, systematic instruction in phonemic awareness, phonics, vocabulary development, fluency and comprehension that decades of experimental, empirical research have proven to be the most effective.\nline 04 | All students must first “learn to read” proficiently.\nline 05 | Then, and only then, will they be able to “read to learn” and thus have access to the vast treasure house of literature available at home, online, in the workplace, and in libraries everywhere.\nline 06 | The National Right to Read Foundation is committed to providing information on a variety of scientifically validated resources to help parents and teachers accomplish these objectives.\nline 07 | Let’s all join hands in making America the most literate nation on earth!\nline 08 | DR. PATRICK J. GROFF TEACHER OF THE YEAR AWARD\nline 09 | In 1995, we began to honor teachers who exhibit exemplary skill and passion towards teaching. We honor their life’s dedication to enlightening youth to the joys of learning with an award named after another exemplary leader–Dr. Patrick J. Groff.\nline 10 | Dr. Groff was a prolific writer, expert, and advocate for proper reading instruction. He passed away in April 2014 at the end of a long and fruitful life dedicated to education. Only one teacher a year is given this prestigious award; here are the honorees.\nline 11 | Kindergarten, Collington Square School, Baltimore, MD\nline 12 | 1st Grade, Litel Elementary School, Chino Hills, CA\nline 13 | Kindergarten, Riverview Elementary, Snohomish, WA\nline 14 | Teacher, The Phoenix Academy of Learning, Omaha, NE\nline 15 | Reading Teacher, Broward Elementary, Tampa, FL\nline 16 | Teacher, Riverside School 44, Indianapolis, IN\nline 17 | 1st Grade, Tovashal Elementary, Murrieta, CA\nline 18 | Director of RTR New Jersey & Kindergarten Teacher\nline 19 | Dr. Cindy Cupp\nline 20 | Director of Reading, Georgia Department of Education\nline 21 | Kindergarten, San Miguel Elementary, Santa Rosa, CA\nline 22 | - Benjamin Franklin\nline 23 | SUBMIT your recommendation for Teacher of the Year\nline 24 | The National Right to Read story began in November of 1992, when Robert W. Sweet, Jr. had lunch with a friend.\nline 25 | After more than a decade of faithful service in the U.S. government –tirelessly working to improve reading in America—his friend asked, “What would you REALLY like to do with the rest of your life?\nline 26 | Forget whether it is practical or not.” It was a moment of truth, a moment never to be forgotten, because the answer and consequent action taken changed the course of his life over the next 30 years.\nline 27 | Mr. Sweet’s answer was, “To change the way reading is taught in schools across America”.\nline 28 | On January 8, 1993 the National Right to Read Foundation was established as the first and only nonprofit with the specific mission of returning scientifically validated classroom instruction in reading to America’s public school classrooms.\nline 29 | Between 1998 and 2005, Mr. Sweet took a leave of absence from RTR and continued his work in government, defining in federal law “scientifically based reading research” based on a consensus between reading researchers all across the political spectrum. The Reading Excellence Act was signed into law by then President Bill Clinton in 1998.\nline 30 | By 1999 every elementary school in the United States had received a copy of the Report of the National Reading Panel. This report was the result of the review of more than 100,000 individual scientific studies on reading instruction conducted over many years.\nline 31 | It concluded that systematic, direct instruction in phonemic awareness, phonics, vocabulary development, fluency and comprehension (THE BIG FIVE) were vital to reforming reading instruction in America and reducing, and ultimately eliminating illiteracy in America.\nline 32 | From 1993 until the present, Executive Director Joy Sweet has managed the day-to-day operations of the Foundation. Over the years this included the thousands upon thousands of phones calls from parents, teachers, and students—all seeking help to overcome the challenges of not having received proper reading instruction.\nline 33 | Their stories are heartbreaking, but with the diligence of Mrs. Sweet and many volunteers to The National Right to Read Foundation in providing them with the necessary tools and resources to succeed—RTR turned tragedy into triumph for so many. Many students who could not read because they were taught to just “guess” the word—are now not only fluent readers, but also college graduates!\nline 34 | Using a phonics based program in my class has transformed my students from struggling to accelerated readers.\nline 35 | I am so grateful for the help RTR provided to me and my children.\nline 36 | Now they are thriving lifelong learners with confidence in their abilities.\nline 37 | Our Board Members\nline 38 | As Co-Founder and President, Bob has testified before Congress, state education committees, local school boards, and parent groups promoting reading instructional programs that are empirically valid.\nline 39 | During his more than 20 years of federal service he has written legislation that has been implemented at both the state and federal level, and has initiated or assisted in the preparation and/or distribution of some of the most significant more recent reports on reading instruction in the United States: Becoming a Nation of Readers, Beginning to Read: Thinking and Learning About Print, The Report of the National Reading Panel, “Reading First,” “Early Reading First,” “Bilingual Education,” “Special Education,” “The Institute for Education Research Act,” “The Office of Juvenile Justice and Delinquency Prevention Act,” and “The National Adult Literacy Survey.”\nline 40 | It has been his objective and mission to provide the opportunity for ALL students to learn to read proficiently, no matter what their age, ethnicity, or economic status. He has been unwavering in his commitment to the use of direct, systematic, and intensive teaching of the five components of reading instruction that decades of scientific research have proven to work: phonemic awareness, phonics, vocabulary development, fluency, and comprehension. The National Right to Read Foundation is dedicated to these objectives with just as much commitment as when it was founded more than 20 years ago.\nline 41 | Jim was the Co-Founder and Vice President of NRRF beginning in 1992 after working as a high school teacher, in the Reagan and Bush Administrations, and on the staff of U.S. Senator Gordon Humphrey.\nline 42 | Jim produced our Right to Read Report for several years and traveled around the U.S. helping to raise funds. He prepared a prospectus for presentations to Foundations and potential supporters to help raise funds for what was as urgent and worthy cause, traveling across America to meet with multiple potential donors. Jim provided invaluable support and expertise that moved NRRF forward during those early years.\nline 43 | More recently, as part of his current position as President of a humanitarian rights organization, he has been successfully teaching Burmese refugee children, whose first language is not English, to read, write, and spell English using a program that follows the principles of empirical scientific research.\nline 44 | Joy has managed the day-to-day operations of NRRF since its founding in 1993. She has answered thousands of phone calls from inquiring and often desperate parents whose children were struggling with learning to read. She has kept the books, organized and implemented the many mailings done over the years, identified our State Directors/Ambassadors, and provided them with the essential informational tools to educate parents, teachers, legislators, school board members, and the general public about effective, empirically based reading methods.\nline 45 | She has overseen the mail and sent out hundreds of free reading programs to needy parents who could not afford to purchase them.\nline 46 | Joy has supervised the growth of the website content since NRRF first established an Internet presence (www.nrrf.org).\nline 47 | Without her faithful and continued support NRRF would not be in business today.\nline 48 | John and Cathy Froggatt have been supporting NRRF for more than two decades.\nline 49 | It all began when Cathy was a mom with children in an elementary school in Maryland.\nline 50 | She discovered that the reading program being used in the school was not working for her children.\nline 51 | She contacted NRRF, and after many phone calls, visits to their school district, meetings with parents and teachers, and providing as much information as possible, the school district began using research based methods of reading instruction, and her efforts paid off.\nline 52 | Cathy was not only interested in making sure her own children learned to read proficiently, but that all children in the district would as well. Her husband, John, was a physician at Johns Hopkins Hospital at the time. Their family moved to North Carolina and Cathy continued to help NRRF – answering forwarded phone calls, advocating for phonics instruction at the state level, and providing wise counsel to both Joy and me, especially during the five years when NRRF was our full time “mission.”\nline 53 | Since moving to Michigan, she and her husband have continued to support NRRF and have been encouraging us as we continue our efforts to help children learn to read proficiently.\nline 54 | In 2002 she served the Federal Department of Education as an expert reviewer for state applications for Reading First grants available under the “No Child Left Behind” legislation.\nline 55 | John’s experience with his own children in teaching them to read makes him an invaluable asset to NRRF. His oldest daughter Summer is now in the second grade, and although she has been attending a private school, parts of the reading instructional program were not consistent with empirical reading research. John has been in regular communication with the teachers and has provided them with up to date information on how reading should be taught.\nline 56 | He and his wife Angela also informed themselves on the steps necessary to teach their own children to read and have been extremely successful in this effort. Summer was able to read before she entered first grade. She was just tested for entrance in a new school for next year (2014-15), and her scores indicate she is reading at high school level! Her three-year-old brother is now being taught the letters and sounds just like his sister, and we expect the same result. This practical, hands on experience with children at the age when they should be learning these skills brings a first-hand, relevant, and compelling perspective to our mission.\nline 57 | Beth has been an elementary school teacher for many years and teaches in the Fairfax County, VA school system. She was provided additional instruction in teaching reading from federal funds provided by the “Reading First” legislation passed in 2002. Thousands of teachers all across America were received training and information about how reading should be taught to make it consistent with the five scientifically proven components of reading instruction: direct, systematic instruction in phonemic awareness, phonics, vocabulary development, fluency, and comprehension. She has applied this in her classroom with great success.\nline 58 | She is the author of a children’s book titled “The Bossy H”. Beth brings her current experience as a teacher in one of the largest and most affluent public school systems in America. She has served on textbook selection committees and understands the mechanics of “school politics,” and especially the debate on how to teach reading effectively.\nline 59 | Cyndi is a 4th grade teacher in a public school in Maine. She has been teaching for many years, and from her very first days in the classroom she realized that at least one half of the students who came to her classroom could not read. She was frustrated by that fact because these students were unable to read the subject matter she was required to teach them. They could not read the textbooks at their own grade level.\nline 60 | Cyndi did extensive research into the most effective way to teach reading and decided that for the first half of the year she would teach the students who were below grade level to read proficiently. She purchased reading programs that would help her students, often with her own money, and in some cases against the recommendations of her colleagues and administration. However, she succeeded in bringing the reading level of her students up to the appropriate grade level and then taught them as much subject matter during the last half of the year as possible. She has served on textbook selection committees and is an advocate for teaching reading based on empirical research.\nline 61 | Carol lives in the Charlotte, N.C. area, with her husband and three children.\nline 62 | She has had first hand observation of the benefits of using research-based methods to teach reading.\nline 63 | Her children attend a private school that uses these methods.\nline 64 | All three read well above grade level as do the other students in the school who have gone through this intensive systematic process.\nline 65 | She has also had the opportunity to serve as a School Board Member at her children’s school, and has been an advocate for the continued use of reading materials that are based upon the findings of scientific research.\nline 66 | Her experience as a School Board member provides a valuable perspective because this is often where decisions on the choice of reading textbooks are made.\n</context>\n\n<phrases>\n- \"This might sound weird, but\"\n- \"Oh! That reminds me\"\n- \"Of course! That’s the answer!\"\n- \"I need to step back and rethink this\"\n- \"The pros and cons are\"\n- \"That doesn’t sound right\"\n- \"Let me break this down\"\n- \"This connects to\"\n- \"Let me connect the dots\"\n- \"The thing is\"\n- \"There's got to be something about\"\n- \"What keeps nagging at me is\"\n- \"This isn't quite right, but\"\n- \"This explains so much!\"\n- \"Let’s weigh the options\"\n- \"There's probably more to it\"\n- \"Let me back up a second\"\n- \"I'm trying to untangle this\"\n- \"Just spitballing here\"\n- \"Picture this\"\n- \"Let me see if\"\n- \"Oh! I get it now\"\n- \"Actually, no\"\n- \"Let me trace that logic back\"\n- \"Let's think step by step\"\n- \"Let me work through this\"\n- \"If I take this apart step by step\"\n- \"On the other hand\"\n- \"It almost fits, but something’s off\"\n- \" is key here\"\n- \"Let me play devil's advocate\"\n- \"That reminds me\"\n- \"First things first\"\n- \"Oh, that clears everything up!\"\n- \"So that’s why it wasn’t working!\"\n- \"Still forming this thought\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"Here's where it gets interesting\"\n- \"Uh, where was I?\"\n- \"What I mean is\"\n- \"So far, it looks like\"\n- \"Alternatively\"\n- \"There's a better way to phrase this\"\n- \"Okay, pros and cons\"\n- \"This makes me think of\"\n- \"I need more time with [blank], it's not fully formed\"\n- \" is interesting\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"I think I found the solution!\"\n- \"That’s what I was trying to say!\"\n- \"Something's not clicking\"\n- \"The crucial thing seems to be\"\n- \"Let me run through it again\"\n- \"That’s an interesting angle, but\"\n- \"But then again\"\n- \"I’m trying to connect the dots here\"\n- \"That makes sense because\"\n- \"I keep circling back to\"\n- \"Wait, I think I’ve got it!\"\n- \"Okay, let's break this down\"\n- \"Okay, walking through it again\"\n- \"Something doesn't add up\"\n- \"This is starting to take shape\"\n- \"I need to reframe this\"\n- \"What I'm getting at is\"\n- \"I keep coming back to\"\n- \"Am I missing something?\"\n- \"What's the best way to explain this?\"\n- \"There’s a pattern here\"\n- \"In essence\"\n- \"Something’s not clicking\"\n- \"I'm seeing a connection between\"\n- \"I think I can rule that out\"\n- \"What if I flip it around?\"\n- \"Basically\"\n- \"Wait, but if that’s true\"\n- \"It's almost like\"\n- \"No, actually\"\n- \"Let's break this down into parts\"\n- \"Brainstorming here, but\"\n- \"Oh! I get it 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 | 7. Sapotaceae Jussieu\nline 02 | Wayne J. Elisens, R. David Whetstone, Richard P. Wunderlin\nline 03 | Shrubs or trees, deciduous or evergreen, sap milky. Leaves alternate or whorled (fascicled) on short shoots, simple; stipules present or absent; petiole with decurrent, adaxial wing forming channel or groove; blade margins entire; venation pinnate. Inflorescences axillary, fasciculate or solitary flowers at leafy or defoliated nodes on older growth. Flowers bisexual [unisexual]; perianth and androecium hypogynous; sepals [2-]4-8[-11], distinct; petals 4-8[-9], connate proximally, lobes not divided or divided into 1 median and 2 lateral [abaxial] segments, corolla rotate, cyathiform, or tubular; nectary disc present; stamens 4-8[-12], antipetalous, epipetalous; anthers dehiscent by longitudinal slits; pistils 1, [1-]3-12[-30]-carpellate; ovary superior, [1-] 3-12[-15]-locular; placentation axile, basal, or basiventral; ovules anatropous or hemitropous, unitegmic, tenuinucellate; styles 1, terminal, exserted or included; stigmas 1, capitate or slightly lobed. Fruits baccate [capsular]. Seeds 1-10, brown to black, shiny, indurate; hilum prominent; embryo vertical, oblique, or horizontal; endosperm oily or absent.\nline 04 | Genera 53, species ca. 1100 (5 genera, 16 species in the flora): North America, Mexico, West Indies, Central America, South America, Asia, Africa, Atlantic Islands, Indian Ocean Islands, Pacific Islands, Australia.\nline 05 | The monophyly of the Sapotaceae (including Sarcosperma) is supported by molecular phylogenetic studies (A. A. Anderberg and U. Swenson 2003; Swenson and Anderberg 2005). Three subfamilies were proposed by Swenson and Anderberg in contrast to the five tribes recognized by T. D. Pennington (1991, 2004, 2004b) and R. Govaerts et al. (2001). The Sapotaceae are characterized by the presence of latex, malpighian hairs, fasciculate inflorescences, and antipetalous stamens. The family is widespread throughout the tropics and has economically important species. Manilkara zapota provides chicle for chewing gum, and some species provide edible fruits, e.g., Chrysophyllum cainito (star-apple), Pouteria mammosa (mamey), and P. campechiana (canistel or egg-fruit). Mature fruits of our species of Sideroxylon are edible, and have not been exploited economically. Chrysophyllum oliviforme and Mimusops elengi are handsome trees and often planted as ornamentals.\nline 06 | SELECTED REFERENCES Anderberg, A. A. and U. Swenson. 2003. Evolutionary lineages in Sapotaceae (Ericales): A cladistic analysis based on ndhF sequence data. Int. J. Pl. Sci. 164: 763-773. Cronquist, A. 1945b. Studies in the Sapotaceae--II. Survey of the North American genera. Lloydia 9: 241-292. Govaerts, R., D. G. Frodin, and T. D. Pennington. 2001. World Checklist and Bibliography of Sapotaceae. Kew. Pennington, T. D. 1990. Sapotaceae. In: Organization for Flora Neotropica. 1968+. Flora Neotropica. 98+ nos. New York. No. 52. Pennington, T. D. 1991. The Genera of Sapotaceae. Kew and New York. Pennington, T. D. 2004. Sapotaceae. In: K. Kubitzki et al., eds. 1990+. The Families and Genera of Vascular Plants. 9+ vols. Berlin, etc. Vol. 6, pp. 390-421. Swenson, U. and A. A. Anderberg. 2005. Phylogeny, character evolution, and classification of Sapotaceae (Ericales). Cladistics 21: 101-130. Wood, C. E. Jr. and R. B. Channel. 1960. The genera of Ebenales in the southeastern United States. J. Arnold Arbor. 41: 1-35.\n</context>\n\n<phrases>\n- \"So what does this mean in the bigger picture?\"\n- \"[blank] is still a black box to me\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"First things first\"\n- \"I'm pondering\"\n- \"Let’s weigh the options\"\n- \"What am I overlooking?\"\n- \"What’s the next step?\"\n- \"I'm wondering if\"\n- \"Of course! That’s the answer!\"\n- \"That doesn’t sound right\"\n- \"Ohhh, now I see!\"\n- \"No, actually\"\n- \"I'm intrigued by\"\n- \"Oh! I get it now!\"\n- \"Alright, where was I?\"\n- \"Hold on a second\"\n- \"Now, if I think about it differently\"\n- \"On one hand... but on the other\"\n- \"Well, let me see\"\n- \"Oh, that clears everything up!\"\n- \"I was just about to say\"\n- \"The thing is\"\n- \"The crucial thing seems to be\"\n- \"I'm mulling over\"\n- \"Let me throw this out there\"\n- \"Hold that thought\"\n- \"I keep circling back to\"\n- \"Let me break this down\"\n- \"So basically\"\n- \"In other words\"\n- \"I'm trying to untangle this\"\n- \"So that’s why it wasn’t working!\"\n- \"Something about [blank] is still bothering me\"\n- \"If I follow this through\"\n- \"Okay, let's break this down\"\n- \"I was looking at this all wrong!\"\n- \"I'm struck by\"\n- \"Finally, it clicks!\"\n- \"That’s it!\"\n- \"Hmm\"\n- \"Right, so\"\n- \"This brings to mind\"\n- \"So what I'm trying to say is\"\n- \"Let me make sure I got this\"\n- \"Let me chew on this\"\n- \"Well\"\n- \"Let's break this down into parts\"\n- \"This explains so much!\"\n- \"Let me untangle this\"\n- \"Oh! I get it now\"\n- \"The more I think about it\"\n- \"What I'm getting at is\"\n- \"In essence\"\n- \"What I’m getting at is\"\n- \"The pros and cons are\"\n- \"Going back to what I said about\"\n- \"Uh...\"\n- \" is key here\"\n- \"What keeps nagging at me is\"\n- \"I wonder if\"\n- \"It's fascinating how\"\n- \"If I take this apart step by step\"\n- \"I think I can rule that out\"\n- \"There's something off here\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Coming at this from another angle\"\n- \"There's probably more to it\"\n- \"Let's think step by step\"\n- \"Something doesn't add up\"\n- \"Okay, backtrack a bit\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Ummm, actually\"\n- \"There's something here about\"\n- \"When I sit with this idea\"\n- \"Okay, pros and cons\"\n- \"Let me circle back to that\"\n- \"Let me work through this\"\n- \"You know\"\n- \"I'm curious about\"\n- \"I'm still feeling my way through\"\n- \"Actually, no\"\n- \"I'm just throwing ideas around\"\n- \"Let me back up a second\"\n- \"Wait, no\"\n- \"Let me see\"\n- \"What’s the missing piece?\"\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 | Margaret Atwood was born in Ottawa, Ontario, on November 18, 1939. She published her first book of poetry in 1961 while attending the University of Toronto. She later received degrees from both Radcliffe College and Harvard University, and pursued a career in teaching at the university level. Her first novel, The Edible Woman, was published in 1969 to wide acclaim. Atwood continued teaching as her literary career blossomed. She has lectured widely and has served as a writer-in--residence at colleges ranging from the University of Toronto to Macquarie University in Australia.\nline 02 | Atwood wrote The Handmaid’s Tale in West Berlin and Alabama in the mid-1980s. The novel, published in 1986, quickly became a best-seller. The Handmaid’s Tale falls squarely within the twentieth-century tradition of anti-utopian, or “dystopian” novels, exemplified by classics like Aldous Huxley’s Brave New World and George Orwell’s 1984. Novels in this genre present imagined worlds and societies that are not ideals, but instead are terrifying or restrictive. Atwood’s novel offers a strongly feminist vision of dystopia. She wrote it shortly after the elections of Ronald Reagan in the United States and Margaret Thatcher in Great Britain, during a period of conservative revival in the West partly fueled by a strong, well-organized movement of religious conservatives who criticized what they perceived as the excesses of the “sexual revolution” of the 1960s and 1970s. The growing power of this “religious right” heightened feminist fears that the gains women had made in previous decades would be reversed.\nline 03 | In The Handmaid’s Tale, Atwood explores the consequences of a reversal of women’s rights. In the novel’s nightmare world of Gilead, a group of conservative religious extremists has taken power and turned the sexual revolution on its head. Feminists argued for liberation from traditional gender roles, but Gilead is a society founded on a “return to traditional values” and gender roles, and on the subjugation of women by men. What feminists considered the great triumphs of the 1970s—namely, widespread access to contraception, the legalization of abortion, and the increasing political influence of female voters—have all been undone. Women in Gilead are not only forbidden to vote, they are forbidden to read or write. Atwood’s novel also paints a picture of a world undone by pollution and infertility, reflecting 1980s fears about declining birthrates, the dangers of nuclear power, and -environmental degradation.\nline 04 | Some of the novel’s concerns seem dated today, and its implicit condemnation of the political goals of America’s religious conservatives has been criticized as unfair and overly paranoid.\nline 05 | Nonetheless, The Handmaid’s Tale remains one of the most powerful recent portrayals of a totalitarian society, and one of the few dystopian novels to examine in detail the intersection of politics and sexuality.\nline 06 | The novel’s exploration of the controversial politics of reproduction seems likely to guarantee Atwood’s novel a readership well into the twenty-first century.\nline 07 | Atwood lives in Toronto with novelist Graeme Gibson and their daughter, Jess.\nline 08 | Her most recent novel, The Blind Assassin, won Great Britain’s Booker Prize for literature in 2000.\nline 09 | Offred's thoughts about cigarettes in her new life and the memory of smoking them in her old provides another symbol for control of women's bodies and choices in the Gilead regime. She is a former smoker, but her cigarettes are taken away from her along with many other freedoms when she becomes a handmaid. Offred can no longer smoke because this might harm any children she has yet to bear, though she still yearns for another cigarette whenever she sees one. Offred yearns for the freedoms her old life had to offer. Gilead's removal of cigaret... Read more→\nline 10 | 226 out of 235 people found this helpful\n</context>\n\n<phrases>\n- \"This might explain the pattern\"\n- \"Something doesn't add up\"\n- \"There's got to be something about\"\n- \"Not set in stone, but\"\n- \"Wait, why does that happen?\"\n- \"What if I flip it around?\"\n- \"Brainstorming here, but\"\n- \"On one hand... but on the other\"\n- \"Let me work through this\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I was making this more complicated than it needed to be\"\n- \"Does that sound right?\"\n- \"Now, if I think about it differently\"\n- \"On the other hand\"\n- \"Something’s not clicking\"\n- \"That makes sense because\"\n- \"What if I just flip this around?\"\n- \"Hmm\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let me approach this from another angle\"\n- \"Let me break this down\"\n- \"Well, let me see\"\n- \"What if the reason is\"\n- \"Uh...\"\n- \"What I'm getting at is\"\n- \"If I follow this through\"\n- \"First things first\"\n- \"Let me untangle this\"\n- \"Let me just think this through\"\n- \"Let's break this down into parts\"\n- \"Suppose we assume that\"\n- \"Let me think\"\n- \"Wait, no\"\n- \"Now we're cooking\"\n- \"I'm getting a sense that\"\n- \"Here's where it gets interesting\"\n- \"Okay, so\"\n- \" is key here\"\n- \"If I take this apart step by step\"\n- \"This is just a hunch\"\n- \"I don’t want to jump to conclusions, but\"\n- \"So basically\"\n- \"Coming at this from another angle\"\n- \"Let me throw this out there\"\n- \"There's a missing link here\"\n- \"I need to fill in the gaps\"\n- \"Actually, no\"\n- \"Let's test this idea\"\n- \"What keeps nagging at me is\"\n- \"Right, so\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me sum this up so far\"\n- \"Okay, pros and cons\"\n- \"But then again\"\n- \"What if we\"\n- \"How can I approach this?\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Wait a minute... Oh!\"\n- \"Ummm, actually\"\n- \"The thing is\"\n- \"Ah...\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Still forming this thought\"\n- \"Let me play devil's advocate\"\n- \"The pros and cons are\"\n- \"So what I’m trying to say is\"\n- \"Alternatively\"\n- \"I could be wrong, but\"\n- \"Do I go with my gut or\"\n- \"Don't hold me to this\"\n- \"In other words\"\n- \"There’s a better way to phrase this\"\n- \"Okay, let's break this down\"\n- \"Let me see if\"\n- \"I'm trying to untangle this\"\n- \"No, actually\"\n- \"Let's think step by step\"\n- \"I could do this, or maybe that\"\n- \"That’s an interesting angle, but\"\n- \"Here's a possible explanation\"\n- \"It almost fits, but something’s off\"\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 | For canines, 1835 was a banner year. The centuries-old sport of bull-baiting — pitting dogs against bulls — was outlawed in England. Breeding began that year for a dog we call the Golden Retriever. And in the fall of ’35, the dogged ship, HMS Beagle, dropped anchor in a zoological paradise, with a young naturalist on board who would later ignite the world of science.\nline 02 | Charles Darwin had no Beagle when he stepped foot on the Galapagos Islands, but visit today and you might see more of them than you will bluefooted boobies. It’s actually against the law to bring animals to the islands, but if you want a Golden Retriever, you can easily smuggle one in. Rest assured, you’ll see no bull-baiting, but you might find a hunting dog gored by a boar.\nline 03 | Welcome to the Galapagos nobody wants to know.\nline 04 | “People think the islands are the most pristine, untouched places on Earth,” says Tod Emko, who first visited the Galapagos in 2008. “That no one’s allowed to live there. They have no idea.”\nline 05 | Five of the dozen-plus islands in this Ecuadorean archipelago are inhabited by an estimated 30,000 people. Living among them is an unknowable number of dogs. Their marginal existence, in and of itself, is hardly unusual. But these are the Galapagos Islands, where the one-of-a-kind species Darwin studied in the 19th century — birds, tortoises, sea lions, iguanas — now co-exist with canines, “a predatory species,” explains Emko, “among benign, easyto- catch prey. Dogs are dangerous to the ecosystem. And in danger themselves.”\nline 06 | It’s tough to imagine a breed less suited to equatorial heat than the Siberian Husky, once a status symbol among the well-to-do. No longer. Cast-out Huskies are now the most common street dogs. Chows, German Shepherds, Dalmatians and all these dogs’ myriad offspring struggle without fresh water, starve among lava rocks, suffer from parvo and distemper, and eat island lizards — an offense punishable by death.\nline 07 | Enough bad news? Tod Emko’s thoughts exactly. After working in the Galapagos with Animal Balance , a group that specializes in mass sterilization, Emko took the initiative. First, he distributed a survey to the islands’ residents. “Should there be an animal hospital on the Galapagos?” The response was stunning and unanimous: Yes.\nline 08 | Then, he went into action. Emko, a computer programmer based in NYC, teamed up with former Legal Aid lawyer Andrea Gordon. She’d come to know the Galapagos through her ongoing work with the oceanic conservation society Sea Shepherd. In spring 2010, the two launched Darwin Animal Doctors (DAD), a nonprofit that supports modest veterinary clinics on Santa Cruz, San Cristóbal and Isabela Islands, places where animal services have been as scarce as albatross.\nline 09 | “We’re overwhelmed,” says Emko. “People are coming into the clinic voluntarily, saying, ‘We heard you speak at a local school. We heard of you via the grapevine.’ We’re very encouraged.”\nline 10 | By and large, international nonprofits such as DAD have shown that with easy access to vet care and humane education, people can and will take better care of their companion animals. Care and compassion for homeless animals is a much tougher sell. Euthanasia still trumps spay and neuter as a population control method on the Galapagos, where concepts such as foster and adoption remain the stuff of dreams.\nline 11 | Fortunately, animal activist Allison Lance dreams big. “Our work in the Galapagos seems insurmountable,” she says, “but we have the fight in us to preserve the most amazing place on this planet.”\nline 12 | Lance, a warrior of a woman, hasn’t sat still for 25 years. Her campaigns have taken her from poultry farms in Washington state to the icebergs of Antarctica. While a senior Sea Shepherd staff member, Lance literally freed dolphins from Japanese nets. As Tod Emko will tell you, “Very few human beings do in their lifetime what Allison has done in each year of her life.”\nline 13 | In 2004, after a decade working with others in the Galapagos, Lance began her own animal rescue work: crating up strays and buying them tickets to her Pacific Northwest home.\nline 14 | Her first dog was Kiki, the outlaw of San Cristóbal Island, infamous for preying on local iguanas.\nline 15 | Kiki scored big time.\nline 16 | Says Lance, “She is fat and sassy and now lives with me.”\nline 17 | A few years and a few dozen rescues after Kiki, Lance expanded the scope of her work on the archipelago and founded the Galapagos Preservation Society (GPS). Its mission is to protect the islands’ fragile ecosystems and endemic species by humanely removing and rehoming non-native animals.\nline 18 | It’s a huge agenda, admits Lance, one that defies a single solution or a single organization. Not surprisingly, GPS works closely with DAD. Their shared approaches include introducing humane education into Galapagos schools, organizing spay-and-neuter campaigns, and getting animals in need adopted or off-island. GPS is also building alliances to check the smuggling of status breeds onto the Galapagos. They’re building dog fences, too. The fences offer families a way to keep their own “Kiki” safe from harm, while keeping everything else safe from Kiki.\nline 19 | It’s an exhausting, do-good agenda.\nline 20 | And doesn’t Danielle Thompson know it.\nline 21 | She’s the executive director of GPS and she’s nobody’s Pollyanna.\nline 22 | Getting local government to support GPS programs, she says, “is like pulling teeth.”\nline 23 | “There’s a history of foreign groups handing out money to start programs,” says Thompson, “yet not engaging the local community. So nothing changes. The goal is to get people to want to make the changes themselves.”\nline 24 | In truth, neither Allison Lance of GPS nor Tod Emko of DAD believes any domestic animals, including humans, belong on the Galapagos. Given a voice, the islands’ Huskies, Shepherds, Retrievers and Beagles wouldn’t want to be there, either. It’s a place best suited to the creatures who evolved naturally in that zoological paradise. With all due respect to those astonishing residents, the Galapagos aren’t fit for a dog.\nline 25 | Photograph Vanessa Schulz © 2011\n</context>\n\n<phrases>\n- \"Something doesn't add up\"\n- \"I could go either way on this\"\n- \"Let's break this down into parts\"\n- \"In essence\"\n- \"Wait, no\"\n- \"Let me put this another way\"\n- \"I need a clearer view of this\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, I think I’ve got it!\"\n- \" is striking \"\n- \"Let me play devil's advocate\"\n- \"The crucial thing seems to be\"\n- \"Just thinking out loud but\"\n- \"Let me break this down\"\n- \"Follow me here\"\n- \"This might sound weird, but\"\n- \"This explains so much!\"\n- \"Let me untangle this\"\n- \"There’s a pattern here\"\n- \"Let’s weigh the options\"\n- \"This connects to\"\n- \"So what does this mean in the bigger picture?\"\n- \"Oh! I get it now\"\n- \"Now we're cooking\"\n- \"Should I...? No, wait\"\n- \"So far, it looks like\"\n- \"I’m not sure, but\"\n- \"This connects to something else\"\n- \"Let me connect the dots\"\n- \"What if I flip it around?\"\n- \"It was staring me in the face\"\n- \"Picture this\"\n- \"Ummm, actually\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let me see\"\n- \"There’s a better way to phrase this\"\n- \"You know\"\n- \"Let me see if\"\n- \"What I'm getting at is\"\n- \"Let's think step by step\"\n- \"Actually, no\"\n- \"No, actually\"\n- \"Of course! That’s the answer!\"\n- \"That would mean\"\n- \" is key here\"\n- \"This just clicked into place!\"\n- \"Uh...\"\n- \"Does that even make sense?\"\n- \"What keeps nagging at me is\"\n- \"That reminds me\"\n- \"Brainstorming here, but\"\n- \"Let me work through this\"\n- \"But then again\"\n- \"On the other hand\"\n- \"Alternatively\"\n- \"If I take this apart step by step\"\n- \"Oh! I get it now!\"\n- \"That makes sense because\"\n- \"That’s an interesting angle, but\"\n- \"Oh! That reminds me\"\n- \"Okay, let's break this down\"\n- \"First things first\"\n- \"Oh, it all makes sense now!\"\n- \"How do I put this\"\n- \"Let me talk this through\"\n- \"Just spitballing here\"\n- \"Wait a minute... Oh!\"\n- \"Not sure if this fits, but\"\n- \"What I’m getting at is\"\n- \"There's got to be something about\"\n- \"Bear with me while I\"\n- \"That’s the piece of the puzzle!\"\n- \"I’m not convinced, but it might work\"\n- \"This makes me think of\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Do I go with my gut or\"\n- \"Okay, so\"\n- \"What's the best way to explain this?\"\n- \"On one hand... but on the other\"\n- \"Anyway\"\n- \"In a way\"\n- \"I'm trying to untangle this\"\n- \"Building on that\"\n- \"The pros and cons are\"\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 | Hyperactivity: Medical Reality or Convenient Excuse?\nline 02 | By Ronald Pies\nline 03 | Few diagnoses in psychiatry have stirred up as much controversy as Attention-Deficit Hyperactivity Disorder (ADHD). For some critics, the label \"ADHD\" is merely an excuse for frustrated parents and overzealous doctors to \"medicate away\" a child's annoying behaviors. Other critics concede that ADHD exists, but believe it is vastly overdiagnosed. While there's sometimes a grain of truth to these claims, there are now convincing clinical and research studies showing that ADHD is a real disorder with a strong biological basis -- and that, if anything, ADHD is often underdiagnosed.\nline 04 | The Biology of ADHD\nline 05 | While ADHD is not inherited like blond hair or blue eyes, the odds that both members of an identical twin pair will have ADHD are much higher than the odds for fraternal twins. This suggests that the more closely one twin's genes match the other's, the more likely they are to share the disorder. Furthermore, studies of brain activity have shown that in ADHD children, the frontal regions of the brain are actually underactive. This may seem puzzling, given that \"hyperactivity\" is usually linked with ADHD. But since the frontal regions of the brain exert a calming influence on more primitive regions, frontal-lobe underactivity may mean that these regions are not \"keeping the lid on\" disruptive behaviors.\nline 06 | Contrary to a popular notion, there is no convincing evidence that ADHD is caused by too much sugar in the diet. Furthermore, the last 20 years have made it clear that kids with ADHD do not always \"outgrow\" the disorder. Between 4 percent and 30 percent of ADHD children will show symptoms in adulthood, depending on whether we count only the full-blown disorder or even a few ADHD symptoms.\nline 07 | What does ADHD look like in children? Consider Shawn, an 11-year-old who was a \"problem kid\" for more than five years. Beginning at the age of 5, Shawn had trouble sitting still in class. Teachers would complain that Shawn would fidget, squirm in his seat, or even leave his seat after only a half-hour of class. Sometimes he would run around the classroom, despite the teacher's firm instructions to sit down. Shawn had great difficulty paying attention to the teacher, and seemed to be \"off in a cloud\" during class. He almost never followed through on homework assignments, chores or duties, either in school or at home. Any task that required more than a few minutes of sustained attention was beyond Shawn's ability. He was easily distracted by the slightest noise, and had trouble remembering even simple instructions. At times Shawn would blurt out answers before the question had been completed, and he had difficulty waiting his turn in line. Sometimes Shawn would disrupt the play of other children, demanding to be let in to their activities.\nline 08 | While this picture is fairly typical of boys with ADHD, this disorder may declare itself in other ways.\nline 09 | While many studies suggest that ADHD is more common in boys than in girls, this may reflect the fact that girls tend to be less disruptive than boys, and thus prompt fewer complaints from parents and teachers.\nline 10 | Thus, severe attentional problems in girls may be due to ADHD, even though outward behavior seems normal.\nline 11 | Of course, many other problems can cause poor attention in children, ranging from boredom to poor teaching to depression.\nline 12 | That's why the diagnosis of childhood ADHD must be made after a careful evaluation by a mental-health professional and/or pediatrician.\nline 13 | In adults, untreated ADHD may appear in the guise of \"personality disorder,\" alcohol abuse, irritability or antisocial behaviors.\nline 14 | The mainstay of treatment for ADHD is stimulant medication, such as methylphenidate (Ritalin).\nline 15 | Numerous short-term studies have shown that these agents are safe and effective, although long-term data are scarce.\nline 16 | While adolescents without ADHD have been known to abuse stimulants, this is very rare among ADHD sufferers.\nline 17 | Stimulants do not make the individual with ADHD feel \"high\" -- just normal.\nline 18 | For most children with ADHD, a working alliance of parents, clinicians and teachers is essential, since these children require both a structured educational environment and a behavioral modification program that can assist them in learning how to deal with their disruptive or aggressive acts.\nline 19 | Finally, adults with ADHD may also benefit from a combination of medication and counseling.©1996-2005 WebMD Inc. All rights reserved.\nline 20 | Last Editorial Review: 1/30/2005 11:19:23 PM\n</context>\n\n<phrases>\n- \"I'm wondering if\"\n- \"I wonder if\"\n- \"Let me work through this\"\n- \"So the main idea is\"\n- \"Hmm, let’s rewind a bit\"\n- \"I need to step back and rethink this\"\n- \"Let me circle back to that\"\n- \"Let me play devil's advocate\"\n- \"I guess that works\"\n- \"Right, so\"\n- \"Let me think\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"I'm intrigued by\"\n- \"Let me connect the dots\"\n- \"Well, let me see\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"This connects to something else\"\n- \"I was just about to say\"\n- \"Going back to what I said about\"\n- \"I’m trying to connect the dots here\"\n- \"Where did I put that...?\"\n- \"It's almost like\"\n- \"What I’m getting at is\"\n- \"Let me trace that logic back\"\n- \"Follow me here\"\n- \"What I mean is\"\n- \"This connects to\"\n- \"Building on that\"\n- \"I'm pondering\"\n- \"Bear with me while I\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Uh...\"\n- \"That makes sense because\"\n- \"Something doesn't add up\"\n- \"Let's think step by step\"\n- \"I'm curious about\"\n- \"That’s an interesting angle, but\"\n- \"I know there’s a word for this\"\n- \"Let me back up a second\"\n- \"Wait, that doesn’t add up\"\n- \"That doesn’t sound right\"\n- \"This makes me reflect on\"\n- \"What’s the best way to explain this?\"\n- \"When I sit with this idea\"\n- \"What if I flip it around?\"\n- \"I just had it, what was it?\"\n- \"Actually, no\"\n- \"On one hand... but on the other\"\n- \"I keep circling back to\"\n- \"Let me chew on this\"\n- \"This is slipping through my fingers\"\n- \"Alternatively\"\n- \"But then again\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Is this the right call?\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"On the other hand\"\n- \"Let's see\"\n- \"I'm seeing a connection between\"\n- \"The thing is\"\n- \"Let me put this another way\"\n- \"Now, wait just a second\"\n- \"This is just a hunch\"\n- \" is key here\"\n- \"I need to reframe this\"\n- \"What keeps nagging at me is\"\n- \"In other words\"\n- \"Backing up for a second\"\n- \"Hmm\"\n- \"You know\"\n- \"It's a bit murky\"\n- \"I’m torn between two choices\"\n- \"This makes me think of\"\n- \"No, actually\"\n- \"What I'm getting at is\"\n- \"Let me untangle this\"\n- \"So what I'm trying to say is\"\n- \"Wait, no\"\n- \"I'm mulling over\"\n- \"I feel like I'm close\"\n- \"That reminds me\"\n- \"Ummm, 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 | Often cryptographic algorithms and protocols are necessary to keep a system secure, particularly when communicating through an untrusted network such as the Internet. Where possible, use cryptographic techniques to authenticate information and keep the information private (but don't assume that simple encryption automatically authenticates as well). Generally you'll need to use a suite of available tools to secure your application.\nline 02 | For background information and code, you should probably look at the classic text ``Applied Cryptography'' [Schneier 1996]. The newsgroup ``sci.crypt'' has a series of FAQ's; you can find them at many locations, including http://www.landfield.com/faqs/cryptography-faq. Linux-specific resources include the Linux Encryption HOWTO at http://marc.mutz.com/Encryption-HOWTO/. A discussion on how protocols use the basic algorithms can be found in [Opplinger 1998]. A useful collection of papers on how to apply cryptography in protocols can be found in [Stallings 1996]. What follows here is just a few comments; these areas are rather specialized and covered more thoroughly elsewhere.\nline 03 | Cryptographic protocols and algorithms are difficult to get right, so do not create your own. Instead, where you can, use protocols and algorithms that are widely-used, heavily analyzed, and accepted as secure. When you must create anything, give the approach wide public review and make sure that professional security analysts examine it for problems. In particular, do not create your own encryption algorithms unless you are an expert in cryptology, know what you're doing, and plan to spend years in professional review of the algorithm. Creating encryption algorithms (that are any good) is a task for experts only.\nline 04 | A number of algorithms are patented; even if the owners permit ``free use'' at the moment, without a signed contract they can always change their minds later, putting you at extreme risk later.\nline 05 | In general, avoid all patented algorithms - in most cases there's an unpatented approach that is at least as good or better technically, and by doing so you avoid a large number of legal problems.\nline 06 | Another complication is that many counties regulate or restrict cryptography in some way.\nline 07 | A survey of legal issues is available at the ``Crypto Law Survey'' site, http://rechten.kub.nl/koops/cryptolaw/.\nline 08 | Often, your software should provide a way to reject ``too small'' keys, and let the user set what ``too small'' is. For RSA keys, 512 bits is too small for use. There is increasing evidence that 1024 bits for RSA keys is not enough either; Bernstein has suggested techniques that simplify brute-forcing RSA, and other work based on it (such as Shamir and Tromer's \"Factoring Large Numbers with the TWIRL device\") now suggests that 1024 bit keys can be broken in a year by a $10 Million device. You may want to make 2048 bits the minimum for RSA if you really want a secure system, and you should certainly do so if you plan to use those keys after 2015. For more about RSA specifically, see RSA's commentary on Bernstein's work. For a more general discussion of key length and other general cryptographic algorithm issues, see NIST's key management workshop in November 2001.\nline 09 | When you need a security protocol, try to use standard-conforming protocols such as IPSec, SSL (soon to be TLS), SSH, S/MIME, OpenPGP/GnuPG/PGP, and Kerberos.\nline 10 | Each has advantages and disadvantages; many of them overlap somewhat in functionality, but each tends to be used in different areas:\nline 11 | Internet Protocol Security (IPSec). IPSec provides encryption and/or authentication at the IP packet level. However, IPSec is often used in a way that only guarantees authenticity of two communicating hosts, not of the users. As a practical matter, IPSec usually requires low-level support from the operating system (which not all implement) and an additional keyring server that must be configured. Since IPSec can be used as a \"tunnel\" to secure packets belonging to multiple users and multiple hosts, it is especially useful for building a Virtual Private Network (VPN) and connecting a remote machine. As of this time, it is much less often used to secure communication from individual clients to servers. The new version of the Internet Protocol, IPv6, comes with IPSec ``built in,'' but IPSec also works with the more common IPv4 protocol. Note that if you use IPSec, don't use the encryption mode without the authentication, because the authentication also acts as integrity protection.\nline 12 | Secure Socket Layer (SSL) / TLS. SSL/TLS works over TCP and tunnels other protocols using TCP, adding encryption, authentication of the server, and optional authentication of the client (but authenticating clients using SSL/TLS requires that clients have configured X.509 client certificates, something rarely done). SSL version 3 is widely used; TLS is a later adjustment to SSL that strengthens its security and improves its flexibility. Currently there is a slow transition going on from SSLv3 to TLS, aided because implementations can easily try to use TLS and then back off to SSLv3 without user intervention. Unfortunately, a few bad SSLv3 implementations cause problems with the backoff, so you may need a preferences setting to allow users to skip using TLS if necessary. Don't use SSL version 2, it has some serious security weaknesses.\nline 13 | SSL/TLS is the primary method for protecting http (web) transactions. Any time you use an \"https://\" URL, you're using SSL/TLS. Other protocols that often use SSL/TLS include POP3 and IMAP. SSL/TLS usually use a separate TCP/IP port number from the unsecured port, which the IETF is a little unhappy about (because it consumes twice as many ports; there are solutions to this). SSL is relatively easy to use in programs, because most library implementations allow programmers to use operations similar to the operations on standard sockets like SSL_connect(), SSL_write(), SSL_read(), etc. A widely used OSS/FS implementation of SSL (as well as other capabilities) is OpenSSL, available at http://www.openssl.org.\nline 14 | OpenPGP and S/MIME. There are two competing, essentially incompatible standards for securing email: OpenPGP and S/MIME. OpenPHP is based on the PGP application; an OSS/FS implementation is GNU Privacy Guard from http://www.gnupg.org. Currently, their certificates are often not interchangeable; work is ongoing to repair this.\nline 15 | SSH. SSH is the primary method of securing ``remote terminals'' over an internet, and it also includes methods for tunelling X Windows sessions. However, it's been extended to support single sign-on and general secure tunelling for TCP streams, so it's often used for securing other data streams too (such as CVS accesses). The most popular implementation of SSH is OpenSSH http://www.openssh.com, which is OSS/FS. Typical uses of SSH allows the client to authenticate that the server is truly the server, and then the user enters a password to authenticate the user (the password is encrypted and sent to the other system for verification). Current versions of SSH can store private keys, allowing users to not enter the password each time. To prevent man-in-the-middle attacks, SSH records keying information about servers it talks to; that means that typical use of SSH is vulnerable to a man-in-the-middle attack during the very first connection, but it can detect problems afterwards. In contrast, SSL generally uses a certificate authority, which eliminates the first connection problem but requires special setup (and payment!) to the certificate authority.\nline 16 | Kerberos. Kerberos is a protocol for single sign-on and authenticating users against a central authentication and key distribution server. Kerberos works by giving authenticated users \"tickets\", granting them access to various services on the network. When clients then contact servers, the servers can verify the tickets. Kerberos is a primary method for securing and supporting authentication on a LAN, and for establishing shared secrets (thus, it needs to be used with other algorithms for the actual protection of communication). Note that to use Kerberos, both the client and server have to include code to use it, and since not everyone has a Kerberos setup, this has to be optional - complicating the use of Kerberos in some programs. However, Kerberos is widely used.\nline 17 | Many of these protocols allow you to select a number of different algorithms, so you'll still need to pick reasonable defaults for algorithms (e.g., for encryption).\nline 18 | The use, export, and/or import of implementations of encryption algorithms are restricted in many countries, and the laws can change quite rapidly. Find out what the rules are before trying to build applications using cryptography.\nline 19 | For secret key (bulk data) encryption algorithms, use only encryption algorithms that have been openly published and withstood years of attack, and check on their patent status. I would recommend using the new Advanced Encryption Standard (AES), also known as Rijndahl -- a number of cryptographers have analyzed it and not found any serious weakness in it, and I believe it has been through enough analysis to be trustworthy now. However, in August 2002 researchers Fuller and Millar discovered a mathematical property of the cipher that, while not an attack, might be exploitable into an attack (the approach may actually has serious consequences for some other algorithms, too). Thus, it's worth staying tuned to future work. A good alternative to AES is the Serpent algorithm, which is slightly slower but is very resistant to attack. For many applications triple-DES is a very good encryption algorithm; it has a reasonably lengthy key (112 bits), no patent issues, and a very long history of withstanding attacks (it's withstood attacks far longer than any other encryption algorithm with reasonable key length in the public literature, so it's probably the safest publicly-available symmetric encryption algorithm when properly implemented). However, triple-DES is very slow when implemented in software, so triple-DES can be considered ``safest but slowest.'' Twofish appears to be a good encryption algorithm, but there are some lingering questions - Sean Murphy and Fauzan Mirza showed that Twofish has properties that cause many academics to be concerned (though as of yet no one has managed to exploit these properties). MARS is highly resistent to ``new and novel'' attacks, but it's more complex and is impractical on small-ability smartcards. For the moment I would avoid Twofish - it's quite likely that this will never be exploitable, but it's hard to be sure and there are alternative algorithms which don't have these concerns. Don't use IDEA - it's subject to U.S. and European patents. Don't use stupid algorithms such as XOR with a constant or constant string, the ROT (rotation) scheme, a Vinegere ciphers, and so on - these can be trivially broken with today's computers. Don't use ``double DES'' (using DES twice) - that's subject to a ``man in the middle'' attack that triple-DES avoids. Your protocol should support multiple encryption algorithms, anyway; that way, when an encryption algorithm is broken, users can switch to another one.\nline 20 | For symmetric-key encryption (e.g., for bulk encryption), don't use a key length less than 90 bits if you want the information to stay secret through 2016 (add another bit for every additional 18 months of security) [Blaze 1996]. For encrypting worthless data, the old DES algorithm has some value, but with modern hardware it's too easy to break DES's 56-bit key using brute force. If you're using DES, don't just use the ASCII text key as the key - parity is in the least (not most) significant bit, so most DES algorithms will encrypt using a key value well-known to adversaries; instead, create a hash of the key and set the parity bits correctly (and pay attention to error reports from your encryption routine). So-called ``exportable'' encryption algorithms only have effective key lengths of 40 bits, and are essentially worthless; in 1996 an attacker could spend $10,000 to break such keys in twelve minutes or use idle computer time to break them in a few days, with the time-to-break halving every 18 months in either case.\nline 21 | Block encryption algorithms can be used in a number of different modes, such as ``electronic code book'' (ECB) and ``cipher block chaining'' (CBC). In nearly all cases, use CBC, and do not use ECB mode - in ECB mode, the same block of data always returns the same result inside a stream, and this is often enough to reveal what's encrypted. Many modes, including CBC mode, require an ``initialization vector'' (IV). The IV doesn't need to be secret, but it does need to be unpredictable by an attacker. Don't reuse IV's across sessions - use a new IV each time you start a session.\nline 22 | There are a number of different streaming encryption algorithms, but many of them have patent restrictions.\nline 23 | I know of no patent or technical issues with WAKE.\nline 24 | RC4 was a trade secret of RSA Data Security Inc; it's been leaked since, and I know of no real legal impediment to its use, but RSA Data Security has often threatened court action against users of it (it's not at all clear what RSA Data Security could do, but no doubt they could tie up users in worthless court cases).\nline 25 | If you use RC4, use it as intended - in particular, always discard the first 256 bytes it generates, or you'll be vulnerable to attack.\nline 26 | SEAL is patented by IBM - so don't use it.\nline 27 | SOBER is patented; the patent owner has claimed that it will allow many uses for free if permission is requested, but this creates an impediment for later use.\nline 28 | Even more interestingly, block encryption algorithms can be used in modes that turn them into stream ciphers, and users who want stream ciphers should consider this approach (you'll be able to choose between far more publicly-available algorithms).\nline 29 | For public key cryptography (used, among other things, for signing and sending secret keys), there are only a few widely-deployed algorithms. One of the most widely-used algorithms is RSA; RSA's algorithm was patented, but only in the U.S., and that patent expired in September 2000, so RSA can be freely used. Never decrypt or sign a raw value that an attacker gives you directly using RSA and expose the result, because that could expose the private key (this isn't a problem in practice, because most protocols involve signing a hash computed by the user - not the raw value - or don't expose the result). Never decrypt or sign the exact same raw value multiple times (the original can be exposed). Both of these can be solved by always adding random padding (PGP does this) - the usual approach is called Optimal Asymmetric Encryption Padding (OAEP).\nline 30 | The Diffie-Hellman key exchange algorithm is widely used to permit two parties to agree on a session key. By itself it doesn't guarantee that the parties are who they say they are, or that there is no middleman, but it does strongly help defend against passive listeners; its patent expired in 1997. If you use Diffie-Hellman to create a shared secret, be sure to hash it first (there's an attack if you use its shared value directly).\nline 31 | NIST developed the digital signature standard (DSS) (it's a modification of the ElGamal cryptosystem) for digital signature generation and verification; one of the conditions for its development was for it to be patent-free.\nline 32 | RSA, Diffie-Hellman, and El Gamal's techniques require more bits for the keys for equivalent security compared to typical symmetric keys; a 1024-bit key in these systems is supposed to be roughly equivalent to an 80-bit symmetric key. A 512-bit RSA key is considered completely unsafe; Nicko van Someren has demonstrated that such small RSA keys can be factored in 6 weeks using only already-available office hardware (never mind equipment designed for the job). In the past, a 1024-bit RSA key was considered reasonably secure, but recent advancements in factorization algorithms (e.g., by D. J. Bernstein) have raised concerns that perhaps even 1024 bits is not enough for an RSA key. Certainly, if your application needs to be highly secure or last beyond 2015, you should use a 2048 bit keys.\nline 33 | If you need a public key that requires far fewer bits (e.g., for a smartcard), then you might use elliptic curve cryptography (IEEE P1363 has some suggested curves; finding curves is hard). However, be careful - elliptic curve cryptography isn't patented, but certain speedup techniques are patented. Elliptic curve cryptography is fast enough that it really doesn't need these speedups anyway for its usual use of encrypting session / bulk encryption keys. In general, you shouldn't try to do bulk encryption with elliptic keys; symmetric algorithms are much faster and are better-tested for the job.\nline 34 | Some programs need a one-way cryptographic hash algorithm, that is, a function that takes an ``arbitrary'' amount of data and generates a fixed-length number that hard for an attacker to invert (e.g., it's difficult for an attacker to create a different set of data to generate that same value). For a number of years MD5 has been a favorite, but recent efforts have shown that its 128-bit length may not be enough [van Oorschot 1994] and that certain attacks weaken MD5's protection [Dobbertin 1996]. Indeed, there are rumors that a top industry cryptographer has broken MD5, but is bound by employee agreement to keep silent (see the Bugtraq 22 August 2000 posting by John Viega). Anyone can create a rumor, but enough weaknesses have been found that the idea of completing the break is plausible. If you're writing new code, use SHA-1 instead of MD5. Don't use the original SHA (now called ``SHA-0''); SHA-0 had the same weakness that MD5 does. If you need more bits in your hash algorithm, use SHA-256, SHA-384, or SHA-512; you can get the specifications in NIST FIPS PUB 180-2.\nline 35 | When communicating, you need some sort of integrity check (don't depend just on encryption, since an attacker can then induce changes of information to ``random'' values). This can be done with hash algorithms, but don't just use a hash function directly (this exposes users to an ``extension'' attack - the attacker can use the hash value, add data of their choosing, and compute the new hash). The usual approach is ``HMAC'', which computes the integrity check as\nline 36 | H(k xor opad, H(k xor ipad, data)).\nline 37 | Note that in the HMAC approach, a receiver can forge the same data as a sender. This isn't usually a problem, but if this must be avoided, then use public key methods and have the sender ``sign'' the data with the sender private key - this avoids this forging attack, but it's more expensive and for most environments isn't necessary.\nline 38 | NIST has developed and proposed a new mode for using cryptographic algorithms called Randomized Message Authentication Code (RMAC). RMAC is intended for use as a message authentication code technique.\nline 39 | Although there's a formal proof showing that RMAC is secure, the proof depends on the highly questionable assumption that the underlying cryptographic algorithm meets the \"ideal cipher model\" - in particular, that the algorithm is secure against a variety of specialized attacks, including related-key attacks. Unfortunately, related-key attacks are poorly studied for many algorithms; this is not the kind of property or attack that most people worry about when analyzing with cryptographic algorithms. It's known triple-DES doesn't have this properly, and it's unclear if other widely-accepted algorithms like AES have this property (it appears that AES is at least weaker against related key attacks than usual attacks).\nline 40 | The best advice right now is \"don't use RMAC\". There are other ways to do message authentication, such as HMAC combined with a cryptographic hash algorithm (e.g., HMAC-SHA1). HMAC isn't the same thing (e.g., technically it doesn't include a nonce, so you should rekey sooner), but the theoretical weaknesses of HMAC are merely theoretical, while the problems in RMAC seem far more important in the real world.\nline 41 | You should both encrypt and include integrity checks of data that's important.\nline 42 | Don't depend on the encryption also providing integrity - an attacker may be able to change the bits into a different value, and although the attacker may not be able to change it to a specific value, merely changing the value may be enough.\nline 43 | In general, you should use different keys for integrity and secrecy, to avoid certain subtle attacks.\nline 44 | One issue not discussed often enough is the problem of ``traffic analysis.'' That is, even if messages are encrypted and the encryption is not broken, an adversary may learn a great deal just from the encrypted messages. For example, if the presidents of two companies start exchanging many encrypted email messages, it may suggest that the two comparies are considering a merger. For another example, many SSH implementations have been found to have a weakness in exchanging passwords: observers could look at packets and determine the length (or length range) of the password, even if they couldn't determine the password itself. They could also also determine other information about the password that significantly aided in breaking it.\nline 45 | Be sure to not make it possible to solve a problem in parts, and use different keys when the trust environment (who is trusted) changes. Don't use the same key for too long - after a while, change the session key or password so an adversary will have to start over.\nline 46 | Generally you should compress something you'll encrypt - this does add a fixed header, which isn't so good, but it eliminates many patterns in the rest of the message as well as making the result smaller, so it's usually viewed as a ``win'' if compression is likely to make the result smaller.\nline 47 | In a related note, if you must create your own communication protocol, examine the problems of what's gone on before. Classics such as Bellovin 's review of security problems in the TCP/IP protocol suite might help you, as well as Bruce Schneier and Mudge's breaking of Microsoft's PPTP implementation and their follow-on work. Again, be sure to give any new protocol widespread public review, and reuse what you can.\n</context>\n\n<phrases>\n- \"I'm struck by\"\n- \"Let me think\"\n- \"This explains so much!\"\n- \"I'm pondering\"\n- \"Let's test this idea\"\n- \"What happens if we change this part?\"\n- \"This might sound weird, but\"\n- \"This could explain why\"\n- \"The thing is\"\n- \"Let me untangle this\"\n- \"Actually, no\"\n- \"Alternatively\"\n- \"There's probably more to it\"\n- \"What if I tried...?\"\n- \"This just clicked into place!\"\n- \"On one hand... but on the other\"\n- \"I need to reframe this\"\n- \"I'm intrigued by\"\n- \"So, the bottom line is\"\n- \"This makes me reflect on\"\n- \"How can I approach this?\"\n- \"This brings to mind\"\n- \"So far, it looks like\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Still working it out\"\n- \"What am I overlooking?\"\n- \"Let me chew on this\"\n- \"Ah...\"\n- \" is striking \"\n- \"That doesn’t sound right\"\n- \"Oh, I see what’s happening here!\"\n- \"On the other hand\"\n- \"Hold that thought\"\n- \"Let me put this another way\"\n- \"Ummm, actually\"\n- \"What’s the best way to explain this?\"\n- \"Let me work through this\"\n- \"Now, if I think about it differently\"\n- \"In other words\"\n- \"Now we're cooking\"\n- \"Anyway\"\n- \"Let me talk this through\"\n- \"I'm mulling over\"\n- \"The tricky part is\"\n- \"Let me play devil's advocate\"\n- \"What I mean is\"\n- \"Hang on a second\"\n- \"But then again\"\n- \"What if we looked at it like\"\n- \"Is it possible that...?\"\n- \"Wait, no\"\n- \"That’s it!\"\n- \"I'm curious about\"\n- \"Wait, I think I just cracked it!\"\n- \"Let's think step by step\"\n- \"Oh, it all makes sense now!\"\n- \"Here's a possible explanation\"\n- \"In essence\"\n- \"Suppose we assume that\"\n- \"That’s the answer I was looking for!\"\n- \"I'm still feeling my way through\"\n- \"Let me sum this up so far\"\n- \"What keeps nagging at me is\"\n- \"So what I'm trying to say is\"\n- \" is key here\"\n- \"Something doesn't add up\"\n- \"Uh...\"\n- \"In the end\"\n- \"Wait a minute... Oh!\"\n- \"That’s an interesting angle, but\"\n- \"Wait a minute\"\n- \"If I follow this through\"\n- \"What if we\"\n- \"I wonder if\"\n- \"That would mean\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Here's what I'm thinking\"\n- \"Hmm, that doesn’t sound right\"\n- \"This is tricky, but\"\n- \"What if I flip it around?\"\n- \"Wait, why does that happen?\"\n- \"Brainstorming here, but\"\n- \"No, actually\"\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 | From Wikipedia, the free encyclopedia - View original article\nline 02 | The centerpiece of contemporary Thanksgiving in the United States and Canada is a large meal, generally centered around a large roasted turkey. The majority of the dishes in the traditional American version of Thanksgiving dinner are made from foods native to the New World, as according to tradition the Pilgrims received these foods from the Native Americans. However, many of the classic traditions attributed to the first Thanksgiving are actually myths later introduced.\nline 03 | According to what traditionally is known as \"The First Thanksgiving,\" the 1621 feast between the Pilgrims and the Wampanoag at Plymouth Colony contained turkey, waterfowl, venison, fish, lobster, clams, berries, fruit, pumpkin, and squash. William Bradford noted that, \"besides waterfowl, there was great store of wild turkeys, of which they took many.\" Many of the foods that were included in the first feast (except, notably, the seafood) have since gone on to become staples of the modern Thanksgiving dinner.\nline 04 | The use of the turkey in the USA for Thanksgiving precedes Lincoln's nationalization of the holiday in 1863. Alexander Hamilton proclaimed that no \"Citizen of the United States should refrain from turkey on Thanksgiving Day,\" and many of the Founding Fathers (particularly Benjamin Franklin) had high regard for the wild turkey as an American icon, but turkey was uncommon as Thanksgiving fare until after 1800. By 1857, turkey had become part of the traditional dinner in New England.\nline 05 | A Thanksgiving Day dinner served to the Civilian Conservation Corps in 1935 included: pickles, green olives, celery, roast turkey, oyster stew, cranberry sauce, giblet gravy, dressing, creamed asparagus tips, snowflake potatoes, baked carrots, hot rolls, fruit salad, mince meat pie, fruit cake, candies, grapes, apples, clams, fish, and many other food harvests. French drip coffee, cigars and cigarettes.\nline 06 | The White House Cook Book, 1887, by Mrs. F.L. Gillette, et al., had the following menu: oysters on half shell, cream of chicken soup, fried smelts, sauce tartare, roast turkey, cranberry sauce, mashed potatoes, baked squash, boiled onions, parsnip fritters, olives, chicken salad, venison pastry, pumpkin pie, mince pie, Charlotte russe, almond ice cream, lemon jelly, hickory nut cake, cheese, fruits and coffee.\nline 07 | Turkey being the most common main dish of a Thanksgiving dinner, Thanksgiving is sometimes colloquially called “Turkey Day.” In 2006, American turkey growers were expected to raise 270 million turkeys, to be processed into five billion pounds of turkey meat valued at almost $8 billion, with one third of all turkey consumption occurring in the Thanksgiving-Christmas season, and a per capita consumption of almost 18 pounds. The Broad Breasted White turkey is particularly bred for Thanksgiving dinner and similar large feasts; its large size (specimens can grow to over 40 pounds) and meat content make it ideal for such situations, although the breed must be artificially bred and suffers from health problems due to its size.\nline 08 | Most Thanksgiving turkeys are stuffed with a bread-based mixture and roasted. Sage is the traditional herb added to the stuffing (also called dressing), along with chopped celery, carrots, and onions. Deep-fried turkey is rising in popularity, best accomplished with appropriate equipment for the size of and preparation previous to heating the oil in order to cook the bird. Unsecured pots, not using a safe means of lowering the bird into the pot, failing to realize the displacement when the bird is lowered into the hot oil and the location in which the cooking may occur can lead to unfortunate incidents. In more recent years it is also true that as the wild population of turkeys has rebounded in most of the US, some will hunt and dress their turkey in the woods and then freeze it until meal preparation.\nline 09 | Non-traditional foods other than turkey are sometimes served as the main dish for a Thanksgiving dinner. Ham is often served alongside turkey in many households. Goose and duck, foods which were traditional European centerpieces of Christmas dinners before being displaced, are now sometimes served in place of the Thanksgiving turkey. Sometimes, fowl native to the region where the meal is taking place is used; for example, an article in Texas Monthly magazine suggested quail as the main dish for a Texan Thanksgiving feast. John Madden, who appeared on television for the NFL Thanksgiving Day game from 1981 to 2001, frequently advocated his fondness for the turducken, deboned turkey, duck and chicken nested inside each other then cooked. In a few areas of the West Coast of the United States, Dungeness crab is common as an alternate main dish, as crab season starts in early November.\"Similarly, Thanksgiving falls within deer hunting season in the Northeastern United States, which encourages the use of venison as a centerpiece. Sometimes a variant recipe for cooking turkey is used; for example, a Chinese recipe for goose could be used on the similarly-sized American bird. Vegetarians or vegans may have a tofu-based substitute; a Field Roast, which is a wheat-based product; or a special seasonal dish, such as stuffed squash. In Alaskan villages, whale meat is sometimes eaten. Irish immigrants have been known to have prime rib of beef as their centerpiece since beef in Ireland was once a rarity; families would save up money for this dish to signify newfound prosperity and hope.\nline 10 | In the United States, a globalist approach to Thanksgiving has become common with the impact of immigration. Basic \"Thanksgiving\" ingredients, or the intent of the holiday, can be transformed to a variety of dishes by using flavors, techniques, and traditions from their own cuisines. Others celebrate the holiday with a variety of dishes particularly when there is a crowd to be feed, guest's tastes vary and considering the financial means available.\nline 11 | Many other foods are typically served alongside the main dish—so many that, because of the amount of food, the Thanksgiving meal is sometimes served midday or early afternoon to make time for all the eating, and preparation may begin at dawn or on days prior.\nline 12 | Copious leftovers are also common following the meal proper.\nline 13 | Traditional Thanksgiving foods are sometimes specific to the day, and although some of the foods might be seen at any semi-formal meal in the United States, the meal often has something of a ritual or traditional quality.\nline 14 | Many Americans would say it is \"incomplete\" without cranberry sauce; stuffing or dressing; and gravy.\nline 15 | Other commonly served dishes include winter squash; sweet potatoes; mashed potatoes; dumplings; noodles; corn on the cob or hominy; deviled eggs; green beans or green bean casserole; sauerkraut (among those in the Mid-Atlantic; especially Baltimore); peas and carrots; bread rolls; cornbread (in the south and parts of New England); or biscuits, rutabagas or turnips; and a salad.\nline 16 | For dessert, various pies are often served, particularly apple pie, mincemeat pie, sweet potato pie, pumpkin pie, chocolate cream pie and pecan pie.\nline 17 | In Québec, tourtière is usually served alongside as a traditional staple of Quebecois cuisine.\nline 18 | There are also regional differences as to the stuffing or dressing traditionally served with the turkey. Southerners generally make their dressing from cornbread, while those in other parts of the country make stuffing from white, wheat or rye bread as the base. One or several of the following may be added to the dressing/stuffing: oysters, apples, chestnuts, raisins, celery and/or other vegetables, sausages or the turkey's giblets. The traditional Canadian version has bread cubes, sage, onion and celery. Rice is also sometimes used instead of bread in some parts of Canada.\nline 19 | Other dishes reflect the region or cultural background of those who have come together for the meal. For example, many African Americans and Southerners serve baked macaroni and cheese and collard greens, along with chitterlings and sweet potato pie, while some Italian-Americans often have lasagne on the table and Ashkenazi Jews may serve noodle kugel, a sweet dessert pudding. Other Jewish families may consume foods commonly associated with Hanukkah, such as latkes or a sufganiyah; the two holidays are usually in close proximity and on extremely rare occasions overlap. It is not unheard of for Mexican Americans to serve their turkey with mole and roasted corn. In Puerto Rico, the Thanksgiving meal is completed with arroz con gandules (rice with pigeon peas) or arroz con maiz (rice with corn), pasteles (root tamales) stuffed with turkey, pumpkin-coconut crème caramel, corn bread with longaniza, potato salad, roasted white sweet potatoes and Spanish sparkling hard cider. Turkey in Puerto Rico is stuffed with mofongo. Cuban-Americans traditionally serve the turkey alongside a small roasted pork and include white rice and black beans or kidney beans. Vegetarians or vegans have been known to serve alternative entree centerpieces such as a large vegetable pie or a stuffed and baked pumpkin or tofu substitutes. Many Midwesterners (such as Minnesotans) of Norwegian or Scandinavian descent set the table with lefse.\nline 20 | The beverages at Thanksgiving can vary as much as the side dishes, often depending on who is present at the table and their tastes. Spirits or cocktails sometimes may be served before the main meal. On the dinner table, unfermented apple cider (still or sparkling) and/or wine are often served. Beaujolais nouveau is sometimes served, as \"Beaujolais day\" falls before American Thanksgiving.\n</context>\n\n<phrases>\n- \"Coming at this from another angle\"\n- \"It was staring me in the face\"\n- \"I'm seeing a connection between\"\n- \"Something doesn't add up\"\n- \"Is this the right call?\"\n- \"Let me see\"\n- \"Let me work through this\"\n- \"Let’s weigh the options\"\n- \"There's something off here\"\n- \"Ummm, actually\"\n- \"Let me untangle this\"\n- \"What keeps nagging at me is\"\n- \"Is this the hill I want to die on?\"\n- \"The thing is\"\n- \"Okay, let's break this down\"\n- \"Something's not clicking\"\n- \"I was looking at this all wrong!\"\n- \"So what I’m trying to say is\"\n- \"That reminds me\"\n- \"I need to fill in the gaps\"\n- \"Let's break this down into parts\"\n- \"If I take this apart step by step\"\n- \"I’m trying to connect the dots here\"\n- \"There’s a pattern here\"\n- \"This connects to something else\"\n- \"Well, let me see\"\n- \"That actually makes a lot of sense\"\n- \"Would I regret this later?\"\n- \"Hang on a second\"\n- \"This is rough, but\"\n- \"Let me sum this up so far\"\n- \"How do I put this\"\n- \"Uh...\"\n- \"What's the best way to explain this?\"\n- \"In the end\"\n- \"We've completely overlooked [blank]\"\n- \"It finally adds up!\"\n- \"Let me see if\"\n- \"Still forming this thought\"\n- \"Let me talk this through\"\n- \"Let's think step by step\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"There's probably more to it\"\n- \"Okay, I think I’ve got it now!\"\n- \"This isn't quite right, but\"\n- \"Wait a minute\"\n- \"Wait a minute... Oh!\"\n- \"Now it makes sense!\"\n- \"What I'm getting at is\"\n- \"Hmm\"\n- \"There’s a better way to phrase this\"\n- \"Wait, but if that’s true\"\n- \"It's almost like\"\n- \"That makes sense because\"\n- \"Basically\"\n- \"First things first\"\n- \"Maybe\"\n- \"Now, if I think about it differently\"\n- \"Okay, pros and cons\"\n- \"I'm trying to reconcile\"\n- \"No, actually\"\n- \"I think I can rule that out\"\n- \"On one hand... but on the other\"\n- \"Ah...\"\n- \"Just thinking out loud but\"\n- \"This is tricky, but\"\n- \"Finally, it clicks!\"\n- \"Wait, I think I’ve got it!\"\n- \"I'm trying to untangle this\"\n- \"Let me break this down\"\n- \"Building on that\"\n- \"In other words\"\n- \"The tricky part is\"\n- \"I feel like I’m close\"\n- \"This might sound weird, but\"\n- \"In a way\"\n- \"This makes me think of\"\n- \" is key here\"\n- \"What’s the next step?\"\n- \"Let me connect the dots\"\n- \"I'm starting to see a pattern\"\n- \"Actually, no\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let's see\"\n- \"How can I approach this?\"\n- \"That would mean\"\n- \"Wait, no\"\n</phrases>\n</input>", "role": "user" } ]