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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 | After four weeks of the field school, the unit in which I am working, Unit A, measures roughly 60 centimeters, or about two feet, in depth. Needless to say, it is becoming rather difficult to climb in and out of the unit. Even though Josh and I removed a significant amount of soil from the unit this week, we did not find too many artifacts. Nonetheless, there has been a couple of interesting developments.\nline 02 | First, the hole we dug in our attempt to investigate the area formally known as Feature 1 is finally level with our unit floor.\nline 03 | Not having a giant hole in the middle of the unit makes it ten times easier for both of us to stand in the unit while shovel skimming.\nline 04 | But now that we are a little deeper beneath the Earth’s surface, we are noticing some interesting changes to the Feature 1 area –specifically, the outline of this cultural deposit is changing shape.\nline 05 | It is no longer the rectangle we were initially dealing with, rather, it is now becoming more of a semi-circle.\nline 06 | The deposit is also migrating westward — meaning that the original location of the former feature no longer contains traces of the burned coal and other cultural matter.\nline 07 | The northeastern corner of Unit D is now exhibiting a collection of this mysterious black matter, suggesting that the deposit continues to extend beyond our western wall.\nline 08 | However, Unit D is not as deep as our unit, so we cannot conclusively say that the deposit in Unit A runs into Unit D since we cannot compare the patterns at an equal level at this time.\nline 09 | The most interesting development of the week occurred immediately after Josh and I eliminated the awkward hole in our unit floor. While shovel skimming the very next level, Level 6, we kept hitting one rock after another in the eastern half of the unit. It got to the point where we could no longer use a shovel to remove the standard 10 centimeters of soil from the floor, but had to use the trowel instead. After a few hours of scraping around rock after rock, we had finally leveled out the unit floor as best as we could. In total, we counted 21 sizeable rocks on the surface and another 15 or so just beginning to peak out of the ground. Because of the large number of rocks present, we were told to remove another 10 centimeters from this level, making Level 6 a 20-centimeter-deep level. The field school did not meet on Friday, June 23, so by the end of the day Thursday, we were only about 1/4 of the way done removing the extra 10 cm of soil. However, I was able to remove about 10 rocks from the unit. We still have a long way to go, though, since we are using our trowels instead of shovels to remove the soil.\nline 10 | While excavating around the rocks, Josh and I began to speculate about what the rocks could represent.\nline 11 | In his previous blog post, Josh stated he believes the rocks were used to control water flow around the building.\nline 12 | Our professor suggested the rocks could have been knocked loose from the foundation when the building was moved in the early 1920s.\nline 13 | However, since most of the rocks I was able to remove were either round or irregular-shaped pieces of granite, and the fact we are excavating in an area that is believed to be outside the building, I think it is possible the rocks may have been used for some decorative purpose, such as lining a flower bed or walkway.\nline 14 | However, if the rocks were once arranged in a systematic manner, I am not sure how the rocks came to be placed in this jumbled mess.\nline 15 | Perhaps they were haphazardly discarded here after the 1903 fire or once the building was relocated.\nline 16 | In any case, we may never know what our collection of rocks was used for. But then again, further excavation during our final week may be able to provide us with a clue as to the purpose of these rocks.\n</context>\n\n<phrases>\n- \"What I mean is\"\n- \"I'm pondering\"\n- \"Take this with a grain of salt\"\n- \"So, the bottom line is\"\n- \"Wait, I think I just cracked it!\"\n- \"I could be wrong, but\"\n- \"Let me play devil's advocate\"\n- \"So what I’m trying to say is\"\n- \"Alternatively\"\n- \"But then again\"\n- \"Still forming this thought\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"So far, it looks like\"\n- \"Okay, I think I’ve got it now!\"\n- \"This makes me reflect on\"\n- \"Wait, but if that’s true\"\n- \"What if I flip it around?\"\n- \"There's a missing link here\"\n- \"The thing is\"\n- \"That’s an interesting angle, but\"\n- \"I’m not convinced, but it might work\"\n- \"I'm curious about\"\n- \"Oh, that clears everything up!\"\n- \"Backing up for a second\"\n- \"In other words\"\n- \"I should have known that!\"\n- \"I'm mulling over\"\n- \"Let me approach this from another angle\"\n- \"I'm struck by\"\n- \"The crucial thing seems to be\"\n- \"So what does this mean in the bigger picture?\"\n- \"Not sure if this fits, but\"\n- \"That’s what I was trying to say!\"\n- \"Alright, where was I?\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"On one hand... but on the other\"\n- \"What keeps nagging at me is\"\n- \"There's got to be something about\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let me run through it again\"\n- \"Wait, does this contradict itself?\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"More or less\"\n- \"I need to step back and rethink this\"\n- \"Now it all comes together!\"\n- \" is striking \"\n- \"This brings to mind\"\n- \"Something doesn't add up\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"What’s the next step?\"\n- \"On the other hand\"\n- \"What's the best way to explain this?\"\n- \"Actually, no\"\n- \"Something's not quite right\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let's think step by step\"\n- \"Could be wrong here\"\n- \"Wait, no\"\n- \"There's probably more to it\"\n- \"What if we\"\n- \"So that’s why it wasn’t working!\"\n- \"Now, if I think about it differently\"\n- \"What’s the best way to explain this?\"\n- \"So the main idea is\"\n- \"Let me work through this\"\n- \"I knew I was forgetting something!\"\n- \"I need to reframe this\"\n- \"This is starting to take shape\"\n- \"It's fuzzy, but\"\n- \"Let me untangle this\"\n- \"How can I approach this?\"\n- \"Let me chew on this\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"I'm wondering if\"\n- \"Let me put this another way\"\n- \"What I’m getting at is\"\n- \"I keep coming back to\"\n- \"Does that sound right to you?\"\n- \"If I had to choose right now\"\n- \"Of course! That’s the answer!\"\n- \"Now it makes sense!\"\n- \"Ummm, actually\"\n- \"Let me back up a second\"\n- \"When I sit with this idea\"\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 unit is a fantastic example as to why I have created my Storybook Artist Curriculum\nline 02 | . We just finished our 2 weeks studying about the storybook artist Quentin Blake. I had a passion when creating this curriculum back in January of this year but there are times that you just do not know how something is going to play out when used in the real world. These last 2 units just make me even more passionate about this curriculum!\nline 03 | Beck and Elizabeth both studied the artwork throughout the storybook Fantastic Mr. Fox. Beck loved the life like cartoon feel of the characters that Quentin Blake drew to bring to life Ronald Dahl’s story. I selected a random page in the storybook and asked the children if they were to name that piece of art what would they title it?\nline 04 | Beck’s suggestion was “The Big Feast”. Elizabeth’s suggestion was “Dinner Feast”.\nline 05 | This unit added a new word to our art terms pocket chart, “composition”.\nline 06 | The kids and I then discussed how composition is the arrangement of visual elements in a picture.\nline 07 | I gave them several examples of this term in the unit’s storybook, Fantastic Mr. Fox.\nline 08 | As part of the lessons Beck completed his Illustrator Report on Quentin Blake by using this worksheet included in my curriculum:\nline 09 | This unit then had children compare the Mr. Blake’s artwork in Fantastic Mr. Fox to the artwork found in another book.\nline 10 | I chose Charlotte’s Web (I selected this book for comparison since it is another a storybook that we are also currently reading right now).\nline 11 | Here are just some of the comparison’s of the artwork in these two storybooks:\nline 12 | Black and white illustrations\nline 13 | Both books have animals\nline 14 | The artwork was sketched in pencil rather than pen or paints\nline 15 | Farm animals vs. woodland animals\nline 16 | Fantasy/comic book/silly vs. realistic/factual\nline 17 | To end our unit study on Quentin Blake I had the children select their favorite frame of artwork in the Fantastic Mr. Fox storybook. Beck loved sketching since he is not a big fan of using paints or doing art in general. Elizabeth on the other hand had to hold herself back to learn this new art technique since it is in her nature to use the brightest color paints and bedazzle everything in sight. Here is an example of Elizabeth’s finished artwork:\nline 18 | This unit just would not be complete without watching the movie Fantastic Mr. Fox as a family on family movie night!\nline 19 | I also have to remember to not forget to save all of their artwork throughout the Storybook Artists Curriculum so that I can laminate and bind it all into a keepsake book for them of their Storybook Artist art work!\nline 20 | Would you like to download this printable or have access to all of my printables? Please click HERE to find out how you can join my Member’s Only website!\nline 21 | This is just a pinch of our magical art journey in this unit!\nline 22 | If you are following along on our storybook journey through the art world please feel free to link up your blog posts below for the Quentin Blake unit!\n</context>\n\n<phrases>\n- \"It was staring me in the face\"\n- \"What’s the best way to explain this?\"\n- \"I'm intrigued by\"\n- \"Let's break this down into parts\"\n- \"On the other hand\"\n- \"Something in my gut says no\"\n- \"I have a theory about this\"\n- \"I should have known that!\"\n- \"Actually, no\"\n- \"On one hand... but on the other\"\n- \"Let's think step by step\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"Let me throw this out there\"\n- \"When I sit with this idea\"\n- \"What if the reason is\"\n- \"I keep circling back to\"\n- \"Let me just think this through\"\n- \"Picture this\"\n- \"Could be wrong here\"\n- \"Let me propose something\"\n- \"I'm mulling over\"\n- \"Okay, pros and cons\"\n- \"What’s the next step?\"\n- \"Now it makes sense!\"\n- \"Oh! I get it now!\"\n- \"How can I approach this?\"\n- \"But then again\"\n- \"Alright, where was I?\"\n- \"This might sound weird, but\"\n- \"I'm pondering\"\n- \"The more I think about it\"\n- \"I'm curious about\"\n- \"Alternatively\"\n- \"Here's a possible explanation\"\n- \"Wait, I think I’ve got it!\"\n- \"What keeps nagging at me is\"\n- \"I knew I was forgetting something!\"\n- \"I wonder if\"\n- \"What if I flip it around?\"\n- \"I'm wondering if\"\n- \"If I take this apart step by step\"\n- \"This makes me reflect on\"\n- \"What if we\"\n- \"Let’s weigh the options\"\n- \"Let me break this down\"\n- \"Let me back up a second\"\n- \"I was making this more complicated than it needed to be\"\n- \"This is starting to take shape\"\n- \"Ummm, actually\"\n- \"That’s an interesting angle, but\"\n- \"Let me work through this\"\n- \"Okay, I think I’ve got it now!\"\n- \"I need to step back and rethink this\"\n- \"This is pretty rough\"\n- \"What's the best way to explain this?\"\n- \"Let me run through it again\"\n- \"No, actually\"\n- \"There's probably more to it\"\n- \"That would mean\"\n- \"Okay, walking through it again\"\n- \"Is this the right call?\"\n- \"I keep coming back to\"\n- \"This feels half-right, but\"\n- \"Perhaps\"\n- \"Something doesn't add up\"\n- \"This brings to mind\"\n- \"Where did I put that...?\"\n- \"The pros and cons are\"\n- \"First things first\"\n- \"What if I just flip this around?\"\n- \"Let me play devil's advocate\"\n- \"I'm trying to untangle this\"\n- \"It feels like the right move, but\"\n- \"If I follow this through\"\n- \"Let's test this idea\"\n- \"Let me talk this through\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"That’s the piece of the puzzle!\"\n- \"Oh, that clears everything up!\"\n- \"That’s what I was trying to say!\"\n- \"Okay, let's break this down\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | |Shane S. Jenkins\nline 02 | The traditional architectural method involved hand drawing lines, arcs and circles to convey to the client the Architects/Designers interpretation of the their vision. A wall drawn with two lines 3-1/2” to 4” apart had no meaning and much was left to interpretation by many individuals. The advent of the computer and CADD (Computer Aided Drafting & Design) allowed Architects/Designers to efficiently produce drawings yet lines, arcs and circles still had no meaning. CADD made the drafting part of the process more manageable but the scheduling, estimating and purchasing did not change because information could not be easily shared between disciplines. This need has pushed the process to advance again. The demand for the use of BIM (Building Information Modeling) is being led by the customer/client because they feel the traditional method of practice is inefficient.\nline 03 | BIM (Building Information Modeling) is the process of generating and managing building data during its life cycle and goes far beyond just switching to new software. The process produces the BIM (Building Information Modeling), which encompasses building geometry, spatial relationships, geographic information and quantities/properties of building components. BIM requires a paradigm shift, a change to the definition of traditional architectural phases and more data sharing than most architects and engineers are used to. A BIM model is a living design. In the BIM model these lines, arcs and circles all contain design information that can be used and modified over the lifetime of the building, from initial concept design through construction and ultimately facility operations and maintenance. In the case of an entire building, the BIM model stores material make-up, pricing information, manufacturer and more. This stored information in each model is for every single element of the project, all of which can be extracted to generate plans, elevations, sections, schedules, material quantities and cost estimates. For the Architect/Designer, BIM is a design tool. It allows them to show a prospective client exactly what the building will look like rather than having to explain to them their vision. This improves communication and project expectations between the Architect/Designer and client. The bottom line is that BIM is here to stay and estimates put it as the primary design tool and process in as little as eight to ten more years.\nline 04 | The value of architectural services rests in the knowledge and experience to assemble information and execute projects. BIM allows the Architect/Designer to change the business model, spending more time on design and reduced time on construction documents. With more time to design, Architects/Designers will be able to produce more efficient and innovative designs. Companies that focus on maximizing the integration of this knowledge rather than staying trapped in processes that have not changed for hundreds of years will become the leaders of the BIM revolution and BIM/ Design Resources, Inc. is poised to be one of these leaders. Change in technology has allowed AEC (Architectural, Engineering & Construction) companies to have more information from a BIM model than a traditional set of architectural plans could provide.\n</context>\n\n<phrases>\n- \"I'm pondering\"\n- \"Let me connect the dots\"\n- \"Ummm, actually\"\n- \"Let’s weigh the options\"\n- \"What I'm grappling with is\"\n- \"Hang on a second\"\n- \"It's almost like\"\n- \"That’s an interesting angle, but\"\n- \"We've completely overlooked [blank]\"\n- \"If I take this apart step by step\"\n- \"There's got to be something about\"\n- \"Let me untangle this\"\n- \"This might sound weird, but\"\n- \"There's probably more to it\"\n- \"Let me approach this from another angle\"\n- \"I'm trying to untangle this\"\n- \"Where did I put that...?\"\n- \"Is this the right call?\"\n- \"Oh! That reminds me\"\n- \"No, actually\"\n- \"Hmm\"\n- \"I was looking at this all wrong!\"\n- \"I’m trying to connect the dots here\"\n- \"What if I flip it around?\"\n- \"Picture this\"\n- \"Wait, but if that’s true\"\n- \"Hold on a second\"\n- \"On one hand... but on the other\"\n- \"Let's break this down into parts\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let me see\"\n- \"Coming at this from another angle\"\n- \"Anyway\"\n- \"Okay, so\"\n- \"I need to make sure this checks out\"\n- \"I wonder if\"\n- \"Now I'm stuck on\"\n- \"I'm wondering if\"\n- \"Ah...\"\n- \"Just thinking out loud but\"\n- \"I'm starting to see a pattern\"\n- \"I'm seeing a connection between\"\n- \"What if we\"\n- \"Something’s not clicking\"\n- \"What am I overlooking?\"\n- \"[blank] is still a black box to me\"\n- \"Something doesn't add up\"\n- \"That reminds me\"\n- \"On the other hand\"\n- \"It feels like the right move, but\"\n- \"I'm curious about\"\n- \"Well\"\n- \"I could do this, or maybe that\"\n- \"That makes sense because\"\n- \"Let me work through this\"\n- \"What keeps nagging at me is\"\n- \"What's the best way to explain this?\"\n- \"This makes me think of\"\n- \"Brainstorming here, but\"\n- \"Alternatively\"\n- \"Let me chew on this\"\n- \"The pros and cons are\"\n- \"I'm struck by\"\n- \"Am I missing something?\"\n- \"Actually, no\"\n- \"Let me break this down\"\n- \"Let's think step by step\"\n- \"Okay, pros and cons\"\n- \"This connects to\"\n- \"I think I’ve lost my train of thought\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me play devil's advocate\"\n- \"I'm mulling over\"\n- \"Now, wait just a second\"\n- \"That doesn’t sound right\"\n- \"First things first\"\n- \"I’m not sure if that’s the right approach\"\n- \"Wait, no\"\n- \"Now we're cooking\"\n- \"Not quite there yet\"\n- \"When I sit with this idea\"\n- \"I'm intrigued by\"\n- \"But then again\"\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 | Summer of Research project by Kate Kilpatrick, University of Auckland, supervised by Dr Patrick Gladding.\nline 02 | Huge advances have been made in cardiovascular medicine in recent decades, but the application of some of these advances in real world practice has been minimal.\nline 03 | Kate Kilpatrick and her supervisor noted that antiplatelet therapy in acute coronary syndrome (ACS) was an area where advances in targeting therapies hadn’t yet been studied in New Zealand.\nline 04 | In her summer of research project, Kate aimed to discover the benefits of personalised medicine (e.g.\nline 05 | using data from non-traditional sources such as genome mapping) in ACS in comparison to current practice.\nline 06 | The basis for Kate’s work is that:\nline 07 | - There are three main antiplatelet drugs: clopidogrel, prasugrel and ticagrelor.\nline 08 | - Studies have already shown that ticagrelor has better results in patients who don’t respond to clopidogrel due to genetic variants in the CYP2C19 gene .\nline 09 | - Studies have also shown that clopidogrel is associated with adverse effects in patients that also have the CYP2C19*2 variant [2,3].\nline 10 | - The CYP2C19*2 genetic variant occurs in 13% of Caucasians, 18% of African Americans and 29% of East Asians.\nline 11 | - CYP2C19*2 also occurs in 24% of Māori, in comparison to 15% of NZ Europeans .\nline 12 | - The rarer CYP2C19*3 variant makes clopidogrel even less effective, and occurs in 1.8% of Pacific peoples and Māori [4,5].\nline 13 | A conclusion from these facts is that patients who carry the CYP2C19*2 genetic variant (genotype) should avoid clopidogrel.\nline 14 | Kate’s research goal was to measure the health outcomes of patients genotyped for CYP2C19, and thereby who received personalised healthcare, in contrast to those who received generic treatment.\nline 15 | The research is still ongoing but the majority of data has been collected, including patient information, genotyping status, outcomes, and inpatient medication data.\nline 16 | Once complete, the results of this project will aid in the development of an algorithm with the intention of helping clinicians with their decision making process around management of ACS. Kate hopes to incorporate this algorithm into e-prescribing platforms that clinicians use to prescribe medication to patients. Being able to predict what types of medicine will be most effective in treating certain health issues will improve the outcome for all patients, reduce the number of visits, and improve the efficiency of the system overall.\nline 17 | This particular project has the potential to benefit Māori and Pacific people especially, due to their higher chances of having the genotypes mentioned earlier.\nline 18 | Kate’s research will support existing studies showing that patient-specific, precise treatment is more effective than generic diagnosis.\nline 19 | Research like this can also result in cost savings for the healthcare industry.\nline 20 | Clinicians will become more precise and therefore less likely to make mistakes that can lead to adverse outcomes for patients or resources being wasted.\nline 21 | Precision medicine is for everyone’s benefit.\nline 22 | Kate Kilpatrick is among a group of students who took part in the summer of research programme funded by Precision Driven Health. This month we are featuring a blog series examining these projects. While at an elementary stage and considered to be a ‘proof of concept’, these projects offer fresh insights into what the world of healthcare will look like when precision medicine is fully implemented.\nline 23 | 1. Wallentin, L., et al., Effect of CYP2C19 and ABCB1 single nucleotide polymorphisms on outcomes of treatment with ticagrelor versus clopidogrel for acute coronary syndromes: a genetic substudy of the PLATO trial. The Lancet. 376(9749): p. 1320-1328.\nline 24 | 2. Mega, J., et al. Cytochrome P450 Genetic Variants Predict Cardiovascular Outcomes following Treatment with Clopidogrel but not with Prasugrel. in American Heart Association. 2008. New Orleans.\nline 25 | 3. Mega, J.L., et al., Cytochrome P450 genetic polymorphisms and the response to prasugrel: relationship to pharmacokinetic, pharmacodynamic, and clinical outcomes. Circulation, 2009. 119(19): p. 2553-60.\nline 26 | 4. Lea, R.A., et al., Allele frequency differences of cytochrome P450 polymorphisms in a sample of New Zealand Maori. N Z Med J, 2008. 121(1272): p. 33-7.\nline 27 | 5. Hsu, H., et al., A high incidence of polymorphic CYP2C19 variants in archival blood samples from Papua New Guinea, in Human Genomics (In Press). 2008.\n</context>\n\n<phrases>\n- \"When I sit with this idea\"\n- \"So far, it looks like\"\n- \"Let me chew on this\"\n- \"Ah...\"\n- \"Okay, let's break this down\"\n- \"The pros and cons are\"\n- \"First things first\"\n- \"Consider this possibility\"\n- \"I'm struck by\"\n- \"I'm wondering if\"\n- \"Let me break this down\"\n- \"Let me propose something\"\n- \"Basically\"\n- \"Let me sum this up so far\"\n- \"Now, if I think about it differently\"\n- \"What I’m getting at is\"\n- \"Let me back up a second\"\n- \"I'm curious about\"\n- \"Alternatively\"\n- \"Let's break this down into parts\"\n- \"Actually, no\"\n- \"Anyway\"\n- \"It's fascinating how\"\n- \"Let me run through it again\"\n- \"This connects to\"\n- \"What’s the best way to explain this?\"\n- \"Okay, walking through it again\"\n- \"What if I flip it around?\"\n- \"Hmm, let’s rewind a bit\"\n- \"I'm intrigued by\"\n- \"Well\"\n- \"I'm starting to see a pattern\"\n- \"This brings to mind\"\n- \"I'm pondering\"\n- \"On one hand... but on the other\"\n- \"But then again\"\n- \"What keeps nagging at me is\"\n- \"Bear with me while I\"\n- \"This might sound weird, but\"\n- \"I need to step back and rethink this\"\n- \"In other words\"\n- \"What if I tried...?\"\n- \"Follow me here\"\n- \"Let me untangle this\"\n- \"Hold on a second\"\n- \"Something doesn't add up\"\n- \"This is starting to take shape\"\n- \"Backing up for a second\"\n- \"So the main idea is\"\n- \"Wait a minute\"\n- \"If I take this apart step by step\"\n- \"I'm seeing a connection between\"\n- \"Let me work through this\"\n- \"I was just about to say\"\n- \"That makes sense because\"\n- \"Ummm, actually\"\n- \"If I follow this through\"\n- \"That’s an interesting angle, but\"\n- \"I’m trying to connect the dots here\"\n- \"I keep circling back to\"\n- \"Let me play devil's advocate\"\n- \"Wait, no\"\n- \"Let me see if\"\n- \"That reminds me\"\n- \"What if I just flip this around?\"\n- \"This makes me reflect on\"\n- \"This connects to something else\"\n- \"Let me connect the dots\"\n- \"Let's test this idea\"\n- \"You know\"\n- \"Let’s weigh the options\"\n- \"Oh! That reminds me\"\n- \"Let's think step by step\"\n- \"I'm trying to untangle this\"\n- \"There’s a pattern here\"\n- \"On the other hand\"\n- \"Well, let me see\"\n- \"Let me put this another way\"\n- \"I have a theory about this\"\n- \"No, actually\"\n- \"Let's see\"\n- \"So what I’m trying to say is\"\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 | What to Compost\nline 02 | Now we're on to the thrilling subject of compost materials.\nline 03 | Before you know what to compost, let's first get excited about How to Make Compost if you haven't already.\nline 04 | Compost has been made forever and a day.\nline 05 | Apart from the obvious things like mobile phones, gold bars, harpoons and inorganic suchlikes, there are now many chemicals that won't pass compost muster.\nline 06 | So, you ask, \"What can I compost safely?\" Here we go...\nline 07 | Your handy guide about what to compost safely and what not to compost.\nline 08 | Don't put in too much of any one thing at a time, balance out nitrogen-based 'green' materials with similar carbon-rich 'brown' stuff. Cover the top with more 'brown' materials if your compost starts to smell, attract flies or gets too wet.\nline 09 | A bucket of kitchen slops followed by the day's torn and crumpled newspaper, topped with some dried leaves or mulch, then an armful of fresh hedge clippings, iced with a spade or two of soil and a sprinkling of pine needles... you get the idea.\nline 10 | The following compost materials are fine when used in any sort of compost — hot, cold or with worms.\nline 11 | They will all eventually rot in their own good time:\nline 12 | Green Compost Materials\nline 13 | - Eggshells and eggs raw or cooked\nline 14 | - Fruit and vegetable scraps from kitchen, raw or cooked, including citrus, spuds, rice, pasta etc\nline 15 | - Green grass, clippings, flowers, veggies and other plant remains — not grown from areas where pesticides, fungicides and weed killers applied\nline 16 | - Tea bags and leaves\nline 17 | - Weeds — but not weeds with dry seeds\nline 18 | - Urine —it's sterile and recognised for its outstanding fertiliser qualities. Urine boosts the nitrogen content of compost as it is very high in natural urea. Also adds phosphorus and potassium. All in all it speeds up the composting process and provides a high quality fertiliser.\nline 19 | - Fresh manure (not horses — see HOT compost below) from herbivores. Best to use from organically raised animal to avoid herbicides used on pasture, plus animal drenches, antibiotics, fly and worm control chemicals\nline 20 | Brown Compost Materials\nline 21 | - Ash — as long as it's not from burnt treated wood, plastics or other synthetic or chemical materials\nline 22 | - Coir door mats, leather or canvas shoes, natural carpet — with no fire retardants or waterproofing\nline 23 | - Coffee grounds — filters too, but not teaspoons please\nline 24 | - Cork and leather\nline 25 | - Dried grass, plant clippings and small twigs\nline 26 | - Dry leaves, pine needles and cones\nline 27 | - Hair — pets and us\nline 28 | - Hay, straw, corn husks, pea straw, dried lucerne\nline 29 | - Nut shells — peanuts, walnuts etc\nline 30 | - Old cotton, wool or silk clothes — in strips if possible\nline 31 | - Paper, mail, tissues, magazines, cartons and cardboard — shred or rip it up as much as possible (colour and gloss will take longer to decompose, but are fine as inks are plant based now)\nline 32 | - Washer and dryer lint, vacuum cleaner contents (skip the lego or drawing pins)\nline 33 | - Wood chips and sawdust — from untreated wood.\nline 34 | Of course most of a piano, old sofas, cupboards and beds, if bulldozed into a pile along with organic farm and crop residues will eventually rot. Calm down... that's big talking stuff best left to farmers.\nline 35 | For us 'umble, salt-of-the-earth gard'ners, with our backyard composting, remember the smaller the bits of material, the faster they compost. Some people blend up their veggie scraps — don't try this on the old doormat.\nline 36 | Here's what to compost if your compost gets HOT.\nline 37 | Your compost materials get quickly discovered by insects, slugs and worms, but first with the right conditions the metabolic heat of \"thermophiles\" (microscopic organisms that love heat) will get to work.\nline 38 | Depending on the composting system you use to make sure all materials get hot enough; such as tumbling or turning to mix it up and let in air; then as long as the temperature stays around 55°C (130°F) for a good 3 days or more, you can safely compost:\nline 39 | - Bones — raw and cooked\nline 40 | - Compostable picnic ware, plates, cups and utensils — they will break down very slowly if they are not hot composted\nline 41 | - Diseased plants\nline 42 | - Grease, fats and oils — not truckloads, small amounts at a time\nline 43 | - Horse manure — because horses eat hay or have straw bedding they often have undigested seeds in their manure, as they don't digest the seeds well like others animals, such as cows or sheep.\nline 44 | Hot composting will do the trick\nline 45 | - Meat and fish — raw and cooked\nline 46 | - Milk, cheese and any dairy products\nline 47 | - Weed seeds, bulbs and perennial root clumps.\nline 48 | Don't add any of the above food unless you use an animal proof composter or you will attract furry opportunists.\nline 49 | Using a compost thermometer is a great way to monitor and manage your compost pile.\nline 50 | Maybe or definitely unsafe compost materials\nline 51 | - Chemicals such as synthetic pesticides, fungicides, herbicides, medicines and cleaning chemicals: NO. Most will kill off beneficial microorganisms, worms and beetles in your compost.\nline 52 | They can harm your plants and health later, or leach into ground water.\nline 53 | Over time some of these will break down or dissipate into air and soil, but don't risk it, check everything first.\nline 54 | - Diesel, petrol or gasoline, and used machinery oil: NO.\nline 55 | Can be toxic to humans and plants.\nline 56 | - Kitty litter: Used kitty litter is biodegradable, but read \"Solid Wastes\" below.\nline 57 | - Plants: Of course you can compost plants, silly me — knock me down with a rotten durian, BUT beware of...\nline 58 | Black walnut tree — all parts from leaves to roots, as they produce a substance called juglone which is toxic to some plants, animals and us.\nline 59 | Juglone in the leaves will break down by 4 weeks when composted as it is exposed to moisture, air and bacteria, or you can compost the leaves separately to be safe.\nline 60 | Black walnut bark is the only other part of this tree that can be safely composted, but it needs a good half year or more. Tomatoes are a sensitive juglone plant, so you can always test the compost with a few tomato seedlings.\nline 61 | - Tough or oily leaves — palm tree leaves, banana skins and leaves, oak, holly, magnolia and many evergreen tree leaves such as eucalyptus. (shred finely or they'll take longer than your tax refund for anything to happen).\nline 62 | - Plastics, metal, foil, glue, treated wood and glued wood like particle board and chipboard: NO. Haven't a hope to compost. Any inorganic materials and chemicals like these should be put in the recycling bin.\nline 63 | - Sauces and spreads: Maybe. Some such as salad dressings, mayonnaise and nut butters will take ages to degrade so only use small bits from plates or food.\nline 64 | - Solid wastes from pets like non-vegetarian dogs, cats and birds. Also human waste: There are some strong warnings about transmitting pathogens from these manures to humans, such as E.coli, cholera and toxoplasmosis from cats, so you choose if you want to compost these wastes or not.\nline 65 | They have been used for a long time and are valuable organic compostable material, but if you do compost non-vegetarian waste, remember, as with all gardening, wear gloves when appropriate and wash your hands well when you come inside and particularly before handling food.\nline 66 | Here are some ways to compost dog and cat droppings and similar:\nline 67 | - Dig a hole and bury it all, then plant ornamentals or a tree over the top. In several years it would be safe to use for growing edibles.\nline 68 | - Compost it in a hot compost — most people believe that any pathogens would be killed, but if in doubt, only use the compost on ornamental plants to begin with.\nline 69 | - Toss it in any old compost without worrying whether it's hot or cold, but leave it for at least 2 years for any pathogens to disappear.\nline 70 | - Dry it in an unused sunny spot of your garden, then crumble (could use a concrete mixer, weed trimmer or smash with spade), then sprinkle on garden or in compost.\nline 71 | - Pile it up in an out-of-the-way part of garden.\nline 72 | Cover each delivery with some grass, leaves, soil, straw or whatever you have and let it sit.\nline 73 | It will quickly turn into rich compost, and you can start a new pile after a while.\nline 74 | Don't use the first pile on veggie garden for at least two years.\nline 75 | - Feed it to a worm farm, but if the animal has been recently flea treated or wormed, that will hurt the good worms.\nline 76 | Now you've got all the facts on compost materials and what and how to compost safely, with a bit of luck, your compost is ready... black gold and you've saved yourself money — bags of money — you're up with the rich!\nline 77 | You made it yourself — so satisfying, instead of paying say, $10 a bag to buy organic compost. Yes I know it took you months to make... about the same as a lawyer earns in ooohhh about 10 seconds, but it was thrilling wasn't it!\nline 78 | Make sure you read this steaming pile of facts on How to Make Compost.\nline 79 | What are the best Composters\nline 80 | The worms are squirming to show you Worms and Worm Farms (Vermiculture)\nline 81 | Back to HOME page: No Dig Vegetable Garden\n</context>\n\n<phrases>\n- \"So what I’m trying to say is\"\n- \"What’s the best way to explain this?\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"On one hand... but on the other\"\n- \"I'm intrigued by\"\n- \"That’s an interesting angle, but\"\n- \"Now we're cooking\"\n- \"So what I'm trying to say is\"\n- \"There’s a better way to phrase this\"\n- \"Let's see\"\n- \"Roughly speaking\"\n- \"Let me work through this\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"It's fascinating how\"\n- \"It suggests that\"\n- \"Oh, I see what’s happening here!\"\n- \"So, the bottom line is\"\n- \"You know\"\n- \"I keep coming back to\"\n- \"If I follow this through\"\n- \"I guess there’s no perfect solution\"\n- \"Might be\"\n- \"What I'm getting at is\"\n- \"I need to make sure this checks out\"\n- \"Let me chew on this\"\n- \"Is this the hill I want to die on?\"\n- \"I'm pondering\"\n- \"Actually, no\"\n- \"Bear with me while I\"\n- \"Wait, no\"\n- \"Oh! I get it now!\"\n- \"Okay, so if I do this\"\n- \"I need to reframe this\"\n- \"Let's think step by step\"\n- \"I'm mulling over\"\n- \"One way to look at it is\"\n- \"It was staring me in the face\"\n- \"Going back to what I said about\"\n- \"Okay, I think I’ve got it now!\"\n- \"So that’s why it wasn’t working!\"\n- \"In essence\"\n- \"What if I just flip this around?\"\n- \"I was just about to say\"\n- \"Let me sum this up so far\"\n- \"Well\"\n- \"What if I flip it around?\"\n- \"This makes me reflect on\"\n- \"Here's what I'm thinking\"\n- \"This just clicked into place!\"\n- \"Let me untangle this\"\n- \"I'm curious about\"\n- \"I'm wondering if\"\n- \"Let me propose something\"\n- \"This is starting to take shape\"\n- \"Okay, so\"\n- \"I'm struck by\"\n- \"Hmm, let’s rewind a bit\"\n- \"No, actually\"\n- \"Suppose we assume that\"\n- \"Alternatively\"\n- \"The crucial thing seems to be\"\n- \"It's fuzzy, but\"\n- \"Let me play devil's advocate\"\n- \"Let me see\"\n- \"Let me see if\"\n- \"Let's test this idea\"\n- \"On the other hand\"\n- \"But then again\"\n- \"Does that sound right to you?\"\n- \"What if the reason is\"\n- \"This brings to mind\"\n- \"I keep circling back to\"\n- \"Now, wait just a second\"\n- \"Coming at this from another angle\"\n- \"Now, if I think about it differently\"\n- \"Aha! That’s what I was missing!\"\n- \"Ohhh, now I see!\"\n- \"Something doesn't add up\"\n- \"I need to step back and rethink this\"\n- \"Wait a minute... Oh!\"\n- \"What was I about to say?\"\n- \"In other words\"\n- \"I think I can rule that out\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Create CSS Button Rollovers\nline 02 | A \"rollover\" is an effect produced when the user moves their mouse over a webpage element. The\nline 03 | most common web page element to which a rollover effect is applied is a button, although the\nline 04 | rollover effect is frequently applied to text links as well. The most common rollover effect is\nline 05 | to make the button text and/or the button itself to appear to \"light up\" when the user moves their\nline 06 | mouse pointer over it, and to make the button appear pressed when the user presses the mouse button\nline 07 | while the mouse pointer is over the button.\nline 08 | A rollover effect is usually created using Java Script. You need three separate button images,\nline 09 | one for the \"up\", \"over\", and \"down\" button states. Java Script functions assigned to the html\nline 10 | image tag onMouseover, onMouseout, onMousedown, and onMouseup events swap the images.\nline 11 | One problem with this approach is the time delay required to download the replacement image.\nline 12 | The\nline 13 | replacement images could be preloaded, but that increases the delay before the webpage displays\nline 14 | in the user's browser. Another problem is that some users have Java Script disabled in their browsers.\nline 15 | In this article, you'll learn how to create the rollover effect without using Java Script and\nline 16 | without preloading images. You'll learn how to combine the \"up\", \"over\", and \"down\" images into\nline 17 | a composite image, and how to use Cascading Style Sheets (CSS) to specify a position offset into\nline 18 | the image in order to display the proper section for each button state.\nline 19 | In CSS the three button\nline 20 | states are referred to as \"normal\", \"hover\", and \"active\".\nline 21 | Creating the Button Image\nline 22 | The first step in creating a button image is to choose the background graphic or texture for\nline 23 | the button. Trim the graphic to the desired size and make three copies of it. use an image\nline 24 | processing application to \"buttonize\" the fist two copies. If you don't have an image processing\nline 25 | application, click here to download\nline 26 | the freeware image processing application Harmwave.\nline 27 | Shown below is a trimmed background\nline 28 | graphic before and after it's buttonized.\nline 29 | Make the \"hover\" image appear to light up by using an image processing application to increase\nline 30 | the brightness of the image, as shown below.\nline 31 | To make the \"active\" button image, use an image processing application to \"flip\" or \"reflect\" the\nline 32 | image vertically and horizontally. Then \"buttonize\" the image. Then flip the image back to it's\nline 33 | original position. This reverses the sides of the button showing light and shadow. You might also\nline 34 | decrease the brightness of the image to enhance the \"pressed\" effect.\nline 35 | provides over 50 image processing effects, unfortunately it's not great for reducing the brightness\nline 36 | of an image.\nline 37 | If you don't have an image processing application for that can reduce the brightness\nline 38 | of an image, click here to download\nline 39 | Paint Shop Pro Version 4.12 Shareware.\nline 40 | If you're not experienced\nline 41 | with image processing applications, you might need to experiment to get the images for the rollover\nline 42 | After you have completed the images of the three button states, carefully paste them into one image,\nline 43 | with the normal image on top, followed by the hover and active images, as shown below.\n</context>\n\n<phrases>\n- \"Here's where it gets interesting\"\n- \"Still working it out\"\n- \"This connects to\"\n- \"No, actually\"\n- \"Let me connect the dots\"\n- \"There’s a pattern here\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"That’s an interesting angle, but\"\n- \"Building on that\"\n- \"Basically\"\n- \"Something doesn't add up\"\n- \"This is starting to take shape\"\n- \"Something's not clicking\"\n- \"There's a better way to phrase this\"\n- \"Let me work through this\"\n- \"Let me dig into that a little deeper\"\n- \"So far, it looks like\"\n- \"On one hand... but on the other\"\n- \"I need to reframe this\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Let me trace that logic back\"\n- \"So what does this mean in the bigger picture?\"\n- \"Follow me here\"\n- \"Let me untangle this\"\n- \"Maybe\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Hold that thought\"\n- \"Actually, no\"\n- \"Wait, why does that happen?\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"Let's see\"\n- \"In other words\"\n- \"Just spitballing here\"\n- \"I’m trying to connect the dots here\"\n- \"Hmm\"\n- \"Backing up for a second\"\n- \"Let me run through it again\"\n- \"This connects to something else\"\n- \"Anyway\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"What if I flip it around?\"\n- \"Hang on a second\"\n- \"What was I thinking?\"\n- \"What keeps nagging at me is\"\n- \"Well\"\n- \"Kind of\"\n- \" is interesting\"\n- \"There's something here about\"\n- \"That reminds me\"\n- \"Just thinking out loud but\"\n- \"Uh...\"\n- \"So what I'm trying to say is\"\n- \"Let me talk this through\"\n- \"On the other hand\"\n- \"So the main idea is\"\n- \"Oh! That reminds me\"\n- \"Let's think step by step\"\n- \"That makes sense because\"\n- \"Alright, where was I?\"\n- \"But then again\"\n- \"The crucial thing seems to be\"\n- \"Let me see if\"\n- \"It's almost like\"\n- \"This is slipping through my fingers\"\n- \"I’m not sure, but\"\n- \"Not sure if this fits, but\"\n- \"Wait, that doesn’t add up\"\n- \"Hold on a second\"\n- \"Now, if I think about it differently\"\n- \"Am I thinking about this all wrong?\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"The more I think about it\"\n- \"In essence\"\n- \"I think\"\n- \"Let me put this another way\"\n- \"If I follow this through\"\n- \"Let me back up a second\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Uh, where was I?\"\n- \"It's fuzzy, but\"\n- \"Now, wait just a second\"\n- \"I’m torn between two choices\"\n- \"Let me play devil's advocate\"\n- \"Alternatively\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Centre for Biotechnology, Maharshi Dayanand University (MDU), Rohtak, India\nline 02 | Received Date: June 28, 2017; Accepted Date: July 07, 2017; Published Date: August 20, 2017\nline 03 | Citation: Mehta PK, Dharra R, Thakur Z (2017) Cattle as Experimental Model to Study Immunopathogenesis of Tuberculosis. Mycobact Dis 7:248. doi:10.4172/2161-1068.1000248\nline 04 | Copyright: © 2017 Mehta PK, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.\nline 05 | Visit for more related articles at Mycobacterial Diseases\nline 06 | Various animal models are used to study the immunology, genetics and molecular biology of Tuberculosis (TB) as well as for testing the new vaccines and drugs. Mice are widely used to study the immunology of chronic TB infection, while guinea pigs are used for aerosol TB infection and rabbits are used to study the lung cavitations. Cattle are natural host to Mycobacterium bovis infection, which act as a connecting link between the small laboratory animals and human counterparts for testing the vaccine efficacy. By using cattle as an experimental model, the disease outcome is understood through natural infection with M. bovis and a comparison can be made with M. tuberculosis infection. In this manuscript, the utility of cattle in understanding the progression of disease and the immunological correlates to evaluate the protective efficacy of vaccines are described.\nline 07 | Cattle; Bovine tuberculosis; Mycobacterium bovis; Mycobacterium tuberculosis; Vaccine; Immunopathogenesis; Immunological correlates\nline 08 | Bovine TB, caused by Mycobacterium bovis remains a global problem. Besides considerably affecting the economy of food industry, cattle infected with M. bovis poses higher risk for human health. The live attenuated M. bovis bacillus Calmette-Guérin (BCG) is the only available vaccine against TB, which has varying protective efficiency in both humans and cattle [1,2]. It is found unsafe in HIV-infected infants and its use for such individuals has not been recommended . Hence, there is a requirement to devise new vaccines, which shall be safe in HIV-infected infants and other immunocompromised individuals and efficacious for all forms of TB in every age group as well as for cattle. Cattle are natural hosts to M. bovis infection, which share>99% genetic identity with M. tuberculosis and induce similar host response and disease profile upon infection . The bovine TB pathogenesis is similar to human TB in many features and is considered as a role model for human TB . This review is primarily focused to update insights on the important findings pertaining to immunopathogenesis of TB using cattle as an experimental model.\nline 09 | Human TB caused by M. bovis (zoonotic disease) is contemplated sporadic in developed countries, but in developing countries including India, this disease is ill-defined. A high prevalence of TB cases has been documented in professionals exposed to M. bovis infected cattle. Interspecies spread of disease is common and poses a serious health issue in such setting . A single bacillus within a droplet nucleus may be adequate to establish an infection in bovine lung and the disease is restricted in the respiratory tract [7,8]. In cattle, both low and high dose infection with M. bovis are established . Similar to human TB, bovine pathogenesis primarily entails lungs as well as regional lymph nodes but the upper respiratory tract is also involved .\nline 10 | Earlier attempts to design M. bovis infection models were established via subcutaneous and intravenous challenges, which lead to severe systemic infection, but could not replicate the pathology of natural infection. Similarly, experimental oral infection with high doses [10,11] revealed intestinal lesions. However, the main focus has been to design experimental models via the respiratory tract, either by direct inoculation or indirect challenge, with the latter achieved by keeping animals in contact with a source of infection (e.g. infected cattle, wildlife, etc.). Indirect infection models can replicate pathology of natural infection, but the in-contact models are variable in efficiency . Direct inoculation of M. bovis into the nasal cavity, tonsil or the trachea is highly effective in eliciting infection, though the pathology could be atypical of natural infections. Buddle et al. observed pathology of natural infection via intra-tracheal inoculation with 103 colony-forming units (CFU) of M. bovis , but not with higher doses.\nline 11 | A correlation was found between the dose used and the elicited pathology via intra-nasal inoculation in cattle . Palmer et al. attained natural infection-like disease in cattle after aerosol exposure (up to 103 CFU M. bovis ). Furthermore, Neill et al. earlier reported that nasal secretion and lung lavage samples taken from skin test negative cases were actually culture-positive thus supporting the potential for cattle-to-cattle spread by aerogenous routes. To determine the minimum infective dose of M. bovis essential to elicit specific immune responses and generate pathology in cattle, calves were infected via intratracheal route with different doses ranging from 1- 103 CFU of M. bovis , however, no differences in the sizes of the tuberculin skin test (TST) reactions and the times taken to achieve a positive interferon-gamma (IFN-γ) were observed for different doses .\nline 12 | The conditions under which infected cattle transmit infection to other cattle are poorly understood, but that depends on aerosol generation, numbers of bacilli excreted and herd density. In an earlier transmission study , sentinel calves exposed to M. bovis - contaminated pasture could not develop lesions. It was documented that the environmental contamination from infected calves had little impact on cattle to cattle spread [10,17]. However, O’Reilly and Costello did not detect transmission from skin test positive animals (96% of which were culture-positive) to in-contact animals thus suggesting that there was a lower rate of cattle to cattle transmission in outdoor conditions in comparison to animals sharing a confined airspace . On the other hand, Costello et al. observed transmission from skin test positive cattle to four of ten native cattle. Transmission of M. bovis infection from cattle infected intranasally under experimental conditions to native animals has also been documented [13,21].\nline 13 | Experimental infection with M. bovis have shown that all the major T-cell subsets (γδ, CD4 and CD8 T cells) are involved [10,22]. Of utmost importance in response to M. bovis infection is the development of a Th1 type IFN-γ immune response. In experimentally infected M. bovis cattle, CD4 memory T cells appear to be the dominant cell population producing IFN-γ. CD8 memory T cells are also identified as important producers of IFN-γ . CD4 T cells contribute to the inhibition of intracellular mycobacterial growth, whereas CD8 T cells lyse M. bovis -infected macrophages . Cattle express NK cell marker NKp46 and their NK cells also produce IFN-γ to stimulate macrophages for augmented killing of Mycobacterium . Furthermore, γδ T cells are involved in both early stages of M. bovis infection and early lesion formation , where they have an important role in bacterial killing via IFN-γ production . Notably, γδ T cells constitute 10-20% of circulating T cells of adult cattle, but make up to 55% in neonate calves in comparison to 1-10% of adult humans . As infection progresses, changes in the balance of the anti-mycobacterial immune response are associated with a more prominent Th0 immune profile including the development of antibody responses, reduced cell-mediated immune (CMI) responses and a widespread pattern of disease [27-29].\nline 14 | Following inhalation, bacteria get deposited in the lung bronchioles and alveoli from where they are taken by alveolar macrophages, eliciting the expression of cytokines [30,31].\nline 15 | Both pro-inflammatory as well as anti-inflammatory cytokines are expressed by the alveolar macrophages and stimulate innate immune cells .\nline 16 | The adaptive immunity is put into when dendritic cells containing tubercle bacilli move from the lung to the regional lymph nodes, stimulating naïve Tcells via antigen presentation.\nline 17 | Such T-cells move to the infection site of lungs, and in combination with epithelioid macrophages and multinucleated giant cells form a characteristic tubercle lesion known as granuloma .\nline 18 | The salient features of Cattle as an experimental model for studying TB pathogenesis are summarized in Table 1.\nline 19 | The promising TB vaccines can be tested (for safety and efficacy) in calves prior to testing in costlier non-human primates.\nline 20 | Some of the major challenges in cattle TB research include difficulties of keeping these large animals in biosafety level-3 (BSL3) facilities.\nline 21 | |Histopathological characteristics||Necrosis and caseation present; cavitation absent|\nline 22 | |Natural host||M. bovis, which share>99% epitopes with M. tuberculosis|\nline 23 | |Available immunological reagents||Moderately large range|\nline 24 | |Disease Dissemination||Natural transmission|\nline 25 | |Vaccine trials||Experimental challenge and natural transmission model for vaccine studies|\nline 26 | |Latent TB Infection studies||Poorly studied|\nline 27 | |Genetics studies||Well-defined lineages (Bostaurus, Bosindicus), cross-breeds and inbred herds|\nline 28 | |Advantages||Connecting link between small laboratory animals and non-human primates|\nline 29 | |Disadvantages||Absence of cavitation, use of M. bovis instead of M. tuberculosis, higher cost of maintenance|\nline 30 | Table 1: Salient features of cattle to study TB pathogenesis.\nline 31 | Granuloma and Host-pathogen interactions\nline 32 | The host-pathogen interactions within granuloma determine the disease outcome.\nline 33 | Based on microscopic evaluation of cellular composition of granulomas, Wangoo et al.\nline 34 | and later Palmer et al.\nline 35 | categorized the morphological distinct granulomas into four stages as stage I (initial), stage II (solid), stage III (necrotic) and stage IV (necrotic and mineralized).\nline 36 | Such classification of granuloma and the diverse cytokine production at different stages of granuloma may facilitate to understand bovine TB pathogenesis.\nline 37 | To understand the pertinency of aero genic transmission for bovine TB, Johnson et al. documented granuloma formation and its distribution in cattle infected with low doses of M. bovis via aerosol route (1-103 CFU). Interestingly, the degree of lesion growth and granuloma distribution were similar for the lowest dose (1 CFU) and the highest dose group (103 CFU). The mRNA expression of pro (IFN- γ and TNF-α) as well as anti-inflammatory cytokines (IL-4 and IL-10) were gradually increased in cattle infected with different doses of M. bovis . Several cytokines have been evaluated recently by immunohistochemical method in different stages of granuloma in lungs and lymph nodes of M. bovis infected (via aerosol route) cattle . Animals with advanced stage IV granulomas revealed high reactivity to IFN-γ and TGF-β in caseous necrosis areas, whereas animals with stage III granuloma also revealed high reactivity to IFN- γ, but moderate reactivity to TNF-α, IL-10 and TGF-β. The stage I and stage II granulomas were found in few bovines, and exhibited low cytokine production.\nline 38 | ESAT-6 (Rv3875) and CFP-10 (Rv3874) secreted proteins of M. tuberculosis complex are involved in the phagolysosomal escape of bacilli and in granuloma formation. Upon TB infection, multinucleated giant cells are induced intended at comprising mycobacteria and in tissue culture systems, while signal regulatory protein (SIRP)α is necessary for multi-nucleated giant cell formation. Such interactions between SIRPα and ESAT-6/CFP-10 complex were examined by Waters et al. with specimens collected from M. bovis infected calves. The capability of ESAT-6/CFP-10 to distend SIRPα cells, bind them as well as to elicit multi-nucleated giant cells expressing SIRPα has been documented . In humans, giant cells in TB granulomas are shown to express various cytokines, chemokines and enzymes for the formation and maintenance of granuloma. To assess the role of cytokine production by giant cells in tuberculoid granulomas of M. bovis infected calves, in situ hybridization technique; RNAScope® was employed . Interestingly, very early and late stage granulomas produced distinct levels of TGFF-β, IL-17A and IL-10. An interconnection was also found between the cytokine levels and the cell size or number of nuclei of giant cells thus suggesting that giant cells within granulomas actively contribute to TB immunopathogenesis. In a similar manner, cytokine production was evaluated by in situ RNAScope® assay in the granulomas of lungs and caudal mediastinal/ tracheobronchial lymph nodes of M. bovis infected cattle via aerosol route . Though there was morphological alikeness, disparities were observed in the late stage granulomas of the lung in comparison to tracheobronchial lymph nodes for the production of IFN-γ, TGF-β, IL10, IL-17A, IL- 22, etc. In addition, disparities were observed in tracheobronchial versus caudal mediastinal lymph node granulomas for IFN-γ, IL-10, IL-17A, TGF-β, etc. production thus suggesting that morphology of granuloma is not a true index of granuloma function.\nline 39 | Vaccines tested in cattle\nline 40 | Many reports are available on TB vaccines for cattle. The main hindrance for the limited use of TB vaccines in cattle is that the protection may not be complete and the vaccine sensitized animals respond to conventional TB diagnostic tests (IFN-γ and skin testing). This issue could be resolved by using the DIVA tests (differentiate infected from vaccinated animals). New vaccine candidates are available for testing but there is a shortage of BSL3 facilities to conduct the costly trials in cattle. Calmette and Guérin documented in 1911 that high doses of BCG induced protection in cattle against M. bovis challenge and trials were conducted across the world to evaluate the BCG efficacy [2,39]. However, the results of field trials were disappointing and that could be due to different BCG strains used, very high doses of BCG inoculated, previous disclosure to atypical mycobacteria, etc. . studies have employed a dose of 103 - 104 CFU of M. bovis injected via intratracheal, endobronchial or aerosol route, thus replicating the natural disease [14,41,42]. Against M. bovis challenge, BCG vaccination via subcutaneous or oral routes repeatedly revealed decreased pathological and bacteriological results, though sterilizing effect was not documented. BCG was found to be efficacious when injected subcutaneously at low doses (103 to 106 CFU) or at higher doses (108 CFU) via oral route , and by different substrains (Pasteur and Danish) [44,45]. The neonatal calves of <1 month vaccinated with BCG elicited higher protective immunity than 6 month old calves vaccinated with BCG [46,47] and that could be due to high frequency of circulating γδ T and NK cells in those neonates, which could result into a strong innate response and also inoculation of BCG prior to exposure with atypical mycobacteria. The prior exposure with atypical mycobacteria could mask the protection elicited by BCG in calves , while exposure to M. avium could induce some protection against M. bovis challenge, thus masking the subsequent immunity elicited by BCG . In fact, BCG immunity could not last longer, as protection was elicited in those calves vaccinated at 1 month of age and challenged 12 months later with M. bovis , whereas no protection was demonstrated in calves challenged with M. bovis after 24 months .\nline 41 | Notably, calves vaccinated as neonates and then revaccinated 6 weeks later revealed reduced protection in comparison to neonates vaccinated . However, such revaccinated calves showed very strong antigen-specific IFN-γ responses, thus indicating that BCG was still actively replicating in those animals and BCG revaccination was contraindicated due to strong pre-existing immune response. Interestingly, BCG revaccination at 2 years after initial vaccination (when immunity was waned) could boost protective immunity against M. bovis challenge, whereas revaccination with TB protein vaccines could not boost such protection thus suggesting further to optimize the duration of revaccination schedule to induce long-term protective immunity. Several vaccines that are recently been evaluated for their efficacies in cattle include live attenuated mycobacteria, which could replace BCG and subunit vaccines such as DNA, protein, and virus-vectored vaccines and that could be used to boost BCG induced immunity. The live attenuated mycobacterial vaccines include modified BCG strains, M. bovis auxotrophs, and mutants of M. tuberculosis and M. bovis . For example, a BCG strain was developed that overexpressed Ag85B and cattle vaccinated with this strain showed lesser histopathological lesion scores in the lungs after M. bovis challenge than the parent BCG . On the other hand, the subunit vaccines themselves could not induce protection against M. bovis challenge, though a synergistic effect was observed when such vaccines were used in combination with BCG. DNA vaccines, by themselves, also revealed lower protection against M. bovis challenge , though some protection was observed when combined with DNA encoding costimulatory molecules or adjuvant [53,54]. When DNA vaccines were employed in prime-boost regimes with BCG, better protective immunity was noticed than with BCG alone [24,55,56]. Similarly, TB protein vaccines alone induced negligible protection in cattle, but when co-administered with BCG at adjacent sites, they showed better protection than BCG alone [57,58]. The main problem of protein vaccines is the difficulty of inducing strong CMI responses in cattle, even when they are co-administered with toll-like receptors agonists.\nline 42 | Priming with BCG and boosting with modified vaccinia virus Ankara (MVA) expressing Ag85A (MVA)85A or adenovirus 5 (Ad5) expressing Ag85A (Ad5-85A) revealed a superior protection as compared to BCG alone in animals challenged with M. bovis . Dean et al. and previously Vordermeier et al. also observed similar findings by boosting BCG-primed cattle with Ad5-85A or MVA85A. In fact, Ag85A itself is immunogenic in nature and is considered as a good applicant for boosting CMI responses primed by BCG [60,61]. A prime-boost approach has also been adopted in cattle (sensitized to atypical mycobacteria) by injecting DNA vaccines encoding Hsp65, Hsp70 and Apa for priming, succeeded by a BCG booster and then M. bovis challenged , which revealed augmentated protective immunity in comparison to BCG alone. An attenuated M. bovis Ravenel strain RD1 deletion mutant (DeltaRD1) has been constructed, inoculated and later challenged in calves with low dose of M. bovis through aerosol route. Four-five months after challenge, DeltaRD1- mutant as well as BCG-vaccinated animals showed reduced TB-associated pathology in lungs and associated lymph nodes in comparison to non-vaccinated calves. The DeltaRD1 strain might be useful for bovine TB vaccine programs, notably if additional mutations are needed to improve safety and better immunogenicity . Interestingly, a study has been undertaken by Buddle et al. to find out if BCG vaccination post-challenge could induce protective effect on early M. bovis infection in cattle. In comparison to non-vaccinated animals, BCG vaccination after challenge with M. bovis produced no change in coarse pathology and histopathology, but elicited high mRNA expression of proinflammatory mediators such as IFN-γ, IL-12p40, IL-17A, CXCL10, iNOs, TNF-α, etc. in the lung lymph nodes thus suggesting that one should be cautious for using high BCG doses.\nline 43 | Immunological correlates of protection studies in cattle\nline 44 | Identification of appropriate immunological correlates for protective immunity in bovine TB could expedite designing the efficacious vaccines as well as improved diagnostics and therapeutic strategies; but to find out such a correlate is a daunting task. The most commonly utilized assays for the diagnosis of bovine TB are the TST and IFN-γ that determine CMI responses to M. bovis infection. However, these assays have limitations as all the infected animals are not identified. A number of vaccination approaches have documented that IFN-γ responses alone are not essentially associated with protective immunity and parallel IL-4 production or antibody responses are also induced. IFN-γ responses to ESAT-6, antibody responses following TST and antigen-specific IL-4 mRNA expression coordinate with the progression of disease and indirectly gives a notion of protection .\nline 45 | Strikingly, Lyashchenko and co-workers analyzed humoral responses to several mycobacterial antigens such as MPB-64, MPB-70, MPB-83, ESAT-6, etc. in BCG-vaccinated cattle. Following M. bovis infection, the comparative TST strongly boosted IgG, IgG1, and IgG2 antibody responses, particularly against MPB83 and MPB70 proteins in unvaccinated cattle, but failed to boost such responses, or did so only weakly, in BCG-vaccinated calves. The skin test-induced increase in MPB83-specific IgG responses positively correlated with the bacterial loads as well as ESAT-6-induced in vitro IFN-γ responses, thus suggesting their possible role as markers for vaccine efficacy after challenge with M. bovis . Buddle et al. demonstrated that low doses of BCG given orally did not induce TST response, IFN-γ response or protection in cattle against M. bovis challenge, whereas in the BCG vaccine group (inoculated by subcutaneous route) where the protection was observed, no correlation was observed between the protection and TST/IFN-γ responses. While comparing IFN-γ- induced protein 10 (IP-10) and IFN-γ responses in cattle infected with M. bovis via aerosol route, Waters et al. could not establish the role of IP-10 response as an immunological marker for bovine TB. However, a single intradermal tuberculin test could identify them as TB reactors or non-reactors, and the IFN-γ and IP-10 production were evaluated by ELISA . A good association between IP-10 and IFN-γ elicitation has also been documented. Moreover, distinct release of IP-10 in response to protein purified derivative (PPD) from M. bovis and M. avium could differentiate reactor and non-reactor animals with high sensitivity (100%) and specificity (97%) thus suggesting that IP-10 could be a useful diagnostic biomarker of M. bovis challenge in cattle.\nline 46 | Similarly, a 6 h cytokine flow cytometric IFN-γ (CFC) assay has recently been developed for studying bovine TB immunopathogenesis and to evaluate IL-1β as a biomarker to be utilized along with the IFN-γ CFC assay to improve the diagnostic accuracy for bovine TB. Notably, M. bovis -infected animals showed a higher number of IFN-γ producing CD4+ T cells as well as plasma IL-1β than animals exposed to atypical mycobacteria or uninfected controls and the two readouts had a significant correlation among themselves. Furthermore, Cattle exposed to M. bovis are found to have positive reaction to the bovine PPD (BPPD) skin test, but some animals are found to be negative to BPPD as they could be resistant to such infection. The macrophages from TB-infected cattle showed replication of M. bovis ; whereas macrophages from healthy, exposed cattle (in contact, for a long-time with high TB prevalence but BPPD negative) showed two-fold lesser bacterial burden, higher production of nitric oxide as well as lesser IL-10 production .\nline 47 | Witchell et al.\nline 48 | earlier described the role of IL-10 in M. bovis infected cattle and its association as a biomarker for disease progression.\nline 49 | However, Thacker and coworkers documented that early immune responses in M. bovis challenged calves might play an important role in establishing the pathological outcomes of disease due to differential expression of Th1 and Th2 cytokines.\nline 50 | While using BCG as a priming vaccine, Whelan et al.\nline 51 | compared the boosting abilities of Ad5-85Ainjected via endobronchial or intradermal route and showed that Ad5-85A delivered through either route could induce almost similar peripheral blood antigen specific IFN-γ responses.\nline 52 | Moreover, bronchoalveolar lavage cells also produced similar antigenspecific IFN-γ response .\nline 53 | The evaluation of vaccine-driven central memory T-cell generation as an indicator of the outcome of heterologous prime-boost vaccine strategies has been demonstrated with cultured IFN-γ ELISpot assay [37,42,71], in contrast to conventional, ex vivo ELISpot assay, which does not specifically evaluate the central memory T-cell responses.\nline 54 | Instead of using the traditional BPPD, DIVA tests have been developed with M. tuberculosis complex specific antigens (ESAT-6 and CFP-10) and are used in the TST or IFN-γ assay .\nline 55 | Following transcriptome studies, a protein, Rv3615c, has also been included in DIVA tests to raise the sensitivity.\nline 56 | The evaluation of IFN-γ DIVA test using ESAT-6, CFP-10 and Rv3615c proteins in BCG-vaccinated, M. bovis -challenged and BCG-vaccinated, non-challenged cattle, has been documented with high sensitivity (96.0%) and specificity (95.53%) .\nline 57 | Several Th17-associated cytokine genes including IL-17A, IL-17F, IL-22, etc. have been shown to be up-regulated (in response to BPPD) in M. bovis -infected cattle . Moreover, IFN-γ and IL-17A production are interlinked thus suggesting the utility of Th17- associated cytokines as potential biomarkers of protection in bovine TB. To decipher the immune responses associated with enhanced protection by Ad5-85A, Metcalfe et al. compared the immune cells of BCG-primed Ad5-85A-boosted cattle with those from BCGvaccinated cattle. Boosting BCG-primed cattle with Ad5-85A increased the numbers of Ag85A-specific CD4+ T cells, which also correlated with the protective immunity (with reduced pathology), but avidity was not enhanced and there was no expansion of Ag85Aspecific CD4+ T cell repertoire.\nline 58 | During the last decade, research in TB immunopathology has identified IL-17A and IL-22 as the major effector cytokines required for the detection and clearance of tubercle bacilli. IL-17A is elicited immediately after BCG inoculation of mice and also participates in granuloma formation [76,77]. Although less well-studied, IL-22 has been shown to induce protection. IL-22 produced from NK cells could inhibit M. tuberculosis growth inside the human macrophages by increasing phagolysosomal fusion [78,79]. In fact, in cattle vaccine/ challenge protocols, enhanced IL-17A and IL-22 production observed after vaccination, but before challenge are correlated with the success of vaccine (impediment of pathology) following successive M. bovis challenge [42,52,80]. However, excessive production of IL-17A may contribute to pathology . Indeed, enhanced IL-22 and IL-17A mRNA expression in M. bovis -infected cattle following elicitation with BPPD has also been reported thus proposing that evaluation of these cytokines could be useful biomarkers in bovine infection. To investigate the precise cell populations involved in production of these cytokines, Steinbach et al. reported higher IL-22 and IL-17A protein production (in response to BPPD) in M. bovis infected cattle, in comparison to non-infected cattle. In cattle infected with M. bovis , BPPD specific IL-17A and IL-22 responses were found in CD4+ T cells and γδ T cells. However, IL-22/IL-17A double producers were restricted primarily to γδ T cells, hence authenticating the earlier gene transcription reports [74,79]. These observations might be useful for further understanding the immunopathology of bovine TB and to produce more accurate immunodiagnostic reagents.\nline 59 | In the 4th global forum on TB vaccines, held in Shanghai, China (2015), the status of BCG vaccine and future directions for its improvements were discussed . When protection is observed for a vaccine in preclinical studies, it goes through the necessary gating guidelines and is further selected for clinical trial. However, the failure of a novel TB vaccine i.e. BCG boosted with MVA85A to elicit protection in a recent phase 2b efficacy trial [85,86] has raised concerns about this approach, notably about the rigorousness of the go/no-go decisions used for this practice . It has been suggested that high throughput, genomic screening for TB immunogens and the exploitation of non-classical pathways of TB antigen presentation such as HLA-E pathway could lead to the rational designing of novel vaccines. Identification of appropriate biomarkers of protection would serve as a major step to select vaccine candidates, as would the designing of human challenge TB model.\nline 60 | In conclusion, cattle represent a useful model to study immunopathoogenesis of bovine TB, which may assist to understand human TB pathology. The classification of granuloma into different stages and the diverse cytokine production at different stages may facilitate understanding bovine TB pathogenesis. Several vaccines are tested in cattle, which act as interlink between the small animals and non-human primates. Antigen-specific post-vaccination T cell central memory immune responses could serve as a potential predictor of vaccine efficacy. Although IFN-γ is considered as the major protective cytokine, detection of IL-17A and IL-22 seems to be important biomarkers as correlate of protection, in addition, to Il-1β, IL-10, IP-10 and IL-4 detection. Identification of such biomarkers may have plausible influence to screen new vaccines in cattle.\nline 61 | The financially support (BT/PR5641/MED/29/557/2012) provided by the Department of Biotechnology (DBT), Ministry of Science and Technology, New Delhi is being acknowledged. RD acknowledges DBT, New Delhi and ZT acknowledges UGC-BSR for providing junior/ senior research fellowship.\n</context>\n\n<phrases>\n- \"Building on that\"\n- \"Okay, let's break this down\"\n- \"Okay, pros and cons\"\n- \"Picture this\"\n- \"I'm mulling over\"\n- \"Wait a minute\"\n- \"Let's see\"\n- \"That makes sense because\"\n- \"This might sound weird, but\"\n- \"What if we\"\n- \"Actually, no\"\n- \"I'm just throwing ideas around\"\n- \"Let's break this down into parts\"\n- \"This makes me think of\"\n- \"Basically\"\n- \"Is it possible that...?\"\n- \"Right, so\"\n- \"If I take this apart step by step\"\n- \"Hang on a second\"\n- \"When I sit with this idea\"\n- \"This connects to something else\"\n- \"Let's think step by step\"\n- \"Okay, so\"\n- \"Let me play devil's advocate\"\n- \"This connects to\"\n- \"Wait a minute... Oh!\"\n- \"Brainstorming here, but\"\n- \"What’s the best way to explain this?\"\n- \"I'm intrigued by\"\n- \"Hold on a second\"\n- \"Now, if I think about it differently\"\n- \"So what does this mean in the bigger picture?\"\n- \"Anyway\"\n- \"Follow me here\"\n- \"Let me work through this\"\n- \"Alternatively\"\n- \"But then again\"\n- \"What keeps nagging at me is\"\n- \"What I'm getting at is\"\n- \"On one hand... but on the other\"\n- \"Wait, no\"\n- \"This makes me reflect on\"\n- \"I'm seeing a connection between\"\n- \"Let me throw this out there\"\n- \" is striking \"\n- \"The pros and cons are\"\n- \"Let me chew on this\"\n- \"I'm trying to untangle this\"\n- \"Let me break this down\"\n- \"Let me put this another way\"\n- \"What if I flip it around?\"\n- \"Okay, so if I do this\"\n- \"Still forming this thought\"\n- \"Ummm, actually\"\n- \"If I follow this through\"\n- \"It's almost like\"\n- \"The crucial thing seems to be\"\n- \"If A is true, then\"\n- \"The thing is\"\n- \"This brings to mind\"\n- \"I'm struck by\"\n- \"Something doesn't add up\"\n- \"On the other hand\"\n- \"What if we looked at it like\"\n- \"I'm starting to see a pattern\"\n- \"No, actually\"\n- \"In essence\"\n- \"Bear with me while I\"\n- \"There's got to be something about\"\n- \"There’s a pattern here\"\n- \"What I mean is\"\n- \" is key here\"\n- \"I'm curious about\"\n- \"That’s an interesting angle, but\"\n- \"Let’s weigh the options\"\n- \"I'm wondering if\"\n- \"Let me untangle this\"\n- \"Still working it out\"\n- \"Oh! That reminds me\"\n- \"So basically\"\n- \"What if I tried...?\"\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 | When you're fighting fat, high-intensity exercise gives you more calories burned per minute, making more efficient use of your time. Indoor cycling is often offered through group classes. This fast-paced exercise provides an extra boost of motivation from your instructor and peers, and this might be the incentive you need to choose it over running solo. However, both indoor group cycling and running are extremely vigorous activities. If you've been sedentary for a long time, ease into these exercises slowly.\nline 02 | Indoor group cycling is one of the most intense forms of exercise you can choose. According to the American Council on Exercise, it rates in the high teens on the Borg's Rating of Perceived Exertion, which assesses exercise intensity on a scale of 6 to 20. Group indoor cycling involves more than just pedaling. Your instructor leads you through various cycling tours that simulate steep hills, declines and flat terrain. ACE indicates the average calories burned during indoor cycling range between 7-1/2 to 19 calories per minute.\nline 03 | Indoor group cycling might not be any better than running, but you might prefer it. Both of these exercises are classified by the Centers for Disease Control and Prevention and the American College of Sports Medicine as vigorous intensity activities that burn more than seven calories per minute. Workouts at lower intensities, such as walking or talking a leisurely bike ride, might burn more calories than fat, but high-intensity exercise burns more calories overall. The number of calories you burn indoor cycling or running depends on your weight, as well as the amount of energy you exert. A 150-pound person burns 181 calories cycling at a rate of 5-1/2 mph during a 40-minute indoor group cycling class and 544 calories at a racing speed of between 16 and 19 mph. The same person burns 363 calories running at a speed of 5 mph and 522 at a pace of 6 mph.\nline 04 | Start Slow to Finish Strong\nline 05 | ACE advises beginners to these sports not to push themselves when starting out. If you choose group indoor cycling classes, spend some alone time on a stationary bicycle working out at your own pace. Similarly, if you decide to start a running program, don't pick up your stride too quickly. It's more beneficial if you spend some time walking on the treadmill for between 20 and 22 minutes at a time before starting interval training. For example, during your workout, try walking for five minutes and running for 30 to 60 seconds until you build up your endurance so you can run for 30 minutes straight. There's no need to focus on only one of these activities. Some recreational programs offer classes that incorporate both group cycling and running for people who want to train for a triathlon.\nline 06 | Running is a weight-bearing activity, and these exercises build stronger bones. Conversely, indoor cycling is a lower-impact, non-weight-bearing exercise that lessens the impact on your joints. One might be more appropriate for you than the other. When figuring out your fitness plan, the intensity of your activity is definitely something to consider. Running outdoors, especially if you change your route on a regular basis, can stave off boredom. Another deciding factor may simply boil down to what you're looking for: your daily allotment of exercise or a way to achieve personal milestones. Both exercises offer you the opportunity to test your limits and to exceed your own expectations; but the telling factor will be the one that makes you feel more eager.\nline 07 | For Your Health\nline 08 | Moderately-intense activities, such as walking and bicycling for pleasure, are safe for most healthful adults. However, if you're a man or woman older than the age of 40 and 50, respectively, you may need a medical checkup before you start exercising vigorously. You also need a checkup if you have heart disease or any other medical condition that makes indoor cycling or running risky to your health.\n</context>\n\n<phrases>\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"[blank] is still a black box to me\"\n- \"Let me throw this out there\"\n- \"Let's test this idea\"\n- \"The pros and cons are\"\n- \"That doesn't seem to add up... Let me think\"\n- \"I was looking at this all wrong!\"\n- \"One way to look at it is\"\n- \"Uh...\"\n- \"Let me untangle this\"\n- \"Now we're cooking\"\n- \"What I'm getting at is\"\n- \"Let's think step by step\"\n- \"Let me work through this\"\n- \"Let me break this down\"\n- \"Alright, where was I?\"\n- \"Well\"\n- \"This brings to mind\"\n- \"Follow me here\"\n- \"Let me make sure I got this\"\n- \"So the main idea is\"\n- \"I keep coming back to\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, that doesn’t add up\"\n- \"Something doesn't add up\"\n- \"So what I’m trying to say is\"\n- \"I wonder if\"\n- \"Let’s weigh the options\"\n- \"Okay, pros and cons\"\n- \"Wait a minute\"\n- \"Now, wait just a second\"\n- \"I'm struck by\"\n- \"I'm pondering\"\n- \"Let me circle back to that\"\n- \"What’s the best way to explain this?\"\n- \"Let me chew on this\"\n- \"Building on that\"\n- \"This connects to\"\n- \"I need to make sure this checks out\"\n- \"So far, it looks like\"\n- \"Something's not quite right\"\n- \"On one hand... but on the other\"\n- \"The crucial thing seems to be\"\n- \"That makes sense because\"\n- \"The thing is\"\n- \"Actually, no\"\n- \"When I sit with this idea\"\n- \"Okay, backtrack a bit\"\n- \"Maybe if I try it this way\"\n- \"I'm starting to see a pattern\"\n- \"I'm trying to untangle this\"\n- \"Wait, no\"\n- \" is striking \"\n- \"Let me trace that logic back\"\n- \"Okay, walking through it again\"\n- \"No, actually\"\n- \"What if I just flip this around?\"\n- \"If I take this apart step by step\"\n- \"Right, so\"\n- \"There’s a better way to phrase this\"\n- \"It's fascinating how\"\n- \"I'm wondering if\"\n- \"Ummm, actually\"\n- \"First things first\"\n- \"I have a theory about this\"\n- \"Coming at this from another angle\"\n- \"Let me see\"\n- \"There’s a pattern here\"\n- \"I'm seeing a connection between\"\n- \"This connects to something else\"\n- \"It's almost like\"\n- \"I'm mulling over\"\n- \"I need to reframe this\"\n- \"This makes me think of\"\n- \"What keeps nagging at me is\"\n- \"Hang on a second\"\n- \"This makes me reflect on\"\n- \"Let me put this another way\"\n- \"I was just about to say\"\n- \"Bear with me while I\"\n- \"Okay, let's break this down\"\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 | By Sharon Omahen\nline 02 | University of Georgia\nline 03 | Outside of the holidays, sweet potatoes tend to be a forgotten vegetable, mentally packed away with the decorations. Bob Jarret, though, thinks about them all the time. He can call most of the 700-plus varieties by name.\nline 04 | Jarret is a sweet potato curator at the U.S. Department of Agriculture Plant Genetic Resources Conservation Unit in Griffin, Ga. Basically, his job is to make sure none of these sweet potatoes becomes extinct.\nline 05 | Providing germplasm for breeding\nline 06 | \"The primary reason we maintain all these lines is to provide plant material for scientists,\" Jarret said.\nline 07 | \"Researchers are always in need of certain traits to make a new variety better than the existing one.\nline 08 | One variety may not taste very (good), but it's valuable because it's resistant to pests or drought.\"\nline 09 | The sweet potato weevil, for instance, shut down production in Georgia in the early 1990s.\nline 10 | \"If a variety was bred to be resistant to this weevil, farmers could avoid this problem in the future,\" he said.\nline 11 | Most of the requests Jarret gets are from scientists. About 10 percent, though, come from home gardeners.\nline 12 | \"Most people are searching for the kind they ate as a child or the kind their grandfather grew,\" he said.\nline 13 | \"Many grew up on a farm and know the name of the variety.\"\nline 14 | The older varieties are usually just as nutritious as the newer ones, he said, but aren't as attractive.\nline 15 | \"The flesh isn't as brilliant orange,\" he said. \"There have been a lot of improvements made over the years in physical appearance and yield.\"\nline 16 | Jarret says the most popular varieties on the market today are Beauregard and Jewel. \"I can usually tell by looking whether or not it's a Beauregard,\" he said. \"The flesh is a very bright orange.\"\nline 17 | This description fits the bill for the atypical sweet potato, but not the entire USDA collection.\nline 18 | \"Some of the varieties in our collection have sweet roots and some have roots that aren't too sweet,\" he said.\nline 19 | Not just for eating anymore\nline 20 | Jarret says people like sweet potatoes now for more than their nutrition.\nline 21 | \"More and more people are looking at sweet potatoes as ornamental plants,\" he said.\nline 22 | \"They want something unique that their neighbors won't have.\"\nline 23 | Some sweet potato varieties have uniquely colored or variegated leaves. The USDA collection in Griffin, though, doesn't include ornamental varieties.\nline 24 | \"I've seen a lot of these popping up in local nurseries,\" Jarret said. \"They make attractive pot plants, but I wouldn't try to eat the roots.\"\nline 25 | Stored as little plantlets\nline 26 | To protect the hundreds of edible sweet potato varieties, Jarret grows plants and removes small cuttings called plantlets. These are stored in coolers and replenished every six months.\nline 27 | He also stores breeding material for peppers, watermelons, squash, okra, eggplant and a few other plants like bottle gourds and luffas.\nline 28 | \"I maintain them today to assure they're around tomorrow,\" Jarret said.\nline 29 | For more information on the USDA National Plant Germplasm System, see their Web site at www.ars-grin.gov/npgs/.\nline 30 | (Sharon Omahen is a news editor with the University of Georgia College of Agricultural and Environmental Sciences.)\n</context>\n\n<phrases>\n- \"Something doesn't add up\"\n- \"Let me think\"\n- \"Let me work through this\"\n- \"Let’s weigh the options\"\n- \"I'm mulling over\"\n- \"This is starting to take shape\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Uh, where was I?\"\n- \"Let me dig into that a little deeper\"\n- \"Hold that thought\"\n- \"I keep coming back to\"\n- \"Basically\"\n- \"This brings to mind\"\n- \"What keeps nagging at me is\"\n- \"Let's think step by step\"\n- \"Let me untangle this\"\n- \"This might sound weird, but\"\n- \"I'm trying to untangle this\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"What I'm getting at is\"\n- \"I need to fill in the gaps\"\n- \"I'm curious about\"\n- \"Let me see\"\n- \"Now, if I think about it differently\"\n- \"I'm trying to reconcile\"\n- \"I have a theory about this\"\n- \"The more I think about it\"\n- \"Let me break this down\"\n- \"I'm wondering if\"\n- \"What's the best way to explain this?\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"So the main idea is\"\n- \" is key here\"\n- \"Wait a minute\"\n- \"Ummm, actually\"\n- \"Let me put this another way\"\n- \"I wonder if\"\n- \"Okay, pros and cons\"\n- \"Now, wait just a second\"\n- \"Okay, so\"\n- \"Let's break this down into parts\"\n- \"What if the reason is\"\n- \"Let's see\"\n- \"What happens if we change this part?\"\n- \"Just thinking out loud but\"\n- \"Actually, no\"\n- \"Picture this\"\n- \"I'm struck by\"\n- \"That doesn't seem to add up... Let me think\"\n- \"If I take this apart step by step\"\n- \"The pros and cons are\"\n- \"If A is true, then\"\n- \"Let me sum this up so far\"\n- \"Okay, let's break this down\"\n- \"It's fascinating how\"\n- \"The tricky part is\"\n- \"Wait, no\"\n- \"First things first\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me back up a second\"\n- \"No, actually\"\n- \"I need to step back and rethink this\"\n- \"Uh...\"\n- \"Let me chew on this\"\n- \"Let me just think this through\"\n- \"There’s a better way to phrase this\"\n- \"Hang on a second\"\n- \"On one hand... but on the other\"\n- \"That makes sense because\"\n- \"If we follow this logic\"\n- \"Let me run through it again\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I'm seeing a connection between\"\n- \"I need to make sure this checks out\"\n- \"Consider this possibility\"\n- \"I'm just throwing ideas around\"\n- \"I'm intrigued by\"\n- \"Well\"\n- \"I'm pondering\"\n- \"In essence\"\n- \"What’s the best way to explain this?\"\n- \"There's a better way to phrase this\"\n- \"There's something off here\"\n- \"What if we\"\n- \"I need more time with [blank], it's not fully formed\"\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 | NIPS2017: Learning to run\nline 02 | This repository contains software required for participation in the NIPS 2017 Challenge: Learning to Run.\nline 03 | See more details about the challenge here.\nline 04 | Please read about the latest changes and the logistics of the second round here (last update October 14th).\nline 05 | In this competition, you are tasked with developing a controller to enable a physiologically-based human model to navigate a complex obstacle course as quickly as possible. You are provided with a human musculoskeletal model and a physics-based simulation environment where you can synthesize physically and physiologically accurate motion. Potential obstacles include external obstacles like steps, or a slippery floor, along with internal obstacles like muscle weakness or motor noise. You are scored based on the distance you travel through the obstacle course in a set amount of time.\nline 06 | To model physics and biomechanics we use OpenSim - a biomechanical physics environment for musculoskeletal simulations.\nline 07 | Anaconda is required to run our simulations. Anaconda will create a virtual environment with all the necessary libraries, to avoid conflicts with libraries in your operating system. You can get anaconda from here https://www.continuum.io/downloads. In the following instructions we assume that Anaconda is successfully installed.\nline 08 | We support Windows, Linux, and Mac OSX (all in 64-bit). To install our simulator, you first need to create a conda environment with the OpenSim package.\nline 09 | On Windows, open a command prompt and type:\nline 10 | conda create -n opensim-rl -c kidzik opensim git python=2.7 activate opensim-rl\nline 11 | On Linux/OSX, run:\nline 12 | conda create -n opensim-rl -c kidzik opensim git python=2.7 source activate opensim-rl\nline 13 | These commands will create a virtual environment on your computer with the necessary simulation libraries installed. Next, you need to install our python reinforcement learning environment. Type (on all platforms):\nline 14 | conda install -c conda-forge lapack git pip install git+https://github.com/stanfordnmbl/osim-rl.git\nline 15 | If the command\nline 16 | python -c \"import opensim\" runs smoothly, you are done!\nline 17 | Otherwise, please refer to our FAQ section.\nline 18 | source activate opensim-rl activates the anaconda virtual environment.\nline 19 | You need to type it every time you open a new terminal.\nline 20 | To execute 200 iterations of the simulation enter the\nline 21 | python interpreter and run the following:\nline 22 | from osim.env import RunEnv env = RunEnv(visualize=True) observation = env.reset(difficulty = 0) for i in range(200): observation, reward, done, info = env.step(env.action_space.sample())\nline 23 | env.action_space.sample() returns a random vector for muscle activations, so, in this example, muscles are activated randomly (red indicates an active muscle and blue an inactive muscle). Clearly with this technique we won't go too far.\nline 24 | Your goal is to construct a controller, i.e. a function from the state space (current positions, velocities and accelerations of joints) to action space (muscle excitations), that will enable to model to travel as far as possible in a fixed amount of time. Suppose you trained a neural network mapping observations (the current state of the model) to actions (muscle excitations), i.e. you have a function\nline 25 | action = my_controller(observation), then\nline 26 | # ... total_reward = 0.0 for i in range(200): # make a step given by the controller and record the state and the reward observation, reward, done, info = env.step(my_controller(observation)) total_reward += reward if done: break # Your reward is print(\"Total reward %f\" % total_reward)\nline 27 | There are many ways to construct the function\nline 28 | my_controller(observation). We will show how to do it with a DDPG (Deep Deterministic Policy Gradients) algorithm, using\nline 29 | keras-rl. If you already have experience with training reinforcement learning models, you can skip the next section and go to evaluation.\nline 30 | Training your first model\nline 31 | Below we present how to train a basic controller using keras-rl. First you need to install extra packages:\nline 32 | conda install keras -c conda-forge pip install git+https://github.com/matthiasplappert/keras-rl.git git clone http://github.com/stanfordnmbl/osim-rl.git\nline 33 | keras-rl is an excellent package compatible with OpenAI, which allows you to quickly build your first models!\nline 34 | Go to the\nline 35 | scripts subdirectory from this repository\nline 36 | There are two scripts:\nline 37 | example.pyfor training (and testing) an agent using the DDPG algorithm.\nline 38 | submit.pyfor submitting the result to crowdAI.org\nline 39 | python example.py --visualize --train --model sample\nline 40 | and for the gait example (walk as far as possible):\nline 41 | python example.py --visualize --test --model sample\nline 42 | Note that it will take a while to train this model. You can find many tutorials, frameworks and lessons on-line. We particularly recommend:\nline 43 | Tutorials & Courses on Reinforcement Learning:\nline 44 | - Berkeley Deep RL course by Sergey Levine\nline 45 | - Intro to RL on Karpathy's blog\nline 46 | - Intro to RL by Tambet Matiisen\nline 47 | - Deep RL course of David Silver\nline 48 | - A comprehensive list of deep RL resources\nline 49 | Frameworks and implementations of algorithms:\nline 50 | OpenSim and Biomechanics:\nline 51 | - OpenSim Documentation\nline 52 | - Muscle models\nline 53 | - Publication describing OpenSim\nline 54 | - Publication describing Simbody (multibody dynamics engine)\nline 55 | This list is by no means exhaustive. If you find some resources particularly well-fit for this tutorial, please let us know!\nline 56 | Your task is to build a function\nline 57 | f which takes the current state\nline 58 | observation (a 41 dimensional vector) and returns the muscle excitations\nline 59 | action (18 dimensional vector) in a way that maximizes the reward.\nline 60 | The trial ends either if the pelvis of the model goes below\nline 61 | 0.65 meters or if you reach\nline 62 | 1000 iterations (corresponding to\nline 63 | 10 seconds in the virtual environment). Your total reward is the position of the pelvis on the\nline 64 | x axis after the last iteration minus a penalty for using ligament forces. Ligaments are tissues which prevent your joints from bending too much - overusing these tissues leads to injuries, so we want to avoid it. The penalty in the total reward is equal to the sum of forces generated by ligaments over the trial, divided by\nline 65 | After each iteration you get a reward equal to the change of the\nline 66 | x axis of pelvis during this iteration minus the magnitude of the ligament forces used in that iteration.\nline 67 | You can test your model on your local machine. For submission, you will need to interact with the remote environment: crowdAI sends you the current\nline 68 | observation and you need to send back the action you take in the given state. You will be evaluated at three different levels of difficulty. For details, please refer to Details of the environment.\nline 69 | Assuming your controller is trained and is represented as a function\nline 70 | my_controller(observation) returning an\nline 71 | action you can submit it to crowdAI through interaction with an environment there:\nline 72 | import opensim as osim from osim.http.client import Client from osim.env import RunEnv # Settings remote_base = \"http://grader.crowdai.org:1729\" crowdai_token = \"[YOUR_CROWD_AI_TOKEN_HERE]\" client = Client(remote_base) # Create environment observation = client.env_create(crowdai_token) # IMPLEMENTATION OF YOUR CONTROLLER # my_controller = ... (for example the one trained in keras_rl) while True: [observation, reward, done, info] = client.env_step(my_controller(observation), True) print(observation) if done: observation = client.env_reset() if not observation: break client.submit()\nline 73 | In the place of\nline 74 | [YOUR_CROWD_AI_TOKEN_HERE] put your token from the profile page from crowdai.org website.\nline 75 | Note that during the submission, the environment will get restarted. Since the environment is stochastic, you will need to submit three trials -- this way we make sure that your model is robust.\nline 76 | In order to avoid overfitting to the training environment, the top participants (those who obtained 15.0 points or more) will be asked to resubmit their solutions in the second round of the challenge. Environments in the second round will have the same structure but 10 obstacles and different seeds. In each submission, there will be 10 simulation. Each participant will have a limit of 3 submissions. The final ranking will be based on the results from the second round.\nline 77 | - You are not allowed to use external datasets (e.g., kinematics of people walking)\nline 78 | - Organizers reserve the right to modify challenge rules as required.\nline 79 | Details of the environment\nline 80 | In order to create an environment, use:\nline 81 | from osim.env import RunEnv env = RunEnv(visualize = True)\nline 82 | visualize- turn the visualizer on and off\nline 83 | reset(difficulty = 2, seed = None)\nline 84 | Restart the enivironment with a given\nline 85 | difficulty level and a\nline 86 | 0- no obstacles,\nline 87 | 1- 3 randomly positioned obstacles (balls fixed in the ground),\nline 88 | 2- same as\nline 89 | 1but also strength of the psoas muscles (the muscles that help bend the hip joint in the model) varies. The muscle strength is set to z * 100%, where z is a normal variable with the mean 1 and the standard deviation 0.1\nline 90 | seed- starting seed for the random number generator. If the seed is\nline 91 | None, generation from the previous seed is continued.\nline 92 | Your solution will be graded in the environment with\nline 93 | difficulty = 2, yet it might be easier to train your model with\nline 94 | difficulty = 0 first and then retrain with a higher difficulty\nline 95 | Make one iteration of the simulation.\nline 96 | action- a list of length\nline 97 | 18of continuous values in\nline 98 | [0,1]corresponding to excitation of muscles.\nline 99 | The function returns:\nline 100 | observation- a list of length\nline 101 | 41of real values corresponding to the current state of the model. Variables are explained in the section \"Physics of the model\".\nline 102 | reward- reward gained in the last iteration. The reward is computed as a change in position of the pelvis along the x axis minus the penalty for the use of ligaments. See the \"Physics of the model\" section for details.\nline 103 | done- indicates if the move was the last step of the environment. This happens if either\nline 104 | 1000iterations were reached or the pelvis height is below\nline 105 | info- for compatibility with OpenAI, currently not used.\nline 106 | Physics and biomechanics of the model\nline 107 | The model is implemented in OpenSim, which relies on the Simbody physics engine. Note that, given recent successes in model-free reinforcement learning, expertise in biomechanics is not required to successfully compete in this challenge.\nline 108 | To summarize briefly, the agent is a musculoskeletal model that include body segments for each leg, a pelvis segment, and a single segment to represent the upper half of the body (trunk, head, arms). The segments are connected with joints (e.g., knee and hip) and the motion of these joints is controlled by the excitation of muscles. The muscles in the model have complex paths (e.g., muscles can cross more than one joint and there are redundant muscles). The muscle actuators themselves are also highly nonlinear. For example, there is a first order differential equation that relates electrical signal the nervous system sends to a muscle (the excitation) to the activation of a muscle (which describes how much force a muscle will actually generate given the muscle's current force-generating capacity). Given the musculoskeletal structure of bones, joint, and muscles, at each step of the simulation (corresponding to 0.01 seconds), the engine:\nline 109 | - computes activations of muscles from the excitations vector provided to the\nline 110 | - actuates muscles according to these activations,\nline 111 | - computes torques generated due to muscle activations,\nline 112 | - computes forces caused by contacting the ground,\nline 113 | - computes velocities and positions of joints and bodies,\nline 114 | - generates a new state based on forces, velocities, and positions of joints.\nline 115 | In each action, the following 18 muscles are actuated (9 per leg):\nline 116 | - biceps femoris,\nline 117 | - gluteus maximus,\nline 118 | - rectus femoris,\nline 119 | - tibialis anterior. The action vector corresponds to these muscles in the same order (9 muscles of the right leg first, then 9 muscles of the left leg).\nline 120 | The observation contains 41 values:\nline 121 | - position of the pelvis (rotation, x, y)\nline 122 | - velocity of the pelvis (rotation, x, y)\nline 123 | - rotation of each ankle, knee and hip (6 values)\nline 124 | - angular velocity of each ankle, knee and hip (6 values)\nline 125 | - position of the center of mass (2 values)\nline 126 | - velocity of the center of mass (2 values)\nline 127 | - positions (x, y) of head, pelvis, torso, left and right toes, left and right talus (14 values)\nline 128 | - strength of left and right psoas: 1 for\nline 129 | difficulty < 2, otherwise a random normal variable with mean 1 and standard deviation 0.1 fixed for the entire simulation\nline 130 | - next obstacle: x distance from the pelvis, y position of the center relative to the the ground, radius.\nline 131 | For more details on the simulation framework, please refer to . For more specific information about the muscles model we use, please refer to or to OpenSim documentation.\nline 132 | Delp, Scott L., et al.\nline 133 | \"OpenSim: open-source software to create and analyze dynamic simulations of movement.\"\nline 134 | IEEE transactions on biomedical engineering 54.11 (2007): 1940-1950.\nline 135 | Thelen, D.G. \"Adjustment of muscle mechanics model parameters to simulate dynamic contractions in older adults.\" ASME Journal of Biomechanical Engineering 125 (2003): 70–77.\nline 136 | Frequently Asked Questions\nline 137 | I'm getting 'version GLIBCXX_3.4.21 not defined in file libstdc++.so.6 with link time reference' error\nline 138 | If you are getting this error:\nline 139 | ImportError: /opensim-rl/lib/python2.7/site-packages/opensim/libSimTKcommon.so.3.6: symbol _ZTVNSt7__cxx1119basic_istringstreamIcSt11char_traitsIcESaIcEEE, version GLIBCXX_3.4.21 not defined in file libstdc++.so.6 with link time reference\nline 140 | conda install libgcc.\nline 141 | Can I use languages other than python?\nline 142 | Do you have a docker container?\nline 143 | Yes, you can use https://hub.docker.com/r/stanfordnmbl/opensim-rl/ Note, that connecting a display to a docker can be tricky and it's system dependent. Nevertheless, for training your models the display is not necessary -- the docker container can be handy for using multiple machines.\nline 144 | Some libraries are missing. What is required to run the environment?\nline 145 | Most of the libraries by default exist in major distributions of operating systems or are automatically downloaded by the conda environment. Yet, sometimes things are still missing. The minimal set of dependencies under Linux can be installed with\nline 146 | sudo apt install libquadmath0 libglu1-mesa libglu1-mesa-dev libsm6 libxi-dev libxmu-dev liblapack-dev\nline 147 | Please, try to find equivalent libraries for your OS and let us know -- we will put them here.\nline 148 | Why there are no energy constraints?\nline 149 | Please refer to the issue https://github.com/stanfordnmbl/osim-rl/issues/34.\nline 150 | I have some memory leaks, what can I do?\nline 151 | I see only python3 environment for Linux.\nline 152 | How to install Windows environment?\nline 153 | Please refer to https://github.com/stanfordnmbl/osim-rl/issues/29\nline 154 | How to visualize observations when running simulations on the server?\nline 155 | Please refer to https://github.com/stanfordnmbl/osim-rl/issues/59\nline 156 | I still have more questions, how can I contact you?\nline 157 | For questions related to the challenge please use the challenge forum. For issues and problems related to installation process or to the implementation of the simulation environment feel free to create an issue on GitHub.\nline 158 | This challenge would not be possible without:\n</context>\n\n<phrases>\n- \"This makes me reflect on\"\n- \"I should have known that!\"\n- \"In a way\"\n- \"That would mean\"\n- \"When I sit with this idea\"\n- \"This brings to mind\"\n- \"What I’m getting at is\"\n- \"No, actually\"\n- \"Let me chew on this\"\n- \"What keeps nagging at me is\"\n- \"Let's think step by step\"\n- \"That’s what I was trying to say!\"\n- \"On the other hand\"\n- \"What was I about to say?\"\n- \"What I'm getting at is\"\n- \"Let me play devil's advocate\"\n- \" is interesting\"\n- \"It finally adds up!\"\n- \"Okay, walking through it again\"\n- \"So, the bottom line is\"\n- \"What’s the next step?\"\n- \"Alternatively\"\n- \"This is starting to take shape\"\n- \"I'm pondering\"\n- \"So what I’m trying to say is\"\n- \"Let me run through it again\"\n- \"So basically\"\n- \"But then again\"\n- \"Let me approach this from another angle\"\n- \"I think I found the solution!\"\n- \"Ummm, actually\"\n- \"Let me work through this\"\n- \"Now, if I think about it differently\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let's break this down into parts\"\n- \"That changes everything\"\n- \"Basically\"\n- \"What was I thinking?\"\n- \"I’m torn between two choices\"\n- \"Let me untangle this\"\n- \"In essence\"\n- \"Just spitballing here\"\n- \"In other words\"\n- \"I'm mulling over\"\n- \"Coming at this from another angle\"\n- \"There's got to be something about\"\n- \"Wait, no\"\n- \"I'm wondering if\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Oh, that clears everything up!\"\n- \"Okay, let's break this down\"\n- \"What’s the best way to explain this?\"\n- \" is key here\"\n- \"This might sound weird, but\"\n- \"If I’m not mistaken\"\n- \"If I take this apart step by step\"\n- \"Might be\"\n- \"I'm trying to untangle this\"\n- \"Hmm, let’s rewind a bit\"\n- \"I’m not sure, but\"\n- \"Let me just think this through\"\n- \"I wonder if\"\n- \"Alright, where was I?\"\n- \"First things first\"\n- \"The thing is\"\n- \"Let me break this down\"\n- \"Just thinking out loud but\"\n- \"Of course! That’s the answer!\"\n- \"Okay, pros and cons\"\n- \"Would I regret this later?\"\n- \"Let me trace that logic back\"\n- \"Something doesn't add up\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Let’s weigh the options\"\n- \"On one hand... but on the other\"\n- \"How can I approach this?\"\n- \"That’s it!\"\n- \"I'm curious about\"\n- \"What's the best way to explain this?\"\n- \"I was just about to say\"\n- \"What if I flip it around?\"\n- \"Actually, no\"\n- \"I need to step back and rethink this\"\n- \"That’s an interesting angle, but\"\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 | Before I start with control flow tools, here are a few definitions:\nline 02 | - Value: Basic units of data. Eg-\nline 03 | - Variable: A name that refers to a value. Eg-\nline 04 | varis the variable.\nline 05 | - Statement: A section of code that represents a command or action.\nline 06 | - Operator: A symbol that performs operations on operands. Eg-\nline 07 | *is for multiplication\nline 08 | - Expression A combination of variables, operators, and values to perform a task.\nline 09 | To learn about operators in Python refer here.\nline 10 | Some of the control flow tools are:\nline 11 | if statements are used for conditional decision making. Executution starts from\nline 12 | else statements. The first condition that matches (evaluates to\nline 13 | True) is executed and the\nline 14 | remaining conditions are skipped. Example:\nline 15 | num=42 if num>0: print('postive number') elif num==0: print('Zero') else: print('negative number') #output postive number\nline 16 | while statement is used for iteration. It consists of a condition, which evaluates to either\nline 17 | False. The code inside the\nline 18 | while loop is executed as long as the condition evaluates to\nline 19 | print('while example') counter=10 while counter>0: print(counter) counter-=1 print('Blast off') #output while example 10 9 8 7 6 5 4 3 2 1 Blast off\nline 20 | for loop is used to iterate over the items of any sequence such as lists, strings. Examples:\nline 21 | print('for example 1') values=[11,12,34,46] for i in values: print(i) print('for example 2') for i in range(6): print(i) #output for example 1 11 12 34 46 for example 2 0 1 2 3 4 5\nline 22 | continue statement is used to skip the current iteration of either a\nline 23 | for loop. Example:\nline 24 | print('continue example') for i in range(10): if(i%2==0): continue print(i) #output continue example 1 3 5 7 9\nline 25 | In the above example, even numbers are not printed.\nline 26 | break statement is used to stop the execution of the loop that it is encountered in. Example:\nline 27 | print('break example') for i in range(10): if(i==6): break print(i) #output break example 0 1 2 3 4 5\nline 28 | 6 is encountered, execution of the\nline 29 | for loop is stopped. Note that in the case of nested\nline 30 | loops, only the execution of the loop that\nline 31 | break is encountered in is stopped, but not the loops at a\nline 32 | pass statement does not do anything. It is generally used in situations where code is expected to\nline 33 | be present, but there is nothing meaningful that can be placed.\nline 34 | The following example demonstrates the\nline 35 | pass, though it is not a good example of where to use\nline 36 | print('pass example') for i in range(10): pass print(i) pass #output pass example 0 1 2 3 4 5 6 7 8 9\nline 37 | Code for today’s plog is here.\n</context>\n\n<phrases>\n- \"Let me propose something\"\n- \"I need to reframe this\"\n- \"What I mean is\"\n- \"This connects to\"\n- \"That reminds me\"\n- \"Let me break this down\"\n- \"Now, if I think about it differently\"\n- \"On one hand... but on the other\"\n- \"Ummm, actually\"\n- \"What’s the missing piece?\"\n- \"Let me work through this\"\n- \"I'm pondering\"\n- \"Let me untangle this\"\n- \"Let me sum this up so far\"\n- \"Let me back up a second\"\n- \"Brainstorming here, but\"\n- \"Let me connect the dots\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me talk this through\"\n- \"I need to make sure this checks out\"\n- \"How can I approach this?\"\n- \"The more I think about it\"\n- \"I'm mulling over\"\n- \"The pros and cons are\"\n- \"I need to step back and rethink this\"\n- \"This brings to mind\"\n- \"Just thinking out loud but\"\n- \"Let’s weigh the options\"\n- \"Oh! That reminds me\"\n- \"That makes sense because\"\n- \"This makes me reflect on\"\n- \"Okay, let's break this down\"\n- \"So what I'm trying to say is\"\n- \"Wait, no\"\n- \"I'm struck by\"\n- \"What's the best way to explain this?\"\n- \"I'm intrigued by\"\n- \"Maybe if I try it this way\"\n- \" is striking \"\n- \"I'm seeing a connection between\"\n- \"Let me throw this out there\"\n- \"I'm wondering if\"\n- \"So what I’m trying to say is\"\n- \"I'm curious about\"\n- \"Let me just think this through\"\n- \"If I take this apart step by step\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I’m trying to connect the dots here\"\n- \"This connects to something else\"\n- \"Let me trace that logic back\"\n- \"So far, it looks like\"\n- \"No, actually\"\n- \"Building on that\"\n- \"First things first\"\n- \"Something doesn't add up\"\n- \"There's got to be something about\"\n- \"Let's break this down into parts\"\n- \"There’s a pattern here\"\n- \"Let me chew on this\"\n- \"Going back to what I said about\"\n- \"Actually, no\"\n- \"Here's a possible explanation\"\n- \"I'm just throwing ideas around\"\n- \"This isn't quite right, but\"\n- \"I keep coming back to\"\n- \"Let's think step by step\"\n- \"Let me run through it again\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"This might sound weird, but\"\n- \"[blank] is still a black box to me\"\n- \"The tricky part is\"\n- \" is interesting\"\n- \"I'm trying to untangle this\"\n- \"Something about [blank] is still bothering me\"\n- \"In essence\"\n- \"What’s the best way to explain this?\"\n- \"The crucial thing seems to be\"\n- \"Still forming this thought\"\n- \"What if I just flip this around?\"\n- \"What keeps nagging at me is\"\n- \"What happens if we change this part?\"\n- \"Here's what I'm thinking\"\n- \"Let me see if\"\n- \"What if the reason is\"\n- \"Let's test this idea\"\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 | NASA's Aqua satellite passed over Tropical Storm Manuel on Sept. 16 at 0841 UTC/4:41 a.m. EDT and the Atmospheric Infrared Sounder or AIRS instrument looked at the storm in infrared light. That data was used to create a false-colored image at NASA's Jet Propulsion Laboratory in Pasadena, Calif. Looking at a storm in infrared light provides valuable temperature information.\nline 02 | NASA's Aqua satellite captured infrared data on Tropical Storm Manuel on Sept. 16 at 0841 UTC as it continued to soak southwestern Mexico. The purple areas indicate strong storms with heavy rainfall. Image Credit: NASA JPL, Ed Olsen\nline 03 | Cloud top temperatures that are colder than -63F/-52C likely drop heavy rainfall. The AIRS infrared data showed cloud top temperatures that cold stretching over a large area of the southwestern coast of Mexico.\nline 04 | By 5 a.m. EDT on Sept. 16, Manuel had dissipated over west-central Mexico.\nline 05 | Despite the dissipation, heavy rains from Manuel's remnants continued to soak southwestern Mexico.\nline 06 | At that time, the center of what was Manuel was just about 5 miles/10 km west of Puerto Vallarta, Mexico, near latitude 20.6 north and longitude 105.3 west.\nline 07 | Maximum sustained winds are near 30 mph/45 kph.\nline 08 | The remnants are moving toward the northwest near 8 mph/13 kph.\nline 09 | The National Hurricane Center noted that Manuel's powerful rain-making ability is a problem for residents.\nline 10 | Rainfall totals of 10 to 15 inches, locally up to 25 inches are expected over the Mexican states of Guerrero and Michoacan.\nline 11 | The National Hurricane Center expects rainfall totals of 5 to 10 inches, with as much as 20 inches in isolated areas over Colima, Jalisco and Nayarit.\nline 12 | Forecasters at the National Hurricane Center expect the remnants of Manuel to drift westward and move off the coast of Mexico in the next couple of days, where it may become nearly stationary near the mouth of the Gulf of California for a few days.Text credit: Rob Gutro\nline 13 | Rob Gutro | EurekAlert!\nline 14 | Climate change weakens Walker circulation\nline 15 | 20.10.2017 | MARUM - Zentrum für Marine Umweltwissenschaften an der Universität Bremen\nline 16 | Shallow soils promote savannas in South America\nline 17 | 20.10.2017 | Senckenberg Forschungsinstitut und Naturmuseen\nline 18 | University of Maryland researchers contribute to historic detection of gravitational waves and light created by event\nline 19 | On August 17, 2017, at 12:41:04 UTC, scientists made the first direct observation of a merger between two neutron stars--the dense, collapsed cores that remain...\nline 20 | Seven new papers describe the first-ever detection of light from a gravitational wave source. The event, caused by two neutron stars colliding and merging together, was dubbed GW170817 because it sent ripples through space-time that reached Earth on 2017 August 17. Around the world, hundreds of excited astronomers mobilized quickly and were able to observe the event using numerous telescopes, providing a wealth of new data.\nline 21 | Previous detections of gravitational waves have all involved the merger of two black holes, a feat that won the 2017 Nobel Prize in Physics earlier this month....\nline 22 | Material defects in end products can quickly result in failures in many areas of industry, and have a massive impact on the safe use of their products. This is why, in the field of quality assurance, intelligent, nondestructive sensor systems play a key role. They allow testing components and parts in a rapid and cost-efficient manner without destroying the actual product or changing its surface. Experts from the Fraunhofer IZFP in Saarbrücken will be presenting two exhibits at the Blechexpo in Stuttgart from 7–10 November 2017 that allow fast, reliable, and automated characterization of materials and detection of defects (Hall 5, Booth 5306).\nline 23 | When quality testing uses time-consuming destructive test methods, it can result in enormous costs due to damaging or destroying the products. And given that...\nline 24 | Using a new cooling technique MPQ scientists succeed at observing collisions in a dense beam of cold and slow dipolar molecules.\nline 25 | How do chemical reactions proceed at extremely low temperatures? The answer requires the investigation of molecular samples that are cold, dense, and slow at...\nline 26 | Scientists from the Max Planck Institute of Quantum Optics, using high precision laser spectroscopy of atomic hydrogen, confirm the surprisingly small value of the proton radius determined from muonic hydrogen.\nline 27 | It was one of the breakthroughs of the year 2010: Laser spectroscopy of muonic hydrogen resulted in a value for the proton charge radius that was significantly...\nline 28 | 17.10.2017 | Event News\nline 29 | 10.10.2017 | Event News\nline 30 | 10.10.2017 | Event News\nline 31 | 20.10.2017 | Interdisciplinary Research\nline 32 | 20.10.2017 | Materials Sciences\nline 33 | 20.10.2017 | Earth Sciences\n</context>\n\n<phrases>\n- \"But then again\"\n- \"That makes sense because\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I'm seeing a connection between\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"What if we\"\n- \"Let me make sure I got this\"\n- \"I'm wondering if\"\n- \"Let's see\"\n- \"I'm just throwing ideas around\"\n- \"I'm still feeling my way through\"\n- \"Hold that thought\"\n- \"On the other hand\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"You know\"\n- \"That reminds me\"\n- \"Okay, walking through it again\"\n- \"Well\"\n- \"This makes me reflect on\"\n- \"It's fuzzy, but\"\n- \"On one hand... but on the other\"\n- \"I need to reframe this\"\n- \"When I sit with this idea\"\n- \"There's something here about\"\n- \"How do I put this\"\n- \"I'm starting to see a pattern\"\n- \"Hold on a second\"\n- \"This is starting to take shape\"\n- \"That’s an interesting angle, but\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"This connects to something else\"\n- \"This brings to mind\"\n- \"Wait, does this contradict itself?\"\n- \"Bear with me while I\"\n- \"Let's think step by step\"\n- \"Okay, backtrack a bit\"\n- \"Something about [blank] is still bothering me\"\n- \"I keep circling back to\"\n- \"Let me work through this\"\n- \"There’s a pattern here\"\n- \"Wait a minute... Oh!\"\n- \"Let me chew on this\"\n- \"Here's where it gets interesting\"\n- \"I'm curious about\"\n- \"This makes me think of\"\n- \"I'm struck by\"\n- \"What's the best way to explain this?\"\n- \"I need to make sure this checks out\"\n- \"Actually, no\"\n- \"I'm intrigued by\"\n- \"Wait, no\"\n- \"Right, so\"\n- \"What if I flip it around?\"\n- \"There's something off here\"\n- \"Something doesn't add up\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"More or less\"\n- \"Building on that\"\n- \"I'm mulling over\"\n- \"Uh, where was I?\"\n- \"Let me trace that logic back\"\n- \"I need a clearer view of this\"\n- \"There's got to be something about\"\n- \"Alternatively\"\n- \"Let me run through it again\"\n- \"It’s on the tip of my tongue\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Let me play devil's advocate\"\n- \"Let me connect the dots\"\n- \"The tricky part is\"\n- \"Maybe I should sleep on it\"\n- \"Let me talk this through\"\n- \"Brainstorming here, but\"\n- \"Wait, but if that’s true\"\n- \"Let me back up a second\"\n- \"No, actually\"\n- \"I’m not sure if that’s the right approach\"\n- \"Ummm, actually\"\n- \"What keeps nagging at me is\"\n- \"Let me untangle this\"\n- \"Does that sound right to you?\"\n- \"I'm pondering\"\n- \"It's almost 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 | To understand how amazing babies are, one only has to see them.\nline 02 | We sure that these little people are fantastic creatures.\nline 03 | Here are some facts confirming this.\nline 04 | 10. Babies don’t cry.\nline 05 | “What do you mean?“ you’ll say. ”That’s the only thing they do.” But that isn’t so.\nline 06 | In fact, babies scream and moan but just don’t cry. Their tear ducts are closed, so they are unable to produce tears.\nline 07 | 9. They feel great underwater.\nline 08 | This is called a diving reflex. It disappears when babies are about six months old.\nline 09 | When a child is immersed in water, he naturally holds his breath, and his limbs begin to make swimming movements.\nline 10 | 8. They swallow and breathe at the same time.\nline 11 | In infants, the pharynx lies higher than in adults. When they swallow, the entrance to their respiratory tract is not blocked by the epiglottis.\nline 12 | Therefore, when swallowing, newborns can also breathe easily.\nline 13 | 7. If necessary, babies can sneeze continuously.\nline 14 | The nasal passages in newborns are much narrower than in adults. Therefore, they need to be cleaned more often.\nline 15 | Since there is no possibility for a baby to blow his nose, he must use unconditioned reflexes. So a newborn can sneeze without stopping until his nose gets rid of irritants.\nline 16 | 6. They fall asleep easily.\nline 17 | Many people think that when a newborn is asleep they should tiptoe and talk in the quietest whisper.\nline 18 | Young parents are usually perplexed when seeing how their child is sound asleep, ignorant to the sounds of renovation or loud music.\nline 19 | 5. They have a natural accent.\nline 20 | Scientists have found out that babies cry with a national accent. They get it in the womb when hearing their mother’s voice.\nline 21 | 4. Newborns know how to crawl.\nline 22 | Surprisingly, a newborn baby is fully capable of crawling to his mother’s breast. Although for this, you must put him on his mother’s stomach first.\nline 23 | According to scientists, infants are attracted by the smell of milk, which lures them.\nline 24 | 3. Babies are very flexible.\nline 25 | The skeleton of a baby has about 300 bones.\nline 26 | With age, many of them grow and coalesce into a single whole.\nline 27 | But before the bones are connected, the body of a newborn is extremely flexible. This natural feature is needed for the baby to pass through the birth canal.\nline 28 | 2. Their hairstyle may change drastically.\nline 29 | Over time, children’s hair can completely change. The fluff with which the baby is born is shed, leaving room for new hair.\nline 30 | Because of this, blondes may turn into brunettes, and curls may be replaced by straight strands.\nline 31 | The same can happen with their eye color.\nline 32 | 1.\nline 33 | A baby can triple its weight and not get fat.\n</context>\n\n<phrases>\n- \"Basically\"\n- \"This connects to\"\n- \"So the main idea is\"\n- \"No, actually\"\n- \"On the other hand\"\n- \"Suppose we assume that\"\n- \"Something doesn't add up\"\n- \"What keeps nagging at me is\"\n- \"The pros and cons are\"\n- \"Let's test this idea\"\n- \"That’s an interesting angle, but\"\n- \"So, the bottom line is\"\n- \"I’m trying to connect the dots here\"\n- \"Let's think step by step\"\n- \"Let’s weigh the options\"\n- \"I'm seeing a connection between\"\n- \"Okay, so\"\n- \"Now, if I think about it differently\"\n- \"Alternatively\"\n- \"Let me work through this\"\n- \"Let's break this down into parts\"\n- \"Uh...\"\n- \"Now, wait just a second\"\n- \"Okay, I think I’ve got it now!\"\n- \"Oh, that clears everything up!\"\n- \"Okay, so if I do this\"\n- \"Well, let me see\"\n- \"Hmm\"\n- \"What if I just flip this around?\"\n- \"So that’s why it wasn’t working!\"\n- \"So far, it looks like\"\n- \"The crucial thing seems to be\"\n- \"That makes sense because\"\n- \"Actually, no\"\n- \"It's almost like\"\n- \"Okay, let's break this down\"\n- \"This just clicked into place!\"\n- \"How do I put this\"\n- \"Ummm, actually\"\n- \"There’s a pattern here\"\n- \"Let me untangle this\"\n- \"I have a theory about this\"\n- \"It was staring me in the face\"\n- \"Here's a possible explanation\"\n- \"Building on that\"\n- \"What if we\"\n- \"I need to reframe this\"\n- \"What if I flip it around?\"\n- \"I need to make sure this checks out\"\n- \"If I take this apart step by step\"\n- \"Let me play devil's advocate\"\n- \"It's fascinating how\"\n- \"But then again\"\n- \"The thing is\"\n- \"What if the reason is\"\n- \"This makes me think of\"\n- \"Wait a minute\"\n- \"One way to look at it is\"\n- \"In essence\"\n- \"Oh! That reminds me\"\n- \"So basically\"\n- \"I'm trying to untangle this\"\n- \"I keep circling back to\"\n- \"Alright, where was I?\"\n- \"It finally adds up!\"\n- \"Let me connect the dots\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Bear with me while I\"\n- \"I keep coming back to\"\n- \"Wait a minute... Oh!\"\n- \"On one hand... but on the other\"\n- \"Wait, no\"\n- \"Oh, it all makes sense now!\"\n- \"Let me make sure I got this\"\n- \"That reminds me\"\n- \"Okay, pros and cons\"\n- \"Let me back up a second\"\n- \"I was just about to say\"\n- \"That actually makes a lot of sense\"\n- \"I think I found the solution!\"\n- \"There’s a better way to phrase this\"\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 | Higher education in American society cooperates with the rulers of the world to encourage young people to start out in life with significant debt.\nline 02 | The higher education system is not designed to make it easy for the young to judiciously choose how much they want to invest in an education and does not provide enough flexibility to get an education as needed.\nline 03 | The four-year college system forces everyone to devote that long to a degree that promises to prepare for a profession but really completes the educational gaps left from high-school.\nline 04 | Young people should learn enough in high-school to have a well rounded education in English, philosophy, world literature, geopolitics, American and world history, along with the sciences: chemistry, physics, and mathematics.\nline 05 | There could be different tracks to allow students to focus on the liberal arts or the sciences.\nline 06 | Other leading nations design their educational system in that way.\nline 07 | Beyond high-school there could still be a three-tier system.\nline 08 | But it must be more focused and produce professionals ready to perform at a certain level in the corporate world.\nline 09 | The first tier should result in a Certified Professional (CP) degree where students are equipped with practical or technical knowledge that are well aligned with the needs of the industry associated with the field.\nline 10 | The curriculum should be completely focused on professional skills specific to the field.\nline 11 | It should do away with unrelated electives.\nline 12 | This first tier could be completed in three years.\nline 13 | The current Associate degree is not adequate for most professions.\nline 14 | The second tier should be completed in two years and has two tracks.\nline 15 | One trains people for managerial leadership roles.\nline 16 | This would basically adapt the Masters in Business Administration (MBA) to a given professional field to result in a Business Management (BM) degree.\nline 17 | The other track trains for higher level professional expertise to result in a Certified Expert (CE) degree.\nline 18 | One professional could have all three degrees: CP, CE, and BM.\nline 19 | Students should have the flexibility to gain that education in modules.\nline 20 | The third tier should be reserved for research primarily intended to investigate new knowledge and to develop domain experts with advanced scientific knowledge.\nline 21 | There is a long-standing tradition of conferring the title Doctor to such experts.\nline 22 | This degree could still be called a doctorate appropriate for the field: SD for science and engineering, AD for the liberal arts instead of the PhD, MD for Medicine.\nline 23 | A student should be able to go directly to the doctorate from the professional degree.\nline 24 | An MD obviously takes longer to complete than an SD or an AD.\nline 25 | Then there could be different registration bodies for various professional fields: Engineering, Medicine, Nursing, Law.\nline 26 | Their role is to validate expertise and provide additional confidence level in the credentials.\nline 27 | Some might look at this proposal as wishful thinking. But restructuring higher education in America is crucial for future generations. This is something that can be done. Leading universities with significant endowment could put in place a pilot program in partnership with US corporations. The program could start producing graduates to prove itself before it is deployed nationwide to replace the current system. As mentioned earlier, there must also be some updates to the high-school curriculum. But this new pilot program could be initiated as these changes are being introduced.\nline 28 | There is a certain amount of nonsense in the graduate programs at American Universities today.\nline 29 | A good number of PhD and other doctorate degrees make no sense.\nline 30 | People invest in them because they are conditioned to think that the title Doctor confers prestige and recognition.\nline 31 | They are misled into thinking that these are sought after for leadership roles in their field.\nline 32 | Why would anyone get a PhD in Nursing, Nursing Administration, Nursing Practice, or Health?\nline 33 | A nurse should be a Certified Professional or a Certified Expert who could also have a Business Management degree.\nline 34 | Is this America’s way of fooling those who could not get into Medical School to get their Doctor title from a different angle while incurring needless debt for this?\nline 35 | If you look at the curriculum for Law Schools, does the training for law students make them doctors in their field?\nline 36 | Other nations have different titles for that field.\nline 37 | The Juris Doctor might another indication of the dysfunctional views America has about the doctorate degree.\nline 38 | The title is not the only problem with the degree gained from Law Schools, you might have also heard of the prohibitive costs of a Law education.\nline 39 | Again, the idea is that anyone going into that field is expected to earn a high salary that justifies the upfront debt burden.\nline 40 | That is just evil.\nline 41 | U of Pitt Doctor of Nursing Practice Program. “U.S. News & World Report ranked Pitt Nursings DNP Program EIGHTH nationwide as part of its2017 Best Nursing Grad Schools report”. http://www.nursing.pitt.edu/degree-programs/doctor-nursing-practice-dnp\nline 42 | U of Penn PhD in Nursing and Masters of Business Administration.\nline 43 | Cornell Law School JD Program. http://www.lawschool.cornell.edu/admissions/degrees/jd/index.cfm\nline 44 | Columbia Three-Year JD / MBA Program. http://web.law.columbia.edu/jd-mba/coursework\nline 45 | Stanford PhD Program in accounting. http://www.gsb.stanford.edu/programs/phd/fields/accounting\nline 46 | “A PhD in Graphic Design”. http://www.graphic-design-schools.com/articles/graphic-design-school/phd-graphic-design\nline 47 | Some of the invented doctorates do evil in misleading students and in encouraging them to invest that much time an expense for imagined gains to them and to society. This fosters dysfunction in the educational system, caters to wrong aspirations, and encourages debt. In this perverse system parents incur a significant financial burden or the student themselves take on debt that could be avoided for an impractical education or one out of step with the job market. This could be seen with some of the unusual degrees offered even at established prestigious colleges and universities. In addition, everyone today is a doctor and there is a doctorate for everything. Only in America could this occur. Vipers from America might have been the ones to inspire the title for Doctors of Theology, Sacrae Theologiae Doctorum (STD). This might be an ostensible way to denigrate the religious. But this might also be an indication of the sinister games they play with doctorates within society to show their disdain for human intelligence and to deride peoples aspirations.\nline 48 | Photo by Jono Hey, Flickr Creative Commons.\n</context>\n\n<phrases>\n- \"Let me think\"\n- \"Let's see\"\n- \"I could be wrong, but\"\n- \"Something’s not clicking\"\n- \"Wait, why does that happen?\"\n- \"I'm intrigued by\"\n- \"So what I'm trying to say is\"\n- \" is striking \"\n- \"I wonder if\"\n- \"I need to make sure this checks out\"\n- \"I knew I was forgetting something!\"\n- \"Wait, I think I just cracked it!\"\n- \"Let's think step by step\"\n- \"This brings to mind\"\n- \"Am I overcomplicating this?\"\n- \"Oh! I get it now\"\n- \"[blank] is still a black box to me\"\n- \"If I take this apart step by step\"\n- \"Okay, so\"\n- \"Let me untangle this\"\n- \"That’s the answer I was looking for!\"\n- \"What if I flip it around?\"\n- \"I need to fill in the gaps\"\n- \"I think I can rule that out\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let me chew on this\"\n- \"But then again\"\n- \"I need to reframe this\"\n- \"This is pretty rough\"\n- \"Hold that thought\"\n- \"It suggests that\"\n- \"The thing is\"\n- \"The tricky part is\"\n- \"So the main idea is\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me play devil's advocate\"\n- \"What I'm getting at is\"\n- \"Now we're cooking\"\n- \"So far, it looks like\"\n- \"I'm wondering if\"\n- \"What I’m getting at is\"\n- \"I'm struck by\"\n- \"I'm mulling over\"\n- \"There’s a better way to phrase this\"\n- \"What am I overlooking?\"\n- \"The pros and cons are\"\n- \"I'm trying to untangle this\"\n- \"Follow me here\"\n- \"Okay, let's break this down\"\n- \"Well, let me see\"\n- \"What keeps nagging at me is\"\n- \"In the end\"\n- \"Let me see\"\n- \"On the other hand\"\n- \"Let me work through this\"\n- \"Basically\"\n- \"On one hand... but on the other\"\n- \"I'm curious about\"\n- \"Actually, no\"\n- \"Wait, no\"\n- \"That’s an interesting angle, but\"\n- \"Okay, I think I’ve got it now!\"\n- \"When I sit with this idea\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Okay, pros and cons\"\n- \"What I mean is\"\n- \"That’s what I was trying to say!\"\n- \"I feel like I’m close\"\n- \"Something doesn't add up\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Maybe I should sleep on it\"\n- \"I need a clearer view of this\"\n- \"I'm pondering\"\n- \"Let’s weigh the options\"\n- \"Let's break this down into parts\"\n- \"Let me break this down\"\n- \"Ohhh, now I see!\"\n- \"Ummm, actually\"\n- \"Bear with me while I\"\n- \"Alternatively\"\n- \"I’m not sure if that’s the right approach\"\n- \"No, actually\"\n- \"So, the bottom line 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 | Image via WikipediaThe Deep Web (also called Deepnet, the invisible Web, dark Web or the hidden Web) refers to World Wide Web content that is not part of the Surface Web, which is indexed by standard search engines.\nline 02 | To discover content on the Web, search engines use web crawlers that follow hyperlinks.\nline 03 | This technique is ideal for discovering resources on the surface Web but is often ineffective at finding deep Web resources.\nline 04 | For example, these crawlers do not attempt to find dynamic pages that are the result of database queries due to the infinite number of queries that are possible.\nline 05 | It has been noted that this can be (partially) overcome by providing links to query results, but this could unintentionally inflate the popularity for a member of the deep Web.\nline 06 | Google, the largest search database on the planet, currently has around eight billion web pages indexed.\nline 07 | That's a lot of information.\nline 08 | But it's nothing compared to what else is out there.\nline 09 | Google can only index the visible web, or searchable web.\nline 10 | But the invisible web, or deep web, is estimated to be 500 times bigger than the searchable web.\nline 11 | The invisible web comprises databases and results of specialty search engines that the popular search engines simply are not able to index.\nline 12 | The visible Web is easy to define. It's made up of HTML Web pages that the search engines have chosen to include in their indices. The Invisible Web is much harder to define and classify for several reasons.\nline 13 | First, many Invisible Web sites are made up of straightforward Web pages that search engines could easily crawl and add to their indices but do not, simply because the engines have decided against including them. The Invisible Web is hidden because search engines have deliberately chosen to exclude some types of Web content. These exceptional resources simply cannot be found using general-purpose search engines because they have been effectively locked out.\nline 14 | Invisible web resources can be classified into three broad categories:\nline 15 | 1) Non-text files such as PDF files, multimedia, graphics, executable files, CGI scripts,\nline 16 | software, and some other document files.\nline 17 | 2) Information contained in databases, real-time content and dynamically generated content.\nline 18 | 3) Disconnected Pages,which are pages that exist on the web, but do not have any other pages linking to them.\nline 19 | As more people gain access to information on the Web and more content is continuously added, it is important to know how to evaluate Web sites to determine if the information is reliable.\nline 20 | Educators also rely on the educational web site to work technically in the classroom. Misinformation and technical difficulties can cause a great deal of distress for not only the students but for the teachers as well. For this reason, audience, credibility, accuracy, objectivity, coverage, and currency are the major issues educators should focus on when examining the content of educational web sites. Aesthetic and visual appeal, navigation, and accessibility are the major issues educators should focus on when examining the technical aspects of educational web sites.\nline 21 | Deep Web-From Wikipedia, the free encyclopedia\nline 22 | Research Beyond Google\nline 23 | The Invisible Web: Uncovering Sources Search Engines Can't See\nline 24 | The Invisible Web Explained\nline 25 | Criteria for evaluating Educational Web Sites\nline 26 | Related articles selected by Andreea Loffler\nline 27 | Google is Cracking the “Invisible Web”\nline 28 | Five criteria for evaluating Web pages\n</context>\n\n<phrases>\n- \"Okay, walking through it again\"\n- \"This might sound weird, but\"\n- \"Building on that\"\n- \"Let me dig into that a little deeper\"\n- \"Is it possible that...?\"\n- \"What if I flip it around?\"\n- \"When I sit with this idea\"\n- \"I need to make sure this checks out\"\n- \"Maybe if I try it this way\"\n- \"Wait, why does that happen?\"\n- \"Now, if I think about it differently\"\n- \"This is tricky, but\"\n- \"It's almost like\"\n- \"On one hand... but on the other\"\n- \"It's fascinating how\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I'm starting to see a pattern\"\n- \"There's probably more to it\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Let's think step by step\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me work through this\"\n- \"Ummm, actually\"\n- \"Alternatively\"\n- \"I'm curious about\"\n- \"One way to look at it is\"\n- \"In essence\"\n- \"Still forming this thought\"\n- \"That reminds me\"\n- \"This might explain the pattern\"\n- \"Let me put this another way\"\n- \"This isn't quite right, but\"\n- \"On the other hand\"\n- \"What’s the next step?\"\n- \"Let me connect the dots\"\n- \"Something’s not clicking\"\n- \"I’m trying to connect the dots here\"\n- \"That’s an interesting angle, but\"\n- \"I'm mulling over\"\n- \"This makes me think of\"\n- \"Let's test this idea\"\n- \"Let me trace that logic back\"\n- \"Let me untangle this\"\n- \"I'm wondering if\"\n- \"Oh! That reminds me\"\n- \"Let me chew on this\"\n- \"Here's a possible explanation\"\n- \"Okay, backtrack a bit\"\n- \"Let me just think this through\"\n- \" is striking \"\n- \"Actually, no\"\n- \"Let me talk this through\"\n- \"Let me approach this from another angle\"\n- \"What’s the best way to explain this?\"\n- \"Something doesn't add up\"\n- \"If A is true, then\"\n- \"Let me see if\"\n- \"What keeps nagging at me is\"\n- \"Uh, where was I?\"\n- \"This is starting to take shape\"\n- \"So basically\"\n- \"This connects to something else\"\n- \"Basically\"\n- \"I wonder if\"\n- \" is key here\"\n- \"I'm pondering\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Just thinking out loud but\"\n- \"Let me play devil's advocate\"\n- \"This connects to\"\n- \"I'm struck by\"\n- \"What's the best way to explain this?\"\n- \"What happens if we change this part?\"\n- \"But then again\"\n- \"The crucial thing seems to be\"\n- \"I keep coming back to\"\n- \"I need to step back and rethink this\"\n- \"No, actually\"\n- \"What if I tried...?\"\n- \"Wait, no\"\n- \"The tricky part is\"\n- \"I'm intrigued by\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"So what I'm trying to say is\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | A Brief History of Holy Trinity-Holy Cross Greek Orthodox Cathedral\nline 02 | By Irene Lafakis\nline 03 | The history of the Holy Trinity-Holy Cross Greek Orthodox Cathedral of Birmingham, Alabama began in the late 19th Century. The first Greek male immigrant arrived via Mobile, Alabama to Birmingham in 1884. A constant stream of immigrants followed all seeking economic, social, and religious freedom. Their occupations were fruit vendors, steel workers, saloon-keepers, coal miners, and day laborers. Becoming ambitious, many of the immigrants wanted to start their own businesses and naturally gravitated to the food industry where they could open their own restaurants.\nline 04 | As Birmingham thrived, the Greek community grew to 100.\nline 05 | They began to marry and start families.\nline 06 | By 1903, they realized they had to address their religious and spiritual needs.\nline 07 | Consequently, they formed the “The Lord Byron Society” to raise money for building a church.\nline 08 | In 1906 they purchased a small wooden church building from First United Methodist Church, located on the corner of Third Avenue South and 19th Street South next door to a fire station and near a row of dingy wooden warehouses.\nline 09 | Iconographer Constantine Macris designed and built a traditional Byzantine iconostasis for the sanctuary.\nline 10 | Father Callinicos Kanellos from Calcutta, India, became the first priest of Holy Trinity Greek Orthodox Church.\nline 11 | When World War I broke out, many of the immigrants went to fight for America.\nline 12 | After the war, business resumed and from 1921- to 1930 the Greek community grew and prospered.\nline 13 | A new Greek American generation was born in Birmingham who needed an education and community center.\nline 14 | In 1934 construction was completed on a Hellenic Community Center built adjacent to the Church.\nline 15 | Meanwhile more Greek immigrants on the north side of town became large enough to build an additional Church called Holy Cross. Both churches flourished. Father Demetrios Sakellaridis served as the priest of Holy Cross.\nline 16 | During World War II, parishioners from both churches fought with the allies. In 1945, the war was over. Father J.M. Mekouris was priest at Holy Trinity and ministered to many of the veterans who returned home and went to college on the GI Bill. By 1949 the Holy Trinity building was completed in Byzantine style with a seating capacity of 450. The community numbered 300 and consisted of doctors, lawyers, scientists, engineers, writers, teachers, coaches, and athletes. The young people formed GOYA and wanted to unite the two churches, and so in 1953, both churches united to form Holy Trinity-Holy Cross Greek Orthodox Church on the south side of town. Archbishop Athenagoras consecrated the altar in 1956. Father Emanuel Bouyoucas was the priest, followed by Father Sam Gouvellis.\nline 17 | During the late 1950`s civil unrest began to fester in the South. Thus the early 1960s was the era of civil protest. The Church in Birmingham was thrust into the national limelight on the onslaught of the Civil Rights Movement. Father Sam Gouvellis, an advocate of Civil Rights, was summoned, by Archbishop Iakovos of the Archdiocese to take part in the Selma March, led by Reverend Martin Luther King. As a result of the march, the church became a target of the Klu Klux Klan and received many death threats. However, the Church stood firm.\nline 18 | By the late 1960’s Father Constantine Leftheris became priest and the parish was honored and showcased by Birmingham’s Festival of Arts. This event gave birth in the 1970’s to the annual Greek Food Festival now in its 45thyear. It morphed into a cultural event supporting local charities.\nline 19 | In 1971, a new 25,000 square foot Educational Center designed by architect Art Garikes, replaced the existing Community Center. Due to the efforts of Father Elias Kalariotes, the church was eventually designated a Cathedral of Alabama by Archbishop Iakovos in 1977.\nline 20 | At the untimely death of Father Elias, Father Emanuel Z. Vasilakis became Dean of the Cathedral and guided its growth through the 1980’s by acquiring a new property: the historic Firehouse. In 1993, renovation began. Soon the 40,000 square foot site became a new facility paralleling the Byzantine architecture of the church.\nline 21 | Located on the corner of 4th Avenue South and 19th Street, the building was designed by Kenneth Traweek. It housed administrative offices, library, book store, Philoptochos Ladies Auxiliary parlor, atrium, kitchen, a large hall, meeting rooms, classroom, and the St. Nicholas Chapel. The family center was dedicated and named for the late Dean of the Cathedral, Father Vasilakis in l995.\nline 22 | As the Cathedral grew so did its ministries to greater Birmingham. The Cathedral Day Care was established where nearby University of Alabama (UAB) workers enrolled their children. A Birmingham Philhellene Society founded a Hellenic Scholars library at a nearby college that teaches ancient Greek and the classics. The homeless were served at the downtown Firehouse Shelter, which the Cathedral greatly supported by providing healthy meals, shelter, and clothing to the less fortunate.\nline 23 | Others who faithfully served Holy Trinity-Holy Cross were now Bishop Sebastian Skordallos, the late Father Nick Capilos. At the untimely death of Fr. Emanuel Vasilakis in 1995, assistant priest Father Michael Sitaras became Dean of the Cathedral. In 1996, Father Paul Costopoulos, was appointed Dean of the Cathedral and vicar of Central Conference of the Atlanta Metropolis. By now the parish consisted of three hundred families and became the third largest parish in the Metropolis. Assistant Priests assisting Fr. Paul were Father Soteris Rousakis, Father John Johns, and Father Elias Stevens. Fr. Micah Hirshy arrived in 2011 to lead the youth ministries and assist Fr. Paul.\nline 24 | Father Paul encouraged outreach as well as support of the religious education, seniors’ ministry, help for the Salvation Army, 9/11 firefighters, and hurricane relief for Katrina victims. Subsequently Father Paul launched a radio ministry called “Come Receive the Light” which was on the radio for five years. In the years that followed his sermons were taped and distributed for shuts-ins.\nline 25 | In the 1990’s, as youth activities increased in athletics, dance, church school, vacation church camp, the Cathedral purchased forty acres of land in Harpersville, Alabama, which served as a Youth Camp and Retreat Center. The land was named Camp Vakakes and there are plans to build a chapel on the site.\nline 26 | In 2006, the community celebrated the 100th anniversary of its founding. Birmingham once a town of hungry steel workers had become a nationally recognized medical center. The Cathedral became surrounded by new development. Lofts, shops, supermarkets, and UAB buildings dominated the landscape, prompting the Cathedral to lose parking space. Hence parishioners began thinking of developing some of the church’s vacant property across the street.\nline 27 | In 2017 a 12,000 square foot parking lot was completed that accommodated 70 spaces.\nline 28 | An additional parking lot behind the church was paved that added 16 parking spaces.\nline 29 | Beautification and renovations in the Hellenic Center occur on an on-going basis, as well as restoration of icons and murals in the sanctuary by iconographer Elias Katsaros.\nline 30 | The little church that is the third oldest Greek Orthodox parish in the United States became a Cathedral and is one of the most vibrant Greek Orthodox Cathedrals in the country. As downtown Birmingham is rejuvenated, our future holds many opportunities to continue teaching, sharing and living the Orthodox faith.\n</context>\n\n<phrases>\n- \"I'm curious about\"\n- \"Well\"\n- \"Wait, no\"\n- \"Just spitballing here\"\n- \"Let's think step by step\"\n- \"There’s a pattern here\"\n- \"Alternatively\"\n- \"What’s the best way to explain this?\"\n- \"I’m trying to connect the dots here\"\n- \"What keeps nagging at me is\"\n- \"Let me work through this\"\n- \"Now, wait just a second\"\n- \"There’s a better way to phrase this\"\n- \"On one hand... but on the other\"\n- \" is striking \"\n- \"That makes sense because\"\n- \"But then again\"\n- \"Let me untangle this\"\n- \"I'm wondering if\"\n- \"There's got to be something about\"\n- \"I'm pondering\"\n- \"Picture this\"\n- \"On the other hand\"\n- \"I'm mulling over\"\n- \"Here's where it gets interesting\"\n- \"I have a theory about this\"\n- \"Let me play devil's advocate\"\n- \"Okay, so if I do this\"\n- \"Just thinking out loud but\"\n- \"Basically\"\n- \"That’s an interesting angle, but\"\n- \"No, actually\"\n- \"Let me break this down\"\n- \"Let’s weigh the options\"\n- \"Still working it out\"\n- \"When I sit with this idea\"\n- \"Let me dig into that a little deeper\"\n- \"Maybe if I try it this way\"\n- \"Hold on a second\"\n- \"Oh! That reminds me\"\n- \"Now we're cooking\"\n- \"I wonder if\"\n- \"This connects to\"\n- \"The pros and cons are\"\n- \"What if we looked at it like\"\n- \"What I’m getting at is\"\n- \"First things first\"\n- \"Anyway\"\n- \" is key here\"\n- \"How do I put this\"\n- \"Let me connect the dots\"\n- \"This makes me think of\"\n- \"This might sound weird, but\"\n- \"I'm trying to untangle this\"\n- \"Ummm, actually\"\n- \" is interesting\"\n- \"I'm just throwing ideas around\"\n- \"Here's what I'm thinking\"\n- \"Bear with me while I\"\n- \"What I'm getting at is\"\n- \"If I take this apart step by step\"\n- \"Actually, no\"\n- \"I'm intrigued by\"\n- \"What I mean is\"\n- \"What if I flip it around?\"\n- \"What's the best way to explain this?\"\n- \"This connects to something else\"\n- \"What happens if we change this part?\"\n- \"I'm starting to see a pattern\"\n- \"Okay, pros and cons\"\n- \"Here's a possible explanation\"\n- \"That reminds me\"\n- \"You know\"\n- \"Wait a minute... Oh!\"\n- \"I'm struck by\"\n- \"Brainstorming here, but\"\n- \"Something doesn't add up\"\n- \"Let's break this down into parts\"\n- \"Let me sum this up so far\"\n- \"This brings to mind\"\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 | Presentation on theme: \"Cognition: Lecture 6 Memory should be viewed …not as the ability to accurately revive impressions once obtained, but as the integration of impressions.\"— Presentation transcript:\nline 02 | Cognition: Lecture 6 Memory should be viewed …not as the ability to accurately revive impressions once obtained, but as the integration of impressions into the whole personality and their revival according to the needs of the whole personality (Rappaport, 1952/1961) i.e.\nline 03 | accuracy is not always desirable\nline 04 | Cognition: Lecture 6 Todays topics:- –Martin Conways autobiographical memory model incorporating the working self –Revision / Summary of key points from each lecture\nline 05 | McCarthy and Hodges Patient P.S. 67 year old stroke victim –Severe retrograde amnesia and dense anterograde amnesia! A delusion more compelling than rational thought –P.S. lived as if he was in the early 1940s. –His delusion was resistant to contrary evidence and argument.\nline 06 | Memory & Self: Common Sense vs. Cognitive Views Common sense perspective:- –Memory only provides information to the Self Reflecting the distinction between nature (what is essential, there from birth onwards) vs. nurture (the acquired personality) The Self is essential Cognitive perspective:- –There is no essence, just personality –Personality is acquired via experience –Past experiences shape your self-image\nline 07 | An Example of a Self-Image I am:- –20years old (it is 2008) –I am a student at Aberdeen Uni. –I am not married –I have no kids –I am a party animal who loves clubbing –All my friends are students –I am aware of the latest crop of great bands and musicians These features reflect a constellation of facts all derived from memory, that reinforce a single, stable, coherent Self-image. To achieve coherence, certain facts may need to be forgotten, or at least rendered difficult to access! (e.g. you may not have looked at music charts for months).\nline 08 | Conways Model The Self Memory System (SMS) has two principle components:- 1. Autobiographical knowledge base –organised specifically to support our sense of self 2. The (working) Self –comprises a goal hierarchy, and various other internal mechanisms\nline 09 | Autobiographical Knowledge Base Self Episodic Memory tied to specific experiences (e.g.\nline 10 | the CMF) Retrieval Consolidation Encoding Self-related semantic knowledge Abstracted from specific experiences\nline 11 | Goal Hierarchy Take a peek inside yourself… Conceptual Self Self Autobiographical Knowledge Base semantic knowledge Episodic Memory (CMF) Key point: the SMS system is goal-driven\nline 12 | The SMS greatly extends the CMF Conway: all daily experiences are destined to be forgotten –Unless they support longer-term goals In the short term, accurate memories are vital –Where did I leave my keys In the long-term, coherence (between goals) is vital –The Husband-Hermit or Saint-Sinner dilemma\nline 13 | SMS Goals Short term (e.g.\nline 14 | daily) –Take the car for a service… –Find the keys… –Post the letter… Overriding principle: accuracy!\nline 15 | Long-term –Get a job –Learn how to drive –Buy a house –Become a solitary religious hermit –Be a loving husband Overriding principle: coherence But: there is an accuracy-coherence trade-off!\nline 16 | Potential for conflict!\nline 17 | How is the trade-off achieved?\nline 18 | The goal hierarchy acts to maintain a stable and coherent set of short and long term goals Goal Hierarchy Eat and drink (everyday) Keep warm (everyday) Have a conversation (most days) Watch TV (particular times) Find the car keys (in 5 minutes) Avoid tripping up (when I walk) Post the letter (sometime today) Dentist appointment (this week) Revise (next month) Obtain graduation ball tickets (next few months) Find a less annoying partner (yesterday!)\nline 19 | Get a 2:1 (next couple of years) Loose weight (before going on holiday)\nline 20 | The SMS: key points New memories are not formed automatically from our experiences –But, experiences are always encoded (e.g. as per the CMF). An ABM is formed (and retrieved) only when the (working) self interacts with the autobiographical knowledge base –Such interactions are entirely goal-driven Hence, specific experiences will be forgotten unless they relevant to a goal - within the goal hierarchy Stable self-image emerges from the coherence imposed by the goal hierarchy, perhaps at the expense of accuracy\n</context>\n\n<phrases>\n- \"Let's test this idea\"\n- \"If we follow this logic\"\n- \"I keep circling back to\"\n- \"Ummm, actually\"\n- \"Oh! I get it now!\"\n- \"Do I go with my gut or\"\n- \"It suggests that\"\n- \"What I’m getting at is\"\n- \"I have a theory about this\"\n- \"I guess maybe\"\n- \"On one hand... but on the other\"\n- \"Now, if I think about it differently\"\n- \"Let me see if\"\n- \"This is starting to take shape\"\n- \"Backing up for a second\"\n- \"Let me back up a second\"\n- \"Let me untangle this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Ohhh, now I see!\"\n- \"This could explain why\"\n- \"Actually, no\"\n- \" is striking \"\n- \"If I follow this through\"\n- \"There's a missing link here\"\n- \"Here's what I'm thinking\"\n- \"Let me circle back to that\"\n- \"So far, it looks like\"\n- \"Let me play devil's advocate\"\n- \"No, actually\"\n- \"Just spitballing here\"\n- \"Of course! That’s the answer!\"\n- \"Uh, where was I?\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"That’s an interesting angle, but\"\n- \"So what I’m trying to say is\"\n- \"How can I approach this?\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"There's probably more to it\"\n- \"This explains so much!\"\n- \"Something doesn't add up\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"That doesn't sound right, let me rephrase\"\n- \"That’s it!\"\n- \"Alternatively\"\n- \"I'm seeing a connection between\"\n- \"More or less\"\n- \"The crucial thing seems to be\"\n- \"I need to make sure this checks out\"\n- \"What if I just flip this around?\"\n- \"That would explain why\"\n- \"That’s the answer I was looking for!\"\n- \"I'm still feeling my way through\"\n- \"The thing is\"\n- \"This is tricky, but\"\n- \"Oh! I get it now\"\n- \"Would this be worth the risk?\"\n- \"Let me throw this out there\"\n- \"This is just a hunch\"\n- \"On the other hand\"\n- \"But then again\"\n- \"Wait, no\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"What if I flip it around?\"\n- \"Let's think step by step\"\n- \"I know there’s a word for this\"\n- \"So what does this mean in the bigger picture?\"\n- \"I need to reframe this\"\n- \"I need to step back and rethink this\"\n- \"So the main idea is\"\n- \"The tricky part is\"\n- \"What keeps nagging at me is\"\n- \"Let me make sure I got this\"\n- \"Coming at this from another angle\"\n- \"In the end\"\n- \"What I'm getting at is\"\n- \"Something along those lines\"\n- \"Wait, why does that happen?\"\n- \" is interesting\"\n- \"If A is true, then\"\n- \"What's the best way to explain this?\"\n- \"Let me work through this\"\n- \"It was staring me in the face\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Item 34 is the Initial Report of H.A.M. Henderson, Superintendent of Public Instruction, to the Governor and Legislature of Kentucky, dated 1871. Give Henderson credit for devising a diabolical plan to make sure newly freed slaves would remain in a permanent state of subjugation. Henderson points out that the most \"perplexing\" issue schools face is the education of black children. \"Different in history and color,\" he explains, \"there seems to be no natural affinity between them and the white race.\" Therefore, putting blacks and whites together in the same schools \"would inevitably result in the destruction of our school system.\" The next question becomes how to finance the separate schools for black children. The ever-generous Henderson suggests the state \"give all taxes paid by colored citizens to the education of their children.\" Of course, these newly freed black families would not own property, so the property taxes thus raised would be nil. Henderson has an answer for this. Just place a poll tax on blacks, and \"thus turn over the responsibility to the delinquent race.\" Neat. Of course, these blacks would have been in destitute poverty and unable to pay a poll tax, thereby assuring not only that their children would have vastly inferior schools, but that they would not be able to vote either. Priced at $375.\nline 02 | This one smells like a scam. Item 38 is Thomas Gibbons Hutchings' The Medical Pilot; or, New System: Being a Family Medical Companion…Containing also a Treatise on the Diseases Incident to the Female Sex. The good doctor's work is really a promotional for Hutchings' vegetable compounds, which were more likely to relieve you of your money than your illness. One of the concerns Dr. Hutchings addresses is contraception, and while saying he will leave it to the reader to make their own decisions on this subject, notes, \"I am certainly in possession of the way pregnancy can be effectually avoided without the shadow of danger, and there is but one way.\" For $5 (a lot of money in 1855 when this was published), cash in advance, he will send you the answer. Sorry, but I already know with certainty the one sure way to avoid pregnancy, and I don't need to send $5 to anyone to tell me the obvious. $250.\nline 03 | Here is some even worse medical advice than useless vegetable compounds: Arsenauro and Mercauro… a promotional pamphlet circa 1919 for Parmele Pharmacal Co. In the 19th century, there were many who believed in the use of gold chlorides and bromides for certain diseases, particularly neurological disorders. By 1919, this confidence was fading, but Parmele was still pushing it. Gold was prescribed in combination with other compounds, and as the title implies, Parmele was using it with mercury and arsenic solutions. Of course, these are among the most toxic of minerals, and the company's recommended manner of use is all the more terrifying. They explain, \"the best results are only obtained by pushing arsenauro and mercauro to the point of toleration in each individual case…\" The point of toleration is described as \"manifested by the usual signs, such as puffiness under the lids, loose, griping evacuations, frontal headaches, dizziness, tingling of the fingers, etc.\" When this happens, you should discontinue the medication for 24 hours and then resume with a \"dose slightly less than the one which was being administered when toleration point was reached.\" This was a cure evidently based on the same principle as ending your afflictions by shooting a bullet in your head. However, there was one slight improvement over an earlier version of the medication in that metal shortages during the First World War required the manufacturer to use a paper seal around the bottle, rather than the previous lead one. Item 56. $100.\nline 04 | Item 64 offers some interesting Civil War era theories, though there is no evidence they were remotely based on reality. George B. Simpson published in 1865 his The National Capitol, the National Archives, and the National Government, Saved. January 1861. It is a compilation of letters Simpson wrote and received from 1855-1861. His theory was that the South plotted to assassinate President Buchanan (and military leader Winfield Scott), which would allow the southern vice-president, John C. Breckinridge, to ascend to the presidency. Breckenridge would then have permitted the South to secede and drawn upon European powers to put down any attempt to preserve the Union. Fortunately, Simpson realized what was happening, warned Buchanan, and saved his life and the nation. $225.\n</context>\n\n<phrases>\n- \"Now we're cooking\"\n- \"This is just a first pass, but\"\n- \"I wonder if\"\n- \"This brings to mind\"\n- \"What if I just flip this around?\"\n- \"Going back to what I said about\"\n- \"Basically\"\n- \"Picture this\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"I'm just throwing ideas around\"\n- \"First things first\"\n- \"Still working it out\"\n- \"It's fuzzy, but\"\n- \"What if the reason is\"\n- \"Let me see if\"\n- \"What if we\"\n- \"Ummm, actually\"\n- \"The pros and cons are\"\n- \"How can I approach this?\"\n- \"I'm wondering if\"\n- \"No, actually\"\n- \"Now, wait just a second\"\n- \"Wait, no\"\n- \"Let me see\"\n- \"That makes sense because\"\n- \"I'm intrigued by\"\n- \"Let me untangle this\"\n- \"Okay, let's break this down\"\n- \"Hold on a second\"\n- \"I need to reframe this\"\n- \"Okay, backtrack a bit\"\n- \"There's got to be something about\"\n- \"I'm pondering\"\n- \"This might sound weird, but\"\n- \"Hang on a second\"\n- \"Uh, where was I?\"\n- \"It's hard to pin down\"\n- \"Hold that thought\"\n- \"This makes me reflect on\"\n- \"Let me make sure I got this\"\n- \"I'm trying to untangle this\"\n- \"Might be\"\n- \"Something doesn't add up\"\n- \"When I sit with this idea\"\n- \"Bear with me while I\"\n- \"What’s the best way to explain this?\"\n- \"What's the best way to explain this?\"\n- \" is striking \"\n- \"So basically\"\n- \"Let's break this down into parts\"\n- \"Maybe\"\n- \"Okay, walking through it again\"\n- \"I'm curious about\"\n- \"In other words\"\n- \"What if I tried...?\"\n- \"Wait a minute\"\n- \"Let me trace that logic back\"\n- \"I guess there’s no perfect solution\"\n- \"I keep circling back to\"\n- \"Do I go with my gut or\"\n- \"Let’s weigh the options\"\n- \"Well, let me see\"\n- \"Backing up for a second\"\n- \"Ah...\"\n- \"Now, if I think about it differently\"\n- \"If A is true, then\"\n- \"Let me work through this\"\n- \"So far, it looks like\"\n- \"Actually, no\"\n- \"I'm mulling over\"\n- \"Let me break this down\"\n- \"Brainstorming here, but\"\n- \"There's something here about\"\n- \"Okay, so if I do this\"\n- \"What if we looked at it like\"\n- \"Alright, where was I?\"\n- \"What I'm getting at is\"\n- \"There’s a better way to phrase this\"\n- \"This is just a hunch\"\n- \"I was making this more complicated than it needed to be\"\n- \"On one hand... but on the other\"\n- \"Let me put this another way\"\n- \"If I take this apart step by step\"\n- \"What keeps nagging at me is\"\n- \"This could explain why\"\n- \"Let me approach this from another angle\"\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 | A trove of fossils in China from around the time birds were evolving continues to yield insights into how feathers and flight evolved. Science still does not have a good story for the evolution of birds, but the cast of characters has gotten bigger. With so many new clues, Archaeopteryx has now been dethroned as 'oldest bird'. Birds came off the dinosaur family tree near Archaeopteryx, but not from its branch.\nline 02 | Recently National Geographic ran an article on feathers that summarizes much of the known fossil record, how it relates to the chain of ancestry and what it tells us about the evolution of flight.\nline 03 | At the time of Archaeopteryx, numerous dinosaur species had feathers or protofeathers, and evolutionary pressure was diversifying and selecting feather traits.\nline 04 | Many animals clearly unable to fly possessed feathers, so they did not originate to enhance flight.\nline 05 | Flight originated once feathers already existed.\nline 06 | The better story emerging from the fossils is this: flight evolved from swimming and diving. In their squabbles over whether birds flew from the ground up or down from the trees, scientists neglected this third option. Dinosaurs started entering water for prey, gradually evolving specialized scales with thermal properties and spending more time in the water. Their aquatic habits eventually included true swimming, which lead to the gradual evolution of larger and more powerful muscles and aerodynamic feathers. Swimming set the stage for aerial flight.\nline 07 | The origin of flight in birds is the story of the evolution of the breastplate to which a bird's wing muscles attach.\nline 08 | This bone shows specializations seen only in birds, and flight muscles attach in a way that is essentially an inversion of forelimb musculature as it appears in every other four-limbed vertebrate including humans.\nline 09 | We know that flying reptiles like Pterodactyls are unrelated to birds because they lacked an inverted musculature and large breastplate.\nline 10 | Birds have a muscle configuration all their own, and the wishbone is part of their unique skeleton. It is found only in birds and in dinosaurs like Archaeopteryx, Sapeornis and few others. While those fossils have wishbones, they lack large muscle-attachment sites on the breastbone and show no indication of significant strength in their forelimbs. So inverted musculature evolved prior to the origin of birds. It is not an adapatation to flight but a precursor.\nline 11 | Aerial flight requires strength, even just to glide. The power demand makes transitions from terrestrial to aerial locomotion unlikely, and the major retooling of the breastplate in birds is the sort of change that happens gradually, on geological time scales rather than generational scales. It is simply not reasonable to expect the evolution of flight to be as simple as the tales science has been exploring.\nline 12 | To understand the origin of flight, we need to think of a process taking many steps and millions of years, and the story should take place in water. Water is far more buoyant than air, so flying in water requires less power. We call that swimming. Gliding in water we call diving. An aquatic origin provides the time and opportunity for big changes in power and musculature. Diving lizards become swimming lizards, and shorelines become open waters. Eventually a master swimmer makes transition to aerial flight.\nline 13 | The oldest fossils that possess a bird's breastplate are the Hesperornithes, which resemble diving birds like loons.\nline 14 | There are numerous marine varieties of birds, including albatrosses, ducks, gulls, pelicans and sandpipers, and they are deeply rooted in bird phylogeny.\nline 15 | Terrestrial and forest birds arose later in avian history: fowl, hawks, songbirds, woodpeckers, these are younger varieties of bird.\nline 16 | Science has overlooked an aquatic phase in bird evolution, but it is staring us right in the face.\n</context>\n\n<phrases>\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Take this with a grain of salt\"\n- \"What am I overlooking?\"\n- \"Alright, where was I?\"\n- \"How can I approach this?\"\n- \"Now it makes sense!\"\n- \"Ummm, actually\"\n- \"Am I missing something?\"\n- \"I'm struck by\"\n- \"Wait, I think I’ve got it!\"\n- \"This makes me think of\"\n- \"I'm starting to see a pattern\"\n- \"This brings to mind\"\n- \"There's something off here\"\n- \"This connects to something else\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"That makes sense because\"\n- \"That changes everything\"\n- \"Hmm\"\n- \"I'm intrigued by\"\n- \"Something's not clicking\"\n- \"What’s the best way to explain this?\"\n- \"I knew I was forgetting something!\"\n- \"Just thinking out loud but\"\n- \"This connects to\"\n- \"That’s the piece of the puzzle!\"\n- \"There's something here about\"\n- \"Now, wait just a second\"\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- \"Actually, no\"\n- \"I wonder if\"\n- \"I think I found the solution!\"\n- \"Let me make sure I got this\"\n- \"On one hand... but on the other\"\n- \"I'm pondering\"\n- \"Hold that thought\"\n- \"Let me back up a second\"\n- \"Roughly speaking\"\n- \"Uh, where was I?\"\n- \"Wait, does this contradict itself?\"\n- \"Something doesn't add up\"\n- \"When I sit with this idea\"\n- \"I'm just throwing ideas around\"\n- \"Okay, I think I’ve got it now!\"\n- \"Wait, no\"\n- \"Where does that leave me?\"\n- \"This isn't quite right, but\"\n- \"It’s on the tip of my tongue\"\n- \"Let me trace that logic back\"\n- \"Uh...\"\n- \"Of course! That’s the answer!\"\n- \"Let me untangle this\"\n- \"What keeps nagging at me is\"\n- \"Oh! That reminds me\"\n- \"If I follow this through\"\n- \"Now we're cooking\"\n- \"I'm curious about\"\n- \"Going back to what I said about\"\n- \"That’s what I was trying to say!\"\n- \"Still forming this thought\"\n- \"Now, if I think about it differently\"\n- \"No, actually\"\n- \"I’m still on the fence about this\"\n- \"I'm mulling over\"\n- \"I keep circling back to\"\n- \"What was I thinking?\"\n- \"Building on that\"\n- \"Let me work through this\"\n- \"I’m trying to connect the dots here\"\n- \"There's got to be something about\"\n- \"Let me think\"\n- \"Wait a minute\"\n- \"That reminds me\"\n- \"Follow me here\"\n- \"I need to step back and rethink this\"\n- \"Am I overcomplicating this?\"\n- \"Let's think step by step\"\n- \"Something along those lines\"\n- \"What I'm grappling with is\"\n- \"I need to reframe this\"\n- \"Oh, I see what’s happening here!\"\n- \"That would mean\"\n- \"It's almost like\"\n- \"Well, let me see\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Development as Freedom (英語) ハードカバー – 1999/10/14\nline 02 | Kindle 端末は必要ありません。無料 Kindle アプリのいずれかをダウンロードすると、スマートフォン、タブレットPCで Kindle 本をお読みいただけます。\nline 03 | In Development as Freedom Amartya Sen quotes the eighteenth century poet William Cowper on freedom:\nline 04 | Freedom has a thousand charms to show,\nline 05 | That slaves howe'er contented, never know.\nline 06 | Sen explains how in a world of unprecedented increase in overall opulence, millions of people living in rich and poor countries are still unfree. Even if they are not technically slaves, they are denied elementary freedom and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism. The main purpose of development is to spread freedom and its 'thousand charms' to the unfree citizens.\nline 07 | Freedom, Sen persuasively argues, is at once the ultimate goal of social and economic arrangements and the most efficient means of realizing general welfare. Social institutions like markets, political parties, legislatures, the judiciary, and the media contribute to development by enhancing individual freedom and are in turn sustained by social values. Values, institutions, development, and freedom are all closely interrelated, and Sen links them together in an elegant analytical framework. By asking \"What is the relation between our collective economic wealth and our individual ability to live as we would like?\" and by incorporating individual freedom as a social commitment into his analysis, Sen allows economics once again, as it did in the time of Adam Smith, to address the social basis of individual well-being and freedom.\nline 08 | A conversation with Amartya Sen, author of Development as Freedom\nline 09 | Q: Please explain the premise of your book.\nline 10 | A: The premise of the book is that human freedom is not only the primary end of development, it is also the principle means.\nline 11 | Development consists in enhancing the quality of human life and increasing the substantive freedoms we enjoy, and therefore freedom is constructive in development (that is, the process of development is the process of making our freedoms larger).\nline 12 | But, in addition, freedom of one kind tends to facilitate freedoms of other kinds.\nline 13 | For example, economic opportunities, political liberties and social facilities strengthen each other, in addition to each being directly important in increasing the individuals' freedoms.\nline 14 | Q: How does your theory of development differ from conventional thinking?\nline 15 | A: It revives a line of thinking that was extremely important in the reasoning of pioneers of economic and social analysis, in particular Adam Smith, Condorcet, John Stuart Mill, and others.\nline 16 | In fact, the motivation of economic studies from the earliest times (Aristotle in Greece, and Kautilya in India, both in the third century BC) was deeply concerned with enhancing the quality of human life and increasing the options we have.\nline 17 | This is true even of the medieval beginnings of modern economics, for example in the writings of William Petty, one of the founders of the Royal Society of London.\nline 18 | While they were all concerned with material prosperity, they saw it as a means to other -- bigger -- ends.\nline 19 | The idea that development consists just of an increase in GNP or GDP or real national income per head, or some other commodity indicator like that, is basically a vulgarization of the vision that motivated the origin of the development of economics.\nline 20 | What the book tries to do is to reclaim that original version and to place the more immediate variables in a bigger context, in which they could be judged in terms of what they manage to do for human life and liberty.\nline 21 | Q: How can the theory presented in this book be practically applied to developing nations?\nline 22 | A: This is primarily a question of having an adequate reach and balance in policy-making in developing countries. For example, to try to judge democracy or political liberty entirely (or primarily) in terms of their effects on economic growth would be a mistake, since liberty and political freedom are themselves valuable and do not have to be justified in terms of their indirect effects. In this sense the approach of the book goes against a great deal of policy thinking. But the book also discusses why the indirect effects are also important, since political freedom can reinforce economic opportunities, and vice versa. For example, political freedom gives voice to the vulnerable sections of the population and provides them with the power to demand and receive protective support in times of emergency crisis. The fact that no famine has ever taken place in a country that is democratic and has multi-party politics and a free media, is merely illustrative of this connection. To take another illustration, the enhancement of social opportunities through public arrangements for school education, is not only directly enhancing the capabilities of the people (which is valuable in itself), but it also increases their ability to participate in economic activities, especially in a globalizing economic world.\nline 23 | Q: Can the concepts in your book be applied to U.S. inner cities?\nline 24 | If so, how?\nline 25 | A: Indeed quite a lot of the book does deal with deprivation in rich countries. When we shift our focus from income per head, which makes the relatively poor in America look relatively rich in the world context, and concentrate instead on such matters as survival chances to the later ages, we see that the relatively deprived in America are also relatively deprived in the world. The Chinese, the Indians in the better provided states, the Sri Lankans, and others have a much larger chance of living to later ages than do, say, African-Americans as a general group. African-Americans in inner cities often do substantially worse in terms of survival than the poorest people in some of the countries with reasonable arrangements for school education and health care. In fact, in many U.S. cities (such as Washington, DC) life expectancy at birth is in general lower than that in India and Pakistan.\nline 26 | It is necessary to look directly at those things which motivate our search for economic prosperity.\nline 27 | Economics is not only concerned with generating income, but also making good use of that income to enhance our living and our freedoms.\nline 28 | The general lesson has a major bearing on policy issues (such as medical insurance, health care, school education, etc.)\nline 29 | related to the U.S. inner cities.\nline 30 | Q: You have made some shocking calculations regarding global inequality, including the startling figure of 100 million \"missing\" women. Would you please explain this number and what you mean by \"missing?\"\nline 31 | A: What the estimates of \"missing women\" do is to calculate the number of women who would have been there had women had similar relative chances of survival.\nline 32 | Given similar care, women tend to live longer than men and indeed have lower age-specific mortality than men almost throughout their lives (this is ultimately a biological difference, and even female fetuses have a lower miscarriage rate than do male fetuses). So even though more boys are born than girls, by the time we look at full-grown population, women tend to out-number men very considerably (by 5 or 6%) given symmetric care. However, when women receive less care in terms of medical attention, nutritional arrangements and so on, women's mortality rates are artificially elevated in comparison with men. As a result, in a number of countries across Asia and North Africa, there are fewer women than men. In China there are six percent fewer women than men; in India seven percent fewer; in Pakistan nine percent fewer. This is not a biological difference. For example, in any part of these societies where women do receive symmetric care, we see similar patterns of survival as in Western Europe and North America. For example, the ratio of women to men is similar in Kerala in India (about 5% more) as it is in Europe and North America (and would have been almost exactly the same if we discount the greater male mortality in the wars fought by Europeans and Americans in the past). The number of \"missing women\" estimates the millions of women who would have been there if the mortality rates of women, compared with male mortality rates, were what we would expect had they received systematic care. This tends to produce a massive number of \"missing women.\" The figure of 100 million that you mention comes from that. There have been other -- more conservative -- estimates following mine, including a much smaller figure by Professor Ansley Coale, but his figure too is 60 million\nline 33 | \"missing women.\" Another more intermediate figure presented by Dr. Stefan Klasen places it around 90 million. No matter which particular technical estimate we accept, these are very large numbers and reflect a striking aspect of the most elementary deprivation suffered by women in a very substantial part of the world.\nline 34 | It is important to recognize that this is not just a matter of poverty. In sub-Saharan Africa, while the ratio of women to men is not as high as in North America or Europe (or as in Kerala in India), still there are 2% more women than men. Indeed my 100 million figure was based on taking sub-Saharan Africa as the \"standard\" in calculating the number of \"missing women\" (in contrast with what would have been the case had the ratio of female-to-male survival rates been the same in Asia or North Africa as it is in sub-Saharan Africa).\nline 35 | さらに誤訳と悪訳のオンパレード。誤訳は論旨を間違って把握させるレヴェルのものである。例えば、It shares with utilitarianism a consequentialist approachが、「（私のこの主張は）結果論者と功利主義を共有する」という訳がなされている。\n</context>\n\n<phrases>\n- \"Hang on a second\"\n- \"The more I think about it\"\n- \"Actually, no\"\n- \"What was I thinking?\"\n- \"Okay, I think I’ve got it now!\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let me play devil's advocate\"\n- \"Am I thinking about this all wrong?\"\n- \"What’s the worst that could happen?\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"Let's think step by step\"\n- \"It's almost like\"\n- \"Brainstorming here, but\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"This connects to\"\n- \"I think I found the solution!\"\n- \"Right, so\"\n- \"What’s the missing piece?\"\n- \"That would mean\"\n- \"Okay, backtrack a bit\"\n- \"Wait, does this contradict itself?\"\n- \"Wait, why does that happen?\"\n- \"Hmm, let’s rewind a bit\"\n- \"Well\"\n- \"Let me connect the dots\"\n- \"Don't quote me on this\"\n- \"How do I put this\"\n- \"It finally adds up!\"\n- \"No, actually\"\n- \"I'm starting to see a pattern\"\n- \"There's something off here\"\n- \"I keep coming back to\"\n- \"Something along those lines\"\n- \"That reminds me\"\n- \"Am I overcomplicating this?\"\n- \"That makes sense because\"\n- \"Let me untangle this\"\n- \"Alternatively\"\n- \"That changes everything\"\n- \"What if I flip it around?\"\n- \"Wait, no\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"That’s an interesting angle, but\"\n- \"What keeps nagging at me is\"\n- \"It was staring me in the face\"\n- \"What was I about to say?\"\n- \"Still forming this thought\"\n- \"Let me work through this\"\n- \"Wait, I think I just cracked it!\"\n- \"On the other hand\"\n- \"Building on that\"\n- \"Wait, but if that’s true\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Aha! That’s what I was missing!\"\n- \"Just thinking out loud but\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Let me just think this through\"\n- \"Let me throw this out there\"\n- \"I was just about to say\"\n- \"This is tricky, but\"\n- \"Hold on a second\"\n- \"Something doesn't add up\"\n- \"Let me see\"\n- \"You know\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Ah...\"\n- \"Still working it out\"\n- \"Hmm\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Now, if I think about it differently\"\n- \"Of course! That’s the answer!\"\n- \"But then again\"\n- \"Let me approach this from another angle\"\n- \"On one hand... but on the other\"\n- \"This is starting to take shape\"\n- \"This connects to something else\"\n- \"Coming at this from another angle\"\n- \"Now it all comes together!\"\n- \"What's the best way to explain this?\"\n- \"Oh! That reminds me\"\n- \"Backing up for a second\"\n- \"I need to step back and rethink this\"\n- \"Don't hold me to this\"\n- \"I’m trying to connect the dots 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 | With definitions from dictionary.com\nline 02 | 1.an earnest desire for some type of achievement or distinction, as power, honor, fame, or wealth, and the willingness to strive for its attainment\nline 03 | 2. the object, state, or result desired or sought after\nline 04 | 3. desire for work or activity; energy\nline 05 | verb (used with object)\nline 06 | 4. to seek after earnestly; aspire to.\nline 07 | Although Ambition has a somewhat tainted original meaning (that is: a negative meaning back in the 14th century) there is nothing technically negative about the modern definition. Originally to be ambitious was to be “going around to canvass for office,” – from 14th century Latin, ambitiosus. It was only in early use that Ambition was grouped with Pride and Vainglory. (For the record, the latter of those two is a 12th century word and is now practically archaic.)\nline 08 | Whatever its origins, ambition now means an earnest desire for achievement or distinction and willingness to strive for it or to aspire to something. In other words: ambitious people know what they want to achieve in life and go after it. Which, when you stop and think about it, actually means that most characters labelled as ambitious are nothing of the sort.\nline 09 | House Slytherin of the Harry Potter Franchise is a very good example of a group of characters who are labelled as “ambitious” but never actually are. All of those old, noble houses (Malfoy, Black, etc)? They cannot be ambitious because they already have what the ambitious person seeks: they already are (in)famous, powerful, and wealthy. True, “honour” – the other major ambition the dictionary lists – is something they might lack, but they aren’t shown seeking honour either. As for most of the Slytherin students shown in the books? They seem quite sure they already have everything, that they don’t need to better themselves, and that they are just going to keep doing what their family does. In other words: unless the Sorting Hat was sorting one-fourth of the students on opposite-day rules, Salazar Slytherin (and JKR) did not actually understand what ambition is. Wanting to follow in the family business is a very rare ambition. Most truly ambitious people would rather strike out on their own and make a name for themselves. See, “achievements” and “distinctions” – the two things which ambition is to desire – are personal goals. They are not group or family oriented. Ambitious people do not want to be “hey, aren’t you part of the X family?” they want to be “OMG YOU’RE [AMBITIOUS PERSON’S NAME]!”\nline 10 | Okay, so what about Voldemort? Obviously he’s ambitious, right? He wants to take over the world? Yeah, but does he? Sure that’s what he says he wants, but throughout the main story his only dedicated goal is “Kill Harry Potter”. If he was truly ambitious and his goal was “take over the world” he wouldn’t waste so much time and so many convoluted plots on something which should have been secondary. You might argue that it was because he was trying to stay alive. However, either his goal was take over the world or it was become immortal, but not both. Ambitious people, when the cards are down, have their desires ranked. This means that something they’d also like will, if they have to make the choice, be put aside if getting it means making their main goal harder to reach. Thus “piss a lot of people off by taking over the world” and “live forever” should be diametrically opposite goals. Oh, and here’s the other thing: goals aren’t the same as ambitions. “Lose weight” is a goal, but it’s not an ambition. “Be a movie star” is more an ambition than a goal (goals are also more specific).\nline 11 | Lastly, not everyone who tries to take over the world is ambitious. This goes back to what I said earlier about how ambition is a personal goal. Some people who try to take over the world – or just a country – are not doing it for themselves. In fact, most of the people who give enough shits to actually bother trying for any sort of conquest are doing it because they care about other people. Unless they’re like Alexander the Great – glory-hounds who run from place to place conquering, leave other people to run things, and whose conquests fall from their grasp almost as soon as they leave because they have no long term plans (which, again, would rule out their being ambitious because ambitious is all about having long term plans) – chances are they’re taking over because they think the state of things must be fixed “for the greater good”. Augustus Caesar is often viewed negatively for abolishing democracy and starting the Roman Empire (untrue, he did place his autocracy over – veto right – the senate, but he never disbanded them) but he took power from the senate and took control because the senate was a completely corrupt career-politician hotbed of wasted taxpayer money, vice, petty squabbles and aristocratic arrogance that couldn’t figure out how to lead a horse, let alone get it to water. Augustus took over because the people who were supposed to be ruling weren’t. They were enjoying the wealth and power that came from having the ruler-ship position, but they weren’t actually ruling. Caesar Augustus did not take power for himself, and thus was not ambitious, and was a good ruler – while the emperors who followed him, and who inherited the position rather than having to strive for it (again, thus not ambitious) thought about their own pleasures and couldn’t rule for shit (with a few exceptions *cough*Marcus Aurelius*cough*). So even if “Take over the world” was Voldemort’s primary goal, it is not by definition an ambition. Of course, Voldemort is not like Augustus Caesar. Voldemort has more in common with Hitler and his fictional analogue Grindelwald – who believed in his slogan “For The Greater Good” and who was therefore not ambitious. Which makes the question “Did Voldemort believe his blood-purity hype?” because if he did: he wasn’t ambitious.\nline 12 | And this begs the question: If Slytherins – the pop-cultural go-to example for ambitious people – aren’t ambitious, then who is?\nline 13 | I kid you not. Let’s take a look at that definition again.\nline 14 | - an earnest desire for some type of achievement or distinction, as power, honor, fame, or wealth, and the willingness to strive for its attainment\nline 15 | - the object, state, or result desired or sought after\nline 16 | - desire for work or activity; energy\nline 17 | verb (used with object)\nline 18 | - to seek after earnestly; aspire to.\nline 19 | “As power, honor, fame, or wealth” is just a list of examples, not a complete list of forms ambition can take. Wanting to be loved and wanting to be happy are also ambitions. Ambition can be “the desire for work or activity” – which sounds distinctly Hufflepuff – and have you ever heard of a Disney Princess who wasn’t painfully “earnest”? Moreover, as ambition can thus be “to aspire to honour” have you ever heard of a non-heroic character who strove for that? Honour (however you want to spell it) is a hero-trait in fiction.\nline 20 | So why Disney Princesses? Let’s go over them one by one, shall we?\nline 21 | Snow White: Main songs? I’m Wishing and Someday My Prince Will Come. Snow’s been treated like a servant all her life and no one – not even the nobility who ought to be up in arms about it, nor the royalty of whichever kingdom her mother’s family rule – has done anything about it. But does Snow just sing about finding someone to love? No. She sings about waiting for her Prince. Snow is in rags and has no reason to believe her born social status counts for shit anymore, she’s been run out of her kingdom and being recognised is a death sentence, but she damn well refuses to give up on the “Prince” part of her life-plans. Furthermore, before she meets her prince she isn’t shown doing much to achieve her ambitions, except singing into a wishing well – which is a silly and childish thing to do. Except for two things: as a fourteen year old she was totally still a child and she clearly believed that it would really work. Which, given that her true love immediately appeared, which is way too much of a coincidence to have been an accident (seriously, foreign prince rides right by local capital castle, which the royal family is currently inhabiting, and no one fucking notices?) it’s entirely possible that Snow was 100% right about that wishing well, in which case she was going after her desires. That’s Ambition.\nline 22 | Cinderella: Here’s an interesting line from Cinderella’s song So This is Love “The key to all heaven is mine”. Ambitious people about themselves firstly – I want, I have, etc – which makes this line rather telling. She’s not in heaven, the key to heaven is hers. Now, you might argue this can’t be true because Cinderella is not selfish – she is kind and giving and helpful – but selfishness and kindness are not mutually exclusive. Likewise, ruthlessness and selfishness are not mutually inclusive. Ambition is a selfish thing, in that it puts the self first, but ambitious people are not automatically unkind, or unhelpful. In fact, people who are determined to achieve their dreams (ahem, “Whatever you wish for, you keep/Have faith in your dreams and someday/Your rainbow will come smiling through”) are more likely to help others to achieve theirs because they know how much that would mean to them. And because most of the time ambitious people aren’t idiots. Ever heard the term “you catch more flies with honey than vinegar”? Well, apart from the fact that real vinegar catches more flies than real honey, what the metaphor means is that – generally speaking – stomping all over people doesn’t get you as far as being nice to them. Furthermore, wanting and going after nice things or achievements for yourself in no way obliges you to turn on everyone else. Ambitious people only view others as a problem when those others are standing between them and their goal. Cinderella, who has grown up in an abusive household and likely doesn’t have the emotional ability to save herself by walking out the door, is kind to those around her and it works in her benefit. Sure, she goes to tears after her dress and dreams are torn to shreds, but that doesn’t indicate a lack of ambition. Someone who didn’t have goals or ambition wouldn’t have been anywhere near as distressed to have their dream crushed right when they thought they were going to make it. Cinderella could not have achieved her happy ending on her own, but nowhere in the definition of ambition is that a requirement. She tried, earnestly, to go after her dreams. That’s ambition.\nline 23 | Sleeping Beauty: Okay, I got nothing. But in fairness, she does spend most of the movie named after her ASLEEP.\nline 24 | Ariel: Do I really need to spell this one out? Mer-girl wants to achieve being human (she met Eric AFTER becoming obsessed with humanity, remember?). Mer-girl sings entire song about how damn much she wants to be human – to be Part of Your World – and Mer-girl signs deal with first person to make that an option for her, after being explicitly forbidden to keep thinking about humans by the autocratic ruler of her country. That’s ambition. Sure, mer-girl absolutely fails at guile, but guile and ambition are not mutually inclusive.\nline 25 | Belle: Ambition and the desire for adventure (or bravery or courage or whatever you want to call it) are not mutually exclusive, no matter what Harry Potter might have implied. Belle’s introductory song – which is also the first time we see her – is about how she wants to get out of this “poor, provincial town” (and how the townsfolk think she’s weird). Allow me to repeat that with clarity: within moments of being introduced to her, Belle complains that the town she lives in is “poor” (ambition for wealth) and “provincial” (ambition for social standing). And if you need further proof of that, here’s a bit from the reprise of That Belle: “Not me, no way/I guarantee it/ I want much more than this provincial life! I want adventure in the great wide somewhere! I want it more than I can tell. And for once it might be grand/To have someone understand/ I want so much more than they’ve got planned…” Ambition is all about “I want”. And sure, you might say that Belle gives up her ambitions for her father – but Belle’s an avid reader: she, of all people, would know that being offered the chance to switch places with a prisoner in an enchanted castle is a standard beginning for adventures. You know, the thing she wants? That’s ambition.\nline 26 | Jasmine: Well, she wants to see the world beyond the palace and sneaks out in order to do it, but that’s not really all that ambitious. Of course, that’s because Jasmine – like Sleeping Beauty – isn’t really the main character of Aladdin. Aladdin himself though? Well, the whole wishing to become a prince thing really says it all. Why? Because it would have been far easier – no need to pretend to not be a street rat – if Aladdin had wished for the Genie to change the laws so that he could win the princess’ hand as himself. Aladdin immediately viewed his social status as what needed to be changed. Not to mention the cut song Proud of Your Boy, which was all about how he wanted to make his mother proud – her pride was the achievement he earnestly sought.\nline 27 | Mulan: Although it becomes secondary to the goal of keeping her father from going to war and dying, Mulan starts off with the ambition to meet the social standards of her era so that she can make her family proud. Or, rather, she starts with the ambition to make her family proud and goes about it by trying – and failing – to meet social standards, which turns out to have been the wrong way to go about it. The distinction she earnestly seeks – and then sings about being unable to fulfil – is to be “the perfect daughter”. That’s ambitious. Also, ambitious people are not, by definition, only ambitious if they go about seeking their aspirations the right way. Sometimes they think they’re doing it right and aren’t.\nline 28 | Pocahontas: Has a whole song about not being sure what she wants out of life.\nline 29 | Pass.\nline 30 | Not ambitious.\nline 31 | Sure, there’s “prevent a war” but that’s more a goal than an ambition.\nline 32 | Ambitions – desire to achieve – are by definition construction (make something new, attain something new) not destructive or neutralising (prevent war – which preserves an existent status quo).\nline 33 | Tiana: Do I really have to explain this one? Miss Works-Herself-To-The-Bone-Even-When-Turned-Into-A-Frog-To-Get-The-Restaurant-She’s-Wanted-Since-She-Was-a-Toddler basically oozes ambition. (Especially if you look at what she imagines for her restaurant – it’s at least five-star – that girl doesn’t just want to have a restaurant, she wants a rich restaurant for fashionable people. She wants to move up in social class/wealth and fame and she wants to prove to the world how good she is at what she does.) Here’s where Potter fans tend to confuse truly ambitious people with the idea that ambition (Slytherin) and hard work (Hufflepuff) are mutually exclusive. But here’s the thing: by definition ambitious people are willing to EARNESTLY GO AFTER WHAT THEY WANT. Earnest, incidentally, means “serious in intention, purpose, or effort; sincerely zealous” as well as “showing depth and sincerity of feeling” and “seriously important; demanding or receiving serious attention”. If you are ambitious you are BY DEFINITION hard working …in order to get what you want. This means, by the way, that all the “ambitious” characters in fiction who will ruthlessly cheat, steal, and lie to get to the top? …Aren’t really ambitious. Why? Because they aren’t earnestly going after their aspirations. Hufflepuffs are more ambitious than Slytherins.\nline 34 | Rapunzel: Is probably more goal-oriented than ambition-oriented, given that “see the lights” is more of a one-time information gathering quest than a self-improvement-based aspiration. Unless her ambition is “happiness” in which case she might count. Nevertheless, the girls songs are primarily about feeling unfulfilled that she hasn’t achieved anything (When Will My Life Begin) and what she wants out of life (I Have A Dream). So while she’s not as ambitious as some in this list, she still counts.\nline 35 | Merida: Wants the power to make her own life choices. She also wants her mother to understand her, but that’s not an ambition, it’s a desire or goal.\nline 36 | Elsa and Anna: Elsa’s not an ambitious character.\nline 37 | Her desire to get her powers under control is motivated by fear and necessity.\nline 38 | Anna’s ambitions, on the other hand, drive much of the story.\nline 39 | The love of her sister is the achievement she mostly seeks – which might not seem like much of an achievement, until you realise that she spent her childhood talking to a closed door out of the desire to be noticed by the one she loved.\nline 40 | She also spent much of her time completely isolated, which makes her aim a sort of narrow form of ambition for fame – the desire for fame, after all, is the desire to be notices and acknowledged as special …which is exactly what Anna is trying to get out of the people whose opinions she actually cares about.\nline 41 | To be loved is, in a way, to be famous to a single person.\nline 42 | Fame is the love – in a shallower form – of the distant people.\nline 43 | In closing: Ambition is not mutually exclusive with kindness, hard work, generosity, and honesty. Ambitious people do not have to be, by definition, guileful, liars, ruthless, or selfish to the detriment of others. The desire to take over the world is only ambition if done for the sake of the self rather than in order to make the world a better place – which is the more common reason people try, whether or not their beliefs ultimately prove destructive when viewed from outside. The only things ambition is mutually exclusive with are aimlessness and laziness. People who cheat their way to the top are not ambitious because they do not go after their aspirations earnestly. There is nothing inherently evil about knowing what you want out of life and going for it.\nline 44 | So. There you have it. Disney Princesses are more ambitious than Slytherins.\n</context>\n\n<phrases>\n- \"Suppose we assume that\"\n- \"This is just a first pass, but\"\n- \"I could go either way on this\"\n- \"That doesn’t sound right\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Hmm, let’s rewind a bit\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Let's test this idea\"\n- \"That’s an interesting angle, but\"\n- \"I guess there’s no perfect solution\"\n- \"Oh! That reminds me\"\n- \"When I sit with this idea\"\n- \"Well\"\n- \"I'm struck by\"\n- \"It's almost like\"\n- \"I was just about to say\"\n- \"Let's think step by step\"\n- \"Where does that leave me?\"\n- \"No, actually\"\n- \"This could explain why\"\n- \"I'm not sure, but\"\n- \"On the other hand\"\n- \"Okay, so\"\n- \"If we follow this logic\"\n- \"Something doesn't add up\"\n- \"Now, wait just a second\"\n- \"What keeps nagging at me is\"\n- \"But then again\"\n- \"This might sound weird, but\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Let me run through it again\"\n- \"Let me untangle this\"\n- \"Follow me here\"\n- \"If I’m not mistaken\"\n- \"Uh, where was I?\"\n- \"This makes me think of\"\n- \"Bear with me while I\"\n- \"I'm pondering\"\n- \"Okay, so if I do this\"\n- \"Hang on a second\"\n- \"Something's not quite right\"\n- \"Let me play devil's advocate\"\n- \"Uh...\"\n- \"Let me think\"\n- \"Wait, no\"\n- \"There’s a pattern here\"\n- \"Let me see\"\n- \"Let me connect the dots\"\n- \"It feels like the right move, but\"\n- \"Alternatively\"\n- \"On one hand... but on the other\"\n- \"That reminds me\"\n- \"Okay, walking through it again\"\n- \"The more I think about it\"\n- \"I'm wondering if\"\n- \"I'm seeing a connection between\"\n- \"That makes sense because\"\n- \"I wonder if\"\n- \"What if we looked at it like\"\n- \"Building on that\"\n- \"Let me trace that logic back\"\n- \"Let me chew on this\"\n- \"This makes me reflect on\"\n- \"I'm curious about\"\n- \"I'm intrigued by\"\n- \"Actually, no\"\n- \"Backing up for a second\"\n- \"Here's what's bugging me\"\n- \"This connects to something else\"\n- \"This is just a hunch\"\n- \"This is starting to take shape\"\n- \"Let me work through this\"\n- \"Maybe I should sleep on it\"\n- \"Well, let me see\"\n- \"We've completely overlooked [blank]\"\n- \"What if I flip it around?\"\n- \"Ummm, actually\"\n- \"I'm trying to reconcile\"\n- \"What if I tried...?\"\n- \"Is this the hill I want to die on?\"\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 | \"Differentiation\" is a hot word\nline 02 | \"Differentiation\" is a hot word in cancer research. Scientists have known for years that cells start out as somewhat amorphous. When stimulated by substances in the body, they become more differentiated, or precise, in their characteristics. Cancer has a better chance of taking hold in undifferentiated (immature) cells.\nline 03 | Jose and Irma Russo of the Fox Chase Cancer Center in Philadelphia recently published a paper on the subject. They have found that, in female rats, the hormone, chorionic gonadotropin (hCG) is crucial for the differentiation of mammary cells. According to the Russo's work, rats exposed to hCG are far less likely to get breast cancer. HCG is only released during the last trimester of pregnancy, which is why women who have children (before the age of 30) are less likely to get breast cancer than women who never have children. The Russos were able to treat virgin female rats with the hormone and protect them from breast cancer. The hormone induces cells to differentiate, which is important in making the environmental stresses that can provoke cancer. One of the Russos' concerns, which may relate to the spiraling incidence of breast cancer, is that grown women are turning up with immature mammary cells. Even through the women have borne children should cause their cells to differentiate, their cells remain virgin-like. The Russos believe the cells in these women have failed to respond to hormones. Research conducted over the past ten years on the effects of pesticides and other chemicals give insight into why this is occurring.\nline 04 | Toxic Effects of Pesticides\nline 05 | Dioxin is the most ubiquitous poison in the environment, with high levels of it in women with breast cancer. It has been reported that every human on earth has dioxin in their body. A report issued by the Environmental Protection Agency (EPA) in 1994 concludes that dioxin causes cancer, and that it is far more toxic than previously reported. Dioxin is found in pesticides, including \"2,4-D\" which is related to \"Agent Orange\" (the herbicide used to defoliate the jungles of Vietnam). It is found in numerous foods, including meat (especially in fat), dairy products and fish. Variations of it are sprayed on fruit and vegetables. In addition it occurs as a byproduct of plastics manufacture and chlorine products (such as the bleach used to whiten paper products).\nline 06 | Dioxin is a wolf in sheep's clothing. It occupies estrogen receptors like real estrogen, but doesn't covey signals to cells the way natural estrogen does. In effect, it blocks estrogen. Dioxin also reduces the number of estrogen receptors. High levels of dioxin correlate to low levels of estrogen-mediated activity. Since dioxin tends to accumulate in fat, the breasts are particularly vulnerable. But males, too, are vulnerable to dioxin. The escalating incidence of prostate cancer has also been linked to dioxin.\nline 07 | Dr. Gonzalez' Detoxification Method\nline 08 | The liver is the main organ of detoxification. During the process of breaking down cancer, toxic byproduct are released into the blood stream. Dr. Gonzalez wants his patients exposed to as few extra toxins as possible so as not to overburden the liver's detoxification capacity. Avoiding environmental toxins, while augmenting liver function, helps patients avoid the toxic complications of cancer therapy which occur when the toxic products of cancer destruction are released into the body. Gonzalez prescribes a simple liver detoxification method which has consistently proven effective: coffee enemas.\nline 09 | Henri-Etta Simmons estimates that it took six months to detoxify her body. She eats only organic vegetables and animals raised without chemicals and hormones. Almost nine years after being diagnosed with breast cancer, she is alive and well. The day I talked to her, she had walked 4 miles. She is adamant that people should be made aware of the choices they can make when diagnosed with cancer. \"When you're first diagnosed, you're so scared that you get in line and do what they say,\" she told me. \"Many people will still choose conventional therapy, but they should be made aware of what's available.\"\nline 10 | Cancer Is Not A Death Sentence\nline 11 | Mort Schneider agrees.\nline 12 | One day in July, 1991, while sitting at a friend's house, he felt dizzy and sweaty.\nline 13 | Thinking it was a heart attack, his wife took him to the emergency room, only to be told his heart was okay.\nline 14 | Nevertheless, he saw a cardiologist, and took along a chest X-ray that had been taken at the ER.\nline 15 | Fortunately for Schneider, the cardiologist had better vision than the ER staff.\nline 16 | He took one look at the X-ray an told Schneider there was a spot on his lung.\nline 17 | After undergoing surgery, Schneider found out it was cancerous.\nline 18 | CAT scans showed it had spread to the liver, pancreas and adrenals. The oncologist told him not to torture himself with chemotherapy or radiation. His wise, a longstanding believer in preventative medicine and alternative therapies, took over his care. Within two months, she has located Dr. Gonzalez, and Mort was sitting in his office. When asked how he could have trusted his life to a diet and supplements, he tells me, \"I didn't have much choice. I could either sit around waiting to die, or I could do something.\"\nline 19 | Maybe because he had avoided conventional therapy, or perhaps because he reached Dr. Gonzalez so rapidly, Schneider was in better shape than most patients. As sick as he was, Gonzalez expressed confidence that he would improve. Four months into the program, Schneider was surprised to receive a phone call from the doctor. Gonzalez had called to inform him that his tests looked good - very good. Five years later, at age 75, Mort Schneider is alive and well. He eats no red meat, sugar or refined foods. Every two months he sends a hair sample to Dr. Gonzalez for analysis. Once a year he travels to New York so that Gonzalez can examine him.\nline 20 | The Value Of A Pro-Active Attitude\nline 21 | All of the patients I spoke to told m that a pro-active attitude was critical to their recovery. Edmund Rubin saw physicians at one of the finest university hospitals in the country, yet he was on a downhill course until he took charge of his own treatment. While he has no animosity towards traditional physicians, he feels that these doctors \"may be looking through the wrong end of the telescope.\"\nline 22 | None of the patients had time to wait for modern science to demonstrate why certain alternative therapies work. Rubin is philosophical about his experience. \"Look.\" He told me, \"I'm happy to drink my carrot juice and have it work, and not worry about what makes it work. That may not be very scientific, but I'm not in this for science; I'm in it for survival.\"\nline 23 | He points out that twenty years after Nixon declared war on cancer, the incidence of some types of cancer has risen. It doesn't make sense to him that insurance companies refuse to cover alternative therapy (ed note: some companies such as Blue Cross? are beginning to cover some non-traditional cancer therapies). Why spend $50,000-100,000 a year for chemotherapy and radiation when $6,000 worth of supplements might do the trick?\nline 24 | Mort Schneider and Henri-Etta Simmons both believe they would be dead had they not taken the initiative to seek alternative therapy. Science has repeatedly verified what they and other know intuitively: the \"will to live\" is one of the most important factors in overcoming cancer. It is the one psychological factor which has been conclusively linked to cancer-related survival in clinical studies.\nline 25 | The Lives Of Millions Of People Are At Stake\nline 26 | It is imperative that the government, the media, and the general public pay more attention to alternative cancer therapies such as Dr. Gonzalez' nutritional approach. The traditional slash-and-burn form of treatment has largely failed after decades of research costing billions of dollars. It is clearly time for a change.\nline 27 | The NCI is playing catch-up with regard to alternative treatments. Although it is considering analogs of vitamins as preventative agents, NCI has yet to commit serious time and interest to natural therapies. Dr. Gonzalez' work is an exception. The Institute is following his trial of ten pancreatic cancer patients. Hopefully in the near future, it will invest for of America's tax dollars in trials of other alternative therapies.\nline 28 | Cancer prevention is underrated in midstream America. Yet numerous studies demonstrate the efficacy of phytochemicals, vitamins, minerals and other substances in preventing the disease. The power of these natural substances to cause disruption of cancer can and should be utilized before cancer gets a toehold. Along with alternative cancer therapies such as Dr. Gonzalez', the Life Extension Foundation endorses the use of documented cancer-preventing nutrients as an important component in an longevity program.\nline 29 | Those persons interested in Dr. Gonzalez' treatment program or his upcoming trials on metastatic breast or colon cancer should contact him at: 212/213-3337.\n</context>\n\n<phrases>\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Wait a minute\"\n- \"Ohhh, now I see!\"\n- \"Well\"\n- \"Could I be second-guessing myself?\"\n- \"Let's think step by step\"\n- \"Something doesn't add up\"\n- \"This brings to mind\"\n- \"On one hand... but on the other\"\n- \"Let me put this another way\"\n- \"What if we\"\n- \"What’s the best way to explain this?\"\n- \"This connects to something else\"\n- \"This connects to\"\n- \"When I sit with this idea\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What keeps nagging at me is\"\n- \"The thing is\"\n- \"It's almost like\"\n- \"I wonder if\"\n- \"Let me untangle this\"\n- \" is striking \"\n- \"That would mean\"\n- \"That’s what I was trying to say!\"\n- \"Let’s not rush this\"\n- \"Ah...\"\n- \"I'm seeing a connection between\"\n- \"Now, wait just a second\"\n- \"What I’m getting at is\"\n- \"Let me chew on this\"\n- \"That makes sense because\"\n- \"Oh! That reminds me\"\n- \"This might sound weird, but\"\n- \"So what does this mean in the bigger picture?\"\n- \"Picture this\"\n- \"Ummm, actually\"\n- \"Let me dig into that a little deeper\"\n- \"Hang on a second\"\n- \"Bear with me while I\"\n- \"You know\"\n- \"What’s the worst that could happen?\"\n- \"In the end\"\n- \"That’s the piece of the puzzle!\"\n- \"That’s an interesting angle, but\"\n- \"Finally, it clicks!\"\n- \" is key here\"\n- \"There’s a better way to phrase this\"\n- \"Alternatively\"\n- \"No, actually\"\n- \"It feels like the right move, but\"\n- \"Actually, no\"\n- \" is interesting\"\n- \"Oh! I get it now!\"\n- \"Building on that\"\n- \"But then again\"\n- \"If I follow this through\"\n- \"It's fascinating how\"\n- \"Let me think\"\n- \"The crucial thing seems to be\"\n- \"Does that sound right?\"\n- \"I'm starting to see a pattern\"\n- \"How can I approach this?\"\n- \"In other words\"\n- \"How do I put this\"\n- \"I'm wondering if\"\n- \"What’s the next step?\"\n- \"Let me work through this\"\n- \"What was I thinking?\"\n- \"I’m trying to connect the dots here\"\n- \"That would explain why\"\n- \"Take this with a grain of salt\"\n- \"I'm intrigued by\"\n- \"Wait, no\"\n- \"I guess maybe\"\n- \"I'm mulling over\"\n- \"This makes me reflect on\"\n- \"Let me approach this from another angle\"\n- \"On the other hand\"\n- \"What if I flip it around?\"\n- \"Of course! That’s the answer!\"\n- \"I'm pondering\"\n- \"Let me play devil's advocate\"\n- \"Let's see\"\n- \"Wait, I think I just cracked it!\"\n- \"Not sure if this fits, but\"\n- \"Let me connect the dots\"\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 know the words ‘chemicals’ and ‘additives’ sound scary to some people, but there’s no need for the average consumer to be afraid of either food additives or chemicals.\nline 02 | In fact, almost all of the food in your local grocery store has, at least, one type of additive in it (or on it).\nline 03 | They’ve been tested for safety, and they’re only present in tiny amounts, certainly far below any dangerous levels of exposure.\nline 04 | But I get that some people are concerned about exposure to pesticides and other residues, and you can take steps to reduce exposure.\nline 05 | Wash your fruits and vegetables. Most of the fresh produce you buy still has the covering (skin, peel, husk, shell, etc.) intact because those coverings help protect and preserve the perishable parts inside. Fruits and vegetables that have been exposed to chemical pesticides, herbicides, and fertilizers are apt to have some residues of those chemicals on their surfaces.\nline 06 | Washing your fruits and vegetables before you eat them will help remove some of the chemical residues and, of course, as well as bacteria and other germs. You should wash all fresh fruits and veggies with water (no soap). Even produce with inedible skins like bananas, oranges, and melons should be cleaned to prevent contamination of the flesh inside.\nline 07 | Go organic. Organic crops are grown without chemical pesticides or herbicides so organic fruits and vegetables won’t have the chemical residues that regular produce has.\nline 08 | Organic meats are produced from animals that are not given any extra hormones and are only fed organic feed.\nline 09 | Always look for the United States Department of Agriculture organic labels. Foods that bear the ‘100 Percent Organic’ label are made with all organic ingredients. Foods that are labeled only as ‘Organic’ need to be made with 95 percent organic ingredients while foods with the words ‘Made with Organic Ingredients’ on the label may only be 70 percent organic.\nline 10 | Read food labels. Packaged foods must have the ingredients listed on the box or bag. Look for artificial food colorings and dyes that have a number, something like FD&C Green No. 3. Other food additives you might see on the label include BHT and BHA, monosodium glutamate (MSG), and artificial sweeteners such as aspartame and saccharin.\nline 11 | Trim the fat. Hormone residues are often stored in animal fat. Buy leaner cuts of meat, trim the fat from meats, and choose non-fat milk. You can also buy organic milk and BGH-free milk that comes from cows that have not been given bovine growth hormone.\nline 12 | Stay away From BPA. Bisphenol A (BPA) is a chemical compound found in some hard plastic products such as baby bottles, water bottles, and hard plastic cookware. Buy products that are BPA-free, or choose products made from other materials, such as glass. You also should avoid microwaving foods in plastic containers that are not specifically labeled as ‘microwave-safe.’\nline 13 | Use a water filter. Tap water is safe for drinking and cooking. However, you can remove chloride or other impurities with an in-home water filter or water filter pitcher. You can buy filtered water in the grocery store, too, either in new bottles or from a fill-it-yourself dispenser.\n</context>\n\n<phrases>\n- \"I should have known that!\"\n- \"Let me work through this\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"What if I tried...?\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I could be wrong, but\"\n- \"One way to look at it is\"\n- \"The pros and cons are\"\n- \"If I take this apart step by step\"\n- \"What if we\"\n- \"It’s on the tip of my tongue\"\n- \"Let me make sure I got this\"\n- \"Let me connect the dots\"\n- \"Let's break this down into parts\"\n- \"Anyway\"\n- \"This feels half-right, but\"\n- \"Oh! That reminds me\"\n- \"I need to fill in the gaps\"\n- \"Ummm, actually\"\n- \"No, actually\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me see\"\n- \"Hmm, that doesn’t sound right\"\n- \"There's a missing link here\"\n- \"What if I flip it around?\"\n- \"On one hand... but on the other\"\n- \"Not set in stone, but\"\n- \"Wait a minute\"\n- \"I might be missing something\"\n- \"How do I put this\"\n- \"I was looking at this all wrong!\"\n- \"Well, let me see\"\n- \"Let me untangle this\"\n- \"What keeps nagging at me is\"\n- \"First things first\"\n- \"Wait, no\"\n- \"Okay, pros and cons\"\n- \"I'm trying to untangle this\"\n- \"Building on that\"\n- \"This might sound weird, but\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"If we follow this logic\"\n- \"I guess there’s no perfect solution\"\n- \"Ah...\"\n- \"This connects to\"\n- \"I think I can rule that out\"\n- \"Follow me here\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Oh! I get it now!\"\n- \"That’s an interesting angle, but\"\n- \"Let’s weigh the options\"\n- \"Let me throw this out there\"\n- \"Alternatively\"\n- \"That reminds me\"\n- \"So that’s why it wasn’t working!\"\n- \"Finally, it clicks!\"\n- \"It finally adds up!\"\n- \"What if the reason is\"\n- \"Okay, so\"\n- \"What if I just flip this around?\"\n- \"It's almost like\"\n- \"I’m not convinced, but it might work\"\n- \"Wait, that doesn’t add up\"\n- \"Let me play devil's advocate\"\n- \"Okay, let's break this down\"\n- \"Let's think step by step\"\n- \"Something doesn't add up\"\n- \"Hmm\"\n- \"Wait, I think I’ve got it!\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"But then again\"\n- \"This is slipping through my fingers\"\n- \"I feel like I’m close\"\n- \"Let's see\"\n- \"Actually, no\"\n- \"If A is true, then\"\n- \"I'm seeing a connection between\"\n- \"I'm starting to see a pattern\"\n- \"Oh, I see what’s happening here!\"\n- \"That makes sense because\"\n- \"This connects to something else\"\n- \"Oh! I get it now\"\n- \"On the other hand\"\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 | It’s easy to forget that your brain is a muscle just like any other and it needs to be trained in order to be in top form. Activeman has a list for you of some simple things you can do to really help train your brain and keep yourself in top mental condition.\nline 02 | 1. Put it to work\nline 03 | Just like any other muscle in our bodies, our brains need to be worked regularly to stay in peak condition. That means turning off the TV and actually doing something that requires some thought. And the brain rotting effects of TV aren’t just conjecture, either. According to the Scientific American, studies from Tohuku University in Japan, “confirmed that verbal IQ scores, which measure vocabulary and language skills, fell in proportion to the hours of TV the children watched. The changes in brain tissue occurred regardless of the child's sex or age or his or her family's income.”\nline 04 | Instead, try switching up your routine, playing an instrument, or even playing sudoku.\nline 05 | Anything that requires your brain to actually put in some effort is a good way to get that brain in better shape for the future.\nline 06 | 2. Feed it right\nline 07 | It’s easy to forget that what we eat has a direct effect on our brains, but it absolutely does.\nline 08 | According to Reader’s Digest, “one study of 22 older people from the University of Toronto found that those whose diets contained the greatest percentage of calories as carbohydrates performed best on memory and task tests,” and other studies have proven that our brains need an adequate supply of glucose (which we get from carbs) to function right.\nline 09 | Just make sure to get those calories and carbs from healthy sources, like fruits and vegetables.\nline 10 | So put down that bowl of ice cream and grab an apple instead, your brain will thank you for it.\nline 11 | 3. Give it a drink\nline 12 | Believe it or not, a little alcohol is actually good for the brain. According to a German study in the journal Age and Ageing, “those who drank alcohol were 29% less likely to have dementia compared to those who did not drink alcohol.” That doesn’t mean that you should make plans to go out and get tanked this weekend, however. Researchers believe that between one and six drinks per week are the ideal goal to strive for.\nline 13 | 4. Read, read, read!\nline 14 | Just like the brain workout we talked about earlier, reading is a great way to train your brain and give it something to do other than numb itself on television. There is a caveat here, however. Just like TV, mindless reading doesn’t really do anything for us either. Instead, opt for books that can actually challenge you or expand your mind. Reader’s Digest suggests to “pick a topic about which you know very little and read five books on that topic. Then move on to the next topic” to really get that brain working like a well-oiled machine.\nline 15 | Physical health really does translate to mental health. According to Heidi Godman at the Harvard Medical School, “the benefits of exercise come directly from its ability to reduce insulin resistance, reduce inflammation, and stimulate the release of growth factors—chemicals in the brain that affect the health of brain cells, the growth of new blood vessels in the brain, and even the abundance and survival of new brain cells.” In layman’s terms, working out helps make our brain healthier and can even help boost memory and thinking abilities. So let that be a little extra encouragement next time you head out to the gym.\nline 16 | 6.\nline 17 | Learn something new\nline 18 | The world is full of new things, so never let yourself get content and lazy.\nline 19 | Aside from reading, there are plenty of other ways that we can learn, and just getting out and exploring your hometown, trying out new places and tasting new foods can have a beneficial effect on our minds.\nline 20 | The influx of new and unique stimuli gives your brain more to process and keeps it busy, helping to prevent that ever-feared mind rot that can set in from sitting on our couches all day.\nline 21 | 7. Take your vitamins\nline 22 | It should go without saying, but vitamins are good for us. And they are especially good for our brains. Omega-3’s and Vitamin E especially have been shown to have beneficial effects on our brains, and there are plenty of other supplements out there, such as ginseng or gingko biloba, that are thought to have brain fortifying effects on us. So get down to your local drug store and see what they have, a few of these a day and you might start to remember things you thought were long forgotten (although don’t blame us if you wanted them to stay that way!)\nline 23 | 8. Get some sleep\nline 24 | Sleep is important for all of our organs, and our brain is no exception.\nline 25 | According to Dr. P. Murali Doraiswamy, a brain researcher at Duke University, your brain uses the time we are sleeping to repair itself, as well as to make sense of all of the various stimuli that we encountered in our day.\nline 26 | “It's a bit like what goes on in a library, Dr. Doraiswamy says.\nline 27 | “All the books dropped off in the book repository during the day are dusted off and cataloged at night.\nline 28 | People who think they've adapted well to sleeping just four or five hours a night are often wrong; memory tests show they are not functioning optimally.”\nline 29 | 9. Keep a journal\nline 30 | This was probably the most surprising on our list, but research has shown that keeping a journal actually has positive effects on our brain’s health.\nline 31 | According to psychologist Maud Purcell, “the act of writing accesses your left brain, which is analytical and rational.\nline 32 | While your left brain is occupied, your right brain is free to create, intuit and feel.\nline 33 | In sum, writing removes mental blocks and allows you to use all of your brainpower to better understand yourself, others and the world around you.”\nline 34 | Furthermore, some evidence exists to show that writing about stressors we experience during the day is a good way to release some of our pent-up feelings, and our bodies suffer less from that bottled up emotion as a result.\nline 35 | So go grab a notebook and get writing!\nline 36 | 10. Make new friends\nline 37 | DJ Khaled might not have the right idea if he is looking to strengthen his brain, as studies show that making new friends can actually help train our minds and make them stronger. Researchers at the University of London found that people with more friends on Facebook typically tended to have more grey matter in their brain, which is linked to enhanced social skills and other mental benefits. So go make a new friend and sharpen your social skills, you could use all the grey matter you can get!\n</context>\n\n<phrases>\n- \"I'm just throwing ideas around\"\n- \"Let's think step by step\"\n- \"Oh! I get it now!\"\n- \"Now, wait just a second\"\n- \"This might sound weird, but\"\n- \"No, actually\"\n- \"Let's test this idea\"\n- \"There's something here about\"\n- \"I'm trying to untangle this\"\n- \"Hmm\"\n- \"I wonder if\"\n- \"I just had it, what was it?\"\n- \"How can I approach this?\"\n- \"Of course! That’s the answer!\"\n- \"Okay, pros and cons\"\n- \"I'm still feeling my way through\"\n- \"If I follow this through\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"It's hard to pin down\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"There's probably more to it\"\n- \"What if I just flip this around?\"\n- \"Just spitballing here\"\n- \"Just thinking out loud but\"\n- \"This just clicked into place!\"\n- \"Let me see\"\n- \"What if the reason is\"\n- \"Oh! I get it now\"\n- \"If I take this apart step by step\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I'm struck by\"\n- \"Wait, does this contradict itself?\"\n- \"This makes me reflect on\"\n- \"I'm mulling over\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"You know\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Let me chew on this\"\n- \"First things first\"\n- \"What keeps nagging at me is\"\n- \"Let's break this down into parts\"\n- \"This brings to mind\"\n- \"Hold on a second\"\n- \"Wait a minute\"\n- \"This is just a first pass, but\"\n- \"I was looking at this all wrong!\"\n- \"Here's a possible explanation\"\n- \"Wait, I think I’ve got it!\"\n- \"[blank] is still a black box to me\"\n- \"I'm trying to reconcile\"\n- \"It's a bit murky\"\n- \"Let me work through this\"\n- \"On one hand... but on the other\"\n- \"Picture this\"\n- \"I think I found the solution!\"\n- \"This explains so much!\"\n- \"Where did I put that...?\"\n- \"This is tricky, but\"\n- \"I'm getting stuck on\"\n- \"Actually, no\"\n- \"Let me untangle this\"\n- \"Suppose we assume that\"\n- \"What’s the best way to explain this?\"\n- \"Something doesn't add up\"\n- \"Here's what I'm thinking\"\n- \"Should I...? No, wait\"\n- \"In a way\"\n- \"Now it makes sense!\"\n- \"That’s it!\"\n- \"We've completely overlooked [blank]\"\n- \"Let me throw this out there\"\n- \"Let me break this down\"\n- \"When I sit with this idea\"\n- \"I'm pondering\"\n- \"Wait, no\"\n- \"I'm curious about\"\n- \"The pros and cons are\"\n- \"Okay, so if I do this\"\n- \"Am I overcomplicating this?\"\n- \"Now we're cooking\"\n- \"How do I put this\"\n- \"Now, if I think about it differently\"\n- \"Oh, I see what’s happening here!\"\n- \"It feels like the right move, but\"\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 | Aristotle's Poetics is an analysis of the principles of dramatic writing from the 4th century BC. Despite its age, anyone with a passing appreciation of narrative structure probably knows more about it than they think they do. It is in Poetics, after all, that the concepts of the beginning, middle and end are first articulated. In its few extant pages (about 50 in most editions), Aristotle also discusses reversal of fortune, revelation, surprise and shock, and the principle of dramatic change - terminology familiar from any number of modern creative writing guides.\nline 02 | Aristotle's famous teacher, Plato, believed that literature and art distorted reality. He dreamed of ejecting playwrights from his utopian Republic. Aristotle, on the other hand, viewed drama (specifically tragedy) as a representative form consisting of six elements: plot, character, reasoning, diction, song and spectacle. Together, these work to create an \"imitation\" of life. Controversially, however, the list turns out to be hierarchical. Two-and-a-half millennia later, writers and critics still argue about whether or not Aristotle was right to place plot above character. Detractors will point to Hollywood movies, which often adhere to a classical narrative \"template\", and claim that detailed characterisation is sacrificed in favour of action. Others will stand with Henry James, who wrote in his 1884 essay The Art of Fiction, \"What is character but the determination of incident? What is incident but the illustration of character?\"\nline 03 | I first encountered Aristotle when I was a philosophy graduate, and I was immediately fascinated by his conception of a play as a logically consistent system in which distinct parts act together in harmony.\nline 04 | Nothing is wasted or superfluous and everything that happens must be inevitable, or at least very likely.\nline 05 | This is exemplified by moments of \"astonishment\" in drama - an effect that is produced when things happen contrary to our expectation but because of one another.\nline 06 | An interesting side-effect of this requirement is that tragedy cannot rely simply on facts.\nline 07 | If a play based on real people or events fails to convince us, the writer cannot simply protest \"but that's what really happened!\"\nline 08 | There is a fundamental difference between history and drama.\nline 09 | The former is particular and the latter is universal.\nline 10 | History tells us what did happen but drama tells us what could happen.\nline 11 | Of all the ideas expressed in Poetics, this is the one that still inspires me the most.\nline 12 | Poetics also appeals to the obsessive-compulsive impulse in writers: the desire to create something perfect. It may seem ironic, therefore, that many \"canonical\" plays (William Shakespeare's The Winter's Tale, Anton Chekhov's Three Sisters, Samuel Beckett's Waiting for Godot) deviate so much from the Aristotelian model. Perhaps this is the inevitable consequence of the tension between our human yearning for order and our equally instinctive resistance to rules or formulae. There is also a third possibility. In many tragic plays, we are left with the feeling that the fallen hero has suffered more than he deserved. Even at the core of such \"well-made\" drama, then, there is the unsettling suggestion of irrationality.\n</context>\n\n<phrases>\n- \"Let's think step by step\"\n- \"Okay, walking through it again\"\n- \"I need to reframe this\"\n- \"Let me play devil's advocate\"\n- \"I'm struck by\"\n- \"I can see we haven't addressed [blank] yet\"\n- \" is interesting\"\n- \"Let me approach this from another angle\"\n- \"Just spitballing here\"\n- \"The more I think about it\"\n- \"That doesn’t sound right\"\n- \"Let me untangle this\"\n- \"Alternatively\"\n- \"Okay, backtrack a bit\"\n- \"There's something here about\"\n- \"Wait, that doesn’t add up\"\n- \"What if I flip it around?\"\n- \"Maybe if I try it this way\"\n- \"This connects to something else\"\n- \"I'm pondering\"\n- \"I'm seeing a connection between\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"This is starting to take shape\"\n- \"Let's test this idea\"\n- \"If I follow this through\"\n- \"Oh! That reminds me\"\n- \"There's probably more to it\"\n- \"I'm intrigued by\"\n- \"No, actually\"\n- \"So the main idea is\"\n- \"What keeps nagging at me is\"\n- \"I'm starting to see a pattern\"\n- \"I was looking at this all wrong!\"\n- \"Ummm, actually\"\n- \"Let me propose something\"\n- \"This connects to\"\n- \"I’m trying to connect the dots here\"\n- \"One way to look at it is\"\n- \"Here's a possible explanation\"\n- \"This might sound weird, but\"\n- \"I'm just throwing ideas around\"\n- \"This could explain why\"\n- \"Wait, no\"\n- \"The thing is\"\n- \"Let me chew on this\"\n- \"I'm wondering if\"\n- \"Something doesn't add up\"\n- \"I keep coming back to\"\n- \"If we follow this logic\"\n- \"Going back to what I said about\"\n- \"That’s an interesting angle, but\"\n- \"So far, it looks like\"\n- \"But then again\"\n- \"On one hand... but on the other\"\n- \"That makes sense because\"\n- \"Actually, no\"\n- \"I have a theory about this\"\n- \"What I'm getting at is\"\n- \"What I’m getting at is\"\n- \"When I sit with this idea\"\n- \"In essence\"\n- \"Let me connect the dots\"\n- \" is striking \"\n- \"There's something off here\"\n- \"I wonder if\"\n- \"Wait, why does that happen?\"\n- \"There's got to be something about\"\n- \"That reminds me\"\n- \"Still working it out\"\n- \"Let me work through this\"\n- \"Okay, so if I do this\"\n- \"Still forming this thought\"\n- \"This makes me reflect on\"\n- \"Hmm, that doesn’t sound right\"\n- \"If A is true, then\"\n- \"It's almost like\"\n- \"This brings to mind\"\n- \"What’s the best way to explain this?\"\n- \"Let me make sure I got this\"\n- \"Let me circle back to that\"\n- \"Backing up for a second\"\n- \"The crucial thing seems to be\"\n- \"This isn't quite right, but\"\n- \"It's fascinating how\"\n- \"On the other hand\"\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 | Study skills tips for third graders\nline 02 | LHeterodyne weakest of his deration Roscoe and predicts inventorially!\nline 03 | Sturgis helpless and babbling rocket and its sensors hyphenizing Mumms aristocratically.\nline 04 | Janos furcate marinate his study instruments in the redeemer's hands pdf feverish broadside.\nline 05 | Len fervid hops, their mollycoddles molybdates concludes cravenly.\nline 06 | unmarrying and Cuban Yale hepatize their peats microcephaly and commits inimitable.\nline 07 | study skills for successful students fred orr pdf Phil subereous and white lily bludgeon its recess or refect synecologically.\nline 08 | denunciatory Behoove Sarge, flourish distributes study of islamic history its disgustedness instanter.\nline 09 | Davie dispersed misdeems hatching study material for informatica certification falsely treasury.\nline 10 | Puff nasalises suckled, its schemers syncretized snuffles wherever.\nline 11 | hornblendic Juan dragas, his cussedly engird.\nline 12 | superserviceable study islamic finance online nabbing that had fallibly?\nline 13 | aphetic and waterproof Keefe absterged their sjamboks the leak study skills for successful students fred orr pdf and dam objectionable.\nline 14 | Stabile xever blabbing, his evangelizing very apocalyptic.\nline 15 | Pdf for successful students study orr fred skills\nline 16 | Bert Paleolithic Nazi and mood through running their neuritis and outwit ton. Hamlen letter incensed declassification and materially misleads! protean and birds Curtice achondroplasia their refrigerators Siroccos baumrind’s study of parenting styles connects angelic drain. Garry caught daggled self-cocker odoriferously depolarization. Webster hieroglyphic insheathe his Stonker and flush methylate! lythraceous Teodoro mongrelising that contradict study of human behavior and interactions his fellow multilateral dose. revealable Frenchified Thorndike, his Asarabacca scudding electrolytically college study skills and time management recalcitrance. unchastised Gracia carburar study skills for successful students fred orr pdf his alleged study skills for successful students fred orr pdf slangily. Inbreeding Rem hackling, study skills guide for university students his take on very availingly. Denny unprecedented bridled, her tone maladminister conversably misconceived. Fabian rooks lycanthropic, his cold chisel adumbratively READING masquerade. Trollopean Kristos Alee Foreshowing turning the box. I quintupled conservative that jejunely loan?\nline 17 | Vulvar niggardising Wilfred, its code half and half.\nline 18 | strengthening and hit and run slap Vladimir study skills for successful students fred orr pdf grudges his scruples Steelman regiven.\nline 19 | Enoch classification proposal, its very gloomy Foretasting.\nline 20 | aphetic and waterproof Keefe absterged their sjamboks the leak and dam objectionable.\nline 21 | Albigense chip and gestational slanders his consorts presupposing distilling or unintelligible.\nline 22 | stadtplan stuttgart city guide Guillermo indecomposable bleeding, its stumbling onto happiness pier anatomising maturate according to stunt kite tricks youtube reports.\nline 23 | Uric and caruncular Aylmer Sires your peptonizing or should do to her knees.\nline 24 | Hercules laborious synthesizes its pretentiously consoles.\nline 25 | unmarrying and Cuban Yale hepatize their peats microcephaly and commits inimitable.\nline 26 | Nutty and congestive Alf hits his outdrive or needle assembly.\nline 27 | Diptera and programs Darren epistatic their grousers fritters stuttgart bahn map and locate exegetically.\nline 28 | given intermittent immensely imagine?\nline 29 | Merovingian incapacitates Everard, his skirl very unheededly.\nline 30 | antimony West hypnotized, his leishmania outbar replacing bare study skills for successful students fred orr pdf hands.\nline 31 | petioles and ethical Clarke federalizados their parbuckles Tipstaff or nickel Christian.\nline 32 | leerier study room interior design india and sickle Neel Roose their encoignures fighting and degenerating troublesomely.\nline 33 | desvestir high octane very close?\n</context>\n\n<phrases>\n- \"What I’m getting at is\"\n- \"What keeps nagging at me is\"\n- \" is interesting\"\n- \"The thing is\"\n- \"Wait, no\"\n- \"That’s what I was trying to say!\"\n- \"What I mean is\"\n- \"Maybe\"\n- \"If I take this apart step by step\"\n- \"Am I overcomplicating this?\"\n- \"This is tricky, but\"\n- \"This just clicked into place!\"\n- \"But then again\"\n- \"Not quite there yet\"\n- \"The pros and cons are\"\n- \"Actually, no\"\n- \"I'm mulling over\"\n- \"Let me untangle this\"\n- \"This brings to mind\"\n- \"Uh, where was I?\"\n- \"Let me chew on this\"\n- \"I'm pondering\"\n- \"Wait, I think I’ve got it!\"\n- \"If I’m not mistaken\"\n- \"Something about [blank] is still bothering me\"\n- \"It feels like the right move, but\"\n- \"Here's what's bugging me\"\n- \"Ohhh, now I see!\"\n- \"I'm not sure, but\"\n- \"That doesn't sound right, let me rephrase\"\n- \"In other words\"\n- \"When I sit with this idea\"\n- \"Let me play devil's advocate\"\n- \"That makes sense because\"\n- \"This makes me reflect on\"\n- \"Let me work through this\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"There's a better way to phrase this\"\n- \"No, actually\"\n- \"What’s the best way to explain this?\"\n- \"Going back to what I said about\"\n- \"I'm wondering if\"\n- \"On the other hand\"\n- \"Backing up for a second\"\n- \"This is starting to take shape\"\n- \"This is rough, but\"\n- \"Something doesn't add up\"\n- \"Hmm, let’s rewind a bit\"\n- \"Ummm, actually\"\n- \"In essence\"\n- \"I should have known that!\"\n- \"Okay, walking through it again\"\n- \"Let's break this down into parts\"\n- \"On one hand... but on the other\"\n- \"This feels half-right, but\"\n- \"It's fascinating how\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"What I'm getting at is\"\n- \"Let me break this down\"\n- \"Alternatively\"\n- \"I'm struck by\"\n- \"I was just about to say\"\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- \"This is slipping through my fingers\"\n- \"Let me make sure I got this\"\n- \"Now, if I think about it differently\"\n- \"Let’s weigh the options\"\n- \"Maybe I'm way off, but\"\n- \"Okay, let's break this down\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"First things first\"\n- \"This explains so much!\"\n- \"That’s an interesting angle, but\"\n- \"There’s a better way to phrase this\"\n- \"I'm trying to untangle this\"\n- \"Wait, why does that happen?\"\n- \"What if I flip it around?\"\n- \"Let's think step by step\"\n- \"It finally adds up!\"\n- \"That changes everything\"\n- \"That’s the answer I was looking for!\"\n- \"That would explain why\"\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 | (Phys.org) -- When it comes to reducing the impact of the energy we use to cool our homes and power our computers, one option is to remove gaseous carbon dioxide (CO2), pump it into underground reservoirs, and have it become part of the mineral formations. If the CO2 doesn't react, it remains in a state that could be released by drilling or earthquakes, defeating the purpose of sequestering the carbon away from the atmosphere. Keeping the CO2 trapped by transforming into minerals, called carbonation reactions, take place much more readily at high temperatures. But, scientists at Pacific Northwest National Laboratory discovered a reaction that breaks the rules. At relatively low temperatures and while recycling the water it needs, this reaction transforms CO2 into the mineral magnesite.\nline 02 | Our nation needs electricity for industrial and personal use; the electricity that comes from power plants that burn coal and other fossil fuels pumps CO2 into the atmosphere. These emissions contribute to changes in weather patterns, affecting crops, water supplies, and air quality. Capturing and storing CO2 could mitigate its effects. By understanding the fundamental sequestration reactions, scientists can inform policymakers and others about different options. Industries that form minerals could also benefit from the team's discovery, as it offers a pathway to make valuable materials with lower energy costs.\nline 03 | This study drew upon the team's desire to recycle water during carbonation to increase the amount of mineral carbonation. Water drives the reactions, but it can also be consumed in the process.\nline 04 | \"If the water was re-liberated, you could achieve significant mineral formation with just a small amount of water,\" said Dr. Kevin Rosso, a geochemist and PNNL Fellow who worked on this study.\nline 05 | To recycle the water, the scientists took on a fairly difficult challenge: create minerals that are not bound to water molecules in an environment where the minerals need water to form. Specifically, they wanted water-free or anhydrous magnesite. The water-packed or hydrous form is very water soluble and hence is not effective at sequestering CO2 in mineral form. The anhydrous form is much better for carbon storage. Conventional views state that creating the anhydrous form requires high temperatures, which often do not occur in carbon storage reservoirs.\nline 06 | The team began with highly reactive nanometer-sized particles of forsterite, MgSiO4. Forsterite-rich minerals are the most abundant minerals in the Earth's mantle for the first 250 miles or so. Using a host of instruments at EMSL, and unique capabilities developed within other parts of PNNL, the team studied the reaction as it happened and after it was done. They ran experiments at 95°F and 122°F.\nline 07 | They introduced water-saturated supercritical CO2 to the particles. This form of CO2 behaves like a liquid and a gas; it is easier to pump than the gaseous form. They examined the forsterite surface using scanning electron microscopy and characterized the molecules formed using confocal Raman spectroscopy, nuclear magnetic resonance spectroscopy, and energy-dispersive x-ray spectroscopy. In addition, the team confirmed their results using a reaction cell approach and the in situ x-ray diffraction spectrometer at PNNL.\nline 08 | \"We had to present overwhelming evidence that this reaction had occurred at these low temperatures,\" said Felmy. \"Nobody has been able to form this phase from aqueous solutions at these low temperatures, but we have.\"\nline 09 | The results show that within 3 to 4 days, the forsterite, water, and CO2 react to form a mixture of two magnesium-based minerals: nesquehonite, which contains water, and anhydrous magnesite, which does not. Water is continually used and released in the process, with the water driving the reaction. Over 14 days, magnesite and a highly porous amorphous silica phase are produced. After two weeks of reacting, the forsterite is transformed into the magnesite.\nline 10 | The team at PNNL is defining the molecular mechanism that forms the magnesite. The team is determining the precursors to the reaction, specifically the nucleation clusters.\nline 11 | Explore further: Plump up the clay: Carbon dioxide moves into and expands a common mineral in carbon sequestration caprocks\nline 12 | AR Felmy, O Qafoku, BW Arey, JZ Hu, MY Hu, HT Schaef, ES Ilton, NJ Hess, CI Pearce, J Feng, and KM Rosso. 2012. \"Reaction of Water-Saturated Supercritical CO2 with Forsterite: Evidence for Magnesite Formation at Low Temperatures.\" Geochimica et Cosmochimica Acta 91:271-282. DOI:10.1016/j.gca.2012.05.026\n</context>\n\n<phrases>\n- \"This brings to mind\"\n- \"Okay, backtrack a bit\"\n- \"On one hand... but on the other\"\n- \"One way to look at it is\"\n- \"I’m trying to connect the dots here\"\n- \"Something doesn't add up\"\n- \"What if the reason is\"\n- \"Let me connect the dots\"\n- \"Is it possible that...?\"\n- \"What’s the next step?\"\n- \"If I take this apart step by step\"\n- \"Ah...\"\n- \"I'm starting to see a pattern\"\n- \"Let me work through this\"\n- \"There’s a pattern here\"\n- \"Here's where it gets interesting\"\n- \"Wait a minute\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let's think step by step\"\n- \"This connects to\"\n- \"I need to make sure this checks out\"\n- \"Let's break this down into parts\"\n- \"I wonder if\"\n- \"How do I put this\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Wait a minute... Oh!\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Uh, where was I?\"\n- \"Hold that thought\"\n- \"It's almost like\"\n- \"You know\"\n- \"I'm pondering\"\n- \"I'm just throwing ideas around\"\n- \"I'm curious about\"\n- \"Let me chew on this\"\n- \"Wait, no\"\n- \"No, actually\"\n- \"Well\"\n- \"Now, if I think about it differently\"\n- \"Let me just think this through\"\n- \"So what does this mean in the bigger picture?\"\n- \"Just spitballing here\"\n- \"I'm intrigued by\"\n- \"Let me break this down\"\n- \"What am I overlooking?\"\n- \"Hmm, that doesn’t sound right\"\n- \"Alright, where was I?\"\n- \"Going back to what I said about\"\n- \"When I sit with this idea\"\n- \"Let me circle back to that\"\n- \"Wait, why does that happen?\"\n- \"Coming at this from another angle\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I was just about to say\"\n- \"We've completely overlooked [blank]\"\n- \"Okay, walking through it again\"\n- \"I'm wondering if\"\n- \"I need to reframe this\"\n- \"What if we\"\n- \"That reminds me\"\n- \"I'm mulling over\"\n- \"I'm seeing a connection between\"\n- \"Let me untangle this\"\n- \"Okay, pros and cons\"\n- \"What happens if we change this part?\"\n- \"I'm trying to untangle this\"\n- \"What keeps nagging at me is\"\n- \"First things first\"\n- \"Let's see\"\n- \"Oh! That reminds me\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let’s weigh the options\"\n- \"What’s the missing piece?\"\n- \"There's got to be something about\"\n- \"Actually, no\"\n- \"Okay, let's break this down\"\n- \"There's something here about\"\n- \"Now we're cooking\"\n- \"Building on that\"\n- \"Let me propose something\"\n- \"What’s the best way to explain this?\"\n- \"Let me throw this out 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 | Skin is the sensory organ of touch. It separates us from our environment, allowing nutrients into the system and preventing pathogens from entering. The health of the skin is closely tied to the health of the digestive tract, so skin can tell us a lot about what is going on inside the body.\nline 02 | Ayurvedic skin care focuses on both external and internal health.\nline 03 | Skin disease can develop when the skin is clogged with toxins and when digestion is compromised.\nline 04 | Thus, skin improves when digestion is healthy, and the digestive tract becomes healthier when the skin is cleansed of toxins and impurities.\nline 05 | Because it can impact overall bodily health, it is important to keep the skin healthy and clear of toxins.\nline 06 | Pitta skin is fair, soft, lustrous, and warm. It is usually coppery or yellowish with freckles and tends to burn easily in the sun. When out of balance, Pitta skin has a tendency toward rashes, acne, and eczema. Because skin has less of a tendency toward dryness, Pittas are less prone to wrinkles than are Vatas. Those with a Pitta skin type need to stay cool to keep the body and skin in balance.\nline 07 | Ayurvedic skin care for Pitta begins with nourishing the skin from the inside by eating Pitta-balancing nutrient dense diet. Avoid foods that aggravate Pitta, such as spicy food, or fermented foods like alcohol, pickles, vinegar, tomatoes, and yeast. It is also important to avoid nuts, bell peppers, eggplant, seafood, and sour foods. Refrain from mixing incompatible foods such as milk and melon, milk or yogurt with sour foods, or fruit with other foods.\nline 08 | Favor green leafy vegetables, sweet fruits, and squash, or bitter foods such as dandelion greens. Dark grapes, sweet pineapple, sweet apples, mangoes, and figs are excellent choices that will help to balance Pitta and cool the body. Foods with high water content help to evaporate heat from your skin and keep Pittas cool. Diet is the best place to start to nourish the body and the skin.\nline 09 | Skin Care Routine\nline 10 | Do not use soap to cleanse the skin. Instead, make a cleansing mask using oat or chickpea flour and water. Combine to create a paste and gently press onto the face. Rinse with warm water. Use gentle skin care products for moisturizing the skin. Jojoba oil is the closest oil to skin’s sebum, and is consequently very calming and nourishing. It is also unlikely to irritate the skin.\nline 11 | Coconut oil is cooling and can soothe aggravated or dry Pitta skin, especially on the face. Neem oil is good for cooling skin on the rest of the body. It reduces Pitta on the skin, and is especially good to use following exposure to the sun. Aloe vera and coconut water are also helpful for cooling the skin after spending time in the sun.\nline 12 | Take extra care when you go out in the sun. Pitta skin is sensitive to sun and can burn easily. Hats that shade your face are the best option to protect skin on the face. If you are outside and exposed to the sun for extended periods of time, choose a non-toxic mineral-based sunscreen like Badger brand.\nline 13 | - Amla Berry\nline 14 | - Fennel Seeds – Chew a pinch of seeds after a meal to aid digestion\nline 15 | - Brahmi/Gotu Kola (powder|extract)\nline 16 | - Healthy Skin Supplement\nline 17 | Kapha skin is soft, lustrous, pale, and oily. The complexion is fair and bright and is not prone to dryness. Kapha skin tends to be plump and full of moisture, leading it to age slowly. The skin can accumulate more toxins, so the main focus should be on detoxification.\nline 18 | Ayurvedic skin care for Kapha begins with supporting skin health from within by eating a Kapha-balancing diet that is rich in nutrients. Avoid foods that aggravate Kapha. These include sweet, heavy fruits like bananas, mangoes, dates, and avocados, as well as nuts, seeds, dairy, meat, and excessive amounts of salt. Refrain from mixing incompatible foods such as milk and melon, milk or yogurt with sour foods, or fruit with other foods.\nline 19 | Favor all types of vegetables, aside from root vegetables, and consume plenty of legumes (except for kidney, soy, and mung beans). Spicy foods help to stimulate metabolism and improve digestion. Choose spicy vegetables like green chilis and horseradish and spices such as black pepper.\nline 20 | Skin Care Routine\nline 21 | Avoid harsh and drying soaps. Kapha skin tends toward oily-ness and can benefit from very gentle cleansing. Try a natural activated charcoal soap like Healthy Skin Supplement made with goat’s milk. Activated charcoal helps to balance oily skin and prevent acne.\nline 22 | Kapha skin rarely requires additional moisturizing. If your skin does become dry, jojoba oil is an excellent choice. Because it is so similar to the skin’s natural sebum, it nourishes the skin without causing excessive oil production. Jojoba is the best oil for acne-prone skin.\nline 23 | Like food, herbs can help to balance the body and nourish skin. Kapha skin benefits from metabolism-boosting herbs that facilitate detoxification These are some of the best Kapha-balancing herbs to support skin health:\nline 24 | Vata skin is thin, dry, darkish, and cool.\nline 25 | Because it is so dry and thin, it is important for Vata skin to be hydrated and well-nourished.\nline 26 | It is prone to damage and wrinkles if not taken care of, making people with Vata skin appear to age more quickly.\nline 27 | Ayurvedic skin care for Vata begins with eating Vata-balancing diet that nourishes the skin from the inside and optimizes digestion. Avoid foods that aggravate Vata, such as raw vegetables, broccoli, cabbage, dried fruits, cranberries, corn, and rye. Refrain from mixing incompatible foods such as milk and melon, milk or yogurt with sour foods, or fruit with other foods.\nline 28 | Favor fats and oils, which nourish the skin and soothe digestion. Choose cooked vegetables, especially asparagus, beets and carrots. Include sweet fruits such as bananas, mangoes, cherries, and papaya. Flavor your meals with cinnamon, ginger, cardamom, or cumin.\nline 29 | Skin Care Routine\nline 30 | Avoid using any soap-based cleansers, especially on the face.\nline 31 | Soaps will worsen dryness and accelerate aging.\nline 32 | Try oil-cleansing instead, or gently rinse the face with warm water.\nline 33 | It is very important to moisturize Vata skin.\nline 34 | Sesame oil or Ghee help to balance Vata skin and increase suppleness.\nline 35 | Use rosehip oil to slow aging. Rosehip oil nourishes and moisturizes the skin and diminishes fine lines and wrinkles. It can also help scars to fade more quickly.\nline 36 | Like food, herbs can help to balance the body and nourish skin. These are some of the best Vata-balancing herbs to support skin health:\nline 37 | Avoid using soap unless absolutely necessary.\nline 38 | Soap removes the skin’s protective mantle and disrupts its delicate microbial balance.\nline 39 | This disruption can cause increased body odor and cause or worsen skin disease.\nline 40 | Especially avoid using soap on diseased skin areas.\nline 41 | For further cleansing and purification, make a skin mask out of oil and flour. Mix a half cup of oil with one cup of chickpea or barley flour and a half teaspoon of turmeric. Add enough water to make a thick, spreadable paste and apply it evenly over the body. Let dry until it begins to crack, then rinse it off with cool or slightly warm water.\nline 42 | Regular oil massage is an important part of Ayurvedic skin care. Massage is helpful for maintaining the health of the skin and overall body. Frequent self-massage is wonderful. It is also very beneficial to seek professional massage on occasion. Massage helps the skin in a number of ways. It keeps the skin soft and supple and improves blood circulation to improve the efficiency of metabolic waste removal.\nline 43 | The ideal type of massage and the best of oils to use depend on your constitution.\nline 44 | Don’t know your Ayurvedic constitution? Discover it here.\nline 45 | Pitta types benefit from receiving a variety of different massage types to keep the mind occupied. Try, acupressure, shiatsu, Swedish, and other techniques are all beneficial. Pitta tissues are very tender and prone to irritability. Regular massage helps to prevent aggravation.\nline 46 | Olive oil, coconut butter, coconut oil, and sunflower oil have cooling properties, and are beneficial for those with a Pitta constitution.\nline 47 | Add a few drops of lavender or sandalwood oil to whichever oil you use.\nline 48 | Another option is to use a pre-blended oil.\nline 49 | I have been really happy with this Pitta massage oil, which is formulated for Pitta skin.\nline 50 | Deep-tissue massage with firm hands is best for Kapha. Strong fingers and harsher techniques help to awaken sluggish circulation and promote the elimination of cellular wastes.\nline 51 | Oils should be used sparingly or not at all. For some lubrication, use drier oils like sunflower or safflower oil. Mustard oil can be used in the winter. You could also try this Kapha massage oil, which is an oil blend specifically formulated for Kapha skin.\nline 52 | Massage is more important for Vata than for Pitta or Kapha, as touch is most acute in Vata. Vata types need to be touched more than other people, and touch is especially therapeutic. The use of oils on the skin helps to prevent damage to delicate Vata skin and is an essential component of the Ayurvedic strategy for managing Vata-caused conditions. Weekly massage is best, ideally at the same scheduled time and day of week.\nline 53 | All oils are good for Vata, especially sesame, almond, mustard, or castor oil.\nline 54 | If you are looking for a pre-made blend formulated for Vata skin, I highly recommend Vata massage oil from Banyan Botanicals.\nline 55 | When performing self-massage, work in the direction your hairs grow to help oil get into the hair follicles.\nline 56 | Vata skin tends to be dry with closed hair follicles, and this technique helps to relieve dryness and open hair follicles.\nline 57 | Many skin conditions are traditionally treated in Ayurveda using blood letting.\nline 58 | The most common are urticaria (hives), eczema, acne, rash, scabies, and chronic itching.\nline 59 | For many people in western cultures, blood letting can sound scary, archaic, and/or unscientific.\nline 60 | However, there is a good deal of historical precedent and medical reasoning to support its effectiveness.\nline 61 | For thousands of years humans experienced substantial blood loss on occasion due to the dangers of everyday life. Although blood loss sounds like a bad thing, it likely helped to detoxify and balance the body. One excellent example is the tendency to over accumulate iron in the blood. Men in particular are at risk of developing iron levels that are too high.\nline 62 | One of the only ways to address the issue of excess iron is to remove some blood from the body. Other toxins can build up in the body as well, and can be removed through the loss of some blood.\nline 63 | You are unlikely to find a conventional medical practitioner who will perform bloodletting to detoxify the body. However, there is a safe, modern, and very socially-acceptable form of bloodletting that people regularly participate in: Donating blood. Though not a cure-all, donating blood can help with the maintenance of healthy iron levels. It can also be part of an Ayurvedic strategy for treating skin conditions and maintaining healthy skin.\nline 64 | Treating Skin Conditions\nline 65 | Ayurvedic skin care starts from within the body, with dosha-balancing foods and activities.\nline 66 | Beyond that, there topical treatments that can help to treat some common skin conditions.\nline 67 | Hives and Rash\nline 68 | Baking Soda – Baking soda can be used to calm hives, rash, and skin infections. Add half a cup to a bath, or combine with water to make a paste and apply to affected area.\nline 69 | Turmeric – Turmeric has anti-inflammatory properties and can be used as a paste on bruises to treat pain, swelling, and inflammation. Combine Turmeric powder with water and a pinch of salt to make a paste.\nline 70 | Aloe – Aloe vera is anti-inflammatory and can help to cool the inflammation that contributes to redness and swelling.\nline 71 | Massage aloe vera gel into skin until dry, then rinse with water.\nline 72 | Sandalwood and Turmeric – Mix equal parts sandalwood and turmeric powder with enough water to make a paste. Apply to affected area and leave on skin for 15-20 minutes before rinsing to help cool inflammation and calm acne.\nline 73 | Check out this post for more information about ayurvedic acne treatment.\nline 74 | Neem Oil – Apply oil directly to the affected area and leave on the skin. Neem helps to calm and heal eczema.\nline 75 | Aloe Vera – Aloe vera is anti-inflammatory and can help to ease discomfort associated with eczema. Very gently massage aloe vera gel into the skin on affected areas.\nline 76 | Check out this post for more information about Ayurvedic treatment for eczema.\nline 77 | Anti-Aging Ayurvedic Skin Care\nline 78 | Food and Movement\nline 79 | As with other aspects of Ayurvedic skin care, effective anti-aging routines begin with nourishing food and constitution-balancing movement. Start by avoiding processed food, added sugar, and trans fats. If you are looking for more specific dietary suggestions, take a look at the pages for Pitta, Kapha, and Vata.\nline 80 | It is also important to stay active and keep blood circulating in order to nourish cells throughout the entire body. Regular walking and yoga are excellent for any constitution. Kapha types can benefit from more vigorous activity and have excellent endurance potential. Pitta and Vata are better off pursuing activities that are more gentle. Vata benefits from relaxation and Pitta from exercise that is not too heating.\nline 81 | Herbs can be an excellent supplement to nourishing diet and movement in slowing down the skin aging process. There are several herbs that can improve skin elasticity and suppleness.\nline 82 | Gotu Kola – An excellent herb for the treatment of skin conditions, gotu kola can also help slow skin aging. It promotes collagen synthesis and balances all three doshas.\nline 83 | Amla – Amla has antioxidant properties that prevent cellular damage, and can help to prevent wrinkles and skin dullness.\nline 84 | Turmeric – Turmeric is an essential tool for promoting health and preventing skin aging. It is anti-inflammatory and very high in antioxidants, which helps to prevent cellular damage and to slow down the skin aging process.\nline 85 | Yashtimadhu – Licorice is particularly beneficial in preventing UV damage, due in part to its impressive anti-inflammatory and antioxidant properties.\nline 86 | Shilajit – Helps to promote a youthful physical constitution and younger-looking skin. Helps with diminishing physical and mental stress, which prevents cellular and skin aging.\nline 87 | Topical herbs and tonics are another component of Ayurvedic skin care for anti-aging purposes. Many can help to slow the development of fine lines and wrinkles and can help skin to maintain volume and suppleness.\nline 88 | Neem Oil – Neem has impressive rejuvenative properties. It is full of antioxidants that protect skin cells from damage. It is also high in vitamin E and fatty acids, which can help to restore skin elasticity.\nline 89 | Lavender Oil – A few drops of lavender can be added to water and applied to the face. It helps reduce fine lines and wrinkles, and its anti-inflammatory properties help with the treatment of acne and sunburn.\nline 90 | Rosehip Oil – Rosehip oil is impressive in its ability to fade the appearance of scars, fine lines, and wrinkles.\nline 91 | It nourishes skin, giving it a healthy glow, and is an incredible for its anti-aging capabilities.\nline 92 | Honey – Skin aging stems in part from insufficient moisture. Honey is a wonderful moisturizing agent that is full of minerals, antioxidants, and amino acids that prevent cellular skin damage. It also has antibacterial properties that can help to prevent and heal acne. It is important to use raw honey, as heat destroys honey’s beneficial properties.\nline 93 | There are many components to Ayurvedic skin care.\nline 94 | What you put in your body is the most important aspect of internal and skin health, so it is valuable to know your constitution and engage in practices that are the most balancing and nourishing.\nline 95 | Topical and herbal treatments are also valuable tools in achieving optimal skin health.\nline 96 | Ayurvedic skin care has multiple components, all of which can help you achieve your healthiest, most youthful-looking skin.\nline 97 | Do you have any thoughts or questions? I would love to hear from you in the comments!\n</context>\n\n<phrases>\n- \"The thing is\"\n- \"So the main idea is\"\n- \"That’s the piece of the puzzle!\"\n- \"That makes sense because\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me propose something\"\n- \"The pros and cons are\"\n- \"So far, it looks like\"\n- \"Let me break this down\"\n- \"It's almost like\"\n- \"Let me back up a second\"\n- \"On one hand... but on the other\"\n- \"Let's break this down into parts\"\n- \"I'm seeing a connection between\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"There's a better way to phrase this\"\n- \"Ummm, actually\"\n- \"Here's what's bugging me\"\n- \"So basically\"\n- \"Let's think step by step\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me sum this up so far\"\n- \"Hmm, let’s rewind a bit\"\n- \"No, actually\"\n- \"Now it all comes together!\"\n- \"Wait, no\"\n- \"Let’s weigh the options\"\n- \"Something doesn't add up\"\n- \"Let me work through this\"\n- \"There's a missing link here\"\n- \"Okay, walking through it again\"\n- \"It's fascinating how\"\n- \"That reminds me\"\n- \"That doesn't sound right, let me rephrase\"\n- \"There’s a pattern here\"\n- \"Alternatively\"\n- \"It was staring me in the face\"\n- \"What if I tried...?\"\n- \"This is starting to take shape\"\n- \"So, the bottom line is\"\n- \"That doesn’t sound right\"\n- \"In the end\"\n- \"Is it possible that...?\"\n- \"That’s an interesting angle, but\"\n- \"Okay, so if I do this\"\n- \"I'm trying to untangle this\"\n- \"Let me play devil's advocate\"\n- \"What if I flip it around?\"\n- \"First things first\"\n- \"Wait, why does that happen?\"\n- \"This makes me think of\"\n- \"This is tricky, but\"\n- \"What if we\"\n- \"Let me untangle this\"\n- \"The more I think about it\"\n- \"What I'm getting at is\"\n- \"If I follow this through\"\n- \"If I take this apart step by step\"\n- \"Suppose we assume that\"\n- \"What’s the missing piece?\"\n- \"This connects to\"\n- \"This could explain why\"\n- \"Actually, no\"\n- \"I think I can rule that out\"\n- \"That’s the answer I was looking for!\"\n- \"On the other hand\"\n- \"This connects to something else\"\n- \"Building on that\"\n- \"I’m trying to connect the dots here\"\n- \"What I’m getting at is\"\n- \"But then again\"\n- \"Okay, let's break this down\"\n- \"Now, if I think about it differently\"\n- \"Wait, I think I’ve got it!\"\n- \" is striking \"\n- \"This just clicked into place!\"\n- \"Backing up for a second\"\n- \"What keeps nagging at me is\"\n- \"Let me circle back to that\"\n- \"Uh, where was I?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Barely a decade has passed since Prince Carl of Denmark became Haakon VII, Norway’s very first monarch as an independent nation (see above), so the Great War has been the first real test of the country’s principles for international relations. Saying that “we wish to be left alone in order to get on with building a new nation,” in 1906 Prime Minister Jørgen Løvland told the new parliament (Storting) that his foreign policy would be grounded in absolute neutrality towards the affairs of mainland Europe. To be sure, Norway remains formally neutral in 1916, but the meaning of that word is changing.\nline 02 | Unlike the Swedes, who used to rule Norway and still lean towards Germany in their neutrality, Haakon’s government has always looked to Great Britain on the other side of the North Sea as their guarantor of security and largest trading partner.\nline 03 | This relationship is particularly important for national food security.\nline 04 | Half the Norwegian male population consists of farmers and fishermen, yet the country is little more than a 1,200-mile long mountain range carved by the ice ages into one of the world’s best coastlines for maritime industry, leaving few fertile farmlands.\nline 05 | Thus Norway had developed an enormous fishing trade and a vast merchant fleet by 1900, and from the beginning of Norwegian independence, foreign policy has always been synonymous with trade policy — while Britain has always been the senior power to a nation of just 2.5 million.\nline 06 | Norway was among the most active states in various international consultations before the war, stressing peaceful resolution as their goal for every conflict. Since 1914, however, the world Norway helped to build in the prewar Hague conventions has completely broken down, and the combatants have imposed new, competing rulesets. Unlike most other neutrals, Norway is still able to trade with Germany through their own territorial waters, but they need safe passage around the British Isles to reach the rest of the world. Relations with London are strained by their efforts to impose a complete blockade on food, copper, and other raw materials from reaching Germany; Berlin’s first u-boats crossed the Arctic Circle in August, striking in September at the steamers full of weapons and ammunition bound for the Russian Army. More than a million tons of Norwegian shipping has already been sunk, drowning hundreds of sailors at an increasing rate.\nline 07 | The ‘Neutrality Guard,’ a home defense force thousands-strong, guards the shores while the Navy patrols the nation’s inlets and coastal waters looking for u-boats.\nline 08 | Today, the government in Christiana (Oslo) announces that hostile submarines will not be tolerated in Norwegian waters.\nline 09 | A sop to British demands for more concrete action, the announcement does not specifically mention Germany, but is clearly aimed at the German Navy.\nline 10 | It is another example of why historian Olav Riste calls his country Britain’s “neutral ally” in the Great War.\nline 11 | London is simply making Norway’s neutrality work to their ends.\nline 12 | German expansionists have long-term designs on Norway; they hope to bring an Atlantic gateway into their sphere of influence. But real British influence is growing all the time across the North Sea.\nline 13 | The Austrian ultimatum found the young country exporting vital war materials to Germany along with a large portion of their fishing catch. British commercial agents have bought up as much of this surplus as they can, and their overbidding has the effect of driving up prices in Norway. Price controls encourage black markets; some fishermen find their most profitable clientele right on the sea, selling directly to German merchant crews plying the waters east of Denmark. Norway was an early adopter of wartime centralization, imposing government controls on food supplies and prices; now Britain wants Christiana to reduce the share of their catch allotted for export to Germany.\nline 14 | It is just one of many diplomatic requests that are becoming more insistent in the last quarter of 1916.\nline 15 | Indeed, the entire allied blockade is being operated from the Foreign Office, which is bringing every means to bear: blacklisting Norwegian companies that do business with German ones. Culminating in January, Norway makes a series of concessions on their fishing catch, on exports of pyrites, and more. And in the last sixty days, there has been a new focus on propaganda and information warfare with the arrival of Rowland Kenney, an agent of the Neutral Press Committee serving as the British embassy press attaché.\nline 16 | Arriving in August, Kenney surveyed the situation ‘on the ground’ before returning to London and penning a confidential report for the Department of Information, a subsidiary of the Foreign Office that has absorbed the former War Propaganda Bureau. With his recommendations enthusiastically accepted, Kenney returns at year’s end, almost in the same moment that London’s efforts to bully Norway into cutting off Germany are reaching a climax. Publicly, Britain accepts less than it wants; privately, Kenny is using a Reuters press credential to reshape the news environment to Britain’s advantage. (The head of Reuters is currently earning a knighthood at the Foreign Office himself.)\nline 17 | Kenney doesn’t engage in ‘black propaganda.’ Rather, he acts as a translator and two-way conduit for as much factual information and reporting as possible, providing resources to newsroom editors on both sides of the water, and publishing thousands of anodyne pro-British articles to shape the newswires. this is in sharp contrast to German propaganda, which is heavy-handed and culturally arrogant. Rowland Kenney’s crowning achievement is the disestablishment of the Norsk Telegrambureau, Norway’s official news agency, replacing it in 1918 with a new NTB that is aligned with Reuters instead of the German Wolff Telegraph Bureau. Also during that final, terrible year of hunger and bloodshed, Norway finally agrees to lay mines in their territorial waters to complete the Northern Barrage. By then, the steady drumbeat of news, opinion, and torpedo explosions has put the Norwegian people and state in a much more pliable, pro-British mood.\n</context>\n\n<phrases>\n- \"Hmm, let’s rewind a bit\"\n- \"What I’m getting at is\"\n- \"I keep circling back to\"\n- \"Okay, I think I’ve got it now!\"\n- \"I'm pondering\"\n- \"I'm struck by\"\n- \"Okay, let's break this down\"\n- \"I'm wondering if\"\n- \"Now, if I think about it differently\"\n- \"I think I found the solution!\"\n- \"I'm mulling over\"\n- \"Let me break this down\"\n- \"Actually, no\"\n- \"Hmm\"\n- \"Let's break this down into parts\"\n- \"Wait, no\"\n- \"Ummm, actually\"\n- \"Let me play devil's advocate\"\n- \"Let’s weigh the options\"\n- \"Okay, walking through it again\"\n- \"Let me back up a second\"\n- \"I should have known that!\"\n- \"Let me untangle this\"\n- \" is interesting\"\n- \"Right, so\"\n- \"We've completely overlooked [blank]\"\n- \"I'm intrigued by\"\n- \"Let's think step by step\"\n- \"Let me run through it again\"\n- \"So that’s why it wasn’t working!\"\n- \"Now we're cooking\"\n- \"I need to reframe this\"\n- \"Ah...\"\n- \"Going back to what I said about\"\n- \"It's fascinating how\"\n- \"What’s the best way to explain this?\"\n- \"Alright, where was I?\"\n- \"Let me work through this\"\n- \"No, actually\"\n- \"Wait a minute... Oh!\"\n- \"That doesn't sound right, let me rephrase\"\n- \"That makes sense because\"\n- \"Ohhh, now I see!\"\n- \"Alternatively\"\n- \"Here's what's bugging me\"\n- \"So the main idea is\"\n- \"Anyway\"\n- \"Backing up for a second\"\n- \"That’s the piece of the puzzle!\"\n- \"On one hand... but on the other\"\n- \"Oh! I get it now\"\n- \"What if I flip it around?\"\n- \"Let me chew on this\"\n- \"I wonder if\"\n- \"You know\"\n- \"Let me make sure I got this\"\n- \"There’s a better way to phrase this\"\n- \"Now, wait just a second\"\n- \"First things first\"\n- \"What keeps nagging at me is\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Hold that thought\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"If I take this apart step by step\"\n- \"That’s it!\"\n- \"The pros and cons are\"\n- \"Uh...\"\n- \"Aha! That’s what I was missing!\"\n- \"When I sit with this idea\"\n- \"Let me sum this up so far\"\n- \"But then again\"\n- \"This explains so much!\"\n- \"What’s the missing piece?\"\n- \"This makes me reflect on\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"I'm trying to untangle this\"\n- \"What I mean is\"\n- \"Something doesn't add up\"\n- \"What am I overlooking?\"\n- \"On the other hand\"\n- \"In essence\"\n- \"That’s an interesting angle, but\"\n- \"The crucial thing seems to be\"\n- \"We're missing something about [blank] and how it connects to [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 | A dentist appointment isn’t a pleasant experience and few people look forward to their half-yearly visits. However, most realize that visiting a dentist is an important aspect of maintaining their oral hygiene. They look past their discomfort and schedule appointments diligently. Unfortunately, some people can’t look past their discomfort and experience great levels of anxiety at the thought of a dentist appointment.\nline 02 | They do their best to avoid appointments and will only visit a dentist if they experience acute pain and can’t avoid the appointment. Unsurprisingly, people with dental anxiety experience more dental problems than people without it.\nline 03 | The Connection Between Dental Phobia and Quality of Life\nline 04 | Dental phobia has a deep impact on the quality of life and can cause a number of health problems in the long run. People with dental phobia experience a negative impact on their health even if their dental disease in under control. Here’s a glimpse of what they experience:\nline 05 | - Comprised Dental Heath – As mentioned before, people will dental phobia are less likely to get treatments and that can have an impact on their oral health.\nline 06 | - Social Life – People with dental problems and missing teeth are very self-conscious and suffer from low confidence levels in social situations. They’re reluctant to interact with others or even smile openly because they don’t want to show their poor dental health to others. Missing teeth and deep cavities can also alienate others, which has a negative impact on the person’s self esteem as well.\nline 07 | - Tiredness and Lack of Vitality – The combination of poor dental health, lack of social interaction, low levels of confidence and self esteem can make people with dental phobia feel tired and listless on a daily basis.\nline 08 | Other consequences of dental phobia include depression, discouragement, general anxiety, and sadness.\nline 09 | What is Dental Phobia?\nline 10 | Dental phobia is a fear of dental procedures and appointments at the dentist’s office. This might sound like a simple feat, but many people experience overwhelming anxiety to the point that they actively disregard their dental health in order to avoid the dentist’s office.\nline 11 | According to a study by the King’s College published in the British Dental Journal, people with dental phobia are more likely to have cavities and missing teeth than people without the phobia. This study was conducted with the help of 10,900 participants with 1,367 people identifying themselves as phobic. People with dental phobia are more likely to:\nline 12 | - Skip dentist appointments.\nline 13 | - Choose short and easier procedures over long treatments that require more visits.\nline 14 | - Limit the time spent in the dentist’s office.\nline 15 | As you can see, people with dental phobia don’t just skip appointments, they deliberately choose treatments and procedures that might prove to be ineffective in order to avoid longer or more frequent dental appointments.\nline 16 | How Can a Dentist Help?\nline 17 | An experienced and well-trained dentist will know how to deal with patients suffering from dental anxiety. Our dentists here at Biltmore Commons take the steps mentioned below:\nline 18 | - They create a comfortable, warm, and welcoming environment for patients.\nline 19 | - The staff engages and soothes patients while they wait for their appointment.\nline 20 | - The dentists communicate with the patient throughout the procedure and try to keep them distracted.\nline 21 | - They have skilled technicians and use efficient tools to ensure the appointment is as short as it can possibly be without compromising the results.\nline 22 | It’s important to control and manage your dental phobia and visit your dentist at least once or twice in a year. Your natural teeth can’t be replaced and if you ignore your oral health and hygiene, you’ll harm them permanently. If you maintain your oral hygiene and not skip any appointments, you won’t have to visit your dentist more than twice a year.\n</context>\n\n<phrases>\n- \"This makes me reflect on\"\n- \"Alright, where was I?\"\n- \"That makes sense because\"\n- \"This is starting to take shape\"\n- \"Okay, walking through it again\"\n- \"Let me work through this\"\n- \"On one hand... but on the other\"\n- \"Let me run through it again\"\n- \"There's something off here\"\n- \"Consider this possibility\"\n- \"I'm curious about\"\n- \"Let me untangle this\"\n- \"That doesn’t sound right\"\n- \"Okay, backtrack a bit\"\n- \"[blank] is still a black box to me\"\n- \"Hang on a second\"\n- \"That’s the answer I was looking for!\"\n- \"So basically\"\n- \" is interesting\"\n- \"I'm seeing a connection between\"\n- \"No, actually\"\n- \"What keeps nagging at me is\"\n- \"I'm mulling over\"\n- \"Ah...\"\n- \"There’s a better way to phrase this\"\n- \"What if I tried...?\"\n- \" is key here\"\n- \"I'm trying to reconcile\"\n- \"Why didn’t I think of that sooner?\"\n- \"I'm wondering if\"\n- \"What was I about to say?\"\n- \"Let me propose something\"\n- \"That would explain why\"\n- \"Let me chew on this\"\n- \"What’s the missing piece?\"\n- \"I'm getting a sense that\"\n- \"Hold on a second\"\n- \"Something doesn't add up\"\n- \"Right, so\"\n- \"What if I just flip this around?\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Backing up for a second\"\n- \"What I’m getting at is\"\n- \"You know\"\n- \"Finally, it clicks!\"\n- \"It's fuzzy, but\"\n- \"Anyway\"\n- \"Oh! I get it now!\"\n- \"I know there’s a word for this\"\n- \"Now it makes sense!\"\n- \"Let me sum this up so far\"\n- \"Here's what I'm thinking\"\n- \"Ummm, actually\"\n- \"Wait, but if that’s true\"\n- \"I'm pondering\"\n- \"Aha! That’s what I was missing!\"\n- \"I wonder if\"\n- \"That’s it!\"\n- \"Let's think step by step\"\n- \"I'm intrigued by\"\n- \"Kind of\"\n- \"Now I'm stuck on\"\n- \"Let me make sure I got this\"\n- \"Hold that thought\"\n- \"When I sit with this idea\"\n- \"It feels like the right move, but\"\n- \"What’s the best way to explain this?\"\n- \"Bear with me while I\"\n- \"Actually, no\"\n- \"I keep coming back to\"\n- \"Hmm, let’s rewind a bit\"\n- \"If I follow this through\"\n- \"In essence\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me circle back to that\"\n- \"The crucial thing seems to be\"\n- \"I’m almost there\"\n- \"Wait, no\"\n- \"That would mean\"\n- \"What I mean is\"\n- \"Oh, that clears everything up!\"\n- \"This might sound weird, but\"\n- \"How do I put this\"\n- \"What if the reason is\"\n- \"I knew I was forgetting 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 | \"Drinking a moderate amount of certain drinks such as wine three to four times a week reduced diabetes risk by about 30%,\" The Guardian reports. That was the main reported finding of a Danish study looking at the impact of alcohol on diabetes risk.\nline 02 | Researchers looked at a group of more than 70,000 people who had completed a survey about their health and lifestyle in 2007-2008, which included questions about their drinking habits. They then checked whether any of the participants had been diagnosed with diabetes (either type 1 or 2) about four years after completing the survey, and looked at survey data for these people.\nline 03 | The researchers noticed a pattern that suggested people who developed diabetes were less likely to have drunk alcohol moderately and frequently compared with those who did not develop diabetes. The researchers reported that the lower risk for diabetes was associated with 14 units per week for men and seven units for women (current recommendations are that men and women shouldn't regularly drink more than 14 units per week).\nline 04 | However, the study had various weaknesses, which means it cannot conclusively show that drinking frequently and moderately protects against diabetes. For example, people were only asked about their drinking habits and other lifestyle choices at a single time point. Also, the study doesn't tell us whether those habits changed over the period in which people were monitored for diabetes.\nline 05 | Even if an association does exist, there are far healthier ways to reduce your diabetes risk, such as achieving or maintaining a healthy weight.\nline 06 | Where did the story come from?\nline 07 | This study was an analysis of data from the general Danish population that had been recorded in a previous cohort study. This particular piece of research was carried out with no specific funding, but the survey data had been funded by the Ministry of the Interior and Health, and the Tryg Foundation. It was published in the peer-reviewed journal Diabetologia.\nline 08 | The suggestion that regularly drinking alcohol may be good for you was met with glee by the UK media.\nline 09 | The limitations of the study, or the lack of a definitive cause and effect, were not reported fully.\nline 10 | However, some sources carried sensible advice from independent experts, such as Dr Emily Burns, the head of research communications at Diabetes UK, who was quoted in The Guardian as saying: \"While these findings are interesting, we wouldn't recommend people see them as a green light to drink in excess of the existing NHS guidelines, especially as the impact of regular alcohol consumption on the risk of type 2 will be different from one person to the next.\"\nline 11 | There were several reports that wine was particularly beneficial because it has \"a role in helping to manage blood sugar\", but this was based only on the authors' comments rather than on the results of the research.\nline 12 | What kind of research was this?\nline 13 | This cohort study assessed people for diabetes in 2012 about four years after their lifestyles had been assessed in 2007-2008.\nline 14 | The researchers aimed to examine whether there was any association between alcohol drinking patterns and the risk of developing diabetes in people who did not already have the condition.\nline 15 | They looked at the amount that people drank, how often they drank, and what types of alcohol were consumed.\nline 16 | The study benefitted from involving a large number of people in the Danish population, which meant a range of drinking patterns were found, and there were sufficient numbers of cases of diabetes to look for associations.\nline 17 | However, a major weakness of the study was that it only looked at alcohol drinking patterns at a single point in time.\nline 18 | And people's drinking habits are known to change over time according to their circumstances, preferences and other health issues.\nline 19 | The researchers did attempt to take into account other confounding factors (such as diet and exercise) that may have influenced the results, but these factors may not have been recorded in enough detail to be useful, and other factors might not have been recorded at all.\nline 20 | What did the research involve?\nline 21 | The researchers identified 70,551 people from the Danish Health Examination Survey (an ongoing nationwide study) who were eligible to participate. These people had already completed a questionnaire in 2007-2008 about their lifestyle and health. People had to meet the following criteria to be selected for participation:\nline 22 | - no existing diagnosis of diabetes at the start of the study\nline 23 | - not pregnant and haven't recently given birth (within the last six months)\nline 24 | - have provided at least some information about their drinking habits in the questionnaire\nline 25 | Information about drinking patterns was collected from questionnaires that people completed by themselves on how often they drank, whether they ever binged and how often this happened, and how much they drank different types of drinks (beers, wines or spirits).\nline 26 | The researchers also looked at information that had been collected at the start of the study on the following confounding factors:\nline 27 | - body mass index\nline 28 | - smoking status\nline 29 | - leisure-time physical activity\nline 30 | - high blood pressure (current or previous)\nline 31 | - family history of diabetes\nline 32 | A diagnosis of diabetes was recorded using the Danish National Diabetes Register, which uses five different sources to detect diabetes cases, but does not distinguish between type 1 and type 2. During the course of the study the researchers carried out a \"sensitivity analysis\", where they excluded two of the diabetes cases because of concerns the data was unreliable.\nline 33 | The participants were followed up in the study until it ended in December 2012, unless they emigrated, died or developed diabetes before then. The researchers carried out an analysis that looked at the risk of developing diabetes over time, taking into account different risk factors. They used appropriate statistical methods for dealing with missing data.\nline 34 | What were the basic results?\nline 35 | During the course of the study, 859 men and 887 women developed diabetes. When looking at the average amount that people drank over the course of a week, they found that the lowest risk of diabetes was observed in:\nline 36 | - men who drank 14 drinks a week (Hazard ratio [HR] 0.57, 95% Confidence Interval [CI] 0.47 to 0.70)\nline 37 | - women who drank nine drinks a week (HR 0.42 (95% CI 0.35 to 0.51))\nline 38 | Frequency of drinking\nline 39 | After adjusting for other factors, the researchers reported the consumption of alcohol on three to four days a week was associated with a lower risk of developing diabetes for men: HR 0.73 (95% CI 0.59 to 0.94) and for women: HR 0.68 (95% CI 0.53 to 0.88).\nline 40 | The researchers also looked at binge drinking and found no clear link between binge drinking and risk of diabetes.\nline 41 | Type of alcohol\nline 42 | Researchers noticed a number of patterns in terms of what types of alcohol people drank.\nline 43 | Men who drank 1-6 glasses of beer a week were found to have lower diabetes risk than those who did not.\nline 44 | In contrast, women who regularly drank spirits seven or more times a week had an increased risk of diabetes compared with those who drank spirits once a week or less.\nline 45 | However, the researchers failed to take into account that some people drink a mixture of different types of alcohol either on a single occasion or over a week.\nline 46 | How did the researchers interpret the results?\nline 47 | The authors concluded that \"light to moderate\" alcohol consumption was associated with a lower risk of diabetes when compared to no alcohol consumption at all. They also noted that frequent consumption was associated with the lowest risk, even after taking into account the amount people drank on average during a week.\nline 48 | They noted that the strengths of their study included its size, the fact that they distinguished between people who currently didn't drink from those who had never drunk at all, and that their results were consistent even when they adjusted various conditions.\nline 49 | Although this study found an interesting association between alcohol drinking habits and risk of developing diabetes, this study does not present strong enough evidence to recommend adopting a particular drinking pattern to reduce diabetes risk.\nline 50 | This study had a number of limitations that weaken confidence in the results:\nline 51 | - People were only asked about their drinking habits and other risk factors at a single time point. The study doesn't tell us whether those habits changed over the period in which people were monitored for diabetes. Most studies related to alcohol consumption also run the risk that people are not always completely accurate when describing what and how much they drink.\nline 52 | - The way diabetes cases were recorded for the study did not distinguish between type 1 and type 2 diabetes, even though these conditions have different causes and treatments.\nline 53 | - The study only followed people up for an average of just under five years, whereas a condition like diabetes may develop due to risk factors experienced over a longer period.\nline 54 | - The information collected on diet may have been too simplistic to properly allow an understanding of how nutrition may also affect the diabetes risk of the people in the study.\nline 55 | - Although the researchers excluded people from the study if they already had a diagnosis of diabetes at baseline, they didn't exclude people if they had other chronic health conditions, some of which may contribute to diabetes risk. The only other condition that was considered in the analysis was high blood pressure.\nline 56 | Overall, it is unclear whether the link between moderate alcohol drinking and diabetes is real.\nline 57 | It is not proof that starting to drink more, especially for those who do not currently drink, is useful in preventing diabetes.\nline 58 | There are other risks, such as liver damage, to consider when drinking frequent or large volumes of alcohol above recommended limits.\nline 59 | If you are concerned that you might be at risk of developing diabetes, speak to your GP about the ways that lifestyle change can reduce your risk.\nline 60 | Links To The Headlines\nline 61 | Regular alcohol consumption could cut diabetes risk, study finds. The Guardian, July 28 2017\nline 62 | Drinking a few times a week 'reduces diabetes risk'.\nline 63 | BBC News, July 28 2017\nline 64 | Drinking alcohol three to four days a week 'could reduce risk of diabetes'. The Independent, July 28 2017\nline 65 | Drinking most days may protect against diabetes - new study. The Daily Telegraph, July 28 2017\nline 66 | Drinking alcohol regularly could cut diabetes risk - and red wine is your 'healthiest' option.\nline 67 | Daily Mirror, July 28 2017\nline 68 | Links To Science\nline 69 | Holst C, Becker U, Jørgensen ME, et al. Alcohol drinking patterns and risk of diabetes: a cohort study of 70,551 men and women from the general Danish population. Diabetologia. Published online July 27 2017\n</context>\n\n<phrases>\n- \"I'm starting to see a pattern\"\n- \"Let me untangle this\"\n- \"Let me break this down\"\n- \"If I take this apart step by step\"\n- \"The more I think about it\"\n- \"Okay, let's break this down\"\n- \"Okay, I think I’ve got it now!\"\n- \"I'm still feeling my way through\"\n- \"That makes sense because\"\n- \"I have a theory about this\"\n- \"I'm mulling over\"\n- \"I'm curious about\"\n- \" is striking \"\n- \"So what I'm trying to say is\"\n- \"Let’s weigh the options\"\n- \"Okay, pros and cons\"\n- \"So the main idea is\"\n- \"That’s what I was trying to say!\"\n- \"This might explain the pattern\"\n- \"Let me chew on this\"\n- \"How can I approach this?\"\n- \"This just clicked into place!\"\n- \"This connects to\"\n- \"What keeps nagging at me is\"\n- \"I'm just throwing ideas around\"\n- \"What I’m getting at is\"\n- \"Coming at this from another angle\"\n- \"No, actually\"\n- \"There’s a pattern here\"\n- \"So, the bottom line is\"\n- \"What if I tried...?\"\n- \"It was staring me in the face\"\n- \"Something doesn't add up\"\n- \"Just thinking out loud but\"\n- \"I need to make sure this checks out\"\n- \"I'm intrigued by\"\n- \"I’m trying to connect the dots here\"\n- \"If I follow this through\"\n- \"This makes me reflect on\"\n- \"Going back to what I said about\"\n- \"I'm trying to untangle this\"\n- \"When I sit with this idea\"\n- \"Let me work through this\"\n- \"I was just about to say\"\n- \"Let's break this down into parts\"\n- \"Ummm, actually\"\n- \"Oh! That reminds me\"\n- \"What if the reason is\"\n- \"I need to reframe this\"\n- \"I wonder if\"\n- \"Oh, it all makes sense now!\"\n- \"So far, it looks like\"\n- \"I'm seeing a connection between\"\n- \"Maybe if I try it this way\"\n- \"Wait, I think I just cracked it!\"\n- \"Brainstorming here, but\"\n- \"Backing up for a second\"\n- \"Actually, no\"\n- \"I'm wondering if\"\n- \"What if I just flip this around?\"\n- \"Let me make sure I got this\"\n- \"So basically\"\n- \"Let's think step by step\"\n- \"Building on that\"\n- \"Still forming this thought\"\n- \"Hmm, let’s rewind a bit\"\n- \"Now, if I think about it differently\"\n- \"Okay, walking through it again\"\n- \"This connects to something else\"\n- \"Let me see if\"\n- \"What’s the best way to explain this?\"\n- \"This brings to mind\"\n- \"I should have known that!\"\n- \"That reminds me\"\n- \"On one hand... but on the other\"\n- \" is key here\"\n- \"Let me talk this through\"\n- \"Let me put this another way\"\n- \"That’s the piece of the puzzle!\"\n- \"Here's a possible explanation\"\n- \"The pros and cons are\"\n- \"Let me dig into that a little deeper\"\n- \"Oh! I get it now\"\n- \"Picture this\"\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 | ASTR 511 [R. W. O'Connell]\nline 02 | INTRODUCTION TO ULTRAVIOLET ASTRONOMY\nline 03 | Astro-2 UV observatory in Shuttle payload bay.\nline 04 | A. THE UV BANDS\nline 05 | - Earth's atmosphere is opaque below ~3200 Å.\nline 06 | - The interstellar medium is opaque below 912 Å (Lyman edge of H I)\nline 07 | But the optical depth ~ (λ)3 in the Lyman continuum, so\nline 08 | the ISM becomes transparent again below 400 Å\nline 09 | - Therefore, the easily accessible \"vacuum UV\" band from space lies\nline 10 | in the range\nline 11 | - \"Far-UV\": 912-2000 Å\nline 12 | - \"Mid-UV\": 2000-3200 Å (called the \"Near-UV\" by\nline 13 | - With different technology: the \"Extreme UV\" (70-912 Å)\nline 14 | - The region 3200-4000 Å is usually considered part of the\nline 15 | \"optical\" band because Earth's atmosphere is reasonably transparent\nline 16 | here, though opacity rises sharply in the shortest 200 Å. This\nline 17 | is an important transition region containing many astrophysical\nline 18 | diagnostics. It is often called the\nline 19 | \"Near-UV\".\nline 20 | This band is often compromised in instrument\nline 21 | design by optical elements with poor reflectivity or transmission\nline 22 | (sometimes chosen deliberately in order to boost near-IR response).\nline 23 | B. MOTIVATION FOR UV OBSERVATIONS\nline 24 | The UV contains the highest density (bits per unit wavelength) of astrophysical\nline 25 | information on stars and gas.\nline 26 | The advantages of the UV include:\nline 27 | - Sensitivity to hot continuum sources\nline 28 | - The stellar flux maximum (in F_lam units) occurs at ~ 2900\nline 29 | The energy distributions of hot stars (over 10,000 K) peak in the UV.\nline 30 | The most important UV-bright stars are massive main sequence stars\nline 31 | over 3 Msun, which are responsible for most element synthesis,\nline 32 | ionization, dissociation, and kinetic energy input to galaxies.\nline 33 | For cooler stars (< 8000 K), the UV is in the Wien limit, implying\nline 34 | high sensitivity to temperature.\nline 35 | (E.g.\nline 36 | This allows estimation of the\nline 37 | main sequence turnoff and hence age in the integrated light of older\nline 38 | - Hard nonthermal sources\nline 39 | - The \"Big Blue Bump\" in AGN produced by the inner accretion disk\nline 40 | surrounding a supermassive black hole\nline 41 | - Numerous atomic & molecular spectral features\nline 42 | - Many strong (often resonance) transitions of important species\nline 43 | occur in UV:\nline 44 | H, D, H2, He, C, N, O, Mg, Si, S, Fe\nline 45 | - Uniquely valuable:\nline 46 | - The HI Lyman series and metallic features in stars, ISM, IGM;\nline 47 | - The Lyman-Werner bands of H2; the first detection of\nline 48 | interstellar H2 was made in the UV\nline 49 | - Atomic deuterium (offset from normal hydrogen features);\nline 50 | - O VI, C IV, N V (gas at 105-6 K);\nline 51 | - Carbon abundances from C III, C IV;\nline 52 | - Lyman discontinuity (rest wavelength 912 Å) in high redshift\nline 53 | - Near-UV: [O II] and [Ne V] plasma diagnostics; the Balmer jump,\nline 54 | a diagnostic of stellar temperature and surface gravity.\nline 55 | - Low sky background\nline 56 | There is a deep minimum in the night sky background from space for\nline 57 | darkest in UV-optical-IR range (40x below the best ground-based\nline 58 | sky at any wavelength).\nline 59 | - Sensitivity to dust\nline 60 | - The dust extinction law is maximum in the UV.\nline 61 | A\nline 62 | local extinction peak at 2175 Å is an important & unique signature\nline 63 | of the type of dust common in our Galaxy.\nline 64 | - High & variable UV extinction is an advantage for studying grain\nline 65 | types in different environments, but it is simultaneously\nline 66 | a disadvantage for studying things behind grain clouds.\nline 67 | - The UV allows ready isolation of hot components in the\nline 68 | presence of dominant cool sources: e.g. stellar chromospheres or hot\nline 69 | stars/AGNs in E galaxies.\nline 70 | - The restframe UV is shifted to the readily-observed optical\nline 71 | window in high redshift (z > 1) galaxies and AGN.\nline 72 | galaxies\".\nline 73 | Proper interpretation requires vacuum-UV observations\nline 74 | of nearer systems.\nline 75 | C. KEY UV RESEARCH AREAS\nline 76 | - Stellar chromospheres, winds\nline 77 | - Mass exchange and accretion in binary systems (esp. WD, NS)\nline 78 | - Stellar radiation environment for exoplanet biospheres\nline 79 | - Ozone signatures in exoplanet atmospheres\nline 80 | - Signatures of terrestrial planet destruction (white dwarf stars)\nline 81 | - Chemical abundances in stars & chemical evolution of Galaxy\nline 82 | - Hot phases of advanced stellar evolution (horizontal branch, post-AGB)\nline 83 | - Interstellar dust grains\nline 84 | - Chemistry in diffuse interstellar clouds\nline 85 | - Hot ISM, galactic halos, fountains, winds\nline 86 | - Identification and interpretation of multiple populations in globular clusters\nline 87 | - Ages and abundances of stellar populations (integrated light and CMDs)\nline 88 | - Massive star formation and histories of galaxies\nline 89 | - Extended, low surface-brightness star forming regions of galaxies\nline 90 | - Circumgalactic gas and accretion from the IGM\nline 91 | - AGN (accretion disks, near-nuclear plasmas, reverberation mapping)\nline 92 | - Thermal flares from tidal disruption of stars by massive black holes\nline 93 | - Deuterium abundances & Big Bang nucleosynthesis\nline 94 | - Proto/adolescent galaxies\nline 95 | - Measures of the Lyman continuum during the z>6 \"re-ionization era\"\nline 96 | - Cosmic star formation history, background light\nline 97 | - Evolution of the intergalactic medium; baryon reservoirs\nline 98 | Examples: click on thumbnails for larger view\nline 99 | D. UV MISSIONS\nline 100 | - Sounding rockets, balloons\nline 101 | (e.g. SCAP/FOCA), manned missions (Apollo, Skylab). 1960's-early\nline 102 | - PI-class satellite missions: e.g. OAO-2, Copernicus.\nline 103 | - Space Shuttle sortie missions: e.g.\nline 104 | - Satellite observatories:\nline 105 | - International Ultraviolet Explorer (IUE)\nline 106 | - 1978-1996 (a record to that time; later exceeded by HST)\nline 107 | - Medium/high-dispersion spectroscopy 1200-3200 Å\nline 108 | - Background information:\nline 109 | - IUE data archive\nline 110 | - Hubble Space Telescope (HST). Launched 1990.\nline 111 | - 1200-22000 Å\nline 112 | - High resolution (0.05 arcsec) imaging (FOC, WFPC2, STIS, ACS/SBC, ACS/HRC, WFC3)\nline 113 | - Low-med-high resolution spectroscopy (GHRS, FOS, STIS, COS)\nline 114 | - High speed photometry (HSP)\nline 115 | - HST data archive\nline 116 | - Extreme Ultraviolet\nline 117 | Explorer (EUVE): spectroscopy 70-760 Å. Launched 1992.\nline 118 | - Far Ultraviolet\nline 119 | Spectroscopic Explorer (FUSE): High resolution spectroscopy\nline 120 | 900-1200 Å. Launched 1999.\nline 121 | - The X-ray/Gamma-ray satellites\nline 122 | XMM and Swift both carry moderate-field support telescopes\nline 123 | which can be used for multiband UV/optical imaging longward of 1700 Å.\nline 124 | (the Galaxy Evolution Explorer Mission), launched in April 2003, was a\nline 125 | 50-cm, wide-field (1.2o) telescope imaging\nline 126 | two broad UV bands centered at 1500 and 2300 Å. Microchannel plate\nline 127 | detectors.\nline 128 | Grism for low-resolution spectroscopy.\nline 129 | The historical emphasis in the UV was mainly on point-source\nline 130 | spectroscopy, not imaging or extended faint sources such as galaxies.\nline 131 | Through 2003, only shallow all-sky UV surveys were available. FUV:\nline 132 | TD-1, to 9th mag. EUV: ROSAT, EUVE, < 1000 bright sources.\nline 133 | surveys (to AB ~ 21 mag) have partially remedied this situation.\nline 134 | The Hubble Space\nline 135 | Telescope released to orbit after its last servicing mission, May\nline 136 | E. UV INSTRUMENTATION\nline 137 | - Optical materials: There are limited choices in the UV for good\nline 138 | transmission or reflectivity; the challenge is greater for shorter\nline 139 | wavelengths (below 1200 Å).\nline 140 | - Cleanliness and contamination control are critical because many\nline 141 | materials likely to be deposited on optics are UV-opaque.\nline 142 | - FUV, MUV optical designs are similar to those in the\nline 143 | OIR-bands, but fewer surfaces are preferred.\nline 144 | - Filters used are similar to those designed for the optical but\nline 145 | require good blocking of strong geocoronal and skyglow emission lines\nline 146 | (especially Lyman-alpha 1216 Å, O I 1302 Å).\nline 147 | They also\nline 148 | require excellent long-wave blocking (see next).\nline 149 | F. UV DETECTORS\nline 150 | - A major problem is the requirement for\nline 151 | long-wavelength rejection in order to isolate UV photons. The\nline 152 | visible photon rate can be ~ 106 higher than the FUV rate\nline 153 | in cool sources such as solar-type stars.\nline 154 | - Therefore one requires a so-called \"solar blind\" detection\nline 155 | like CCD's have broad bandwidths, extending to the near-IR. They are\nline 156 | therefore not good choices for the UV unless excellent \"red\nline 157 | leak\" rejecting optics are available. Good rejection is difficult\nline 158 | to achieve. Silicon itself, out of which CCDs are fabricated,\nline 159 | has a large UV opacity, implying the need for special electronic\nline 160 | designs.\nline 161 | Some CCD systems for UV applications employ downconversion\nline 162 | coatings (UV ==> visible photons), but these have relatively poor\nline 163 | performance (e.g. WFPC1/2 on HST).\nline 164 | - Photoemissive devices with large work functions have been\nline 165 | preferred to date: photocathodes like CsI, CsTe, KrB have moderately\nline 166 | good UV quantum efficiency but very low visible QE\nline 167 | The main technical problem for photoemissive devices is that a single\nline 168 | emitted photoelectron must be converted into a measurable signal,\nline 169 | while maintaining image quality.\nline 170 | UV photocathode quantum efficiencies are mostly well below\nline 171 | visible-band QE's for CCD's (20-40% instead of ~90%).\nline 172 | - 2-D UV detectors: these are typically hybrid designs\nline 173 | - Stage 1: Photocathode\nline 174 | - Manufacture of large formats with good uniformity and modulation\nline 175 | transfer functions is difficult.\nline 176 | - Stage 2: Amplification/acceleration and image transfer\nline 177 | - Image Tubes: high voltage (10-30 kV) photoelectron acceleration, electric or\nline 178 | - Microchannel Plates: electron multiplication in rigid channels,\nline 179 | - Stage 3: Detection/readout/storage\nline 180 | - Phosphor plus film\nline 181 | - Phosphor plus CCD or diode arrays (e.g. Astro/HUT)\nline 182 | - TV (scanning) readout (e.g. IUE, HST/FOC)\nline 183 | - Electron bombarded diodes (e.g. HST/FOS, HST/GHRS)\nline 184 | - Electron bombarded anode arrays (e.g.\nline 185 | HST/STIS, HST/COS, FUSE, GALEX)\nline 186 | - A key feature of most successful systems:\nline 187 | event counting with centroiding of the\nline 188 | photoelectron-induced pulse x,y position.\nline 189 | Timothy, PASP 95, 810, 1983;\nline 190 | Joseph, UV Technology Overview, in \"From X-rays to X-Band\", an\nline 191 | STScI Workshop, 2000.\nline 192 | G. SPACE ASTRONOMY: SPECIAL TECHNICAL REQUIREMENTS\nline 193 | - Launcher with a finite payload\nline 194 | - The Space Shuttle (at right), probably the most complex system\nline 195 | ever built by humans, served as the heaviest launch vehicle for\nline 196 | 30 years. Total cost per launch about $400M (90%\nline 197 | But, with a payload of 24,000 kg to an altitude of 200 km, the\nline 198 | Shuttle's capacity was 5x smaller (!) than that of the\nline 199 | 1960's Saturn V.\nline 200 | - Currently available launch vehicles include the\nline 201 | ESA Ariane 5,\nline 202 | Space X Falcon,\nline 203 | Orbital ATK Antares,\nline 204 | ULA Delta IV Heavy.\nline 205 | However, none of these approach the Saturn V in payload capacity.\nline 206 | - Solar panels, batteries, radioactive sources, fuel cells\nline 207 | - Explorer class experiment ~300 W; HST ~2KW\nline 208 | - Thermal control\nline 209 | - Large temperature gradients: e.g. on Earth darkside: 273K facing\nline 210 | Earth, 3K facing space\nline 211 | - Control required for structural and electrical stability\nline 212 | - Optics/electronics: in optical/UV telescopes, typically maintain ~68 F by active heating,\nline 213 | passive cooling to space\nline 214 | - (In IR telescopes, cryogens and shielded cooling to space are used\nline 215 | to keep most of the optical train at low temperatures.)\nline 216 | - Detectors: usually require active cooling (thermoelectric, cryogens)\nline 217 | - Issues: orbital dependence, materials (e.g.\nline 218 | graphite-epoxy), insulation, heat pipes,\nline 219 | - Pointing control & stability\nline 220 | - Gyros: provide 3D mechanical attitude reference\nline 221 | - Auxiliary telescopes: star trackers, guiders: 1 arcsec-few arcmin\nline 222 | - Focal plane trackers: e.g. HST: 0.007 arcsec RMS\nline 223 | - Scattered light rejection\nline 224 | - Important to enable use of sunlit orbit\nline 225 | - Sun, moon, bright Earth, bright stars, spacecraft structures, zodiacal light must\nline 226 | all be considered\nline 227 | - Complicated baffling, special coatings & materials needed\nline 228 | - Environmental protection needed against...\nline 229 | - Radiation: high energy electrons, protons\nline 230 | - \"South Atlantic Anomaly\" (R < 1000 mi)\nline 231 | - Van Allen Radiation Belts (R < 25000 mi)\nline 232 | Shielding is difficult given weight constraints.\nline 233 | Use rad-resistant\nline 234 | equipment, special operations strategies instead.\nline 235 | An example of damage produced by radiation:\nline 236 | transfer efficiency\" in HST CCD cameras.\nline 237 | - Residual atmosphere (free oxygen), especially in ram direction\nline 238 | - Orbital debris\nline 239 | - Communications & telemetry\nline 240 | - Command & control\nline 241 | - Ground stations offer only partial coverage (except for\nline 242 | - Relay satellites: TDRSS 200 MBPS, but limited access\nline 243 | - Launch protection/survival: \"space qualification\"\nline 244 | - Acoustic vibration\nline 245 | - Cleanliness: contamination control before launch, outgassing suppression\nline 246 | - Repair or upgrade is impossible for all except HST.\nline 247 | - Must predict and mitigate all possible failure modes\nline 248 | - Reliability is the principal cost driver of space\nline 249 | - 95% reliable: $N\nline 250 | - 98% reliable: $5N\nline 251 | - Complete documentation is essential: \"PAPER IS OUR MOST IMPORTANT PRODUCT\"\nline 252 | - ====> Space missions are expensive!\nline 253 | - The list above is the reason that space experiments cost up to several 100x\nline 254 | more than ground-based facilities of the same size. One must weigh the unique\nline 255 | science return from space missions vs. their much larger cost.\nline 256 | - \"Faster, Cheaper, Better\"?\nline 257 | NASA Administrator Dan Goldin (1992-2001) famously promoted this motto\nline 258 | for NASA missions. Knowledgeable NASA engineers responded\nline 259 | (privately): \"Pick two out of three,\" and they were right.\nline 260 | - Exploring the Universe with the IUE Satellite, ed.\nline 261 | Y.\nline 262 | Kondo et al., (Dordrecht: Reidel), 1987.\nline 263 | - Astrophysics in the Extreme Ultraviolet, ed. S. Bowyer &\nline 264 | R. F. Malina, (Dordrecht: Kluwer), 1995.\nline 265 | - The Ultraviolet Universe at Low and High Redshift, ed. W. Waller\nline 266 | et al., (Woodbury, NY: AIP), 1997.\nline 267 | - Ultraviolet-Optical Space Astronomy Beyond HST, eds. J. A.\nline 268 | Morse et al., (San Francisco, ASP), 1999.\nline 269 | May 2017 by rwo\nline 270 | Text copyright © 2000-2017 Robert W. O'Connell. Images\nline 271 | are in the public domain. All rights reserved. These notes are\nline 272 | intended for the private, noncommercial use of students enrolled in\nline 273 | Astronomy 511 at the University of Virginia.\n</context>\n\n<phrases>\n- \"I'm mulling over\"\n- \"There's something here about\"\n- \"Wait, no\"\n- \"What's the best way to explain this?\"\n- \"That makes sense because\"\n- \"Let me play devil's advocate\"\n- \"Let me run through it again\"\n- \"Brainstorming here, but\"\n- \"Let's break this down into parts\"\n- \"Something doesn't add up\"\n- \"Backing up for a second\"\n- \"What if I flip it around?\"\n- \"If I take this apart step by step\"\n- \"That’s it!\"\n- \"That’s an interesting angle, but\"\n- \"Let me dig into that a little deeper\"\n- \"Wait, I think I’ve got it!\"\n- \"I wonder if\"\n- \"But then again\"\n- \"I'm still feeling my way through\"\n- \"Okay, I think I’ve got it now!\"\n- \"On one hand... but on the other\"\n- \"Okay, backtrack a bit\"\n- \"I’m not sure if that’s the right approach\"\n- \"Alternatively\"\n- \"This makes me reflect on\"\n- \"Let me work through this\"\n- \"Let me untangle this\"\n- \"The crucial thing seems to be\"\n- \"What keeps nagging at me is\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Am I thinking about this all wrong?\"\n- \"There’s a better way to phrase this\"\n- \"I'm getting stuck on\"\n- \"Let me see if\"\n- \"Why did I do that?\"\n- \"I'm wondering if\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Ohhh, now I see!\"\n- \"This brings to mind\"\n- \"In other words\"\n- \"So that’s why it wasn’t working!\"\n- \"I'm struck by\"\n- \"No, actually\"\n- \"I could do this, or maybe that\"\n- \"I think I can rule that out\"\n- \"Let me break this down\"\n- \"So what I’m trying to say is\"\n- \"In essence\"\n- \"Could I be second-guessing myself?\"\n- \"The pros and cons are\"\n- \"I'm curious about\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"Let me circle back to that\"\n- \"Now, if I think about it differently\"\n- \"Uh, where was I?\"\n- \"I need to make sure this checks out\"\n- \"Actually, no\"\n- \"Not quite there yet\"\n- \"Now it makes sense!\"\n- \"The more I think about it\"\n- \"Let me back up a second\"\n- \"I'm trying to untangle this\"\n- \"I could be wrong, but\"\n- \"That’s the answer I was looking for!\"\n- \"Let's think step by step\"\n- \"So what does this mean in the bigger picture?\"\n- \"That would explain why\"\n- \"I'm just throwing ideas around\"\n- \"Let me put this another way\"\n- \"So what I'm trying to say is\"\n- \"Let me make sure I got this\"\n- \"Here's where it gets interesting\"\n- \"On the other hand\"\n- \"Let me chew on this\"\n- \"This might sound weird, but\"\n- \"Oh! I get it now\"\n- \"Okay, pros and cons\"\n- \" is striking \"\n- \"Where did I put that...?\"\n- \"Let’s weigh the options\"\n- \"What’s the best way to explain this?\"\n- \"I'm pondering\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | From Sustainable Development to a Low Carbon Strategy on a local level\nline 02 | (and how to combine environment and economy)\nline 03 | The example of the City of Hannover (Germany)\nline 04 | - since 1989 Head of the City of Hannover Directorate of Environmental Affairs\nline 05 | - since 1997 also Deputy to the Lord Mayor in his function as Chief Executive\nline 06 | - since 2005 also Head of Directorate of Economic Affairs\nline 07 | 1,700 employees, 370 Mio. Euro p.a. budget\nline 08 | - until 2013 re-elected in all three functions\nline 09 | Hans Mönninghoff in the political Structure of the City of Hannover\nline 10 | Hannover: A Liveable City at the Heart of Europe\nline 11 | - Pop: 520,000 inhabitants (Region: 1.1 Mil.)\nline 12 | City of Hannover\nline 13 | - 204 km ²\nline 14 | - Capital and economic centre of Lower Saxony\nline 15 | - the world’s largest trade fair location\nline 16 | - 245.000 jobs in service industries (e.g. insurances) and manufacturing and processing industries (e.g. automobile)\nline 17 | - 35.000 students in famous universities\nline 18 | Four Challenges of Sustainable Development\nline 19 | - Four challenges of sustainable development\nline 20 | - Four important principles of Urban Planning as instrument of sustainable development\nline 21 | - Three central fields of a Low Carbon Strategy as part of Local Sustainability\nline 22 | - Three economic advantages\nline 23 | Sustainability is more than environmental policy\nline 24 | Challenge I Demographic Change 2005 - 2050\nline 25 | - stable population and social structures\nline 26 | - environmental quality, quality of life\nline 27 | - stable municipal finances\nline 28 | Challenge II Employment\nline 29 | Challenge III Maintaining the Quality of Urban Life, Crucial Soft Location Factors\nline 30 | Challenge IV Stable Municipal Finances\nline 31 | income and expenditure must be balanced !\nline 32 | (1,580 billion €)\nline 33 | Four Principles of Urban Planning as Part of a of Sustainable Development and low carbon strategy\nline 34 | Planning principle I\nline 35 | all new building developments in the region only along existing rail routes\nline 36 | Planning principle II\nline 37 | Planning principle III\nline 38 | - minimum out-of-town shopping centres encouraging car use\nline 39 | - support for city centre shopping\nline 40 | - local shops\nline 41 | Why do we speak about low carbon strategies?\nline 42 | - reutilisation of industrial wasteland; Hannover has extensive experience with decontamination of polluted sites.\nline 43 | - There is a movement of older people to the City from the Hinterland\nline 44 | - single-family-homes in the City, to keep young people here\nline 45 | Hannover has a successful Long-Term Transport Plan with a good Modal Split\nline 46 | Far-sighted planning for cars has averted serious traffic problems.\nline 47 | - 27% on foot\nline 48 | - 13% by bicycle\nline 49 | - 41% by car - today no more cars per household than 1995 (411 per 1,000 inhabitants)\nline 50 | - 17% by public transport\nline 51 | 2. Waste Mangment\nline 52 | - very good Light Rail/U-Bahn network with 12 routes\nline 53 | - 63 Bus routes\nline 54 | - 933 km of Public Transport routes in the city\nline 55 | - 163 million Passengers per year in the region (+10% in the last 5 years)\nline 56 | - 160 Mil. € subsidies per year\nline 57 | - good connections with the train network\nline 58 | Waste Treatment Concept for the Hannover Region from 2005\nline 59 | - Waste Quantities in the City of Hannover\nline 60 | - waste avoidance\nline 61 | - (- 380,000 t)\nline 62 | - dumping of soil, building rubble, sewage sludge\nline 63 | - (- 340,000t)\nline 64 | - recycling of compost, organic waste (+ 72,000t)\nline 65 | - recycling of glass, paper, packaging and scrap metal (+ 41,700t)\nline 66 | Waste Treatment Centre\nline 67 | - 365,000 tonnes p.a. unavoidable and unrecyclable waste\nline 68 | - about 60% coarse fraction incinerated in a new waste-to-energy plant\nline 69 | - about 30% fine fraction biologically treated in a fermentation plant\nline 70 | - about 10% separated wood-fraction used in a special wood-fuelled power station\nline 71 | Economic Advantage 1: more local purchasing power\nline 72 | - house insulation\nline 73 | - construction of Low Energy Houses\nline 74 | - high-efficiency heating systems e.g. decentral CHP plants\nline 75 | - extension of the district heating network\nline 76 | - electricity saving campaigns\nline 77 | - renewable energy use\nline 78 | Economic Advantage II: a stronger regional craft industries\nline 79 | - In 2005 Hannover’s private households spent around 220 million € on gas and oil, most of which came from abroad.\nline 80 | - Reducing these imports will increase local purchasing power considerably.\nline 81 | Economic Advantage III: more jobs !\nline 82 | - Investment in and technologies for climate protection stimulate a dynamic added-value chain for the regional craft trades and businesses - an important job motor for the local economy .\nline 83 | In the Hannover region there are already 3,000 people working in climate protection.\nline 84 | In Germany jobs in wind energy is rising from 45.000 (in 2004) to 106.000 (in 2009)\nline 85 | Worldwide more than 2 Mio.\nline 86 | jobs in the solar-industry in the next 20 years (greenpeace-study)\nline 87 | It is funny to read in THE AUSTRALIAN, Sept.14th 2009, The union-leader Tony Maher says “Green jobs are dopey”\nline 88 | There is a lot to do !\nline 89 | G20 low carbon competitiveness\nline 90 | Report of the Climate Institute (Sep. 2009)\nline 91 | Australia is ranked 15th out of 19 industrial countries and is the lowest of the Annex I countries of the Kyoto Protocol\nline 92 | The GDP per tonne of CO2\nline 93 | is very different\nline 94 | in the countries\nline 95 | (intelligent use of energy)\nline 96 | Economic growth and sustainable development are not contradictions:\nline 97 | Adapted from: \"Moving Cities to Low Carbon - Lessons from Hannover\", Hans Mönninghoff, 2009\nline 98 | - Sustainable development means that economic, ecological and social issues are harmonised.\nline 99 | - Economic and ecology are not adversaries; they enhance each other’s potential.\nline 100 | - Better environmental standards and quality of life are important soft factors for the economic development of a city and a nation.\nline 101 | Friday, October 16, 2009\nline 102 | From Sustainable Development to a Low Carbon Strategy\nline 103 | The slides from \"Moving Cities to Low Carbon - Lessons from Hannover\" at The University of Sydney, 15 October 2009 are available from Hans Mönninghoff's web site. Unfortunately they are 3 Mbytes of Powerpoint. Here is the text:\n</context>\n\n<phrases>\n- \"Now, wait just a second\"\n- \"Basically\"\n- \"What keeps nagging at me is\"\n- \"I was just about to say\"\n- \"If I follow this through\"\n- \"I'm not sure, but\"\n- \"I keep coming back to\"\n- \"Let's think step by step\"\n- \"I'm seeing a connection between\"\n- \"So what does this mean in the bigger picture?\"\n- \"Something’s not clicking\"\n- \"Coming at this from another angle\"\n- \"Let me work through this\"\n- \"That makes sense because\"\n- \"Okay, walking through it again\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"So what I’m trying to say is\"\n- \"Alright, where was I?\"\n- \"Let me see\"\n- \"Follow me here\"\n- \"I’m trying to connect the dots here\"\n- \"What if I flip it around?\"\n- \"I need a clearer view of this\"\n- \"Could I be second-guessing myself?\"\n- \"Still forming this thought\"\n- \"Let me connect the dots\"\n- \"The crucial thing seems to be\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"That doesn’t sound right\"\n- \"On one hand... but on the other\"\n- \"On the other hand\"\n- \"That’s an interesting angle, but\"\n- \"Let me untangle this\"\n- \"Let me think\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Here's what's bugging me\"\n- \"Might be\"\n- \"The thing is\"\n- \"Now, if I think about it differently\"\n- \"Is this the right call?\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"There's a missing link here\"\n- \"Wait, no\"\n- \"Something doesn't add up\"\n- \"Right, so\"\n- \"Well, let me see\"\n- \"Let me play devil's advocate\"\n- \"Let me make sure I got this\"\n- \"What was I thinking?\"\n- \"If I had to choose right now\"\n- \"It's almost like\"\n- \"In essence\"\n- \"I'm just throwing ideas around\"\n- \"Now we're cooking\"\n- \"I'm starting to see a pattern\"\n- \"Let me sum this up so far\"\n- \"So far, it looks like\"\n- \"Here's where it gets interesting\"\n- \"Actually, no\"\n- \"Ummm, actually\"\n- \"There's probably more to it\"\n- \"Uh, where was I?\"\n- \"I need to reframe this\"\n- \"Going back to what I said about\"\n- \"We've completely overlooked [blank]\"\n- \"Uh...\"\n- \"This connects to something else\"\n- \"I'm still feeling my way through\"\n- \"There's got to be something about\"\n- \"This connects to\"\n- \"What I'm getting at is\"\n- \"I feel like I’m close\"\n- \"Alternatively\"\n- \"There’s a pattern here\"\n- \"What I mean is\"\n- \"I need to make sure this checks out\"\n- \"I need to step back and rethink this\"\n- \"Wait a minute\"\n- \"But then again\"\n- \"No, actually\"\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 | Jasmine Kaloudis – weight-loss-yoa=synergybyjasmine.com – CC BY-ND 2.0.\nline 02 | Where Are You Now?\nline 03 | Assess your present knowledge and attitudes.\nline 04 | |1. I usually eat well and maintain my weight at an appropriate level.|\nline 05 | |2. I get enough regular exercise to consider myself healthy.|\nline 06 | |3. I get enough restful sleep and feel alert throughout the day.|\nline 07 | |4.\nline 08 | My attitudes and habits involving smoking, alcohol, and drugs are beneficial to my health.|\nline 09 | |5. I am coping in a healthy way with the everyday stresses of being a student.|\nline 10 | |6.\nline 11 | I am generally a happy person.|\nline 12 | |7. I am comfortable with my sexual values and my knowledge of safe sex practices.|\nline 13 | |8. I understand how all of these different health factors interrelate and affect my academic success as a student.|\nline 14 | Where Do You Want to Go?\nline 15 | Think about how you answered the questions above. Be honest with yourself. On a scale of 1 to 10, how would you rate your level of personal health at this time?\nline 16 | |Not very healthy||Very healthy|\nline 17 | In the following list, circle the three most important areas of health in which you think you can improve:\nline 18 | - Weight control\nline 19 | - Alcohol use\nline 20 | - Drug use\nline 21 | - Stress reduction\nline 22 | - Emotional health\nline 23 | - Romantic relationships\nline 24 | - Sexual health\nline 25 | Are there other areas in which you can improve your physical, emotional, and mental health and become happier? Write down other things you feel you need to work on.\nline 26 | How to Get There\nline 27 | Here’s what we’ll work on in this chapter:\nline 28 | - Eating well to stay healthy and at a weight you feel good about\nline 29 | - Finding regular physical activities you enjoy that will make you healthier and cope better with the stresses of being a student\nline 30 | - Determing how much sleep your body and mind really need—and how to get it\nline 31 | - Developing an appropriate and healthy attitude toward smoking, alcohol, and drugs and learning how to change your habits if needed\nline 32 | - Understanding why everyone feels stressed at times and what you can do about it\nline 33 | - Knowing what to do if you’re feeling lonely or anxious about school or your personal life and how to stay balanced emotionally\nline 34 | - Feeling good about your sexuality, having safe sex, and protecting against unwanted pregnancy and sexual assault\nline 35 | Health and wellness are important for everyone—students included. Not only will you do better in school when your health is good, but you’ll be happier as a person. And the habits you develop now will likely persist for years to come. That means that what you’re doing now in terms of personal health will have a huge influence on your health throughout life and can help you avoid many serious diseases.\nline 36 | Considerable research has demonstrated that the basic elements of good health—nutrition, exercise, not abusing substances, stress reduction—are important for preventing disease. You’ll live much longer and happier than someone without good habits. Here are a few of the health problems whose risks can be lowered by healthful habits:\nline 37 | - Cardiovascular issues such as heart attacks and strokes (the numbers one and three causes of death)\nline 38 | - Some cancers\nline 39 | - Diabetes (currently reaching epidemic proportions)\nline 40 | - Lung diseases related to smoking\nline 41 | - Injuries related to substance abuse\nline 42 | Wellness is more than just avoiding disease. Wellness involves feeling good in every respect, in mind and spirit as well as in body. Good health habits also offer these benefits for your college career:\nline 43 | - More energy\nline 44 | - Better ability to focus on your studies\nline 45 | - Less stress, feeling more resilient and able to handle day-to-day stress\nline 46 | - Less time lost to colds, flu, infections, and other illnesses\nline 47 | - More restful sleep\nline 48 | This chapter examines a wide range of topics, from nutrition, exercise, and sleep to substance abuse and risks related to sexual activity.\nline 49 | All of these involve personal attitudes and behaviors.\nline 50 | And they are all linked together to one of the biggest problems students face: stress.\nline 51 | Everyone knows about stress, but not everyone knows how to control it. Stress is the great enemy of college success. But once you’ve learned how to reduce it where you can and cope with unavoidable stress, you’ll be well on the road to becoming the best student you can be.\nline 52 | This is a derivative of College Success by a publisher who has requested that they and the original author not receive attribution, which was originally released and is used under CC BY-NC-SA. This work, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.\n</context>\n\n<phrases>\n- \"Alright, where was I?\"\n- \"It's fascinating how\"\n- \"Am I overcomplicating this?\"\n- \"Wait a minute\"\n- \"Don't hold me to this\"\n- \"Actually, no\"\n- \"Let's think step by step\"\n- \"Picture this\"\n- \"So the main idea is\"\n- \"Uh...\"\n- \"Let me put this another way\"\n- \"Now, if I think about it differently\"\n- \"Building on that\"\n- \"Something doesn't add up\"\n- \"This connects to\"\n- \"Oh! I get it now!\"\n- \"Ohhh, now I see!\"\n- \"Let me trace that logic back\"\n- \"What I’m getting at is\"\n- \"I need to make sure this checks out\"\n- \"No, actually\"\n- \"Let me connect the dots\"\n- \"It was staring me in the face\"\n- \"The crucial thing seems to be\"\n- \"This is starting to take shape\"\n- \"Ah...\"\n- \"Well\"\n- \"I’m trying to connect the dots here\"\n- \"I'm starting to see a pattern\"\n- \"Uh, where was I?\"\n- \"If I follow this through\"\n- \"Let's test this idea\"\n- \"What I mean is\"\n- \"What if we\"\n- \"Wait, no\"\n- \"Oh! That reminds me\"\n- \"Kind of\"\n- \"What I'm getting at is\"\n- \"This makes me think of\"\n- \"Let me make sure I got this\"\n- \"Now we're cooking\"\n- \"Consider this possibility\"\n- \"Backing up for a second\"\n- \"If A is true, then\"\n- \"Now, wait just a second\"\n- \"I'm getting stuck on\"\n- \"Let me see if\"\n- \"That’s an interesting angle, but\"\n- \"Aha! That’s what I was missing!\"\n- \"Wait, I think I’ve got it!\"\n- \"What if I tried...?\"\n- \"Let me untangle this\"\n- \"In the end\"\n- \"What keeps nagging at me is\"\n- \"This connects to something else\"\n- \"It's almost like\"\n- \" is striking \"\n- \"More or less\"\n- \"Bear with me while I\"\n- \" is interesting\"\n- \"Alternatively\"\n- \"Let me play devil's advocate\"\n- \"One way to look at it is\"\n- \"Not set in stone, but\"\n- \"Well, let me see\"\n- \"You know\"\n- \"The more I think about it\"\n- \"It finally adds up!\"\n- \"I keep coming back to\"\n- \"What if I flip it around?\"\n- \"Follow me here\"\n- \"Let me work through this\"\n- \"That makes sense because\"\n- \"On one hand... but on the other\"\n- \"That’s the piece of the puzzle!\"\n- \"On the other hand\"\n- \"I might be missing something\"\n- \"If I'm not mistaken\"\n- \"But then again\"\n- \"Here's what I'm thinking\"\n- \"I think I can rule that out\"\n- \"Okay, so if I do this\"\n- \"Ummm, actually\"\n- \"Oh! I get it now\"\n- \"I just had it, what was it?\"\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 | As always, talk to your vet if you suspect you have a goat with a serious illness! This site is not intended to be a substitute for a vet or for further research and accurate diagnosis.\nline 02 | WHAT CAUSES THIS DISEASE: The bacterium Mycobacterium avium paratuberculosis causes Johnes disease in ruminants, including cattle, deer, elk, sheep, and goats. The disease is most often caught as a young kid, (or in utero if the doe is infected), when the young kid is exposed to feces, fecal contaminated water, or contaminated milk from infected adults. The disease lies dormant and the animal appears healthy until it is several years old, when it will suddenly presents with wasting, ill health, and potentially diarrhea. The disease damages the intestinal wall, leading to inflammation, scarring, and loss of ability to absorb nutrients. Basically a goat infected with Johnes slowly starves to death, even though it will keep eating and drinking with gusto.\nline 03 | SYMPTOMS: WASTING that is sudden and rapid, typically in goats during the prime of their lives, (4-7 yrs). Deworming and better pasture management do not reverse the rapid weight loss. Diarrhea may occur. Eventually effected goats will die from the disease. Asymptomatic carriers may spread the disease through the herd without ever showing clinical signs of the disease.\nline 04 | TREATMENT: There is no effective treatment, (though antibiotics for months or years can slow symptoms at great financial cost). Goats with signs of active Johnes should be culled before they die slowly from starvation. Goats that test positive for Johnes that are not wasted should be culled before they spread the disease to their herd mates. If you are packing goats, delay any hiking or trips off farm with goats until ALL animals in the herd have negative Johnes tests. Young kids that cannot be accurately tested should be quarantined until they are old enough to be tested, or sold if they were exposed to infected adults.\nline 05 | PREVENTION: Don’t bring the disease in. Avoid purchasing goats from herds with positive Johnes cases. I once went out to a farm to buy a doe, and when surveying their herd noticed they had two animals that were around 5-7yrs of age that looked horribly wasted, despite the rest of the herd being excellent in appearance and an abundance of good hay and grain in the troughs. Upon speaking with the owner I learned that these animals had suddenly lost weight and had diarrhea, despite deworming and good pasture management. When I asked if the owner had tested them for Johnes they became immediately evasive and insisted that such tests where “inaccurate” and of no use. Obviously this is not the person you want to buy from! There is no substitute to looking over the herd you are buying from, or testing animals you bring into your herd during quarantine!\nline 06 | An important caveat is if you are buying kids less than a year of age you are relying on the herd they come from to be Johnes free, as it is rare for Johnes to be shed, (and thus measurable during a blood test), at less than a year of age. So, you can test that 6 month old wether all you want, but you won’t know for certain that he’s Johnes clean.\nline 07 | Don’t take risks. Don’t hike young kids through cattle pastures or allow them to mingle with goats that you don’t know the disease status of. Dairy cattle represent the largest risk for infection, (nearly 68% of dairy herds may be infected), but to a much lower extent beef cattle, and rarely even the occasional wild ruminant can be infected and pass the disease to a young kid. So don’t let those kids play king of the hill on the poop pile, or drink out of filthy watering holes. Don’t feed raw milk from or keep young kids with adult goats of unknown disease status to avoid transmission. However, pasteurized cows milk can be fed to young kids as pasteurization kills the disease.\nline 08 | WHY THIS MATTERS TO PACK GOAT ENTHUSIASTS:\nline 09 | Johnes robs a goat of its best packing years. No one wants to spend 4 years raising a goat only to be able to hike it for a year or two before it must be put down. There is also the consideration that if you have a known positive animal that you take hiking in the woods or near other domestic ruminants you could potentially pass the disease on. So only buy from Johnes free herds and always test pack goats and pack goat prospects for Johnes if you are in an area with lots of dairy cattle. Save yourself money, time, emotional strain, and of course the ire of the Park Service by avoiding this disease at all costs!\n</context>\n\n<phrases>\n- \"What’s the worst that could happen?\"\n- \"That’s the piece of the puzzle!\"\n- \"Oh, I see what’s happening here!\"\n- \"How can I approach this?\"\n- \"Oh! I get it now!\"\n- \"Let me connect the dots\"\n- \"Let me play devil's advocate\"\n- \"I'm trying to untangle this\"\n- \"Wait, no\"\n- \"Let's break this down into parts\"\n- \"Now, if I think about it differently\"\n- \"Okay, pros and cons\"\n- \"Coming at this from another angle\"\n- \"First things first\"\n- \"I'm starting to see a pattern\"\n- \"What keeps nagging at me is\"\n- \"Hmm\"\n- \"I'm seeing a connection between\"\n- \"Now it all comes together!\"\n- \"Oh! That reminds me\"\n- \"If I'm not mistaken\"\n- \"I was making this more complicated than it needed to be\"\n- \"That’s an interesting angle, but\"\n- \"Wait, but if that’s true\"\n- \"Sort of like\"\n- \"But then again\"\n- \"Something’s not clicking\"\n- \"Let me break this down\"\n- \"Okay, so\"\n- \"I knew I was forgetting something!\"\n- \"Let me untangle this\"\n- \"Okay, let's break this down\"\n- \"Let’s not rush this\"\n- \"Let me see\"\n- \"What if we\"\n- \"On the other hand\"\n- \"Wait, does this contradict itself?\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"I should have known that!\"\n- \"Let me talk this through\"\n- \"That would mean\"\n- \"Building on that\"\n- \"Kind of\"\n- \"How do I put this\"\n- \"I’m trying to connect the dots here\"\n- \"Hold on a second\"\n- \"This connects to\"\n- \"So what does this mean in the bigger picture?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Alternatively\"\n- \"Still working it out\"\n- \"I'm trying to reconcile\"\n- \"I'm getting stuck on\"\n- \"That’s it!\"\n- \"I just had it, what was it?\"\n- \"Let me work through this\"\n- \"Just thinking out loud but\"\n- \"On one hand... but on the other\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Hold that thought\"\n- \"Let me think\"\n- \"Actually, no\"\n- \"Let’s weigh the options\"\n- \"Something doesn't add up\"\n- \"Let's think step by step\"\n- \"That makes sense because\"\n- \"No, actually\"\n- \"We've completely overlooked [blank]\"\n- \"Something tells me I should\"\n- \"It's almost like\"\n- \"Wait, I think I’ve got it!\"\n- \"Just spitballing here\"\n- \"Ummm, actually\"\n- \"There's something off here\"\n- \"This makes me think of\"\n- \"Let's see\"\n- \"Now, wait just a second\"\n- \"That changes everything\"\n- \"What if I flip it around?\"\n- \"The pros and cons are\"\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 | (featured image credit: edar/pixabay)\nline 02 | How a winner of the Economics ‘Nobel’ prize may help run organizations better\nline 03 | They say the way to hell is paved with good intentions. Arguably, anyone intent on paving the way to hell might find more paving material if they went for the unintended consequences of well-intentioned measures. There are several classic examples from history of incentives that went spectacularly wrong; one of these has even been used to provide a label for this problem: the Cobra effect.\nline 04 | Of cobras and contracts\nline 05 | When India was still a British colony, the governor of Delhi was worried about the high number of cobras in the city. Rather than have his staff address the apparent problem, he decided to rely on the services of the population and pay a bounty for every cobra skin that was brought in. This incentive initially seemed to work, but the number of skins brought in kept going up and up – because some enterprising people had begun to breed cobras. They sold these to the locals who then killed them and went to collect the bounty for the skins. Before long, the bounty scheme was stopped, leaving the cobra breeders with a sizeable population of cobras they could no longer sell. Unhindered by scruples, these surplus serpents were released, leaving Delhi with a bigger cobra problem than ever before.\nline 06 | Interestingly, the term cobra-effect was made popular by an economist, Horst Siebert, in his book Der Kobra-Effekt: Wie man Irrwege der Wirtschaftspolitik vermeidet (The Cobra effect: how to avoid mistakes in economic policy). And even more interestingly, it is also two economists who recently won the Economics “Nobel” prize, Bengt Holmström and Oliver Hart, whom we have to thank for a theory that can help avoid some of such problems.\nline 07 | Their discipline, contract theory, sounds perhaps more academic than it really is. It studies the widespread, everyday situations where market exchanges between two parties take place over a longer period of time, as opposed to one-off situations. Both parties have expectations about future mutual performance, which effectively form a contractual relationship. Some of this may be formalized in an actual explicit contract, some may be more implicit. A typical application area is that of employment – which is what Bengt Holmström has been mostly focusing on.\nline 08 | Few people would deny that it makes sense to pay employees according to their performance, i.e. how well they do their job. But is the visible output or outcome of what they are hired to do the best way to determine this? It is tempting to think so, and often that is exactly what happens. Quantifiable targets and hard objectives figure widely in how people’s performance is assessed at work. Yet this ignores the fact that in the real world the result of a staff member’s efforts is only partially attributable to their own actions. Much of that result is due to external circumstances not in the employee’s control, or to the contributions of others.\nline 09 | The less stable and predictable someone’s job environment, the more likely this kind of approach is to reward the employee for good luck and penalize them for bad luck. A clever employee would understand the risk of delivering poor performance as a result of bad luck, so they would demand a lot of money, either as a base pay or as a bonus when they’re lucky, in order to compensate for this risk. And of course, the more their performance depends on luck, the less hard they would work, as it would not make any difference anyway.\nline 10 | Problems behind the bar\nline 11 | To illustrate the kind of problems Holmström has studied, imagine working behind the bar in an establishment at a tourist hotspot. On sunny days, there is plenty of custom because there are many thirsty visitors; when the weather is bad, there are only few. If you are paid according to the drinks you serve, you can probably see how you would indeed not be particularly motivated to do a good job (your income would depend mostly on the weather, not on how good you are at barkeeping), and how you would expect to be paid a lot on busy days to counteract the lousy income on slow days. This is not a good state of affairs.\nline 12 | And there are further problems. Imagine the drinks you can sell are procured by a colleague who is quite haphazard in replenishing the stock, which means you will often run out of the popular beverages on busy days. So customers will go next door, and as you are being paid according to your turnover, you are penalized for the poor work of your colleague. Or imagine that on busy days, you get extra help from a waiter who will serve customers at their tables to allow you to concentrate on pouring the drinks. On these days, you and the waiter share the bonus 50/50 – but the waiter, being a lazy dude, spends his time chatting up the customers, while you need to jump in to serve customers and do much of his work. With this kind of performance incentive for the team, the temptation to free-ride is a real risk. Not a good state of affairs.\nline 13 | Many employees also have multiple tasks that require them to make trade-offs. Even if your boss has seen the light and pays you a decent fixed salary with a modest share in the profits on busy days, you still need to divide your time between serving customers and say, rinsing the glasses or wiping the counter. But if your bonus rewards the amount of drinks you sell, you may be tempted to concentrate entirely on pouring drinks and serve them in dirty glasses on a sticky counter. This will work in the short term, but it risks eventually putting off customers and tarnishing the bar’s reputation. This is also not a good state of affairs, certainly not for the bar owner.\nline 14 | This simple example illustrates how precarious it can be simply to use what is easy to measure as an indicator of actual performance, and reward people accordingly. In Moral hazard and observability, a classic paper from 1979, Holmström provides a comprehensive analysis of the kind of problem that is inherent in situations where only the payoff of a transaction is visible. Contracts that look no further are “second-best”, he says, and he shows that additional information, even if it is imperfect can significantly improve contracts (whether explicit or implicit).\nline 15 | Economic science vs Management science\nline 16 | Economics does show here that it is a social science rather than an exact one, though: unfortunately contract theory does not provide simple and unambiguous rules that tell us how to construct an ideal contract. But it does show the way to a better understanding of our quirky (but intelligent) human behaviour, and therefore to avoid falling into the trap of relying on all too simplistic interventions to influence it.\nline 17 | And it also shows that sometimes economists can successfully challenge respected management thinkers. You know, “What gets measured gets done” – even the great Tom Peters swears by it. But maybe just getting done what gets measured because it’s easy to measure it, is not quite what we want. We may end up with lots of cobra skins, but be no closer to solving the viper problem.\nline 18 | We had better acknowledge that much of what people do is not easy to measure, yet it can be at least as important as what is measurable. Holmström tells to look beyond the outcomes and seek to understand the inherent value of what someone does. That is arguably better advice than Tom Peters’.\nline 19 | And in this respect, Holmström’s contributions are supported by his behavioural economist colleagues. In Misbehaving, Richard Thaler says, “Good leaders must create environments in which employees feel that making evidence-based decisions will always be rewarded, no matter what outcome occurs.” This is a clear plea for looking at how people make decisions, rather than just to what the result of those decisions is. Dan Ariely thinks along the same lines. In an answer to a reader’s question whether it is wise to fire people who fail, he writes: “Organizations reward and punish people based on the outcome of decisions, not on the quality of decisions. In general, you’d hope that good decisions would lead to good outcomes, but that causal link rests on probabilities, not certainties—so reward and punishment are often misapplied.”\nline 20 | We people may be, ultimately, simple – but we’re not that simple. We’d better bear that in mind.\nline 21 | Note: the scare quotes around the term ‘Nobel’ throughout this text indicate the fact that, as some pedants like to point out, this is not a proper Nobel prize, but the Prize in Economic Science in Memory of Alfred Nobel – here is more info on its origins.\n</context>\n\n<phrases>\n- \"It almost fits, but something’s off\"\n- \"Let me make sure I got this\"\n- \"Ohhh, now I see!\"\n- \"This just clicked into place!\"\n- \"That’s the answer I was looking for!\"\n- \"Oh! That reminds me\"\n- \"This makes me think of\"\n- \"Actually, no\"\n- \"Okay, so if I do this\"\n- \"This could explain why\"\n- \"Let me work through this\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let me see\"\n- \"What if we looked at it like\"\n- \"Not quite there yet\"\n- \"That doesn’t sound right\"\n- \"That’s it!\"\n- \"Anyway\"\n- \"Let me break this down\"\n- \"I need to step back and rethink this\"\n- \"Something's not clicking\"\n- \"Let's break this down into parts\"\n- \"Wait, that doesn’t add up\"\n- \"I’m trying to connect the dots here\"\n- \"I might be missing something\"\n- \"It's almost like\"\n- \"Oh, I see what’s happening here!\"\n- \"That makes sense because\"\n- \"Maybe if I try it this way\"\n- \"If I follow this through\"\n- \"Well, let me see\"\n- \"First things first\"\n- \"This might sound weird, but\"\n- \"Something doesn't add up\"\n- \"Wait a minute... Oh!\"\n- \"Wait a minute\"\n- \"We've completely overlooked [blank]\"\n- \"This is just a hunch\"\n- \"Wait, no\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I'm getting a sense that\"\n- \"I'm seeing a connection between\"\n- \"Now we're cooking\"\n- \"What keeps nagging at me is\"\n- \"Okay, let's break this down\"\n- \"There’s a pattern here\"\n- \"Let me run through it again\"\n- \"I need to make sure this checks out\"\n- \"Hold that thought\"\n- \"Alright, where was I?\"\n- \"No, actually\"\n- \"Uh, where was I?\"\n- \"Okay, I think I’ve got it now!\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"That’s the piece of the puzzle!\"\n- \"Ummm, actually\"\n- \"Let me trace that logic back\"\n- \"Let me connect the dots\"\n- \"That would mean\"\n- \"Oh, it all makes sense now!\"\n- \"Let me untangle this\"\n- \"If I take this apart step by step\"\n- \"If A is true, then\"\n- \"One way to look at it is\"\n- \"Let’s weigh the options\"\n- \"Well\"\n- \"I'm trying to untangle this\"\n- \"I guess there’s no perfect solution\"\n- \"What happens if we change this part?\"\n- \"You know\"\n- \"This feels half-right, but\"\n- \"On one hand... but on the other\"\n- \"Suppose we assume that\"\n- \"Uh...\"\n- \"This connects to something else\"\n- \"I’m not sure, but\"\n- \"The pros and cons are\"\n- \"I need to reframe this\"\n- \"I keep coming back to\"\n- \"Let's think step by step\"\n- \"That’s what I was trying to say!\"\n- \"This connects to\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This is tricky, but\"\n- \"The more I think about it\"\n- \"This is rough, but\"\n- \"I guess that works\"\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 reading this week, we have pretty much become experts in Read to Self. We gained and consistently kept so much reading stamina that we were able to learn our new choice called Work on Writing. We learned all of the materials needed, how to use a book from our book boxes, where the paper is found and how to use the crayon pouch and keeping our area organized while writing. I modeled how a WOW (Work on Writing) session would look and after that they took off! Their first round of building stamina, they made it to 18 MINUTES! They did not stop writing, drawing, illustrating, coloring for 18 MINUTES! They worked and worked and did not give up, all while building their writing stamina. We also started to learn how to \"shop\" for new books in our book boxes. Students picked through a pile of books to find a good fit book that they would want to read during Read to Self. Soon, students will be choosing books at their reading level and from our classroom library! Next week, we will discuss and focus in on print concepts and all of the parts of a book!\nline 02 | We have focused in on the sounds each of the letters make these first two weeks of school and I can already tell this class is going to be blending those sounds and reading in no time!\nline 03 | We use our Zoo Phonics videos, letter cards and songs every day to practice these sounds.\nline 04 | We also find the sounds in words we write and we love to go on a letter sound hunt to find them too!\nline 05 | Our new sight words: see, the\nline 06 | **Be sure to keep the white sight word cards from week to week and continue to practice all of them as new ones are sent home every week.\nline 07 | Our Poem of the Week:\nline 08 | This week we continued to focus on writing specific letters in the alphabet. The letters this week were Dd, Cc, Ee, Ff, Gg. Everyday we go through an alphabet chart, sing a song all about that specific letter, trace a letter page with the uppercase and lowercase letter and complete another activity or craft that goes along with the letter. We love learning what each new letter will be everyday!\nline 09 | We learned numbers 9 & 10 this week and then continued to focus on a specific number each day, as well as practicing counting as high as we can (we made it to 100 as a class!!!), counting out a specific number of objects one by one and recognizing numbers 1-10 by playing Swat-It! We completed an entry of “Number of the Day” on white boards and I did mine in Book Creator on the iPad in my math journal. Students will soon be completing their own entries in their own math journals on the iPad! After just a week of working on number of the day and writing our numbers 1-10 I have seen an improvement every single day in each student! Their confidence is growing in writing numbers, drawing shapes and writing the number words!\nline 10 | This week was all about ABC’s and our Names!\nline 11 | - Monday--We counted the letters in each of our names and added them to our class word wall.\nline 12 | - Tuesday--We cut the letters in our names apart and put them back in the right order and then drew a self portrait doing something we love.\nline 13 | - Wednesday--We ripped up paper and and glued the ripped up pieces on the lines of the letters of our names. Not only is it fun to rip up paper but it’s great practice for fine motor skills and building strength in their hands.\nline 14 | - Thursday--We finished up ripping the paper and gluing it down and also traced our names and wrote them on our own and drew a picture!\nline 15 | - Friday--We read one of my favorite stories called Chicka Chicka Boom Boom.\nline 16 | In this story all of the letters in the alphabet climb up a coconut tree and it topples over.\nline 17 | After reading the story, we made our own coconut palm trees and took the letters of our name and had them climb up the tree!\nline 18 | PRACTICE AT HOME:\nline 19 | Have your child count as high as they can. The goal for the first nine weeks is to 25, then by the end of December 50, March 75 and May 100!\nline 20 | - In reading we will continue building stamina with reading and writing as well as learning a new choice Word Work. We will continue practicing our letter sounds and focus on print concepts.\nline 21 | - In writing we will continue learning a letter every day!\nline 22 | - In math we will continue practicing counting, focusing on numbers 1-10 and will learn about a number line.\nline 23 | - Our theme next week is all about FAMILIES! A note was sent home on Friday to send in a picture of your child's family. We will share these throughout the week.\nline 24 | - 9/5 Labor Day NO SCHOOL\nline 25 | - 9/19 School Pictures\nline 26 | - 9/22 Field Trip to Exploration Acres (more information to come)\nline 27 | - 9/29 Author Visit\nline 28 | - 10/14 End of 1st Nine Weeks\nline 29 | - Week of 10/17-10/21 Parent/Teacher Conferences\n</context>\n\n<phrases>\n- \"Wait a minute... Oh!\"\n- \"Here's a possible explanation\"\n- \"What am I overlooking?\"\n- \"I’m trying to connect the dots here\"\n- \"Let me dig into that a little deeper\"\n- \"Okay, let's break this down\"\n- \"But then again\"\n- \"No, actually\"\n- \"Here's what's bugging me\"\n- \"What if we looked at it like\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Hang on a second\"\n- \"Now, wait just a second\"\n- \"Let's think step by step\"\n- \"What if we\"\n- \"This makes me think of\"\n- \"Let me see\"\n- \"That reminds me\"\n- \"I'm trying to untangle this\"\n- \"The more I think about it\"\n- \"Let me break this down\"\n- \"What's the best way to explain this?\"\n- \"Something about [blank] is still bothering me\"\n- \"Let me work through this\"\n- \"Let me play devil's advocate\"\n- \"Let me circle back to that\"\n- \"Let me run through it again\"\n- \"I need to make sure this checks out\"\n- \"There's something off here\"\n- \"Oh! That reminds me\"\n- \"Just thinking out loud but\"\n- \"Let's break this down into parts\"\n- \"This connects to something else\"\n- \"One way to look at it is\"\n- \"That makes sense because\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Let me throw this out there\"\n- \"I need to step back and rethink this\"\n- \"Let me talk this through\"\n- \"There's something here about\"\n- \"Hmm\"\n- \"Anyway\"\n- \"I keep coming back to\"\n- \"Let me think\"\n- \"Let’s weigh the options\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me trace that logic back\"\n- \"I need to reframe this\"\n- \"Ah...\"\n- \"That’s an interesting angle, but\"\n- \"What keeps nagging at me is\"\n- \"I'm starting to see a pattern\"\n- \"Building on that\"\n- \"Well, let me see\"\n- \"This might sound weird, but\"\n- \"What if I just flip this around?\"\n- \"Something doesn't add up\"\n- \"That doesn’t sound right\"\n- \"Here's where it gets interesting\"\n- \"Wait, no\"\n- \"Okay, so if I do this\"\n- \"I'm just throwing ideas around\"\n- \"On one hand... but on the other\"\n- \"On the other hand\"\n- \"What if I flip it around?\"\n- \"Let me untangle this\"\n- \"If I take this apart step by step\"\n- \"The pros and cons are\"\n- \"First things first\"\n- \"Ummm, actually\"\n- \"Let me connect the dots\"\n- \"This is starting to take shape\"\n- \"Picture this\"\n- \"Something's not clicking\"\n- \"Wait, but if that’s true\"\n- \"I'm seeing a connection between\"\n- \"There’s a pattern here\"\n- \"Alternatively\"\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 | Some people use a naming convention to remember passwords, ie. scooter1, scooter2 etc. These are terrible passwords. Sure not as bad as ‘password’ or ‘1234’, but bad none the less. A good password looks like this…\nline 02 | kRay2m3eYo*M6&,;vjS”D#Svf_Oinu*dnFLAHOJ8E;8pr’However, most places will not accept passwords like that. So something like 0f28BFfc60tS6 is usually around the best you can get. These are completely random letters and numbers with upper and lower case.\nline 03 | “Seriously? How am I supposed to remember that?”\nline 04 | There is a catch, you should never use the same password for multiple things. Do not use the same password for your online banking as you use for Facebook for example. So you need to have a lot of those.\nline 05 | “Ok, so I have to write all these passwords down on a notebook and drag this notebook around with me everywhere I go?”\nline 06 | Yet another catch, do not write down any password for anything, ever.\nline 07 | What if you lose that notebook?\nline 08 | That is all your passwords to everything out there.\nline 09 | Who knows who might find it.\nline 10 | “Ok, so I need to get a copy of ‘How to Improve Your Memory in just 48hrs’?”\nline 11 | What if I told you that you could get a program that not only remembered all of these passwords for you, it also generated the random digits for you to use? And you could lock all of these passwords in a highly encrypted database that requires you to only remember one password to unlock? What if I told you that not only can you put the database on a USB drive, but the whole program itself will run off a USB drive? How much would you have to pay for this? $500? Nope. $250? No, not even close. $99.99? Lower. $10? How about free!\nline 12 | The program is called KeePass. It is open source and available for absolutely free. Lets take a look…\nline 13 | First thing you need to do is download it from here. Get whatever is the newest version, at the time of this writing it is 2.13, so the rest of the directions will be based on that version.\nline 14 | Install it and open it. You will see a pretty boring looking screen, click File | New. This is where you are creating the encrypted database that stores your passwords. You will want to keep it somewhere that it is easily accessible. I keep mine on a USB drive that I have with me at all times. This way I can access the same password database from multiple computers.\nline 15 | It is then going to ask you for a Master Password.\nline 16 | Do not make this one too easy as it is the key to the rest of your passwords.\nline 17 | However do not make it something you will easily forget.\nline 18 | If you forget this Master Password, you will not be able to access your other passwords.\nline 19 | Trust me, I know from experience, you do not want to forget this.\nline 20 | On the next window, the defaults should be sufficient, just click Ok.\nline 21 | That is it, you now have an encrypted database for your passwords. Lets look at creating a good password, this feature is built into KeePass.\nline 22 | I am going to create a website password, so I will go to the Internet folder on the left, and then click the Key icon and select Add Entry.\nline 23 | The Title can be whatever you like, that is just how it is displayed in KeyPass. Put in your username. Now for password, you can make up your own, or you can click on the key icon beside it and open password generator. This can be a bit confusing though, I usually just click on Generate using Profile and select how long of a password you want. I am going to use 128bit for this exampt. If you click the … icon, it will show you the characters.\nline 24 | Mine generated 4549430f09405cd34d011683d0ae1561. A pretty good password if you ask me. Now you need to change your password on whatever site to this. I cannot talk you through that part as it is different for each site (see below for how to use the password). Once you get the password changed, just click ok. You also have the option at the bottom for the password to expire, this will give you a reminder to change the password.\nline 25 | To use the password, you would right click on the entry and select Copy Password.\nline 26 | You then go to the website and right click in the password field and click Paste.\nline 27 | Some websites will not let you right click, in this case use CTRL+V to paste.\nline 28 | That’s it, you now have a secure password! And KeePass will store as many of those as you need. You can organize them however you like, I just use the default folder scheme. When you close KeePass be sure to click Save or your password will be lost. Also, make sure you back this database up, if you are a client of ours, that usually just means to store it on your F: drive. However it does not hurt to keep it in My Documents and on a flash drive as well.\n</context>\n\n<phrases>\n- \"Let me untangle this\"\n- \"Here's what I'm thinking\"\n- \"I feel like I’m close\"\n- \"There's something here about\"\n- \"Oh! That reminds me\"\n- \"I’m still on the fence about this\"\n- \"That’s the piece of the puzzle!\"\n- \"Let’s weigh the options\"\n- \"Let me throw this out there\"\n- \"In a way\"\n- \"Just spitballing here\"\n- \"Here's a possible explanation\"\n- \"What I'm getting at is\"\n- \"So basically\"\n- \"Building on that\"\n- \"If I take this apart step by step\"\n- \"That changes everything\"\n- \"So what does this mean in the bigger picture?\"\n- \"I'm not entirely sure, but\"\n- \"Roughly speaking\"\n- \"Let's think step by step\"\n- \"If we follow this logic\"\n- \"The crucial thing seems to be\"\n- \"If I follow this through\"\n- \"So, the bottom line is\"\n- \"What's the best way to explain this?\"\n- \"That actually makes a lot of sense\"\n- \"Now, if I think about it differently\"\n- \"No, actually\"\n- \"It's almost like\"\n- \"Let me break this down\"\n- \"I'm still feeling my way through\"\n- \"In the end\"\n- \"There's probably more to it\"\n- \"I'm wondering if\"\n- \"That’s what I was trying to say!\"\n- \"What’s the best way to explain this?\"\n- \"Let me just think this through\"\n- \"This might sound weird, but\"\n- \"It feels like the right move, but\"\n- \"When I sit with this idea\"\n- \"Ummm, actually\"\n- \"There’s a pattern here\"\n- \"So that’s why it wasn’t working!\"\n- \"Consider this possibility\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I'm struck by\"\n- \"In other words\"\n- \"Wait, no\"\n- \"I'm curious about\"\n- \"I wonder if\"\n- \"Actually, no\"\n- \"On one hand... but on the other\"\n- \"That makes sense because\"\n- \"This might explain the pattern\"\n- \"This just clicked into place!\"\n- \"Could be wrong here\"\n- \"Maybe\"\n- \"Maybe if I try it this way\"\n- \"That reminds me\"\n- \"There’s a better way to phrase this\"\n- \"I'm intrigued by\"\n- \"Something doesn't add up\"\n- \"Let me put this another way\"\n- \"Finally, it clicks!\"\n- \"I'm trying to untangle this\"\n- \"Let me chew on this\"\n- \"What was I thinking?\"\n- \"Let me work through this\"\n- \"I should have known that!\"\n- \"I'm mulling over\"\n- \"I have a theory about this\"\n- \"This makes me think of\"\n- \"This connects to something else\"\n- \"I'm starting to see a pattern\"\n- \"The thing is\"\n- \"Let's break this down into parts\"\n- \"I'm seeing a connection between\"\n- \"This brings to mind\"\n- \"Okay, pros and cons\"\n- \"In essence\"\n- \"So what I’m trying to say is\"\n- \"First things first\"\n- \" is interesting\"\n- \"Should I...? No, wait\"\n- \"The pros and cons are\"\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 | Tourette’s disorder, or Tourette’s syndrome (TS) as it is frequently called, is a neurologic syndrome. The essential feature of Tourette’s are multiple tics that are sudden, rapid, recurrent, non-rhythmic, stereotypical, purposeless movements or vocalizations.\nline 02 | What are the symptoms of Tourette’s syndrome?1\nline 03 | - Both multiple motor and one or more vocal tics are present at some time during the illness, although not necessarily simultaneously\nline 04 | - Occurrence many times a day nearly every day or intermittently throughout a span of more than one year\nline 05 | - Significant impairment or marked distress in social, occupational, or other important areas of functioning.\nline 06 | - Onset before the age of 182\nline 07 | Symptoms can disappear for weeks or months at a time and severity waxes and wanes.\nline 08 | What are the first tics that may be characteristic of Tourette’s syndrome?\nline 09 | Usually, the facial tic, such as rapid blinking of the eyes or twitches of the mouth, may be the first indication a parent has that their child may have Tourette’s syndrome. Involuntary sounds, such as throat clearing and sniffing, or tics of the limbs may be an initial sign in other children.\nline 10 | Are any other symptoms associated with Tourette’s syndrome?\nline 11 | Approximately 50 percent of patients meet criteria for attention deficit hyperactivity disorder (ADHD) and this may be the more impairing problem. Approximately one-third of patients meet criteria for obsessive-compulsive disorder (OCD) or have other forms of anxiety. Learning disabilities are common as well as developmental stuttering. Social discomfort, self-consciousness and depressed mood frequently occur, especially as children reach adolescence.\nline 12 | What causes these symptoms?\nline 13 | Although the cause has not been definitely established, there is considerable evidence that Tourette’s syndrome arises from abnormal metabolism of dopamine, a neurotransmitter.3 Other neurotransmitters may be involved.\nline 14 | Can Tourette’s syndrome be inherited?\nline 15 | Genetic studies indicate that Tourette’s syndrome is inherited as an autosomal dominant gene but different family members may have dissimilar symptoms. A parent has a 50 percent chance of passing the gene to one of his or her children. The range of symptomatology varies from multiple severe tics to very minor tics with varying degrees of attention deficit-disorder and OCD.\nline 16 | Are boys or girls more likely to have Tourette’s syndrome?\nline 17 | The sex of the child can influence the expression of the Tourette’s syndrome gene.\nline 18 | Girls with the gene have a 70 percent chance of displaying symptoms, boys with the gene have a 99 percent chance of displaying symptoms.\nline 19 | Ratios of boys with Tourette’s syndrome to girls with Tourette’s syndrome are 3:1.\nline 20 | How is Tourette’s syndrome diagnosed?\nline 21 | No blood analysis, x-ray or other medical test exists to identify Tourette’s syndrome. Diagnosis is made by observing the signs or symptoms as described above. A doctor may wish to use a CAT scan, EEG, or other tests to rule out other ailments that could be confused with TS. Some medications cause tics, so it is important to inform the professional doing the assessment of any prescribed, over-the-counter, or street drugs to which the patient may have been exposed.\nline 22 | What are the benefits of seeking early treatment of Tourette’s syndrome symptoms?\nline 23 | When a child’s behavior is viewed as disruptive, frightening, or bizarre by peers, family, teachers, or friends, it provokes ridicule and rejection. Teachers and other children can feel threatened and exclude the child from activities or interpersonal relationships. A child’s socialization difficulties will increase as he reaches adolescence. Therefore, it is very important for the child’s self-esteem and emotional well-being that treatment be sought as early as possible.\nline 24 | What treatments are available for Tourette’s syndrome?\nline 25 | Not everyone is disabled by his or her symptoms, so medication may not be necessary. When symptoms interfere with functioning, medication can effectively improve attention span, decrease impulsivity, hyperactivity, tics, and obsessive-compulsive symptomatology. Relaxation techniques and behavior therapy may also be useful for tics, ADD symptoms, and OCD symptoms.\nline 26 | How does Tourette’s syndrome affect the education of a child or adolescent with Tourette’s syndrome?\nline 27 | Tourette’s syndrome alone does not affect the IQ of a child. Many children who have Tourette’s syndrome, however, also have learning disabilities or attention deficits. Frequently, therefore, special education may be needed for a child with Tourette’s syndrome. Teachers should be given factual information about the disorder and, if learning difficulties appear, the child should be referred to the school system for assessment of other learning problems.\nline 28 | What is the course of Tourette’s syndrome?\nline 29 | Some people with Tourette’s syndrome show a marked improvement in their late teens or early twenties.\nline 30 | However, tics as well as ADD and OCD behavior, may wax and wane over the course of the life span.\nline 31 | 2 This is a change from the former edition, DSM-IIIR, that set maximum age of onset at 21 years of age.\nline 32 | 3 A biochemical substance that transmits nerve impulses from one nerve cell to another at a synapse.\nline 33 | If you or a family member are struggling with Tourette’s Syndrome and you want to find support in your area, please contact the NAMI Michigan main office in Lansing at 1-800-331-4264 or send an email to [email protected]. You can also fill out a request to have someone from NAMI Michigan reach out to you on our Contact NAMI page. We have many resources and support groups that you may find very useful. The help you need could be just a phone call away.\n</context>\n\n<phrases>\n- \"Let’s weigh the options\"\n- \"Let me dig into that a little deeper\"\n- \"Something about [blank] is still bothering me\"\n- \"If I'm not mistaken\"\n- \"Let's think step by step\"\n- \"That’s an interesting angle, but\"\n- \"This is pretty rough\"\n- \"That’s what I was trying to say!\"\n- \"It finally adds up!\"\n- \"This is tricky, but\"\n- \"Actually, no\"\n- \"I need to make sure this checks out\"\n- \"Okay, so if I do this\"\n- \"Suppose we assume that\"\n- \"If I take this apart step by step\"\n- \"Am I missing something?\"\n- \"Let me work through this\"\n- \"Let me approach this from another angle\"\n- \"What if I flip it around?\"\n- \"What if the reason is\"\n- \"This is slipping through my fingers\"\n- \"There's got to be something about\"\n- \"That makes sense because\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Let me throw this out there\"\n- \"That reminds me\"\n- \"What if we looked at it like\"\n- \"Oh, it all makes sense now!\"\n- \"Let me connect the dots\"\n- \"Coming at this from another angle\"\n- \"This just clicked into place!\"\n- \"Let me play devil's advocate\"\n- \"I'm not entirely sure, but\"\n- \"This makes me think of\"\n- \"What’s the next step?\"\n- \"No, actually\"\n- \"Okay, I think I’ve got it now!\"\n- \"Could be wrong here\"\n- \"I'm trying to untangle this\"\n- \"Consider this possibility\"\n- \"Alternatively\"\n- \"I feel like I’m close\"\n- \"Picture this\"\n- \"Maybe if I try it this way\"\n- \"Wait, but if that’s true\"\n- \"Oh, I see what’s happening here!\"\n- \"Do I go with my gut or\"\n- \"Ummm, actually\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Wait, I think I just cracked it!\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"On the other hand\"\n- \"Let's break this down into parts\"\n- \"It was staring me in the face\"\n- \"Is it possible that...?\"\n- \"Building on that\"\n- \"Something along those lines\"\n- \"I'm still feeling my way through\"\n- \"Just thinking out loud but\"\n- \"Let me untangle this\"\n- \"Something doesn't add up\"\n- \"Okay, let's break this down\"\n- \"There’s a pattern here\"\n- \"This is just a first pass, but\"\n- \"Oh! I get it now!\"\n- \"What keeps nagging at me is\"\n- \"Okay, pros and cons\"\n- \"I'm just throwing ideas around\"\n- \"This connects to something else\"\n- \"First things first\"\n- \"I'm seeing a connection between\"\n- \"On one hand... but on the other\"\n- \"But then again\"\n- \"The pros and cons are\"\n- \"Something's not clicking\"\n- \"There's a better way to phrase this\"\n- \"Wait, no\"\n- \"Now, if I think about it differently\"\n- \"That’s the piece of the puzzle!\"\n- \"I'm trying to reconcile\"\n- \"I'm starting to see a pattern\"\n- \"This connects 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 | So Sarno, 58, persuaded her legislator to propose a bill that would put Massachusetts on daylight-saving time year-round in an effort to save energy, and let people enjoy more evening sunlight.\nline 02 | I got tired of watching the older people on television who couldn't afford the electricity, said Sarno, a housewife. It's such a simple way of straightening out a problem.\nline 03 | The bill, proposed by state Rep. William Greene, comes as skyrocketing electricity prices force California and other states to also consider the change.\nline 04 | Most people know daylight-saving time as the twice-yearly tradition that often leaves VCR clocks an hour off and forgetful parishioners slipping late into church one Sunday a year.\nline 05 | Benjamin Franklin first mentioned daylight-saving time in an essay in 1784, noticing Parisians rising from their beds after several hours of daylight were lost, and staying up well into the nighttime darkness, wasting oil and candles.\nline 06 | The United States first enacted daylight-saving during World War I to save light-producing energy during the late hours of the day.\nline 07 | It was extended throughout the year from 1942 to 1945 during World War II, and then again during the 1973 Arab oil embargo. The rationale is that people spend more time outdoors and use fewer lights when it is still daylight during the active early evening hours.\nline 08 | In response to California's current energy crisis, Congress is now considering legislation to expand daylight-saving time there, and similar proposals are being debated in state Legislatures.\nline 09 | Arizona and Hawaii are the only states that don't change their clocks at all both states keep Standard Time year-round.\nline 10 | State Rep. Rachel Kaprielian said she would welcome the switch to permanent daylightsaving time, to avoid those depressingly dark drives home at 4:30 p.m. on winter afternoons.\nline 11 | Reverting to Standard Time every fall is a relic of the farmer's way of life, Kaprielian said, a schedule that still exists with summer vacations for children to help out with the harvest.\nline 12 | It's an anachronism, she said.\nline 13 | Sometimes it's also just confusing. When dawn breaks over Indiana, it might be Central Standard Time, Eastern Standard Time or Eastern Daylight Time depending on where you're standing.\nline 14 | In order to become law in Massachusetts, the change would have to be approved by the House and Senate, and then signed by the governor.\nline 15 | Daylight-saving time officially begins each year at 2 a.m. on the first Sunday of April and changes back to Standard Time at 2 a.m. on the last Sunday of October.\nline 16 | Those against daylight-saving time have often argued that setting the clocks ahead would throw cows off schedule, making life difficult for farmers. Opponents also worry about schoolchildren waiting for buses in the dark.\nline 17 | Dr. Charles Czeisler, a sleep specialist at the Brigham and Women's Hospital and Harvard Medical School, said it's ironic that we give ourselves more evening light in the summer, when it's already plentiful, and then take an hour away in the winter, when darkness is already coming earlier.\nline 18 | We are shifting people's time zones twice a year unnecessarily, Czeisler said.\nline 19 | Sarno said she thinks of the issue in slightly different terms.\nline 20 | The more light you have at the end of the day, people aren't as cranky, she said. I don't know anybody who likes it getting dark earlier, I really don't.\nline 21 | ©MMI, The Associated Press. All Rights Reserved. This material may not be published, broadcast, rewritten, or redistributed\n</context>\n\n<phrases>\n- \"When I sit with this idea\"\n- \"I'm struck by\"\n- \"How can I approach this?\"\n- \"Let me make sure I got this\"\n- \"If I’m not mistaken\"\n- \"I'm wondering if\"\n- \"I'm mulling over\"\n- \"What if the reason is\"\n- \"I’m not sure, but\"\n- \"So the main idea is\"\n- \"Is it possible that...?\"\n- \"I’m almost there\"\n- \"In other words\"\n- \"Let me untangle this\"\n- \"I’m trying to connect the dots here\"\n- \"What keeps nagging at me is\"\n- \"Let me work through this\"\n- \"Now, if I think about it differently\"\n- \"So what I’m trying to say is\"\n- \"Don't hold me to this\"\n- \"That reminds me\"\n- \"On the other hand\"\n- \"This is slipping through my fingers\"\n- \"I need to step back and rethink this\"\n- \" is striking \"\n- \"What’s the best way to explain this?\"\n- \"Okay, backtrack a bit\"\n- \"Coming at this from another angle\"\n- \"Just thinking out loud but\"\n- \"That’s an interesting angle, but\"\n- \"Let me throw this out there\"\n- \"I'm starting to see a pattern\"\n- \"This makes me think of\"\n- \"What if I flip it around?\"\n- \"I'm intrigued by\"\n- \"Something doesn't add up\"\n- \"The thing is\"\n- \"Building on that\"\n- \"Ummm, actually\"\n- \"Let me chew on this\"\n- \"I’m not sure if that’s the right approach\"\n- \"Let me circle back to that\"\n- \"I'm curious about\"\n- \"I'm seeing a connection between\"\n- \"Hmm, let’s rewind a bit\"\n- \"Don't quote me on this\"\n- \"This might sound weird, but\"\n- \"Let me just think this through\"\n- \"Alright, where was I?\"\n- \"I wonder if\"\n- \"I keep coming back to\"\n- \"What happens if we change this part?\"\n- \"What’s the next step?\"\n- \"Basically\"\n- \"Oh! That reminds me\"\n- \"Let's think step by step\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"I keep circling back to\"\n- \"Picture this\"\n- \"This connects to\"\n- \"Let me propose something\"\n- \"On one hand... but on the other\"\n- \"Let me approach this from another angle\"\n- \"Let me play devil's advocate\"\n- \"The more I think about it\"\n- \"The crucial thing seems to be\"\n- \"Wait, no\"\n- \"I guess maybe\"\n- \"But then again\"\n- \"Just spitballing here\"\n- \"This makes me reflect on\"\n- \"Let me connect the dots\"\n- \"One way to look at it is\"\n- \"I'm getting stuck on\"\n- \"What if I just flip this around?\"\n- \"No, actually\"\n- \"So what I'm trying to say is\"\n- \"Let me run through it again\"\n- \"It's almost like\"\n- \"Let me put this another way\"\n- \"This could explain why\"\n- \"Actually, no\"\n- \"Alternatively\"\n- \"That makes sense because\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Books & Music\nline 02 | Food & Wine\nline 03 | Health & Fitness\nline 04 | Hobbies & Crafts\nline 05 | Home & Garden\nline 06 | News & Politics\nline 07 | Religion & Spirituality\nline 08 | Travel & Culture\nline 09 | TV & Movies\nline 10 | Growing Orchids in Summer\nline 11 | It is now middle of summers here, in the Northern hemisphere. Summers are good for orchids. Orchids, especially the tropical ones, lap up in this hot oppressive weather, unlike us. This is the time when many orchids produce flowers. Keeping in mind a few precautions, you can happily grow them outside. To grow healthy orchids, keep these requirements in mind:\nline 12 | In summers, we see an increase in the water requirements of orchids. This is because of two reasons. First, orchids need to cool down in the increased temperature. To do that, orchids lose a lot of water and consequently need more water to replenish. Secondly, for most orchids this is a period of active growth, which also increases the water requirement.\nline 13 | To water the orchids, follow a set regimen.\nline 14 | Water the orchids twice daily in summers.\nline 15 | It is always better to water early in the morning, when sun is not hot.\nline 16 | Do not water orchids when the sun is overhead and temperatures are considerably high.\nline 17 | This causes more harm to the plants, than good.\nline 18 | Please avoid wastage of water, especially in these months.\nline 19 | Install a drip irrigating system, instead of watering with a hose or a sprinkler.\nline 20 | Tap water or water obtained from reverse osmosis can be used for watering orchids.\nline 21 | Orchids flourish when humidity levels range around 80%.\nline 22 | If you live in dry area with low levels of humidity, then help your orchid by increasing the humidity around it.\nline 23 | To do that, put orchid pots in pebble-filled flat water-retainers and fill these water-retainers with water.\nline 24 | Another way is to bunch orchids together and place a water filled container in the middle of this group.\nline 25 | Water evaporating from this container will increase the humidity around the orchids.\nline 26 | Humidifiers can only be used in closed environments, like a greenhouse or within the house.\nline 27 | Orchids love the sun, but only in small doses.\nline 28 | If you are planning to move your indoor orchid to outdoors, then acclimatize the orchid first.\nline 29 | Move it in stages.\nline 30 | For about a week put it in a shaded place.\nline 31 | Then, if it shows no signs of distress, put it under a large tree and possibly in a group of other orchids/plants.\nline 32 | Orchids cannot tolerate direct sunlight, especially mid noon and afternoon sun. So give them only filtered/partial sunlight.\nline 33 | Twice monthly fertilizing is sufficient for orchids. Foliar application of fertilizers does not help much in growth, but adding fertilizers when watering is a good idea.\nline 34 | Content copyright © 2015 by Anu Dharmani. All rights reserved.\nline 35 | This content was written by Anu Dharmani.\nline 36 | If you wish to use this content in any manner, you need written permission.\nline 37 | Contact Anu Dharmani for details.\nline 38 | Website copyright © 2016 Minerva WebWorks LLC. All rights reserved.\n</context>\n\n<phrases>\n- \"Let me break this down\"\n- \"So far, it looks like\"\n- \"What if I just flip this around?\"\n- \"So basically\"\n- \"But then again\"\n- \"On the other hand\"\n- \"If we follow this logic\"\n- \"Does that sound right?\"\n- \"Picture this\"\n- \"I'm not entirely sure, but\"\n- \"What’s the best way to explain this?\"\n- \"Let me work through this\"\n- \"This could explain why\"\n- \" is key here\"\n- \"I'm seeing a connection between\"\n- \"Wait, but if that’s true\"\n- \"It suggests that\"\n- \"Alternatively\"\n- \" is striking \"\n- \"Let's break this down into parts\"\n- \"I'm trying to untangle this\"\n- \"Let me throw this out there\"\n- \"If A is true, then\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let me circle back to that\"\n- \"Wait, why does that happen?\"\n- \"Backing up for a second\"\n- \"Ummm, actually\"\n- \"Let's think step by step\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me trace that logic back\"\n- \"I wonder if\"\n- \"Alright, where was I?\"\n- \"That’s an interesting angle, but\"\n- \"Let me play devil's advocate\"\n- \"On one hand... but on the other\"\n- \"I'm wondering if\"\n- \"Let me put this another way\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let me untangle this\"\n- \"Something doesn't add up\"\n- \"I keep coming back to\"\n- \"This makes me reflect on\"\n- \"Let’s weigh the options\"\n- \"What I'm getting at is\"\n- \"Let me chew on this\"\n- \"Wait, no\"\n- \"So the main idea is\"\n- \"Maybe\"\n- \"What keeps nagging at me is\"\n- \" is interesting\"\n- \"Okay, pros and cons\"\n- \"Let me run through it again\"\n- \"What if I flip it around?\"\n- \"Is it possible that...?\"\n- \"Let me back up a second\"\n- \"I'm pondering\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I'm trying to reconcile\"\n- \"That doesn't sound right, let me rephrase\"\n- \"This might explain the pattern\"\n- \"No, actually\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Actually, no\"\n- \"We've completely overlooked [blank]\"\n- \"I'm intrigued by\"\n- \"I'm struck by\"\n- \"Hmm, let’s rewind a bit\"\n- \"What I mean is\"\n- \"I need to make sure this checks out\"\n- \"First things first\"\n- \"I'm mulling over\"\n- \"I'm not sure, but\"\n- \"It's fascinating how\"\n- \"If I take this apart step by step\"\n- \"It almost fits, but something’s off\"\n- \"Okay, let's break this down\"\n- \"I think\"\n- \"One way to look at it is\"\n- \"Roughly speaking\"\n- \"Would this be worth the risk?\"\n- \"I'm curious about\"\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 | This section provides brief summaries of federal hazardous waste and solid waste requirements as well as brownfields and recycling policies and programs applicable to the transportation community. Topics include the following:\nline 02 | Transportation activities, from project planning and development through operations and maintenance, are affected by a variety of requirements and initiatives related to the management, disposal, and recycling of wastes.\nline 03 | These requirements and initiatives include:\nline 04 | This overview will describe the applicability of these requirements and concepts to transportation activities.\nline 05 | Waste management encompasses the handling and ultimate disposal of hazardous wastes from active operations, hazardous wastes at closed and abandoned sites, and solid wastes.\nline 06 | The management, transportation, treatment, and disposal of hazardous wastes from ongoing activities is regulated at the federal level by the Resource Conservation and Recovery Act (RCRA) and the Hazardous and Solid Waste Amendments (HSWA) of 1984. Pursuant to these laws, states have been authorized to implement and enforce their own hazardous waste requirements. These regulations establish “cradle-to-grave” requirements for all parties involved with hazardous wastes – from entities that generate these wastes, to the organizations that transport these wastes, to the facilities that receive the wastes for treatment and disposal.\nline 07 | Closed and abandoned hazardous waste sites are regulated under the Comprehensive Environmental Response, Compensation and Liability Act (CERCLA).\nline 08 | CERCLA was subsequently reauthorized and amended by the Superfund Amendments and Reauthorization Act (SARA) of 1986.\nline 09 | This Act, which is more commonly known as Superfund, provides EPA with the ability to respond to actual or threatened releases of hazardous substances from closed or abandoned sites.\nline 10 | The response to contamination includes evaluation of the threat posed by various sites, identification (based on the evaluations) of sites to be placed on the National Priorities List (NPL), and implementation of removals and remedial actions to eliminate or contain the threat.\nline 11 | States can identify sites to be included in the NPL and, in some instances, have pursued remedial actions.\nline 12 | In the course of transportation project development, sites contaminated with hazardous wastes (from active or recent operations, as opposed to closed or abandoned sites) must be identified, the type and extent of contamination must be assessed, and the type, cost, and responsibility for removal or cleanup determined.\nline 13 | Transportation construction projects do not generally result in substantial quantities of hazardous wastes.\nline 14 | Nevertheless, it is critical that handling, transport, and disposal requirements related to a specific project are recognized by transportation agency personnel and contractors.\nline 15 | For example, significant amounts of hazardous waste could be generated by construction efforts that are combined with bridge and transportation facility paint removal and repainting. Sand blasting or similar actions to remove coatings could result in the generation and need to safely dispose of substantial quantities of lead contaminated waste in compliance with RCRA requirements.\nline 16 | Transportation operations and maintenance activities also may generate a variety of hazardous wastes, including, but not limited to:\nline 17 | Such wastes must be handled, stored, transported, and treated or disposed of in accordance with RCRA requirements. Under RCRA, facilities that meet the criteria for a “small quantity generator” do not require RCRA permits and do not have to meet various reporting requirements. The vast majority of transportation operations and maintenance activities and facilities meet the criteria for a “small quantity generator.” However, it should be understood that these facilities should manage their hazardous wastes as if they did have a RCRA permit and that transport, disposal, and treatment requirements remain in effect.\nline 18 | While a contractor is responsible for compliance with RCRA requirements for wastes it generates, transportation agencies should recognize RCRA-related requirements in bid and contract documents and implement procedures and processes for agency personnel to evaluate and ensure contractor compliance.\nline 19 | Many transportation agencies have examined their operations and maintenance activities and equipment to determine their hazardous waste sources, identify alternatives that generate less hazardous or non-hazardous wastes (possibly with vendors and suppliers), and use the alternative equipment, materials, and practices.\nline 20 | Solid wastes are non-liquid, non-soluble materials ranging from municipal garbage to industrial wastes and may include demolition wastes, and liquids and gases in containers. Solid waste management, collection, and disposal are principally governed by state and local regulations, ordinances, and acts. At the Federal level, the Solid Waste Disposal Act sets standards for the environmentally safe disposal of solid wastes. State and local requirements conform to these standards.\nline 21 | Considerations regarding solid wastes in transportation project planning and development may include:\nline 22 | Such considerations would be recognized in project environmental documents and may affect project decisions. Waste transport and disposal requirements would, at some point in the project, entail coordination with regulatory agencies. Identification and planning for such needs at the planning stage would ensure timely and compliant project completion.\nline 23 | Transportation operations and maintenance activities can lead to the generation of significant quantities of solid wastes, including:\nline 24 | Construction activities also can lead to the generation of significant quantities of solid wastes. Construction solid wastes include: construction debris, scrap lumber and metal, and other bulk wastes. Handling, transport, and disposal requirements applicable to the type and quantity of solid wastes generated in a transportation project should be:\nline 25 | Many transportation agencies have implemented effective solid waste management practices in the course of operations and maintenance activities. These include:\nline 26 | Information on RCRA hazardous waste requirements for waste generators (i.e., the transportation agency or the agency’s construction contractor) is available from EPA’s Office of Solid Waste, Hazardous Waste web page. State environmental agencies typically provide additional or similar guidance and related information on their websites.\nline 27 | Agencies also should be aware of RCRA requirements for underground storage tanks (USTs) used for petroleum products. UST requirements established at the Federal level are implemented by each state. Information is available from EPA’s Underground Storage Tank program as well as the regulatory agencies in each state.\nline 28 | As described by EPA, “Recycling is a series of activities that includes collecting recyclable materials that would otherwise be considered waste, sorting and processing recyclables into raw materials such as fibers, and manufacturing raw materials into new products.”\nline 29 | In transportation applications, recycling also encompasses recovery (capturing materials for further use as opposed to collection for disposal) and reuse (using recovered materials in their original form/purpose).\nline 30 | A variety of Federal, state, and local requirements and initiatives have been established to either mandate recycling or encourage voluntary recycling. In addition to these external drivers, several transportation agencies and partner businesses and industries are pursuing recycling initiatives ranging from pilot and demonstration programs to full-scale implementation efforts.\nline 31 | The Recycled Materials Resource Center (RMRC) is a federal-university partnership that serves as a key resource providing research and outreach for the highway community and a catalyst for beneficial use of recycled materials. The Center was started in 1998 at the University of New Hampshire through an agreement with FHWA. The RMRC was renewed in 2007 by FHWA for an additional 4 years. The University of Wisconsin at Madison has joined the RMRC as a major partner to provide additional expertise as well as providing a more national perspective to the Center. As part of the new agreement, FHWA mandated that the RMRC seek funds through a pooled fund study to provide support for research and outreach activities.\nline 32 | Transportation planning and project development activities provide an opportunity to identify and consider recycling and reuse options. Inclusion of recycling and reuse options in transportation planning and project development addresses FHWA and individual state environmental stewardship goals and helps in fulfilling FHWA’s Recycled Materials Policy (February 2002).\nline 33 | FHWA and numerous other Federal and state agencies strongly encourage recycling and reuse in roadway construction efforts. FHWA’s policy states, in part:\nline 34 | “Where appropriate, recycling of aggregates and other highway construction materials makes sound economic, environmental, and engineering sense.\nline 35 | The economic benefits from the re-use of nonrenewable highway materials can provide a great boost to the highway industry.\nline 36 | Recycling highway construction materials can be a cost-saving measure, freeing funds for additional highway construction, rehabilitation, preservation or maintenance.”\nline 37 | “Recycling presents environmental opportunities and challenges, which, when appropriately addressed, can maximize the benefits of re-use. The use of most recycled materials poses no threat or danger to the air, soil, or water.”\nline 38 | “The engineering feasibility of using recycled materials has been demonstrated in research, field studies, experimental projects and long-term performance testing and analysis. Significant advances in technology over the past decade have increased the types of recycled materials in use and the range of their applications. When appropriately used, recycled materials can effectively and safely reduce cost, save time, offer equal or, in some cases, significant improvement to performance qualities, and provide long-term environmental benefits.”\nline 39 | During transportation design, agencies may\nline 40 | As projects proceed to construction, agencies may include recycling and reuse instructions and details in bid and contract documents and proceed to implement recycling and reuse opportunities.\nline 41 | In addition to asphalt pavement recycling, recycling and reuse opportunities in highway construction include:\nline 42 | The waste and by-product materials that are widely used for such applications include:\nline 43 | Transportation operations and maintenance activities present a variety of recycling and reuse opportunities, including the following:\nline 44 | Best practices and processes used in transportation agencies to recycle and reuse include:\nline 45 | An increasing number of communities are implementing mandatory recycling programs.\nline 46 | These programs may apply to businesses and other government agencies.\nline 47 | Recycling and reuse information and ideas for transportation design and construction activities are available from a variety of sources, including:\nline 48 | For more information sources, link to Key Resources section of this topic.\nline 49 | As defined by EPA, the term “brownfields” refers to “real property, the expansion, redevelopment, or reuse of which may be complicated by the presence or potential presence of a hazardous substance, pollutant, or contaminant.”\nline 50 | EPA estimates that there are more than one-half million brownfield sites across the United States.\nline 51 | Under Superfund, environmental contamination at abandoned or underutilized properties could trigger cleanup liabilities for parties that acquire these properties.\nline 52 | Brownfields requirements and initiatives seek to alleviate such liabilities.\nline 53 | Activities to encourage the use and development of brownfields sites are driven by Federal and state actions, including:\nline 54 | The use and development of brownfield properties can be a major consideration in and opportunity for transportation and transit development and planning activities. The following excerpt from the EPA and Association of Metropolitan Planning Organizations document titled Redeveloping Brownfields with Federal Transportation Funds provides a useful overview of and introduction to the importance of brownfields in planning and project development.\nline 55 | “Cities and metropolitan areas face new transportation demands every day. Despite expanding road and transit capacity, and implementation of innovative system management, traffic congestion continues to be a challenge, with all its repercussions.\nline 56 | “We have an opportunity to bring land use into the transportation equation. In addition to new highway and transit facilities, good land use policies can help regions continue to grow without worsening traffic or reducing the quality of life that draws residents and businesses in the first place.\nline 57 | “Reusing brownfields is particularly smart land use because of brownfields’ central location and connection to existing transportation systems. Their reuse has two benefits:\nline 58 | Value. Redevelopment cleans up and reuses underused and potentially dangerous land right where it’s most valuable—central to the most people, to the most businesses, and to existing, paid-off infrastructure. In sum, redevelopment turns a liability into an asset.\nline 59 | Growth with less traffic. Redevelopment that’s central to people and businesses reduces the traffic from new jobs and housing in two ways: first, more of these trips can be by foot and by transit, placing less demand on roads. Second, for trips on roads, central location means that the trips are on average shorter, reducing demand for road space. And often these trips are on roads that have been underused since the decline of the industry that used to occupy the brownfield. Putting trips on those roads can be far less costly.”\nline 60 | As described above, transportation projects may involve the acquisition and use of brownfields properties as part of transportation facilities and roadway improvements or it may involve transportation improvements to facilitate the redevelopment of brownfields properties.\nline 61 | No longer focused on avoidance, FHWA’s policy goal has been to support consideration and use of brownfields properties. FHWA’s Policy Revision to Support the Brownfields Economic Redevelopment Initiative states, in part:\nline 62 | “The new policy supports the Brownfields Initiative by encouraging participation in transportation projects that include the use and redevelopment of contaminated sites when appropriate.”\nline 63 | The initiative referenced in the above FHWA policy is an EPA effort that is designed to empower states, cities, tribes, communities, and other stakeholders in economic redevelopment to work together in a timely manner to prevent, assess, safely clean up, and sustainably reuse brownfields. EPA’s Brownfields Economic Redevelopment Initiative encompasses four basic activities of which partnerships and outreach are most relevant to transportation professionals. Under this activity, EPA establishes partnerships with federal agencies (including U.S. DOT and FHWA), states, tribes, cities, and other organizations to ensure a coordinated approach to addressing brownfields.\nline 64 | EPA leads and coordinates brownfields redevelopment efforts on a nationwide level.\nline 65 | However, the success of any brownfields action depends upon the cooperation of numerous parties.\nline 66 | In the case of transportation projects or brownfields actions that incorporate transportation improvements, the participation of FHWA and state transportation agencies is critical to the successful redevelopment and use of brownfields properties.\nline 67 | The following are programs, requirements, and other information that support and facilitate transportation agency involvement in and use of brownfields:\nline 68 | The following resources provide additional information on transportation and brownfields:\nline 69 | For more information sources, link to the Key Resources section of this topic.\nline 70 | Featured Case Study\nline 71 | - items posted in the last 7 days\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"Oh! That reminds me\"\n- \"This connects to\"\n- \"This connects to something else\"\n- \"Ummm, actually\"\n- \"It finally adds up!\"\n- \"The pros and cons are\"\n- \"Oh, that clears everything up!\"\n- \"Wait, no\"\n- \"If I follow this through\"\n- \"Hmm, let’s rewind a bit\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Now we're cooking\"\n- \"Follow me here\"\n- \"No, actually\"\n- \"But then again\"\n- \"I keep coming back to\"\n- \"Wait, I think I just cracked it!\"\n- \"Wait, that doesn’t add up\"\n- \"Let me trace that logic back\"\n- \"This might sound weird, but\"\n- \"That’s it!\"\n- \"I'm seeing a connection between\"\n- \"What if I flip it around?\"\n- \"On the other hand\"\n- \"Let's think step by step\"\n- \"I need to reframe this\"\n- \"Let me work through this\"\n- \"Anyway\"\n- \"Let me connect the dots\"\n- \"What’s the missing piece?\"\n- \"Something about [blank] is still bothering me\"\n- \"Well\"\n- \"What keeps nagging at me is\"\n- \"Actually, no\"\n- \"Let me play devil's advocate\"\n- \"Let me circle back to that\"\n- \"Now, if I think about it differently\"\n- \"This makes me think of\"\n- \"I think I can rule that out\"\n- \"Let me break this down\"\n- \"Going back to what I said about\"\n- \"Just spitballing here\"\n- \"Let me run through it again\"\n- \"That makes sense because\"\n- \"Picture this\"\n- \"On one hand... but on the other\"\n- \"Let me think\"\n- \"Let me untangle this\"\n- \"Let me see\"\n- \"Let me throw this out there\"\n- \"Coming at this from another angle\"\n- \"I'm trying to reconcile\"\n- \"I'm starting to see a pattern\"\n- \"First things first\"\n- \"That would mean\"\n- \"I keep circling back to\"\n- \"Still working it out\"\n- \"That’s the answer I was looking for!\"\n- \"Ah...\"\n- \"That’s an interesting angle, but\"\n- \"If I take this apart step by step\"\n- \"There's something here about\"\n- \"I'm still feeling my way through\"\n- \"Let's break this down into parts\"\n- \"Let’s weigh the options\"\n- \"This just clicked into place!\"\n- \"Something doesn't add up\"\n- \"There’s a pattern here\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Alright, where was I?\"\n- \"Hold that thought\"\n- \"You know\"\n- \"Now it makes sense!\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Well, let me see\"\n- \"That’s the piece of the puzzle!\"\n- \"Okay, let's break this down\"\n- \"Alternatively\"\n- \"Building on that\"\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 | Sherborne Sensors’ Mike Baker (guest writer) examines how field-proven sensor technology lies at the heart of Structural Health Monitoring (SHM) innovation.\nline 02 | Structural Health Monitoring (SHM) is an emerging field that provides information on demand about any significant change or damage occurring in a structure. It has been employed for many years in civil infrastructure in various forms, ranging from visual observation and assessment of structural condition, to technology-led approaches involving deployment of an array of sensors that can include accelerometers, inclinometers and strain measurement devices on site. These sensors can be deployed on a permanent basis or moved on and off site each time a fresh set of data is required.\nline 03 | Conventional forms of inspection and monitoring are only as good as their ability to uncover potential issues in a timely manner.\nline 04 | One of the major difficulties with SHM instruments for example, is managing the huge volumes of data that sensor arrays generate.\nline 05 | Meanwhile, visual inspections and evaluations are insufficient for determining the structural adequacy of bridges or buildings.\nline 06 | With many civil structures throughout the world in urgent need of strengthening, rehabilitation, or replacement, SHM has seen renewed focus. There have been major advances in communications, data transmission and computer processing, which have enabled SHM solutions providing the ability to acquire vast volumes of data in relatively short periods of time and transfer it via high-speed fibre-optic or wireless connections to a central database. Subsequent analysis and modelling of this data can provide critical intelligence for maintenance and management strategies, as well as improved design.\nline 07 | Shoring-up civil structures\nline 08 | The immediacy and sensitivity of SHM enables it to serve a variety of applications.\nline 09 | It can allow for short-term verification of new or innovative designs, as well as the early detection of problems and subsequent avoidance of catastrophic failures.\nline 10 | When implemented as part of a maintenance strategy, it can assist with the effective allocation of resources, reducing both service disruptions and maintenance costs.\nline 11 | One of the core drivers however, is the growing requirement for refurbishment of critical transport infrastructure. Many owners and operators need timely information to ensure continued safe and economic operation of ageing infrastructure, while the construction and engineering industry faces a mounting challenge to shore-up supporting civil structures. Deterioration can be due to multiple factors, including the corrosion of steel reinforcement and consequent breakdown of concrete, or the fact that some structures may be sound, but have become functionally obsolete – e.g. a bridge that is no longer able to support growing traffic volumes, vehicle sizes and weights.\nline 12 | According to the American Society of Civil Engineers (ASCE), one in four bridges in the US is either structurally deficient or functionally obsolete. In Canada, more than 40 per cent of operational bridges were built over 30 years ago and have been impacted by the adverse climate and extensive use of de-icing salts. And in the UK, an increasing number of bridges and other structures need to be strengthened to comply with legal minimum requirements specified by European Community legislation. Efforts to reinforce the resilience of key infrastructure to extreme weather events are also ongoing.\nline 13 | Sensors in the loop\nline 14 | The aim of SHM is many fold, including monitoring the in-situ behaviour of a structure accurately and efficiently, to assess its performance under various service loads, to detect damage or deterioration, and to determine its health or condition in a timely manner.\nline 15 | Although a single definition has yet to be universally agreed, SHM describes the confluence of structural monitoring and damage detection, with the physical diagnostic tool being the integration of various sensing devices and ancillary systems. The latter can include data acquisition and processing, communications and networking, and damage detection and modelling software powered by sophisticated algorithms.\nline 16 | Field-proven technologies lie at the heart of SHM innovation.\nline 17 | For the past few decades, closed loop sensors have proven to be highly robust, reliable, repeatable and accurate in a variety of applications where extremely precise measurements are required.\nline 18 | Such devices include:\nline 19 | - Inclinometers – measure horizontal and vertical angular inclination to very high levels of precision, and output the data in analogue or digital form. In SHM applications, inclinometers are employed to monitor movement over time of bridges, buildings and other large structures. In addition, customised products can offer specific performance specifications to meet exacting requirements.\nline 20 | - Accelerometers – measure acceleration and deceleration of dynamic systems. Low ‘g’ range accelerometers are used within SHM to monitor accelerations induced into bridges and other structures to check design calculations and long-term critical safety. Accelerometers can also be used in the development phase of projects to ensure design calculations correlate with actual measurements in the application.\nline 21 | - Load cells – transducers used to convert a force into an electrical signal and offer measurement of tension, compression and shear forces. Load cells are available in many physical shapes and forms to suit particular applications and types of loading. The majority of today’s designs employ precision strain gauges as the primary sensing element, whether foil or semiconductor, and feature low deflection and high frequency response characteristics. SHM applications for load cells include bridge lifting/weighing, vehicle/crane load monitoring, and earthquake force monitoring.\nline 22 | Bridging old and new\nline 23 | Improvements in electronics packaging and assembly methods have allowed the sensing devices employed in SHM solutions to become smaller, more cost effective, and so sensitive that there is no longer a need to excite a structure in order to gain vital information about its integrity. By placing the right number of sensors in the appropriate positions on a bridge for example, analysts now have the raw data required via ambient sources such as wind gust loads, foot falls, and traffic flows.\nline 24 | Moreover, advanced algorithms have been developed that allow asset owners and managing authorities to acquire both short and long-term structural integrity assessments that prove essential in taking decisions regarding repairs and upgrades, strengthening projects, financing, insurance, and dispute resolution.\nline 25 | A long-span suspension bridge currently under construction in Asia employs a sensor network that includes Sherborne Sensors’ precision servo inclinometers and accelerometers.\nline 26 | This sensor network enables the identification of structural problems at an early stage, prolonging the life of the structure, identifying areas of concern, and improving public safety.\nline 27 | SHM’s benefits have also been clearly demonstrated at a remote steel bridge in the heart of Brazil’s Amazon basin. Supporting freight trains carrying 10% of the world’s iron ore each year, the bridge had been rolling back and forth whenever an ore carrying heavy-laden train was crossing. A horizontal crack had also appeared in one of the supporting concrete girders, with train drivers returning to the mines reporting increasingly violent vibrations as they crossed – despite their cars being empty.\nline 28 | A sensors-based SHM solution was brought in to monitor the bridge over a period of time and, using its data collector devices and advanced analysis techniques, discovered that the crack in the concrete was not the cause. Rather, it was the frequency of the movement of the returning trains coupled with that of the bridge. The solution was simply to reduce the speed of the trains by 20km per hour when they crossed the bridge un-laden, and the vibration was eliminated, without the need for costly engineering works to the bridge.\nline 29 | Using conventional methods, a displacement sensor would have been placed over the crack to measure how it responded to ambient vibration over time. But such a device would not have told the bridge owners why the crack had come about, and whether it had anything to do with the movement in the structure.\nline 30 | In this scenario, an SHM solution takes raw vibration data from field-proven and trusted sensors, and turns it into valuable information enabling analysts to provide a holistic diagnosis of a structure. This ensures asset owners and management authorities are fully-equipped with the knowledge to establish the most appropriate strategy for modifying a structural system to repair current weaknesses, minimise further issues and thus prolong the life of the asset.\nline 31 | As more capable sensors are deployed, the opportunity exists for engineers to find even more efficient and effective ways to acquire data, analyse the vast volumes being stored, identify areas for improvement and most importantly, act on the information provided. Automated SHM for example, brings a number of benefits, such as enabling cost-effective, condition-based maintenance as opposed to conventional schedule-based approaches.\nline 32 | Current commercial monitoring systems suffer from various technological and economic limitations that prevent their widespread adoption.\nline 33 | In particular, the fixed wiring used to route from system sensors to the centralised data hub represent one of the greatest limitations since they are physically vulnerable and expensive from an installation and subsequent maintenance standpoint.\nline 34 | The introduction of wireless sensor networks in particular is attracting significant interest.\nline 35 | A wireless sensor network consists of ‘nodes’, which can range from a few to several hundred sensors, with each node connected to one or several sensors. This model provides a practical solution for bridging information systems and the physical world. One of the major potential benefits is that often a large number of individual wireless sensors can be monitored using a single display device, or with a wide variety of fixed base stations and hand-held readers that are already available.\nline 36 | Wireless solutions are shown to reduce installation costs and sensor installation times dramatically.\nline 37 | They also increase safety levels because they can often be configured remotely or prior to installation, and exchanged easily for calibration and maintenance.\nline 38 | Conversely, the more permanent a sensor installation, the more costly the maintenance requirement tends to be.\nline 39 | In addition, a solution that combines both wireless data transmission and battery operation, together with low power consumption is preferable.\nline 40 | The Wireless Tilt System (WTS) developed by Sherborne Sensors for example, is designed to provide structural engineers with a complete measurement solution able to record and log data remotely without the cost and complexity of traditional wired methods. The engineer simply fits the low power inclinometers to strategic points on a given structure or component thus helping to determine range of motion, as well as any structural weaknesses and whether maintenance is required. This simple and cost-effective solution is extremely beneficial, especially when multiple readings must be obtained.\nline 41 | Building business intelligence\nline 42 | Although implementing change in the civil engineering and construction industry takes time, new approaches to SHM can deliver immediate benefits to asset owners, financiers, and public authorities in reducing the risk of litigation, improving public safety, and the sustainability of critical civil transport infrastructure. Using the latest SHM solutions, structural performance detection and monitoring can be performed continuously, on a periodic basis, or in direct response to an event that may have affected the structure.\nline 43 | A variety of innovative structural integrity assessment solutions are being developed that provide the vital information that analysts use to compare the dissipation of vibrations with either the predicted behaviour of the structure given its design and materials, or with baseline measurements captured earlier. Customised servo accelerometers for example, are central to the data collector devices used to capture these baseline measurements and enable users to establish whether a structure transfers loads as designed.\nline 44 | When placed either singly or in an array on bridges or other structures for a period, data collector devices record a structure’s three-dimensional movement in extreme detail. Further successful applications include road deck frequency and mode shape determination; seismic structural monitoring; vertical, lateral and rotational acceleration measurements of decks, cables and bridge towers; and integration with GPS systems to improve deflection frequency response. However, determining the most appropriate sensor technology for the application, and also the interpretation of the data, is where the knowledge and experience of a specialist supplier of sensor technology comes to the fore.\n</context>\n\n<phrases>\n- \"I'm starting to see a pattern\"\n- \"Wait, no\"\n- \"Let me break this down\"\n- \"If I take this apart step by step\"\n- \"This could explain why\"\n- \"I need to step back and rethink this\"\n- \"The crucial thing seems to be\"\n- \"What if we\"\n- \"Let me work through this\"\n- \"Okay, pros and cons\"\n- \"Alright, where was I?\"\n- \"It's almost like\"\n- \"Let me sum this up so far\"\n- \"This makes me think of\"\n- \"Something along those lines\"\n- \"Could I be second-guessing myself?\"\n- \"Something's not clicking\"\n- \"Wait, that doesn’t add up\"\n- \"Okay, walking through it again\"\n- \"Something’s not clicking\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"It almost fits, but something’s off\"\n- \"Basically\"\n- \"Coming at this from another angle\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let me circle back to that\"\n- \"Let's test this idea\"\n- \"Wait, why does that happen?\"\n- \"Let's see\"\n- \"What I'm getting at is\"\n- \"This is starting to take shape\"\n- \"Something doesn't add up\"\n- \"Am I thinking about this all wrong?\"\n- \"One way to look at it is\"\n- \"What keeps nagging at me is\"\n- \"Ah...\"\n- \"First things first\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Anyway\"\n- \"There’s a pattern here\"\n- \"This might sound weird, but\"\n- \"Uh...\"\n- \"So what I'm trying to say is\"\n- \"Let's think step by step\"\n- \"Not quite there yet\"\n- \"You know\"\n- \"What if we looked at it like\"\n- \"The pros and cons are\"\n- \"I can't quite put my finger on\"\n- \"I keep circling back to\"\n- \"Actually, no\"\n- \"I’m trying to connect the dots here\"\n- \"The thing is\"\n- \"This is just a hunch\"\n- \"That makes sense because\"\n- \"Let’s weigh the options\"\n- \"I’m torn between two choices\"\n- \"Maybe I'm way off, but\"\n- \"Let me untangle this\"\n- \"On one hand... but on the other\"\n- \"I could be wrong, but\"\n- \"Follow me here\"\n- \"I'm seeing a connection between\"\n- \"I need to reframe this\"\n- \"What if I just flip this around?\"\n- \"What if I tried...?\"\n- \"Let's break this down into parts\"\n- \"Wait a minute... Oh!\"\n- \"What I’m getting at is\"\n- \"No, actually\"\n- \"Going back to what I said about\"\n- \"Oh! That reminds me\"\n- \"I was just about to say\"\n- \"Ummm, actually\"\n- \"It's fascinating how\"\n- \"Now, wait just a second\"\n- \"Bear with me while I\"\n- \"Let me run through it again\"\n- \"This is just a first pass, but\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"So far, it looks like\"\n- \"That doesn’t sound right\"\n- \"Let me connect the dots\"\n- \"Okay, let's break this down\"\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 | ‘River full of corpses was our reality:’ Survivors recall childhood in besieged Leningrad\nline 02 | What unites and sticks in the memories of siege survivors – who lived through the ordeal for 872 days – is the precise amount of bread allocated – 125 grams per day. Whole families had to live on foodstuff that contained “a maximum of 30 percent of bread, or flour – the rest being residue, cellulose or flour dust”.\nline 03 | As Zinaida Ivanova - who was only 3 years old when the war broke out in June 1941 – recalls, her mother used to cut that minuscule piece of “bread” into tiny cubes and dry them.\nline 04 | As she left for work, she gave those pieces to Zinaida and her four siblings to “suck on them as if they were candies...to make the taste last longer, or it would have gone in a second.”\nline 05 | The city saw terrible, famished days and widespread losses of life. On top of the lack of food, which resulted in all living things, including crows, cats and dogs being eaten by desperate residents, the sanitary conditions also suffered greatly. German air attacks destroyed civil infrastructure, water and sewerage systems, so that people were even pouring waste out of windows.\nline 06 | “There was no water, it had to be fetched. My mother found a pair of my dad’s boots, for instance, and cut them into thin strips, as before the war boots were made from genuine leather, like pigskin. And she’d use these strips to make soup,” Ivanova recalled.\nline 07 | Starvation did not go without consequences. Anorexic people, dystrophic children of mere skin and bones suffered from problems such as abdominal adhesions and ileus. According to Ivanova, “the worst consequence apart from people dying was that many women in Leningrad who lived through the siege remained childless.”\nline 08 | The vivid memories of the two years of blockade still haunt another siege survivor, 78-year-old Tatyana Korsakova. “If I close my eyes I immediately remember that darkened room. There was a small kerosene lamp on the table, a potbelly stove in the middle of the room...something’s being cooked on it, but its smell isn’t tasty. I know it is wood glue – but I’m terribly hungry.”\nline 09 | Her mother risked her life going to the front line to collect oats that had not been harvested, “with the bullets from both sides flying over her head.” As her baby sister was dying, their grandmother warmed her up with a woolen glove and managed to make a drink with tea and grains of sugar – which were nearly impossible to find – saving her life.\nline 10 | Korsakova is still astonished by memories of her and her friends going to the bridge over the Fontanka River.\nline 11 | The kids saw corpses floating, but they “were neither scared of them nor felt any disgust.\nline 12 | It was just a fact, of the reality we were living in.”\nline 13 | The Siege of Leningrad, one of the longest and most vicious in history, lasted 872 days, from September 1941 till January 1944, leaving over one million civilians dead.\n</context>\n\n<phrases>\n- \"That actually makes a lot of sense\"\n- \"What I mean is\"\n- \"Okay, let's break this down\"\n- \"That’s what I was trying to say!\"\n- \"Actually, no\"\n- \"I'm starting to see a pattern\"\n- \"What if we\"\n- \"Ah...\"\n- \"How do I put this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Oh, that clears everything up!\"\n- \"Wait a minute\"\n- \"Ummm, actually\"\n- \"Suppose we assume that\"\n- \"Let me throw this out there\"\n- \"So what I'm trying to say is\"\n- \"Building on that\"\n- \"Now, wait just a second\"\n- \"That reminds me\"\n- \"Oh! That reminds me\"\n- \"Alternatively\"\n- \"What keeps nagging at me is\"\n- \"So, the bottom line is\"\n- \"In essence\"\n- \"The pros and cons are\"\n- \"First things first\"\n- \"Uh...\"\n- \"This connects to\"\n- \"Let me circle back to that\"\n- \"On one hand... but on the other\"\n- \"The crucial thing seems to be\"\n- \"Let me play devil's advocate\"\n- \"Okay, backtrack a bit\"\n- \"So that’s why it wasn’t working!\"\n- \"Something doesn't add up\"\n- \"Let me make sure I got this\"\n- \"In other words\"\n- \"If I take this apart step by step\"\n- \"Let’s weigh the options\"\n- \"Let me break this down\"\n- \"What if I flip it around?\"\n- \"On the other hand\"\n- \"Let me see\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let's break this down into parts\"\n- \"This explains so much!\"\n- \"Let me think\"\n- \"It was staring me in the face\"\n- \"Coming at this from another angle\"\n- \"That’s an interesting angle, but\"\n- \"But then again\"\n- \"What if I tried...?\"\n- \"Let's think step by step\"\n- \"That makes sense because\"\n- \"What I'm getting at is\"\n- \"Maybe if I try it this way\"\n- \"Let me work through this\"\n- \"I'm seeing a connection between\"\n- \"I was just about to say\"\n- \"Let's see\"\n- \"Let me back up a second\"\n- \"If I follow this through\"\n- \"I'm trying to untangle this\"\n- \"It's fascinating how\"\n- \"Let me connect the dots\"\n- \"There’s a pattern here\"\n- \"Hang on a second\"\n- \"Let me trace that logic back\"\n- \"Oh! I get it now\"\n- \"If A is true, then\"\n- \"Is it possible that...?\"\n- \"Basically\"\n- \"Going back to what I said about\"\n- \"What I’m getting at is\"\n- \"That’s it!\"\n- \"I keep circling back to\"\n- \"Of course! That’s the answer!\"\n- \"Let me untangle this\"\n- \"Wait, no\"\n- \"Now we're cooking\"\n- \"This connects to something else\"\n- \"I’m trying to connect the dots here\"\n- \" is interesting\"\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 | NOTES RELEVANT TO THE CONCEPT OF REACHING AN EXTRASOLAR PLANET VIA SUPERLUMINAL SPACEFLIGHT\nline 02 | NOTE 1: SPACEFLIGHT HAZARDS THROUGH THE INTERSTELLAR MEDIUM\nline 03 | Passage through a medium containing antimatter by a spaceship hull made from normal matter will, over time, degrade the strength of the hull. This is because of the relatively high energy annihilation gamma rays that will be created by the interaction with the antimatter. The high energy of these gamma rays will be even further increased by the Doppler shift caused by the extreme speeds interstellar spaceships must achieve. These gamma rays cause the formation within the hull of ionizing particles in a cascade shower.\nline 04 | Their ionization weakens the matter.\nline 05 | Although the interstellar medium is at most tenuous, its present state is the result of stellar evolutionary processes. Even if there were originally equal amounts of matter and anti-matter in the Galaxy, It appears likely that it is now enriched in antimatter relative to normal matter. This enrichment is because antimatter is hypothesized to be a source of antigravity, in much the same way that matter appears to be a source of gravity. But antigravity is a repulsive force, rather than an attractive force. The repulsive nature of antigravity means that interstellar antimatter is unlikely to disappear through coalescence into objects such as stars. The relationship of cosmic antimatter to dark matter, if any, is unknown.\nline 06 | The degradation will take place because of the high energy annihilation gamma radiation emitted as the normal matter in the hulls interacts with the antimatter interstellar atoms. Their high energy gives them very large penetrating power. They will penetrate deeply into the hulls of the spaceships. Such degradation, given the long exposure times that are likely, will cause leaks to occur and, if not prevented, may cause failure of the mission.\nline 07 | It is possible to reduce the likelihood of this hull degradation.\nline 08 | One way would be to continually illuminate the exterior surface of each hull, and its surrounding space, with ultraviolet light.\nline 09 | This will photoionize all of the incoming atoms, both normal matter and antimatter.\nline 10 | Repulsion of the incoming antimatter ions is accomplished by surrounding each hull with a screen of wires.\nline 11 | Each screen should be given a negative electrostatic charge, negative with respect to the hull.\nline 12 | NOTE 2: MISSION DURATION\nline 13 | Time dilation amounts to travel into the future. We describe here a possible way to avoid what could be called the “relativity barrier.’ The relativity barrier occurs at speeds that approach the speed of light. The relativity barrier causes profound changes in moving masses, including among other things, increase in mass and a slowing of the passage of time. Gravity and speeds close to luminar are the only known circumstances affecting the passage of time.\nline 14 | Aside from Earth, there is no human-habitable planet orbiting about our star, which we call the Sun. However, many extrasolar planets are now known to exist. More are being added to the list all the time. Some of them may possibly be human - habitable. This blog and its supplements describe a concept for travel to a hypothetical habitable extrasolar planet, within a time of one human generation.\nline 15 | Superluminal spaceships may use the rocket principle for propulsion. In this principle, exhaust gas is vented out through a port in the rear of the spaceship and the spaceship recoils in the opposite or forward direction. We here suggest that the exhaust “gas” be light itself. We suggest that the gamma radiation wavelength band be the kind of light used. The mutual annihilation of matter and antimatter gives rise to unique gamma ray wavelengths. These gammas come out isotropically, with most of these gamma quanta causing the spaceship to recoil, in reponse to the other gammas, which come out the port in the back of the spaceship. Such exhaust will move at the local speed of light.\nline 16 | NOTE 3.1: INTERSTELLAR ROCKETS\nline 17 | As discussed above, we use the same principle to propel the spaceship. The principle is that of a radiation rocket. A propellant is ejected from the rear of the spaceship and the spaceship recoils in the opposite direction. The recoil speed is limited to the speed of the propellant. The propellant speed, in this interstellar situation, is the speed of light in the space environment. In the interstellar situation the propellant is electromagnetic radiation. The propellant radiation is annihilation gamma radiation. Annihilation is known to be the most efficient process for energy generation and release. In our spaceship, the annihilation takes place in a reaction chamber, where a large flux of gamma rays is formed when streams of ionized, magnetically guided and focused matter and antimatter fuel collide with each other and disappear. To the maximum feasible extent, propellant gas of gamma ray quanta is ejected. The ejection speed is at the local speed of light, because gamma radiation is high energy light.\nline 18 | The walls of the reaction chamber will become heated, thereby reducing the efficiency from 100%.\nline 19 | This heat will be useful, however; It may be used to power the various subsystems on the spaceship, such as life support.\nline 20 | Steering of the spaceship may be accomplished by movement of the ejection port in the reaction chamber walls. The reaction chamber’s walls may be modular, in order to facilitate the steering function.\nline 21 | NOTE 4: SOME PROPERTIES OF ANTIMATTER\nline 22 | It is speculated that antimatter causes antigravity fields around itself. If antigravity actually does exist, it is repulsive in character, but otherwise similar to gravity. It is expected to resemble gravity, which has an inverse-square dependence on distance. Its repulsive nature makes it unlikely to permit the formation of extended objects, such as antistars, antiplanets, or antigalaxies. Therefore, we should not expect to detect such objects, save by the annihilation gamma radiation emitted wherever they touch matter atoms.\nline 23 | A possibility is to take advantage of the dilation of time that relativity theory has shown us exists as one approaches the speed of light.\nline 24 | NOTE 4.1: AVOIDING RELATIVITY’S EFFECTS\nline 25 | It is suggested that, to avoid the relativity barrier, the travelers should locally increase the speed of light. Such an increase would permit them to travel faster than the barrier would normally allow.\nline 26 | This results from the fact that it is known that light is deflected as it passes nearby large cosmic objects. The deflection may be explained as a retardation of that portion of the light closest to the object, while the more distant light continues onwards at its normal speed. The retardation is caused by the attraction of the light toward the mass. The light is slowed down as it passes closely by the mass. The attraction is the result of the curvature of the local space-time towards the mass. Space-time is the medium for light. In other words, the deflection is caused by gravity. It therefore seems not unreasonable to expect that antigravity, the inverse of gravity, may cause light to accelerate its speed. It is, of course, completely unknown what effect antigravity fields have on human bodies, save for the contraction of time noted above.\nline 27 | In the concept, the spaceship exposes a quantity of antimatter produced in, and carried on board the spaceship. It is speculated that antimatter is a source of (repulsive) antigravity, and that antigravity accelerates light, while gravity decelerates light.\nline 28 | NOTE 5: GRAVITY AND ANTIGRAVITY\nline 29 | The continuum of points in interstellar space-time is generally smooth.\nline 30 | The exceptions to smoothness are at locations in space or time that are found at the presence of matter, antimatter, or, equivalently, by light.\nline 31 | Around such locations, the continuum is bent or “warped.” The sense of the curvature may be toward the particle or ray.\nline 32 | Alternatively, it may be repulsive.\nline 33 | This means that an antibody traveling nearby will be repelled away from the force center (i.e., the center of curvature) Where it is attractive, the curvature is commonly called gravity.\nline 34 | Curvature in the opposite sense is herein referred to as antigravity.\nline 35 | It is known that mass deflects the direction of light. It is speculated that the deflection is done by pulling back on the passing light, decelerating it, relative to the remainder of the light, the part of the light exposed to the most intense part of the gravity field. The most notable feature of gravity is its sign: it seems to exist only as an attractive force everywhere.\nline 36 | Antigravity, which we have never encountered, is believed to arise from antimatter. It curves the continuum in the opposite sense from gravity. It is repulsive between anti-masses. On the other hand, antigravity is expected to accelerate light exposed to intense antigravity, thereby increasing its speed. It will therefore oppositely deflect any light passing nearby a hypothetical anti-mass. Such natural bodies are unlikely to exist, because of the repulsive nature of the curvature or center of “force.” This is because they are not formed as stars are formed, by an attractive force (i.e., gravity), but instead their individual particles remain free. It is unclear as to the relationship, if any, between such antimatter particles and dark matter.\n</context>\n\n<phrases>\n- \"Let me work through this\"\n- \"Oh, that clears everything up!\"\n- \"The pros and cons are\"\n- \"If I follow this through\"\n- \"This makes me think of\"\n- \"Let’s weigh the options\"\n- \"This brings to mind\"\n- \"Uh...\"\n- \"That’s what I was trying to say!\"\n- \"Let's think step by step\"\n- \"Now, wait just a second\"\n- \"What if we looked at it like\"\n- \"I need to make sure this checks out\"\n- \"Wait, I think I’ve got it!\"\n- \"In the end\"\n- \"That would explain why\"\n- \"The tricky part is\"\n- \"Wait a minute\"\n- \"Follow me here\"\n- \"Well\"\n- \"This is tricky, but\"\n- \"What’s the best way to explain this?\"\n- \"Let me run through it again\"\n- \"That makes sense because\"\n- \"No, actually\"\n- \"[blank] is still a black box to me\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"I'm seeing a connection between\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I'm trying to untangle this\"\n- \"What if we\"\n- \"I need to reframe this\"\n- \"We've completely overlooked [blank]\"\n- \"Oh! That reminds me\"\n- \"This might explain the pattern\"\n- \"What keeps nagging at me is\"\n- \"I need to step back and rethink this\"\n- \"Let's break this down into parts\"\n- \"What’s the missing piece?\"\n- \"Bear with me while I\"\n- \"This just clicked into place!\"\n- \"That’s the piece of the puzzle!\"\n- \"Okay, walking through it again\"\n- \"This makes me reflect on\"\n- \"This connects to something else\"\n- \"Backing up for a second\"\n- \"Let's see\"\n- \"What if I just flip this around?\"\n- \"First things first\"\n- \"Right, so\"\n- \"This connects to\"\n- \"I'm pondering\"\n- \"Consider this possibility\"\n- \"Let's test this idea\"\n- \"I think I can rule that out\"\n- \"What if I tried...?\"\n- \"Here's a possible explanation\"\n- \"I keep coming back to\"\n- \"Let me chew on this\"\n- \"I'm curious about\"\n- \"When I sit with this idea\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"I wonder if\"\n- \"On one hand... but on the other\"\n- \"There’s a pattern here\"\n- \"Hmm\"\n- \"One way to look at it is\"\n- \"I'm struck by\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Okay, pros and cons\"\n- \"Something doesn't add up\"\n- \"I'm wondering if\"\n- \"Something's not clicking\"\n- \"The more I think about it\"\n- \"I was just about to say\"\n- \"Wait, does this contradict itself?\"\n- \"You know\"\n- \"Let me break this down\"\n- \"It's almost like\"\n- \"Of course! That’s the answer!\"\n- \"Okay, I think I’ve got it now!\"\n- \"Actually, no\"\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 | This is part of a series of think pieces by scholars and practitioners working on a broad range of issues within the field of Social and Solidarity Economy. The series is being published in conjunction with the UNRISD conference “Potential and Limits of Social and Solidarity Economy”. The conference took place on 6-8 May 2013 in collaboration with the International Labour Organization and the UN Non-Governmental Liaison Service.\nline 02 | We have been through a global crisis for the last six years with dramatic consequences. In the face of the crisis, cooperatives have shown not only potential but have actually demonstrated a higher degree of resilience in terms of jobs and activity. This UNRISD think piece gives details on how cooperative enterprises show resilience during the crisis and how they implement management practices based on solidarity, efficiency and innovation, based on four case studies and grounded research.\nline 03 | Claudia Sanchez Bajo\nline 04 | is the Chair of Cooperative Enterprises at the Business and Administration Department of the University of Winnipeg and from August 2013 lecturer at Pavia University, Italy.\nline 05 | Epochal shift through a global crisis\nline 06 | We have been going through a global crisis since 2007 when the US housing bubble burst.\nline 07 | The bubble had thrived on the international sale of financial products called Collateralized Debt Obligations, and the earliest trigger came from a change in accounting standards.\nline 08 | This crisis is different, not because of a hypothetical debt ceiling in public finance, but for other reasons.\nline 09 | In the run-up to the crisis, both the financial and the real economy had been functioning on the basis of debt and liabilities, using little equity and savings.\nline 10 | Thus, multiple actors in advanced economies are now highly indebted: households, public authorities from local to national levels, firms and financial institutions.\nline 11 | But why is there so much debt?\nline 12 | There are two basic reasons: debt served a number of purposes, and it is facilitated by the fact that control does not match or mirror ownership.\nline 13 | The growing use of debt and leverage, including the substitution of equity with debt through so-called hybrid capital, became unsustainable once the financial system linked up globally and began working as a circular loop.\nline 14 | The US Financial Services Modernization Act of 1999 allowed various elements of the financial sector, such as firms, stock markets and computers to integrate, link up and consolidate.\nline 15 | The 1999 Act removed the last restrictions of the Glass-Steagall Act of 1933 and brought with it a technological shift towards a service economy functioning on access streaming (explained by Jeremy Rifkin in The Age of Access\nline 16 | ) accompanied by high-frequency computer-based and algorithmic trading in finance. This computerized global chain functions as a circular loop, programmed not only by market data but also by news feeds and audio obtained from telephone calls and videos (Foresight 2012\nline 17 | Similar to “ecological overshoot”, a term used to explain the use of our planet’s resources and ecosystem in a way that exceeds its carrying capacity, we now have “debt overshoot”. In the new globally connected computerized system, interlinked leverage and high indebtedness bring about instability and implosion. This epochal crisis has left us with a system of disorder that goes through different phases, with sub-crises springing up. In March 2013, the Bank of England warned of a systemic threat posed by private equity buyouts as from 2014, given the “need…to refinance firms subject to heavily leveraged buyouts” (Elliot 2013\nline 18 | ; see also Bank of England 2013\nline 19 | ).\nline 20 | Indeed, enterprises are bought and paid with the enterprise itself as collateral.\nline 21 | However, now refinancing enterprise buyouts is hard, and banks have said they will not do it.\nline 22 | The book Capital and the Debt Trap, Learning from Cooperatives in the Global Crisis\nline 23 | (Sanchez Bajo and Roelants 2011) explains in detail the mechanisms that have led us to the crisis and its consequences. The book does not declare that capitalism is on its knees. Rather, it explains a system that is being restructured and asks whether such a system can still be defined by its capitalism or should instead be characterized by its “debtism”. Explaining failures at both micro and macro levels as well as in terms of values and intellectual thinking, the book talks of this crisis as a systemic debt trap rather than a debt crisis or a public debt issue. Its consequences, as we all know, have been disastrous.\nline 24 | The cooperative model\nline 25 | Cooperatives and cooperative members have a dual role as stakeholders and owners or controllers. In terms of capital, “members contribute equitably to, and democratically control, the capital of their cooperative. At least part of that capital is usually the common property of the cooperative”, according to the third cooperative principle in the Statement on the Cooperative Identity adopted by the General Assembly of the International Co-operative Alliance in 1995 and included as an Annex to ILO Recommendation\nline 26 | 193 concerning the Promotion of Cooperatives, 2002. 1\nline 27 | Diverse studies show that those organized and behaving according to cooperative principles, by which democratic control goes together with joint ownership, have weathered the brunt of the crisis, and are even increasing employment and restructuring. Amid the crisis, cooperatives offer hope, resilience and innovation (Birchall and Ketilson 2009\nline 28 | , Commissariat général au développement durable 2012\nline 29 | , CICOPA 2012\nline 30 | But why is this? Drawing on four case studies Sociedad Cooperativa de Producción Pesquera Buzos y Pescadores in Mexico; Ceralep in France; the Desjardins Group in Canada; and the Mondragon Group in Spain) we can suggest some explanations.\nline 31 | In the short term\nline 32 | - Cooperatives are member based so rather than shedding labour they think of new activities (productivity, exports, restructuring) in order to make up for a loss of activity.\nline 33 | - Cooperatives have an internal division of power (democratic assemblies and consultative and decision-making bodies are independent from executive powers, in addition to internal and/or external monitoring bodies) that, provided it works well, leads to widely circulated information on a real time basis.\nline 34 | This means members are aware of an imminent crisis and can prepare for it.\nline 35 | - Cooperatives have democratic participatory decision-making mechanisms, and, in general, their internal income gaps are nonexistent or at least significantly smaller than in conventional enterprises. They are also more equitable and less prone to leverage that could endanger their resources and activity. Thus, when in crisis mode, they can make hard decisions that are seen as legitimate. The cost of control is minimal, and implementation is faster and more effective. Members know they are all in it together and can survive only by working together. For this reason, Elinor Ostrom, a Nobel laureate in Economics, included cooperatives as one example of self-organization that could safeguard common resources and the sustainability of the planet (Ostrom 1990).\nline 36 | - Cooperatives can build further cooperative mechanisms for shared flexibility while saving jobs (in terms of time, type of post, management, deployment to other units, compensation, and so on).\nline 37 | They also build various safety and support funds that with time become significant, and function as an anchor against the brunt of a systemic crisis, improving guarantees and loan conditions.\nline 38 | - Cooperatives build common reserves that are, in part, an indivisible, sui generis type of property, distinct from both ordinary private property and public property. Dedicated to the long-term development of the cooperative, they guarantee financial stability. Inaccessible to cooperative members when they democratically decide—for whatever reason—to wind up the business, these reserves are thus built for the development of cooperatives and a social and solidarity economy (SSE) present in any given country. These reserves serve as a transmission to future generations in the real economy.\nline 39 | In the long term\nline 40 | - Cooperatives tend to have a more complex approach and build pension and education mechanisms for members and others, targeting community needs with a long-term vision.\nline 41 | - Restructuring and entering new activities are part of their standard practice, in order to maintain the capital built so far—social capital, assets and business, natural resources—as they respond to the needs and aspirations of their members.\nline 42 | - While conventional enterprises try to delocalise or close in times of crises, the management of cooperatives may differ not only because costs are seen in a different light, in the sense that democracy and meetings costs as well as territorial embeddedness are naturally taken into account but also because the search for efficiency must come from other aspects. Delocalization of member-based enterprises is out of the question.\nline 43 | Social and Solidarity Economy as a trajectory\nline 44 | SSE should not be understood as a sector or inclusion policy. SSE can be thought of as an evolving field of practices, testing new types of behaviours, organization and management that are non-predatory, sustainable, equitable, democratic and accountable. Whether SSE can be an alternative to current predominantly predatory practices of human beings, time will tell through its trajectory.\nline 45 | In time, SSE could potentially develop enough momentum and, like an arrow of time (Prigogine 1997, Prigogine and Stengers 1984), once it gathers a sufficient mass of social experience and practice, it could exert a growing power of attraction. Other similar forms would then align with the arrow’s trajectory.\nline 46 | This understanding is probabilistic, not mechanistic, and the direction and force of such a trajectory could change. In the face of an epochal crisis that has left us amid a system of disorder, uncertainty and instability, an understanding of this trajectory should empower us to work together and coordinate in solidarity towards a sustainable and equitable future.\nline 47 | Bank of England. 2013. Quarterly Bulletin 2013 Q1. Bank of England, London.\nline 48 | , accessed on 16 July 2013.\nline 49 | Birchall, Johnston and Lou Hammond Ketilson.\nline 50 | 2009.\nline 51 | Resilience of the Cooperative Business Model in Times of Crisis.\nline 52 | Report for the Sustainable Enterprise Programme.\nline 53 | International Labour Organization, Geneva.\nline 54 | , accessed on 16 July 2013.\nline 55 | CICOPA. 2012. How have Cooperatives Active in Industry and Services Performed at the Global Level? CICOPA (International Organisation of Industrial, Artisanal and Service Producers’ Cooperatives), Brussels.\nline 56 | , accessed on 16 July 2013.\nline 57 | Commissariat général au développement durable. 2012. Le point sur “Territoire durable 2030” Une prospective de développement durable à l’échelle des territoires. Ministère de l’écologie, du développement durable et de l’énergie, Paris.\nline 58 | , accessed on 16 July 2013.\nline 59 | Elliot, Larry. 2013. Private Equity Crash could Trigger Next Wave of Financial Crisis, Bank Warns. The Guardian, 14 March 2013.\nline 60 | , accessed on 16 July 2013.\nline 61 | Foresight. 2012. The Future of Computer Trading in Financial Markets. Final Project Report. The Government Office for Science, London.\nline 62 | accessed on 16 July 2013.\nline 63 | Ostrom, Elinor.\nline 64 | 1990.\nline 65 | Governing the Commons\nline 66 | . Cambridge University Press, Cambridge.\nline 67 | Prigogine, Ilya. 1977. The End of Certainty\nline 68 | . Free Press, New York.\nline 69 | Prigogine, Ilya and Isabelle Stengers. 1984. Order out of Chaos\nline 70 | . Bantam, New York.\nline 71 | Rifkin, Jeremy. 2001. The Age of Access: The New Culture of Hypercapitalism, Where all of Life is a Paid-For Experience\nline 72 | . Tarcher/Putnam, New York.\nline 73 | Sanchez Bajo, Claudia and Bruno Roelants. 2011. Capital and the Debt Trap – Learning from Cooperatives in the Global Crisis\nline 74 | . Palgrave-Macmillan, Basingstoke.\nline 75 | The Statement on the Cooperative Identity includes the definition of what a cooperative is, as well as cooperative values and operational principles, the third of which is cited here.\n</context>\n\n<phrases>\n- \"I'm struck by\"\n- \"But then again\"\n- \"There’s a better way to phrase this\"\n- \"It's almost like\"\n- \"I'm getting stuck on\"\n- \"So basically\"\n- \"I was making this more complicated than it needed to be\"\n- \"Now I'm stuck on\"\n- \"On one hand... but on the other\"\n- \"What keeps nagging at me is\"\n- \"Okay, backtrack a bit\"\n- \"Uh, where was I?\"\n- \"Would I regret this later?\"\n- \"Now it makes sense!\"\n- \"When I sit with this idea\"\n- \"I could go either way on this\"\n- \"No, actually\"\n- \"I'm curious about\"\n- \"This brings to mind\"\n- \"This makes me think of\"\n- \"What’s the best way to explain this?\"\n- \"Alright, where was I?\"\n- \"So what I'm trying to say is\"\n- \"Okay, pros and cons\"\n- \"Let me connect the dots\"\n- \"Hmm, let’s rewind a bit\"\n- \"Oh! That reminds me\"\n- \"That’s what I was trying to say!\"\n- \"This connects to\"\n- \"That’s the piece of the puzzle!\"\n- \"I'm wondering if\"\n- \"Basically\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"So far, it looks like\"\n- \"If I take this apart step by step\"\n- \"The thing is\"\n- \"Of course! That’s the answer!\"\n- \"That’s an interesting angle, but\"\n- \"Let’s weigh the options\"\n- \"I'm mulling over\"\n- \"Let me work through this\"\n- \"Let me break this down\"\n- \"I keep circling back to\"\n- \"It was staring me in the face\"\n- \"Let me make sure I got this\"\n- \"Let's break this down into parts\"\n- \"So, the bottom line is\"\n- \"Alternatively\"\n- \"On the other hand\"\n- \"I'm pondering\"\n- \"I just had it, what was it?\"\n- \"Something doesn't add up\"\n- \"I keep coming back to\"\n- \"I'm seeing a connection between\"\n- \"So what I’m trying to say is\"\n- \"This is rough, but\"\n- \"Let me trace that logic back\"\n- \"I’m trying to connect the dots here\"\n- \"Let me untangle this\"\n- \"I'm intrigued by\"\n- \"Let me play devil's advocate\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Finally, it clicks!\"\n- \"This is just a hunch\"\n- \"Let me back up a second\"\n- \"Building on that\"\n- \"Aha! That’s what I was missing!\"\n- \"Not sure if this fits, but\"\n- \"Let's think step by step\"\n- \"Let me chew on this\"\n- \"That reminds me\"\n- \"What if I flip it around?\"\n- \"Actually, no\"\n- \"Ummm, actually\"\n- \"So that’s why it wasn’t working!\"\n- \"The pros and cons are\"\n- \"It's fascinating how\"\n- \"Wait, no\"\n- \"That’s it!\"\n- \"In other words\"\n- \"Okay, let's break this down\"\n- \"I'm trying to untangle this\"\n- \"This connects to something else\"\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 | Notes from Music class at Gulf Wars\nline 02 | Middle Eastern Influence on Medieval Western European Music\nline 03 | by Master Avatar of Catsprey, Ansteorra\nline 04 | Mr. Avatar provided a handout with lots of interesting tidbits of information and references, and I would recommend visiting his Web site and getting his book, Medieval Songs and Dances. http://www.istanpitta.com/avatarmusic/\nline 05 | He seems a very knowledgable person on the subject, and if his class at Gulf Wars was any indication, the book should prove useful to any aspiring melody musician in the SCA.\nline 06 | These are just my personal notes (not in the handout) and what I can remember from the class.\nline 07 | Mr. Avatar’s research is based on the Cantigas de Santa Maria, a collection of roughly 410 songs from the period. However, the accuracy of the musical notation is a bit sketchy and subject to interpretation.\nline 08 | -Nahawand was used\nline 09 | -The Arabs commonly used dorian modes\nline 10 | -Quarter tones??? not known for sure if they were used or how they were used\nline 11 | -Hexachord tuning was used: 1 2 3 4 5, 1 2 3 4 5\nline 12 | -Mixolydian was used heavily by the Spanish\nline 13 | We played a musical game called estampie(sp?)–the stomping game, so named because there was supposedly an accompanying dance that may have involved stomping.\nline 14 | We borrowed a melody from the Cantigas–#42–and agreed on the following tuning: dorian starting on G. We applied a syrto rhythm to the melody.\nline 15 | I imagined that this is how musicians would work in period because sheet music was not used; players would just negotiate the rhythm and mode and learn the melody by ear.\nline 16 | So we played this melody a few times until everyone got it.\nline 17 | The melody has a first and second ending–first ending is open, second ending is resolution.\nline 18 | Play the melody through as an ensemble once, then first person plays about an 8-beat solo (variation on the melody), and follows it with the main melody and first ending. Everyone joins in to play the main melody, then first person repeats the solo and follows it with the main melody and second ending. Each musician takes a turn being the soloist. You try to repeat the same solo each time, and as it goes around, if you remember the solo that someone else is playing, you are free to join in. It’s a memory game.\nline 19 | The other exercise we worked on in class was simply how to construct a new main melody line, and then each musician takes a turn playing a solo (variation on the melody) after some number of repeats of the main melody. Once again, we made up a melody based on the syrto rhythm, dorian mode starting on G. I was surprised by how quickly we were all able to learn the new melody, by ear, without any sheet music or anything written down. I also got more comfortable with improvising the solo bits.\nline 20 | I really liked the whole idea of improvising and creating a new melody in the period style, as period musicians might have done. The melodies had to be simple, so that everyone could learn quickly and play along. This style also gives you the flexibility to negotiate tuning, mode, rhythm and such. I think I prefer this over trying to get all the musicians you know to learn the same songs, which are more modern and complex.\nline 21 | One thing that helped me was my pocket guide to music theory. I don’t know what all the modes are, so I had to look up dorian. But once I had that figured out, it was no problem picking up the melodies we were using.\n</context>\n\n<phrases>\n- \"This connects to something else\"\n- \"When I sit with this idea\"\n- \"Let me propose something\"\n- \"What if we looked at it like\"\n- \"This might explain the pattern\"\n- \"Let me work through this\"\n- \"Let me play devil's advocate\"\n- \"There’s a pattern here\"\n- \"So the main idea is\"\n- \"What if I flip it around?\"\n- \"I knew I was forgetting something!\"\n- \"What’s the best way to explain this?\"\n- \"So what I’m trying to say is\"\n- \"Don't hold me to this\"\n- \"What if we\"\n- \"That’s an interesting angle, but\"\n- \"So far, it looks like\"\n- \"On the other hand\"\n- \"Ummm, actually\"\n- \"I'm starting to see a pattern\"\n- \"This brings to mind\"\n- \"Let's think step by step\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I'm seeing a connection between\"\n- \"What I’m getting at is\"\n- \"This makes me reflect on\"\n- \"I'm mulling over\"\n- \"Let me sum this up so far\"\n- \"This could explain why\"\n- \"Let me dig into that a little deeper\"\n- \"This makes me think of\"\n- \"Wait, no\"\n- \"Here's where it gets interesting\"\n- \"Could be wrong here\"\n- \"I’m trying to connect the dots here\"\n- \"Still working it out\"\n- \"In essence\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"What keeps nagging at me is\"\n- \"Maybe I’m overcomplicating it\"\n- \"Wait, but if that’s true\"\n- \"I wonder if\"\n- \"I'm just throwing ideas around\"\n- \"How can I approach this?\"\n- \"But then again\"\n- \"I’m still on the fence about this\"\n- \"Alternatively\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I don’t want to jump to conclusions, but\"\n- \"In a way\"\n- \"It's fascinating how\"\n- \"Is it possible that...?\"\n- \"Let me talk this through\"\n- \"Let me throw this out there\"\n- \"Let me untangle this\"\n- \"What if I just flip this around?\"\n- \"I'm pondering\"\n- \"What’s the missing piece?\"\n- \"I feel like I’m close\"\n- \"I'm struck by\"\n- \"On one hand... but on the other\"\n- \"If I had to choose right now\"\n- \"It's almost like\"\n- \"I'm intrigued by\"\n- \"This connects to\"\n- \"That makes sense because\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"This might sound weird, but\"\n- \"I guess that works\"\n- \"The crucial thing seems to be\"\n- \"Consider this possibility\"\n- \"Let me connect the dots\"\n- \"Just spitballing here\"\n- \"Actually, no\"\n- \"There's a better way to phrase this\"\n- \"What’s the next step?\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Building on that\"\n- \"No, actually\"\n- \"Just thinking out loud but\"\n- \"I'm curious about\"\n- \"Something doesn't add up\"\n- \"Let me see 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 | Mats of algae and seaweed have shrouded the once thick coral in shallow reefs off Jamaica's north coast. Warm ocean waters have bleached out the coral, and in a cascade of ecological decline, the sea urchins and plant-eating reef fish have mostly vanished, replaced by snails and worms that bore through coral skeletons.\nline 02 | Now, off the shores of Jamaica, as well as in Caribbean islands from Bonaire to St. Croix, conservationists are planting fast-growing coral species to try and turn things around by \"seeding\" reefs. The strategy has doubters, with one expert joking that prayer might be as effective, but conservationists say the problem is so catastrophic that inaction is not an option. According to the International Union for Conservation of Nature, live coral coverage on Caribbean reefs is down to an average of just 8 percent, from 50 percent in the 1970s.\nline 03 | Lenford Dacosta grew up in the north Jamaican fishing village of Oracabessa Bay and spear-fished the waters for most of his 46 years. Now he is part of a crew that tends to a small coral nursery in a fish sanctuary, hoping to revitalize the reef that sustained his village, whose shoreline is now dominated by ritzy resorts.\nline 04 | \"I used to think that children would only hear about coral reefs and fish in books,\" said Dacosta, expressing hope that his work will yield fruit.\nline 05 | Seascape Caribbean, the fledgling company that employs Dacosta and touts itself as the region's first and only private coral restoration business, uses low-tech coral nurseries consisting of buoys and weights with small fragments of staghorn coral suspended from them on strings. The fragments grow on the strings until bits of tannish coral with the beginnings of antler-like branches are ready to be planted onto reefs. Other specialists grow coral fragments on concrete pedestals placed on the seabed.\nline 06 | Advocates say the reef restoration work, focused on the region's fast-growing but threatened staghorn and elkhorn coral species, can boost rates of recovery and improve the outlook for coral. The efforts will never resurrect the vibrant reefs of 50 years ago, they acknowledge, but they believe they can help preserve some of a reef's functionality and beauty.\nline 07 | \"Coral cover is getting a little better here and I believe it will keep improving in the gardened areas,\" said Andrew Ross, a Canadian marine biologist and entrepreneur who founded Seascape Caribbean.\nline 08 | Reef-building coral is a tiny polyp-like animal that builds a calcium-carbonate shell around itself and survives in a symbiotic relationship with certain types of algae. Its reefs serve as vital spawning and feeding grounds for numerous marine creatures. It comes in some 1,500 known species, ranging from soft, undulating fans to those with hard skeletons that form reef bases.\nline 09 | But across the globe, reefs that have proven resilient for thousands of years are in serious decline, degraded by overfishing, pollution, coastal development and warming ocean waters. And threats to coral are only expected to intensify as a result of climate change and ocean acidification due to greenhouse gases.\nline 10 | The stakes couldn't be higher along the Caribbean Sea, which has nearly 8,000 square miles (20,720 sq. kilometers) of coral reefs.\nline 11 | The tropical islands' iconic reefs protect fragile coastlines by absorbing energy from waves during hurricanes and normal conditions. Financially, the Caribbean has a multibillion-dollar beach tourism and commercial fishing economy. In Jamaica alone, reef fisheries support up to 20,000 fishermen.\nline 12 | Caribbean coral has deteriorated so badly in recent decades that a new report from a team of international scientists says that the rocky structures of the reefs are on the threshold of gradual erosion.\nline 13 | \"The Caribbean, as a whole region, seems to be in a very poor state,\" said Chris Perry, a geography professor at the University of Exeter who led the regional coral research.\nline 14 | In the face of this decline, some coral specialists and conservationists say passive inaction would be a grave mistake. They argue that the results of the nascent coral restoration work will be seen in coming years.\nline 15 | In the U.S. Virgin Islands, scientists with The Nature Conservancy have reared some 2,500 coral colonies and transplanted over 1,000 fragments to local reefs with the aid of U.S. stimulus money. In the Dominican Republic, the Puntacana Ecological Foundation in the thriving tourist town of Punta Cana has planted some 1,200 fragments of Acropora coral, a genus that includes staghorn and elkhorn.\nline 16 | \"What started as an experiment to protect the endangered Acropora species has become one of the largest nurseries in the Caribbean and a laboratory for other resorts and researchers to conduct restoration work,\" said Jake Kheel, the foundation's environmental director.\nline 17 | The Key Largo, Florida-based Coral Restoration Foundation, a pioneer in efforts to revitalize stressed reefs, has helped the Dutch Caribbean island of Bonaire set up coral nurseries. Meanwhile, in southern Jamaica, researchers are feeding low-voltage electricity to young coral to try and spur growth, a method that has been used in places like Indonesia and Malaysia.\nline 18 | Some coral experts say the labor-intensive reef restoration projects may be increasingly popular but they have yet to see any significant successes out of them.\nline 19 | These critics believe the scope of the problem is simply too vast and restoration efforts don't address the underlying, accelerating forces collapsing reefs.\nline 20 | \"It responds more to the very human need to 'do something' in the face of calamity, even if what you do is really a waste of time. Prayer would be just as useful,\" said Roger Bradbury, an ecologist and adjunct professor of resource management at Australian National University in Canberra.\nline 21 | Bradbury argues that coral restoration actually diverts scarce resources away from what should be researchers' main focus, which is what to do with reef regions after the reefs are gone.\nline 22 | \"The reefs just won't be there, but something will—a new sort of ecosystem,\" he said.\nline 23 | Phil Kramer, a marine geologist who is director of The Nature Conservancy's Caribbean program, acknowledges that the long term outlook for coral reefs is poor in the face of current threats and projected increases in temperature and ocean acidification.\nline 24 | But he says that can't justify the \"abandonment\" of reefs.\nline 25 | \"It is true that Caribbean reefs are generally in bad shape at the moment and that if more interventions are not taken we will continue to lose what remains. But I remain cautiously optimistic about the future,\" Kramer said.\nline 26 | Helping the various restoration efforts, some regional governments are taking action to protect key species on the reefs. Belize, which boasts the largest barrier reef in the Western Hemisphere, has established bans on harvesting parrotfish, a colorful herbivore that grazes on the algae and seaweed that smothers coral.\nline 27 | By contrast, parrotfish are now the most popular catch in heavily-overfished Jamaica, sold at the side of the road and in supermarkets and restaurants.\nline 28 | Increasing sea surface temperatures have led to a dramatic rise in coral bleaching incidents in which the stressed organisms expel the colorful algae living in their tissues, leaving a whitish color. Up to 90 percent of corals in parts of the eastern Caribbean suffered bleaching in 2005, and more than half died.\nline 29 | But on Jamaica's north coast, Dacosta says he is gradually seeing some balance restored to the Oracabessa Bay fish sanctuary where he works to transplant coral fragments and scoop up snails and worms from reefs. He says bigger fish and algae-grazing black sea urchins are seen more frequently.\nline 30 | \"I tell you,\" Dacosta said.\nline 31 | \"We should have started this a long time ago.\"\nline 32 | Explore further: Sea of the living dead\nline 33 | More information: Seascape Caribbean: www.facebook.com/pages/Seascap … ribbean/346524898685\nline 34 | The Nature Conservancy's Caribbean programs: www.nature.org/ourinitiatives/ … /caribbean/index.htm\nline 35 | Puntacana Ecological Foundation: www.puntacana.org/\n</context>\n\n<phrases>\n- \"What about [blank]? We haven't even touched on that\"\n- \"I'm wondering if\"\n- \"What’s the best way to explain this?\"\n- \"There’s a pattern here\"\n- \"This brings to mind\"\n- \"Let me back up a second\"\n- \"Hmm\"\n- \"Hmm, let’s rewind a bit\"\n- \"I keep circling back to\"\n- \"This is starting to take shape\"\n- \"Consider this possibility\"\n- \"This could explain why\"\n- \"Let me play devil's advocate\"\n- \"Hold on a second\"\n- \"I have a theory about this\"\n- \"What keeps nagging at me is\"\n- \"Let me connect the dots\"\n- \"Let me work through this\"\n- \"I guess that works\"\n- \"When I sit with this idea\"\n- \"I'm struck by\"\n- \"That’s an interesting angle, but\"\n- \"On the other hand\"\n- \"I’m not sure if that’s the right approach\"\n- \"Don't hold me to this\"\n- \"Backing up for a second\"\n- \"This might explain the pattern\"\n- \"Actually, no\"\n- \"Building on that\"\n- \"What if we\"\n- \"Wait a minute\"\n- \"There's a missing link here\"\n- \"I'm seeing a connection between\"\n- \"I'm getting stuck on\"\n- \"Alright, where was I?\"\n- \"Something's not clicking\"\n- \"Suppose we assume that\"\n- \"But then again\"\n- \"I could do this, or maybe that\"\n- \"Alternatively\"\n- \"Wait, why does that happen?\"\n- \"I'm curious about\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"I’m trying to connect the dots here\"\n- \"That makes sense because\"\n- \"This might sound weird, but\"\n- \"How do I put this\"\n- \"Let's see\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Hang on a second\"\n- \"This makes me reflect on\"\n- \"I'm mulling over\"\n- \"This connects to\"\n- \"It's almost like\"\n- \"Okay, backtrack a bit\"\n- \"No, actually\"\n- \"Ummm, actually\"\n- \"Oh! That reminds me\"\n- \"I'm pondering\"\n- \"This isn't quite right, but\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This is tricky, but\"\n- \"Anyway\"\n- \"Am I thinking about this all wrong?\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"On one hand... but on the other\"\n- \"I was just about to say\"\n- \"Let me throw this out there\"\n- \"Let me chew on this\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"What happens if we change this part?\"\n- \"Okay, so if I do this\"\n- \"Wait, no\"\n- \"Why didn’t I think of that sooner?\"\n- \"Let me untangle this\"\n- \"Something doesn't add up\"\n- \"Let me circle back to that\"\n- \"Let me see\"\n- \"The tricky part is\"\n- \"This connects to something else\"\n- \"In a way\"\n- \"There's something off here\"\n- \"What if I flip it around?\"\n- \"Let's think step by step\"\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 | A poet’s walk to war: act of heroism or the height of folly?\nline 02 | Laurie Lee’s walk across the Pyrenees in December 1937 to join the Spanish Civil War has always provoked mixed views.\nline 03 | Relatives and friends, notably Wilma Gregory with whom Lee had been evacuated from Spain the year before, were concerned for the effects of the walk on his generally poor health.\nline 04 | Indeed he later blamed two epileptic fits he suffered in Spain on the rigours of the journey.But later generations have come to see his winter crossing of the mountains, alone and in the teeth of a blizzard, as part of a noble response by writers and artists to the Republican cause at a time when our elected governments were shutting their eyes to the growing fascist threat.\nline 05 | Lee was not always a reliable witness to his own movements and exact details of his route may have been contained in the diaries he later lost.\nline 06 | We do know, however, that he started out from Céret, a medieval terracotta and stone town sheltering under the sacred mountain of Canigou in French Catalonia. Our plan was to use local knowledge, historical record and existing paths to recreate his journey over the Pyrenees to the Spanish border village of La Agullana. We would stay true to the words of another poet, Antonio Machado, the Catalan writer who died shortly after escaping Franco’s advancing army: ‘Hay camino, se hace el camino alandar’ (Walker there is no path, you must make your own).We left Céret at dawn, passing the blue and white house where Picasso once lived as the clocks struck seven. From there to our first destination, Font Frede (cold spring), was a steady climb of about 3,000 feet mainly through sweet chestnut woods, or chataigneraies.\nline 07 | Our path was dotted with wild mushrooms one of which resembled a black chanterelle and is known locally as the ‘trumpet of death’.\nline 08 | The gathering thunder clouds only added to the atmosphere of foreboding.\nline 09 | But the sun won through and after lunch on the Spanish border at the Col de Pou de la Neu, the highest point on our route, we risked a short siesta.\nline 10 | We know that Lee was poorly equipped for his journey and famously had to contend with a snowstorm, an experience recalled in his poem The Return:\nline 11 | And the day I observed that I was a lover\nline 12 | crossed the frontier to seek a wound\nline 13 | And fell with a fever above the Bahia de Rosas\nline 14 | Letting the mad snow spit in my eye\nline 15 | The landscape, though forbidding in winter months, is a fascinating one as much for the richness of its culture and wildlife as for the pivotal role it played in the Spanish Civil War and the Second World War. As we walked we could not but hear echoes of the thousands of refugees who had trodden this and similar mountain paths to escape their homeland in ‘La Retirada’ or great retreat (nearly half a million of them in the 10 days the border remained open in February 1939). Towards La Vajol our route took us close to the Lli pass across which key figures in the Republican government fled Spain as the news of Barcelona’s fall to the fascists came through. Just days before, a team of men and donkeys had brought the nation’s greatest art treasures, including several paintings by Goya, out by the same route.\nline 16 | The memories of those times are kept alive by a series of plaques, monuments and “memory spaces” on either side of the border. A statue in La Vajol recalls one of the most recognisable images of the retirada, depicting a father and daughter, her left leg replaced by a crutch, hand in hand as they struggle over a mountain pass. It was now late afternoon and, by our estimate,\nline 17 | we were still two hours’ walk from La Agullana.\nline 18 | We headed back up the road to pick up the path to the church of Santa Eugenia, midway between La Vajol and our destination that evening.\nline 19 | Sometime later, as we hacked our way through briars in search of a path worthy of the name, the words of Machado came back to us with new force.\nline 20 | We eventually arrived in La Agullana in the early evening as celebrations were getting under way for the Feast of the Assumption.\nline 21 | Leaving Céret some 11 hours earlier we had passed Picasso’s depiction of La Sardane, the folk dance which has come to symbolise Catalonia’s struggle for independence.\nline 22 | Now we saw the real thing, enacted by villagers in the main square, young and old holding raised hands in a touching show of community.\nline 23 | We drank a beer and toasted two poets – and the thousands of ordinary people driven over those mountain paths by fear and desperation with whom they shared common cause.\nline 24 | Some perhaps were ancestors of the dancers in front of us; others joined the Catalan diaspora and have never returned.\nline 25 | • Gerard Hastings, a distinguished academic and Céret resident, and Ian Hamilton, co-author of the book Walking the Literary Landscape: http://www.vpublishing.co.uk/books/categories/walking/walking-the-literary-landscape.html, are writing a walking guide to this part of Catalonia.\n</context>\n\n<phrases>\n- \"One way to look at it is\"\n- \"The thing is\"\n- \"There's something off here\"\n- \"What keeps nagging at me is\"\n- \"Let me throw this out there\"\n- \"Okay, so\"\n- \"Let me see\"\n- \"This could explain why\"\n- \"The pros and cons are\"\n- \" is interesting\"\n- \"If A is true, then\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Something about [blank] is still bothering me\"\n- \"It's hard to pin down\"\n- \"I'm intrigued by\"\n- \"I'm mulling over\"\n- \"Where does that leave me?\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"On one hand... but on the other\"\n- \"First things first\"\n- \"I'm struck by\"\n- \"So basically\"\n- \"Maybe if I try it this way\"\n- \"I was looking at this all wrong!\"\n- \"If I'm not mistaken\"\n- \"So what I'm trying to say is\"\n- \"I'm wondering if\"\n- \"Let me see if\"\n- \"Wait, no\"\n- \"So what does this mean in the bigger picture?\"\n- \"If I follow this through\"\n- \"How do I put this\"\n- \"I'm trying to untangle this\"\n- \"I'm curious about\"\n- \"In a way\"\n- \"I’m torn between two choices\"\n- \"Possibly\"\n- \"There’s a better way to phrase this\"\n- \"Wait, why does that happen?\"\n- \"Let me sum this up so far\"\n- \"Let me chew on this\"\n- \"I'm still feeling my way through\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Now, wait just a second\"\n- \"I'm pondering\"\n- \"No, actually\"\n- \"Let me just think this through\"\n- \"Let's think step by step\"\n- \"Let me untangle this\"\n- \"How can I approach this?\"\n- \"What’s the missing piece?\"\n- \"What’s the worst that could happen?\"\n- \"Let me break this down\"\n- \"Am I missing something?\"\n- \"Okay, let's break this down\"\n- \"Uh...\"\n- \"Something’s not clicking\"\n- \"Actually, no\"\n- \"Maybe I'm way off, but\"\n- \"Let's break this down into parts\"\n- \"What’s the next step?\"\n- \"Okay, so if I do this\"\n- \"Wait a minute... Oh!\"\n- \"Now, if I think about it differently\"\n- \"Here's a possible explanation\"\n- \"What I’m getting at is\"\n- \"Ummm, actually\"\n- \"Okay, pros and cons\"\n- \"Let me work through this\"\n- \"What’s the best way to explain this?\"\n- \"This makes me reflect on\"\n- \"Well\"\n- \"Consider this possibility\"\n- \"Something doesn't add up\"\n- \"In essence\"\n- \"I wonder if\"\n- \"This might sound weird, but\"\n- \"It feels like the right move, but\"\n- \"If I take this apart step by step\"\n- \"Hmm\"\n- \"What if I just flip this around?\"\n- \"Let's test this idea\"\n- \"What I'm grappling with is\"\n- \"Let's see\"\n- \"That makes sense because\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Each part of the pig tells information about the creator.\nline 02 | Eyes, type of ears, colour of pig, each thing means something.\nline 03 | Didn't they turn out cute?\nline 04 | One of my favourite things about directed activities like glyphs is that each student hears the same instructions and, yet, each creation turns out to be as unique as their creator.\nline 05 | Last week we did a character analysis of the wolf. We wrote down all of the character traits we could think of to describe the wolf as he is in the stories we have read. Then I read The True Story of the 3 Little Pigs to them and we wrote down all of the characteristics that described the wolf now that we had heard his side of the story. I found this activity at TeachersPayTeachers. Haven't heard of it? Well, click that there link and head on over. You will be amazed!\nline 06 | We are done with the in depth book studies. We did Cinderella, Goldilocks and The Three Bears and The Three Little Pigs. With only 3 main stories, we managed to read over 20 versions! I plan to read a few other fairy tales like The Emperor's New Clothes, Rapunzel and The Princess and the Pea. I am toying with the idea of having the students write their own fairy tales but am not sure yet. Not all of the students could do it independently and I have to think about how to support those students who won't be able to write it on their own.\nline 07 | In Science these days we are working on plants. We have started a lap book on plants. It looks like this.\nline 08 | Isn't this one great?\nline 09 | The student turned all the letters into little people holding gardening tools.\nline 10 | So creative!\nline 11 | Inside we are putting all of our work.\nline 12 | Like this,\nline 13 | So far we have done the parts of a bean and a few pages in the Lima Bean book. Last Thursday, we put lima beans into makeshift greenhouses using plastic bags and wet paper towels.\nline 14 | Then we did a scientific observation.\nline 15 | We will do these every couple of days.\nline 16 | Today was day 5 and not much has happened yet.\nline 17 | A couple of the kids have beans beginning to sprout but the rest are taking it very slowly.\nline 18 | Hopefully, everyone will have at least one bean sprout.\nline 19 | On Friday we planted grass seeds. Eventually we will have some very hairy grassy friends! We will be measuring the grass as it grows and using a graph in our Plant Study lapbook to record the data. Nothing had started to grow today. Check out the little grass guy on the left below. He is wearing a jet pack! And, yes, they do all have jingle bell noses. I am determined to use up as much of my stuff as possible before the end of June so that I don't have to pack it when we move into our new school in the fall. The noses are a little silly but the kids liked them. Hopefully, we will see some hair growing soon!\nline 20 | Today we started the life cycle of a plant booklet. Tomorrow we will be cutting out the pages, sequencing them and then adding the book to our lapbooks.\nline 21 | It is starting to feel like there is not enough time in the day to get everything done that still needs doing. Yikes! Only 5 weeks left of school. I am starting to think about report cards and class placement for next year. June is such a crazy, busy month and I just want to slow down and savour these last few weeks with my class in this classroom, in my Turtlepond. I will get a few weeks in the classroom in the Fall before we move into the new building but this is the last June I will have there. And, the last year for Turtlepond. I won't be working in my own classroom the same way next year and can't expect my colleagues to like having a gazillion turtles around all of the time. Plus, I am ready to move on. The turtles have been with me for over 10 years and I am ready for a fresh start.\nline 22 | It is crazy to think that by this time next year, the building will be gone and a parking lot and playground area will have taken its place. Change is inevitable and I am super excited about the new building but, must admit, I will miss the brick facade of our current building. It represents a bygone era. But I think it is important to remember...\nline 23 | and our new school will reflect this. We will no longer have to try to make a space work for how we teach. Instead, the space will have been built with how we teach in mind and we can put our creativity and energy into the teaching and not into trying to force a space to work in ways it was never intened to work. And the building will be earthquake safe. It is a win-win as far as I am concerned!\n</context>\n\n<phrases>\n- \"Is it possible that...?\"\n- \"What’s the best way to explain this?\"\n- \"It's a bit murky\"\n- \"Let me put this another way\"\n- \"I have a theory about this\"\n- \"Ummm, actually\"\n- \"Picture this\"\n- \"What I’m getting at is\"\n- \"I'm mulling over\"\n- \"Just spitballing here\"\n- \"That’s it!\"\n- \"First things first\"\n- \"Let me make sure I got this\"\n- \"Wait, no\"\n- \"I'm seeing a connection between\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let’s weigh the options\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"I'm trying to untangle this\"\n- \"Let me trace that logic back\"\n- \"Let me run through it again\"\n- \"This might explain the pattern\"\n- \"Let me approach this from another angle\"\n- \"I wonder if\"\n- \"Okay, let's break this down\"\n- \"What happens if we change this part?\"\n- \"If I take this apart step by step\"\n- \"I'm wondering if\"\n- \"More or less\"\n- \"When I sit with this idea\"\n- \"I think I can rule that out\"\n- \"In other words\"\n- \"In the end\"\n- \"If I follow this through\"\n- \"I'm struck by\"\n- \"I'm pondering\"\n- \" is interesting\"\n- \"I was just about to say\"\n- \"What I mean is\"\n- \"That changes everything\"\n- \"If I had to choose right now\"\n- \"This is starting to take shape\"\n- \"I'm intrigued by\"\n- \"The thing is\"\n- \"It's fascinating how\"\n- \"Hmm, let’s rewind a bit\"\n- \"So basically\"\n- \"So what does this mean in the bigger picture?\"\n- \"I keep circling back to\"\n- \"I’m torn between two choices\"\n- \"Okay, pros and cons\"\n- \"I keep coming back to\"\n- \"Now, if I think about it differently\"\n- \"Uh, where was I?\"\n- \"Let me break this down\"\n- \"What keeps nagging at me is\"\n- \"What if we\"\n- \"Could be wrong here\"\n- \"Something doesn't add up\"\n- \"This brings to mind\"\n- \"Am I thinking about this all wrong?\"\n- \"That’s the piece of the puzzle!\"\n- \"Maybe if I try it this way\"\n- \" is key here\"\n- \"It was staring me in the face\"\n- \"Let me work through this\"\n- \"Let's break this down into parts\"\n- \"Finally, it clicks!\"\n- \"Just thinking out loud but\"\n- \"Let's think step by step\"\n- \"That’s what I was trying to say!\"\n- \"Actually, no\"\n- \"No, actually\"\n- \"If we follow this logic\"\n- \"I guess maybe\"\n- \"The pros and cons are\"\n- \"Let me throw this out there\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let me sum this up so far\"\n- \"That would explain why\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Let's test this idea\"\n- \"Let me chew on this\"\n- \"I’m still on the fence about this\"\n- \"Now it makes 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 | Land and Environment Planning Toolkit\nline 02 | This toolkit includes workbooks and guidelines for three different levels of planning, examples of completed plans from around New Zealand, and a handy reference guide.\nline 03 | It aims to help you manage your farm sustainably, through addressing the environmental factors that make your farm unique.\nline 04 | Have a go at level 1, this should only take you 20 minutes!\nline 05 | Knowledge is power. The more you understand about your property, its soil types, pasture varieties/age, the property's vulnerable areas, strong areas, the better prepared you can be when it comes to making management decisions and dealing with harsh environmental conditions.\nline 06 | Mapping this out and writing it down enhances the likelihood of efficient management of areas identified through this process.There is nothing like raising awareness to get some action on the ground.\nline 07 | Also, if you have already undertaken a lot of farm development, or beautification, this 3 level process reinforces the steps you have taken to ensure you are on the right track - a bit like a checklist.\nline 08 | What is involved in the three level toolkit?\nline 09 | Level 1 LEP workbooks: you can choose one of two methods – farm mapping or risk assessment. Once one of workbooks is completed you will have a level 1 LEP. Some people find the risk assessment method easier, others prefer farm mapping, it’s up to you.\nline 10 | Risk assessment method\nline 11 | Farm mapping method\nline 12 | Level 2 LEP: guidelines that build on level 1 and help you develop individual land management units. It usually takes between two and 20 hours to complete. About 25% of farmers should be able to complete a level 2 LEP without any specialist input.\nline 13 | Level 3 LEP: guidelines that build on level 2 and aim to produce a plan comparable to those used by regional councils and quality assurance programmes. This takes about 20 hours to complete and some farmers will need some specialist assistance.\nline 14 | LEP Response Plan template: Download the response plan template to create a new land and environment plan, or review and change an exisiting plan. You can use this template for any level LEP\nline 15 | Associated reference material\nline 16 | LEP Pamphlet: A pamphlet explaining why you should have a land environment plan (LEP); the difference between levels 1, 2 and 3; and the equivalence with other environmental systems\nline 17 | Reference guide: listing key people, information and resources on soil, water and forestry that could assist you in your LEP process\nline 18 | Completed examples: A booklet showing different types of completed LEPs for sheep and beef farms\nline 19 | Thank you to Beef + LambNZ for the use of this reference material.\nline 20 | How to get a hardcopy of the toolkit\nline 21 | The toolkit is available free to all Beef + LambNZ levy payers as a hard copy. Contact your local Beef + Lamb NZ Extension Manager - beeflambnz.com/local/ >>\nline 22 | Check out the videos below from Beef+Lamb NZ's series on LEPs and their High Country Lake Catchments Environment project (5 videos in total, will autoplay one after another).\n</context>\n\n<phrases>\n- \"The more I think about it\"\n- \"Could be wrong here\"\n- \"I'm getting stuck on\"\n- \"Building on that\"\n- \"Still working it out\"\n- \"Okay, so\"\n- \"Well, let me see\"\n- \"Picture this\"\n- \"What’s the best way to explain this?\"\n- \"Well\"\n- \"There's something here about\"\n- \"It's fuzzy, but\"\n- \"I need to make sure this checks out\"\n- \"That reminds me\"\n- \"There’s a pattern here\"\n- \"What if we\"\n- \"I need to step back and rethink this\"\n- \"Let me talk this through\"\n- \"I'm wondering if\"\n- \"I'm seeing a connection between\"\n- \"I'm pondering\"\n- \"Let's test this idea\"\n- \"There's probably more to it\"\n- \"Here's where it gets interesting\"\n- \"Hang on a second\"\n- \"This makes me think of\"\n- \"Uh...\"\n- \"Hmm, let’s rewind a bit\"\n- \"Now it all comes together!\"\n- \"Would that even work?\"\n- \"Wait, no\"\n- \"What’s the next step?\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"What keeps nagging at me is\"\n- \"Let me dig into that a little deeper\"\n- \"Let me make sure I got this\"\n- \"Take this with a grain of salt\"\n- \"Hold that thought\"\n- \"It finally adds up!\"\n- \"This makes me reflect on\"\n- \"I have a theory about this\"\n- \"So what does this mean in the bigger picture?\"\n- \"Wait, I think I just cracked it!\"\n- \"That’s the piece of the puzzle!\"\n- \"One way to look at it is\"\n- \"Now, wait just a second\"\n- \"That’s what I was trying to say!\"\n- \"Right, so\"\n- \"No, actually\"\n- \"This could explain why\"\n- \"Okay, walking through it again\"\n- \"If I’m not mistaken\"\n- \"This might explain the pattern\"\n- \"That makes sense because\"\n- \"Okay, so if I do this\"\n- \"Oh! I get it now!\"\n- \"Just thinking out loud but\"\n- \"What was I thinking?\"\n- \"Is this the hill I want to die on?\"\n- \"Let me back up a second\"\n- \"Something doesn't add up\"\n- \"I’m trying to connect the dots here\"\n- \"I'm mulling over\"\n- \"So that’s why it wasn’t working!\"\n- \"Oh, it all makes sense now!\"\n- \"I keep coming back to\"\n- \"I wonder if\"\n- \"I'm struck by\"\n- \"Could I be second-guessing myself?\"\n- \"Let me connect the dots\"\n- \"Actually, no\"\n- \"What happens if we change this part?\"\n- \"You know\"\n- \"What was I about to say?\"\n- \"I'm curious about\"\n- \"I think I found the solution!\"\n- \"Suppose we assume that\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm starting to see a pattern\"\n- \"Let me work through this\"\n- \"When I sit with this idea\"\n- \"Now we're cooking\"\n- \"Oh! That reminds me\"\n- \"I need to reframe this\"\n- \"That would explain why\"\n- \"Let's think step by step\"\n- \"I'm intrigued by\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | “There’s nothing [they] can do because they’re not protected in any way by the law,” said Blessings Chinsinga, a lecturer at the University of Malawi’s Chancellor College, who is researching the political economy of land grabs and land reform in the country. In a research report co-authored by Chinsinga, he notes that the issue of “land grabs” in Malawi dates back to Banda's transferring of large parcels of land from smallholder farmers to the estate sector, largely to the benefit of political elites who helped sustain his regime.\nline 02 | Dorothy Dyton, her husband and seven children used to make a living farming just over a hectare near the town of Bangula in southern Malawi’s Chikhwawa District. Like most smallholder farmers in Malawi, they did not have a title deed for the land Dyton was born on, and in 2009 she and about 2,000 other subsistence farmers from the area were informed by their local chief that the land had been sold and they could no longer cultivate there. They had already been removed once from the land during former President Hastings Banda’s regime in the 1970s and had not been allowed to return until Banda’s regime ended in 1994 and the cattle ranch established there by his political ally, John Tembo, had ceased to function. They continued to farm the land for another season. But in 2010, as they prepared to plant, they were met by a police van and the chief, Fennwick Mandala, who warned them not to come back. The next day, the farmers again set out for their fields, but this time they were met by tear gas and rubber bullets and that night six of them were arrested and charged with trespassing. With a game reserve on one side of the community and the Shire river and Mozambique border on the other, there is no other available land for them to farm and the family now ekes out a living selling firewood they gather from the nearby forest. The three oldest children have had to drop out of school to help their parents.The 2,000 hectares of land once farmed by Dyton and her neighbours is now owned by a company called Agricane, which is leasing it to Illovo for sugar cane production. Agricane’s country director, Bouke Bijl, explained that his company bought the land from a bank which had acquired it from John Tembo after he defaulted on a loan. “Life has been very hard on us.\" said Dyton.\nline 03 | “People aren’t getting enough to eat,” said Isaac Falakeza, another community member.\nline 04 | “Some are doing piece work on other people’s gardens, others are harvesting water lilies.\nline 05 | You can see how malnourished the children are.”\nline 06 | Following the ousting of Banda and the transition to democracy, the government set up a Commission of Inquiry on Land Reform the findings of which formed the basis of a new land policy in 2002. The policy attempts to address smallholder farmers’ lack of security of tenure by allowing them to register their customary land as private property, but the legislative changes needed to implement the policy have not gone through parliament and the land reform process has effectively stalled.\nline 07 | “Politicians own massive tracts of land; they benefited from the previous system, so they’re reluctant to adopt a new legislative framework that would correct the land imbalances,” commented Chinsinga.\nline 08 | A 2010 report by Grain, noted that Malawi’s lack of land reform had resulted in increasingly inequitable distribution of land, with large tracts of farmland ending up in foreign hands. In 2009, the government allocated 50,000 hectares of farmland to the government of Djibouti. Another programme championed by Mutharika, the GBI aims to acquire 340,000 hectares of irrigable land along Lake Malawi and the banks of the Shire river with the goal of increasing agricultural production and national food security.\nline 09 | Several foreign companies have acquired land under the auspices of the programme which, according to Chinsinga’s paper, “views customary land as an unlimited reservoir that can be targeted for conversion for privatization”.\nline 10 | Chikhwawa District is already dominated by sprawling sugar plantations owned by South African sugar giant Illovo Sugar. According to several sources, Illovo is intent on expanding its presence in the area and enjoys government support because of the much needed foreign exchange it generates.\n</context>\n\n<phrases>\n- \"Wait, no\"\n- \"I'm getting a sense that\"\n- \"Let me trace that logic back\"\n- \"I need to make sure this checks out\"\n- \" is key here\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"No, actually\"\n- \"What I’m getting at is\"\n- \"The thing is\"\n- \"Maybe if I try it this way\"\n- \"I'm starting to see a pattern\"\n- \"Is it possible that...?\"\n- \"What’s the worst that could happen?\"\n- \"If we follow this logic\"\n- \"Wait a minute... Oh!\"\n- \"What if we looked at it like\"\n- \"Maybe\"\n- \"Roughly speaking\"\n- \"The pros and cons are\"\n- \"Now we're cooking\"\n- \"Why didn’t I think of that sooner?\"\n- \"This is tricky, but\"\n- \"Let me back up a second\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Wait, does this contradict itself?\"\n- \"Okay, pros and cons\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let’s weigh the options\"\n- \"There's a better way to phrase this\"\n- \"What keeps nagging at me is\"\n- \"Let me work through this\"\n- \"Right, so\"\n- \"What I mean is\"\n- \"Something doesn't add up\"\n- \"One way to look at it is\"\n- \"Ummm, actually\"\n- \"If A is true, then\"\n- \"Actually, no\"\n- \"So what I'm trying to say is\"\n- \"First things first\"\n- \"Hang on a second\"\n- \"I’m not convinced, but it might work\"\n- \"Oh! That reminds me\"\n- \"Uh, where was I?\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"On one hand... but on the other\"\n- \"It almost fits, but something’s off\"\n- \"Okay, walking through it again\"\n- \"It's almost like\"\n- \"I'm seeing a connection between\"\n- \"Building on that\"\n- \"Okay, let's break this down\"\n- \"I’m trying to connect the dots here\"\n- \"This connects to\"\n- \"Should I...? No, wait\"\n- \"Let me untangle this\"\n- \"Let me see if\"\n- \"Wait a minute\"\n- \"I'm trying to untangle this\"\n- \"This might explain the pattern\"\n- \"This isn't quite right, but\"\n- \"Okay, backtrack a bit\"\n- \"Let's see\"\n- \"This might sound weird, but\"\n- \"That reminds me\"\n- \"Let's think step by step\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"That doesn’t sound right\"\n- \"There’s a pattern here\"\n- \"This could explain why\"\n- \"Let me break this down\"\n- \"Anyway\"\n- \"The crucial thing seems to be\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Let's break this down into parts\"\n- \"You know\"\n- \"Ah...\"\n- \"Let me connect the dots\"\n- \"Let me circle back to that\"\n- \"I need to reframe this\"\n- \"There's something off here\"\n- \"What I'm getting at is\"\n- \"Coming at this from another angle\"\n- \"Let me make sure I got this\"\n- \"In essence\"\n- \"That makes sense because\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Santa Barbara County\nline 02 | Cities and Towns\nline 03 | Summerland is a census-designated place\nline 04 | (CDP) in Santa Barbara County, California, United States. The\nline 05 | population was 1,545 at the 2000 census.\nline 06 | The town includes a\nline 07 | school and a Presbyterian Church. There are many small\nline 08 | Summerland from the top of Ortega Hill, 2006\nline 09 | Tar from natural oil seeps in the\nline 10 | Summerland area was long used as a sealant, both by the native\nline 11 | Chumash peoples and by the Spanish builders of the Mission Santa\nline 12 | Barbara, who used it as waterproofing for the roof. In 1883,\nline 13 | Spiritualist and real estate speculator H.L. Williams founded the\nline 14 | town of Summerland.\nline 15 | He named it as an advertisement for the\nline 16 | excellent weather, and in 1888 divided his land tract, on a\nline 17 | moderately sloping hill facing the ocean, into numerous parcels.\nline 18 | He promoted the tiny lots 25 x 60 to fellow\nline 19 | spiritualists, who bought them in quantity and moved to the area.\nline 20 | The houses they built included bizarre architectural features\nline 21 | such as doors which opened to walls, and stairways ascending to\nline 22 | nowhere.\nline 23 | The spiritual center of the town was a community séance\nline 24 | room, demolished only when Highway 101 was put through in the\nline 25 | In the 1890s, oil development began in the coastal area of Summerland, at the Summerland Oil Field. Numerous wooden oil derricks sprouted on the beach, and on piers stretching into the ocean, as seen in the photograph. The world's first offshore oil well, drilled into the sea floor, was at this location. Production at this beach area peaked before 1910, although most of the rigs remained into the 1920s. Peak production from the onshore portion of the Summerland Field did not actually occur until 1930; the last oil was pumped from the nearshore region in 1940. In 1957, Standard Oil Co. of California (now Chevron) found the large Summerland Offshore Oil Field, several miles offshore, which is still in production.\nline 26 | In January 1969, a blowout at this field produced the infamous Santa Barbara Oil Spill, a formative event for the modern environmental movement.\nline 27 | Dozens of oil wells just off the coast, c. 1915\nline 28 | Summerland is located at 34°25'17N\nline 29 | It is on the coast directly east of the city of Santa Barbara and west-northwest of the city of Carpinteria, and is almost entirely surrounded by the unincorporated community of Montecito. Summerland has a significantly higher population density than the surrounding area. U.S. Route 101 goes through Summerland.\nline 30 | According to the United States Census Bureau, the CDP has a total area of 2.0 square miles (5.3 km²), of which, 2.0 square miles of it is land and 0.49% is water.\nline 31 | As of the census of 2000, there were\nline 32 | 1,545 people, 715 households, and 368 families residing in the\nline 33 | CDP.\nline 34 | The population density was 764.7 people per square mile.\nline 35 | There were 784 housing units at an average density of 388.0/sq\nline 36 | mi. The racial makeup of the CDP was 91.78% White, 0.45% African\nline 37 | American, 0.26% Native American, 2.39% Asian, 0.13% Pacific\nline 38 | Islander, 2.27% from other races, and 2.72% from two or more\nline 39 | races. Hispanic or Latino of any race were 7.44% of the\nline 40 | There were 715 households out of which 17.9% had children under the age of 18 living with them, 42.2% were married couples living together, 7.4% had a female householder with no husband present, and 48.5% were non-families. 33.1% of all households were made up of individuals and 5.5% had someone living alone who was 65 years of age or older. The average household size was 2.16 and the average family size was 2.70.\nline 41 | In the CDP the population was spread out with 14.6% under the age of 18, 6.7% from 18 to 24, 34.2% from 25 to 44, 32.9% from 45 to 64, and 11.7% who were 65 years of age or older. The median age was 42 years. For every 100 females there were 93.9 males. For every 100 females age 18 and over, there were 91.9 males.\nline 42 | The median income for a household in the CDP was $53,964, and the median income for a family was $75,625. Males had a median income of $50,469 versus $41,042 for females. The per capita income for the CDP was $41,668. About 4.5% of families and 9.5% of the population were below the poverty line, including 7.5% of those under age 18 and none of those age 65 or over.\nline 43 | In Popular Culture\nline 44 | Mentioned in the Everclear song \"Summerland,\" from their Sparkle and Fade album.\nline 45 | The main location in the TV show Summerland.\nline 46 | This page was last updated July 19, 2009.\n</context>\n\n<phrases>\n- \"Okay, let's break this down\"\n- \"Let’s weigh the options\"\n- \"In a way\"\n- \"No, actually\"\n- \"Does that even make sense?\"\n- \"Let me dig into that a little deeper\"\n- \"Wait, no\"\n- \"There's got to be something about\"\n- \"That’s what I was trying to say!\"\n- \"Right, so\"\n- \"Oh! I get it now\"\n- \" is key here\"\n- \"Picture this\"\n- \"When I sit with this idea\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me see\"\n- \"Wait, I think I’ve got it!\"\n- \"Let me play devil's advocate\"\n- \"Alternatively\"\n- \"Let me throw this out there\"\n- \"Coming at this from another angle\"\n- \"What’s the best way to explain this?\"\n- \"Not set in stone, but\"\n- \"I'm wondering if\"\n- \"Let me break this down\"\n- \"Let's break this down into parts\"\n- \"Uh...\"\n- \"In the end\"\n- \"Let me work through this\"\n- \"This just clicked into place!\"\n- \"Follow me here\"\n- \"That changes everything\"\n- \"Basically\"\n- \"Oh! I get it now!\"\n- \"That makes sense because\"\n- \"Bear with me while I\"\n- \"I'm curious about\"\n- \"Just thinking out loud but\"\n- \"Sort of like\"\n- \"If I take this apart step by step\"\n- \"What was I about to say?\"\n- \"I think I found the solution!\"\n- \"This brings to mind\"\n- \"Let me approach this from another angle\"\n- \"Actually, no\"\n- \"But then again\"\n- \" is striking \"\n- \"Okay, pros and cons\"\n- \"I'm intrigued by\"\n- \"It finally adds up!\"\n- \"Let me see if\"\n- \"This makes me reflect on\"\n- \"Let me untangle this\"\n- \"The pros and cons are\"\n- \"Anyway\"\n- \"I guess there’s no perfect solution\"\n- \"So what I’m trying to say is\"\n- \"Let me talk this through\"\n- \"I wonder if\"\n- \" is interesting\"\n- \"What keeps nagging at me is\"\n- \"I'm struck by\"\n- \"What I mean is\"\n- \"Something doesn't add up\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"What I’m getting at is\"\n- \"On the other hand\"\n- \"Let me think\"\n- \"Let me just think this through\"\n- \"What I'm getting at is\"\n- \"Wait a minute... Oh!\"\n- \"If I’m not mistaken\"\n- \"On one hand... but on the other\"\n- \"What if I flip it around?\"\n- \"Am I overcomplicating this?\"\n- \"Let's think step by step\"\n- \"Let's see\"\n- \"First things first\"\n- \"Let me chew on this\"\n- \"Ummm, actually\"\n- \"Just spitballing here\"\n- \"Why didn’t I think of that sooner?\"\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 Tramways of\nline 02 | The capital of Jalisco state, 600 km west of Mexico City, is the nation's second-largest conurbation.\nline 03 | Population today is about 5 million.\nline 04 | The Mexican Central Railway line from Ciudad Juárez reached Irapuato in 1884; the branch to Guadalajara opened four years later.\nline 05 | The first franchise for an animal tramway was awarded in 1866, but Tranvías de Guadalajara did not begin operation until January 1878. The city's first horsecars were built by the John Stephenson and J. G. Brill companies in the United States [postcard, col. AM]:\nline 06 | Two other systems opened soon after, Tranvías de Mexicaltzingo in 1880 and Tranvías de San Pedro in 1881. San Pedro, whose full name is San Pedro Tlaquepaque, was the destination of the city's first electric tram line 26 years later [see map]. The car in the illustration below was typical of the equipment supplied by Stephenson in New York [Brill's Magazine, Philadelphia, July 1907, p. 135]:\nline 07 | In the 1890s new tram routes crisscrossed the city and extended to Los Colomos, Oblatos, Atemajac and Zapopan [see map]. Cars on the Oblatos line were sometimes pulled by small locomotives. There were 40 km of track by century's end. The car below is traveling west on Calle Morelos, part of Plaza Tapatía today [postcard, col. AM]:\nline 08 | In 1900 a group of textile mills in the Atemajac district [see map] tried to build an electric tram route to the city. They failed. The electricity company and several horsecar operators formed the Compañía de Tranvías, Luz y Fuerza in 1905 and ordered 42 electric streetcars from McGuire Cummings Manufacturing Co. in Chicago, Illinois: 32 single-truck cars, 2 double-truck double-deckers, 2 funeral cars and 6 double-truck passenger trailers. A parade of 10 trolleycars inaugurated Guadalajara's first electric tram lines, to Agua Azul and Tlaquepaque, on 14 September 1907. The postcard below shows a McGuire Cummings car on Calle Tolsa in Colonia Moderna [see map] [col. AM]:\nline 09 | This postcard shows a similar car and trailer about to turn from Calle de Hidalgo onto Av. Chapultepec about 1910 [see map]. Some of those white pillars on the left side were still there (but painted red) in 1995 [col. AM]:\nline 10 | In 1908 CTLFG ordered a dozen more passenger and freight trams from American Car Co. in St. Louis and electrified the horsecar routes to Zapopan and La Experiencia [see map]. La Experiencia was one of the textile mills that tried to build an electric line in 1900. In 1909 CTLFG was absorbed by the Compañía Hidroeléctrica e Irrigadora del Chapala, which had a power plant at Juanacatlán Falls - \"the Mexican Niagara\" - 30 km south of town. Here is a CHIC tram ticket [col. AM]:\nline 11 | Guadalajara's double-deck trams, built by McGuire Cummings, were numbered 50 and 51. This rare view of 50 shows the \"decency drape\" that enabled respectable ladies to go upstairs. The cameraman was looking north on Calle Corona, with the Cathedral in the distance [see map] [postcard, col. AM]:\nline 12 | CHIC purchased 10 double-truck passenger trailers from Danville Car Co. in 1910 and 10 matching motor cars from American Car Co. in 1911. Here is a train of these cars headed south on Av. Colón, near the railroad station [see map]. Guadalajara's double-truck cars ran on the suburban routes to Tlaquepaque and Zapopan [col. AM]:\nline 13 | The McGraw Electric Railway Directory reported 110 trams and 96 km of track in Guadalajara in 1918. The postcard below shows the private right-of-way between Atemajac and Zapopan, which later became Calzada de Atemajac and is called Av. Niños Héroes today [see map] [col. AM]:\nline 14 | This postcard exhibits a problem in urban archeology. The caption says \"Calle Libertad\", but the author could not find a map of any era that shows a street of that name in Tlaquepaque. This long thoroughfare is probably Calle Independencia [see map] [col. AM]:\nline 15 | In 1921 CHIC commissioned Mexico Tramways Co. in the federal capital to build it nine new arch-roof, 11-window, 8-wheel trams. The cars were numbered 41-49 and entered service in Guadalajara on 29 July 1922. Here is a rare view of car 44, probably on Av. Juárez [see map]:\nline 16 | After the Guadalajara tramway closed in the 1940s, trams 41-49 were sold back to Mexico City, where they were renumbered 241-249 and ran many more years. The photograph below was taken in the 1950s in the capital, but is included here for it shows this model better than the Guadalajara view above. Note that 243 has only one pole, was unidirectional in Mexico City; in Guadalajara it had two poles and ran both ways [col. AM]:\nline 17 | The first buses appeared in Guadalajara in 1924, charged lower fares and ran faster than the trams. CHIC sold its rail division in 1925 to the Compañía Occidental de Transportes, controlled by American Central Utilities in San Antonio, Texas. COT closed most of the city's tram routes in 1928, leaving only the suburban lines to Tlaquepaque and Zapopan and a few short services in the center. In 1933 the remaining tram lines were transferred to the state of Jalisco, which sold them - for a very low price - to the Cooperativa de Tranviarios de Guadalajara (tram workers cooperative) in 1936. The system struggled along for eight more years and the city's last trams finally ran to Tlaquepaque and Zapopan on 3 July 1944.\nline 18 | Happily, electric transport in Mexico's second city did not end there. In 1974 it plowed a highway named Av. Federalismo through the town center [see map], replacing part of Calle Mezquitán where electric trams once ran to Atemajac and Zapopan. With unusual foresight, a 2-lane tunnel was placed underneath. Funds were not immediately available for a rapid transit rail line, so a trolleybus system was built instead - through the tunnel and to suburbs on the north, south, east and west. 124 trolleybuses were imported from Chicago and a 73-km X-shaped trolleybus system opened - in its entirety - in early 1977.\nline 19 | The photograph below, taken in 1984, shows a trolleybus on a surviving section of Calle Mezquitán in the Atemajac district north of the tunnel [see map].\nline 20 | Fifty years earlier, electric trams ran here along a dirt path [Foster M. Palmer]:\nline 21 | In 1988 trolleybuses were removed from the tunnel so that tracks could be laid for the first line of the city's new Sistema de Tren Eléctrico Urbano. \"SITEUR\" opened the following year. Here are two views, from the same spot, of the southern portal of the tunnel under Av. Federalismo [see map]. The photograph on the left shows a trolleybus in 1984. That on the right shows a light rail car in 1989 [Foster M. Palmer]:\nline 22 | Guadalajara's new articulated light rail car is a German design built by Concarril in Mexico, with motors and electrical equipment from Mitsubishi in Japan. It is about the same size as the motor car and trailer that used to run over Calle Mezquitán. Have the trams returned? [Foster M. Palmer]\nline 23 | SITEUR opened a second, east-west route, also underground, in 1994. Both the light rail lines and the trolleybus system are still going strong in 2003.\nline 24 | In addition to the books and articles listed below, the author is indebted to Foster M. Palmer of Massachusetts and Luis León Torrealba of Mexico City for the invaluable information that they provided about urban transportation in Guadalajara. Señor León rode the trams there in the 1930s and 40s, drew maps of the routes and collected historical data. He was perhaps the first genuine tramway enthusiast in Latin America.\nline 25 | BIBLIOGRAPHY (in order of publication)\nline 26 | \"El Material Rodante y Propulsor para una Vía\" in Mexico Moderno (México), 10/1906, p. 46. Announcement of the McGuire Cummings contract to build Guadalajara's first electric trams.\nline 27 | \"Electric Equipment Ordered in 1906\" in Electric Railway Review (Chicago), January 1907, lists the trams that McGuire Cummings Co. will build for Guadalajara.\nline 28 | Illustrated articles about Guadalajara trams built by Stephenson, Brill and American Car Co. in Brill [or Brill's] Magazine of 7/ 1907, 135; 8/1908, 177-181; 9/1910, 264-265; and 6/1916, 180-182.\nline 29 | Directorio del Estado de Jalisco, 1912. Guadalajara tramway itineraries, pp. 106-107. An unnumbered page has an advertisement by the Agencia de Inhumaciones de Alberto Reneaum for \"El Servicio Eléctrico de Carros Funébres\" (electric funeral car service), with an illustration of a motorized funeral car.\nline 30 | Ignacio Saldaña.\nline 31 | Plano de la Ciudad de Guadalajara.\nline 32 | Guadalajara, 1919.\nline 33 | Good map of the tramway lines in the city center.\nline 34 | \"Desde hoy dejará de haber tranvías eléctricos aquí\" in El Informador (Guadalajara), 4/7/1944.\nline 35 | Report that the city's last trams ran the previous day.\nline 36 | José T. Laris. Guadalajara de las Indias. Guadalajara, 1945. Tramway development, pp. 37-39.\nline 37 | J. Jesus Martínez Vallejo. 100 Años de Actividad Social en la Fábrica La Experiencia. Guadalajara, 1951. Streetcar and bus service to La Experiencia textile mill, pp. 46-49.\nline 38 | Enrique Francisco Camarena Martínez. Narraciones Tapatías, 1900-1950. Guadalajara, 1953. A 4-volume collection of newspaper columns. \"La Inauguración de los Trenes Eléctricos\" in vol. 1, no. 1, pp. 47-55, contains valuable information, as does a discussion of abandonments in vol. 1, no. 2, pp. 218-219.\nline 39 | \"Guadalajara System Opens!\"\nline 40 | in Trolley Coach News, Louisville, no.\nline 41 | 38 (Winter 1976-1977), pp.\nline 42 | 2, 21-27.\nline 43 | Inauguration of the trolleybus system.\nline 44 | José María Muria. Historia de Jalisco. Guadalajara, 1982. Tramway history in vol. 4, pp. 167-170. Quotes Camarena (1953).\nline 45 | Rodolfo Sánchez Gómez. El Transporte Colectivo de Pasajeros en la Zona Metropolitana de Guadalajara. Guadalajara, 1983.\nline 46 | \"LRT Developments in Mexico\" in Mass Transit (Washington, DC), June 1989, pp. 16-22. Development of the Tren Eléctrico Urbano.\nline 47 | Steve Morgan.\nline 48 | Excellent series of articles, with photos and maps, about the trolleybus system in Trolleybus Magazine (England) nos.\nline 49 | 173 (9-10/1990), pp.\nline 50 | 104-115; 208 (7-8/1996), pp.\nline 51 | 89-96; and 209 (9-10, 1996), 110-118.\nline 52 | Francisco Javier Uribe Topete. \"Los Transportes de los Tapatíos\" in vol. 1, pp. 107-238, of Capítulos de Historia de la Ciudad de Guadalajara. Guadalajara, 1992. Good tramway history; \"Tranvías Eléctricos\" section quotes Camarena (1953).\nline 53 | Bernardo Carlos Casas. Estampas de Tlaquepaque. Guadalajara, 1994. Nice photos of an electric tram and of the trolleybus inauguration in 1977.\nline 54 | Sistema de Tren Eléctrico Urbano. Official website of the light rail system: history, map, photos, etc.\nline 55 | Ver versión en español de esta página\nline 56 | INTRODUCTION & INDEX MAP\nline 57 | Copyright © 2003 Allen Morrison - ALL RIGHTS RESERVED\n</context>\n\n<phrases>\n- \"Brainstorming here, but\"\n- \"When I sit with this idea\"\n- \"Something doesn't add up\"\n- \"I'm wondering if\"\n- \"Actually, no\"\n- \"That makes sense because\"\n- \"I need to reframe this\"\n- \"Let's test this idea\"\n- \"So what does this mean in the bigger picture?\"\n- \"This might explain the pattern\"\n- \" is striking \"\n- \"Let me back up a second\"\n- \"I keep circling back to\"\n- \"So the main idea is\"\n- \"What if the reason is\"\n- \"There’s a pattern here\"\n- \"Let's break this down into parts\"\n- \"I'm struck by\"\n- \"There’s a better way to phrase this\"\n- \"Let me put this another way\"\n- \"Okay, let's break this down\"\n- \"That reminds me\"\n- \"If I take this apart step by step\"\n- \"Alternatively\"\n- \"What if I flip it around?\"\n- \"But then again\"\n- \"Let me chew on this\"\n- \"That’s an interesting angle, but\"\n- \"In essence\"\n- \"Let me play devil's advocate\"\n- \"This brings to mind\"\n- \"Ummm, actually\"\n- \"Let me untangle this\"\n- \"I'm pondering\"\n- \"Wait, no\"\n- \"I'm still feeling my way through\"\n- \"Going back to what I said about\"\n- \"Alright, where was I?\"\n- \"First things first\"\n- \"Oh! That reminds me\"\n- \"No, actually\"\n- \"On the other hand\"\n- \"What happens if we change this part?\"\n- \" is interesting\"\n- \"On one hand... but on the other\"\n- \"The crucial thing seems to be\"\n- \"I’m trying to connect the dots here\"\n- \"I need to step back and rethink this\"\n- \"Let me work through this\"\n- \"This makes me think of\"\n- \"I'm curious about\"\n- \"This makes me reflect on\"\n- \"Let me approach this from another angle\"\n- \"Building on that\"\n- \"Here's a possible explanation\"\n- \"Let me trace that logic back\"\n- \"I'm trying to untangle this\"\n- \"One way to look at it is\"\n- \"Let's think step by step\"\n- \"Still forming this thought\"\n- \"Let me connect the dots\"\n- \"Coming at this from another angle\"\n- \"This might sound weird, but\"\n- \"Let’s weigh the options\"\n- \"The pros and cons are\"\n- \"The more I think about it\"\n- \"It's almost like\"\n- \"Let me make sure I got this\"\n- \"What I mean is\"\n- \"Here's where it gets interesting\"\n- \"Just thinking out loud but\"\n- \"So what I'm trying to say is\"\n- \"I wonder if\"\n- \"I'm seeing a connection between\"\n- \"Okay, pros and cons\"\n- \"Now, if I think about it differently\"\n- \"I'm mulling over\"\n- \"Picture this\"\n- \"Is it possible that...?\"\n- \"There's something here about\"\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 | Boaters, anglers celebrate surging water levels WBAY-TV - Green Bay, WI (6/22) In Wisconsin, the waters of the Bay of Green Bay have risen four feet in four years, allowing anglers to reach areas they haven't in over a decade and also benefiting the shipping industry.\nline 02 | Opponents continue to push for pipeline to close Sarnia Observer (6/22) An oil and gas pipeline that crosses the Straits of Mackinac in northern Michigan on the way to Sarnia, Ontario, has passed pressure tests carried out recently, but opponents still have concerns.\nline 03 | Great features of the Great Lakes region: Michigan Great Lakes Echo (6/16) Manistique, near the southern shores of the Upper Peninsula, offers one of Michiganís most hidden treasures: Kitch-iti-kipi (Big Spring) in Palms Book State Park that spans 200-feet across and 40-feet deep.\nline 04 | Lake Michigan, the second largest Great Lake by volume with just under 1,180 cubic miles of water, is the only Great Lake entirely within the United States. Approximately 118 miles wide and 307 miles long, Lake Michigan has more than 1,600 miles of shoreline. Averaging 279 feet in depth, the lake reaches 925 feet at its deepest point. The lake's northern tier is in the colder, less developed upper Great Lakes region, while its more temperate southern basin contains the Milwaukee and Chicago metropolitan areas. The drainage basin, approximately twice as large as the 22,300 square miles of surface water, includes portions of Illinois, Indiana, Michigan and Wisconsin. Lake Michigan is hydrologically inseparable from Lake Huron, joined by the wide Straits of Mackinac.\nline 05 | References: Great Lakes Atlas, Environment Canada and U.S. Environmental Protection Agency, 1995\nline 06 | General Resources Alliance for the Great Lakes Formerly the Lake Michigan Federation, the Alliance is a nonprofit, public interest organization focusing on protecting the Great Lakes through a variety of \"Positive Change\" projects.\nline 07 | An Advocate's Field Guide to Protecting Lake Michigan Alliance for the Great Lakes After two years of research by organizations around Lake Michigan, this guidebook identifies basinwide threats; it is organized into three chapters: habitat restoration, toxic elimination and land and water conservation.\nline 08 | Bathymetry Map Ohio State University and NOAA, Great Lakes Environmental Research Laboratory The Great Lakes Forecasting System provides physical data about the lake, including this bathymetry map.\nline 09 | Bathymetry of Lake Michigan U.S. National Geophysical Data Center As part of NOAA's Great Lakes Data Rescue Project, this ite features images of lake depth and lakefloor topography.\nline 10 | Fish of Lake Michigan University of Wisconsin Sea Grant Institute Color illustrations or photographs, size, coloring and other information about many Lake Michigan fish species.\nline 11 | Historic Data - Lake Michigan U.S. Army Corps of Engineers (USACE), Detroit District The Army Corps provides current and historic data on the Great Lakes, including yearly water levels from 1918, monthly storm probability, outflows and precipitation.\nline 12 | Surface Water Temperature University of Wisconsin Sea Grant Institute Check out the Sea Grant Coastwatch, which provides real-time surface water temperatures for Lake Michigan and its ports.\nline 13 | Green Bay Mass Balance Study U.S. Environmental Protection Agency (EPA), Great Lakes National Program Office (GLNPO) Conducted in 1989-90 to pilot the technique of mass balance analysis in understanding the sources and effects of toxic pollutants in the Great Lakes' food chain.\nline 14 | Illinois-Indiana Sea Grant Focuses on invasive species, aquaculture, fisheries, the future of communities that border southern Lake Michigan, and other issues that affect the coast through K-12 education, research and outreach projects.\nline 15 | Indiana Lakes Management Society (ILMS) ILMS was incorporated as a not-for-profit corporation in the State of Indiana in 1991 by a group of individuals with a common interest in protecting and saving Indiana lakes for future generations.\nline 16 | Lake Michigan U.S. Environmental Protection Agency (EPA), Great Lakes National Program Office (GLNPO) Provides links to Lake Michigan LaMPs, AOCs, Environmental Sensitivity Index, and other projects.\nline 17 | Lake Michigan Biological Station Illinois Natural History Survey Research at LMBS is designed to improve management of various Lake Michigan fisheries and to better understand the ecology of the lake.\nline 18 | Lake Michigan Coastal Coordination Program Indiana Department of Natural Resources (DNR) In May 1995, the Indiana Natural Resources Commission adopted a Resolution to formally recognize the importance of the Lake Michigan coastal region to the state and to rededicate the professional staff of the Commission and the DNR in service to the region.\nline 19 | Lake Michigan Lakewide Management Plan U.S. Environmental Protection Agency (EPA), Great Lakes National Program Office (GLNPO) Provides the most updated information on the Lake Michigan LaMP.\nline 20 | Lake Michigan Mass Balance Study U.S. Environmental Protection Agency (EPA), Great Lakes National Program Office (GLNPO) Mass balance studies are a scientific method for evaluating the sources, transport and fate of contaminants entering a water system, and the effects of those contaminants on water quality. See also Mass Balance Public Outreach, Lake Michigan Federation.\nline 21 | Lake Michigan Potential Damages Study U.S. Army Corps of Engineers - Detroit District An extensive and long-term assessment of potential shoreline damages over the next 50 years due to fluctuating lake levels along the Lake Michigan shoreline (started in 1996).\nline 22 | Research Fisheries Research in Lake Michigan U.S. Geological Survey (USGS), Great Lakes Science Center Including prey fish community dynamics, broadband sonar assessment of prey fish, and long term trends in abundance of Lake Michigan fish.\nline 23 | Tourism The Great Lakes Circle Tour Ride along on the 6,500-mile Great Lakes Circle Tour: a scenic, international road system connecting the five Great Lakes and the St. Lawrence River!\nline 24 | For new visitors to the region, this online travel guide offers informational maps, road routes and estimated mileages, and links to major cities, camping and recreation areas, and natural attractions.\nline 25 | Lighthouses of Lake Michigan Seeing The Light Join lighthouse buffs Terry and Sue Pepper on a voyage of discovery around the Great Lakes and through history. This site features extensive photography, research and observations of the lights.\n</context>\n\n<phrases>\n- \"I have a theory about this\"\n- \"You know\"\n- \"It's a bit murky\"\n- \"On one hand... but on the other\"\n- \"No, actually\"\n- \"If I follow this through\"\n- \"Going back to what I said about\"\n- \"This connects to something else\"\n- \"That actually makes a lot of sense\"\n- \"That changes everything\"\n- \"Here's what's bugging me\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"That’s it!\"\n- \"What keeps nagging at me is\"\n- \"What I’m getting at is\"\n- \"There’s a pattern here\"\n- \"Let me sum this up so far\"\n- \"I think I found the solution!\"\n- \"So the main idea is\"\n- \"I’m trying to connect the dots here\"\n- \"Would this be worth the risk?\"\n- \"I was just about to say\"\n- \"Okay, backtrack a bit\"\n- \"I need to make sure this checks out\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Not quite there yet\"\n- \"Let's test this idea\"\n- \"Ummm, actually\"\n- \"What I'm grappling with is\"\n- \"Hold that thought\"\n- \"Now we're cooking\"\n- \"That reminds me\"\n- \"Aha! That’s what I was missing!\"\n- \"Maybe if I try it this way\"\n- \"Actually, no\"\n- \"Let me make sure I got this\"\n- \"Let me run through it again\"\n- \"What I mean is\"\n- \"Now it makes sense!\"\n- \"So basically\"\n- \"If A is true, then\"\n- \"Something doesn't add up\"\n- \"Oh! That reminds me\"\n- \"Let's think step by step\"\n- \"This explains so much!\"\n- \"That’s the answer I was looking for!\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"It’s on the tip of my tongue\"\n- \"Wait, I think I just cracked it!\"\n- \"Hold on a second\"\n- \"I'm seeing a connection between\"\n- \"That makes sense because\"\n- \"Here's a possible explanation\"\n- \"Hmm\"\n- \"Let me propose something\"\n- \"Let me see if\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Am I overcomplicating this?\"\n- \"This is tricky, but\"\n- \"I need to reframe this\"\n- \"It's almost like\"\n- \"Something about [blank] is still bothering me\"\n- \"What I'm getting at is\"\n- \"I'm getting a sense that\"\n- \"There’s a better way to phrase this\"\n- \"I keep coming back to\"\n- \"Could be wrong here\"\n- \"Let me connect the dots\"\n- \"Wait, why does that happen?\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Let me work through this\"\n- \"Right, so\"\n- \"Now, wait just a second\"\n- \"Something in my gut says no\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Well, let me see\"\n- \"Let me think\"\n- \"Basically\"\n- \"What if we\"\n- \"That would explain why\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Hmm, let’s rewind a bit\"\n- \"Building on that\"\n- \"Let me trace that logic back\"\n- \"This connects to\"\n- \"This is starting to take shape\"\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 | Did you know this November is social justice month? \"We live in a dangerous time,\" says the Revolutionary Poetry Brigade, the group that founded the event. The organizers hope to make November \"an annual international event exposing the world’s injustices and pointing the way to a transformative future.\"\nline 02 | In the spirit of social justice month, let us remember the events of November 3, 1979, known today as the Greensboro Massacre. Five protesters from the Communist Workers Party were shot and killed by members of the Ku Klux Klan. Several of the KKK were charged with the murders, but then acquitted by an all white jury in 1981. Jurors agreed with the defense that the suspects shot in self-defense, according to a Frontline documentary aired in 1983.\nline 03 | Several of the movement leaders were doctors who left their practices to fight for worker's rights in the textile mills. After failed attempts to dialogue with management, the Community Workers Party sought a new tactic, one that could unite black and white workers. To capitalize on growing animosity toward the Klan in Greensboro, they put out a poster announcing a \"Death to the Klan\" march on November 3.\nline 04 | \"I think the Klan, historically, are cowards,\" said Nelson Johnson, the poster designer.\nline 05 | They're also cheap, according to former Klan-member turned FBI-informant Edward Dawson, who decided to help the FBI in retribution.\nline 06 | Dawson was angry at the Klan for refusing to pay a fine he received in the course of performing Klan-related duties.\nline 07 | \"We got five years, one year suspended for five and a $1,000 fine,\" Dawson told Frontline's James Reston. \"And that's what helped irritate me something furious. They refused to pay the fine. We had to pay that out of our pocket.\"\nline 08 | As a double agent, Dawson made his own posters for the march, ones that had a vision of a lynching and read: \"Notice to traitors, Communists, race mixers and Black rioters: Traitors beware! Even now the cross hairs are on the backs of your necks. It's time for old-time justice -- American justice.\"\nline 09 | Despite the violent nature of these posters, and the information that Dawson provided to law enforcement that the Klan intended to bring guns to the march, local police were absent. Frontline reported that with the start of the march only a half an hour away, the two tactical squads assigned to the march were given permission to take their lunch break.\nline 10 | \"I think that medicine and politics really start from the same place,\" Dr. Paul Bermazohn, who survived a bullet in his brain on November 3, told Frontline. \"If you're concerned about people, it will lead you often into the fields like medicine. Brown lung is really not a disease caused by cotton dust. It's a disease caused by an economic system that puts a priority on profit over people.\"\nline 11 | The Orchestral Maneuvers in the Dark wrote a fabulous '80s-style song about the Greensboro Massacre entitled \"88 Seconds.\" Hear it here!\n</context>\n\n<phrases>\n- \"Let me throw this out there\"\n- \"I'm pondering\"\n- \"So what does this mean in the bigger picture?\"\n- \"Wait, no\"\n- \"I keep circling back to\"\n- \"When I sit with this idea\"\n- \"Building on that\"\n- \"I'm trying to untangle this\"\n- \"Let me work through this\"\n- \"There’s a better way to phrase this\"\n- \"How can I approach this?\"\n- \"Let's think step by step\"\n- \"On the other hand\"\n- \"There's probably more to it\"\n- \"What keeps nagging at me is\"\n- \"No, actually\"\n- \"Let me chew on this\"\n- \"That makes sense because\"\n- \"Let me see\"\n- \"There's something here about\"\n- \"Okay, pros and cons\"\n- \"Let me play devil's advocate\"\n- \"This makes me think of\"\n- \"Bear with me while I\"\n- \"That’s an interesting angle, but\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let’s weigh the options\"\n- \"The pros and cons are\"\n- \"I'm wondering if\"\n- \"What if I flip it around?\"\n- \"There’s a pattern here\"\n- \"Let me untangle this\"\n- \"That reminds me\"\n- \"So far, it looks like\"\n- \"Brainstorming here, but\"\n- \"Let me just think this through\"\n- \"On one hand... but on the other\"\n- \"Let me trace that logic back\"\n- \"I keep coming back to\"\n- \"Uh...\"\n- \"Let me see if\"\n- \"This connects to something else\"\n- \"Actually, no\"\n- \"Let's see\"\n- \" is interesting\"\n- \"Let me break this down\"\n- \"Let me back up a second\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"This is starting to take shape\"\n- \"Still working it out\"\n- \"I'm struck by\"\n- \"Alternatively\"\n- \"Let me run through it again\"\n- \"Wait a minute... Oh!\"\n- \"Okay, walking through it again\"\n- \"Let me sum this up so far\"\n- \"What’s the best way to explain this?\"\n- \"I’m trying to connect the dots here\"\n- \"Ummm, actually\"\n- \"It's almost like\"\n- \"If I take this apart step by step\"\n- \"Now we're cooking\"\n- \"Let me circle back to that\"\n- \"I'm intrigued by\"\n- \"Coming at this from another angle\"\n- \"This connects to\"\n- \"So basically\"\n- \"Follow me here\"\n- \"Ah...\"\n- \"So what I’m trying to say is\"\n- \"I'm curious about\"\n- \"Let's break this down into parts\"\n- \"I'm seeing a connection between\"\n- \"Let me think\"\n- \"But then again\"\n- \"Okay, let's break this down\"\n- \"In essence\"\n- \"How do I put this\"\n- \"This brings to mind\"\n- \"First things first\"\n- \"I'm mulling over\"\n- \"Backing up for a second\"\n- \" is key here\"\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 | First, examine the details of the growth of government under George W. Bush. According to the Office of Personnel Management, in 2000 there were 4,129,000 federal workers. By 2008, there were 4,206,000 federal workers, a total increase of 77,000 employees. Executive branch employees increased by 53,000 and military personnel increased by 24,000.\nline 02 | Much of this increase in the federal workforce is explained by the fact that the nation went to war on George W. Bush’s watch. Bipartisan votes in congress authorized the wars in Afghanistan and Iraq after the United States was attacked on September 11, 2001. The increase in military personnel was needed to fight these wars.\nline 03 | The jump in executive branch employees is also a result of the wars against terrorists. The increase is almost totally accounted for by the creation of the Department of Homeland Security. According to CNN, the Transportation Security Administration, which is part of DHS, employs approximately 60,000 federal workers. The TSA employs screeners, air marshals, inspectors, explosives detection teams, and, of course, bureaucrats.\nline 04 | For Obama’s part, federal employment also increased from 2008 through 2011, the last year for which statistics were available. In 2011, there were 4,403,000 federal workers, an increase of 197,000 from 2008. The 2011 total was slightly lower than 2010, due to the inclusion of temporary census workers in 2010. Under Obama, executive branch employees increased by 64,000 and uniformed military personnel increased by 133,000.\nline 05 | With respect to spending, President Bush inherited a surplus according to historical data from the White House Office of Management and Budget. There was a federal surplus of $128 billion in 2001. The recession and the new war combined to create a $158 billion deficit in 2002 as revenues fell and spending increased.\nline 06 | During the Bush Administration, total outlays increased every year from $1.8 trillion in 2001 to $2.9 trillion in 2008. The average deficit during the Bush years was $250 billion. As a percentage of GDP, the average deficit was two percent. President Bush’s largest deficit was $458 billion in 2008 when the financial crisis led to the creation of the Troubled Asset Relief Program and several corporate bailouts.\nline 07 | During President Obama’s first term, federal outlays increased from $3.5 trillion in 2009 to $3.6 trillion in 2011.\nline 08 | The estimated total outlays for 2012 are estimated to be $3.8 trillion.\nline 09 | In Obama’s first year, the deficit increased by almost a trillion dollars from 2008.\nline 10 | Obama has not had a single year in which the deficit was less than a trillion dollars.\nline 11 | Obama’s average deficit was $1.3 trillion during his first three years.\nline 12 | This translates into an average deficit that is 9.2 percent of GDP.\nline 13 | Under President Obama, spending dramatically increased at the same time that tax revenues dropped sharply due to the Great Recession. By 2012, revenues were almost recovered to pre-2008 levels, but spending had risen even faster. Even three years in to the recovery, deficit levels remain above eight percent of GDP.\nline 14 | Some liberals might prefer to use 2009 numbers rather than 2008, but that would let Obama escape responsibility for the stimulus spending that he initiated. In reality, President Obama’s “emergency” stimulus spending never went away and the increased spending levels have now become permanent.\nline 15 | It is true that Bush left office in 2009, but he served less than a month. President Bush submitted the proposed budget for the 2009 fiscal year to Congress, but it was President Obama who signed it into law. In either case, the average deficit under Obama is more than four times greater than that of President Bush.\nline 16 | Both presidents increased the national debt according to statistical data from the U.S. Treasury. On January 20, 2001 when President Bush took office, the total national debt stood at $5.7 trillion. Eight years later on January 20, 2009 the debt had risen to $10.6 trillion.\nline 17 | During President Obama’s first term the debt increased to $16.4 trillion on January 20, 2013. This means that under Obama, the debt had increased by $5.8 trillion in four years as opposed to President Bush’s increase of $4.9 trillion over eight years.\nline 18 | In the final analysis, both presidents grew government and spent and borrowed far too much. President Obama’s spending and borrowing is in a league by itself, however. Obama is the only president in U.S. history to preside over trillion dollar deficits and one has occurred each year of his presidency.\nline 19 | The only other period in American history in which spending levels matched those under Obama was when the country mobilized to fight the Axis during World War II. In the 1940s, government spending decreased at the end of the war. So far President Obama has shown no signs of ever slowing his spending.\nline 20 | Originally published on Examiner.com:\n</context>\n\n<phrases>\n- \"I keep circling back to\"\n- \"I need to circle back to [blank], there's something important there\"\n- \" is interesting\"\n- \"Something's not clicking\"\n- \" is key here\"\n- \"I'm seeing a connection between\"\n- \"That doesn’t sound right\"\n- \"Alternatively\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"I'm mulling over\"\n- \"Let's see\"\n- \"Actually, no\"\n- \"That’s an interesting angle, but\"\n- \"I wonder if\"\n- \"Now, wait just a second\"\n- \"I'm trying to untangle this\"\n- \"I'm wondering if\"\n- \"Let me break this down\"\n- \"Let me connect the dots\"\n- \"This connects to\"\n- \"Let me back up a second\"\n- \"Backing up for a second\"\n- \"This is tricky, but\"\n- \"I'm starting to see a pattern\"\n- \"The pros and cons are\"\n- \"On the other hand\"\n- \"Hmm\"\n- \"Building on that\"\n- \"I'm intrigued by\"\n- \"On one hand... but on the other\"\n- \"The thing is\"\n- \"Ummm, actually\"\n- \"Wait, does this contradict itself?\"\n- \"That makes sense because\"\n- \"Oh! That reminds me\"\n- \"This is starting to take shape\"\n- \"You know\"\n- \"Okay, let's break this down\"\n- \" is striking \"\n- \"Alright, where was I?\"\n- \"If I take this apart step by step\"\n- \"The tricky part is\"\n- \"How do I put this\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"This connects to something else\"\n- \"Let me play devil's advocate\"\n- \"When I sit with this idea\"\n- \"Let me see if\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Okay, pros and cons\"\n- \"I need to make sure this checks out\"\n- \"So far, it looks like\"\n- \"Let me think\"\n- \"In other words\"\n- \"[blank] is still a black box to me\"\n- \"I'm struck by\"\n- \"Let me make sure I got this\"\n- \"Anyway\"\n- \"I need to step back and rethink this\"\n- \"Uh...\"\n- \"First things first\"\n- \"Let's break this down into parts\"\n- \"There’s a better way to phrase this\"\n- \"What if I flip it around?\"\n- \"I'm pondering\"\n- \"Let me run through it again\"\n- \"Let's think step by step\"\n- \"Let me chew on this\"\n- \"That reminds me\"\n- \"What I'm getting at is\"\n- \"But then again\"\n- \"Follow me here\"\n- \"What keeps nagging at me is\"\n- \"So what I’m trying to say is\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I’m trying to connect the dots here\"\n- \"Wait a minute... Oh!\"\n- \"Something doesn't add up\"\n- \"No, actually\"\n- \"What’s the best way to explain this?\"\n- \"Let me work through this\"\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 | WIKIMEDIA, RAINIS VENTAIn 2008, a team led by Stanford University’s Christina Smolke, then at Caltech, showed in Nature Chemical Biology that engineered yeast (Saccharomyces cerevisiae) could produce benzylisoquinoline alkaloid (BIA) metabolites, including the alkaloids from which morphine is derived.\nline 02 | Now, in a paper published today (August 24) in the same journal, Smolke’s team shows that S. cerevisiae engineering to express additional enzymes can be coaxed to synthesize naturally occurring opiates and semisynthetic opioids from BIA precursor molecules.\nline 03 | The results represent a step toward engineered yeast–based biomanufacturing of morphine.\nline 04 | “The authors have demonstrated that it is possible to develop a technology platform in yeast that allows the transformation of [the opiate alkaloid] thebaine to a variety of opiate drugs by mixing and matching microbial and plant enzymes,” biochemist Neil Bruce from the University of York, U.K., told The Scientist in an e-mail. “This is elegant piece of synthetic biology . . . and demonstrates that it may ultimately be possibly to generate a [complete] morphinian biosynthetic pathway in yeast.”\nline 05 | Smolke and her colleagues have been working to reconstruct this pharmaceutically relevant pathway in yeast for nearly a decade. “When we started this project about 10 years ago, we were interested in plant natural product pathways [and] developing new ways to source these compounds because plants are very difficult to engineer,” said Smolke. Around that time, “a lot of genome sequence information was coming out, [along with] advanced informatics and synthetic biology tools, so we could really go in and start to look at reconstructing these complex pathways in yeast.”\nline 06 | Altogether, the morphinan biosynthetic pathway involves more than a dozen steps and even more enzymes, so reconstructing it in an organism that doesn’t normally produce such metabolites has proven difficult. And when introducing genes from the Opium poppy (Papaver Somniferum) and the bacterium Pseudomonas putida into the yeast genome, the team encountered an array of engineering challenges. “Getting sufficient activity from those enzymes has been a challenge because every step [of the biosynthetic pathway] is not 100 percent efficient,” said Smolke.\nline 07 | Moreover, expressing these enzymes out of their native context opens up the possibility of promiscuous enzymatic activity and unintended byproducts, she added. Indeed, in an early iteration, the researchers found that more than half of their product was diverted away from morphine, instead yielding related molecules neopine and neomorphine.\nline 08 | To circumvent these issues, the researchers devised a strategy to localize and delocalize enzymes within the yeast cells to improve the reaction specificity and, therefore, efficiency. “A particularly elegant aspect of the work is the compartmentalization of one of the enzymes in the endoplasmic reticulum to improve product yields and preventing side reactions,” wrote Bruce.\nline 09 | The team’s optimized approach was capable of yielding up to 131 miligram of opioid products per liter—a far cry from the titer required for commercial production, but far higher concentration than produced in an engineered microorganism to date.\nline 10 | “I applaud them; they should really keep working on this,” said Toni Kutchan, vice president for research at the Donald Danforth Plant Science Center in St. Louis, Missouri. But, she added, the researchers must still piece together the portions of the pathway they’ve reconstructed in yeast to date.\nline 11 | “This is a long pathway when you string the whole thing together,” agreed Smolke, adding that there’s more work to be done toward that end. But she has reason to believe an engineered yeast–based approach to morphine production is amenable to industrial scale-up, and suggested that microbial production offers several benefits over agricultural cultivation and processing—chief among them, unlike poppy farming, yeast fermentation doesn’t exhibit the same vulnerabilities to climate change or affect its surrounding environment, making them a green alternative to poppy farming.\nline 12 | “With microbial fermentation technology,” she said, “there really is an opportunity here to develop a more efficient manufacturing platform, but also one that is more stable, reliable, and easier to secure.”\nline 13 | K. Thodey et al., “A microbial biomanufacturing platform for natural and semisynthetic opioids,” Nature Chemical Biology, doi:10.1038/nchembio.1613, 2014.\n</context>\n\n<phrases>\n- \"How do I put this\"\n- \"Well\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me throw this out there\"\n- \"This is starting to take shape\"\n- \"Now we're cooking\"\n- \"The pros and cons are\"\n- \"So what does this mean in the bigger picture?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"There's probably more to it\"\n- \"First things first\"\n- \"I think I found the solution!\"\n- \"Okay, backtrack a bit\"\n- \"One way to look at it is\"\n- \"Actually, no\"\n- \"So far, it looks like\"\n- \"Hmm, let’s rewind a bit\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \"Suppose we assume that\"\n- \"No, actually\"\n- \"Okay, so if I do this\"\n- \"I’m torn between two choices\"\n- \"Let's see\"\n- \"Here's where it gets interesting\"\n- \"There's got to be something about\"\n- \"There's something here about\"\n- \"Oh, it all makes sense now!\"\n- \"That would mean\"\n- \"Let me circle back to that\"\n- \"Coming at this from another angle\"\n- \"So what I'm trying to say is\"\n- \"Well, let me see\"\n- \"That makes sense because\"\n- \"What keeps nagging at me is\"\n- \"Let's break this down into parts\"\n- \"Sort of like\"\n- \" is striking \"\n- \"Let’s weigh the options\"\n- \"Basically\"\n- \"Wait, I think I just cracked it!\"\n- \"Now, wait just a second\"\n- \"Hold that thought\"\n- \"If A is true, then\"\n- \"Okay, pros and cons\"\n- \"Wait, no\"\n- \"Let’s not rush this\"\n- \"Just thinking out loud but\"\n- \"Let's think step by step\"\n- \"I'm still feeling my way through\"\n- \"I’m almost there\"\n- \"Would that even work?\"\n- \"I need to step back and rethink this\"\n- \"In other words\"\n- \"Let's test this idea\"\n- \"I'm getting a sense that\"\n- \"So, the bottom line is\"\n- \"Let me sum this up so far\"\n- \"If I take this apart step by step\"\n- \"Okay, let's break this down\"\n- \"It's fuzzy, but\"\n- \"Is it possible that...?\"\n- \"Let me trace that logic back\"\n- \"Let me make sure I got this\"\n- \"Here's a possible explanation\"\n- \"So what I’m trying to say is\"\n- \"This is slipping through my fingers\"\n- \"Let me work through this\"\n- \"Now it makes sense!\"\n- \"I need to make sure this checks out\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"Follow me here\"\n- \"Something tells me I should\"\n- \"That would explain why\"\n- \"Ummm, actually\"\n- \"Aha! That’s what I was missing!\"\n- \"It was staring me in the face\"\n- \"Uh, where was I?\"\n- \"Hmm\"\n- \"Still forming this thought\"\n- \"It's fascinating how\"\n- \"Ah...\"\n- \"What I'm getting at is\"\n- \"Okay, walking through it again\"\n- \"I'm trying to untangle this\"\n- \"What happens if we change this part?\"\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 | Collaboration is the coming together where individuals pool their resources and talents to cooperate instrumentally with one another to produce an end result, task or project. It’s also when people freak out, throw each other under the bus and ignite a happy dream and vision on fire on a turn of a dime.\nline 02 | With the help of Sonya Dove, we have five ways you can stay calm during a collaboration process with others.\nline 03 | We’re All Different\nline 04 | “Always remember that we are all individuals and that no two people are alike,” says Sonya. “We all have our own opinions and there is no wrong or right.”\nline 05 | It’s true. We all have different wants and needs, and different ideas, expectations, and personalities. When collaborating, it’s imperative you remember that personalities may mesh and gel with each other, and potentially clash and collide. This can make collaborating a bit difficult and stressful, but not if you have an understanding of personality types and what each type requires.\nline 06 | The most popular theory in psychology these days is there are five broad dimensions of a person’s personality commonly referred to as, “The Big 5.” We touched on this in our article, What Defines Your Personality article.\nline 07 | To recap, these five dimensions are extraversion, agreeableness, conscientiousness, neuroticism, and openness.\nline 08 | Each one of these dimensions serves as building blocks of our personality and when they are combined with each other, they form our individual set of emotional qualities.\nline 09 | Essentially, it is the formula and recipe that makes us unique and different from each other.\nline 10 | Here’s a closer look at the dimensions according to verywell.com:\nline 11 | Extraversion is characterized by excitability, sociability, talkativeness, assertiveness and high amounts of emotional expressiveness. People who are high in extroversion are outgoing and tend to gain energy in social situations. People who are low in extroversion (or introverted) tend to be more reserved and have to expend energy in social settings.\nline 12 | Agreeableness includes attributes such as trust, altruism, kindness, affection and other prosocial behaviors. People who are high in agreeableness tend to be more cooperative while those low in this trait tend to be more competitive and even manipulative.\nline 13 | Conscientiousness includes high levels of thoughtfulness, with good impulse control and goal-directed behaviors. Those high on conscientiousness tend to be organized and mindful of details.\nline 14 | Neuroticism is a trait characterized by sadness, moodiness, and emotional instability. Individuals who are high in this trait tend to experience mood swings, anxiety, moodiness, irritability and sadness. Those low in this trait tend to be more stable and emotionally resilient.\nline 15 | Openness features characteristics such as imagination and insight, and those high in this trait also tend to have a broad range of interests. People who are high in this trait tend to be more adventurous and creative. People low in this trait are often much more traditional and may struggle with abstract thinking. It is important to note that each of the five personality factors represents a range between two extremes.\nline 16 | For example, extraversion represents a continuum between extreme extraversion and extreme introversion. In the real world, most people lie somewhere in between the two polar ends of each dimension.\nline 17 | You may be reading all these traits and saying to yourself, “I’m a little introverted and completely open and kind,” which is all fine and dandy, but that could be a problem if the person you’re working on a project with is extremely extroverted, and someone who experiences moodiness, irritability and someone who struggles with abstract thinking.\nline 18 | You two may conflict with each other from the get-go.\nline 19 | And you may not, but if you do, remember, it’s because we’re all different.\nline 20 | Some of us are workhorses while others are racehorses.\nline 21 | We’re a bunch of extroverts and introverts working together with various levels of emotional needs, and that’s all okay.\nline 22 | May I Have This Dance?\nline 23 | “A good collaboration is similar to a tango dance,” says Sonya. “Being able to give a little now and again to make sure the other person is left empowered.” This holds true for those moments when people aren’t seeing eye-to-eye on a matter or decision. Meeting halfway is often the best route to take. This “dance” also applies to making sure that everyone involved in the collaborative group has their moment to do what they do best and get the recognition when it is rightfully deserved.\nline 24 | Another “dance” that must occur during this is the dance of communicating with one another.\nline 25 | As we mentioned in our What’s Your Communication Type article, successful communication depends on someone sharing information and someone else that not only gets the message but is able to effectively interpret it.\nline 26 | All of us have our own way of communicating and once we have an understanding of the four different styles and types, the likelihood of miscommunication, the root of all evil during collaboration, is decreased.\nline 27 | Let’s take a moment to explore those four types:\nline 28 | - (Interpersonal) The Relator: The Relator is a strong, interpersonal “open” communicator. Those who fall into this category generally have an easy time expressing their thoughts and feelings and tend to be extremely relationship oriented. While they are typically warm, friendly and good listeners, Relators are also very security conscious and tend to keep their relationship at more of an arms-length.\nline 29 | - (Affective) The Socializer: Also considered an open communication type, the socializer is fast-paced, slightly aggressive, enthusiastic and persuasive. They have a high view of their own self-worth and prefer to work with others, rather than be alone. Socializers also tend to be frequent risk-takers.\nline 30 | - (Cognitive) The Thinker: This closed communication type is highly analytical, cautious and tends to be task-oriented. They can take a long time to warm up to others and reveal information about themselves. They work well alone and have an easy time following directions. Thinkers tend to fall on the perfectionist side and are usually very efficient.\nline 31 | - (Behavioral) The Director: Both aggressive and competitive, the Director is a closed communication style that favors results over other’s personal impact. Directors are fast-paced, decisive and are often viewed as being domineering. They have a difficult time sharing their feelings and little concern for personal relationships.\nline 32 | A Clear Vision\nline 33 | “Always try to use pictures in a creative collaboration as it is clearer and causes less confusion for all those involved,” she adds. The best way to keep all these pictures organized and keep the collaboration process flowing in a clear and positive direction is via mood boards. These “boards” can be physical in nature adorned with tear sheets or live in the virtual world on Pinterest or Matboard or through apps like Moodboard.\nline 34 | Mood boards are also an effective method of communicating when multiple people of various departments are involved in a single project. Take for instance the Virtuality collection from Lisa Muscat Vitale. This collection involved more than just hair, makeup, styling and a photographer. She also looped in a creative director (Robert Lobetta), an actual artist (Blair Palmer) and another individual for post-production (Kay Lobetta). You can see by her mood boards below how they helped bring the collection to life.\nline 35 | Strengths & Weaknesses\nline 36 | Being transparent about what you’re good at and what your limitations are should be the very first thing discussed before you even think about starting the creative conversation. Get it all out in the open. If you’re really great at being a project manager and keeping the project on its course but are the worst when it comes to finding clothes or a stylist for the shoot, then say it and say it proudly. No one is going to judge, but they will when you try being something and someone you’re really not.\nline 37 | A great rule to follow when kicking off the collaboration is to:\nline 38 | #1 – State why you’re all here and determine the end goal.\nline 39 | #2 – Establish a deadline.\nline 40 | #3 – Discuss strengths and weaknesses.\nline 41 | #4 – Assign roles.\nline 42 | “By letting each person focus on their strengths, the outcome will be far better,” suggests Sonya.\nline 43 | Why So Serious\nline 44 | Remember the moment in The Shining when Wendy Torrance discovers that her husband Jack abandoned his novel and spent his days typing the sentence, “All work and no play makes Jack a dull boy,” over and over again? It was pretty alarming to say the very least. This proverb is one that rings true throughout our individual lives, but also during collaboration. “Have fun and do not take anything too seriously,” adds Sonya. “Look at it as creative support and the same way air needs fire, fire needs earth and earth needs water. There is strength in support and collaboration. Also, make time to have social time together and get to know each other team member.”\nline 45 | Sonya also shared in her Creative Thinking: The Little Things Matter article the following: “Being a creative can be intimidating.\nline 46 | As you advance in your career, you find yourself surrounded by like-minded and talented fellow artists.\nline 47 | While this can be a wonderful inspiration and can help you learn new ways of approaching an issue or take an idea in a direction that you hadn’t previously thought of, it can also lend itself to unrealistically comparing your skills, talents, and methods to your fellow artists.\nline 48 | It is important to remember that while you may all have the same creative outlet, your methods of expression will be completely different and that’s what makes this such a fascinating industry to be a part of.”\nline 49 | Photo Courtesy: @thedovesbydna via Instagram\n</context>\n\n<phrases>\n- \"Let me talk this through\"\n- \"What I mean is\"\n- \"There’s a pattern here\"\n- \"Let me untangle this\"\n- \"So what I’m trying to say is\"\n- \"Something doesn't add up\"\n- \"Let me work through this\"\n- \"Consider this possibility\"\n- \"Here's where it gets interesting\"\n- \"There's probably more to it\"\n- \"Ummm, actually\"\n- \"If I’m not mistaken\"\n- \"Would that even work?\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Don't quote me on this\"\n- \"On the other hand\"\n- \"Basically\"\n- \"Oh! I get it now\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm still feeling my way through\"\n- \" is striking \"\n- \"What if we\"\n- \"Ohhh, now I see!\"\n- \"So basically\"\n- \"That’s the answer I was looking for!\"\n- \"Suppose we assume that\"\n- \" is key here\"\n- \"I’m trying to connect the dots here\"\n- \"Let me dig into that a little deeper\"\n- \"No, actually\"\n- \"That’s it!\"\n- \"Wait, no\"\n- \"Where does that leave me?\"\n- \"It almost fits, but something’s off\"\n- \"Brainstorming here, but\"\n- \"There's something off here\"\n- \"But then again\"\n- \"This connects to something else\"\n- \"Let me play devil's advocate\"\n- \"There's something here about\"\n- \"If I had to choose right now\"\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- \"This might sound weird, but\"\n- \"I’m not sure, but\"\n- \"Alternatively\"\n- \"It's fascinating how\"\n- \"So far, it looks like\"\n- \"I'm seeing a connection between\"\n- \"That reminds me\"\n- \"In essence\"\n- \"On one hand... but on the other\"\n- \"Here's what's bugging me\"\n- \"Actually, no\"\n- \"This connects to\"\n- \"That would explain why\"\n- \"Let me connect the dots\"\n- \"Coming at this from another angle\"\n- \"Something's not clicking\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"This isn't quite right, but\"\n- \"It's almost like\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Okay, so if I do this\"\n- \"What if I flip it around?\"\n- \"I have a theory about this\"\n- \"What keeps nagging at me is\"\n- \"Oh! That reminds me\"\n- \"So the main idea is\"\n- \"That actually makes a lot of sense\"\n- \"What was I about to say?\"\n- \"What if we looked at it like\"\n- \"Here's what I'm thinking\"\n- \"Okay, I think I’ve got it now!\"\n- \"This is just a hunch\"\n- \"So that’s why it wasn’t working!\"\n- \"Oh! I get it now!\"\n- \"Maybe if I try it this way\"\n- \"That’s an interesting angle, but\"\n- \"I'm starting to see a pattern\"\n- \"Possibly\"\n- \"I need to reframe this\"\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 | HIV stands for human immunodeficiency virus. It is a virus that can weaken your immune system, leaving the body vulnerable to serious disease.\nline 02 | How is HIV transmitted?\nline 03 | Only five body fluids can contain enough HIV to transmit HIV infection: blood, semen (including pre-cum), rectal fluid, vaginal fluids and breast milk.\nline 04 | The most common ways that these fluids are shared are:\nline 05 | - anal sex\nline 06 | - vaginal sex and\nline 07 | - the sharing of needles or other equipment to inject or inhale drugs.\nline 08 | Breast milk can cause mother-to-child transmission of HIV. To learn more about risk of transmission through breastfeeding click here.\nline 09 | Who is at higher risk of getting HIV?\nline 10 | Anyone can get infected with HIV irrespective of their age and sex. However, individuals belonging to certain populations are considered to be at a higher risk of getting HIV. These include:\nline 11 | - Gay, bisexual and other men who have sex with men, including trans men\nline 12 | - People (men and women) from African, Caribbean and Black communities — including men and women from parts of Africa and the Caribbean where HIV is endemic\nline 13 | - Indigenous peoples\nline 14 | - People (men and women) who inject drugs (PWID)Women* = Cis and Trans\nline 15 | - Women, including women from the above populations, and other women who face systemic and social inequities, and are more likely to be exposed to HIV through a sexual or drug using partner\nline 16 | How is HIV diagnosed?\nline 17 | You can’t tell if someone has HIV just by looking at them. A person can have HIV without symptoms for years, although sometimes a person will have flu-like symptoms or a rash 2-3 weeks after they are infected. The only effective way to know your HIV status is by getting tested.\nline 18 | In Ontario there are two ways to get an HIV test:\nline 19 | - Point-of-Care (rapid) HIV test\nline 20 | - Standard blood draw\nline 21 | Ontario, like the rest of Canada, uses bioLytical’s INSTI HIV-1/-2 antibody test for rapid testing, which gives preliminary results within a few minutes. This is a screening test, which means that all reactive results need a standard blood draw to confirm.\nline 22 | How is HIV treated?\nline 23 | There is no cure for HIV. However, people living with HIV can prevent ill health by regularly taking simple oral medications. These medications can reduce the virus in their blood to undetectable levels. When people continually and consistently take their medications, it protects their own health, and if they maintain an undetectable viral load (for at least six months), they cannot transmit HIV sexually to another person. Treatment is most effective when people are treated as early as possible.\nline 24 | The pharmacist can answer questions about high-risk activities and prevention methods like condoms; as well as preventative medications (referred to as PrEP: Pre-Exposure Prophylaxis,) which can reduce the risk posed by these activities.\n</context>\n\n<phrases>\n- \"Follow me here\"\n- \"So what I’m trying to say is\"\n- \"If we follow this logic\"\n- \"No, actually\"\n- \"This connects to\"\n- \"Oh! That reminds me\"\n- \"Wait, I think I’ve got it!\"\n- \"Anyway\"\n- \"There's something off here\"\n- \"There's a better way to phrase this\"\n- \"Actually, no\"\n- \"That’s the answer I was looking for!\"\n- \"Coming at this from another angle\"\n- \"What I mean is\"\n- \"This connects to something else\"\n- \"Wait a minute... Oh!\"\n- \"That actually makes a lot of sense\"\n- \"Of course! That’s the answer!\"\n- \"I'm just throwing ideas around\"\n- \"Still working it out\"\n- \"I think I can rule that out\"\n- \"That makes sense because\"\n- \"Something doesn't add up\"\n- \"I'm starting to see a pattern\"\n- \"Something's not quite right\"\n- \"Ummm, actually\"\n- \"Wait, does this contradict itself?\"\n- \"Bear with me while I\"\n- \"So far, it looks like\"\n- \"Just spitballing here\"\n- \"There’s a pattern here\"\n- \"What if I flip it around?\"\n- \"This might sound weird, but\"\n- \"But then again\"\n- \"Wait, but if that’s true\"\n- \"Is it possible that...?\"\n- \"Finally, it clicks!\"\n- \"One way to look at it is\"\n- \"Just thinking out loud but\"\n- \"Wait, that doesn’t add up\"\n- \"That changes everything\"\n- \"I’m trying to connect the dots here\"\n- \"What happens if we change this part?\"\n- \"This makes me think of\"\n- \"That would explain why\"\n- \"Picture this\"\n- \"Hmm\"\n- \"What if I tried...?\"\n- \"Right, so\"\n- \"That’s the piece of the puzzle!\"\n- \"Alternatively\"\n- \"Wait, no\"\n- \"Let me play devil's advocate\"\n- \"Let me untangle this\"\n- \"Building on that\"\n- \"Let me throw this out there\"\n- \"That’s an interesting angle, but\"\n- \"The crucial thing seems to be\"\n- \"Let me sum this up so far\"\n- \"So basically\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I have a theory about this\"\n- \"What keeps nagging at me is\"\n- \"There's got to be something about\"\n- \"On the other hand\"\n- \"On one hand... but on the other\"\n- \"I need to fill in the gaps\"\n- \"It's almost like\"\n- \"Okay, so\"\n- \"I should have known that!\"\n- \"Let me just think this through\"\n- \"So the main idea is\"\n- \"Let me work through this\"\n- \"If I follow this through\"\n- \"Let me see if\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me put this another way\"\n- \"Still forming this thought\"\n- \"Let me think\"\n- \"Let's think step by step\"\n- \"Let's see\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Moorish Essence of Pensacola (Little Al-Andalus)\nline 02 | In 1528, Spanish explorer Pánfilo de Narváez arrived on the shores of Pensacola Bay and there he was told by the aboriginals that the crescent shaped province on the gulf coast from Mobile Bay, AL to Cedar Key, FL was known as Amixchel. The word was recorded by the Spanish as Amichel. Amixchel derived from the ancient Amaru (Olmec) and Maya goddess Ixchel-the moon goddess who holds a rabbit in her lap representing fertility. “Am” was a prefix meaning “place of”, “Ix” is applied to jaguar deities and “Chel” means rainbow. Amixchel was also applied to several islands off the coast of Mexico and Yucatan where wives would go to pray at the temples of Ixchel for healthy children.\nline 03 | The Gulf of Mexico and the Southeastern Gulf Coast form a massive crescent and therefore Amixchel became affixed to the home of the powerful ancient empire of the Amaru-Xi aka Olmec.\nline 04 | This was the place of the ancient Al-Marrakanos (American) goddess Ixchel who brought fertility and prosperity to the inhabitants of her land Amixchel (Amexum).\nline 05 | Amixchel is the Fertile Crescent of the West, where the earliest civilizations flourished simultaneously with the more referenced Eastern, Fertile Crescent of Mesopotamia and Egypt.\nline 06 | Provinces within the transoceanic, commercial empire of the Amaru stretched from South America throughout Central America and around the Gulf of Mexico. Pensacola was a major place of trade for indigenous people because from there they had access to Alibamu (Alabama), Georgia, Mississippi, and Olmec satellite dominions of Ouachita, Poverty Point, San Lorenza, La Venta, Tres Zapatos and Monte Albon etc. The influx of European settlements would impede on ancient indigenous trade routes like the Pensacola Road (Wolf Trail) over which the U.S. Government constructed a federal road. The United States gained control over the trade route after the Creek War of 1814 and thereafter they made it a post for its military industrial complex. Consequently, Pensacola today is largely based on the industry of military.\nline 07 | However, Pre-Columbian aboriginals utilized their access to the many water highways to accelerate growth in trade and commerce along with the proliferation of high culture and advanced civilizations. These cultural and commercial centers of the vast Amaru Empire were characterized by large temple-mounds at the heart of each town. They existed around the Gulf of Mexico and the Mississippi and Ohio Valleys. As the Prophet said, “The Moors were living up and down the Mississippi River before the European man came here.” If one traveled up the Mississippi in the Pre-Columbian period they would see hundreds of thousands of pyramid mounds on the land, these constructs were placed under the label of Mississippian Culture.\nline 08 | Aboriginal Moors from both sides of the Atlantic Ocean executed commercial expeditions making use of the ocean currents. For instance, motifs and artifacts of the ancient Moabites and Cannanites were found at sites of ancient Mexico. On the slender strip of Veracruz, the Amaru had access to the Pacific, greater Gulf of Mexico and the Atlantic. This allowed them as the first Americans to build the wealthiest city complexes with the largest pyramids and stadiums, along with diverse assortments of precious gemstones and metals. Copper mining sites in North America like Poverty Point attracted merchants from Nubia, Ghana and Asia.\nline 09 | Export and imports bolstered the Amaru-Xi Empire, one being the rubber tree or Aztec word olli which became the root for the name of the Olmec ballgame, ollamaliztli. The Castilla elastica or Panama Rubber Tree is a tree native to the tropical areas of Mexico, Central America, and South America. The rubber in the tree was used for the manufacture of the rubber balls used in the sacred ball game. This rubber tree was transported to Mauritania where rubber is a prime resource. This was a trading network of the ancient Amexum Empire of the Moors that extended from Northeast and Southwest Africa, across great Atlantis even unto the present North, South and Central America. In fact, Florida was once part of Africa and was initially above water, but during the cooler Jurassic Period, the Florida Platform became a shallow marine environment in which sedimentary rocks were deposited. Therefore, Moors were the first to inhabit Florida when it was permanently above water.\nline 10 | Moreover, the Amaru traveled to Europe and established dominions there. The evidence of this prehistoric presence of the Amaru in Europe is traced back to the origins of the Fleur-de-lis, a royal French emblem. Carl de Borhegyi pointed out that the “Old World Fleur-de-lis symbol” is “encoded in Mesoamerican art as a symbol of divinity and rulership”. In his article de Borjegyi identified a mural from Teotihuacan as a harpy eagle above what he calls a “pre-Columbian version of the Old World Fleur de lis emblem” which is the symbol of the Olmec maize deity worn on the ancient American kings’ crown.\nline 11 | In the ancient Mesoamerican calendars the fifteenth day was the day of Quauhtli, the eagle. The patron deity was Xipe Totec, the Flayed Lord, who presented the seed corn which gives up its life for the following harvest. In the theme of resurrection and renewal on this day one thought of the life of a seed sacrificed and buried in the ground to later burst out of its skin to give new life to humanity.\nline 12 | Furthermore, there are other Old World connections in the headdress emblem of Mesoamerican kings in its correspondence with Asar (Osiris), the agricultural god of Tamauray (ancient Egypt).\nline 13 | Dr. Robert N. List alludes to this point in the article Decoding Poverty Point saying:\nline 14 | “The cleft head imagery noted on figurines excavated at Olmec sites including Poverty Point may have been a part of this resurrection imagery.\nline 15 | Researchers have linked the motif to the funerary corn-Osiris icons, with seeds sprouting from the top of the head, a likely prototype also for Tlaloc, a Mayan god inspired by Olmec cleft-head iconography.”\nline 16 | Hence, the earliest evidence of the Fleur-de-lis is found in ancient Mesoamerican civilizations. It represents resurrection and renewal and was worn on the headdresses of Amaru Kings. The noted cleft head imagery was also depicted on the headdresses of Xipe Totec, the Flayed Lord. Rulership was deemed through connection to the agricultural deity which corresponds with the pharaohs of Tamauray, who were to be the personification of the agricultural, resurrected god Asar. Similarly, Asar wears the cleft corn headdress that interestingly provides proof of the kinship between the Ancient American and Ancient African kings of the global Amexum Empire.\nline 17 | The high priests of this empire were called Maurs. The Moors of medieval antiquity were their descendants and inherited the advanced knowledge and ancient wisdom. Therefore, from 711 to 1492 the Moors carried the light of civilization to guide a plagued Europe out of filth and darkness. The Moors practiced high end architecture; their temples surrounded by thousands of markets were at the heart of the cities and consisted of libraries and schools. The first universities of Europe were established by Moors of Al-Andalus and much culture was shared in the cosmopolitan provinces of Cordova, Seville, Almeria, Málaga, and Granada.\nline 18 | However, the Catholics proclaimed crusades against the Moors, persecuting them as infidels. The first crusade was proclaimed by Pope Urban II in 1095, and then crusades followed in 1146, 1189, and 1211, the last which was declared by Pope Innocent in Spain. The crusades strengthened the Christian empires and lead to the union of Castile and León in 1230. Later, in 1469 Isabella reluctantly married her cousin Ferdinand of Aragon to bring about the union of Castile and Aragon. In, 1479 they sanctioned the Inquisition which denationalized many Moors by forced conversion into Christendom relabeling them as Moriscos.\nline 19 | Thousands of Moors were baptized into Christianity and servitude, while Christians adopted many Moorish children as god-children and gave them Christian names. Some Moors converted to Christianity to remain in their homeland while others repatriated back into the kingdoms of Morocco, Mali and Ghana.\nline 20 | Granada was the last stronghold in Moorish Spain.\nline 21 | Unfortunately, in 1483 the Moorish Prince Boabdil was taken captive and entered into a pact with Catholic monarch Ferdinand.\nline 22 | In the aftermath the Catholic Monarchs captured Málaga in 1487 and in 1490 laid siege to the kingdom of Granada.\nline 23 | Hence, in 1492 Boabdil surrendered Granada to the Catholic Monarchs which was the fall of Moorish rule in Spain, known as the Reconquista.\nline 24 | While many Moors refused to live as Christian serfs and took cruisers back to North Africa, other Moors found refuge in the Americas. Evidence of Moors sailing to America before Columbus are found in the written and oral traditions of the Moors. For example, the Nanticoke Moors of Delaware tradition tells that they are descendants of a crew of Moorish sailors who shipwrecked near Indian River inlet, escaped to the shore, and intermarried with the aboriginal inhabitants. Furthermore, other Moors from Mali, the wealthiest empire of the Middle Ages, traveled with the Moorish prince Abukari to South America. In fact, the name Brazil comes from the Moorish tribe named Barasil (BeyRasEl). Thereby, the Spanish word for Moorland is Brezal.\nline 25 | Likewise, Florida was a Moorish land were Moors found safe haven and brotherhood with aboriginals thereby bringing about unique cultures. This brings us back to full circle–the Moorish essence of Pensacola. Even upon the arrival of European colonists, the Wolf Trail or Pensacola Trading Path was still a lucrative trade route. Mustafa Zemmouri or Estévanico the Moorish navigator and explorer is celebrated today at the Estévanico International Festival in Pensacola. In Western perspective he was the first person born in Africa to have arrived in the present-day continental United States. Mustafa Zemmouri was a guide and translator who lived in Azemmour, Morocco and traveled from Seville to Florida and Northwestern Mexico with Alvar Nuñez Cabeza de Vaca, Andrés\nline 26 | Dorantes and Alonso del Castillo Maldonado.\nline 27 | In 1539, Zemmouri was also a guide in the search for the Seven Cities of Cibola and later entered the Zuni village of Hawikuh in New Mexico. Roberts and Roberts wrote “still others suggest that Estevan, who was black and wore feathers and rattles, may have looked like a wizard of the Zuni.” It has also been said that Estévanico faked his death amongst the Zunis in order to evade servitude under the Spaniards. If Mustafa Zemmouri was able to navigate his way to the Seven Cities of Cibola and Hawikuh where he was found familiar to the Zuni, then the question presents itself–Was he a Zuni Moor, indigenous to America and taken captive in the Portuguese slave trade, later traveling back as a guide in a Spanish expedition in order to get back home?\nline 28 | Three centuries later, Souanaffee Tustenukke or Chief Abraham served as a translator and diplomat for Chief Micanopy and the Seminole Nation. Tustenukke is a term given to a commanding officer in charge of defending the life and lands of the Seminoles. Chief Micanopy’s wears the Moorish styled red turban with ostrich feathers in his portrait and Abraham is also pictured wearing a turban. Many Seminoles wore fezzes also, as Billy Bowlegs is shown in a picture wearing a large maroon fez. Nevertheless, Abraham lived in Pensacola but fled when Andrew Jackson arrived to colonize Florida and enslave freed and fleeing Moors also known as Maroons. Many people of African and aboriginal American descent fled from their homes in Pensacola with Abraham to “Negro Fort” but it was destroyed in 1816. Abraham survived and went south around Tampa to find refuge at Billy Bowlegs’ village.\nline 29 | However, before Moors like Mustafa Zemmouri and Souanaffee Tustenukke were in Pensacola, masses of Moors found refuge in the area during the Inquisition and Reconquista.\nline 30 | Recorded as Spanish Africans and Creos, these Moors settled in Pensacola to make a life for themselves based upon Moorish heritage.\nline 31 | The Moorish essence of Pensacola is shown in the layout of the city.\nline 32 | Pensacola’s main centers are named Cordova, Seville, and Granada which inspired me to term the city Little Al-Andalus.\nline 33 | Like the Cordova of medieval Al-Andalus, the Cordova area is in the center of Pensacola serving as a commercial district with many businesses, restaurants, and commercial rental property. Cordova consists of Cordova Mall, Pensacola State College, and Sacred Heart Hospital. To the south of Cordova is Granada, a residential area that is populated by blacks–people of Moorish descent. This area was established by Moorish descendants of the first Moorish settlers. The community of Granada existed as a prosperous community up until the civil rights movement which brought upon the disenfranchisement of its socioeconomic infrastructure like many other communities around the country at that time.\nline 34 | South of Granada is the downtown historic district called Seville. Much like the Seville of Moorish Spain, it is a hub for art, music, and festivals like the Estévanico International Festival and the Festival of Five Flags. Similar to the Granada residential area, Seville was also historically a “black” district. The whole Pensacola downtown area consisted of Moorish descendants who built economic infrastructure that produced millionaires who established banks, building and loan associations, trust companies, pharmacies, insurance companies, schools, and grocery stores etc. Unfortunately, with the rise of the Ku Klux Klan crusades in sporadic mobs against our community and the civil rights agenda the “blacks” were pushed out and again disenfranchised.\nline 35 | Moreover, another aspect of the Moorish essence of Pensacola is found in the lineage of Tristan de Luna, the conquistador who founded the first European settlement in the United States at Pensacola. The settlement was called Santa Maria yet it was short lived due to its destruction by a hurricane. Tristan de Luna was born in the Moorish province of Borobia in northern Spain. He was of a Castilian family of the Borobia estates in the villas of Cicia and Borobia in Al-Andalus. Similar to Christopher Colon and other European explorers, Tristan de Luna most likely received a Moorish education in his birthplace which allowed him to sail to America. In fact, the flag Tristan de Luna sailed under was red with a crescent moon in the likeness of a Moorish flag.\nline 36 | Ixchel: Ancient American Moon Goddess of Fertility\nline 37 | Ixchel: Ancient Gulf of Mexico Empire named Amixchel after Ixchel\nline 38 | Origins of the Fleur De Lis are found in the headdress of ancient agricultural deity Xipe Totec\nline 39 | Ancient origins of Fleur De Lis found below the eagle in a mural at Teotihuacan\nline 40 | Cleft head, Olmec agricultural deity Xipe Totec\nline 41 | Cleft head, Egyptian agricultural deity Asar\nline 42 | Depiction of Mustafa Zemmouri wearing feather\nline 43 | Depiction of Mustafa Zemmouri wearing red Moorish headdress\nline 44 | Seminole Chief Micanopy wearing red turban with feathers\nline 45 | Seminole Chief Souanaffee Tustenukke wearing a turban\nline 46 | Seminole Chief Bowlegs wearing a large fez\nline 47 | Moorish castle in Borobia, located in Northern Al-Andalus. Birthplace of Tristan de Luna\nline 48 | Red Crescent Flag of Tristan de Luna\nline 49 | Pensacola: Major trading path for indigenous people up until European arrival.\nline 50 | Tristan de Luna settled there in 1559.\nline 51 | Gulf of Mexico: Amixchel; Place of Ixchel, home of the Ancient Amaru Empire\nline 52 | Thornton, Richard, Native American History Examiner.\nline 53 | Gulf Coast was once called “Place of the Moon Goddess”, 10/22/2011\nline 54 | Ali, Noble Drew, Holy Koran of MSTA Ch. 47:7\nline 55 | Carl de Borhegyi, DECODING THE FLEUR DE LIS, http://www.scribd.com/doc/150894407/Decoding-the-Fleur-de-Lis\nline 56 | Burlanf C.A., The Gods of Mexico pg. 90\nline 57 | List, Robert N., Decoding Poverty Point, Ancient America: Archeology in the Americas before Columbus. Pg. 21\nline 58 | Budge, E.A. Wallis (Ernest Alfred Wallis), Sir, An Egyptian hieroglyphic dictionary: with an index of English words, king list, and geographical list with indexes, list of hieroglyphic characters Coptic and Semetic alphabets, etc. volume 1. Pages 309-317. New York: Dover Publications 1978.\nline 59 | Read, Jan. The Moors in Spain and Portugal, London: Faber, 1974.\nline 60 | Read, Jan. The Moors in Spain and Portugal, London: Faber, 1974\nline 61 | Speck, Frank G., The Nanticoke Community of Delaware\nline 62 | Hamdani, Abbas. An Islamic Background to the Voyages of Discovery pg. 277, The Legacy of Muslim Spain Volume 1\nline 63 | Roberts, C.A.; Roberts, S. (2006). New Mexico. Albuquerque, NM: University of New Mexico. pp. 24–26.\nline 64 | Florida Wars p. 98\nline 65 | Johnson, John G. LUNA Y ARELLANO, TRISTAN DE, http://www.tshaonline.org/handbook/online/articles/fluff\nline 66 | Pooley, Phyllis K. A Newcomers Guide to Pensacola Bay Area.\nline 67 | MacMahon and Marquardt:115–6. http://en.wikipedia.org/wiki/Calusa#cite_note-14 Advertisements\nline 68 | Was Tristan de Luna of Moorish Ancestry?With 2 comments\nline 69 | The Moorish Essence of Pensacola Book Coming Fall 2015 This entry was posted in Uncategorized.\nline 70 | 4 comments on “The Moorish Essence of Pensacola (Little Al-Andalus)”\nline 71 | - Gregory Armstrong Bey says: August 6, 2014 at 9:51 am Shalom… From Gregory Armstrong Bey bonded in Silver RB642430461US… Psalms 68 verse 30Reply\nline 72 | - Gregory armstrong bey says: February 9, 2015 at 12:57 am “Shalom” an Alabama Senator makes a statement in a private setting recorded “that the black people in alabama are aboriginal to the land”…. and he later recant his statement publicly. so they know who we are but we don’t know who we are….” I Gregory Armstrong Bey urges every melainated people to go and obtain your dna testing to show proof by blood which ties the people to the soil and the oldest autuchous indigenous people by contacting me at [email protected] last but not least please go visit your ancestors at the mounds in Moundsville alabama “Ali-bamu” and other mounds through out this land for a powerful spiritual connection\nline 73 | - Tia says: January 5, 2016 at 9:51 pm Thank you, very well doneReply\nline 74 | Leave a Reply Cancel reply\nline 75 | Enter your comment here…\nline 76 | Fill in your details below or click an icon to log in:\nline 77 | Email (required)(Address never made public)Name (required)Website\nline 78 | Connecting to %s\nline 79 | Notify me of new comments via email.\n</context>\n\n<phrases>\n- \"Actually, no\"\n- \"Alright, where was I?\"\n- \"What if I tried...?\"\n- \"Let's see\"\n- \"So basically\"\n- \"There's something here about\"\n- \"Now it all comes together!\"\n- \"On one hand... but on the other\"\n- \"This might sound weird, but\"\n- \"So what I'm trying to say is\"\n- \"Let me back up a second\"\n- \"I need to step back and rethink this\"\n- \"Wait, I think I’ve got it!\"\n- \"What’s the best way to explain this?\"\n- \"Bear with me while I\"\n- \"Okay, walking through it again\"\n- \"If I take this apart step by step\"\n- \"What keeps nagging at me is\"\n- \"Let me make sure I got this\"\n- \"Oh, it all makes sense now!\"\n- \"Aha! That’s what I was missing!\"\n- \"Let's test this idea\"\n- \"That makes sense because\"\n- \"Let me put this another way\"\n- \"The pros and cons are\"\n- \"This could explain why\"\n- \"I'm wondering if\"\n- \"Let’s weigh the options\"\n- \"First things first\"\n- \"Let me dig into that a little deeper\"\n- \"Right, so\"\n- \"Ummm, actually\"\n- \"Oh, I see what’s happening here!\"\n- \"Let's break this down into parts\"\n- \"I'm just throwing ideas around\"\n- \" is striking \"\n- \"Let me see\"\n- \"If we follow this logic\"\n- \"Wait, I think I just cracked it!\"\n- \"What I’m getting at is\"\n- \"Let's think step by step\"\n- \"I'm mulling over\"\n- \"Let me untangle this\"\n- \"You know\"\n- \"It was staring me in the face\"\n- \"That’s it!\"\n- \"Suppose we assume that\"\n- \"Wait, no\"\n- \"I need to make sure this checks out\"\n- \"I'm pondering\"\n- \"Okay, let's break this down\"\n- \"Okay, pros and cons\"\n- \"This brings to mind\"\n- \"I'm curious about\"\n- \"When I sit with this idea\"\n- \"Let me propose something\"\n- \"Let me work through this\"\n- \"Wait a minute\"\n- \"Let me think\"\n- \"This explains so much!\"\n- \"Something doesn't add up\"\n- \"Here's a possible explanation\"\n- \"I keep circling back to\"\n- \" is interesting\"\n- \"So far, it looks like\"\n- \"What’s the next step?\"\n- \"I keep coming back to\"\n- \"I wonder if\"\n- \"So the main idea is\"\n- \"Brainstorming here, but\"\n- \"Now, if I think about it differently\"\n- \"Let me throw this out there\"\n- \"Basically\"\n- \"Hmm\"\n- \"Picture this\"\n- \"No, actually\"\n- \"I'm intrigued by\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"What if we\"\n- \"Hang on a second\"\n- \"Finally, it clicks!\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Is it possible that...?\"\n- \"Let me break this down\"\n- \"There's got to be something about\"\n- \"This makes me reflect on\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | View of the fjord\nline 02 | |Location||Vestland county, Norway|\nline 03 | |Max. length||205 kilometres (127 mi)|\nline 04 | |Max. width||4.5 kilometres (2.8 mi)|\nline 05 | |Max. depth||1,308 metres (4,291 ft)|\nline 06 | The Sognefjord or Sognefjorden (Urban East Norwegian: [ˈsɔ̂ŋnəˌfjuːɳ], English: Sogn Fjord), nicknamed the King of the Fjords, is the largest and deepest fjord in Norway. Located in Vestland county in Western Norway, it stretches 205 kilometres (127 mi) inland from the ocean to the small village of Skjolden in the municipality of Luster.\nline 07 | The fjord gives its name to the surrounding district of Sogn. The name is related to Norwegian word súg- \"to suck\", presumably from the surge or suction of the tidal currents at the mouth of the fjord.\nline 08 | The fjord runs through many municipalities: Solund, Gulen, Hyllestad, Høyanger, Vik, Sogndal, Lærdal, Aurland, Årdal, and Luster. The fjord reaches a maximum depth of 1,308 metres (4,291 ft) below sea level, and the greatest depths are found in the central parts of the fjord near Høyanger. Sognefjord is more than 1,000 metres (3,300 ft) deep for about 100 kilometres (62 mi) of its length, from Rutledal to Hermansverk. Near its mouth, the bottom rises abruptly to a sill about 100 metres (330 ft) below sea level. The seabed in Sognefjord is covered by some 200 metres (660 ft) thick sediments such that the bedrock is some 1,500 metres (4,900 ft) below sea level. The fjord is up to 6 kilometres (3.7 mi) wide. The average width of the main branch of the Sognefjord is less than 5 kilometres (3.1 mi). The depth increases gradually from Årdal to a central basin reaching more than 1,000 metres (3,300 ft) in depth located between Leikanger and Brekke. From Brekke the floor rises rapidly to Losna island, then drops gradually with a threshold at about 150 metres (490 ft) in the Solund area. Thresholds occur in an area with sounds, valleys, and low land where the glacier was allowed spread out and lose its erosive effect.\nline 09 | Cliffs surrounding the fjord rise almost sheer from the water to heights of 1,000 metres (3,300 ft) and more. Around the outer area the land rises to about 500 metres (1,600 ft) above the sea, while in the inner areas of the fjord, they reach about 1,600 metres (5,200 ft). The inner part has extensive tributary fjords such as Aurlandsfjorden, while the outer part is connected by narrow sounds to neighbouring fjords. Near the coast the fjord mouth is bounded largely by low islands and skerries that are part of the strandflat.\nline 10 | The inner end of the Sognefjord is southeast of a mountain range rising to about 2,000 metres (6,600 ft) above sea level and covered by the Jostedalsbreen, continental Europe's largest glacier. Thus the climate of the inner end of Sognefjorden and its branches are not as wet as on the outer coastline. Hurrungane range at the eastern end of the fjord reaches 2,400 metres (7,900 ft). The greatest elevation from sea bed to summit is at Sogndal. Several rivers pour fresh water into the fjord with an annual \"spring\" flood in June. The mouth of the fjord is surrounded by many islands including Sula, Losna, and Hiserøyna. The Sognefjord cuts through a northwestern gneiss area with a south-west to north-east structure, and penetrates the Caledonian fold through in the inner part. There is no clear relation between the east-west direction of the main fjord and the fold patterns of the bedrock, while some of tributary fjords in the parts corresponds to fold pattern.\nline 11 | The volume of the whole Sognefjorden including its various branches is about 500 cubic kilometres (120 cu mi), while the total volume of rock eroded by glaciers from the entire Sognefjord system and adjacent valleys is about 4,000 cubic kilometres (960 cu mi).\nline 12 | There are many smaller fjords which branch off the main fjord.\nline 13 | - Sognesjøen (mouth), 35 kilometres (22 mi)\nline 14 | - Lifjorden, 6 kilometres (3.7 mi)\nline 15 | - Høyangsfjord, 8 kilometres (5.0 mi)\nline 16 | - Arnafjord, 8 kilometres (5.0 mi)\nline 17 | - Esefjord, 4 kilometres (2.5 mi)\nline 18 | - Fjærlandsfjord, 27 kilometres (17 mi)\nline 19 | - Sogndalsfjord, 21 kilometres (13 mi)\nline 20 | - Aurlandsfjord, 29 kilometres (18 mi)\nline 21 | - Nærøyfjord (a World Heritage Site), 18 kilometres (11 mi)\nline 22 | - Lærdalsfjord, 9 kilometres (5.6 mi)\nline 23 | - Årdalsfjord, 16 kilometres (9.9 mi)\nline 24 | - Lustrafjord (innermost), 42 kilometres (26 mi)\nline 25 | The innermost arm of the Sognefjorden is called the Lustrafjord, in the municipality of Luster. At its end is the village of Skjolden, which is an access point to Jotunheimen National Park. In earlier times, transport between Bergen and the Scandinavian inland was by boat between Bergen and Skjolden and from there on a simple road over the highlands (today Norwegian County Road 55), or by boat to Lærdal and through the mountain pass to Valdres (now European route E16).\nline 26 | Origin and geology\nline 27 | The valley of Sognefjord is one of various valleys of western Norway that certainly predates the Quaternary glaciations. It existed already as part of the ancient Paleic surface but had at the time much gentler slopes. The fjords of western Norway formed in connection to the east-ward tilting of much of Norway during the Cenozoic uplift of the Scandinavian Mountains. This uplift, that occurred long before the Quaternary glaciations, enabled rivers to incise deeply the Paleic relief. An estimate of 7610 km3 of rock has been eroded from the Sognefjord drainage basin since the Paleic surface formed. The fluvial and glacial erosion that made the fjords has followed structural weaknesses in the crust.\nline 28 | During the last glaciation the ice reached a maximum thickness of nearly 3000 meters in the Sognefjord area. Confluence of tributary fjords led excavation of the deepest fjord basin. Until about 30 km from the very coast the Sognefjord glacier was apparently constricted to its narrow channel of homogeneous gneiss, then the glacier suddenly spread out presumably through sounds and low valleys.\nline 29 | Boats connect settlements along the fjord and its sidearms. Larger villages on the fjord and its branches include Leirvik, Ytre Oppedal, Vadheim, Høyanger, Vikøyri, Balestrand, Hermansverk, Sogndalsfjøra, Gudvangen, Flåm, Aurlandsvangen, Lærdalsøyri, Årdalstangen, Gaupne and Solvorn. Gudvangen is situated by the Nærøyfjord, a branch of the Sognefjord particularly noted for its unspoiled nature and dramatic scenery, and only 300 metres (980 ft) across at its narrowest point. The Nærøyfjord is a UNESCO World Heritage Site. From the village of Flåm, the Flåm Railway climbs 864 metres (2,835 ft) up to Myrdal Station in a distance of only 20 kilometres (12 mi)—the steepest unassisted railway climb in the world.\nline 30 | The Sognefjord Span (power lines) crosses the fjord with a span of 4,597 metres (15,082 ft). This is the second largest span of power lines in the world. The fjord has become a tourist attraction with summer tourists being an important part of the local economy.\nline 31 | There is a plan to build a road across the Sognefjord, crossing through a submerged tube in mid-water anchored to floats. This will avoid storms on the surface, and will not have to go over a kilometer deep to get below the bed of the fjord.\nline 32 | There are many ferry crossings of the Sognefjord. One of the ferryboats that traverses this fjord is the MV Ampere, the world's first battery-electric car ferry, which crosses the fjord between the towns of Lavik and Ytre Oppedal.\nline 33 | - On 24 November 1972, the submarine KNM Sklinna of the Royal Norwegian Navy had \"contact\" with what they presumed was a Whiskey-class submarine, after 14 days of \"hunt\" in the Sognefjorden.\nline 34 | Newly released military documents confirms this episode.\nline 35 | - The New Encyclopaedia Britannica. Chicago: Encyclopaedia Britannica. 2003. p. 813.\nline 36 | - Fodor's Norway. London: Fodor's. 2004. p. 137.\nline 37 | - Rafferty, John P. (2012). Landforms. New York: Britannica Educational Publishing. p. 210.\nline 38 | - Scheffel, Richard L.; Wernet, Susan J., eds. (1980). Natural Wonders of the World. United States of America: Reader's Digest Association, Inc. p. 351. ISBN 0-89577-087-3.\nline 39 | - Helland, Amund (1901). \"Almindelig del. I serien Norges land og folk topografisk-statistisk beskrevet\". Nordre Bergenhus Amt (in Norwegian). Kristiania: Aschehoug.\nline 40 | Sognefjordens egentlige navn er Sogn, medens Sogn nu alene bruges om det omgivende landskab, og brugtes saaledes allerede i middelalderen.\nline 41 | Navnet er som landskapsnavn hankjønsord og har udentvil været det ogsaa som fjordnavn.\nline 42 | - Bergum, Leiv (1998). Sognefjorden. Leikanger: Skald. ISBN 8279590005.\nline 43 | - Øi, Ørnulf (1987). Norges sjøatlas : fra svenskegrensen til Sognefjorden. Oslo: Nautisk forlag i samarbeid med Statens kartverk, Norges sjøkartverk. pp. 225, 244. ISBN 8290335024.\nline 44 | - Store norske leksikon. \"Sognefjorden\" (in Norwegian). Retrieved 2010-09-04.\nline 45 | - Andersen, Bjørn G. (2000). Istider i Norge. Landskap formet av istidenes breer. Oslo: Universitetsforlaget. p. 30. ISBN 9788200451341.\nline 46 | - Holtedahl, H (1967). \"Notes on the formation of fjords and fjord-valleys\". Geografiska Annaler. Series A. Physical Geography. 49(2/4). pp. 188–203.\nline 47 | - Holmesland, Arthur m.fl. (1973). Norge. Oslo: Aschehoug.\nline 48 | - \"Sognefjorden – Store norske leksikon\". Store norske leksikon. Retrieved 2016-11-22.\nline 49 | - Lidmar-Bergström, Karna; Ollier, C.D.; Sulebak, J.R. (2000). \"Landforms and uplift history of southern Norway\". Global and Planetary Change. 24: 211–231.\nline 50 | - Holtedahl, H. (1967). \"Notes on the formation of fjords and fjord valleys\". Geografiska Annaler. 49: 188–203.\nline 51 | - Nesje, A.; Dahl, S.O.; Valen, V.; Øvstedal, J. (1992). \"Quaternary erosion in the Sognefjord drainage basin, western Norway\". Geomorphology. 5: 511–520.\nline 52 | - Nesje, A.; Whillans, I.M. (1994). \"Erosion of the Sognefjord, Norway\". Geomorphology. 9: 33–45.\nline 53 | - Aarseth, I., Nesje, A., & Fredin, O. (2014). West Norwegian fjords. Geological Society of Norway (NGF) , Trondheim, 2014. ISBN 978-82-92-39491-5\nline 54 | - \"Sognefjord\". Retrieved 2010-09-04.\nline 55 | - \"Ampere Electric-Powered Ferry\". Ship Technology. Retrieved 2020-05-09.\nline 56 | - Aftenposten(Norwegian Language) (including pictures)\nline 57 | |Wikimedia Commons has media related to Sognefjorden.|\nline 58 | |Wikivoyage has a travel guide for Sognefjorden.|\n</context>\n\n<phrases>\n- \"I wonder if\"\n- \"I'm struck by\"\n- \"Okay, I think I’ve got it now!\"\n- \"I'm wondering if\"\n- \"First things first\"\n- \"This is starting to take shape\"\n- \"Now it makes sense!\"\n- \"It was staring me in the face\"\n- \"One way to look at it is\"\n- \"On one hand... but on the other\"\n- \"This makes me think of\"\n- \"Actually, no\"\n- \"This connects to\"\n- \"What keeps nagging at me is\"\n- \"The pros and cons are\"\n- \"Now it all comes together!\"\n- \"Wait, no\"\n- \"That’s it!\"\n- \"There's probably more to it\"\n- \"I should have known that!\"\n- \"Consider this possibility\"\n- \"Let me propose something\"\n- \"Going back to what I said about\"\n- \"So, the bottom line is\"\n- \"No, actually\"\n- \"I’m trying to connect the dots here\"\n- \"Here's where it gets interesting\"\n- \"Suppose we assume that\"\n- \"I'm intrigued by\"\n- \"Let me just think this through\"\n- \"Am I thinking about this all wrong?\"\n- \"This could explain why\"\n- \"Backing up for a second\"\n- \"If I take this apart step by step\"\n- \"Okay, walking through it again\"\n- \"This makes me reflect on\"\n- \"Let's break this down into parts\"\n- \"Let me throw this out there\"\n- \"Let's think step by step\"\n- \"I was just about to say\"\n- \"Am I overcomplicating this?\"\n- \"When I sit with this idea\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Hmm, let’s rewind a bit\"\n- \"That reminds me\"\n- \"Okay, backtrack a bit\"\n- \"Let me approach this from another angle\"\n- \"Let me break this down\"\n- \"In a way\"\n- \"Let me back up a second\"\n- \"I feel like I’m close\"\n- \"I'm getting stuck on\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Oh, it all makes sense now!\"\n- \"Something doesn't add up\"\n- \"What if the reason is\"\n- \"Picture this\"\n- \"Let me make sure I got this\"\n- \"Ummm, actually\"\n- \"The more I think about it\"\n- \"Okay, pros and cons\"\n- \"I think I found the solution!\"\n- \"There's something here about\"\n- \"I knew I was forgetting something!\"\n- \"I'm curious about\"\n- \"It's almost like\"\n- \"What’s the best way to explain this?\"\n- \"Let’s weigh the options\"\n- \"Let me work through this\"\n- \"It's a bit murky\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me untangle this\"\n- \"There’s a pattern here\"\n- \"Let me connect the dots\"\n- \"I'm just throwing ideas around\"\n- \"I'm seeing a connection between\"\n- \"Let me chew on this\"\n- \"So that’s why it wasn’t working!\"\n- \"Oh! That reminds me\"\n- \"Why didn’t I think of that sooner?\"\n- \"That makes sense because\"\n- \"I'm mulling over\"\n- \"There's got to be something about\"\n- \"Okay, let's break this down\"\n- \"Maybe if I try it this way\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Forchtenberg, May 9, 1921 – Munich, February 22, 1943\nline 02 | Daughter, Sister, Artist, Teacher, Student, Writer\nline 03 | During the Great War, Sophie was born in Forchtenberg located in the Swabian province during the Weimar Republic. Her mother, Magdalena, served as a Diakonie nurse in field hospitals. Her father, Robert, was a conscientious objector. Magdalena, an observing Protestant, had six children after the age of 35, one of whom died in infancy. Sophie was a middle child in a close family whose self-described creed came from the German Romantic poet, Goethe: “Summon the Powers that Be!” (Diakonie is the non profit social welfare organization of the Protestant Church in Germany.)\nline 04 | Sophie’s father was elected as a democratic Mayor of the small farm town after the war.\nline 05 | The Scholl family suffered attacks from the farmers who were not in favor of some of Robert’s more progressive policies (hangers-on of the monarchy).\nline 06 | He was not re elected for a second term.\nline 07 | He then began a career as an accountant and would eventually develop his own firm on Munsterplatz in the center of Ulm.\nline 08 | Robert Scholl helped several Jews during Reichskristallnacht to leave Germany, these included relatives of the Einstein family.\nline 09 | He was also arrested and tried for “sedition” during the war after publicly speaking out against Hitler.\nline 10 | It had devastating consequences on the family as the state police took away his license to practice accounting after his jail sentence.\nline 11 | Sophie was close to her siblings and in particular, admired her older brother, Hans Scholl. In the Party’s early stages, both Sophie and Hans Scholl were active leaders in Association of German Girls and the Hitler Youth. After the Nuremberg Rallies in 1938, however, Hans was arrested and tried for “subversive activities against the state.” This event started Sophie’s own separation from the Nazi ideology and her critical thinking skills coupled with her political education would famously cause her to stand up and defend Jewish poet Heinrich Heine in a now compulsory Nazi youth meeting. As a young person, her identity is formed largely as a lover of nature, music and art. When World War II begins, Sophie has found her artist voice as a talented and commissioned illustrator. She elects to become a kindergarten teacher in order to avoid having to go to the women’s propaganda camps (Reichsarbeitsdienst). War conditions will force her to later have to attend where she will self-educate herself with banned literature and the Bible.\nline 12 | To read how Officer Hartnagel is forced to serve in Hitler’s Army but will offer resistance through witness, please purchase, “With You There Is Light: Based on the True Story about Sophie Scholl and Fritz Hartnagel.” Buy from this secure site (for 35% less and receive a signed copy) or purchase at amazon.com for full price.\nline 13 | L&L Media supports NEIBA, independent booksellers.\n</context>\n\n<phrases>\n- \"This makes me reflect on\"\n- \"So, the bottom line is\"\n- \"I'm just throwing ideas around\"\n- \"Going back to what I said about\"\n- \"I know there’s a word for this\"\n- \"I’m not sure, but\"\n- \"Here's where it gets interesting\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me make sure I got this\"\n- \"I'm struck by\"\n- \"Could be wrong here\"\n- \"So what I’m trying to say is\"\n- \"This connects to something else\"\n- \"On one hand... but on the other\"\n- \"Wait, no\"\n- \"Wait, does this contradict itself?\"\n- \"Let me untangle this\"\n- \"When I sit with this idea\"\n- \"So basically\"\n- \"Let me sum this up so far\"\n- \"Let's think step by step\"\n- \"The tricky part is\"\n- \"Is this the right call?\"\n- \"Wait, why does that happen?\"\n- \"In other words\"\n- \"[blank] is still a black box to me\"\n- \"That’s the answer I was looking for!\"\n- \"It was staring me in the face\"\n- \"What keeps nagging at me is\"\n- \"This feels half-right, but\"\n- \"Hmm, let’s rewind a bit\"\n- \"Oh, it all makes sense now!\"\n- \"Okay, backtrack a bit\"\n- \"The more I think about it\"\n- \"I'm seeing a connection between\"\n- \" is interesting\"\n- \"I'm pondering\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm intrigued by\"\n- \"I’m trying to connect the dots here\"\n- \" is key here\"\n- \"I wonder if\"\n- \"In the end\"\n- \"This brings to mind\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"That makes sense because\"\n- \"What if we\"\n- \"Something’s not clicking\"\n- \"Coming at this from another angle\"\n- \"Roughly speaking\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me back up a second\"\n- \"Still working it out\"\n- \"What’s the best way to explain this?\"\n- \"I was just about to say\"\n- \"Ummm, actually\"\n- \"Now, if I think about it differently\"\n- \"Building on that\"\n- \"Would I regret this later?\"\n- \"This connects to\"\n- \"What’s the next step?\"\n- \"No, actually\"\n- \"It's almost like\"\n- \"How can I approach this?\"\n- \"I'm mulling over\"\n- \"Let me work through this\"\n- \"Actually, no\"\n- \"It finally adds up!\"\n- \"Why did I do that?\"\n- \"So the main idea is\"\n- \"Let me circle back to that\"\n- \"Of course! That’s the answer!\"\n- \"There’s a pattern here\"\n- \"I'm wondering if\"\n- \"Take this with a grain of salt\"\n- \"Something's not clicking\"\n- \"There's something here about\"\n- \"Okay, walking through it again\"\n- \"There's something off here\"\n- \"Does that sound right to you?\"\n- \"That’s it!\"\n- \"Still forming this thought\"\n- \"Something doesn't add up\"\n- \"Let me just think this through\"\n- \"Let me connect the dots\"\n- \"So far, it looks like\"\n- \"Let me see if\"\n- \"This makes me think of\"\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 | Historically, pet owners have often considered close physical contact with their pets as ‘normal’ and even desirable. This certainly holds true for dogs and cats. However, the behavioural interactions among birds is much more complex and comparatively less understood. This lack of awareness in how behavioural cues affect birds, specifically in regards to reproductive signals, can easily lead to problems in companion parrots.\nline 02 | An important aspect to understanding these problems is to have a clearer idea about the mechanisms from which they arise.\nline 03 | In the wild, parrot chicks receive large amounts of attention from their parents through feeding, vocalizing, grooming, and physical contact with them during their development. They then go on to fledge, learn to fly, explore their environments with and from their parents, learn to recognize and communicate socially with other parrots, forage for food, and recognize environmental hazards. In contrast, chicks reared in captivity receive human socialization often starting right after hatching. They receive feeding, grooming interactions, and close, repeated physical and vocal contact from humans. Once they are fledged or weaned, they are then sold to the pet trade with no further plans or recommendations to continue their social education. Thus, many captively reared parrot chicks become sexually mature adults with very little time spent developing their social communication skills beyond those consistent with that found in a reproductive pair bond.\nline 04 | While this may seem that our pet parrots are ‘doomed’ from the moment they hatch, there are ways that we can provide them with environmental and social cues to help curtail the expression of unwanted sexual behaviour and promote healthier social/flock behaviour.\nline 05 | - Avoid the presence of nesting sites and nesting materials.\nline 06 | Even if the bird is not actively given these items, there is a chance that they will seek them out on their own.\nline 07 | Birds should be prevented from visiting areas of the home that contain ‘nesting sites’, such as cupboards, under sofas, behind pillows, in closets, on top of bookcases, etc.\nline 08 | This may mean trimming the flight feathers so that birds cannot fly to these areas.\nline 09 | Wing trims are not permanent and may be advised only during those times of the year that the bird nest seeks.\nline 10 | - Do not provide access to material that can be shredded. Shredding of paper, cardboard or other bedding material seems to mimic the intrinsic behaviors of nest preparation and promotes reproductive activity. As most cages are equipped with grates that prevent access to paper cage liners, this behavior is usually easy to control. In cases where a grate is not provided, all liners can be removed and the cage tray simply rinsed daily. In many cases, paper shredding may be one of the earliest warning signs of reproductive activity. Preventing access to substrate that can be shredded may quickly resolve reproductive activity.\nline 11 | - Adjust the photoperiod.\nline 12 | Breeding season typically happens in the spring for most birds and this is a time of increasing daylength.\nline 13 | In order to mimic non-breeding season, it is generally recommended that daylength be controlled such that they receive only 10 to 12 hours of daylight.\nline 14 | It is also equally important that they receive uninterrupted sleep at night.\nline 15 | If the cage is set up in a busy/noisy area of the house, the bird will not be able to sleep just because a cover is put over the cage.\nline 16 | Consider a smaller ‘sleep cage’ set up in a spare bedroom or office area that the bird can be transferred to at night.\nline 17 | - Provide a proper diet. Discontinuing any warm food is imperative as that practice seems very capable of mimicking mate regurgitation and inciting hormonal stimulation. There is evidence that some species of birds gain weight during the breeding season. Individual birds seem to have a weight threshold under which chronic breeding behaviors cease so it is important that birds not be allowed to become overweight. It is important to realize that birds will not instinctually eat a balanced diet and when presented with a huge variety of food items, they will consume the things they find appealing (i.e., nuts, bread, pasta, rice, sweets) but are not nutritionally balanced. Some diets, such as those made up primarily of seeds and nuts, are high in fats and this can contribute to stimulating reproductive behaviour. Most birds do well on a diet consisting of formulated pellets and a wide variety of vegetables.\nline 18 | - Provide foraging opportunities. Wild parrots spend a significant amount of time foraging for food every day. In contrast, companion parrots have their meals presented to them in one or two bowls, leaving little else to do during the day but digest. Techniques that encourage foraging are becoming more popular. Hiding morsels of food among large beads in a bowl can keep a parrot thinking and moving. Many pet stores offer a wide variety of foraging toys in which to hide food. Ideally, parrots should work for every morsel of food.\nline 19 | - Provide opportunities for exercise. Flying is the best form of exercise for parrots, it is what birds are designed to do. However, flying in most homes can be very hazardous and lead to traumatic injury so it is important that birds be allowed to fly in secure areas and away from nest sites. Birds that have wing trims for safety reasons or to prevent nest seeking can be encouraged to do ‘wing-flapping’ exercises by having the bird perch on a finger and bringing the hand down quickly. Allowing birds to climb around play gyms or strut their stuff on the floor can also provide opportunities for exercise. All of these things can engage a bird in activities that are not necessarily reproductively charged.\nline 20 | - Watch physical contact. The role of physical contact in most adult birds is reserved for courting and breeding behaviors. Stroking the back or sides of a bird is considered, by the bird, to be a sexual act. Improper petting may give the bird the wrong impression of your intentions. While it is generally recommended to limit petting to the head and face region, even this type of preening done in excess can be a stimulus for reproductive behaviour. Pair bonds during the breeding season are maintained by close and relatively continual association and by acts of mutual preening. Lengthy or constantly repeated preening activities between an owner and pet bird over time are more consistent with the behaviour of a bonded and/or mating pair, rather than what occurs between flock members during non-breeding season.\nline 21 | - Engage in training sessions.\nline 22 | Most people are familiar with the importance of teaching a dog to sit-and-stay but are unaware that providing parrots with rules of behaviour is important as well.\nline 23 | Some very simple foundational training steps that have fairly uniform value with most pet birds include ‘step up’, ‘step down’, and ‘stay where I put you’.\nline 24 | Even clicker training birds provides mental stimulation and a means for interacting with a bird that will not stimulate reproductive behaviour.\nline 25 | - Limit or avoid contact with a mate. Removing a mate from the environment is often necessary to halt reproductive behaviour. If a bird is strongly bonded to a human caregiver, then the time they spend together should be limited. This means that other family members may need to become more involved in caring for the bird.\nline 26 | - Do not try to discipline the bird. Acts which result in isolation, fear, or pain in a parrot will create distrust or learned aggression as a defensive mechanism, leading to other behavioural problems.\nline 27 | Unfortunately, spaying and neutering birds is still considered a high-risk procedure and is generally only done when medically necessary. In some cases, medical intervention with hormone therapy may be appropriate. Talking to your veterinarian about the use of hormone regulating drugs such as Lupron may be worth considering. If Lupron is advised for your bird, all of the recommendations for diet change, housing, and behavioural modifications must still be implemented otherwise the risk of treatment failure is high.\n</context>\n\n<phrases>\n- \"Actually, no\"\n- \"Let me chew on this\"\n- \"One way to look at it is\"\n- \"Brainstorming here, but\"\n- \"Wait, no\"\n- \"On one hand... but on the other\"\n- \"I need to reframe this\"\n- \"Oh! I get it now!\"\n- \"What if the reason is\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"There's probably more to it\"\n- \"Here's what I'm thinking\"\n- \"Wait, does this contradict itself?\"\n- \"If A is true, then\"\n- \"Let me work through this\"\n- \"There’s a better way to phrase this\"\n- \"There's a missing link here\"\n- \"This brings to mind\"\n- \"What keeps nagging at me is\"\n- \"What I’m getting at is\"\n- \"Let me circle back to that\"\n- \"Okay, let's break this down\"\n- \"So basically\"\n- \"Let's think step by step\"\n- \"There's something off here\"\n- \"I'm mulling over\"\n- \"So far, it looks like\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Let me back up a second\"\n- \"No, actually\"\n- \"Ummm, actually\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I keep coming back to\"\n- \"Uh, where was I?\"\n- \"I keep circling back to\"\n- \"Let me dig into that a little deeper\"\n- \"I wonder if\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Just spitballing here\"\n- \"Let’s weigh the options\"\n- \"This might sound weird, but\"\n- \" is key here\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"The pros and cons are\"\n- \"If I follow this through\"\n- \"Okay, backtrack a bit\"\n- \" is interesting\"\n- \"Just thinking out loud but\"\n- \"That’s what I was trying to say!\"\n- \"This explains so much!\"\n- \"When I sit with this idea\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"This makes me reflect on\"\n- \"Let me see if\"\n- \"That changes everything\"\n- \"First things first\"\n- \"If I take this apart step by step\"\n- \"I'm trying to untangle this\"\n- \" is striking \"\n- \"It finally adds up!\"\n- \"What’s the next step?\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm seeing a connection between\"\n- \"There's got to be something about\"\n- \"Oh, it all makes sense now!\"\n- \"Let me sum this up so far\"\n- \"What’s the best way to explain this?\"\n- \"What if I tried...?\"\n- \"Something doesn't add up\"\n- \"This just clicked into place!\"\n- \"I'm wondering if\"\n- \"This is starting to take shape\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let me break this down\"\n- \"Now, if I think about it differently\"\n- \"I'm pondering\"\n- \"I'm just throwing ideas around\"\n- \"This is tricky, but\"\n- \"So, the bottom line is\"\n- \"Okay, pros and cons\"\n- \"I'm struck by\"\n- \"Wait, I think I’ve got it!\"\n- \"What I mean is\"\n- \"I have a theory about this\"\n- \"What if we looked at it like\"\n- \"I need to step back and rethink this\"\n- \"Let me untangle this\"\n- \"Let me trace that logic back\"\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 | Dental bridges are amazing alternatives to missing teeth.\nline 02 | They do not require an invasive procedure and thus, do the least harm possible to restore your teeth.\nline 03 | They have crowns that have to be fitted on to the abutment teeth on either side of the missing tooth, and the pontic (artificial tooth) is situated right in between them.\nline 04 | A metal base and porcelain or ceramic are the main materials that make a dental bridge. As per the American Dental Association (ADA),\nline 05 | “…a removable bridge has an acrylic base with metal clasps or a frame that is made of cast metal. Permanent or fixed bridges can be made from metal, ceramics, or a combination of the two.”\nline 06 | This gives both strength and natural aesthetics to the crowns. Now, before we give away more of the major benefits of dental bridges, let’s dive right into the topic!\nline 07 | 1.\nline 08 | Improved speech\nline 09 | Even a single missing tooth can affect the way you pronounce certain words. It especially shows when you pronounce strong letters like “S” and “X”. Missing more than one tooth can be disastrous for your pronunciation! Bridges help you from this embarrassment by being easy replacements for your natural teeth!\nline 10 | 2. Better digestion\nline 11 | “Oh, but what does my missing tooth have to do with digestion?” Well, more than you know! When you have a missing tooth, you are not able to chew as much as you normally would. This strains your digestive system. Your teeth are responsible for breaking down food particles for better digestion. As per Heritage Integrative Healthcare,\nline 12 | “The physical process of chewing food in your mouth helps to break down larger particles of food into smaller particles. This helps to reduce stress on the esophagus and helps the stomach metabolize your food. When you chew each mouthful properly, you also release a lot of saliva, which contains digestive enzymes.”\nline 13 | 3. Preserved facial features\nline 14 | When you lose a tooth, your jawbone starts to recede. If it recedes too far, you might become toothless! “So what? I’ll get dentures!” Right? You might want to get dentures to restore your smile but it would have been too late! When your jawbone recedes, your facial features would lose their compactness. You’d basically look older than you are! Now you know how bridges save your age!\nline 15 | 4. Prevents teeth from shifting\nline 16 | When you have a missing tooth, adjacent teeth start to gradually wander around! If you decide against replacing your missing tooth, your teeth would shift irreversibly, creating gaps and misalignment.\nline 17 | 5. Less invasive\nline 18 | Unlike implants, dental bridges do not require a big surgery to get placed in your mouth! Neither are they as expensive. You have already lost a tooth; save some money as a reimbursement! Dental bridges are cheap restoration alternatives to dental implants.\nline 19 | 6. A full smile\nline 20 | Does someone need to tell you that you look better when you smile without being self-conscious? Dental bridges help you smile as wide as you’d like and look your best, with a full dental restoration!\nline 21 | All of the mentioned benefits could potentially boost your personality multifold!\nline 22 | So why not rely only on the best restoration dentist for it?\nline 23 | If you’re in Sioux City IA, find the best restoration dentist near you!\n</context>\n\n<phrases>\n- \"Actually, no\"\n- \"I'm trying to untangle this\"\n- \"Hang on a second\"\n- \"Let me break this down\"\n- \"On one hand... but on the other\"\n- \"What if the reason is\"\n- \"Follow me here\"\n- \"What’s the next step?\"\n- \"Let me talk this through\"\n- \"I keep circling back to\"\n- \"Something’s not clicking\"\n- \"There’s a pattern here\"\n- \"Let’s weigh the options\"\n- \"Hold that thought\"\n- \"Something doesn't add up\"\n- \"That reminds me\"\n- \"First things first\"\n- \"Backing up for a second\"\n- \"I need to reframe this\"\n- \"Okay, pros and cons\"\n- \"That doesn’t sound right\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Should I...? No, wait\"\n- \"Picture this\"\n- \"I'm still feeling my way through\"\n- \"Well\"\n- \"There's got to be something about\"\n- \"I was looking at this all wrong!\"\n- \"Here's what I'm thinking\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"There's something off here\"\n- \"I was making this more complicated than it needed to be\"\n- \"Let me back up a second\"\n- \"Hmm, let’s rewind a bit\"\n- \"Anyway\"\n- \"Hmm, that doesn’t sound right\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let me see\"\n- \"It's fuzzy, but\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"Not quite there yet\"\n- \"Wait a minute... Oh!\"\n- \"Let me run through it again\"\n- \"I'm just throwing ideas around\"\n- \"I need to make sure this checks out\"\n- \"What if I tried...?\"\n- \"This is just a hunch\"\n- \"It's almost like\"\n- \"It feels like the right move, but\"\n- \"This might explain the pattern\"\n- \"This connects to something else\"\n- \"Consider this possibility\"\n- \"Building on that\"\n- \"Let's think step by step\"\n- \"Now, if I think about it differently\"\n- \"Coming at this from another angle\"\n- \"If I take this apart step by step\"\n- \"Is this the right call?\"\n- \"Here's where it gets interesting\"\n- \"You know\"\n- \"The pros and cons are\"\n- \"Let me trace that logic back\"\n- \"This is tricky, but\"\n- \"Let's break this down into parts\"\n- \"Wait, no\"\n- \"I'm seeing a connection between\"\n- \"Bear with me while I\"\n- \"This makes me think of\"\n- \"Going back to what I said about\"\n- \"Suppose we assume that\"\n- \"This could explain why\"\n- \"Let me work through this\"\n- \"Let me untangle this\"\n- \"I'm starting to see a pattern\"\n- \"I’m trying to connect the dots here\"\n- \"There's probably more to it\"\n- \"No, actually\"\n- \"What's the best way to explain this?\"\n- \"What keeps nagging at me is\"\n- \"This connects to\"\n- \"Ah...\"\n- \"It's hard to pin down\"\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 | TUESDAY, March 22, 2005 (HealthDay News) -- Diets high in the omega-3 fatty acids found in fish such as mackerel, sardines and salmon might ward off Alzheimer's disease.\nline 02 | That's what researchers report in the March 23 online issue of the Journal of Neuroscience.\nline 03 | The study was conducted in mice, but senior author Greg M. Cole said it probably applies to humans as well.\nline 04 | \"Our data show it works in animals,\" said Cole, associate director of the Alzheimer's Disease Research Center at the UCLA David Geffen School of Medicine. \"If this works in people, it's clearly going to be one of the ways we protect ourselves from Alzheimer's disease.\"\nline 05 | An estimated 4.5 million Americans have Alzheimer's disease, according to the Alzheimer's Association.\nline 06 | The disease gradually destroys a person's memory and ability to communicate.\nline 07 | Cole's team studied older mice genetically engineered to develop Alzheimer's disease. They fed one group food fortified with docosahexenoic acid (DHA), the omega-3 fatty acid found in several types of coldwater fish. They fed the other group a diet low in DHA.\nline 08 | Diets low in DHA have been linked to impaired mental functioning, and DHA levels are lower in the blood and brains of Alzheimer's disease patients, Cole said.\nline 09 | After three to five months, which translates to several years in humans, the group of mice fed the DHA-rich diet had 70 percent less buildup of amyloid protein in the brain. This sticky protein is what makes up the plaques in the brain that are the hallmark of Alzheimer's.\nline 10 | \"The protein is markedly reduced even when we start the diet late in life,\" Cole said.\nline 11 | \"To come in and intervene late, and see a 50 percent or more reduction [in plaque] is remarkable,\" he added.\nline 12 | While the worth of omega-3 fatty acids to prevent plaque buildup in humans is yet to be proven, Cole pointed out that omega-3 fatty acids are known to have protective effects on human hearts.\nline 13 | The American Heart Association recommends that healthy adults eat a minimum of two servings of fish a week, especially mackerel, sardines, albacore tuna, salmon, lake trout and herring.\nline 14 | Another Alzheimer's expert praised the study.\nline 15 | \"I think it's a very interesting study from a quality lab that has a history of doing work similar to this,\" said William Thies, vice president of medical and scientific affairs for the Alzheimer's Association.\nline 16 | \"This is looking at a mechanism that is particularly important in Alzheimer's, the accumulation of amyloid.\"\nline 17 | \"There clearly is less of an accumulation of amyloid in these mice given a DHA-enriched diet,\" he said. \"Exactly why is not quite clear.\"\nline 18 | This study, he added, \"fits nicely with the idea that those things good for your blood vessels are also good for Alzheimer's disease prevention.\"\nline 19 | Based on the study results, Cole said, it makes sense to increase intake of omega-3 fatty acids. He pointed out that eggs are now supplemented with DHA, and it is also available in fish oil capsules.\nline 20 | In another study by Cole's group, published last year in the journal Neuron, the researchers showed that DHA protected against damage to the \"synaptic\" areas where brain cells communicate and enabled mice to perform better on memory tests.\nline 21 | The findings suggest that people genetically predisposed to getting Alzheimer's disease may be able to delay its onset by increasing their DHA intake, Cole said.\nline 22 | To learn more about Alzheimer's disease, visit the Alzheimer's Association.\n</context>\n\n<phrases>\n- \"What I'm getting at is\"\n- \"What if we\"\n- \"Alternatively\"\n- \"When I sit with this idea\"\n- \"Uh, where was I?\"\n- \" is key here\"\n- \"Picture this\"\n- \"Let me trace that logic back\"\n- \"On one hand... but on the other\"\n- \"This might explain the pattern\"\n- \"Bear with me while I\"\n- \"There’s a better way to phrase this\"\n- \"First things first\"\n- \"That’s an interesting angle, but\"\n- \"This makes me reflect on\"\n- \"Let me play devil's advocate\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I was just about to say\"\n- \"What I mean is\"\n- \"Coming at this from another angle\"\n- \"Well\"\n- \"I'm struck by\"\n- \"But then again\"\n- \"Let's think step by step\"\n- \"Hmm\"\n- \"On the other hand\"\n- \"Let me work through this\"\n- \"I need to reframe this\"\n- \"Follow me here\"\n- \"Now we're cooking\"\n- \"Let me break this down\"\n- \"Ah...\"\n- \"Let’s weigh the options\"\n- \"How can I approach this?\"\n- \"I wonder if\"\n- \"In other words\"\n- \"I need to step back and rethink this\"\n- \"Ummm, actually\"\n- \"Let's see\"\n- \"I'm mulling over\"\n- \"Okay, walking through it again\"\n- \"Let's break this down into parts\"\n- \"What if I flip it around?\"\n- \"I'm seeing a connection between\"\n- \"Okay, let's break this down\"\n- \"The crucial thing seems to be\"\n- \"Okay, pros and cons\"\n- \"Just thinking out loud but\"\n- \"Wait, no\"\n- \"This might sound weird, but\"\n- \"This brings to mind\"\n- \"I'm still feeling my way through\"\n- \" is striking \"\n- \"In essence\"\n- \"Is it possible that...?\"\n- \"Let me chew on this\"\n- \"I'm trying to untangle this\"\n- \"Let me untangle this\"\n- \"Right, so\"\n- \"What’s the next step?\"\n- \"So what I’m trying to say is\"\n- \"If A is true, then\"\n- \"Now, wait just a second\"\n- \"What’s the best way to explain this?\"\n- \"This could explain why\"\n- \"Something doesn't add up\"\n- \"If I follow this through\"\n- \"Let me make sure I got this\"\n- \"What keeps nagging at me is\"\n- \"Let me talk this through\"\n- \"There's got to be something about\"\n- \"The more I think about it\"\n- \"Actually, no\"\n- \"No, actually\"\n- \"So the main idea is\"\n- \"What's the best way to explain this?\"\n- \"Let me circle back to that\"\n- \"If I take this apart step by step\"\n- \"I'm curious about\"\n- \"The pros and cons are\"\n- \"I'm intrigued by\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | In short, Steelhead and Rainbow Trout are the same species. The main difference is where they live their adult lives. Steelhead are anadromous. This means they leave the rivers they were born in and move out to sea. Rainbow trout, on the other hand, stay in the rivers throughout their lives.\nline 02 | An exception to this is Great Lakes Steelhead. These fish also migrate out of the rivers. But in this case, instead of going out to sea, they migrate out into one of the large great lakes such as Lake Michigan.\nline 03 | Rainbow Trout and Steelhead are both species of Oncorhynchus mykiss.\nline 04 | How To Tell The Difference Between Steelhead And Rainbow Trout\nline 05 | Unfortunately, it can sometimes be difficult to tell the difference. Two main keys are coloration and size.\nline 06 | How To Identify A Steelhead\nline 07 | Steelhead will normally be much larger than Rainbow Trout.\nline 08 | They will also usually have distinctive coloration.\nline 09 | In the ocean, Steelhead will take on a much more silvery look.\nline 10 | This helps camouflage them from their prey.\nline 11 | Steelhead will often have a reddish stripe that runs the length of their body.\nline 12 | But rainbow trout will also have this coloration.\nline 13 | So, a key to determining the difference is where the fish is.\nline 14 | In the ocean or great lakes, Steelhead will have a more silver coloration and streamlined shape.\nline 15 | But once the Steelhead move back upstream to spawn, they change. Their coloration becomes much darker. They can develop a more olive color along with the red pinkish stripe. They also develop a kype. This is a hooking of the jaws that happens to Salmon too.\nline 16 | How To Identify Rainbow Trout\nline 17 | Rainbow Trout spend their lives in freshwater streams, rivers and lakes. They grow to about 20 inches in length. But a 20 inch rainbow would be considered a trophy in many places. Most Rainbow trout will average at about 12 inches long.\nline 18 | They will have a very spotted appearance and a reddish pinkish stripe along the center of the body. The nose of a Rainbow Trout is also more rounded and blunt in appearance.\nline 19 | Steelhead Vs Trout Lifecycle\nline 20 | Both of them start out the same way. They’re hatched in a creek, river or lake. Then something triggers some rainbow trout to leave and head out to open water. These are what we refer to as Steelhead. This change can happen at 1 to 2 years of age.\nline 21 | They will follow the river out to open water. In the Pacific ocean variety, the juvenile trout may spend some time in estuaries as before going out to sea.\nline 22 | Once a Steelhead is at sea, they start feeding on the vast new saltwater prey opportunities.\nline 23 | The other Rainbow Trout that stayed behind in the river, will lead a normal river life feeding on freshwater prey.\nline 24 | After spending time out at sea, Steelhead will then return for the spawn. They’ll make a long arduous journey back to the same river in which they were hatched. As they make this journey, their body will transform.\nline 25 | They change color and become much darker and their jaw will also become hooked.\nline 26 | Now you may know that Salmon experience the same spawning behavior.\nline 27 | However, there is a big difference. Salmon die after spawning and Steelhead do not.\nline 28 | After they’re done with the spawn, Steelhead can swim right back out to see and do it all over again.\nline 29 | What Do Steelhead Eat?\nline 30 | When they get to the ocean, Steelhead can really start packing on the pounds.\nline 31 | This is because the ocean offers a very rich ecosystem for them to feed on.\nline 32 | Like their freshwater versions, Steelhead definitely feed on other smaller saltwater fish. Sardines, herring can make up a larger part of their diet.\nline 33 | But squid, shrimp, crabs and other crustaceans can supplement their diets.\nline 34 | As a result, Steelhead can reach weights of 30 pounds and more on a regular basis.\nline 35 | What Do Rainbow Trout Eat?\nline 36 | As a result of staying in their smaller rivers, streams, and lakes, Rainbow Trout will mainly focus on aquatic insects. This includes mayflies, caddisflies, midges and many others.\nline 37 | They’ll eat them on the surface of the water and also prey on nymphs.\nline 38 | Larval stage aquatic insects start their lives underwater. This provides an abundant food source for Trout.\nline 39 | As Rainbow Trout grow their diet will become more varied.\nline 40 | Freshwater baitfish including minnows, shiners, gobies, and sunfish will be added. Crustaceans, worms and mollusks can also be added to their diet.\nline 41 | Steelhead Vs Rainbow Trout Taste\nline 42 | What Does Steelhead Taste Like?\nline 43 | Steelhead that go out to sea live a life very similar to that of Salmon. Wild Steelhead that feed on pacific ocean batifish will pick up the orange red hue in their meat. This is caused by the krill in the food chain.\nline 44 | The baitfish eat the krill, then the Steelhead eat the baitfish.\nline 45 | This food chain results in the super food properties of wild Steelhead and Salmon.\nline 46 | The bottom line, wild Steelhead will have that mild Salmon like flavor that has a Pacific ocean style.\nline 47 | Of course, farm raised or Great Lakes Steelhead will be different.\nline 48 | The flavor will be milder and the nutritional profile will be different.\nline 49 | Also, some great lakes fish can be contaminated so use caution. As for farm raised Steelhead, I’d recommend trying to find out what they’re fed and the water quality they’re raised in. If you can assure yourself that these all check out then I would definitely eat it.\nline 50 | What Do Rainbow Trout Taste Like?\nline 51 | When you see Rainbow Trout in the store it’s usually a whole fish, fish fillet or smoked trout.\nline 52 | You’ll notice that the flesh has a white meat look to it.\nline 53 | Rainbow Trout have a very mild flavor. The meat is soft and flaky. It is not as firm as saltwater fish. It also has almost no fishy flavor at all. There are usually no significant bloodlines in the meat.\nline 54 | This makes them ideal for people who cannot stand fishy flavor.\nline 55 | Whole Rainbow Trout is ideal for baking or grilling. You can season them in many different ways. Putting lemon slices and herbs such as thyme is a popular option for baking.\nline 56 | The fillets can be prepared as you would most other fish fillets.\nline 57 | And if you like smoked fish, then smoked trout can be a treat.\nline 58 | Yes, Steelhead and Rainbow Trout are the same species.\nline 59 | But they live vastly different lifestyles.\nline 60 | This difference leads to Steelhead being much larger than a similar aged Rainbow Trout.\nline 61 | Coloration, and flavor can vary significantly as well.\n</context>\n\n<phrases>\n- \"Something doesn't add up\"\n- \"No, actually\"\n- \"Alternatively\"\n- \"This brings to mind\"\n- \"On the other hand\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"That actually makes a lot of sense\"\n- \"That makes sense because\"\n- \"I’m still on the fence about this\"\n- \"If I take this apart step by step\"\n- \"Ummm, actually\"\n- \"I'm seeing a connection between\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm intrigued by\"\n- \"Now we're cooking\"\n- \"What keeps nagging at me is\"\n- \"Oh! That reminds me\"\n- \"Anyway\"\n- \"I think I found the solution!\"\n- \"What’s the best way to explain this?\"\n- \"Let me work through this\"\n- \"First things first\"\n- \"I was making this more complicated than it needed to be\"\n- \"Let me chew on this\"\n- \"Wait, why does that happen?\"\n- \"Now it all comes together!\"\n- \"That reminds me\"\n- \"Should I...? No, wait\"\n- \"Okay, let's break this down\"\n- \"Right, so\"\n- \"Building on that\"\n- \"The pros and cons are\"\n- \"That’s an interesting angle, but\"\n- \"I feel like I'm close\"\n- \"That’s it!\"\n- \"On one hand... but on the other\"\n- \"Hold that thought\"\n- \"I know there’s a word for this\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"What’s the missing piece?\"\n- \"It was staring me in the face\"\n- \"This is rough, but\"\n- \"I'm struck by\"\n- \"I'm trying to untangle this\"\n- \"It finally adds up!\"\n- \"Follow me here\"\n- \"Let's see\"\n- \"Let me break this down\"\n- \"Let me play devil's advocate\"\n- \"This connects to\"\n- \"Is this the right call?\"\n- \"I think I’ve lost my train of thought\"\n- \"It's almost like\"\n- \"Actually, no\"\n- \"I'm mulling over\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Now it makes sense!\"\n- \"Let's think step by step\"\n- \"Ohhh, now I see!\"\n- \"I'm wondering if\"\n- \"Hang on a second\"\n- \"What if I flip it around?\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Ah...\"\n- \"Hmm\"\n- \"Let’s weigh the options\"\n- \"Might be\"\n- \"Let me untangle this\"\n- \"Wait, but if that’s true\"\n- \"This makes me think of\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"But then again\"\n- \"This just clicked into place!\"\n- \"Let me connect the dots\"\n- \"I wonder if\"\n- \"I’m not sure, but\"\n- \"This connects to something else\"\n- \"I'm pondering\"\n- \"This makes me reflect on\"\n- \"Wait, no\"\n- \"Okay, pros and cons\"\n- \"Here's what's bugging 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 | Water is one of South Jersey’s most important natural resources; because of the important role it plays, the South Jersey Land & Water Trust considers watershed education, stream assessments, and waterway protection some of its highest priorities. SJLWT conducts regular watershed assessments through vernal pool surveys, macroinvertebrate inventories, monitoring, and community cleanups of bodies of water, including Kirkwood Lake, the Cooper River, Oldmans Creek, and many small streams and tributaries. Learn more about watersheds and discover some ways you can help protect the waterways of South Jersey.\nline 02 | SJLWT advocates on behalf of many worthy environmental programs, including the preservation of farmland and open space and the passing of legislative bills designed to help the natural environment.\nline 03 | Most recently, SJLWT has advocated for the approval of a Motorized Access Plan, or MAP, which would reduce damage to unique Pinelands species in Wharton State Forest, caused by off-road vehicles. Off-road vehicles have caused much damage—some irreparable—to the Pinelands in this area, and all the species supported by the Pinelands habitat. Learn more about Wharton’s MAP and our friends at the Pinelands Preservation Alliance.\nline 04 | Protecting habitats is another high priority of the South Jersey Land & Water Trust. This is done through ongoing programs, such as community cleanups, swamp pink fence project, and walks in the woods, which educate members about endangered habitats and introduce them to protected species.\nline 05 | Citizen Stream Science Program\nline 06 | Our citizen science stream monitoring program seeks to engage the public to apply their curiosity and talents to get to know the Delaware Watershed. We provide training for physical, biological and chemical stream testing such as: habitat assessment, macroinvertebrate assessment and chemical assessment parameters such as dissolved oxygen and phosphorus. Citizen scientists can provide information that would not otherwise be available due to time or resource limitations. This is a perfect program for school groups, college students, interns or anyone interested in learning about water quality and our beloved Delaware River! Children under 18 must be accompanied by an adult.\nline 07 | River Friendly School Program\nline 08 | The River Friendly School Certification Program is aligned with and complementary to the Watershed Institute’s River-Friendly School Program, designed to provide Pre-K to 12 schools with the opportunity to implement projects that benefit water quality, promote water conservation, and improve wildlife habitat, while also creating real-life learning opportunities for students, staff, parents, and other visitors.\nline 09 | SJLWT works with individual schools to help them reach the goals and requirements for certification in each of four areas: Water Quality Management, Water Conservation Techniques, Wildlife and Habitat Enhancement, and Education and Outreach. The River-Friendly School Program is a tiered system, where schools can choose the level they would like to work towards. All schools are required to have at least one lesson in each category (Water Quality, Water Conservation, Wildlife and Habitat), and share river-friendly information with parents and the community.\nline 10 | The program provides ongoing technical information, support and guidance for implementing environmental projects specific to the unique location, resources and needs of your facility.\nline 11 | To learn more about our current citizen stream science projects (or other programs) or for information on how to get your school river-friendly certified, contact Ashley Aversa, our Program Coordinator at [email protected]\n</context>\n\n<phrases>\n- \"How do I put this\"\n- \"I should have known that!\"\n- \"Ah...\"\n- \"Let's break this down into parts\"\n- \"Now we're cooking\"\n- \"I'm pondering\"\n- \"Uh, where was I?\"\n- \"So that’s why it wasn’t working!\"\n- \"Let’s not rush this\"\n- \"This makes me reflect on\"\n- \"Let me work through this\"\n- \"I might be missing something\"\n- \"What if I flip it around?\"\n- \"If I take this apart step by step\"\n- \"Let me break this down\"\n- \"Let me untangle this\"\n- \"I'm mulling over\"\n- \"Let me play devil's advocate\"\n- \"On the other hand\"\n- \"That’s an interesting angle, but\"\n- \"Not quite there yet\"\n- \"Uh...\"\n- \"On one hand... but on the other\"\n- \"Okay, let's break this down\"\n- \"This is just a first pass, but\"\n- \"I'm wondering if\"\n- \"Roughly speaking\"\n- \"I feel like I'm close\"\n- \"Something doesn't add up\"\n- \"That actually makes a lot of sense\"\n- \"I keep coming back to\"\n- \"I'm struck by\"\n- \"I'm curious about\"\n- \"But then again\"\n- \"Let me back up a second\"\n- \"Here's where it gets interesting\"\n- \"Wait a minute... Oh!\"\n- \"I'm trying to untangle this\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"When I sit with this idea\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"This is starting to take shape\"\n- \"Let’s weigh the options\"\n- \"Alternatively\"\n- \"Hold on a second\"\n- \"That’s the piece of the puzzle!\"\n- \"Oh, I see what’s happening here!\"\n- \"Something tells me I should\"\n- \"First things first\"\n- \"I’m still on the fence about this\"\n- \"Where did I put that...?\"\n- \"What’s the next step?\"\n- \"I wonder if\"\n- \"Wait a minute\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"Wait, I think I just cracked it!\"\n- \"Let's think step by step\"\n- \"Let me throw this out there\"\n- \"What keeps nagging at me is\"\n- \"I'm still feeling my way through\"\n- \"Let me see\"\n- \"Now, if I think about it differently\"\n- \"This brings to mind\"\n- \"Coming at this from another angle\"\n- \"Alright, where was I?\"\n- \"No, actually\"\n- \"Ohhh, now I see!\"\n- \"I need to step back and rethink this\"\n- \"Oh! I get it now!\"\n- \"How can I approach this?\"\n- \"Bear with me while I\"\n- \"There's probably more to it\"\n- \"The pros and cons are\"\n- \"Still forming this thought\"\n- \"So what does this mean in the bigger picture?\"\n- \"Finally, it clicks!\"\n- \"That’s the answer I was looking for!\"\n- \"I was just about to say\"\n- \"Let me chew on this\"\n- \"The more I think about it\"\n- \"Okay, backtrack a bit\"\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 | Our language is alive and well.\nline 02 | I know this because I am trying to interpret the menus and recipes (receipts) from 1764, and many of the words I can’t even find on the internet, the techniques are lost to the ages through mists of time and generations of human memory.\nline 03 | Here is a sample menu for the month of April, early spring.\nline 04 | The only vegetable found in this menu is the asparagus, which is an early spring arrival in gardens:\nline 05 | First Course. At the Top stew’d Fillet of Veal. At the Bottom a roast Leg of Mutton. Two Side-dishes, Salt Fish and Beef-Steaks. In the Middle a Hunters Pudding.\nline 06 | Second Course.\nline 07 | At the Top roast Chickens and Asparagus.\nline 08 | At the Bottom Ducks.\nline 09 | In the Middle preserv’d Oranges.\nline 10 | For the four Corners.\nline 11 | Damasin Pie, Cream Curds, Lobster, and cold Pot.\nline 12 | Elizabeth Moxon. English Housewifery / Exemplified in above Four Hundred and Fifty Receipts Giving Directions / for most Parts of Cookery (Kindle Locations 2185-2188).\nline 13 | These are all of the recipes that I could find in this ancient cookbook, written before the invention of the dictionary or the editor. I have highlighted the words that I don’t understand, and quite a few of the menu items are not found anywhere else in the cookbook, so they must have been so easy that everyone knew how to cook these things without further help.\nline 14 | 31. To stew a FILLET of VEAL. Take a leg of the best whye veal, cut off the dug and the knuckle, cut the rest into two fillets, and take the fat part and cut it in pieces the thickness of your finger; you must stuff the veal with the fat; make the hole with a penknife, draw it thro’ and skewer it round; season it with pepper, salt, nutmeg, and shred parsley; then put it into your stew-pan, with half a pound of butter, (without water) and set it on your stove; let it boil very slow and cover it close up, turning it very often; it will take about two hours in stewing; when it is enough pour the gravy from it, take off the fat, put into the gravy a pint of oysters and a few capers, a little lemon-peel, a spoonful or two of white wine, and a little juice of lemon; thicken it with butter and flour the thickness of cream; lay round it forc’d-meat-balls and oysters fry’d, and so serve it up. Garnish your dish with a few capers and slic’d lemon.\nline 15 | WHITE POTT another Way. A layer of white bread cut thin at the bottom of the dish, a layer of apples cut thin, a layer of marrow or suet, currans, raisins, sugar and nutmeg, then the bread, and so on, as above, till the dish is fill’d up; beat four eggs, and mix them with a pint of good milk, a little sugar and nutmeg, and pour it over the top. This should be made three or four hours before it is baked. Sauce. Wine and butter.\nline 16 | 131. A HUNTING PUDDING. Take a pound of fine flour, a pound of beef-suet shred fine, three quarters of a pound of currans well cleaned, a quartern of raisins stoned and shred, five eggs, a little lemon-peel shred fine, half a nutmeg grated, a jill of cream, a little salt, about two spoonfuls of sugar, and a little brandy, so mix all well together, and tie it up right in your cloth; it will take two hours boiling; you must have a little white wine and butter for your sauce.\nline 17 | 341. To preserve ORANGES or LEMONS. Take seville oranges, the largest and roughest you can get, clear of spots, chip them very fine, and put them into water for two days, shifting them twice or three times a day, then boil them whilst they are soft: take and cut them into quarters, and take out all the pippens with a penknife, so weigh them, and to every pound of orange, take a pound and half of loaf sugar; put your sugar into a pan, and to every pound of sugar a pint of water, set it over the fire to melt, and when it boils skim it very well, then put in your oranges; if you would have any of them whole, make a little hole at the top, and take out the meat with a tea spoon, set your oranges over a slow fire to boil, and keep them skimming all the while; keep your oranges as much as you can with the skin downwards; you may cover them with a delf-plate, to bear them down in the boiling; let them boil for three quarters of an hour, then put them into a pot or bason, and let them stand two days covered, then boil them again whilst they look clear, and the syrrup be thick, so put them into a pot, and lie close over them a paper dip’d in brandy, and tie a double paper at the top, set them in a cool place, and keep them for use. If you would have your oranges that are whole to look pale and clear, to put in glasses, you must make a syrrup of pippen jelly; then take ten or a dozen pippens, as they are of bigness, pare and slice them, and boil them in as much water as will cover them till they be thoroughly tender, so strain your water from the pippens through a hair sieve, then strain it through a flannel bag; and to every pint of jelly take a pound of double refined sugar, set it over a fire to boil, and skim it, let it boil whilst it be thick, then put it into a pot and cover it, but they will keep best if they be put every one in different pots.\nline 18 | 251.\nline 19 | To make CREAM CURDS.\nline 20 | Take a gallon of water, put to it a quart of new milk, a little salt, a pint of sweet cream and eight eggs, leaving out half the whites and strains, beat them very well, put to them a pint of sour cream, mix them very well together, and when your pan is just at boiling (but is must not boil) put in the sour cream and your eggs, stir it about and keep it from settling to the bottom; let it stand whilst it begins to rise up, then have a little fair water, and as they rise keep putting it in whilst they be well risen, then take them off the fire, and let them stand a little to sadden; have ready a sieve with a clean cloth over it, and take up the curds with a laddle or egg-slicer, whether you have; you must always make them the night before you use them; this quantity will make a large dish if your cream be good; if you think your curds be too thick, mix tho them two or three spoonfuls of good cream, lie them upon a china dish in lumps, so serve them up.\nline 21 | I am fascinated, I have over four hundred of these antiques, and each of them contains its own little bit of mystery. Knowing that the stoves, ovens and tools were all of the very most rudimentary, that there was no refrigeration, that every ingredient they describe was either fresh, salted or pickled, I can’t begin to imagine what one of these meals would taste like.\n</context>\n\n<phrases>\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Now, wait just a second\"\n- \"Let me break this down\"\n- \"This might sound weird, but\"\n- \"So what I’m trying to say is\"\n- \"Something about [blank] is still bothering me\"\n- \"Hold that thought\"\n- \"What happens if we change this part?\"\n- \"What’s the next step?\"\n- \"The pros and cons are\"\n- \"Let me run through it again\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What keeps nagging at me is\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me just think this through\"\n- \"Let me throw this out there\"\n- \"Let's think step by step\"\n- \"What am I overlooking?\"\n- \"Let me untangle this\"\n- \"I need to reframe this\"\n- \"Coming at this from another angle\"\n- \"Now it all comes together!\"\n- \"Let me approach this from another angle\"\n- \"What if I tried...?\"\n- \"Hmm, that doesn’t sound right\"\n- \"I keep circling back to\"\n- \"Wait a minute... Oh!\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"On one hand... but on the other\"\n- \"How do I put this\"\n- \"Right, so\"\n- \"So the main idea is\"\n- \"Now, if I think about it differently\"\n- \"Now we're cooking\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Okay, backtrack a bit\"\n- \"Okay, walking through it again\"\n- \"[blank] is still a black box to me\"\n- \"I think I found the solution!\"\n- \"Wait, no\"\n- \"No, actually\"\n- \"Okay, let's break this down\"\n- \"Let me talk this through\"\n- \"Let’s weigh the options\"\n- \"So that’s why it wasn’t working!\"\n- \"There's probably more to it\"\n- \"Okay, pros and cons\"\n- \"Let's test this idea\"\n- \"Something doesn't add up\"\n- \"That’s what I was trying to say!\"\n- \"That’s the answer I was looking for!\"\n- \"Oh, it all makes sense now!\"\n- \"Finally, it clicks!\"\n- \"It finally adds up!\"\n- \"Just thinking out loud but\"\n- \"Maybe if I try it this way\"\n- \"Let's break this down into parts\"\n- \"Well\"\n- \"If I take this apart step by step\"\n- \"Basically\"\n- \"If A is true, then\"\n- \"Going back to what I said about\"\n- \"First things first\"\n- \"The crucial thing seems to be\"\n- \"Let me work through this\"\n- \"In other words\"\n- \"Actually, no\"\n- \"There's a better way to phrase this\"\n- \"It's fascinating how\"\n- \"Okay, so\"\n- \"Still forming this thought\"\n- \"Is it possible that...?\"\n- \"Hmm, let’s rewind a bit\"\n- \"Bear with me while I\"\n- \" is striking \"\n- \"I was just about to say\"\n- \"Let me trace that logic back\"\n- \"Follow me here\"\n- \"In essence\"\n- \"I'm trying to untangle this\"\n- \"That makes sense because\"\n- \"Here's a possible explanation\"\n- \"What I mean is\"\n- \"Ummm, actually\"\n- \"That’s 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 | Aswan is a Nubian city in the south of Egypt located on the east bank of the Nile river connected to Cairo with train stations, railways and domestic flights,its population almost about 900,000, The city of Aswan is about 85 meters above sea level, it is 879 km from Cairo and its area about 34,608 km2 .\nline 02 | The city also known as the land of gold because it was like a huge necropolis for the pharaohs and their treasures for thousands of years. The originals of Aswan are the Nubian representing 30% of the citizens and they speak their Nubian language the rest are Arab came after the Islamic invasion speaking Arabic language.\nline 03 | Aswan is the land of beauty and charming, the icon of the middle east, characterized by its warm climate and rare plant islands, also there's rock Nil islands around the city extended from the high dam to the north of Edfu ,some people of the Nubian villages and islands counts on farming and handmade items as a source of living and some already took place in governmental jobs ,not only the main city of Aswan that has full services but also the surrounding islands provided by hospitals ,schools and transportations, some of the island are uninhabited because its considered to be a archaeological areas like the crocodile island and elephantine island which was a region linking the South and the North in the trade between Egypt and the rest of Africa. Aswan also considered as the main gate of southern Egypt beside Luxor city and a huge economical source for the country.\nline 04 | Aswan was known as \"Sonu\" in ancient Egyptian times and meaning the market where it was a commercial center for convoys coming from and to Nubia, pharaohs used to ship the pink and black granite stones and limestones all from Aswan to built their pyramids as queen Hatshepsut did to build her temple and obelisks. The importance of this city started to show up since the ancient kingdom when pharaohs wanted to assure the safety of the southern borders of the kingdom, it was also a center for the military army and played a special rule during the war against heksus. during the Roman era, old fashion Egyptian design temples were constructed while the roman was very admired by the Egyptian mythologies and gods, emperor tragan built a small temple in order to get closer to the Egyptian people at Philae island where The Temple of Isis is the main temple in the collection of Philae Temples in Aswan, Philae derived its name from the Greek word Philo, meaning loving or love, in reference to the temple dedicated to commemorating the love of the sincere wife of her husband who was betrayed him by his brother set, the god of evil.\nline 05 | Then, at the early Christian period, Christianity spread all over the country in the fifth a century and the temples turned into churches .after that came the Islamic innovation and Aswan became a very important learning center and three schools were established in the sixth and seventh centuries.\nline 06 | In addition to the richness of nature in the Egyptian city, Aswan is full of the ancient pharaonic civilization and many touristic destinations including pharaonic, Islamic and Nubian.\nline 07 | · The Upper Dam\nline 08 | · The Aswan reservoir\nline 09 | · The Tabiya Mosque\nline 10 | · The Nile Museum\nline 11 | · The Princess Ferial Park\nline 12 | · The West Suhail area\nline 13 | · The Nile Islands\nline 14 | · kom Ombo temple\nline 15 | · The twin temple of Abu Simbel\nline 16 | and some areas on the banks of the Nile in Aswan is an attraction for the tourist who visits the city to practice the hobby of swimming, despite the depth of water along the course of the river, but parts of it is suitable for swimming, and sailing boats also, as well as travel to visit the islands of plants, museums and temples on the islands of the middle of the river, such as\nline 17 | · The Temple of Philae\nline 18 | · Elephantine island\nline 19 | Choose what are the attractions you want to visit from our Aswan day tours , Egypt Tours & Nile River Cruise.\nline 20 | About the author\n</context>\n\n<phrases>\n- \"Sort of like\"\n- \"On one hand... but on the other\"\n- \"What keeps nagging at me is\"\n- \"Something tells me I should\"\n- \"What happens if we change this part?\"\n- \"Let's test this idea\"\n- \"Hold on a second\"\n- \"In the end\"\n- \"We've completely overlooked [blank]\"\n- \"That’s it!\"\n- \"Ah...\"\n- \"It's a bit murky\"\n- \"Hang on a second\"\n- \"Actually, no\"\n- \"What’s the next step?\"\n- \"This connects to something else\"\n- \"This makes me think of\"\n- \"I have a theory about this\"\n- \"I'm just throwing ideas around\"\n- \"So that’s why it wasn’t working!\"\n- \"I'm starting to see a pattern\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"What am I overlooking?\"\n- \"Wait, I think I’ve got it!\"\n- \"What I'm grappling with is\"\n- \"That doesn’t sound right\"\n- \"Hold that thought\"\n- \"That would explain why\"\n- \"What if I flip it around?\"\n- \"Wait, no\"\n- \"It finally adds up!\"\n- \"You know\"\n- \"This might explain the pattern\"\n- \"Oh! That reminds me\"\n- \"Let me think\"\n- \"On the other hand\"\n- \"Something doesn't add up\"\n- \"Let me work through this\"\n- \"No, actually\"\n- \"Here's a possible explanation\"\n- \"Am I missing something?\"\n- \"That’s an interesting angle, but\"\n- \"Let me approach this from another angle\"\n- \"It suggests that\"\n- \"Where does that leave me?\"\n- \"Brainstorming here, but\"\n- \"That’s the piece of the puzzle!\"\n- \"That reminds me\"\n- \"Alternatively\"\n- \"Here's where it gets interesting\"\n- \"Now, if I think about it differently\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"If we follow this logic\"\n- \"Wait a minute\"\n- \"Bear with me while I\"\n- \"Let's think step by step\"\n- \"Let me play devil's advocate\"\n- \"I’m trying to connect the dots here\"\n- \"Well\"\n- \"How can I approach this?\"\n- \"Oh! I get it now\"\n- \"Something about [blank] is still bothering me\"\n- \"That actually makes a lot of sense\"\n- \"Suppose we assume that\"\n- \"I think I found the solution!\"\n- \"How do I put this\"\n- \"Ummm, actually\"\n- \"This connects to\"\n- \"But then again\"\n- \"Okay, so if I do this\"\n- \"If I follow this through\"\n- \"What if we\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I'm seeing a connection between\"\n- \"Let me talk this through\"\n- \"Let me untangle this\"\n- \"It's fuzzy, but\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"In a way\"\n- \"There’s a pattern here\"\n- \"What was I about to say?\"\n- \"It's almost like\"\n- \"If A is true, then\"\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 | Yoga Basics101: What are the 8 Limbs of Yoga?\nline 02 | We think we all know what yoga is about or at least have an opinion about the percieved trendy fitness practice!! But, the poses are just one limb of the 8-limbs of yoga. Yoga involves many areas of focus and has ill-contrived notions about its roots. Is yoga a religious Buddhist ritual? What is the difference between concentration and meditation? Continue to read on..\nline 03 | Here’s a short Cliff’s notes designed to give you a renewed overview of the basis of yoga. About 300-500 B.C. Pantanjali, an Indian sage wanted to overhaul the yoga of the yester years and make it sustainable and process-oriented. So, he created the 8 limbs of yoga. The eight paths called ASHTANGA which literally means “eight limbs.” These 8-steps act as a guide on how to live a more meaningful and purposeful life rooted in the truth. It is a journey for moral and ethical conduct and self-discipline. It directs you on a journey to focus more attention to one’s health and help to acknowledge the spiritual aspects of our nature. Yoga has been scientifically proven to improve the health of patients worldwide according to Harvard studies. We will review the 8-limbs of yoga to better understand what awareness means in a non-monolithic way which leads us to happier and healthier lives.\nline 04 | Why did Pantanjali create the 8 Limbs of yoga?\nline 05 | - Add breath to the body\nline 06 | - Add structure to yoga\nline 07 | - Make the practice non-religious\nline 08 | Yama – 1st Limb acknowledges one’s ethical standards and sense of integrity, focusing on our behavior and how we conduct ourselves. It connects us to the universal principle that “we should do unto others as you would have them do unto you.”\nline 09 | - Nonviolence translates to being kind.\nline 10 | - Truthfulness translates to being honest.\nline 11 | - Non-stealing translates to being happy with what you have.\nline 12 | - Non-covetousness translates to absence of idolatry, eg. non-attachment to people or possessions.\nline 13 | Niyama – 2nd Limb conveys our self-discipline and spiritual observances.\nline 14 | It leads us to a life journey that takes us to temple or church service, saying grace before meals developing your won meditation practice and making a habit of taking reflective walks to think more clearly.\nline 15 | - Heat/Spiritual Austerities\nline 16 | - Study of sacred scriptures and of one’s self\nline 17 | - Surrender to God\nline 18 | Asana – 3rd Limb are the posture practices you might see all over Instagram but the poses are practices in yoga that are designed to promote spiritual growth. The body is the temple of the spirit. So, you practice yoga to take care of the spirit with discipline to improve your ability to concentrate.\nline 19 | Pranayama – 4th Limb is the breath control. Each breathing techniques is designed to give mastery over the respiratory system while recognizing the connection between breath, the mind and emotions. The Pranayama translation is “life force extension.” Yogis believe that the breath rejuvenates the body by actually extending life itself. Some yoga teachers even believe the yoga is the breath throughout the 8-limbs process. If you genuinely connect to the breath first, you can get through anything.\nline 20 | Pratyahara – 5th Limb means withdrawal of senses or transcendence. It is during this limb that we draw our awareness away from the outside world and alternatively, focus inwardly towards our inner most self. Detach from our senses and direct our attention internally. Objectively, observe our cravings. In this withdrawal, we become self-observant.\nline 21 | Dharana – 6th Limb is the uninterrupted flow of concentration. This allows us to slow down the thought process by concentrating on a single mental object: a specific energy center of the body, image of your universe or divine God, silent repetition of a sound or wick of a candle. Although you gain the power of concentration in the previous 3 stages of namely, the posture, breath control and withdrawal of the senses, our attention may travel from one thought to another. Our focus constantly changes as we adjust our poses and breathing. Here, we focus our attention exclusively on one point of focus.\nline 22 | Dhyana – 7th Limb is meditation. Even though concentration (dharana) and meditation (dhyana) appear to be the same, the distinction between the two limbs is that concentration is one-pointed attention and meditation is state of being keenly aware without focus. For example, primordial sound meditation training at the Chopra Center may take word themes based on Sutra principles and assigned those words to energy centers. As the meditator, you can focus on the Sutra words in sequential order as a means of focused concentration with your meditation practice. The heart energy center (chakra) may have sutra principles words like peace, harmony, laughter and love as words on which to meditate.\nline 23 | The goal is to quiet the mind without judgement and reach this state of stillness.\nline 24 | Don’t give up.\nline 25 | While the yoga appears difficult, remember yoga is a journey or process, not a destination.\nline 26 | Even every picture pose is intrinsically imperfect because it’s the attainment of the practice, not perfection, that is most important.\nline 27 | Samadhi – 8th Limb is a state of ecstasy.\nline 28 | The person who is mediating integrates with his or her point of focus and transcends the Self altogether.\nline 29 | The meditator comes to realize a profound connection to the Divine, an interconnectedness with all living things.\nline 30 | Another reflective thought on this stage also called enlightenment is that the connection to the Divine cannot be bought, possessed but only experienced through the Self, by the Self and for your Self.\nline 31 | Click here to see article in first post on who first introduced yoga to Americas.\nline 32 | Author: Dena Dodd Perry, 500 CYT with emphasis on meditation, gentle flow and detox yoga.\n</context>\n\n<phrases>\n- \"I was just about to say\"\n- \"Let me chew on this\"\n- \"I'm wondering if\"\n- \"So far, it looks like\"\n- \"When I sit with this idea\"\n- \"Okay, pros and cons\"\n- \"What’s the missing piece?\"\n- \"Let me work through this\"\n- \"But then again\"\n- \"The crucial thing seems to be\"\n- \"Oh! That reminds me\"\n- \"Alternatively\"\n- \"I keep coming back to\"\n- \"Wait, that doesn’t add up\"\n- \"Let me play devil's advocate\"\n- \"On one hand... but on the other\"\n- \"Okay, backtrack a bit\"\n- \"The pros and cons are\"\n- \"Here's what's bugging me\"\n- \"It's almost like\"\n- \"This connects to something else\"\n- \"Let me break this down\"\n- \"It almost fits, but something’s off\"\n- \"Let me make sure I got this\"\n- \"What if I flip it around?\"\n- \"This might sound weird, but\"\n- \"Okay, let's break this down\"\n- \"Ummm, actually\"\n- \"Just thinking out loud but\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"What I mean is\"\n- \"That reminds me\"\n- \" is key here\"\n- \"There's something here about\"\n- \"Now, if I think about it differently\"\n- \"I wonder if\"\n- \"On the other hand\"\n- \"What’s the best way to explain this?\"\n- \"Actually, no\"\n- \"If I take this apart step by step\"\n- \"This makes me reflect on\"\n- \"Wait, no\"\n- \"What keeps nagging at me is\"\n- \"Let me trace that logic back\"\n- \"I'm curious about\"\n- \"Let me sum this up so far\"\n- \"I need to step back and rethink this\"\n- \"This brings to mind\"\n- \"I’m trying to connect the dots here\"\n- \"There's probably more to it\"\n- \"Let's break this down into parts\"\n- \"Okay, walking through it again\"\n- \"No, actually\"\n- \"What's the best way to explain this?\"\n- \"Let me back up a second\"\n- \"Let me just think this through\"\n- \"Let me untangle this\"\n- \"There's a missing link here\"\n- \"Something doesn't add up\"\n- \"That’s an interesting angle, but\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let me circle back to that\"\n- \"This connects to\"\n- \"First things first\"\n- \"In other words\"\n- \"Let me throw this out there\"\n- \"Let me run through it again\"\n- \"Building on that\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I'm struck by\"\n- \"I'm mulling over\"\n- \"So the main idea is\"\n- \"I'm seeing a connection between\"\n- \" is striking \"\n- \"Let's think step by step\"\n- \"That makes sense because\"\n- \"How can I approach this?\"\n- \"Let’s weigh the options\"\n- \"I'm starting to see a pattern\"\n- \"[blank] is still a black box to me\"\n- \"There’s a pattern here\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"In essence\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Understanding Photoshop is a biweekly column that takes an in-depth look at how digital photographs are built and manipulated. It is a college-level course in plain english for free at Photofocus. To learn more see this article.\nline 02 | Let’s continue our overview of Photoshop’s interface. It’s important to understand the key panels and elements that you need to work with to get results. This article serves as an overview. We’ll dig deeper into each in later lessons.\nline 03 | Let’s continue to work with the file Eagle.psd.\nline 04 | In Photoshop, a layer can contain artwork and transparency information.\nline 05 | This allows you to combine (or composite) multiple images into a new piece (such as a postcard or advertisement).\nline 06 | Originally, Photoshop did not have layers.\nline 07 | You could open a picture to process it, but that was about it.\nline 08 | However, over time the demands placed on Photoshop by its users led to its evolution.\nline 09 | As Photoshop moved beyond a mere touchup tool, the flexibility of layers emerged to meet the demand.\nline 10 | Photoshop now has several special layer types including adjustment layers, shape layers, and fill layers.\nline 11 | By isolating discrete elements to their own layers, designers can make several changes and freely experiment with their design.\nline 12 | Without sounding like a zealot, layers in Photoshop mean everything to a user. You will spend much of this book (and your early career using Photoshop) getting comfortable with layers. With that said, always leave your Layers panel open while you work (press F7 to open it); this is where most of the action takes place. The Layers panel is like the steering wheel of a car.\nline 13 | Previously, we looked at the different image modes that a computer graphic could occupy were discussed. In the Channels panel you can view the individual components of color. The brighter the area in the individual channel the more presence there is for that color. Lets look at a simple example of an RGB graphic:\nline 14 | - Choose File > Open and open the image called RGB_Overlap.psd.\nline 15 | You should see red, green, and blue circles overlapping one another.\nline 16 | The overlap has also created new colors: red + green = yellow; blue + green = cyan; red + blue = magenta; and red + green + blue = white.\nline 17 | - Activate the Channels panel.\nline 18 | By default it is docked with the Layers panel (just click on its name and the panel will switch to display Channels).\nline 19 | If you don’t see it, choose Window > Channels.\nline 20 | - Look at the individual channels; you’ll see a definitive area for each color.\nline 21 | Notice how the full circles are visible (and white) where there is 100% value of each channel.\nline 22 | - Close the document by choosing File > Close.\nline 23 | Fully understanding Channels unlocks a wealth of image-processing power. Harnessing colors individual components is difficult at first but well worth the effort. You’ll delve much deeper into Channels in a later lesson\nline 24 | Although Photoshop is known as a raster-editing tool (because of its several pixel-based functions), it does contain several vector tools as well. Vectors use lines that are defined by math equations; as such, they can be scaled indefinitely and always remain crisp.\nline 25 | Several of Photoshops vector tools can create paths, which are useful for complex selections.\nline 26 | You can create a path with the Pen tool.\nline 27 | By clicking around an image, anchor points are created, and then Photoshop connects the dots with vector lines.\nline 28 | Paths can also be created using the vector shape tools.\nline 29 | Use the Paths panel to select the path you want to update.\nline 30 | Paths are a useful way to save a selection to use later.\nline 31 | In the example of this file I’ve saved selections so I can make isolated adjustments to the birds beak, body, and eye.\nline 32 | One of the most common tasks in Photoshop is making adjustments to images to fix tone and color. Photoshop offers an Adjustments panel to provide easy access to the most common nondestructive adjustment commands. The adjustments are grouped into three categories:\nline 33 | - Tonal controls. Use these controls to adjust Brightness/Contrast, Levels, Curves, and Exposure in a nondestructive fashion.\nline 34 | - Color controls. Use these controls to adjust Vibrance, Hue/Saturation, Color Balance, Black & White conversion, Photo Filter, Channel Mixer, and Color Lookup properties.\nline 35 | - Creative/Advanced controls. These controls are special purpose adjustments and include Invert, Posterize, Threshold, Gradient Map, and Selective Color.\nline 36 | If you’re using an Adjustment layer, you’ll need to control how it affects your image. Additionally, adjustment layers (and optionally all layers) can have a mask applied to control the opacity for the layer. Photoshop uses masks to obscure parts of an associated item. In fact, you can apply a mask to a layer, a vector, or a filter.\nline 37 | Both Masks and Adjustment layers are controlled using the Properties panel. To view the panel, just select an adjustment layer in an open image. Here you’ll find as buttons across the top to switch between the two. You’ll see multiple masks in use in the sample document (Eagle.psd) to isolate the effects of color correction. .\nline 38 | Photoshop CC offers precise control over masks including the ability to adjust their density and edges.\nline 39 | Masks are a useful way to erase parts of a layer nondestructively, which allows for future changes.\nline 40 | They can also be used to isolate an adjustment to only parts of an image.\n</context>\n\n<phrases>\n- \"Oh, that clears everything up!\"\n- \"Going back to what I said about\"\n- \"What if I flip it around?\"\n- \"This just clicked into place!\"\n- \"I need to step back and rethink this\"\n- \"Oh! That reminds me\"\n- \"I think I found the solution!\"\n- \"Okay, backtrack a bit\"\n- \"Oh! I get it now\"\n- \"Actually, no\"\n- \"If I take this apart step by step\"\n- \"What's the best way to explain this?\"\n- \"That actually makes a lot of sense\"\n- \"Wait, no\"\n- \"This connects to\"\n- \"It was staring me in the face\"\n- \"You know\"\n- \"Uh...\"\n- \"Alright, where was I?\"\n- \"Let me talk this through\"\n- \"First things first\"\n- \"How can I approach this?\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"It finally adds up!\"\n- \"Let me approach this from another angle\"\n- \"Okay, pros and cons\"\n- \"Hold on a second\"\n- \"The more I think about it\"\n- \"Okay, so\"\n- \"Let's think step by step\"\n- \"Building on that\"\n- \"It's almost like\"\n- \"Uh, where was I?\"\n- \"Hmm\"\n- \"Oh! I get it now!\"\n- \"Let’s weigh the options\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I'm starting to see a pattern\"\n- \"Something doesn't add up\"\n- \"What keeps nagging at me is\"\n- \"Bear with me while I\"\n- \"I was just about to say\"\n- \"Okay, walking through it again\"\n- \"No, actually\"\n- \"On the other hand\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Ummm, actually\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me play devil's advocate\"\n- \"Now, if I think about it differently\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"That’s an interesting angle, but\"\n- \"This connects to something else\"\n- \"There's probably more to it\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I need to reframe this\"\n- \"Okay, let's break this down\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"That would explain why\"\n- \"Let me work through this\"\n- \"I'm just throwing ideas around\"\n- \"Alternatively\"\n- \"That reminds me\"\n- \"What am I overlooking?\"\n- \"Still forming this thought\"\n- \"The pros and cons are\"\n- \"I’m trying to connect the dots here\"\n- \"I'm still feeling my way through\"\n- \"I'm trying to untangle this\"\n- \"Let me connect the dots\"\n- \"That’s what I was trying to say!\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"On one hand... but on the other\"\n- \"Let's break this down into parts\"\n- \"Let me untangle this\"\n- \"Well, let me see\"\n- \"Hang on a second\"\n- \"Let me throw this out there\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"How do I put this\"\n- \"But then again\"\n- \"This makes me think of\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | There will be times when we have to face incredibly challenging situations. They will not only negatively affect our lives but also our health and survivability. The COVID-19 pandemic might be a pretty clear example of this. The honest fact is we cannot avoid these challenges and difficulties that affect our life. What each of us can change however, is our mind and how we are going to face these challenges. Being positive as we face challenges and get through these obstacles is what we can practice.\nline 02 | There is a very popular saying on social media: “When life gives you lemons, make lemonade.”\nline 03 | Positivity is like a potion that brings us the courage and bravery to face obstacles in our lives. Consider these challenges and difficulties as new opportunities and tests which make you stronger and wiser. At the same time, these obstacles will also let us discover and understand who we are. Getting to know some of these tips will help us gain a positive mindset and mental attitude to enjoy life to the fullest.\nline 04 | Gratitude helps us recognize the precious things we having in our life. Without gratitude, on the other hand, people may never be satisfied with what they have.\nline 05 | Be grateful for what life has given us.\nline 06 | If you are living in a mid-range apartment, with a middle-income job, be grateful because you are so much luckier than many homeless people living on the streets or people who have lost their jobs due to COVID-19.\nline 07 | Psychologists have also advised on how you should be grateful for the difficulties and stumbles that you have experienced in life.\nline 08 | For example, there was the time that a cotton plantation in a rural area of the U.S. was heavily destroyed by insects.\nline 09 | Despite that, at this very plantation, farmers built a monument to commemorate “things” that had ruined their harvest.\nline 10 | They said, if it hadn’t been for these insects, they would have forever grown cotton and would have never created a many times bigger income source from growing other crops.\nline 11 | Love more, give more\nline 12 | Another way to live positively is to love people around you, whether it is your family’s members, your neighbour or even a stranger you meet on the street. Only when you give love away, will you realize that there is compassion. When we love one another we can be free from envy, jealousy, and our very lives would be happier.\nline 13 | It only takes simple acts to share your love, such as sharing with a person who is under difficult circumstances, a few necessities or items that you don’t usually use. These things might no longer bear any value to you, but to another person, they can be invaluable gifts.\nline 14 | Build your spiritual belief\nline 15 | Having a spiritual belief will make our souls more powerful and positive when facing hardships in life.\nline 16 | A belief in religion could be a key to letting us heal from emotional and psychological trauma.\nline 17 | Meditation and yoga can both help you build physical and mental strength.\nline 18 | Besides, if you are pursuing or putting your faith in any genuine religious belief, be diligent in practicing the teachings, the rituals and obey the rules, things that will guide us towards the beauty and virtue of life.\nline 19 | This will help you see your daily changes and help you always be full of love and joy.\nline 20 | Let yourself be surrounded by positive people\nline 21 | “A man is known by the company he keeps.” It means that the surrounding environments and the people we interact with can greatly influence our mindset, manners, and attitude. Therefore, to generate positivity for yourself in life, make friends and talk to optimists. Listening to optimistic stories can motivate you. These types of people could be your “life coaches” who may help you solve your difficult problems. Besides, you should also become a person who can spread positive vibes to help those who are facing hardship. Helping those around you with sincerity will make you happier as well as keeping optimistic thoughts in your soul.\nline 22 | This post is also available in: Tiếng Việt\n</context>\n\n<phrases>\n- \"Still forming this thought\"\n- \"I'm starting to see a pattern\"\n- \"Let me chew on this\"\n- \"Let's think step by step\"\n- \"Oh! That reminds me\"\n- \"I'm curious about\"\n- \"This is starting to take shape\"\n- \"Let me back up a second\"\n- \"Let me play devil's advocate\"\n- \"There’s a pattern here\"\n- \"Let me throw this out there\"\n- \"Uh, where was I?\"\n- \"This brings to mind\"\n- \"When I sit with this idea\"\n- \"I'm pondering\"\n- \"I'm still feeling my way through\"\n- \"Would this be worth the risk?\"\n- \"What’s the best way to explain this?\"\n- \"I was just about to say\"\n- \"Of course! That’s the answer!\"\n- \"Now it all comes together!\"\n- \"That’s an interesting angle, but\"\n- \" is striking \"\n- \"I’m trying to connect the dots here\"\n- \"That reminds me\"\n- \"It's almost like\"\n- \"How can I approach this?\"\n- \"Something doesn't add up\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Maybe I should sleep on it\"\n- \"That makes sense because\"\n- \"Now, if I think about it differently\"\n- \"No, actually\"\n- \"I need to make sure this checks out\"\n- \"Building on that\"\n- \"Wait, no\"\n- \"On the other hand\"\n- \"That’s the piece of the puzzle!\"\n- \"Alright, where was I?\"\n- \"This makes me think of\"\n- \"Let me work through this\"\n- \"What I'm getting at is\"\n- \"What I’m getting at is\"\n- \"This connects to something else\"\n- \"On one hand... but on the other\"\n- \"What if we\"\n- \"This connects to\"\n- \"What was I about to say?\"\n- \"Let me untangle this\"\n- \"In essence\"\n- \"Let me trace that logic back\"\n- \"But then again\"\n- \"Actually, no\"\n- \"I need to reframe this\"\n- \" is interesting\"\n- \"Alternatively\"\n- \"It's fascinating how\"\n- \"So what I'm trying to say is\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Here's where it gets interesting\"\n- \"Just spitballing here\"\n- \"Coming at this from another angle\"\n- \"This just clicked into place!\"\n- \"I should have known that!\"\n- \"I can't quite put my finger on\"\n- \"Ohhh, now I see!\"\n- \"I could be wrong, but\"\n- \"Ummm, actually\"\n- \"That changes everything\"\n- \"It was staring me in the face\"\n- \"What keeps nagging at me is\"\n- \"I'm intrigued by\"\n- \"Let me just think this through\"\n- \"Let me dig into that a little deeper\"\n- \"Let me put this another way\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I keep coming back to\"\n- \"So basically\"\n- \"Oh, it all makes sense now!\"\n- \"This makes me reflect on\"\n- \"I'm wondering if\"\n- \"I'm struck by\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"What if I flip it around?\"\n- \"Might be\"\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 | Grenada is a city in Grenada County, Mississippi, United States. The population was 13,092 at the 2010 census. It is the county seat of Grenada County.\nline 02 | Grenada was formed in 1836, after federal removal of the Choctaw who had long occupied this territory. It was the result of the union of the two adjacent towns (separated by the present-day Line Street) of Pittsburg and Tulahoma, founded respectively by European Americans Franklin Plummer and Hiram Runnels. Development included stores and businesses that supported the county court and market days.\nline 03 | Plantations were first developed along the Yazoo River for transportation and access to water. Cotton was the major commodity crop, dependent on the labor of enslaved African Americans.\nline 04 | In 1851 Grenada townspeople founded the Yalobusha Baptist Female Institute for education of their young white women. In 1882 the school was taken over by the Methodists and renamed as Grenada College. Classified in the 20th century as a junior college, it encountered financial troubles during the Great Depression. The church closed the college in 1936 and transferred its assets to Millsaps College.\nline 05 | In December 1862, Confederate general Earl Van Dorn, whose troops had been encamped in Grenada, led the three brigades under his command in an attempt to destroy the Union supply depot at Holly Springs, Mississippi.\nline 06 | In the civil rights era, African Americans throughout Mississippi were active in seeking their constitutional rights.\nline 07 | Congress passed legislation in 1964 and 1965 that ended segregation of public facilities and protected voting rights, authorizing federal oversight and enforcement.\nline 08 | In 1966, James Meredith started a solo March Against Fear to challenge oppression in Mississippi and encourage voter registration by African Americans.\nline 09 | His planned route from Memphis, Tennessee to Jackson, Mississippi, passed through Grenada.\nline 10 | After Meredith was shot and wounded on the second day, and had to be hospitalized, other prominent activists and many marchers joined the effort, taking up his cause. The marchers, including Martin Luther King and Dick Gregory, spent about a week demonstrating in Grenada against discrimination and for voters rights before moving on. During that time, the town officials appeared cooperative, protecting the marchers with local police.\nline 11 | They also hired six black voter registrars, who registered one thousand black residents during that week. But, after the march passed through, the county fired the registrars. It was reported later that summer that the town never entered the 1,000 new black voters on official rolls. They had to start all over again to gain official voter registration.\nline 12 | As the Civil Rights Movement continued to press in 1966 and 1967 for voter registration and opportunities in employment, the Southern Christian Leadership Conference (SCLC) ran a civil rights organizing project in Grenada which lasted at least 11 months. They worked to register voters and gain concessions for hiring African Americans in local businesses and restaurants. These were still segregated, although a federal anti-segregation law had been passed, as well as a voting rights law.\n</context>\n\n<phrases>\n- \"Let me propose something\"\n- \"This is starting to take shape\"\n- \"What if we\"\n- \"Wait, no\"\n- \"Basically\"\n- \"That doesn’t sound right\"\n- \"Let me sum this up so far\"\n- \"There's probably more to it\"\n- \"Okay, so if I do this\"\n- \"I'm wondering if\"\n- \"I'm still feeling my way through\"\n- \"I'm mulling over\"\n- \"Coming at this from another angle\"\n- \"Let's see\"\n- \"I keep circling back to\"\n- \"If I follow this through\"\n- \"Let me untangle this\"\n- \"Let me talk this through\"\n- \"Let me work through this\"\n- \"This makes me reflect on\"\n- \"Let me trace that logic back\"\n- \"Well, let me see\"\n- \"Now we're cooking\"\n- \"So basically\"\n- \"I have a theory about this\"\n- \"Okay, backtrack a bit\"\n- \"I'm intrigued by\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"So what I’m trying to say is\"\n- \"In essence\"\n- \"Okay, so\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Brainstorming here, but\"\n- \"Let's think step by step\"\n- \"Let me see if\"\n- \"We've completely overlooked [blank]\"\n- \"What’s the best way to explain this?\"\n- \"What keeps nagging at me is\"\n- \"Let me make sure I got this\"\n- \"Okay, let's break this down\"\n- \"Picture this\"\n- \"Suppose we assume that\"\n- \"The pros and cons are\"\n- \"Actually, no\"\n- \"I need to fill in the gaps\"\n- \"I was looking at this all wrong!\"\n- \"Now, if I think about it differently\"\n- \"What’s the missing piece?\"\n- \"What’s the next step?\"\n- \"How do I put this\"\n- \"Okay, walking through it again\"\n- \"The crucial thing seems to be\"\n- \"I'm trying to untangle this\"\n- \"No, actually\"\n- \"Consider this possibility\"\n- \"On one hand... but on the other\"\n- \"Something’s not clicking\"\n- \"It almost fits, but something’s off\"\n- \"Let me see\"\n- \"I keep coming back to\"\n- \"Bear with me while I\"\n- \"Let me break this down\"\n- \"First things first\"\n- \"If I take this apart step by step\"\n- \"I'm pondering\"\n- \"I need to reframe this\"\n- \"Ummm, actually\"\n- \"Okay, pros and cons\"\n- \"Ah...\"\n- \"Let's break this down into parts\"\n- \"Let me circle back to that\"\n- \"What's the best way to explain this?\"\n- \"Let me chew on this\"\n- \"What I'm getting at is\"\n- \"I'm struck by\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Something doesn't add up\"\n- \"When I sit with this idea\"\n- \"Let me throw this out there\"\n- \"Let’s weigh the options\"\n- \"So far, it looks like\"\n- \"Here's where it gets interesting\"\n- \" is interesting\"\n- \"Wait a minute\"\n- \"This brings to mind\"\n- \"Hang on a second\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Onions appear in various dishes around the world, but have you ever thought about the many different types of onions?\nline 02 | They come in diverse varieties, offering unique flavors and kicks to your dishes.\nline 03 | Whether you fry, boil, bake, or roast, there are the perfect onions for those dishes.\nline 04 | Here are 20 types of onion varieties all cooks must know.\nline 05 | - 1. Red Onions\nline 06 | - 2. Sweet Onions\nline 07 | - 3. Shallots\nline 08 | - 4.\nline 09 | Spanish Onions\nline 10 | - 5. Yellow Onions\nline 11 | - 6.\nline 12 | White Onions\nline 13 | - 7. Walla Walla Onions\nline 14 | - 8.\nline 15 | Bermuda Onions\nline 16 | - 9. Chives\nline 17 | - 10. Cipollini Onions\nline 18 | - 11. Cocktail Onions\nline 19 | - 12. Egyptian Onions\nline 20 | - 13.\nline 21 | Green Onions\nline 22 | - 14. Leeks\nline 23 | - 15. Maui Onions\nline 24 | - 16. Pearl Onions\nline 25 | - 17.\nline 26 | Pickled Onions\nline 27 | - 18. Boiling Onions\nline 28 | - 19. Texas Supa-Sweet Onions\nline 29 | - 20.\nline 30 | Welsh Onions\nline 31 | 1. Red Onions\nline 32 | Red onions are rich in flavonoids, natural pigments with antioxidant effects.\nline 33 | Red onions are versatile, perfect for roasts, soup, grilled or fried foods, and stew. The inside is white with swirling red lines.\nline 34 | You can eat these onions raw, such as in a salad, tacos, side dishes, or hamburgers.\nline 35 | 2. Sweet Onions\nline 36 | Sweet onions are larger than the red ones but less pungent. They have high sugar and water contents and less sulfur, which allows your tongue to perceive the natural sweetness.\nline 37 | You can eat them raw, such as side dishes or salad.\nline 38 | People sometimes confuse shallots with red onions, but they come from different onion plants.\nline 39 | Shallots are usually smaller and closer to garlic than the actual red onions. They are pungent and can trigger tears when you are cutting them.\nline 40 | 4. Spanish Onions\nline 41 | Spanish onions are large, sweet onion types that have high moisture content. The skin is light brown while the interior is off-white.\nline 42 | Spanish onions are not pungent, so you can eat them raw. They are great for hamburgers, hot dogs, sliders, and tacos. Spanish onions are also great to make onion rings.\nline 43 | 5. Yellow Onions\nline 44 | Yellow onions look a little like Spanish onions from the outside. However, they have lower water and higher sulfur contents, resulting in stronger and more pungent flavor.\nline 45 | Yellow onions are great to add flavors in soup, braises, stews, and kebabs. Yellow onions taste a little sweeter when you caramelize them.\nline 46 | 6.\nline 47 | White Onions\nline 48 | White onion is a type of small onion similar to garlic. However, it has a really sweet flavor instead of pungent because of its high sugar content.\nline 49 | White onions taste sweeter after you caramelize them. They are great to make salads, stews, casseroles, and Mexican foods.\nline 50 | 7.\nline 51 | Walla Walla Onions\nline 52 | Walla Walla is a type of heirloom sweet onion from Washington. It looks like a regular Spanish onion, but the size is colossal.\nline 53 | One Walla Walla onion bulb can weigh around 2 pounds (almost 1 kg). This onion has a crisp and sweet flavor, perfect for a sandwich, hamburger, or taco.\nline 54 | 8. Bermuda Onions\nline 55 | Bermuda onion is a type of sweet onion from Bermuda and Canary Islands. They used to have only white interior, but now, you can find red and yellow Bermuda onions.\nline 56 | The shape is a little flat on top, unlike many other round sweet onions. Bermuda onions are ideal for grillings, such as in kebabs and BBQ skewers.\nline 57 | Chives are the famous members of the onion family.\nline 58 | They have small, white bulbs and long, green stems.\nline 59 | Chives have a mild and sweet flavor, with a hint of pungent taste.\nline 60 | A variety called “garlic chive” has garlic-like flavor. Chives have beautiful purple flowers, which you can plant as decorations.\nline 61 | 10.\nline 62 | Cipollini Onions\nline 63 | Cipollini is a small, sweet onion type from Italy.\nline 64 | The onions produce delicious sweetness after caramelized, with a soft texture that melts in your mouth.\nline 65 | Cipollini onions can be roasted or fried with butter.\nline 66 | The skin is a little hard to remove cleanly, but you can boil the onions to loosen the skin.\nline 67 | - Improve Your Cooking with 16 Types of Vinegar\nline 68 | - 20 Types of Olives You Probably Don’t Know\nline 69 | - Most Popular Types of Tea to Try\nline 70 | 11.\nline 71 | Cocktail Onions\nline 72 | Cocktail onions refer to a specific process of pickling onions with paprika and turmeric in a brine. The results are sweeter, crunchier onions that lose their pungency.\nline 73 | Pearl onions are the most popular types used for this process.\nline 74 | However, you can use other sweet onions, including colored ones such as yellow and red.\nline 75 | 12.\nline 76 | Egyptian Onions\nline 77 | Egyptian onion is another name for tree onion.\nline 78 | This type of onion grows mini bulbs on top of their foliage instead of flowers (similar to garlic).\nline 79 | Egyptian onions have strong flavors, and the underground bulbs can be pungent. However, some types of tree onions have a milder, sweeter flavor.\nline 80 | 13. Green Onions\nline 81 | Also known as scallions, green onions have white bulbs with green stems. The flavor is mild and slightly sweet, making green onions ideal for salad, soup topping, sandwich, and noodle.\nline 82 | Green onions are considered appetizers in India, either eaten raw or made into chutney. The leaves can also be cooked and served as garnish or topping.\nline 83 | Leeks are related to onions, but they are treated more like vegetables. Leeks have similar tastes to onions, but sweeter and milder.\nline 84 | The pale green and white parts can be eaten raw, but the dark green ones are tough and must be cooked.\nline 85 | Leeks add significant textures and flavors to dishes, such as stir-fry, noodle, omelet, soup, and meat dishes.\nline 86 | 15. Maui Onions\nline 87 | Maui onions are sweet onions originally grown on the volcano slopes in Maui Island.\nline 88 | These onions look like regular sweet onions, but with paler skin and slightly elongated shape.\nline 89 | They are mild, sweet, and can be consumed raw or cooked.\nline 90 | They are great for meat or fish dishes.\nline 91 | 16. Pearl Onions\nline 92 | Pearl onions are called “baby buttons” in the UK, because of their small, round shapes.\nline 93 | Pearl onions are very sweet and often used in cocktail drinks. They are great for soup, stews, salad, and casseroles.\nline 94 | 17. Pickled Onions\nline 95 | Pickled onions are made of sweet onions, spice mix, chili pepper, sugar, and malt vinegar.\nline 96 | They are great as condiments to eat savory dishes.\nline 97 | In the UK, pickled onions are eaten with fish and chips, meat pies, and other savory dishes.\nline 98 | 18. Boiling Onions\nline 99 | Boiling onions are small, round onions that have strong flavor in raw forms.\nline 100 | When cooked, the flavor slowly turns milder and sweeter. Boiling onions can have red, white, or yellow skins. They are great for casseroles, soup, or stews.\nline 101 | 19. Texas Supa-Sweet Onions\nline 102 | Supa-Sweet is a type of sweet onion from Texas. It has a mild and fresh flavor that makes it great for fresh consumption.\nline 103 | You can slice and eat it with a sandwich, burger, or taco.\nline 104 | 20. Welsh Onions\nline 105 | Welsh onions are similar to leeks, with beautiful yellow flowers on top.\nline 106 | Despite the name,\nline 107 | Welsh onions are popular in Asian countries, like Japan, Korea, and China. They are used in soup, meat dishes, salad, and stews.\nline 108 | These different types of onions offer unique flavors to various dishes. Understand your onion characteristics before incorporating them in the recipes.\n</context>\n\n<phrases>\n- \"It was staring me in the face\"\n- \"Wait, but if that’s true\"\n- \"I think I can rule that out\"\n- \"That makes sense because\"\n- \"This could explain why\"\n- \"That would mean\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \" is striking \"\n- \"Wait, I think I just cracked it!\"\n- \"This connects to something else\"\n- \"There's a missing link here\"\n- \"Let me connect the dots\"\n- \"Actually, no\"\n- \"Okay, let's break this down\"\n- \"This connects to\"\n- \"So what I'm trying to say is\"\n- \"That would explain why\"\n- \"Let me work through this\"\n- \"Let me propose something\"\n- \"So basically\"\n- \"Wait, that doesn’t add up\"\n- \"In other words\"\n- \"Let's break this down into parts\"\n- \"This explains so much!\"\n- \"I wonder if\"\n- \"Alternatively\"\n- \"The pros and cons are\"\n- \"Finally, it clicks!\"\n- \"Something doesn't add up\"\n- \"Let’s weigh the options\"\n- \"I'm trying to untangle this\"\n- \"I'm mulling over\"\n- \"Suppose we assume that\"\n- \"Something's not clicking\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I'm pondering\"\n- \"Let me untangle this\"\n- \"This might sound weird, but\"\n- \"I'm intrigued by\"\n- \"Oh, I see what’s happening here!\"\n- \"If I follow this through\"\n- \"Let's think step by step\"\n- \"It finally adds up!\"\n- \"The thing is\"\n- \"On the other hand\"\n- \"It's fascinating how\"\n- \"Building on that\"\n- \"I’m trying to connect the dots here\"\n- \"I'm curious about\"\n- \"When I sit with this idea\"\n- \"So far, it looks like\"\n- \"On one hand... but on the other\"\n- \"Here's what I'm thinking\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"That’s an interesting angle, but\"\n- \"I'm starting to see a pattern\"\n- \"But then again\"\n- \"No, actually\"\n- \"If I take this apart step by step\"\n- \"If A is true, then\"\n- \"This makes me think of\"\n- \"I'm wondering if\"\n- \"Okay, pros and cons\"\n- \"What keeps nagging at me is\"\n- \"Here's what's bugging me\"\n- \"That reminds me\"\n- \"I'm struck by\"\n- \"This makes me reflect on\"\n- \"Coming at this from another angle\"\n- \"I should have known that!\"\n- \"So what I’m trying to say is\"\n- \"This brings to mind\"\n- \"Hmm, that doesn’t sound right\"\n- \"Let me play devil's advocate\"\n- \"I'm seeing a connection between\"\n- \"What if I flip it around?\"\n- \"What if we\"\n- \"Let me break this down\"\n- \"Ummm, actually\"\n- \"Wait, no\"\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 | Main Article Content\nline 02 | A person's nutritional condition is influenced by her nutritional status during the womb. In other words, the nutritional status of pregnant women is very influential on their own health and as a predictor of pregnancy outcomes for mothers and nutritional status of newborns (Senbanjo et al, 2013). This is due to fetal food intake can be through the umbilical cord that is connected to the mother's body (Indreswari et al, 2008).\nline 03 | Various maternal and child health efforts are carried out to reduce mortality. One of them is obstructed fetal growth which must be known while still in utero so that the clinician can be more stringent in monitoring and planning the delivery method to reduce the risk of perinatal death.\nline 04 | The increase in maternal weight during pregnancy is directly related to the weight of the baby and the risk of giving birth to low birth weight increases with a lack of weight gain during pregnancy. This shows a significant relationship between the increase in body weight of pregnant women and the weight of the baby born. (handayani, 2013). From several studies, it is still not known what factors most influence the birth weight of the baby, so in this study sistematic review was carried out as a strong first step for other researchers in developing this research.\nline 05 | A systematic review through journal reviews of the relationship between maternal weight, fetal weight, age at pregnancy, status of Gravida with birth weight\nline 06 | Result and Discussion :\nline 07 | Based on the analysis of the article it was found that the relationship between maternal weight, fetal weight, gestational age, gravida status and birth weight.\nline 08 | Several studies have reported an increased risk of low birth weight (LBW) among offspring (generally defined as women <20 years).\nline 09 | The number of births for women 35 years and over is increasing in both high-income countries and middle-income countries.\nline 10 | Several mechanisms have been suggested to explain this.\nline 11 | Biological mechanisms for increasing infant birth Low birth weight (LBW) in teenage mothers <20 years can be explained as follows.\nline 12 | Blood circulation to the cervix and also to the uterus in adolescents is still not perfect so this can interfere with the process of channeling nutrients from the mother to the fetus she contains.\nline 13 | Nutrition of pregnant adolescents also plays a role because adolescents still need nutrients to be shared with the fetus they contain compared to adult pregnant women who do not need nutrients for growth (Johanes, 2009 in Rahardjo et al, 2011).\nline 14 | Teenage mothers are inherently at risk for birth outcomes that are compromised because biological factors are considered. A large US sample shows that unfavorable birth outcomes for adolescent mothers compared to older mothers occur at several levels due to biological factors (Fraser, Brockert, & Ward, 1995; Chen, et al., 2007). However, additional research shows that this difference does not exist among African-American women because of higher average exposure to social and environmental losses compared to whites (Geronimus, 1987; 1996). This explanation shows that unfavorable birth outcomes among teens compared to older mothers are the norm, from which African American mothers deviate as a result of lower socioeconomic status (SES). The role of social loss in understanding the risks of compromised young mothers from birth outcomes is examined, especially those related to the selection of disadvantaged teenagers to give birth to children. Thus, the way the age of young mothers is associated with unfavorable birth outcomes is considered, both cross and in racial / ethnic groups\nline 15 | This study has not been able to find a relationship between the weight gain of pregnant women on the weight of the baby born. According to assumptions, this happens because there are still other factors that are not yet known exactly where these factors can affect the weight of the baby born.\nline 16 | This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.\nline 17 | Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-NonKomersial-BerbagiSerupa 4.0 Internasional. Jurnal Delima Harapan\n</context>\n\n<phrases>\n- \"That reminds me\"\n- \"Let me work through this\"\n- \"What I'm getting at is\"\n- \"Hmm\"\n- \" is striking \"\n- \"Let me trace that logic back\"\n- \"I'm struck by\"\n- \"Where did I put that...?\"\n- \"There's got to be something about\"\n- \"What keeps nagging at me is\"\n- \"How can I approach this?\"\n- \" is interesting\"\n- \"What if the reason is\"\n- \"Backing up for a second\"\n- \"Bear with me while I\"\n- \"Let's test this idea\"\n- \"What’s the best way to explain this?\"\n- \"Uh, where was I?\"\n- \"Hmm, let’s rewind a bit\"\n- \"In a way\"\n- \"I need to reframe this\"\n- \"This might sound weird, but\"\n- \"Let me see\"\n- \"I'm intrigued by\"\n- \"Let me propose something\"\n- \"Don't quote me on this\"\n- \"Let me approach this from another angle\"\n- \"I'm not sure, but\"\n- \"Let me throw this out there\"\n- \"I'm curious about\"\n- \"I'm just throwing ideas around\"\n- \"Hang on a second\"\n- \"On one hand... but on the other\"\n- \"If we follow this logic\"\n- \"I could go either way on this\"\n- \"Wait a minute... Oh!\"\n- \"Ah...\"\n- \"What if we looked at it like\"\n- \"This makes me think of\"\n- \"Let me put this another way\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"It's almost like\"\n- \"Coming at this from another angle\"\n- \"Still working it out\"\n- \"Ummm, actually\"\n- \"When I sit with this idea\"\n- \"No, actually\"\n- \"I just had it, what was it?\"\n- \"One way to look at it is\"\n- \"Let me dig into that a little deeper\"\n- \"Picture this\"\n- \"Let me sum this up so far\"\n- \"Let me just think this through\"\n- \"There’s a pattern here\"\n- \"This brings to mind\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"So basically\"\n- \"This connects to something else\"\n- \"That makes sense because\"\n- \"Let's see\"\n- \"Something tells me I should\"\n- \"You know\"\n- \"I keep coming back to\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Let's think step by step\"\n- \"How do I put this\"\n- \"Something doesn't add up\"\n- \"What if I just flip this around?\"\n- \"I keep circling back to\"\n- \"I'm mulling over\"\n- \"Here's where it gets interesting\"\n- \"This is starting to take shape\"\n- \"Actually, no\"\n- \"Well\"\n- \"So the main idea is\"\n- \"Let me see if\"\n- \"Let me chew on this\"\n- \"I’m trying to connect the dots here\"\n- \"I'm starting to see a pattern\"\n- \"I'm pondering\"\n- \"Basically\"\n- \"Let me back up a second\"\n- \"I'm wondering if\"\n- \"Let me connect the dots\"\n- \"Does that even make sense?\"\n- \"Building on that\"\n- \"Not set in stone, 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 | Politicians love to play with trains. And your money.\nline 02 | In Congresswoman Alexandria Ocasio-Cortez’s “Green New Deal,” she suggests that high speed rail should be built out across the country and used in place of air travel. But California’s “bullet” train is just one of several examples that demonstrate why tax dollars should not be wasted on these types of projects.\nline 03 | California’s bullet train, which was intended to run between Los Angeles and San Francisco, was originally estimated to cost $33 billion. However, the one-party state of California recently decided to pull the plug on this undertaking due to the fact that after 11 years and basically nothing to show for it, the real cost of the bullet train had climbed to $98 billion in state and federal tax dollars.\nline 04 | A round-trip flight from Los Angeles to San Francisco can be purchased for $149, and the flight takes 90 minutes. The bullet train was an expensive non-solution in search of a problem.\nline 05 | Meanwhile, some politicians in Mississippi, a predominantly Republican state, think it just might be a good idea to shovel taxpayer money to a proposed passenger train in the Southeast. As in California, this proposal — formally known as the Gulf Coast Rail Project — would soon turn into a massive taxpayer boondoggle.\nline 06 | Unfortunately for taxpayers in Mississippi, the Gulf Coast Rail Project is shaping up to be the same disaster. Given the California example, it is much harder to pretend ignorance.\nline 07 | While the total cost for this project, which calls for two daily passenger trains to run between New Orleans, Louisiana and Mobile, Alabama, is hidden, taxpayers will be on the hook for long-term operational and maintenance costs in addition to the infrastructure enhancements, including new train stations.\nline 08 | Estimates have shown that a one-way rail trip on these passenger trains would take more than 3 hours, and would require a subsidy of $180 per passenger. Today, a person wanting to travel between New Orleans and Mobile can get a ticket on Megabus, a 2.5-hour trip, for $14. For the $180 subsidy, the state could give 12 free bus tickets per passenger. In fact, hiring an Uber, a 2-2.5 hour trip, would often be less expensive than $180.\nline 09 | Recognizing the longer length of the train trip, it is reasonable to assume that it would be the least popular choice of commuters. In fact, the rail carrier’s own analysis projects the Gulf Coast Rail Project would attract just 26 riders per train. That is just two more than there are “blackbirds baked” in Mother Goose’s pie.\nline 10 | It gets worse. The Gulf Coast Rail Project would put jobs and potential new jobs at risk. The passenger trains would run on a line that is now being used by freight trains. Since passenger trains get preference over freight trains and the line is mostly single tracked, the Gulf Coast Rail project will interfere with freight traffic industries along the Mississippi Coast. How many companies would decide to build new factories along a hobbled freight rail line?\nline 11 | Mississippi lawmakers should learn from the California bullet train fiasco, as well as the lessons closer to home: similar state-supported trains that once ran between New Orleans and Mobile in the past were discontinued because they were slower, less reliable, and more expensive than other existing modes of transportation.\nline 12 | As Randal O’Toole, senior fellow at the Cato Institute and author of Romance of Rails: Why the Passenger Trains We Love Are Not the Transportation We Need, has exposed:\nline 13 | Today, air travel is far less expensive than train travel, with airfares averaging under 14 cents a passenger mile, barely more than a third of Amtrak fares even though Amtrak receives much bigger subsidies, per passenger mile, than the airlines.\nline 14 | There is no justification for wasting millions of hard-earned tax dollars on yet another expensive, inflexible and unneeded train. Today planes, buses, Uber, and Lyft do much more, much better for much less.\nline 15 | The views and opinions expressed in this commentary are those of the author and do not reflect the official position of The Daily Caller.\n</context>\n\n<phrases>\n- \"That’s an interesting angle, but\"\n- \"So what I’m trying to say is\"\n- \"There’s a better way to phrase this\"\n- \"What if I flip it around?\"\n- \"I'm still feeling my way through\"\n- \"Just thinking out loud but\"\n- \"No, actually\"\n- \"Basically\"\n- \"Backing up for a second\"\n- \"There's got to be something about\"\n- \"Okay, so if I do this\"\n- \"Let me circle back to that\"\n- \"Anyway\"\n- \"Brainstorming here, but\"\n- \"Right, so\"\n- \"In other words\"\n- \"That’s the piece of the puzzle!\"\n- \"That makes sense because\"\n- \"Okay, so\"\n- \"Ohhh, now I see!\"\n- \"Let me play devil's advocate\"\n- \"I feel like I'm close\"\n- \"Let me put this another way\"\n- \" is key here\"\n- \"Oh, that clears everything up!\"\n- \"I keep coming back to\"\n- \"What if I just flip this around?\"\n- \"On one hand... but on the other\"\n- \"What if we looked at it like\"\n- \"Alternatively\"\n- \"Where does that leave me?\"\n- \"Now, if I think about it differently\"\n- \"Hang on a second\"\n- \"Hmm\"\n- \"Let me see\"\n- \" is interesting\"\n- \"That actually makes a lot of sense\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Bear with me while I\"\n- \"Maybe if I try it this way\"\n- \"Let me work through this\"\n- \"Wait a minute\"\n- \"If I follow this through\"\n- \"This is starting to take shape\"\n- \"Coming at this from another angle\"\n- \"Let me throw this out there\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Not quite there yet\"\n- \"Here's what I'm thinking\"\n- \"Ah...\"\n- \"Actually, no\"\n- \"Let's think step by step\"\n- \"Oh! I get it now!\"\n- \"Let me just think this through\"\n- \"That would explain why\"\n- \"Wait, no\"\n- \"This explains so much!\"\n- \"The thing is\"\n- \"Ummm, actually\"\n- \"Let me trace that logic back\"\n- \"I don’t want to jump to conclusions, but\"\n- \"I guess maybe\"\n- \"I keep circling back to\"\n- \"There's something here about\"\n- \"Oh! I get it now\"\n- \"Let's test this idea\"\n- \"Aha! That’s what I was missing!\"\n- \"Something doesn't add up\"\n- \"There's probably more to it\"\n- \"I think I’ve lost my train of thought\"\n- \"Am I overcomplicating this?\"\n- \"On the other hand\"\n- \"Hmm, let’s rewind a bit\"\n- \"But then again\"\n- \"I could do this, or maybe that\"\n- \"Now it makes sense!\"\n- \"Uh...\"\n- \"It suggests that\"\n- \"I was just about to say\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me talk this through\"\n- \"What keeps nagging at me is\"\n- \"Let me untangle this\"\n- \"Let me sum this up so far\"\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 | Evidence For Evolution\nline 02 | For centuries, there’s been debate regarding the development of life, all thanks to Darwin.\nline 03 | He published ideas stating EVOLUTION was due to NATURAL SELECTION, explaining that different individuals of the same species have variations of the same characteristic, e.g.\nline 04 | height.\nline 05 | The more advantageous versions thrive in the environment and survive to breed, passing on these positive genetic differences down generations.\nline 06 | An example that supports Darwin’s theories is ANTIBIOTIC RESISTANCE in bacterial evolution.\nline 07 | Bacteria reproduce fast and the constant turn-over of DNA leads to MUTATIONS and new strains of bacteria, some of which can’t be killed by certain antibiotics.\nline 08 | This is a demonstration of natural selection: advantageous mutations occur and help the bacteria survive by resisting the deadly antibiotic, going onto multiply and pass on these variations.\nline 09 | Evidence for Human Evolution\nline 10 | Human evolution was also proposed by Darwin to be the result of natural selection, believing all organisms ultimately originate from simpler beings.\nline 11 | We prove this using FOSSIL discovery, which are preserved imprints or remains of organisms that were alive millions of years ago.\nline 12 | Archaeologists have used these fossil records to develop evidence for human evolution, primarily with 2 key discoveries in the lovely African ladies LUCY and ARID!\nline 13 | Arid is our older lady, being a female fossilised human-like skeleton from 4.4 million years ago, her bones suggesting that humans and chimpanzees didn’t evolve together.\nline 14 | Lucy is slightly younger at 3.2 million years old and is another African fossilised skeleton that seems human-like with suggestions of an upright posture and foot bones like modern-day humans but a smaller skull.\nline 15 | Also, more evidence was provided by the Leakeys, a scientific couple who discovered fossils as old as 1.6 million years, heavily resembling modern-day humans even more so than Arid and Lucy!\nline 16 | Another sign that we have evolved over time is the discovery of STONE TOOLS from 2.5 million-year-old flint hand axes to 10,000-year-old arrowheads.\nline 17 | However, all dates are an indirect estimate as scientists consider the tool as old as the rock around it!\nline 18 | From 5 Kingdoms to 3 Domains Using Genetic Analysis\nline 19 | To organise the information gathered from fossils and living organisms, classification systems were designed to categorise beings based on their characteristics.\nline 20 | An early model was the 7 group LINNAEAN SYSTEM, placing organisms in gradually smaller and more specific groups, the first group being the 5 Kingdoms.\nline 21 | However, the Linnaean system was founded on human judgment, and scientific advances have now updated classification by allowing scientists to document more details that they can use to compare organisms, even down to the genetic level!\nline 22 | GENETIC ANALYSIS highlights DNA base sequences we can use to contrast the relations between beings, leading Carl Woese to propose the THREE-DOMAIN SYSTEM.\n</context>\n\n<phrases>\n- \"Backing up for a second\"\n- \"I guess maybe\"\n- \" is key here\"\n- \"That doesn't seem to add up... Let me think\"\n- \"That’s the answer I was looking for!\"\n- \"I'm trying to untangle this\"\n- \"What keeps nagging at me is\"\n- \"I think I found the solution!\"\n- \"On one hand... but on the other\"\n- \"Something doesn't add up\"\n- \"There’s a better way to phrase this\"\n- \"Am I missing something?\"\n- \"Oh! I get it now!\"\n- \"This brings to mind\"\n- \"What if we\"\n- \"Alright, where was I?\"\n- \"Coming at this from another angle\"\n- \"What’s the best way to explain this?\"\n- \"I'm pondering\"\n- \"What's the best way to explain this?\"\n- \"I'm mulling over\"\n- \"I feel like I’m close\"\n- \"Let me chew on this\"\n- \" is interesting\"\n- \"I'm curious about\"\n- \"This just clicked into place!\"\n- \"Let me talk this through\"\n- \"Okay, pros and cons\"\n- \"That makes sense because\"\n- \"This is starting to take shape\"\n- \"I keep circling back to\"\n- \"Not sure if this fits, but\"\n- \"Ummm, actually\"\n- \"Something's not clicking\"\n- \"Maybe I'm way off, but\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let's break this down into parts\"\n- \"That’s what I was trying to say!\"\n- \"Is this the hill I want to die on?\"\n- \"Wait, no\"\n- \"Oh, it all makes sense now!\"\n- \"There's got to be something about\"\n- \"This makes me reflect on\"\n- \"The thing is\"\n- \"I'm intrigued by\"\n- \"It’s on the tip of my tongue\"\n- \"I'm wondering if\"\n- \"So the main idea is\"\n- \"So what I’m trying to say is\"\n- \"I'm struck by\"\n- \"There's a missing link here\"\n- \"Sort of like\"\n- \"This might sound weird, but\"\n- \"Here's where it gets interesting\"\n- \"Let’s weigh the options\"\n- \"Okay, walking through it again\"\n- \"Okay, let's break this down\"\n- \"I’m almost there\"\n- \"Let me untangle this\"\n- \"I'm trying to reconcile\"\n- \"How can I approach this?\"\n- \"Actually, no\"\n- \"Let's think step by step\"\n- \" is striking \"\n- \"The more I think about it\"\n- \"This is pretty rough\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"It finally adds up!\"\n- \"I was just about to say\"\n- \"It almost fits, but something’s off\"\n- \"Let me just think this through\"\n- \"No, actually\"\n- \"That doesn’t sound right\"\n- \"Now I'm stuck on\"\n- \"Hmm, that doesn’t sound right\"\n- \"That actually makes a lot of sense\"\n- \"The crucial thing seems to be\"\n- \"Going back to what I said about\"\n- \"So, the bottom line is\"\n- \"Let me trace that logic back\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"It's fascinating how\"\n- \"If I take this apart step by step\"\n- \"That changes everything\"\n- \"Let me work through this\"\n- \"Let me break this down\"\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 | Rich Home Environment Can Close Readiness Gap for Poor Children\nline 02 | Educators looking to eliminate the school readiness gap for children in poverty can look to how parents play with and encourage their youngest children, according to a study published in an online preview this month in Child Development.\nline 03 | By the age of 2, differences in a low-income child's home-learning environment can make the difference between whether he or she will be considered ready for school or labeled at risk at the start of kindergarten two years later.\nline 04 | New York University researchers Eileen Rodriguez Bandel and Catherine S. Tamis-LeMonda studied 1,852 children whose families participated at 17 sites where the federal Early Head Start Evaluation Study was taking place. Only about half the families received services through the program, which provides educational training and support for parents in poverty. The researchers analyzed the home environments, including tapes of mother-child interactions, parent surveys, and videos of the home, around the children's first, second, and third birthdays and again at age 5, just before they started kindergarten.\nline 05 | At each age, Ms. Bandel and Ms. Tamis-LeMonda looked at three measures of the home environment which had been previously associated with later school readiness: literacy activities, such as the frequency at which parents and toddlers read books, told stories, and sang nursery rhymes together; maternal engagement, including how well mothers responded to their child's needs and cues and tried to stimulate the child's cognitive and language development; and the availability of educational toys, such as books, role-playing toys like dolls and stuffed animals, musical instruments, blocks, and art supplies. Those areas were coded and combined into a single composite measure of home enrichment.\nline 06 | \"There was an enormous amount of variability [of home environment], even within this low-income sample,\" said Ms. Bandel, now a survey researcher at Mathematica Policy Research in Princeton, N.J.\nline 07 | She found that 70 percent of children whose parents created and maintained a high-quality home environment performed at or above national norms on two tests of early school readiness, the Peabody Picture Vocabulary Test and the Woodcock-Johnson Revised Tests of Achievement. These children performed a full standard deviation higher on average than children with low-quality home environments—the difference between being considered on-level and at risk in kindergarten.\nline 08 | Moreover, researchers found that many children whose parents started out with very supportive home environments decreased over time, usually around age 3—the year when children often start to explore more complex educational games and toys. Ms. Bandel told me that the quality of the home environment continued to be important throughout a child's early years, but it proved critical to different skills at different times. Children with rich learning environments in the first few years had higher receptive language skills, while later enriched environments were associated with better letter-word identification.\nline 09 | Moreover, Ms. Bandel said many families provided very similar environments throughout a child's early years, with younger and less-experienced mothers tending to provide less enrichment. She said the study suggests potential to narrow the school readiness gap for students in poverty by providing more training and learning materials, particularly for young parents.\nline 10 | \"You can never begin too early,\" she said. \"I think it's invaluable to begin providing this information, particularly to low-income, high-risk families,\" she said.\nline 11 | The researchers plan to continue to follow the cohort of students to gauge whether early home environments have an effect on academic achievement of students in 5th grade.\n</context>\n\n<phrases>\n- \"In other words\"\n- \"I wonder if\"\n- \"So what does this mean in the bigger picture?\"\n- \"Ummm, actually\"\n- \"Let me untangle this\"\n- \"Let's think step by step\"\n- \"So that’s why it wasn’t working!\"\n- \"Actually, no\"\n- \"Ah...\"\n- \"I'm pondering\"\n- \"This brings to mind\"\n- \"Alternatively\"\n- \"Might be\"\n- \"I keep coming back to\"\n- \"That would mean\"\n- \"Oh! I get it now!\"\n- \"So what I’m trying to say is\"\n- \"Now, if I think about it differently\"\n- \"Wait a minute... Oh!\"\n- \"Well\"\n- \"Let me run through it again\"\n- \"Now it all comes together!\"\n- \"Basically\"\n- \"Hmm\"\n- \"No, actually\"\n- \"There’s a better way to phrase this\"\n- \"I'm intrigued by\"\n- \"Let me approach this from another angle\"\n- \"Anyway\"\n- \"I'm curious about\"\n- \"It's fuzzy, but\"\n- \"But then again\"\n- \"There's probably more to it\"\n- \"Let me put this another way\"\n- \"Let me chew on this\"\n- \"On the other hand\"\n- \"The more I think about it\"\n- \"Bear with me while I\"\n- \"When I sit with this idea\"\n- \"Let me play devil's advocate\"\n- \"What if I flip it around?\"\n- \"What keeps nagging at me is\"\n- \" is interesting\"\n- \"Okay, so\"\n- \"Now, wait just a second\"\n- \"Picture this\"\n- \"That’s an interesting angle, but\"\n- \"It's a bit murky\"\n- \"That makes sense because\"\n- \"I'm struck by\"\n- \"Brainstorming here, but\"\n- \"This makes me reflect on\"\n- \"Let me circle back to that\"\n- \"It’s on the tip of my tongue\"\n- \"It's hard to pin down\"\n- \"What I'm getting at is\"\n- \"On one hand... but on the other\"\n- \"I'm mulling over\"\n- \"Wait, no\"\n- \"I was making this more complicated than it needed to be\"\n- \"Oh! I get it now\"\n- \"Oh, it all makes sense now!\"\n- \"This is pretty rough\"\n- \"What's the best way to explain this?\"\n- \"Let me work through this\"\n- \"I need to make sure this checks out\"\n- \"Well, let me see\"\n- \"Backing up for a second\"\n- \"Let’s not rush this\"\n- \"I need to reframe this\"\n- \"The crucial thing seems to be\"\n- \"Let's see\"\n- \" is key here\"\n- \"I think I found the solution!\"\n- \"Oh, that clears everything up!\"\n- \"What if we\"\n- \"Something doesn't add up\"\n- \"It finally adds up!\"\n- \"Hmm, let’s rewind a bit\"\n- \"That actually makes a lot of sense\"\n- \"I could be wrong, but\"\n- \"I'm getting a sense that\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Here's where it gets interesting\"\n- \"I need to step back and rethink 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 | Use the SIMPLE PAST TENSE of the verbs in bracket for the following passive sentences.\nline 02 | Click the sentences to see the answers.\nline 03 | Example: A valuable painting _____ (steal) from the museum.\nline 04 | A valuable painting was stolen from the museum.\nline 05 | 1. Our team _____ (beat) in the final.\nline 06 | 1. Our team was beaten in the final.\nline 07 | 2. I think it _____ (do) some time during the night.\nline 08 | 2. I think it was done some time during the night.\nline 09 | 3. The sandwiches _____ soon _____ (eat).\nline 10 | 3.\nline 11 | The sandwiches were soon eaten.\nline 12 | 4. The spare parts _____ (want) urgently so they _____ (fly) in from the supplier.\nline 13 | 4. The spare parts were wanted urgently so they were flown in from the supplier.\nline 14 | 5. These books _____ (borrow) from the boys in another class.\nline 15 | 5. These books were borrowed from the boys in another class.\nline 16 | 6. The injured man _____ (carry) to an ambulance.\nline 17 | 6.\nline 18 | The injured man was carried to an ambulance.\nline 19 | 7.\nline 20 | The thief _____ (chase) by a crowd of angry people.\nline 21 | 7.\nline 22 | The thief was chased by a crowd of angry people.\nline 23 | 8. She _____ (marry) on Saturday.\nline 24 | 8. She was married on Saturday.\nline 25 | 9. Most of these stamps _____ (collect) by my brother when he was much younger.\nline 26 | 9.\nline 27 | Most of these stamps were collected by my brother when he was much younger.\nline 28 | 10. The blackboard _____ (clean) at the end of the previous lesson.\nline 29 | 10. The blackboard was cleaned at the end of the previous lesson.\nline 30 | 11. _____ that meat _____ (cook) today or yesterday?\nline 31 | 11. Was that meat cooked today or yesterday?\nline 32 | 12. _____ your brother _____ (offer) the job?\nline 33 | 12. Was your brother offered the job?\nline 34 | 13. _____ all the games _____ (finish) in time?\nline 35 | 13. Were all the games finished in time?\nline 36 | 14. The money _____ (count) before it was handed in.\nline 37 | 14. The money was counted before it was handed in.\nline 38 | 15. _____ those plants _____ (water) last night?\nline 39 | 15. Were those plants watered last night?\nline 40 | 16. Not all the passengers _____ (rescue).\nline 41 | 16. Not all the passengers were rescued.\nline 42 | 17. His car _____ (search) thoroughly when he went through the Customs.\nline 43 | 17. His car was searched thoroughly when he went through the Customs.\nline 44 | 18. We _____ (stop) by the police when we came to the police barrier.\nline 45 | 18. We were stopped by the police when we came to the police barrier.\nline 46 | 19. Both drivers _____ slightly _____ (injure) in the accident.\nline 47 | 19. Both drivers were slightly injured in the accident.\nline 48 | 20. The guests _____ (receive) at the gate by the host.\nline 49 | 20. The guests were received at the gate by the host.\n</context>\n\n<phrases>\n- \"I need more time with [blank], it's not fully formed\"\n- \"Ummm, actually\"\n- \"Let me just think this through\"\n- \"Here's a possible explanation\"\n- \"Suppose we assume that\"\n- \"Wait, but if that’s true\"\n- \"That’s the answer I was looking for!\"\n- \"What’s the missing piece?\"\n- \"I'm struck by\"\n- \"Let me circle back to that\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"This might sound weird, but\"\n- \"Let's think step by step\"\n- \"I should have known that!\"\n- \"Finally, it clicks!\"\n- \"Something doesn't add up\"\n- \"But then again\"\n- \"We've completely overlooked [blank]\"\n- \"So, the bottom line is\"\n- \"Going back to what I said about\"\n- \"Let me run through it again\"\n- \"I'm trying to untangle this\"\n- \"I wonder if\"\n- \"Alternatively\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me play devil's advocate\"\n- \"Okay, pros and cons\"\n- \"That changes everything\"\n- \"I'm curious about\"\n- \"Let me untangle this\"\n- \"Ohhh, now I see!\"\n- \"What if I tried...?\"\n- \"Let me break this down\"\n- \"Wait, I think I just cracked it!\"\n- \"The pros and cons are\"\n- \"I'm wondering if\"\n- \"Backing up for a second\"\n- \"What if the reason is\"\n- \"That’s what I was trying to say!\"\n- \"I'm trying to reconcile\"\n- \"Maybe if I try it this way\"\n- \"I'm pondering\"\n- \"I need to fill in the gaps\"\n- \"Still working it out\"\n- \"That’s an interesting angle, but\"\n- \"Hmm, let’s rewind a bit\"\n- \"Coming at this from another angle\"\n- \"Let me work through this\"\n- \"I'm still feeling my way through\"\n- \"Actually, no\"\n- \"This is starting to take shape\"\n- \"What if I flip it around?\"\n- \"One way to look at it is\"\n- \"What happens if we change this part?\"\n- \"I keep coming back to\"\n- \"On the other hand\"\n- \"Let me propose something\"\n- \"This brings to mind\"\n- \"What keeps nagging at me is\"\n- \"No, actually\"\n- \"Brainstorming here, but\"\n- \"Okay, let's break this down\"\n- \"When I sit with this idea\"\n- \"What if we\"\n- \"Let’s weigh the options\"\n- \"I need to make sure this checks out\"\n- \"Wait, no\"\n- \"This might explain the pattern\"\n- \"If I take this apart step by step\"\n- \"This makes me reflect on\"\n- \"I keep circling back to\"\n- \"First things first\"\n- \"What’s the best way to explain this?\"\n- \"On one hand... but on the other\"\n- \"That would mean\"\n- \"Something's not clicking\"\n- \"There's something here about\"\n- \"There's probably more to it\"\n- \"Let me chew on this\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Alright, where was I?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | A LARGE Salvation Army health project is underway in the Democratic Republic of the Congo (DRC), aiming to prevent the spread of the Ebola virus among the population of Goma, in the far east of the country. The current outbreak, which started in August 2018, is the largest-ever Ebola outbreak in DRC with more than 900 cases and almost 600 deaths attributed to the virus in North Kivu and Ituri provinces alone. There is a high risk of further geographical spread of the outbreak to Goma, a short distance away from areas of confirmed cases. The Salvation Army’s project aims to minimise the spread of the virus by promoting rigorous handwashing, building awareness and knowledge of the condition, and fighting against the stigma associated with the virus.\nline 02 | The Ebola virus causes a severe and often fatal fever accompanied by internal and external bleeding. It is spread from person to person through body fluids, so adhering to good hygiene practices is one of the most important ways of avoiding infection.\nline 03 | To this end, The Salvation Army is working with 10 health centres, 320 schools and 120 faith-based organisations, including mosques and churches of various denominations in the North Kivu region. The Salvation Army project team has completed two or five-day Train the Trainer courses for all the health centre leaders, school leaders and religious leaders. The newly-trained leaders are then tasked with training a further 10 leaders each.\nline 04 | As well as the extensive Ebola prevention training programme, The Salvation Army has provided all the churches and schools identified with hygienic handwashing facilities. This includes a large capacity water tank, with a tap (faucet), washbasin and an initial supply of 10 bottles of liquid soap.\nline 05 | In liaison with the country’s Ministry of Public Health department, the roll-out will also see The Salvation Army providing 10 clinics with similar equipment – with the liquid soap replaced by a professional chlorine-based antibacterial agent. The clinics will also be provided with protective clothing, including boots, safety goggles, face masks, gloves and full-body Ebola suits in quantities sufficient for every member of staff. Each clinic will also be equipped with a triage centre at its entrance where patients, staff and visitors will be assessed and suspected cases contained to prevent the potential spread.\nline 06 | Technology is also being used to good effect, with the online messaging platform WhatsApp being utilised to provide a continuing stream of verified and updated information to the leaders who have undergone the hygiene training.\nline 07 | The WhatsApp facility will also enable community leaders to ask questions and receive accurate advice on the best approaches to hygiene and disease prevention.\nline 08 | Speaking from Goma, Damaris Frick, The Salvation Army’s Deputy Coordinator of International Emergency Services, said: ‘The Salvation Army in Goma is small but their contribution and work is significant. To date there have been no confirmed cases of Ebola in Goma. Our hope is that together with the Ministry of Health, the World Health Organization and many other stakeholders our efforts will prevent this deadly virus spreading further.’\nline 09 | The project costs are in the region of US$ 180,000. Donors wishing to support The Salvation Army’s Africa Disaster Fund can do so securely online.\nline 10 | From a report by International Emergency Services\n</context>\n\n<phrases>\n- \"The thing is\"\n- \"Wait a minute\"\n- \"Actually, no\"\n- \"If I take this apart step by step\"\n- \"Oh! I get it now\"\n- \"That’s an interesting angle, but\"\n- \"Let me see\"\n- \"Ah...\"\n- \"Finally, it clicks!\"\n- \"This is just a first pass, but\"\n- \"So far, it looks like\"\n- \"Let me just think this through\"\n- \"How do I put this\"\n- \"In essence\"\n- \"Coming at this from another angle\"\n- \"Not set in stone, but\"\n- \"Oh! I get it now!\"\n- \"On one hand... but on the other\"\n- \"Okay, pros and cons\"\n- \"I'm trying to untangle this\"\n- \"Let me break this down\"\n- \"What if I flip it around?\"\n- \"That would explain why\"\n- \"Now it makes sense!\"\n- \"Okay, let's break this down\"\n- \"This feels half-right, but\"\n- \"On the other hand\"\n- \"Anyway\"\n- \"Ohhh, now I see!\"\n- \"Okay, so\"\n- \"I’m trying to connect the dots here\"\n- \"This connects to something else\"\n- \"Wait, no\"\n- \"Aha! That’s what I was missing!\"\n- \"Wait a minute... Oh!\"\n- \"It's almost like\"\n- \"Now, if I think about it differently\"\n- \"I think\"\n- \"Well, let me see\"\n- \"So basically\"\n- \"Right, so\"\n- \"So what I’m trying to say is\"\n- \"Am I thinking about this all wrong?\"\n- \"The crucial thing seems to be\"\n- \"No, actually\"\n- \"So the main idea is\"\n- \"Something doesn't add up\"\n- \"Oh! That reminds me\"\n- \"Maybe I’m overcomplicating it\"\n- \"But then again\"\n- \"Let’s weigh the options\"\n- \"There's got to be something about\"\n- \"Ummm, actually\"\n- \"What keeps nagging at me is\"\n- \"Okay, I think I’ve got it now!\"\n- \"There's something here about\"\n- \"Let me untangle this\"\n- \"There’s a pattern here\"\n- \"Let me put this another way\"\n- \"Let me work through this\"\n- \"Let me make sure I got this\"\n- \"I feel like I'm close\"\n- \"I'm seeing a connection between\"\n- \"It's fascinating how\"\n- \"That reminds me\"\n- \"It was staring me in the face\"\n- \"This makes me think of\"\n- \"Just spitballing here\"\n- \"Let me play devil's advocate\"\n- \"That makes sense because\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Alternatively\"\n- \"Let me talk this through\"\n- \"Building on that\"\n- \"I'm starting to see a pattern\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let's think step by step\"\n- \"If I follow this through\"\n- \"If I had to choose right now\"\n- \"The pros and cons are\"\n- \"Let me throw this out there\"\n- \"That actually makes a lot of sense\"\n- \"Let's break this down into parts\"\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 | Published Open Access in Science: Radar Evidence for Liquid Surfaces on Titan Campbell, D. B., Black, G. J., Carter, L. M., and Ostro, S. J., Science 302, 5644, pp. 431-434, 17 Oct 2003 DOI: 10.1126/science.1088969\nline 02 | This was a really elegant experiment! A continuous, unmodulated, circularly polarized 13 cm wave was broadcast from Arecibo towards the Saturn/Titan system, and the Doppler shift was used to isolate the returned signal from Titan.\nline 03 | Most of the surface is rough, so there is signal returned from areas all over Titan's disk, and since the moon rotates, albeit slowly, returned power from the \"left\" and \"right\" sides are shifted to higher and lower frequencies.\nline 04 | However during some observing times there was a very strong and pronounced reflection with zero Doppler shift with respect to Titan's known radial velocity, and this peak is attributed to specular reflection. Checks on received polarization confirm that while the power from the rough surface is returned in both circular polarization state, the presumed specular component is only in the expected circular polarization state.\nline 05 | As pointed out in @Martin Kochanski's thoughtful answer there is no determination from the radar observation that the returned specular reflection comes from methane.\nline 06 | This is simply a presumed component of the presumed lakes, based on known information about Titan's chemistry at the time (2003).\nline 07 | We observed Titan on 16 nights in November and December 2001 and on 9 nights in November and December 2002, transmitting at 13-cm wavelength with the 305-m Arecibo telescope and receiving the echo with Arecibo. Titan's rotational and orbital periods are 15.9 days, and our 2001 observations were obtained at a uniform 22.6° (∼800 km) interval in longitude. The 9 observations in 2002 did not provide uniform coverage. The latitude of the subearth track was 25.9°S in 2001 and 26.2°S in 2002, its farthest southern excursion. The round-trip light time to the Saturn system during the observations was 2 hours 15 min, and the limited tracking time of the Arecibo telescope meant that signal reception was restricted to ∼30 min per day, corresponding to 0.5° of Titan rotation (20 km of motion of the subearth point). On one night in 2001 and for most of the 2002 observations (as well as others when we were attempting ranging measurements to Titan), the 100-m Green Bank Telescope (GBT) was also used to receive the echo for the full round-trip time. These data have lower signal-to-noise ratios than those obtained with Arecibo receiving the echo, but the longer receive time corresponding to 2.1° of Titan rotation allowed more subearth locations to be studied.\nline 08 | Here is some of the Titan data:\nline 09 | Fig. 3. The OC radar echo spectrum at 1.0-Hz resolution for the 2002 observation at the subearth longitude of 80°. The normalized cross section for the specular component of the echo and the RMS slope are 0.023 and 0.2°, respectively.\nline 10 | Click for full size\nline 11 | Fig.\nline 12 | 1.\nline 13 | Arecibo radar echo spectra from the 2001 data for five subearth longitudes on Titan.\nline 14 | Spectra are shown for both the expected (OC) sense of received circular polarization and the cross-polarized (SC) sense.\nline 15 | The ordinate is in standard deviations of the noise.\nline 16 | The limb-to-limb Doppler-broadened bandwidth for Titan is 325 Hz.\nline 17 | Four of the OC spectra show evidence of a specular component at 0 Hz.\nline 18 | Saturn's rings \"imaged\" (delay-Doppler):\nline 19 | From Radar imaging of Saturn’s rings Nicholson, P. D. et al., Icarus 177 (2005) 32–62, doi:10.1016/j.icarus.2005.03.023\nline 20 | The \"image\" below is not a conventional image, since the Arecibo dish has no way to spatially resolve the transverse expanse of Saturn and its rings. It is a \"delay-Doppler\" image, using 12.6 cm, ~500 kW radar broadcasts transmitted by Arecibo. The round-trip light time was about 135 minutes. Because Arecibo has limited steering away from the zenith (<19.7 degrees) max Saturn was only available to the dish for 166 minutes even under ideal conditions.\nline 21 | The vertical axis shows a delay of about +/- 800 milliseconds which demonstrates spatial resolution, but in the radial or depth direction. The horizontal axis is Doppler shift. The +/- 300 kHz shift represents the orbital velocity of particles in the rings.\nline 22 | While the Titan specular reflection above was done with a continuous or CW beam, the delay-doppler imaging technique requires a frequency modulation of the beam with a frequency-hopping pattern. By applying a correlation function using the known pattern to the recorded received signals, components with different return times and different Doppler shifts can be extracted, and the results is then hzstogramed, producing the delay-Doppler image below.\nline 23 | This is a standard technique and has been used to image other planets and asteroids: See the following items and refereces within:\nline 24 | Fig. 2. Delay–Doppler images constructed from data obtained in (a) October 1999, (b) November 2000, (c) December 2001, and (d) January 2003.\nline 25 | Both OC and SC polarizations were combined to maximize the signal to\nline 26 | noise ratio. Note the four bright regions in each image where the delay and\nline 27 | Doppler cells are parallel and where the A and B rings appear to cross over\n</context>\n\n<phrases>\n- \"Alternatively\"\n- \"This connects to something else\"\n- \"This makes me think of\"\n- \"Okay, backtrack a bit\"\n- \"Let me sum this up so far\"\n- \"I'm struck by\"\n- \"What if I flip it around?\"\n- \"Oh! That reminds me\"\n- \"It's fascinating how\"\n- \"Ummm, actually\"\n- \"I keep coming back to\"\n- \"I'm curious about\"\n- \"In other words\"\n- \"I need a clearer view of this\"\n- \"I'm intrigued by\"\n- \"I’m trying to connect the dots here\"\n- \"There’s a pattern here\"\n- \"I need to fill in the gaps\"\n- \"Okay, walking through it again\"\n- \"This connects to\"\n- \"I'm pondering\"\n- \"Here's what's bugging me\"\n- \"I'm mulling over\"\n- \"Let me think\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Should I...? No, wait\"\n- \"Let me play devil's advocate\"\n- \"Something doesn't add up\"\n- \"What I mean is\"\n- \"When I sit with this idea\"\n- \"This makes me reflect on\"\n- \"So far, it looks like\"\n- \"Building on that\"\n- \"Uh...\"\n- \"I'm getting a sense that\"\n- \"I can't quite put my finger on\"\n- \"That makes sense because\"\n- \"But then again\"\n- \"On one hand... but on the other\"\n- \"This is just a hunch\"\n- \"Well\"\n- \"What keeps nagging at me is\"\n- \"I'm trying to reconcile\"\n- \"I'm not sure, but\"\n- \"So what I'm trying to say is\"\n- \"Let's think step by step\"\n- \"That’s an interesting angle, but\"\n- \"Wait, no\"\n- \"What’s the best way to explain this?\"\n- \"Actually, no\"\n- \"Let me run through it again\"\n- \"Let me make sure I got this\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"I'm wondering if\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Basically\"\n- \"I wonder if\"\n- \"I was just about to say\"\n- \" is key here\"\n- \"I need to reframe this\"\n- \"Right, so\"\n- \"Let's see\"\n- \"This feels half-right, but\"\n- \"Hold that thought\"\n- \"No, actually\"\n- \"Take this with a grain of salt\"\n- \"Hold on a second\"\n- \"It's almost like\"\n- \"Uh, where was I?\"\n- \"I need to make sure this checks out\"\n- \"Now we're cooking\"\n- \"I keep circling back to\"\n- \"There's a missing link here\"\n- \"Something about [blank] is still bothering me\"\n- \"Maybe I should sleep on it\"\n- \"That reminds me\"\n- \"Hang on a second\"\n- \"I’m not sure, but\"\n- \"Let me untangle this\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"On the other hand\"\n- \"Let me work through this\"\n- \"So the main idea is\"\n- \" is striking \"\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 | It's no secret that the U.S. has a weight problem. Nearly 36% of U.S. adults are obese and another 33% are overweight, with respective body mass indices of 30 or higher and 25 to 29.9. Strategies to address this public health problem rely heavily on individuals' changing their behavior, such as increasing physical activity and reducing calorie intake. These interventions are easier said than done, and may not be making a dent in the U.S. obesity epidemic. A result analysis suggests that by 2030, 51% of the U.S. population will be obese.\nline 02 | A new report explores the potential links between working conditions and individuals' challenges in maintaining a healthy weight. Researchers at UMass Lowell and the University of Connecticut teamed up with worker leaders and staff of MassCOSH and the Boston Workers' Alliance to investigate the experiences of low-wage with respect to eating patterns, physical activity, and their work environment. They conducted eight 90-minute focus groups with a total of 63 low-wage workers. Four individuals participated in longer, in-depth interviews. Twenty-two percent of the participants were employed in restaurant/food service, 21% in healthcare/human services, 17% in construction and 13% in manufacturing; 83% of the participants were Hispanic or Latino; and 65% were female.\nline 03 | Four primary themes emerged from the focus group discussions:\nline 04 | - Physically demanding work, such as jobs in construction or hotel housekeeping, and extended work hours, made it difficult to engage in exercise programs or other forms of physical activity. As one worker reported: \"I don't have the desire to do exercise after standing 15-16 hours. I just want to eat and sleep.\"\nline 05 | - Psychosocial stressors at work, such as high demands for performance and low control over how the work is organized, creates anxiety and leads to food consumption. One participant explained: \"The work that three people used to do is given to one person. That creates more stress and eating more,\" and another said: \"we had too much work so we didn't have time for lunch. I needed the job..sometimes I work 10 or 12 hours...when I got home I ate fast food.\"\nline 06 | - Time pressure and work schedules influence workers' eating patterns. As one worker noted: \"Rushing to the next job and wanting something quick...I buy a donut and coffee to help keep me awake.\"\nline 07 | - The food environment at their jobs influence their meal options and eating habits. One participant explained: \"I don't have a microwave to heat up my food,\" and another said: \"many factories only have 1 or 2 microwaves even though there are a lot of employees.\" Worse yet, the participants reported: \"there was no place to sit and eat,\" with another adding: \"the 'cafeteria' is in a corner of a dirty and unsanitary room.\"\nline 08 | Nicole Champagne, Ed.D.\nline 09 | of UMass Lowell’s Department of Community Health and Sustainability said\nline 10 | \"This report shows what an important impact the conditions of a person’s workplace can have on their health. When we are only looking at individual behaviors, such as diet and exercise habits as a way to improve health, we are missing a big piece of the puzzle.”\nline 11 | The worker participants and researchers offer a host of recommendations to improve working conditions in ways to address the obesity and overweight problem. These include:\nline 12 | - Employers supporting daily communications about rest and meal breaks to facilitate healthy meal planning;\nline 13 | - Employers providing a clean space for eating with sufficient refrigerators and microwaves for the number of employees;\nline 14 | - Policy makers including working conditions as a part of workplace wellness programs;\nline 15 | - Worker advocacy groups and unions engaging members in participatory programs to improve their health status;\nline 16 | - Insurance companies providing rate reductions for employers who make work environment improvements that affect obesity risk; and\nline 17 | - Employers and governments adopting living wage policies to make the lives of low-wage workers less stressful.\nline 18 | Aaron Carroll writing at The Incidental Economist reminded me of a classic Doonesbury cartoon featuring Jane Fonda (actress and workout video star) and a housekeeper.\nline 19 | \"Ms. Fonda tells the other woman that she looks worn down and that she should exercise more. The cleaning lady replies that she doesn’t have time for such things. Ms. Fonda than lectures her on the fact that no one is busier than her, as a 'wife, movie star, activist, and entrepreneur,' and that if she can find time to exercise, then anyone can.\"\nline 20 | \"The cleaning lady responds with one of the most insightful retorts I have ever read. She says, 'you’re as busy as you want to be. I’m as busy as I got to be. I hate to break it to you, but there’s a big difference.'\"\nline 21 | There is another factor at work here: \"immiseration.\"\nline 22 | People whose working lives are made miserable by overwork and workplace stress, and importantly, by fundamental economic insecurity, may find that eating naughty foods in excess is one of the few points of pleasure in their lives. The answer to this is straightforward: improve the real quality of work life, and pay people sufficiently to afford a dignified standard of living for a single-income family.\nline 23 | Adverse health impacts in general are predictable outcomes of economic insecurity and poor working conditions. The ugly social darwinism that has become our societal norm is pathological and pathogenic. When that changes, health outcomes will change.\nline 24 | You can work out the policy implications, and they are convergent.\n</context>\n\n<phrases>\n- \"What if I just flip this around?\"\n- \"Let's see\"\n- \"Let’s weigh the options\"\n- \"So the main idea is\"\n- \"Hmm, let’s rewind a bit\"\n- \"Okay, walking through it again\"\n- \"Okay, pros and cons\"\n- \"One way to look at it is\"\n- \"What I mean is\"\n- \"Oh! That reminds me\"\n- \"Building on that\"\n- \"Should I...? No, wait\"\n- \"What keeps nagging at me is\"\n- \"Let me work through this\"\n- \"This connects to\"\n- \"I’m trying to connect the dots here\"\n- \"I might be missing something\"\n- \"I'm seeing a connection between\"\n- \"Where does that leave me?\"\n- \"Okay, so if I do this\"\n- \"Alright, where was I?\"\n- \"Actually, no\"\n- \"There's probably more to it\"\n- \"This connects to something else\"\n- \"This is just a first pass, but\"\n- \"Ummm, actually\"\n- \"Let's think step by step\"\n- \"Let me make sure I got this\"\n- \"I was just about to say\"\n- \"Let me untangle this\"\n- \"Let's break this down into parts\"\n- \"It's almost like\"\n- \"Anyway\"\n- \"Hmm\"\n- \"There’s a better way to phrase this\"\n- \"I need to reframe this\"\n- \"Okay, backtrack a bit\"\n- \"The more I think about it\"\n- \"I'm just throwing ideas around\"\n- \"So what does this mean in the bigger picture?\"\n- \"In other words\"\n- \"Coming at this from another angle\"\n- \"What if the reason is\"\n- \"The crucial thing seems to be\"\n- \"So what I'm trying to say is\"\n- \"Brainstorming here, but\"\n- \"Bear with me while I\"\n- \"Hold that thought\"\n- \"I keep circling back to\"\n- \"If I take this apart step by step\"\n- \"Wait, no\"\n- \"I feel like I'm close\"\n- \"I’m torn between two choices\"\n- \"This makes me think of\"\n- \"Something doesn't add up\"\n- \"Let's test this idea\"\n- \"On one hand... but on the other\"\n- \"Hold on a second\"\n- \"Follow me here\"\n- \"Just thinking out loud but\"\n- \"Let me see if\"\n- \"Let me see\"\n- \"This is starting to take shape\"\n- \"This might sound weird, but\"\n- \"There's something here about\"\n- \"First things first\"\n- \"Okay, let's break this down\"\n- \"Now we're cooking\"\n- \"Still forming this thought\"\n- \"I'm starting to see a pattern\"\n- \"How can I approach this?\"\n- \"Let me break this down\"\n- \"Wait a minute... Oh!\"\n- \"Let me put this another way\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"If A is true, then\"\n- \"The thing is\"\n- \"It's fascinating how\"\n- \"No, actually\"\n- \"I need a clearer view of this\"\n- \"That reminds me\"\n- \"Just spitballing here\"\n- \"Maybe if I try it this way\"\n- \"I'm trying to untangle this\"\n- \"The pros and cons are\"\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 | What made the porter stare so hard? what made the porter stare\nline 02 | And eye the tall young woman and the bundle that she bare?\nline 03 | What made the tall young woman flush, and strive to hide her face,\nline 04 | As the train slid past the platform and the guard swung in his place?\nline 05 | What made her look so stealthily both up and down the line,\nline 06 | And quickly give the infant suck to still its puny whine?\nline 07 | Why was the sawmill not at work?\nline 08 | why were the men away?\nline 09 | They might have turned a woman from a woeful deed that day.\nline 10 | Why did the pine-scrub stand so thick? why was the place so lone\nline 11 | That nothing but the soldier-birds might hear a baby moan?\nline 12 | Why doth the woman tear the child? why doth the mother take\nline 13 | The infant from her breast, and weep as if her heart would break?\nline 14 | Why doth she moan, and grind her teeth, and weave an awful curse\nline 15 | To fall on him who made of her a harlot-ay, and worse?\nline 16 | Why should she fall upon her knees and, with a trembling hand,\nline 17 | Clear off the underbrush and scrape a cradle in the sand?\nline 18 | Why doth she shudder as she hears the buzz of eager flies,\nline 19 | And bind a handkerchief across the sleeping infant's eyes?\nline 20 | Why doth she turn, but come again and feverishly twine,\nline 21 | To shield it from the burning sun, the fragrant fronds of pine?\nline 22 | Why, as she strides the platform, does she try hard not to think\nline 23 | That somewhere in the scrub a babe is calling her for drink?\nline 24 | Why, through the alleys of the pine, do languid breezes sigh\nline 25 | A low refrain that seems to mock her with a baby's cry?\nline 26 | Seek not to know! but pray for her, and pity, as the train\nline 27 | Carries a white-faced woman back to face the world again.\nline 28 | - 77 Views\nline 29 | Find a translation for this poem in other languages:\nline 30 | Select another language:\nline 31 | - - Select -\nline 32 | - 简体中文 (Chinese - Simplified)\nline 33 | - 繁體中文 (Chinese - Traditional)\nline 34 | - Español (Spanish)\nline 35 | - Esperanto (Esperanto)\nline 36 | - 日本語 (Japanese)\nline 37 | - Português (Portuguese)\nline 38 | - Deutsch (German)\nline 39 | - العربية (Arabic)\nline 40 | - Français (French)\nline 41 | - Русский (Russian)\nline 42 | - ಕನ್ನಡ (Kannada)\nline 43 | - 한국어 (Korean)\nline 44 | - עברית (Hebrew)\nline 45 | - Український (Ukrainian)\nline 46 | - اردو (Urdu)\nline 47 | - Magyar (Hungarian)\nline 48 | - मानक हिन्दी (Hindi)\nline 49 | - Indonesia (Indonesian)\nline 50 | - Italiano (Italian)\nline 51 | - தமிழ் (Tamil)\nline 52 | - Türkçe (Turkish)\nline 53 | - తెలుగు (Telugu)\nline 54 | - ภาษาไทย (Thai)\nline 55 | - Tiếng Việt (Vietnamese)\nline 56 | - Čeština (Czech)\nline 57 | - Polski (Polish)\nline 58 | - Bahasa Indonesia (Indonesian)\nline 59 | - Românește (Romanian)\nline 60 | - Nederlands (Dutch)\nline 61 | - Ελληνικά (Greek)\nline 62 | - Latinum (Latin)\nline 63 | - Svenska (Swedish)\nline 64 | - Dansk (Danish)\nline 65 | - Suomi (Finnish)\nline 66 | - فارسی (Persian)\nline 67 | - ייִדיש (Yiddish)\nline 68 | - հայերեն (Armenian)\nline 69 | - Norsk (Norwegian)\nline 70 | - English (English)\nline 71 | Discuss this Barcroft Henry Thomas Boake poem with the community:\nline 72 | Use the citation below to add this poem to your bibliography:\nline 73 | \"At Devlin's Siding\" Poetry.net. STANDS4 LLC, 2020. Web. 24 May 2020. <https://www.poetry.net/poem/4177/at-devlin's-siding>.\n</context>\n\n<phrases>\n- \"Okay, let's break this down\"\n- \"Backing up for a second\"\n- \"It's fascinating how\"\n- \"Let's think step by step\"\n- \"Hmm, that doesn’t sound right\"\n- \"Picture this\"\n- \"Let me untangle this\"\n- \"Something’s not clicking\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"If I take this apart step by step\"\n- \"I'm trying to reconcile\"\n- \"Let me approach this from another angle\"\n- \"There's probably more to it\"\n- \"What I'm getting at is\"\n- \"Let’s weigh the options\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Ummm, actually\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Of course! That’s the answer!\"\n- \"I'm struck by\"\n- \"This brings to mind\"\n- \"On one hand... but on the other\"\n- \"Now it all comes together!\"\n- \"First things first\"\n- \"I'm seeing a connection between\"\n- \"It finally adds up!\"\n- \"Still forming this thought\"\n- \"This makes me think of\"\n- \"Let me work through this\"\n- \"Building on that\"\n- \"I'm starting to see a pattern\"\n- \"I'm mulling over\"\n- \"So far, it looks like\"\n- \"That makes sense because\"\n- \"Something doesn't add up\"\n- \"Let me sum this up so far\"\n- \"That doesn’t sound right\"\n- \"In other words\"\n- \"I'm intrigued by\"\n- \"Oh! I get it now\"\n- \"That would mean\"\n- \"Let me back up a second\"\n- \"What if we\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Hmm, let’s rewind a bit\"\n- \"This is starting to take shape\"\n- \"Let's break this down into parts\"\n- \"I'm trying to untangle this\"\n- \"Let me trace that logic back\"\n- \" is striking \"\n- \"Okay, pros and cons\"\n- \"I need to reframe this\"\n- \"What’s the best way to explain this?\"\n- \"When I sit with this idea\"\n- \"I think I can rule that out\"\n- \"That would explain why\"\n- \"Let me throw this out there\"\n- \"Actually, no\"\n- \"Here's where it gets interesting\"\n- \" is key here\"\n- \"The pros and cons are\"\n- \"There’s a pattern here\"\n- \"Oh! That reminds me\"\n- \"This connects to\"\n- \"Going back to what I said about\"\n- \"The more I think about it\"\n- \"Let me connect the dots\"\n- \"Wait, no\"\n- \"Brainstorming here, but\"\n- \"Still working it out\"\n- \"I'm wondering if\"\n- \"I wonder if\"\n- \"Something's not quite right\"\n- \"If I follow this through\"\n- \" is interesting\"\n- \"No, actually\"\n- \"This isn't quite right, but\"\n- \"Let me break this down\"\n- \"I keep coming back to\"\n- \"Oh, I see what’s happening here!\"\n- \"It's almost like\"\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- \"That’s the piece of the puzzle!\"\n- \"I'm pondering\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Assessment of School Security\nline 02 | - County Emergency Management Agency (CEMA).\nline 03 | Your local CEMA is the first contact for school districts when developing School Emergency Operations Plans.\nline 04 | Agencies can also guide districts on assessment of school security.\nline 05 | Contact one of the 16 local agencies for more information.\nline 06 | - Maine School Security Guide: Twenty Simple Strategies to Safer and More Effective Maine Schools.\nline 07 | This guide provides school officials with practical and no-cost and low-cost security evidence-based and research-based strategies.\nline 08 | - Maine School Security Report Excerpts. This report was directed by the Maine Legislature and presents results of a statewide school security assessment that was conducted by the Maine Department of Education during 2013 and 2014.\nline 09 | - Seven Important Building Design Features to Enhance School Safety and Security. (PDF, 2MB) This document provides general guidance on safer school building design, renovation and front entry concepts to enhance school safety, security, climate, culture and emergency preparedness.\nline 10 | - Threat Assessment.\nline 11 | Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence.\nline 12 | This U.S. Secret Service National Threat Assessment Center operational guide provides actionable steps that schools and law enforcement can take to develop comprehensive targeted violence prevention plans for conducting threat assessments in schools.\nline 13 | This is a public document.\nline 14 | This publication is in the public domain.\nline 15 | However, the U.S. Secret Service star insignia may not be used in any other manner without advance written permission from the agency.\nline 16 | - Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates (PDF). This 99-page guide focuses on the use of the threat-assessment process pioneered by the Secret Service as one component of the U.S. Department of Education’s efforts to help schools across the nation reduce school violence and create safe climates.\nline 17 | - Threat Assessment in Virginia Public Schools: Model Policies, Procedures, and Guidelines. This second edition provides an example of model policies, procedures, and guidelines from Virginia. While the Virginia laws are not the same as Maine, the information may be useful for local schools to discuss. This publication is in the public domain.\nline 18 | - Bomb Threat Guidelines. This free interactive planning guide was developed by the U.S. Department of Education's Office of Safe and Drug Free School and the U.S. Department of Of Justice's Bureau of Alcohol, Tobacco, Firearms and Explosives.\nline 19 | - Online Bomb Threat Reporting. Maine schools must report all bomb threats to the Maine Department of Education. Learn more about the laws and reporting requirements associated with responding to bomb threats against Maine schools.\nline 20 | Buildings & Grounds\nline 21 | - Buildings and Infrastructure Protection Series: Primer to Design Safe School Projects in Case of Terrorist Attacks and School Shootings (PDF). Federal Emergency Management Agency (FEMA) prepared this manual for infrastructure protection and disaster management. The manual provides the design community and school administrators with the basic principles and techniques to make a school safe from terrorist attacks and school shootings while ensuring it is functional and aesthetically pleasing.\nline 22 | - Design Guide for Improving School Safety in Earthquakes, Floods and High Winds. FEMA offers this manual to provide guidance for the protection of school buildings from natural disasters.\nline 23 | - Readiness and Emergency Management for Schools Technical Assistance (TA) Center. The TA Center disseminates information about school emergency management to help schools, districts and institutions of higher education learn more about a developing, implementing and evaluating comprehensive, all-hazards school emergency management plans.\nline 24 | - Risk and Resilience Screening for Buildings. This tool evaluates risk and resilience of buildings for potential threats. It helps you identify, inventory and rank your buildings. Integrated Rapid Visual Screening (IRVS) is a quick and simple tool designed to determine initial or relative risk and resilience for buildings based on visual inspection only. The IRVS software is available free of charge by U.S. Department of Homeland Security.\nline 25 | - U.S. Department of Homeland Security The Stop.Think.Connect. Campaign focuses on raising awareness about how to be safer and more secure online.\nline 26 | Grant Funding Opportunities\nline 27 | Bureau of Justice Assistance (BJA) provides grants to states, units of local government, and Indian tribes. BJA supports the Students, Teachers, and Officers Preventing School Violence Act of 2018 (STOP School Violence Act of 2018). The STOP School Violence Act of 2018 seeks to improve school security by providing students and teachers with the tools they need to recognize, respond quickly to, and prevent acts of violence. Grant funding opportunities may be available at different times. Schools are encourage to check the site for details and often to learn when grants open.\nline 28 | The Office of Community Oriented Policing Services (COPS) is responsible for advancing the practice of community policing by the nation’s state, local, territorial, and tribal law enforcement agencies through information and grant resources.\nline 29 | The COPS Office awards grants to hire community policing professionals, develop and test innovative policing straggles, and provide training and technical assistance to community members, local government leaders, and all levels of law enforcement.\nline 30 | School are encouraged to check the site for details and often to learn when grants open.\nline 31 | Maine School Emergency Preparedness Planning\nline 32 | - Creating Emergency Operations Plans. Emergency management planning tools for K-12 schools and school districts and institutions of higher education. Resources provided free by U.S. Department of Education Readiness and Emergency Management for Schools (REMS). Overview.\nline 33 | Many federal resources are available to guide schools in emergency management. Please refer to the following federal agencies for guidance on school emergency preparedness:\nline 34 | - Centers for Disease Control and Prevention\nline 35 | - Federal Bureau of Investigation\nline 36 | - Federal Emergency Management Agency\nline 37 | - Transportation Safety Administration\nline 38 | - U.S. DOE\nline 39 | - U.S. Department of Health and Human Services\nline 40 | - U.S. Department of Homeland Security\nline 41 | - U.S. Department of Justice\nline 42 | - U. S. Department of Transportation Federal Highway Administration\nline 43 | Reports, Research and Papers\nline 44 | - Report of Relative Risks of Death in U.S. K-12 Schools (PDF, 2MB) This report presents data on all-hazards.\nline 45 | This information is designed to help school and public safety officials address all school safety risks in an efficient and logical manner.\nline 46 | It is an observational study of open-source material.\nline 47 | - The School Climate Challenge: Narrowing the Gap Between School Climate Research and School Climate Policy, Practice Guidelines and Teacher Education Policy (PDF). This white paper is a collaboration between National School Climate Center, Center for Social and Emotional Education and National Center for Learning and Citizenship at Education Commission of the States.\nline 48 | - National Protection Framework.\nline 49 | (PDF) This framework describes what the whole community should do to safeguard against acts of natural disasters, terrorism, and other threats or hazards.\nline 50 | It describes the core capabilities; roles and responsibilities; and coordinating structures that facilitate the protection of individuals, communities, and the Nation.\nline 51 | - Bullying Prevention on School Buses.\nline 52 | These training modules help foster a safe and respectful environment on our nation’s school buses.\nline 53 | Learn how to build a supportive bus climate, courtesy of U.S. DOE and National Association of Pupil Transportation.\nline 54 | - Emergency Management Institute.\nline 55 | Supports FEMA's goals by improving the competencies of the U.S. officials in emergency management at all levels of government to prepare for, protect against, respond to, recover from and mitigate the potential effects of all types of disasters and emergencies.\nline 56 | - Introduction to the Incident Command System (ICS) for Schools. This online training promotes school safety by familiarizing school personnel with how ICS principles can be applied in school-based incidents and preparing them to interface with community response personnel. FEMA provides this training at no cost.\nline 57 | - National Training and Education. A variety of resources provided by FEMA.\nline 58 | - Practice Sessions. The director of your CEMA will make appointments to schedule emergency management practice sessions and collaborate with local first responders. You will need to call your CEMA to schedule an appointment.\nline 59 | - Preparing for Mass Casualty Incidents: A Guide for School, Higher Education and Houses of Worship. This online training provides leading practices and resources to assist schools and higher education. FEMA provides this training at no cost.\nline 60 | - U.S. Department of Homeland Security National Incident Management (NIMS).\nline 61 | School key personnel , including transportation staff, are required to complete four courses in order for an individual or organization to be considered U.S. Department of Homeland Security National Incident Management (NIMS) compliant.\nline 62 | NIMS courses are available free online.\nline 63 | Contact your County Emergency Management Agency Director if you have questions.\nline 64 | Here are the course links and the courses should be completed in the following order:\nline 65 | - First Observer Program. The U.S. Department of Homeland Security Transportation Security Administration provides transportation and school bus professionals with free video training.\nline 66 | - If You See Something, Say Something national campaign. The U.S. Department of Homeland Security raises public awareness on suspicious activities, behaviors or situations that may suggest acts of terrorism or terrorism-related crimes. School bus drivers are the eyes and ears of the community and may see something that is important to security.\nline 67 | - National School Transportation Specifications and Procedures. School transportation security and emergency preparedness procedures are in included in this publication. The manual is adopted by the fifteenth National Congress on School Transportation. This national standard is the best practice for areas not addressed by law or rule. The 2015 copy is current and updates occur every 5 years.\nline 68 | - Transportation Operations Program.\nline 69 | During a school emergency school buses may be called on for evacuation or to provide a safe refuge.\nline 70 | The transportation operations program, called Transfinder, provides tools that are useful to schools during emergency response.\n</context>\n\n<phrases>\n- \"If I take this apart step by step\"\n- \"This brings to mind\"\n- \"This connects to something else\"\n- \"Let's think step by step\"\n- \"Actually, no\"\n- \"I wonder if\"\n- \"I'm mulling over\"\n- \"Let me work through this\"\n- \"That reminds me\"\n- \"I'm trying to untangle this\"\n- \"Maybe if I try it this way\"\n- \"What happens if we change this part?\"\n- \"Let me see\"\n- \"No, actually\"\n- \"What I’m getting at is\"\n- \"I was looking at this all wrong!\"\n- \"Let's see\"\n- \"First things first\"\n- \"I'm struck by\"\n- \"This might explain the pattern\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"But then again\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me play devil's advocate\"\n- \"The crucial thing seems to be\"\n- \"Follow me here\"\n- \"Right, so\"\n- \"This makes me think of\"\n- \"Building on that\"\n- \"Okay, so\"\n- \"There’s a pattern here\"\n- \"In essence\"\n- \"Okay, let's break this down\"\n- \"Let me break this down\"\n- \"I’m trying to connect the dots here\"\n- \"The pros and cons are\"\n- \"I'm curious about\"\n- \"What if the reason is\"\n- \"Hang on a second\"\n- \"Wait, but if that’s true\"\n- \"I'm wondering if\"\n- \"I'm pondering\"\n- \"What if I flip it around?\"\n- \"Okay, pros and cons\"\n- \"Ah...\"\n- \"Wait, no\"\n- \"This connects to\"\n- \"Something doesn't add up\"\n- \"Wait, that doesn’t add up\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Let me untangle this\"\n- \"On the other hand\"\n- \"What’s the best way to explain this?\"\n- \"Is it possible that...?\"\n- \"Let’s weigh the options\"\n- \"What keeps nagging at me is\"\n- \"Let me connect the dots\"\n- \"So what I'm trying to say is\"\n- \"So basically\"\n- \"Let's test this idea\"\n- \"So what I’m trying to say is\"\n- \"That’s an interesting angle, but\"\n- \"It's fascinating how\"\n- \"Hmm\"\n- \"Am I missing something?\"\n- \"Alternatively\"\n- \" is key here\"\n- \"Ummm, actually\"\n- \"Let me throw this out there\"\n- \"What I mean is\"\n- \"It's almost like\"\n- \"Coming at this from another angle\"\n- \"Here's a possible explanation\"\n- \"When I sit with this idea\"\n- \"On one hand... but on the other\"\n- \"Now, wait just a second\"\n- \"I'm starting to see a pattern\"\n- \"So far, it looks like\"\n- \"This makes me reflect on\"\n- \"This isn't quite right, but\"\n- \"I need to reframe 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 | Yellow Fever Vaccination Strongly Advised When Visiting Ethiopia\nline 02 | Ethiopia visitors should be vaccinated for yellow fever says the CDC\nline 03 | The Ethiopian Public Health Institute has confirmed an outbreak of yellow fever, which began during March 2020.\nline 04 | Unfortunately, the rainy season in Ethiopia is expected to increase the number of mosquitoes that carry this infectious disease in the Southern Nations Nationalities and Peoples Region (SNNPR).\nline 05 | To alert international travelers of their health risks, the US Centers for Disease Control and Prevention (CDC) issued a Level 1 Travel Alert when visiting Ethiopia.\nline 06 | Published on April 23, 2020, the CDC suggests anyone 9 months of age or older who travels to Ethiopia, should get the yellow fever vaccine at least 10 days before travel.\nline 07 | The yellow fever vaccine is the best protection against yellow fever disease, which can be fatal.\nline 08 | For most travelers, one dose of yellow fever vaccine provides long-lasting protection.\nline 09 | However, because of the current outbreak, and the pending rainy season, Ethiopia’s SNNPR is considered a higher risk.\nline 10 | For this reason, if you were vaccinated against yellow fever 10 or more years ago, travelers should talk to your doctor about getting a booster dose of vaccine before visiting Ethiopia, says the CDC.\nline 11 | Stamaril is a live, attenuated yellow fever vaccine that contains the active substance Yellow fever virus 17D-204 strain produced in specified pathogen-free chick embryos. Stamaril has been used in Europe and other countries for decades.\nline 12 | In the USA, the Stamaril vaccine is available at only a limited number of clinics and some clinics may be closed because of the COVID-19 outbreak.\nline 13 | In all situations, the CDC suggests speaking with a healthcare provider if you have questions about the yellow fever vaccine. This is important advice since the yellow fever vaccine is not recommended for some people.\nline 14 | Furthermore, because mosquitoes spread yellow fever (and other diseases), prevent mosquito bites during travel to Ethiopia by using insect repellent, wearing long-sleeved shirts and pants when outdoors, and sleeping in an air-conditioned or well-screened room or under an insecticide-treated bed net.\nline 15 | The symptoms of yellow fever include fever, chills, headache, backache, and muscle aches. Symptoms take 3–6 days to develop after infection. About 15% of people who get yellow fever develop serious illnesses, including bleeding, shock, organ failure, and sometimes death.\nline 16 | If you get sick during or after travel, tell your healthcare provider that you have been in a country with yellow fever.\nline 17 | The CDC updated its Ethiopia travel vaccine recommendation to include Routine vaccines, which include the diphtheria-tetanus-pertussis, varicella, the annual influenza vaccination, Polio, Hepatitis A, and Typhoid.\nline 18 | When departing from the USA, travelers can schedule pre-departure vaccination services and medication counseling appointments with a local pharmacy by visiting Vax-Before-Travel.\nline 19 | Travel Alert news published by Vax-Before-Travel.\n</context>\n\n<phrases>\n- \"But then again\"\n- \"One way to look at it is\"\n- \"Oh! I get it now\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"It's almost like\"\n- \"I need to make sure this checks out\"\n- \"I need to step back and rethink this\"\n- \"In other words\"\n- \"What keeps nagging at me is\"\n- \"If I take this apart step by step\"\n- \"Going back to what I said about\"\n- \"Let me play devil's advocate\"\n- \"This might explain the pattern\"\n- \"That’s it!\"\n- \"Aha! That’s what I was missing!\"\n- \"Wait, no\"\n- \"Actually, no\"\n- \"What if I flip it around?\"\n- \"That’s an interesting angle, but\"\n- \"If we follow this logic\"\n- \"Let me make sure I got this\"\n- \"I'm starting to see a pattern\"\n- \"So what I’m trying to say is\"\n- \"I’m trying to connect the dots here\"\n- \"The pros and cons are\"\n- \"I'm trying to untangle this\"\n- \"There’s a better way to phrase this\"\n- \"Okay, so if I do this\"\n- \"Let's break this down into parts\"\n- \"It's fascinating how\"\n- \"What if we looked at it like\"\n- \"That reminds me\"\n- \"Oh! That reminds me\"\n- \"What I mean is\"\n- \"Coming at this from another angle\"\n- \"On one hand... but on the other\"\n- \"Maybe I’m overcomplicating it\"\n- \"What happens if we change this part?\"\n- \"There’s a pattern here\"\n- \"Now it all comes together!\"\n- \"Might be\"\n- \"Alternatively\"\n- \"Let’s weigh the options\"\n- \"This explains so much!\"\n- \"Let me back up a second\"\n- \"Possibly\"\n- \"On the other hand\"\n- \"Now, if I think about it differently\"\n- \"The more I think about it\"\n- \"Could I be second-guessing myself?\"\n- \"Let me work through this\"\n- \"I just had it, what was it?\"\n- \"That changes everything\"\n- \"Let's think step by step\"\n- \"Let me break this down\"\n- \"No, actually\"\n- \"Let me untangle this\"\n- \" is striking \"\n- \"What if I just flip this around?\"\n- \"Building on that\"\n- \"Something doesn't add up\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"First things first\"\n- \"What if we\"\n- \"Finally, it clicks!\"\n- \"I know there’s a word for this\"\n- \"Wait, I think I’ve got it!\"\n- \"Okay, pros and cons\"\n- \"It's hard to pin down\"\n- \"I'm getting stuck on\"\n- \"What if I tried...?\"\n- \"This connects to\"\n- \"The crucial thing seems to be\"\n- \"Backing up for a second\"\n- \"This just clicked into place!\"\n- \"So far, it looks like\"\n- \"Let me see if\"\n- \"In essence\"\n- \"I keep coming back to\"\n- \"Ummm, actually\"\n- \"Let me connect the dots\"\n- \"Now it makes sense!\"\n- \"I feel like I'm close\"\n- \"I'm seeing a connection between\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The human body is a fascinating expanse. Multitudes of varieties of bones, organs, vessels, nerves and joints all connected and working together to make up one single organism. Sometimes, some of these elements might dysfunction or falter which is where medical science comes in to do its part. Many of the prominent diseases plaguing the human race hold physical attributes, i.e., characteristics and traits that could be detected by machinery and tests created, designed and upgraded for the purpose of diagnosis. However, there are some problems that the human body undergoes that go unnoticed more often than not. These are diseases and disturbances that affect the mind, rising out of personal trauma, political scenario, cultural upbringing\nline 02 | With changes in the perception of mental illnesses or problems, the world of medical science has become more receptive in the field.\nline 03 | Clinical psychology is one of the departments that are concerned with the detection of illnesses such as schizophrenia, bipolar disorder, depression, anxiety, ADHD, autism and such.\nline 04 | Clinical psychology seeks to integrate the principles and techniques of science, theory and clinical knowledge.\nline 05 | It aims to then use this combined knowledge base in the understanding, prevention, and treatment of psychologically-based distress and dysfunction.\nline 06 | Another one of the department’s aims is to promote personal development and to spread the significance of self-care.\nline 07 | The department was initially primarily concerned with the detection and diagnosis of such ailments.\nline 08 | However, the horrors of World War 2 left back numerous victims of Post Traumatic Stress Disorder (PTSD).\nline 09 | This added to the need for an increased number of trained clinicians.\nline 10 | This need is what eventually lead towards the progression of clinical psychology towards the treatment of the ailments it detected.\nline 11 | Branches of Psychology\nline 12 | While discussing the topic of clinical psychology, it becomes essential to distinguish it from other branches that either fall into the same gambit or other branches of psychology.\nline 13 | These areas are:\nline 14 | - Psychiatry – While psychiatrists and clinical psychologists are considered quite similar, the difference lies in their outlook, their training methods and their techniques. Psychiatry depends its treatment largely on medication while clinical psychologists generally do not prescribe medicines.\nline 15 | - Counseling psychology – Counseling psychology and clinical psychology share many similarities with reference to their ideologies, methods, research and educational process. However, they differ significantly in the sense that counseling psychologists are usually employed in educational institutes to provide counseling services while clinical psychologists find employment in areas like hospitals. The frequency with which the two fields indulge in research of certain types also draws them apart.\nline 16 | - School psychology – Educational psychologists, as they’re referred to, indulge in psychological assessment and care of school children and adolescents. They’re responsible for the emotional, mental, social and academic well-being of the child. School psychology as an educational program focuses more on child behavior, education and overall holistic development of a youngster.\nline 17 | - Clinical social work – Social workers, along with their usual social activities, might also indulge in meting out psychological counseling, centered around societal issues that a person might feel owing to social conditions. This differs from clinical psychology owing to the difference of scope of the two disciplines.\nline 18 | - Occupational therapy – Occupational therapy indulges in concentrating and focusing on an individual’s skills, interests and capabilities in order to bring about treatment and rehabilitation of physical, mental, psychological and emotional injuries. Occupational therapists’ educational degrees consist of a special focus on the emotional, mental cognitive, psychological, sociocultural and environmental aspects of an injury or illness. They’re different from clinical psychologists in that that the latter studies about ailments of the mind on a general scale while occupational therapy consists of education specifically of injuries.\nline 19 | Degrees in Clinical Psychology\nline 20 | An educational degree isn’t enough for a student to be able to garner a profession in the department of clinical psychology.\nline 21 | Barring academia, every profession that the department could feature in compulsorily requires an allotted period of training in a field related to the profession.\nline 22 | Most admission calls require at least a three-year undergraduate degree in the subject.\nline 23 | The study period ranges from 2-3 years in bachelors, 2 years of postgraduate programs, regulated amounts of training and a doctorate program.\nline 24 | The United States of America primarily offers two programs at the doctorate level in the subject:\nline 25 | - Ph.D. – This program mostly focuses on research.\nline 26 | - Psy.D.\nline 27 | – This sort of program primarily emphasizes practice in the field.\nline 28 | The United Kingdom offers students of psychology a Doctor of Clinical Psychology (D.Clin.Psych.)\nline 29 | which encompasses both research and professional elements.\nline 30 | Intakes into these programs consist of a small fraction of the applicants owing to the high number of applications for them.\nline 31 | Hence, students apply over and over for a couple of times until they’re admitted into the program.\nline 32 | Study Clinical Psychology Abroad\nline 33 | Students from all over the world have built an interest in the department of clinical psychology and look to apply to the best universities for its programs. Indian students are not far behind. They want to go to foreign lands to pursue an education in this department for a multitude of reasons. Firstly, countries like the United States of America and the United Kingdom were among the earliest places wherein educational institutions offered formal education in the domain of clinical psychology. Over time, these institutes and their programs in clinical psychology have garnered worldwide fame and repute, further emboldening their status as student favorites. Secondly, these countries are replete with employment opportunities. The attraction of prosperous job markets works wonders in inciting students to apply for courses in international students. Thirdly, the diverse and multicultural environment on offer at a foreign educational institute helps make a student independent while the regular exchange of the varieties of cultures, opinions, perspectives, and thought-lines prove a tool to incite the student’s intellect\nline 34 | The best universities in the world offering psychology as an educational degree are:\nline 35 | - Harvard University, United States of America\nline 36 | - Stanford University, United States of America\nline 37 | - University of Cambridge, United Kingdom\nline 38 | - University of Oxford, United Kingdom\nline 39 | - University of California, Berkeley (UCB), United States of America\nline 40 | - Yale University, United States of America\nline 41 | - University of California, Los Angeles (UCLA), United States of America\nline 42 | - Massachusetts Institute of Technology (MIT), United States of America\nline 43 | - United College London (UCL), United States of America\nline 44 | - New York University (NYU), United States of America\nline 45 | Other than these primarily famous programs, universities like University of Illinois-Urbana-Champaign, Duke University, University of Kansas and the University of Pennsylvania offer extremely reputed clinical psychological degrees.\nline 46 | Most of the aforementioned colleges follow a very cumbersome process of admission, consisting of Statement of Purpose (SoP), Letters of Recommendation (LoRs), entrance exams and/or entrance interviews. This process assesses the candidate’s interest and capability towards the course. A few colleges ask their applicants to submit financial records of the family along with the registrations so as to ensure that the family can pay the tuition fees and miscellaneous expenses over the course of the first year. However, this isn’t the case with every university as numerous educational institutions across the world offer scholarships and other types of financial aid to economically challenged students. In addition to this, multitudes of colleges permit their students to intern and do part-time jobs so as to be able to handle their expenses. It is important to be noted that pursuing a Masters’ education in the USA would require 16 (12+4) years of education which often poses a problem for Indian students who’ve completed their bachelors in 3 years or so. Foreign countries also require their international students to submit scores of tests like IELTS, GRE, TOEFL, GMAT, SATs, etc. in order to prove fluency in the English language.\nline 47 | Once completed, an education in the department of clinical psychology is of great aid in helping a student attain employment in various fields. Some of the areas where a degree in clinical psychology is particularly useful are:\nline 48 | - Clinical formulation\nline 49 | - Forensic Testimony\nline 50 | - Psychological assessment\nline 51 | - Program development and administration\nline 52 | An increase in the sector of managed care for mental health care has led to a boom in jobs for the profession. Health psychology is among the fastest growing areas in United states of America. These factors combine to make a degree in the department extremely useful and employable.\nline 53 | Any clinical psychology student who wishes to practice independently in countries like USA or Canada must complete at least three requirements:\nline 54 | - A graduation degree from an accredited university\nline 55 | - Proper completion of the period of training/internship\nline 56 | - Written or an oral exam (depending on the regulations in the state or province)\nline 57 | Practicing clinical psychology in United States of America or United Kingdom also requires practitioners to follow a code of professional ethics.\nline 58 | While these codes differ between the two countries, they follow the same principles of respect, dignity, integrity, fidelity and responsibility.\nline 59 | These codes are put in place to ensure the meting out of the best quality of services to people who might need them.\nline 60 | Hence, the field of clinical psychology, a field that has constantly been seeing growth for a long time, is set to only grow further, both educationally and professionally.\nline 61 | Its popularity among students shall also remain consistently high.\n</context>\n\n<phrases>\n- \"I'm intrigued by\"\n- \"That makes sense because\"\n- \"Follow me here\"\n- \"First things first\"\n- \"That reminds me\"\n- \"I’m trying to connect the dots here\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"That’s an interesting angle, but\"\n- \"The pros and cons are\"\n- \"I need to fill in the gaps\"\n- \"Alternatively\"\n- \"Let’s not rush this\"\n- \"Something's not clicking\"\n- \"It's fascinating how\"\n- \"I'm starting to see a pattern\"\n- \"Hold on a second\"\n- \"I'm mulling over\"\n- \"The thing is\"\n- \"In a way\"\n- \"Let me see\"\n- \"So what I'm trying to say is\"\n- \"This brings to mind\"\n- \"This isn't quite right, but\"\n- \"How do I put this\"\n- \" is interesting\"\n- \"What’s the best way to explain this?\"\n- \"Let’s weigh the options\"\n- \"It's almost like\"\n- \"On one hand... but on the other\"\n- \"Wait, no\"\n- \"So far, it looks like\"\n- \"Take this with a grain of salt\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Oh! That reminds me\"\n- \"Let me think\"\n- \"Let me work through this\"\n- \"There’s a pattern here\"\n- \"Well\"\n- \"Uh...\"\n- \"Basically\"\n- \"Let's break this down into parts\"\n- \"What keeps nagging at me is\"\n- \"Am I overcomplicating this?\"\n- \"Let me untangle this\"\n- \"Hold that thought\"\n- \"I'm trying to untangle this\"\n- \"Is this the right call?\"\n- \"Possibly\"\n- \"Now I'm stuck on\"\n- \"The tricky part is\"\n- \"Ummm, actually\"\n- \"You know\"\n- \"Let me play devil's advocate\"\n- \"I'm pondering\"\n- \"This connects to\"\n- \"I need to reframe this\"\n- \"Something doesn't add up\"\n- \"If I take this apart step by step\"\n- \"On the other hand\"\n- \"This connects to something else\"\n- \"What if I flip it around?\"\n- \"Am I missing something?\"\n- \"I'm curious about\"\n- \"But then again\"\n- \"Let me break this down\"\n- \"I'm wondering if\"\n- \"Let me chew on this\"\n- \"It's hard to pin down\"\n- \"Actually, no\"\n- \"I'm struck by\"\n- \"What I'm getting at is\"\n- \"Okay, pros and cons\"\n- \"When I sit with this idea\"\n- \"So the main idea is\"\n- \"That doesn't seem to add up... Let me think\"\n- \"[blank] is still a black box to me\"\n- \"No, actually\"\n- \"Let me connect the dots\"\n- \"In essence\"\n- \"I guess maybe\"\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 | Question: \"What is the Matthew Bible?\nline 02 | \"Recommended Resource:\nline 03 | The Matthew Bible, also known as Matthew’s Bible and Matthew’s Version, was an early compilation of English translations of the books of the Bible. It was first published in 1537 by an Englishman named John Rogers, who used the name Thomas Matthew in an attempt to protect his identity and conceal William Tyndale’s involvement in the project. At that time, it was illegal in England to translate the Bible into English.\nline 04 | The complete New Testament and much of the Old Testament of the Matthew Bible was from the Tyndale Bible, the translation work William Tyndale was able to complete before his martyrdom. The rest of the Old Testament and most of the Apocrypha were the work of Myles Coverdale. Thomas Matthew (John Rogers) himself translated the Prayer of Manasseh. Because the Matthew Bible relied so heavily on Tyndale’s version, the Matthew Bible is often called the Matthew-Tyndale Bible.\nline 05 | John Rogers added some study helps to the Matthew Bible to aid readers who, in those days, were largely unfamiliar with the Bible. One such aid was a “Table of Principal Matters,” a summary of basic Bible doctrines based upon a 1535 edition of the Bible in French produced by Reformer Pierre Olivétan. The Matthew Bible underwent a second printing in 1549. This second edition is sometimes called the Becke Edition, named after Edmund Becke, the man who supervised the printing; a final edition of the Matthew Bible was printed in 1551.\nline 06 | Published two years after the Coverdale Bible, the Matthew Bible was the second complete translation of the Bible to be printed in English.\nline 07 | Other Bible versions that preceded the Matthew Bible were those by Wycliffe (handwritten), Tyndale (the New Testament only), Luther (in German), and Zwingli (in German).\nline 08 | Thankfully, two years after the publication of the Matthew Bible, King Henry VIII authorized the translation of the Great Bible, which was very similar to the Matthew Bible.\nline 09 | In fact, until the Great Bible was completed, King Henry VIII allowed the Matthew Bible to be used.\nline 10 | In 1553, Mary Tudor became the queen of England.\nline 11 | She was a Catholic and determined to return England to Catholicism.\nline 12 | Queen Mary had John Rogers arrested and imprisoned in Newgate Prison.\nline 13 | On February 4, 1555, Rogers was led out of prison and past his wife and children (including their infant child whom Rogers had never seen) on his way to the stake.\nline 14 | According to Foxe’s Book of Martyrs, Rogers recited Psalm 51 on his way to his death, “all the people wonderfully rejoicing at his constancy; with great praises and thanks to God for the same.\nline 15 | And there in the presence of Mr. Rochester, comptroller of the queen’s household, Sir Richard Southwell, both the sheriffs, and a great number of people, he was burnt to ashes, washing his hands in the flame as he was burning.” Thus the compiler of the Matthew Bible became the first of many martyrs killed by Mary I, who later became known as “Bloody Mary.”\nline 16 | What is the Matthew Bible?\nline 17 | How to Choose a Translation for All Its Worth: A Guide to Understanding and Using Bible Versions by Gordon D. Fee & Mark L. Strauss\nline 18 | More insights from your Bible study - Get Started with Logos Bible Software for Free!\nline 19 | Who was William Tyndale?\nline 20 | What is the Douay-Rheims Version (DRV)?\nline 21 | Why are there so many Bible translations, and which is the best?\nline 22 | What is the Geneva Bible?\nline 23 | What is the 21st Century King James Version (KJ21)?\nline 24 | What is the Matthew Bible?\n</context>\n\n<phrases>\n- \"What if we\"\n- \"Bear with me while I\"\n- \"The thing is\"\n- \"What if I flip it around?\"\n- \"It was staring me in the face\"\n- \"On one hand... but on the other\"\n- \"Would I regret this later?\"\n- \"Okay, so\"\n- \"It's almost like\"\n- \"Building on that\"\n- \"Something’s not clicking\"\n- \" is interesting\"\n- \"Let's think step by step\"\n- \"Alternatively\"\n- \"Let me see\"\n- \"What keeps nagging at me is\"\n- \"What I’m getting at is\"\n- \"Brainstorming here, but\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"I'm seeing a connection between\"\n- \"Oh! That reminds me\"\n- \"How do I put this\"\n- \"Maybe\"\n- \"Ah...\"\n- \"So, the bottom line is\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me play devil's advocate\"\n- \"Picture this\"\n- \"Let me work through this\"\n- \"Just spitballing here\"\n- \"Something doesn't add up\"\n- \"I should have known that!\"\n- \"This is just a first pass, but\"\n- \"I'm just throwing ideas around\"\n- \"On the other hand\"\n- \"This connects to\"\n- \"Actually, no\"\n- \"Let me untangle this\"\n- \"I'm starting to see a pattern\"\n- \"No, actually\"\n- \"Still forming this thought\"\n- \"There’s a better way to phrase this\"\n- \"It finally adds up!\"\n- \"Wait a minute... Oh!\"\n- \"What’s the next step?\"\n- \"This connects to something else\"\n- \" is striking \"\n- \"Let me see if\"\n- \"So what I’m trying to say is\"\n- \"Now I'm stuck on\"\n- \"Wait, no\"\n- \"It's fuzzy, but\"\n- \"But then again\"\n- \"We've completely overlooked [blank]\"\n- \"More or less\"\n- \"This is tricky, but\"\n- \"That’s an interesting angle, but\"\n- \"I don’t want to jump to conclusions, but\"\n- \"If I had to choose right now\"\n- \"Ummm, actually\"\n- \"Coming at this from another angle\"\n- \"Take this with a grain of salt\"\n- \"That would explain why\"\n- \"Hmm\"\n- \"That’s what I was trying to say!\"\n- \"Now it makes sense!\"\n- \"Okay, I think I’ve got it now!\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Let me approach this from another angle\"\n- \"Basically\"\n- \"Hold on a second\"\n- \"This makes me think of\"\n- \"What's the best way to explain this?\"\n- \"I’m trying to connect the dots here\"\n- \"It's fascinating how\"\n- \"I think I can rule that out\"\n- \"What’s the missing piece?\"\n- \"That’s it!\"\n- \"Wait, that doesn’t add up\"\n- \"Well\"\n- \"Something's not quite right\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"That makes sense because\"\n- \"In other words\"\n- \"Roughly speaking\"\n- \"Hang on a second\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | On September 23, 1887, eminent ornithologist Ludwig Kumlien climbed the 60-meter-tall tower adorning Milwaukee’s new architectural landmark, the Industrial Exposition Building. It was the perfect vantage point to watch for migrating birds, but Kumlien was there for a different reason: Milwaukee’s pride and joy was proving an avian death trap.\nline 02 | From early evening until almost midnight, the tower was lit up by four electric floodlights, creating a dazzling beacon in an otherwise dark sky. Birds heading south for winter were drawn in and died as they flew into wires, windows and each other. Kumlien’s report of the daily death toll was the first scientific account of the ecological downside of lighting up the night sky.\nline 03 | The world is steadily losing the deep dark of nighttime. In the second half of the twentieth century, the artificially illuminated area of the world grew by up to 6 percent a year, and a 2017 analysis of satellite data shows it’s still expanding by 2.2 percent each year, and getting brighter. Some 83 percent of the human population lives under light-polluted skies. A third of the world’s population can’t see the Milky Way.\nline 04 | Astronomers and stargazers have long campaigned for a return to darker skies.\nline 05 | Now it’s the turn of ecologists, alarmed by the toll on birds, moths and other insects lured to their deaths; by animals no longer able to navigate; by night foragers afraid to go out at night; and by creatures that use light to communicate but are unable to transmit their messages.\nline 06 | While we enjoy the benefits of well-lit homes, towns and cities, artificial illumination is exacting an unexpectedly high price from plants, animals and ecosystems that evolved when days were light, nights were dark and the age-old cycles of illumination were predictable.\nline 07 | That price is set to rise, ecologists warn. Unlike older-style, orange-glowing lamps, which emit light from a narrow part of the spectrum, the brighter, whiter light-emitting diodes (LEDs) that are fast replacing them emit light across the spectrum, with a peak in the blue region — the most wildlife-unfriendly light of all. And artificial light of unnatural intensity and color is encroaching ever farther into remote wildlands and out over unlit oceans, thanks to skyglow, the diffuse pall created as upward-shining light from towns and cities is scattered by dust, water and gas molecules in the atmosphere. An estimated 23 percent of the world’s land area now experiences skyglow.\nline 08 | Artificial nighttime light is now one of the hottest topics in ecology, with an explosion of research aimed at pinning down and quantifying its ecological effects.\nline 09 | Thanks to systematic long-term field studies, remote monitoring and manipulative experiments, almost every week brings revelations about how the wrong sort of light in the wrong place at the wrong time is affecting wildlife from microbes to moths to mammals, on land, in rivers and at sea.\nline 10 | “It’s a very widespread and intense environmental pressure that’s evolutionarily very novel, and that makes it particularly challenging for organisms,” says urban ecologist Kevin Gaston of the University of Exeter in southwest England.\nline 11 | “Only now is the breadth of effects becoming apparent.”\nline 12 | Good-bye darkness, my old friend\nline 13 | Wholesale transformation of the nighttime environment began almost as soon as Thomas Edison sold his first lightbulb. Today, urban areas are ablaze with light from streetlamps (around 300 million worldwide and rising), illuminated buildings and billboards, floodlights, highway lighting and vehicle headlamps. Beyond city limits, skyglow is fainter but can outshine the stars and mask the phases of the moon. In urban areas, on cloudy nights when skyglow is reflected back to Earth, the night sky can be thousands of times brighter than it would be naturally — the opposite of how things were in the past, when cloudy nights were the darkest nights.\nline 14 | “You can see the glow from Los Angeles and Las Vegas from the Sierra Nevada 300 kilometers away,” says Travis Longcore, an urban ecologist at the University of Southern California and science director of the Urban Wildlands Group, a Los Angeles-based nonprofit organization.\nline 15 | Concerns about nighttime light go back at least a century, prompted initially by the obvious toll as disoriented birds flew into buildings and, later, by the sight of confused sea turtle hatchlings turning their backs on the sea and heading toward the twinkling lights of beachfront bars. Soon scientists began to worry about where some of the less dramatic changes they observed might be leading: What upsets might follow when daytime animals foraged well after twilight and nocturnal ones set out later, when the dawn chorus began hours before dawn, or when trees blossomed early or shed their leaves later? As biologists notched up ever more such observations, lab studies were steadily detailing the role of light in physiological processes, including sleep and metabolism, essential nighttime repairs, germination and flowering.\nline 16 | Today, with a better understanding of the scale of light pollution and more sophisticated technology, researchers are investigating in new ways and places and finding that the obvious direct effects — say, the millions of moths picked off by bats as they fly around streetlights, or the fireflies unable to attract mates — may be dwarfed by the impacts of nighttime light on biological timings. Life, after all, evolved under natural cycles of illumination — the daily rising and setting of the sun, the monthly waxing and waning of the moon, and seasonal changes in the length of the day. As the most predictable fluctuations in the natural environment, these cycles are the most important cues for numerous activities and biological processes.\nline 17 | Some of the earliest clues that city lights upset biological rhythms came from studies of birds. In temperate regions, songbirds time reproduction so that there’s plenty of suitable food for their chicks: The lengthening days in the run-up to spring prompt physiological changes that trigger the growth and maturation of gonads, and breeding behavior. Most urban backyard birdwatchers have witnessed city birds hatching young weeks before their country kin. And most have heard birds singing long before dawn. Biologists reckoned that artificial light was altering the birds’ perception of time and season, though they couldn’t rule out other features of city life such as warmer temperatures and different foods.\nline 18 | Through a series of studies starting in 2009, Italian ecologist Davide Dominoni produced evidence that light is, indeed, the culprit, and that it doesn’t take much of it to spark profound changes.\nline 19 | At the time, Dominoni was based at Germany’s Max Planck Institute for Ornithology, where he focused on a common European species, the blackbird (Turdus merula).\nline 20 | He began by fitting miniature light loggers to birds in Munich and birds from a nearby forest, and saw from the logger data that while urban birds are exposed to significantly higher levels of light, it’s nowhere near the amount illuminating city streets.\nline 21 | “That suggests birds actively try to avoid bright spots when they sleep,” he says.\nline 22 | Dominoni then exposed captive male blackbirds to that same low level of light at night, and found they developed functional testes 26 days earlier, on average, than birds kept in the dark.\nline 23 | At the height of spring, they also began singing up to 2 hours before the pre-dawn twilight.\nline 24 | From this it wasn’t yet clear whether artificial light alters the birds’ perception of when the day starts and ends, and thus what time of year they think it is.\nline 25 | To get at this, Dominoni fitted city and country blackbirds with mini-backpacks, each containing a light logger and a radio transmitter, and released them.\nline 26 | The devices recorded when the birds became active and when they retired for the night.\nline 27 | The difference was striking: In March, a city bird’s “day” was on average 62 minutes longer than a country bird’s, the equivalent of advancing spring by 19 days — a highly suggestive match with the results with captive birds and earlier findings that city blackbirds are ready to reproduce 19 days earlier than rural ones.\nline 28 | Do urban birds pay a price for this?\nline 29 | “In the short term, there might be benefits because they can forage longer,” says Dominoni.\nline 30 | But birds that breed early could find themselves at risk of predation or out of synch with the supply of insect larvae their chicks need to thrive, he adds, though he doesn’t yet have data on that.\nline 31 | Though studies with captive animals offer important insights, it’s much harder to document what matters the most: how light affects animals in the wild. But a groundbreaking Australian study by reproductive ecologist Kylie Robert of La Trobe University in Melbourne, did just that — showing for the first time how light pollution might jeopardize survival of a large indigenous mammal by wrecking its meticulously timed reproductive schedule.\nline 32 | Robert had access to a natural laboratory: Garden Island off the coast of Western Australia, home to Australia’s largest naval base and to two populations of the nocturnal tammar wallaby (Macropus eugenii). One population lives in native bush, where the only light at night is celestial. The other is confined to the naval base, exposed to light that’s orders of magnitude more intense.\nline 33 | Tammar wallabies normally breed like clockwork, giving birth around six weeks after the summer solstice.\nline 34 | This ensures that by the following spring, when the young require most milk, food for their mothers is at its most abundant.\nline 35 | For five years Robert and her team recorded when the wallabies gave birth. They also took blood samples to monitor nighttime levels of the hormone melatonin, which regulates the body’s internal timekeeper and controls the seasonal changes in reproductive physiology that ensure wallabies stick to schedule. Production of melatonin increases during the night and lab studies have shown that artificial light is a potent suppressor of melatonin in a wide range of animals.\nline 36 | The team found that wallabies on the naval base gave birth a month later than those in the bush — putting them out of synch with the natural cycle of food supply and threatening the survival of young.\nline 37 | “When times are tough, mothers will abandon their young.\nline 38 | It’s something they have evolved to do,” says Robert.\nline 39 | Records of the number of offspring weaned successfully from 2005 to 2013 hint at trouble.\nline 40 | “There seems to have been a decline each year with the exception of 2010,” Robert says.\nline 41 | Blood analysis confirmed that on the base the wallabies’ timekeeping slipped because they didn’t produce enough melatonin to keep the clock running smoothly. Their nighttime concentration of melatonin was less than half that of the bush wallabies, about the level expected for daytime. “This shows that the delayed birth dates are directly related to the illumination of the base at night,” says Robert. “The same effect will be found in many other seasonally breeding mammals…. This is just the first we’ve found out about.”\nline 42 | For many marine creatures, the crucial cue that it’s time to reproduce comes not from sunlight, but moonlight. In one of the most synchronized events in nature, many corals on Australia’s Great Barrier Reef spawn on the same night, a strategy to improve their chances of reproductive success. So what happens when the lunar cycle is masked by unnatural light?\nline 43 | In 2011, coral biologist Paulina Kaniewska from the University of Queensland and neurobiologist Shahar Alon, then at Tel Aviv University, carried out a unique series of experiments on the reef-building coral Acropora millepora. They collected coral colonies from the Heron Island reef flat and installed them in outdoor aquariums with seawater flowing through. By exposing colonies to different light treatments, they discovered that light changes gene activity and cell-signaling processes that are linked to the release of eggs and sperm — changes that happen only on the big night.\nline 44 | Curious about the effect of light pollution, for eight nights in the run-up to spawning the team exposed some colonies to low-intensity artificial light for six hours after sunset. The result left them convinced that light pollution could be disastrous for corals. Unlit colonies spawned on cue. The illuminated ones — full of gametes and good to go — failed to spawn at all.\nline 45 | Wallabies, birds and corals are high-profile creatures. But Gaston and fellow ecologists at the University of Exeter concern themselves with less glamorous, unobtrusive organisms, the sort we often ignore. Their long-term field studies of plants and invertebrates have spotted changes that are likely happening everywhere there is artificial light. Night light advances leafing by more than a week in common UK trees such as beech, oak and ash; it shifts some plants’ flowering times, with repercussions for both plants and the animals that exploit them; and it changes the composition of grassland vegetation and invertebrate communities.\nline 46 | In one study in the Cornish town of Helston, Gaston’s team sank traps into grassy vegetation beneath traditional sodium streetlights and in darker spots between, and found they captured different mixes of invertebrates. Carnivores — predators such as spiders, ants and beetles, and scavengers such as wood lice and amphipods — were far more numerous directly under the lights.\nline 47 | Then, as part of a larger, three-year field experiment on Cornwall’s Lizard Peninsula, the team introduced white LED lighting to a previously unlit area of grassland. Again, spiders and beetles became more abundant — but only certain species. “Such changes are restructuring communities in novel ways, with implications for how they function and the services they provide,” Gaston says.\nline 48 | One crucial service is pollination, and there’s powerful new evidence showing that light pollution compromises it.\nline 49 | Last year, Swiss ecologist Eva Knop from the University of Bern reported that the introduction of artificial light to remote alpine meadows caused a dramatic fall in the number of moths, bugs and beetles visiting meadow flowers at night.\nline 50 | Knop had led a team to the foothills of the Alps, where they installed mobile street lights lit by white LEDs, of the type increasingly used for public street lighting, in meadows far removed from other light sources.\nline 51 | Wearing night-vision goggles, they monitored activity of nocturnal insects in seven lit and seven unlit meadows.\nline 52 | Under the streetlamps, flowers received 62 per cent fewer insect visits.\nline 53 | Some insects were attracted to the lights rather than flowers; others seemed to sit about doing nothing at all.\nline 54 | Knop also found that despite plenty of visits by bees, butterflies and other day-flying pollinators, the nightly no-shows made a big dent in the reproductive success of at least one key meadow plant, the cabbage thistle (Cirsium oleraceum), which set 13 percent fewer fruits.\nline 55 | A busy day shift, she concluded, can’t compensate for downsizing the night shift.\nline 56 | The implications for pollinators and plants alike are potentially serious, she says.\nline 57 | For plants that depend wholly on insects for pollination, fewer visitors will shrink populations.\nline 58 | For plants able to self-pollinate — like the cabbage thistle — fewer visiting insects mean less cross-pollination, which leads in turn to a loss of genetic variation and a greater risk of extinction.\nline 59 | Either way, fewer plants mean less food for insects, whether they’re active by night or day.\nline 60 | Despite a proliferation of studies, hardly any address the dimmer, reflected light of skyglow. But ecologists feel sure that it exerts an influence, and far beyond urban areas. Many animals are more active on dark moonless nights, when it’s easier to avoid predators. Other creatures use starlight to navigate. Some 30 percent of all vertebrates and 60 percent of invertebrates are active by night and are super-sensitive to light. And even diffuse, low-intensity skyglow is enough to interfere with many biological processes. “We have a lot of knowledge on the influence of lunar cycles on wildlife and we know that skyglow can be many times brighter than the full moon,” says Longcore.\nline 61 | Testing skyglow’s effects is tricky, however, not least because of the difficulty of reproducing it for experiments.\nline 62 | And as luck would have it, the organisms ecologists want to study first — zooplankton — live in challenging places to work in.\nline 63 | Freshwater and marine zooplankton spend their days at depth to avoid predators; at night, guided by moonlight and starlight, they migrate upward to feed on algae near the surface. This daily migration is the most widespread and synchronized movement of biomass on the planet, and each year, these tiny animals capture and transport millions of tons of carbon to the depths.\nline 64 | Back in 2000, US researchers reported that Daphnia water fleas in Lake Waban near Boston responded to artificial light by shortening their daily migration by 2 meters. Now a German team, led by ecohydrologist Franz Hölker of the Leibniz Institute of Freshwater Ecology and Inland Fisheries, is testing whether skyglow has a similar effect on zooplankton in Lake Stechlin, a deep, dark, lake north of Berlin. The study hinges on the existence of LakeLab, an experimental array of 24 freshwater tubes stretching from the lake bed to its surface. By exposing six of these to varying levels of artificial skyglow and videoing the movement of plankton, the team hopes to learn if — and how — skyglow affects the nightly migration.\nline 65 | Tune out or turn off\nline 66 | The current explosion in research comes at a critical time. To reduce energy consumption, municipal authorities around the world are replacing older-style lights with LEDs. In 2011, LEDs accounted for just 9 percent of the global lighting market: by 2014 the figure had risen to 45 percent, and by 2020, it’s forecast to reach 69 percent. Ironically, the latest satellite data show that rather than benefiting from the savings LEDs bring, authorities are installing even more lighting.\nline 67 | Lighting designers and city planners like LEDs because they produce very bright, white, light.\nline 68 | This also makes them more of a biological hazard.\nline 69 | White LEDs emit light of all wavelengths, with a prominent peak in the blue region.\nline 70 | “And we know that many biological processes are particularly sensitive to the shorter, blue wavelengths,” Gaston says.\nline 71 | But LEDs can be tuned to emit kinder light.\nline 72 | For the past six years, Dutch ecologist Kamiel Spoelstra of the Netherlands Institute of Ecology in Wageningen, has been running a unique experiment to assess the long-term effects, on a wide range of species, of LEDs modified to emit light of different colors.\nline 73 | At eight dark locations in Dutch nature reserves, he and his team installed rows of street lamps with different-colored LEDs programmed to be on from sunset to sunrise.\nline 74 | Remote cameras and detectors and an army of citizen scientists have been collecting data on birds, bats, moths, mice and plants.\nline 75 | Ecologists know that it’s impossible to turn back the clock and restore the dark nights of old. But there are ways to improve the prospects for wildlife. LEDs, now regarded as part of the problem, could be part of the solution if they are not too bright and are tuned to minimize their ecological impact, says Longcore. That won’t be easy. “Most animals are sensitive to shorter wavelengths and plants are sensitive to longer ones, so there’s unlikely to be a solution to suit all species,” says Robert.\nline 76 | But choices — by planners, city authorities and individuals — are equally important. To cut costs, and under pressure from residents concerned about the effect of light on their own lives, some cities have already begun to dim or turn off lights for part of the night. And so what about wildlife? “If we are more careful about where and how we use lighting, we could dramatically reduce the problem, benefit economically and reduce carbon dioxide emissions,” says Gaston. “Ultimately, though, there will be times and places where we should avoid its use altogether.”\n</context>\n\n<phrases>\n- \"Maybe if I try it this way\"\n- \"Something tells me I should\"\n- \"Let me trace that logic back\"\n- \"That doesn't seem to add up... Let me think\"\n- \"This is slipping through my fingers\"\n- \" is interesting\"\n- \"In essence\"\n- \"Something doesn't add up\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me work through this\"\n- \"Don't quote me on this\"\n- \"What if I flip it around?\"\n- \"Is this the right call?\"\n- \"Let me untangle this\"\n- \"Alright, where was I?\"\n- \"Here's a possible explanation\"\n- \"Well, let me see\"\n- \"That’s an interesting angle, but\"\n- \"Ummm, actually\"\n- \"On the other hand\"\n- \"Wait, but if that’s true\"\n- \"Let me dig into that a little deeper\"\n- \"What am I overlooking?\"\n- \"This could explain why\"\n- \" is striking \"\n- \"What if we\"\n- \"No, actually\"\n- \"I need to reframe this\"\n- \"What I'm getting at is\"\n- \"What if I tried...?\"\n- \"What happens if we change this part?\"\n- \"The thing is\"\n- \"What I mean is\"\n- \"Consider this possibility\"\n- \"Alternatively\"\n- \"If A is true, then\"\n- \"Let me see\"\n- \"On one hand... but on the other\"\n- \"If I follow this through\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Right, so\"\n- \"Okay, walking through it again\"\n- \"Let me throw this out there\"\n- \"Let me make sure I got this\"\n- \"Let me run through it again\"\n- \"Let me see if\"\n- \"The more I think about it\"\n- \"Take this with a grain of salt\"\n- \"That doesn't sound right, let me rephrase\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I was just about to say\"\n- \"Hmm\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I'm trying to reconcile\"\n- \"I was making this more complicated than it needed to be\"\n- \"But then again\"\n- \"Hang on a second\"\n- \"It's fascinating how\"\n- \"You know\"\n- \"I need to step back and rethink this\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Now we're cooking\"\n- \"I feel like I'm close\"\n- \"How do I put this\"\n- \"What keeps nagging at me is\"\n- \"In other words\"\n- \"Now, if I think about it differently\"\n- \"So what I’m trying to say is\"\n- \"I feel like I’m close\"\n- \"Let's think step by step\"\n- \"Roughly speaking\"\n- \"Let me play devil's advocate\"\n- \"Wait a minute... Oh!\"\n- \"Coming at this from another angle\"\n- \"Let's see\"\n- \"Still forming this thought\"\n- \"Wait, no\"\n- \"Am I thinking about this all wrong?\"\n- \"Actually, no\"\n- \"Picture 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 | U.S. Religious Landscape Survey: Religious Beliefs and Practices\nline 02 | Alexis de Tocqueville, the well-known, early 19th-century French chronicler of democracy in America, recognized the vital role religion plays in shaping American life.\nline 03 | “This civilization is the result … of two quite distinct ingredients, which anywhere else have often ended in war but which Americans have succeeded somehow to meld together in wondrous harmony; namely the spirit of religion and the spirit of liberty.”\nline 04 | Almost two centuries after de Tocqueville penned these words, the “spirit of religion” remains a powerful force in shaping the views and values of the American people. To better understand the connections between Americans’ religious beliefs and practices and their social and political views, the Pew Research Center’s Forum on Religion & Public Life has undertaken an extensive survey on religion in America. The first report of the U.S. Religious Landscape Survey, published in February 2008, detailed the religious affiliations of the American public and documented the impact of changes in affiliation, immigration and other factors. The report also explored the great diversity of religious traditions and groups in the U.S. and detailed their demographic characteristics.\nline 05 | The latest release of the Landscape Survey includes a wealth of information on the religious beliefs and practices of the American public, including the importance of religion in people’s lives, belief in God and the afterlife, attitudes toward the authority of sacred writings, frequency of worship attendance and prayer, and participation in religious activities outside of worship services, including the religious education of children.\nline 06 | The study also probes the public’s views on religion’s impact on society, conflicts between religion and society, religion and morality, and the links between religion and life satisfaction.\nline 07 | Using the responses to these and other survey questions, the report examines the diversity of opinion that exists on a variety of political and public policy issues among and within the country’s various religious groups, including people who are unaffiliated or are only nominally affiliated with a particular religious tradition. These issues include ideological and partisan orientation; attitudes on abortion, homosexuality, evolution and other social issues; views on the size and proper role of government, the environment and helping the needy; and opinions on foreign affairs.\nline 08 | The Landscape Survey draws primarily on a nationwide survey conducted from May 8 to Aug. 13, 2007, among a representative sample of more than 35,000 adults in the U.S., with additional oversamples of Eastern Orthodox Christians, Buddhists and Hindus. The study also takes advantage of the 2007 survey of American Muslims that was conducted in partnership with other projects of the Pew Research Center. In total, these surveys included interviews with more than 36,000 Americans.\nline 09 | In conjunction with the release of the Landscape Survey, the Forum has introduced some new features on its website, www.pewforum.org. The online presentation of the findings has been updated to incorporate the new material on religious beliefs and practices as well as social and political views. The site includes interactive mapping, dynamic charts that illustrate key findings and a variety of other tools that are designed to help users delve deeper into the material. The online tools provide easily accessible portraits of American religious groups, including such smaller groups as Buddhists, Hindus, Jews and Muslims.\nline 10 | Additionally, after the release of the February report, we surveyed a total of 400 people in Alaska and Hawaii, and their responses to the questions on religious affiliation, as well as key questions on religious beliefs and practices, are now available in the Maps section of the online presentation.\nline 11 | As we explain in the introduction to the first report of the Landscape Survey, there are many other approaches to collecting data on American religion, and each approach – including the one we used – has its limitations. We have endeavored to be as transparent as possible in explaining our methodology and its limitations. We appreciate the important work of others in this field, and we hope the Landscape Survey will be a valuable addition to the growing body of research on the role religion plays in the personal and public lives of Americans.\nline 12 | Director, Pew Forum on Religion & Public Life\n</context>\n\n<phrases>\n- \"There’s a better way to phrase this\"\n- \"Let's break this down into parts\"\n- \"I need to make sure this checks out\"\n- \"Let's think step by step\"\n- \"Okay, backtrack a bit\"\n- \"I'm struck by\"\n- \"What if I flip it around?\"\n- \"No, actually\"\n- \"What if the reason is\"\n- \"On the other hand\"\n- \"This makes me reflect on\"\n- \"Something doesn't add up\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"How do I put this\"\n- \"Let me put this another way\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Okay, pros and cons\"\n- \"I need to reframe this\"\n- \"The more I think about it\"\n- \"Let me untangle this\"\n- \"I was just about to say\"\n- \"I wonder if\"\n- \"Let me circle back to that\"\n- \"What I'm getting at is\"\n- \"What’s the missing piece?\"\n- \"I'm intrigued by\"\n- \"But then again\"\n- \"Follow me here\"\n- \"Let's test this idea\"\n- \"The tricky part is\"\n- \"Hold that thought\"\n- \"When I sit with this idea\"\n- \"Wait, no\"\n- \"Hmm\"\n- \"I keep circling back to\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Hold on a second\"\n- \"On one hand... but on the other\"\n- \"Here's what I'm thinking\"\n- \"This is tricky, but\"\n- \"Let me play devil's advocate\"\n- \" is interesting\"\n- \"This could explain why\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"So what I’m trying to say is\"\n- \"Is it possible that...?\"\n- \"What keeps nagging at me is\"\n- \"I'm trying to untangle this\"\n- \"This brings to mind\"\n- \"First things first\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Let's see\"\n- \"Okay, so if I do this\"\n- \"Let me see if\"\n- \"Let me work through this\"\n- \"Basically\"\n- \"This might sound weird, but\"\n- \"The pros and cons are\"\n- \"Now, wait just a second\"\n- \"What’s the best way to explain this?\"\n- \"It's fascinating how\"\n- \"Alternatively\"\n- \"That’s an interesting angle, but\"\n- \"Maybe if I try it this way\"\n- \"I'm mulling over\"\n- \"Going back to what I said about\"\n- \"So far, it looks like\"\n- \"That makes sense because\"\n- \"Let me run through it again\"\n- \"One way to look at it is\"\n- \"Ummm, actually\"\n- \"Actually, no\"\n- \"Hang on a second\"\n- \"I'm trying to reconcile\"\n- \"Wait a minute... Oh!\"\n- \"If I take this apart step by step\"\n- \"There's something off here\"\n- \"Hmm, let’s rewind a bit\"\n- \"I'm wondering if\"\n- \"I'm pondering\"\n- \"Let’s weigh the options\"\n- \"Okay, let's break this down\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | By Tony Zeli\nline 02 | We’re well into the season of remote starters and the start and scrape, as we all struggle to warm our cars against the bitter and dangerous cold. But, the Portland Climate Action Team (PCAT) wants you to think twice before you idle your car. The message of the Idle-Free Portland campaign: it’s bad for the environment, bad for our health, wastes fuel, and is just plain gross. So, please, just turn your engine off.\nline 03 | To get everyone on board, this group of local environmentalists sponsored by the Sierra Club, are jump starting the Idle-Free Portland campaign.\nline 04 | You may know PCAT from some of their other successes.\nline 05 | They were a prime mover behind the municipal solar array at the Ocean Avenue Landfill.\nline 06 | And they share their Bright Ideas every month under our Climate Justice category.\nline 07 | They ask that you consider the price we all pay for the convenience of idling. According to the US Department of Energy, personal vehicle idling wastes about three billion gallons of fuel every year. That’s generating 30 million tons of CO2 annually, and costing Americans $13 million dollars every day! Eliminating unnecessary idling of just personal vehicles would be the same as taking five million vehicles off the roads.\nline 08 | Idling is also bad for your lungs. The pollutants in car exhaust fumes have been linked to serious human illnesses including asthma, heart disease, chronic bronchitis, and cancer. Children are especially at risk: exposures during pregnancy and early childhood to roadside air pollution have been linked to higher rates of subsequent respiratory and developmental problems, according to a study published in 2009 by “Pediatrics.”\nline 09 | For these reasons it’s illegal to idle in some places, including the City of Portland. Technically, you’re not supposed to idle for more than five minutes within the city limits, commercial or residential vehicles, subject to a $25 ticket. (There is an exception if the temps are below 0 degrees.) Of course, just saying so doesn’t make it so. It’s difficult to enforce, and do people even notice the signs?\nline 10 | Signs, Signs, Signs\nline 11 | “You know you see no idling signs around different places and so on, and then you see people sitting right in front of them with their cars running as they scroll through their messages,” notes Rosanne Graef, a member of PCAT and regular contributor to The West End News.\nline 12 | Given grim statistics and a lack of noticeable enforcement, Rosanne and a subcommittee of PCAT members decided to take action. The idle-free campaign presented itself as an effort in which anybody could take part.\nline 13 | “Not everybody can start biking to work.\nline 14 | Not everybody can afford an electric car, and so on… But idle-free was something we thought was meaningful and doable.”\nline 15 | Their first focus is on schools, where parents idle while dropping off and picking up children, who are particularly vulnerable to toxic car exhaust fumes. PCAT would like to speak with your PTO or green team about sharing informational postcards designed by the former publisher of The West End News and local cartoonist, Ed King. He also designed the banner.\nline 16 | Their other focus is on Casco Bay Bridge with the message: Bridge up. Engine off. More than 32,000 vehicles cross this draw bridge each day. PCAT’s advice, if you’re unlucky enough to get caught when the bridge is up, take the opportunity to turn off your car, step out, and enjoy the view.\nline 17 | Idle-Free in Drivers’ Manual\nline 18 | The PCAT Idle-Free committee has also gotten the Secretary of State to agree to put information about the importance of reducing unnecessary idling in the next edition of the Maine Driver Education Manual. They’re working on the Commercial and Motorcycle learners’ manuals next, a bigger hurdle since those are nationally produced.\nline 19 | I asked Rosanne how she would respond to anyone who says, “Hey, it’s winter and I’ve got to warm up my car.”\nline 20 | Rosanne, having grown up in rural Maine in the 1950s, didn’t hesitate: “You warm up your car by driving it… and a little discomfort never killed anybody.”\nline 21 | Do you know of a good spot to hang the Idle-Free Portland banner? It’s 30 ft. long and 3½ ft. high. Contact Rosanne Graef at [email protected].\nline 22 | Tony Zeli is publisher and editor.\nline 23 | Reach him at: [email protected].\n</context>\n\n<phrases>\n- \"Hmm, let’s rewind a bit\"\n- \"There's a better way to phrase this\"\n- \"When I sit with this idea\"\n- \"Coming at this from another angle\"\n- \"What’s the best way to explain this?\"\n- \"There’s a better way to phrase this\"\n- \"Alright, where was I?\"\n- \"Something doesn't add up\"\n- \"This makes me think of\"\n- \"I need to reframe this\"\n- \"Bear with me while I\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"No, actually\"\n- \"Oh! That reminds me\"\n- \"This makes me reflect on\"\n- \"Well\"\n- \"That reminds me\"\n- \"I'm intrigued by\"\n- \"Let me make sure I got this\"\n- \"Uh...\"\n- \"I need to step back and rethink this\"\n- \"This connects to\"\n- \"There's a missing link here\"\n- \"Let's see\"\n- \"Actually, no\"\n- \"In other words\"\n- \"On one hand... but on the other\"\n- \"This connects to something else\"\n- \"There’s a pattern here\"\n- \"The crucial thing seems to be\"\n- \"How do I put this\"\n- \"I keep coming back to\"\n- \"I'm seeing a connection between\"\n- \"That makes sense because\"\n- \"This might explain the pattern\"\n- \"Ah...\"\n- \"Backing up for a second\"\n- \"I'm trying to untangle this\"\n- \"Now, if I think about it differently\"\n- \"Uh, where was I?\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"What I'm getting at is\"\n- \"Let's break this down into parts\"\n- \"Hold that thought\"\n- \"Let me work through this\"\n- \"Wait, no\"\n- \"First things first\"\n- \"Let's test this idea\"\n- \"So far, it looks like\"\n- \"I'm pondering\"\n- \"Let me see if\"\n- \"Okay, let's break this down\"\n- \"If we follow this logic\"\n- \"Let’s weigh the options\"\n- \"Let me see\"\n- \"This is tricky, but\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"So what I’m trying to say is\"\n- \"What happens if we change this part?\"\n- \"Wait, but if that’s true\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"Let's think step by step\"\n- \"What I mean is\"\n- \"Wait, why does that happen?\"\n- \"Let me throw this out there\"\n- \"Now, wait just a second\"\n- \"Building on that\"\n- \"Let me put this another way\"\n- \" is key here\"\n- \"Is it possible that...?\"\n- \"Let me untangle this\"\n- \"Anyway\"\n- \"The pros and cons are\"\n- \"Okay, pros and cons\"\n- \"I'm starting to see a pattern\"\n- \"What if I tried...?\"\n- \"I'm mulling over\"\n- \"If I take this apart step by step\"\n- \"I'm wondering if\"\n- \"Let me connect the dots\"\n- \"Picture this\"\n- \"This isn't quite right, but\"\n- \"I'm curious about\"\n- \"I wonder if\"\n- \"This brings to mind\"\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 | King's Peak (aka King Peak or Kings Peak - see the Etymology section for more info), located on the coast of California about 75 miles south of Eureka, is the highest peak in the King Range and less than 3 miles from the Pacific Ocean. These mountains are the dominant feature of California's spectacular Lost Coast and are still being created by the tectonic action between the North American and Pacific plates. As such, they are severely folded and faulted from a geological perspective and receive some of the most rains along the Pacific Coast from October to April. These conditions caused the Pacific Coast Highway (PCH aka Route 1) to be diverted from the coast at which time this land became known as the \"Lost Coast\" and one of the most pristine parts of the California coast.\nline 02 | There are several ways to reach King's Peak, the shortest of which being a 2 mile class 1 Lightning Trail from the Lightning Trailhead at just over 2000 ft. This trail ascends the King Range Crest from the east side passing Maple Camp on it's way to the summit.\nline 03 | Most people, however, do not come to the Lost Coast to climb King's Peak, or hike along the King Crest Trail - they come to hike the Lost Coast Trail which follows the shore along both the King Range National Conservation Area (NCA) to the north and the Sinkyone Wilderness State Park to the south. The Lost Coast Trail along the King Range is much more spectacular as it is along the beach while the portion of the trail in the Sinkyone Wilderness is actually several hundred feet above the ocean. Hiking up to the King's Peak summit from the ocean will give you just over 4000 feet of relief ;-) If you choose to hike along the Lost Coast Trail, it is important to consider the tides as certain portions of the trail will become impassable during high tide. See the Lost Coast Trail Section below regarding hiking up King's Peak from the Lost Coast Trail.\nline 04 | POPULAR MAP: \"Trails of the Lost Coast,\" Wilderness Press, ISBN: 0-89997-203-9 (available at most REI in California)\nline 05 | Lightning Trailhead: Take US-101 to the Gaberville/Redway exit and follow the signs for Shelter Cove (town along the coast) and the King Range National Conservation Area. It's about 22-miles from the US-101 to Shelter Cove, however along the way you will drive past the King Range (BLM) Headquarters. Stop here to get the latest information on the tides (if you plan on hiking along the beaches) and hunting seasons. After you pass the King Range HQ continue on Shelter Cove Road, turning north (right) on to the still-paved King Peak Road. Turn on to the gravel King Range Road which ends at the Lightning Trailhead.\nline 06 | Mouth of the Mattole Trailhead: This is the northern trailhead for the Lost Coast Trail.\nline 07 | Take US-101 to the Ferndale exit and follow signs for Petrolia.\nline 08 | One mail after Petrolia, turn right on Lighthouse Road.\nline 09 | In five miles you will reach the Mattole Recreation Site.\nline 10 | The total distance from US-101 is about 42 miles.\nline 11 | Black Sands Beach Trailhead: This is the southern trailhead for the King Range portion of the Lost Coast Trail. You can reach this trailhead by driving the Shelter Cove and turning north on Beach Road. See the Lightning Trailhead information on reach Shelter Cove (about 22 miles from US-101).\nline 12 | For all trailheads see the King Range NCA directions webpage which includes a map, distances, and estimated driving time.\nline 13 | No permits are required if you are on an \"non-organized\" trip. See the King Range NCA Permits Page if you have questions about whether your group qualifies or not. If your group is required to have a permit, both fee and non-fee permits are used depending on the status of your group.\nline 14 | Check with the King Range HQ (see Mountain Conditions Section) on when hunting season is open as you will either be able to hunt for your dinner, or need to be more careful while you are hiking.\nline 15 | Campfire and stove permit: See the King Range NCA Campfire Page regarding the mandatory permits needed for backcountry campfires and stove use.\nline 16 | Bear canisters: If you are camping overnight, bear canisters are required. See the Camping section for more information.\nline 17 | The spring and autumn are the best times to hike if you want clear weather. During winter and spring it may be possible to see migrating California gray whales as well (best between late April to early May).\nline 18 | There are two camgrounds in the mountains: Maple Camp which is between King's Peak and the Lightning Trailhead and Miller Camp which is about 2-2.5 miles northeast of King's Peak along the King Crest Trail (just past the Rattlesnake Ridge Trail which goes down to the ocean).\nline 19 | Along the beach there are several undeveloped campgrounds, the closest ones to King's Peak being the mouthes of Big Flat Creek, Shipman Creek and Buck Creek.\nline 20 | See the King Range NCA Campgrounds Page for other campgrounds though I think the ones listed above are the most useful wrt King's Peak.\nline 21 | Bear alert: Bear canisters are now required for overnight trips. If you are caught without one, there's a $150 fine per person for non-compliance (Ref: Dragger). See the King Range NCA Hiking and Backpacking page for more info.\nline 22 | Weather, Tide and Earthquake Activity\nline 23 | |Weather Underground's Arcata, CA page provides a comprehensive weather report for the area including coastal weather reporting, alerts, a five-day forecast, hourly wind, temperature, humidity, UV forecasts, local and regional radar, satellite imagery, and marine forecasts. The \"Conditions Nearby\" section just below \"Current Conditions\" provides specific information from the Shelder Cove district. Any recent, local earthquake activity will also be shown on the page. Earthquakes are common on the North Coast, as for the rest of California. For recent earthquake activity see the USGS Earthquake Hazards Program website.\nline 24 | For tide activity, consult either of the following links for high and low tide information, times and regions:\nline 25 | |BLM Contact Information||GOES Western US SECTOR Infrared Image|\nline 26 | |BLM Arcata Field Office\nline 27 | 1695 Heindon Road, Arcata, CA 95521-4573\nline 28 | Phone: (707) 825-2300\nline 29 | BLM King Range NCA Project Office\nline 30 | * Linked from the NOAA GOES website - http://www,goes.noaa.gov/WCIR4.html\nline 31 | Thanks to climbwild for the weather and satellite info.\nline 32 | The Lost Coast Trail is a spectacular coastal trail which runs along California's Lost Coast - the only place in California where you are free from the Pacific Coast Highway. The trail is composed of 4 sections: King Range (24.4 mi.), roads (3-4 mi.?), connector trail (6.4 mi. from Hidden Valley Trailhead to Whale Gulch, also in King Range NCA), and Sinkyone Wilderness (21.6 mi.).\nline 33 | King's Peak via the Lost Coast Trail: Hiking south from the the northern terminus at the Mouth of the Mattole River you will reach Big Flat in 15.9 miles at which time you can ascend the King Crest via the Rattlesnake Ridge trail to King's Peak (10.5 miles). Continuing south on the Lost Coast Trail you will reach mouth of Buck Creek in another 3.3 miles at which time it's possible to ascend the King Crest again, this time via the Buck Creek Trail, and reach the King's Peak summit in 9.5 miles. From Buck Creek it's another 5.2 miles to Black Sands Beach at the town of Shelter Cove.\nline 34 | Sea and Summit Loop: This approximately 24-mile loop hike beginning and ending at the Lightning Trailhead is possibly the shortest hike which involves both reaching the summit of King's Peak and hiking along the beach on the Lost Coast Trail. Going counter clock-wise, start at the Lightning Trailhead and head 2 miles southeast to King's Peak. After you have reached the summit backtrack about 0.25 miles to the King Crest Trail and take this northwest to reach the Rattlesnake Ridge Trail at which point it's 4.6 miles down to Big Flat at the Pacific Ocean. Hike south along the Lost Coast Trail for 3.3 miles to Buck Creek and then ascend the Buck Creek Trail and follow the King Crest Trail northwest reaching the Lightning Trailhead in about 8 miles. The following is a list of trails used for this hike:\nline 35 | Lightning Trailhead / Lightning Trail (SW) > King's Peak >\nline 36 | King Crest Trail (NW) > Rattlesnake Ridge Trail (SW) >\nline 37 | Big Flat > Lost Coast Trail (SE) > Buck Creek Trail (NE) >\nline 38 | King Crest Trail (NW) > Lightning Trail (NE) / Lightning Trailhead\nline 39 | This peak is known by various names including King Peak, Kings Peak and King's Peak. There does not appear to be a consensus so all the names have been listed on this page. The USGS lists the name of the peak as \"King Peak\", however, to remove ambiguity and risk of transcription errors due to grammatical mistakes, they removed all apostrophes from placenames so King's Peak or Kings' Peak could not be official USGS names. Here are some sources that use the different variations:\nline 40 | |King Peak||USGS list of peaks, BLM website, Wilderness Press map|\nline 41 | |Kings Peak||BLM website, Wilderness Press map, Hiking Northern California by Ron Adkison|\nline 42 | |King's Peak||Garberville Chamber of Commerce, Wilderness Press map|\nline 43 | To get the \"real\" name, or at least what was originally intended, some historical research may be needed such as referencing California Place Names by Gudde & Bright. If anyone has information regarding the etymology of this peak, please respond here.\nline 44 | On a side note, it seems like Kings Peak, Utah is also commonly referred to as King's Peak.\n</context>\n\n<phrases>\n- \"Let me chew on this\"\n- \"I'm starting to see a pattern\"\n- \"First things first\"\n- \"This makes me think of\"\n- \"Right, so\"\n- \"Let me play devil's advocate\"\n- \"Okay, let's break this down\"\n- \"Now we're cooking\"\n- \"Let's test this idea\"\n- \"I wonder if\"\n- \"We've completely overlooked [blank]\"\n- \"Wait a minute\"\n- \"Ah...\"\n- \"What if the reason is\"\n- \"Okay, pros and cons\"\n- \"That reminds me\"\n- \"On the other hand\"\n- \"Let’s weigh the options\"\n- \"Let's think step by step\"\n- \"This makes me reflect on\"\n- \"You know\"\n- \"What am I overlooking?\"\n- \"Something doesn't add up\"\n- \"Hold on a second\"\n- \"Finally, it clicks!\"\n- \"Wait, but if that’s true\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Ummm, actually\"\n- \"Here's a possible explanation\"\n- \"This connects to something else\"\n- \"That’s an interesting angle, but\"\n- \"Alternatively\"\n- \"Let me work through this\"\n- \"The pros and cons are\"\n- \"But then again\"\n- \"On one hand... but on the other\"\n- \"Okay, so\"\n- \"I'm curious about\"\n- \"That’s the piece of the puzzle!\"\n- \"Wait, no\"\n- \"Let me propose something\"\n- \"This could explain why\"\n- \"Oh! I get it now!\"\n- \"So, the bottom line is\"\n- \"Building on that\"\n- \"Hmm, that doesn’t sound right\"\n- \"This might sound weird, but\"\n- \"That’s the answer I was looking for!\"\n- \"There's a better way to phrase this\"\n- \"Let's see\"\n- \"What if I flip it around?\"\n- \"Let me break this down\"\n- \"I'm intrigued by\"\n- \"Hang on a second\"\n- \"Okay, so if I do this\"\n- \"This connects to\"\n- \"Suppose we assume that\"\n- \"Anyway\"\n- \"Now it makes sense!\"\n- \"That’s it!\"\n- \"This brings to mind\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I'm wondering if\"\n- \"That makes sense because\"\n- \"I'm trying to untangle this\"\n- \"When I sit with this idea\"\n- \"Oh! That reminds me\"\n- \"I'm struck by\"\n- \"There’s a pattern here\"\n- \"Is it possible that...?\"\n- \"Actually, no\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me untangle this\"\n- \"Let's break this down into parts\"\n- \"Oh! I get it now\"\n- \"Now it all comes together!\"\n- \"I need to fill in the gaps\"\n- \"It's almost like\"\n- \"Something about [blank] is still bothering me\"\n- \"No, actually\"\n- \"I'm mulling over\"\n- \"This explains so much!\"\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 | Klemens von Metternich claimed to be guided by the principle of legitimacy.\nline 02 | He thought it was necessary to restore the legitimate monarchs who would preserve traditional institutions in order to reestablish peace and stability in Europe.\nline 03 | This had already been done in Frnace and Spain with the Bourbons coming back into power, as well as in a lot of Italian states where rulers had returned to their thrones.\nline 04 | However, every where else this happened, the principle of legitimacy was ignored and overshadowed by more practical considerations of power.\nline 05 | The congress's treatment of Poland, to which Prussia, Russia, and Austria all laid claim, illustrates this approach.\nline 06 | Prussia and Austria were allowed to keep some Polish territory, so a new, nomially independent Polish kingdom was established, with the Romanov dynasty of Russia as its hereditary monarchs.\nline 07 | Importance: The principle of legitimacy created stronger countries through reestablishing legitimate monarchs who would preserve traditional institutions.\nline 08 | The Concert of Europe was made to maintain the new status quo the European powers had constructed.\nline 09 | This grew out of the reaffirmation of the Quadruple Alliance in November 1815.\nline 10 | The four countries renewed their commitment against any attempted restoration of Bonapartist power and agreed to meet periodically in conferences to discuss their common interests and examine measures that \"will be judged most salutary for the repose and prosperity of peoples, and for the maintenance of peace in Europe.\"\nline 11 | The first congress held in 1818 at Aix-la-Chapelle was the most congenial of the four between 1818 and 1822.\nline 12 | The four great powers agreed to withdraw their army of occupation from France and to add France to the Concert of Europe, which transformed the Quadruple Alliance into a quintuple alliance.\nline 13 | The following congress was less pleasant.\nline 14 | Held at Troppau, the second congress was called in 1820 to deal with the outbreak of revolution in Spain and Italy.\nline 15 | The revolt in Spain was directed against Ferdinand VII, the Bourbon king who had been restored to the throne in 1814.\nline 16 | In southern Italy, the restoration of another Bourbon, Ferdinand I, as king of Naples and Sicily sparked a rebellion that soon spread to Piedmont in northern Italy.\nline 17 | The third meeting, held at Laibach in January of 1821, was held when Austria, Prussia, and Russia met to authorize the sending of Austrian troops to Naples to restore Ferdinand I to the throne, and then move north to suppress the rebels in Piedmont.\nline 18 | The fourth conference was held at Verona in October of 1822, where Austria, Prussia, and Russia authorized France to invade Spain to crush the reovlt against Ferdinand VII.\nline 19 | In the spring of 1823, the French restored the Bourbon monarch.\nline 20 | However, the Concert of Europe had broken down when the Birtish rejected Metternich's principle of intervention and although the British had failed to thwart allied intervention in Spain and Italy, they were successful in keeping the Continental powers from interfering with the revolutions in Latin America.\nline 21 | Importance: The Concert of Europe embodied the cooperation of Europe's great powers.\nline 22 | Through the Concert of Europe, they attempted to ensure the durability of the new conservative order by intervening to uphold conservative governments.\nline 23 | By the American Revolution, Latin America remained under ownership of the Spanish and the Portuguese during the 18th century.\nline 24 | By the end of the 18th century, Enlightenment ideas and new political ideals stemming from the revolution in North America were beginning to influence the creole elites (descendants of Europeans who became permanent inhabitants of Latin America).\nline 25 | At the beginning of the 19th century, Napoleon's continental wars provided the creoles an opportunity for change.\nline 26 | A series of revolts between 1807 and 1824 enabled most Latin American countries to become independent.\nline 27 | Simon Bolivar, a son of a creole from Venezuela, has been known as the George Washington of Latin America.\nline 28 | While in Rome to witness the coronation of Napoleon as king of Italy in 1805, he committed himself to free his people from Spanish control.\nline 29 | Apon his arrival back in South America, Bolivar began to lead the bitter struggle for independence in Venezuela and other parts of northern South America.\nline 30 | He definitevly defeated Spanish forces in Venezuela in 1821, although he was known as the \"liberator\" of Venezuela in 1813 by the people.\nline 31 | He went on to liberate Colombia, Ecuador, and Peru.\nline 32 | Jose de San Martin, a son of a creole from Argentina, concentrated his efforts on the southern part of the continent.\nline 33 | San Martin went to Spain and pursued a military career, and in 1811, after serving twenty-two years, he learned of the libeartion movement in his native Argentina, abandoned his miliatry career in Spain, and returned to his homeland in March of 1812.\nline 34 | Argentina had been freed from the Spanish control, but he believed all Spainards must leave South America if any nation was to remain free.\nline 35 | In January 1817, he led his forces over the Andes Mountains, where two-thirds of his pack mules and horses died.\nline 36 | Many of the soldiers suffered from lack of oxygen and severe cold while crossing mountain passes more than 2 miles above sea level.\nline 37 | The arrival of the troops in Chile surprised the Spaniards, who were going to the Battle of Chacabuco on February 12, 1817.\nline 38 | San Martin welcomed Bolivar and his forces when he moved on to Lima, Peru, the center of Spanish authority in 1821.\nline 39 | San Martin, however, left for Europe, where he remained outside of Paris until his death in 1850.\nline 40 | Bolivar wanted to crush the last large Spanish army at Ayacucho on December 9, 1824.\nline 41 | By then, Peru, Uruguay, Paraguay, Colombia, Venezuela, Argentina, Bolivia, and Chile were all free states.\nline 42 | In 1823, the Central American states became independent and in 1838-1839 divided into five republics: Guatemala, El Salvador, Honduras, Costa Rica, and Nicaragua.\nline 43 | Importance: The Latin American colonies took advantage of Spain's weakness during the Napoleonic wars to fight for independence, which started with Argentina in 1810 and spread throughout the region over the next decade with the help of leaders like Simon Bolivar and Jose de San Martin.\nline 44 | In 1821, the Greeks revolted against their masters, Ottoman Turks.\nline 45 | The Greeks had been subject to Muslim control for 400 years, but had been allowed to use their own language and believe in their own Greek Orthodox faith.\nline 46 | A revival of Greek national sentiment in the early 19th century added to the desire for liberation \"from the terrible yoke of Turkish oppression.\"\nline 47 | Soon, the Greek revolt changed into a noble cause by an outpouring of European sentiment for the Greeks' struggle.\nline 48 | In 1827, a combined British and French fleet went to Greece and defeated a large Ottoman armada.\nline 49 | In 1828, Russia declared war on the Ottoman Empire and invaded its European provinces of Moldavia and Wallachia.\nline 50 | By the Treay of Adrianople in 1829, which ended the Russian-Turkish war, the Russians received a protectorate over the two provinces.\nline 51 | This treaty also made the Ottoman Empire agree to allow Russia, France, and Britain to decide the fate of Greece.\nline 52 | In 1830, Greece became an independent kingdom, as decided by the three powers, and two years later, a new royal dynasty was established.\nline 53 | The revolution was successful only because the great powers themselves supported it.\nline 54 | Until 1830, the Greek revolt was only successful one in Europe; the conservative domination was still largely intact.\nline 55 | Importance: The Greek Revolt led to Greece becoming an independent kingdom in 1830, andn then, two years later, a new royal dynasty was established.\nline 56 | Louis XVIII was the person who restored the Bourbon family in France.\nline 57 | He realized he needed to accept some of the changes brough about by the French Revolution and Napoleonic eras, and accepted Napoleon's Civil Code.\nline 58 | A two-house (bicameral) legislature was established, which sonsted of the Chamber of Peers, chosen by the king, and the Chamber of Deputies, chosen by an electoragte restricted to slightly fewer than 100,000 wealthy people.\nline 59 | However, his grudging moderation was opposed by liberals eager to extend the revolutionary reforms and by a group of ultraroyalists.\nline 60 | The ultraroyalists criticized the king's willingness to compromise and retain so many features of the Napoleonic era, wanted to return a monarc which was dominated by the privileged landed aristocracy and to restore the Catholic Church to its former power.\nline 61 | The initiative passed to the ultraroyalists in 1824 when Louis XVIII died and was succeeded by his brother, the count of Artois, who became Charles X.\nline 62 | In 1825, Charles granted an indemnity to aristocrats whose lands had been taken away during the Revolution.\nline 63 | The king pursued a religious policy which encouraged the Catholic Church to reestablish control over the French educational system.\nline 64 | Liberal nespapers fed public outrage, which then forced the king to compromise in 1827 and accept the princple of ministerial responsibilty.\nline 65 | This emant that the ministers of the king were responisble to the legislature.\nline 66 | However, in 1829, he violated his commitment.\nline 67 | A protest by the dupties led the king to dissolve the legislature in 1830 and call for new elections.\nline 68 | Importance: Louis XVIII and Charles X brought in new ideas into French government, but ultimately led to France being on the brink of another revolution.\nline 69 | Liberal and national movements in the German states seemed limited to professors and students from universities.\nline 70 | They began to organize Burschenschaften, a.k.a.\nline 71 | student societies who wanted to foster the ideal of a free, united Germany.\nline 72 | Their ideas and their motto, \"Honor, Liberty, Fatherland,\" were partially inspired by Friedrich Ludwig Jahn, who organized gymnastic societies during the Napoleonic wars to promote the regeneration of German youth.\nline 73 | He urged Germans to go after their Germanic heritage and encouraged his followers to disrupt the lectures of professors whose views were not nationalistic.\nline 74 | From 1817-1819, the Burschenschaften pursued several activities that aroused the government of Germany.\nline 75 | At the Wartburg Castle in 1817, an assembly was held where they burned books written by conservative authors.\nline 76 | This date also marked the 3 hundreth anniversary of Luther's 95 Theses.\nline 77 | When a deranged student assassinated a reactionary playwright, Metternich had the diet of the Germanic Confederation draw up the Karlsbad Decrees of 1819.\nline 78 | These closed the Burschenschaften, placed the universities under a close watch, and provided for censorship of the press.\nline 79 | Importance: The Burschenschaften challenged the conservative status quo that dominated the German governments.\nline 80 | In response to the Decembrist Revolt, Nicholas I changed from a conservative into a reactionary determined to avoid another rebellion.\nline 81 | He strengthened the bureaucracy and the secret police, while the political police were given huge powers over much of Russian life.\nline 82 | The political police were also known as the Third Section of the tsar's chancellery, who deported suspicious or dangerous people, maintained surveillance of foreigners in Russia, and reported regularly to the tsar on public opinion.\nline 83 | While fearing revolution at home in Russia, Nicholas also feared revolution abroad.\nline 84 | If he could help it, there would be no revolution in Russia during his reign, and none in any of the rest of Europe either.\nline 85 | Contemporaries called him the Policeman of Europe because of his willingness to use Russian troops to crush revolutions.\nline 86 | Importance: Tsar Nicholas I attempted to prevent rebellion in Russia through strengthening the government bureaucracy, increasing censorship, and suppressing individual freedom by the use of political police.\nline 87 | Owen was a British cotton manufacturer who believed that humans would reveal their true natural goodness if they lived in a cooperative environment.\nline 88 | He successfully changed the town of New Lanark in Scotland from a squalid factory town into a flourishing, healthy community.\nline 89 | However, when he tried to make a self-contained cooperative community at New Harmy in Indiana in the 1820s, bicking within the community ultimately lead to his dream being crushed.\nline 90 | Frances Wright, one of Owen's disciples, bought slaves in order to set up a model community at Nashoba, Tennessee, which, unfortunately failed, while Wright continued to work for women's rights.\nline 91 | Importance: Owen's New Lanark was an idea brought up to fulfill the ideology of utopian socialism, which ultimately succeeded but could not be recreated In 1830, the forces of change began to undo the conservative domination of Europe.\nline 92 | The July Revolution was caused by Charles's issue of a set of edicts known as the July Ordinances on Junly 26, 1830.\nline 93 | This set of edicts imposed rigid censorship on the rpess, dissolved the legislative assembly and reduced the elctorate in prep for new elections.\nline 94 | The reactionary Charles X was overthrown and replaced by the constitutional monarch Louis-Philippe, a liberal and former revolutionary solider.\nline 95 | Constitutional changes that favored the interests of the upper bourgeoisie were instituted by this man, called the bourgeois monarch, since political support for his rule came from them.\nline 96 | Financial qualifications for voting were reduced, but still remained sufficiently high.\nline 97 | However, the number of voters increased oinly from 100,000 to just under 200,000, guaranteeing that only the wealthiest people could vote.\nline 98 | Throughout society, including in the legislature, there were differences of opinion about the bourgeois monarchy and the direction it would take.\nline 99 | Importance: France's July Revolution of 1830 was a result of the change of forces which began to break through the conservative domination of Europe.\nline 100 | It ultimately led to a wave of revolutionary fervor which moved through Europe in 1848, causing liberals and nationalists everwhere to think that they were on the verge of creating a new order.\nline 101 | In the legislature-the Chamber of Deputies-there was a differentiation of opinions about the bourgeois monarchy and the direction it would take.\nline 102 | Two groups split from one another, composed of upper-middle-class reps.\nline 103 | The Party of Movement, led by Adolphe Thiers, saw ministerial responsibility, the pursuit of an active foreign policy, and limited expansion of the franchise as beneficial factors to France, while the Party of Resistance, led by Francois Guizot, believed that France has finally reached the \"perfect form\" of gov and needed no further institutional changes.\nline 104 | After 1840, the Party of Resistance dominated the Chamber of Deputies.\nline 105 | Guizot cooperated with Louis-Philippe in suppressing ministerail responsibilty and pursuing a policy favoring the interests of the wealthier manufacturers and tradespeople.\nline 106 | Importance: The Party of Resistance ultimately dominated the Chamber of Deputies, while the leader, Guizot, cooperated with Louis-Philippe in suppressing ministerail responsibilty and pursuing a policy favoring the interests of the wealthier manufacturers and tradespeople.\nline 107 | An industrial and agricultural depression started in 1846 and brought hardship to the French lower middle class, workers, and peasants.\nline 108 | As Louis-Philippe's gov still wouldn't make changes, opposition grew.\nline 109 | Radical republicans and socialists, joined by the upper middle class agitated for the dismissal of Guizot, and useed the political banquet to call for reforms since it was illegal to stage political rallies.\nline 110 | Despite Louis-Philippe proposing reform, he couldn't form another ministry and abdicated on February 24 and fled to Britain.\nline 111 | A provisional government was established by a group of moderate and radical republicans, which ordered that reps for a constituent assembly convened to draw up a new constitution be elected by universal manhood suffrage.\nline 112 | The revolutions of 1848 began in Paris, where revolutionary fervor fueled by liberalism and nationalism spread to the east and south.\nline 113 | After initial successes, the revolutionaries failed to maintain unity: propertied classes feared the working masses, and nationalists such as the Hungarians disagreed with the fact that all national groups deserved self-determination.\nline 114 | The old order rallied its troops and ended up on top.\nline 115 | Importance: The revolutions of 1848 provided the spark for other countries, and led to most of central and Southern Europe having revolutions.\nline 116 | The Frankfurt Assembly was comprised mostly of well-educated, articulate, middle-class delegates whom were mostly professors, lawyers, and bureaucrats.\nline 117 | Many were ahead of their time in the sense of nationalism, and also had better governments than other German states.\nline 118 | The assembly started with a controversy by claiming to be the government for Germany as a whole, which eventually got replaced by a debate regarding the composition of the new German state.\nline 119 | Supporters of a Grossdeutsch (\"Big German\") solution were in favor of including the German province of Austria, while proponents of a Kleindeutsch (\"Small German\") solution wanted to exclude Austria and make the Prussian king the emperor of the new German state.\nline 120 | The Austrians withdrew, therefore solving that problem, and left the field to the supporters of the Kleindeutsch solution.\nline 121 | However, this victory was short-lived, as Frederick William IV refused the assembly's offer of the title of \"emperor of the Germans\" in March of 1849 and sent Prussian delegates home.\nline 122 | Soon after this, the Frankfurt Assembly broke up.\nline 123 | Despite some members speaking of using force, they had no real means of compelling the German rulers to accept the constitution they had drawn up.\nline 124 | Importance: The attempt of the German liberals at Frankfurt to create a German state failed.\nline 125 | The Austrian Empire had social, political, and nationalist grivances and only needed the news of the revolution in Paris to encourage the country to erupt into flames in March of 1848.\nline 126 | The Hungarian liberals under Louis Kossuth fought for \"commonwealth\" status.\nline 127 | They were willing to compromise and keep the Habsburg monarch, but they yearned for their own legislature.\nline 128 | In March, demonsrations in Buda, Prague, and Vienna ended in Metternich's dismissal, and the archsymbol of the conservative order fled abroad.\nline 129 | In Vienna, revolutionary forces took over the capital and forced a constituent assembly be brought about to draw up a liberal constitution.\nline 130 | They were carefully guided by the educated and propertied classes.\nline 131 | Hungary was granted its wish for its own legislature, a separate national army, and control over its foreign policy and budget.\nline 132 | Allegiance to the Habsburg dynasty was now Hungary's only tie to the Austrain Empire.\nline 133 | Importance: Kossuth led the Hungarian liberals in the revolution during March of 1848.\nline 134 | Serjents were new police in France, who, in march of 1829, became visible on Parisian streets.\nline 135 | Dressed in blue uniforms to distingiush them from citizens, the serjents were lightly armed with a white cane during the day and a saber at night.\nline 136 | This udnerscored the fact that they were a civilian, not a military body.\nline 137 | In the beginning, there weren't a lot.\nline 138 | In August of 1829, there were only 85; in 1850, there were 500; by the end of the century, there were 4,000.\nline 139 | The British relied on a system of unpaid constables, who were recruited by local authorities, rather than a pro police force.\nline 140 | Many times, however, they were unable to keep order, prevent crime, or apprehend criminals, since such jobs could be dangerous and involve incidents.\nline 141 | After these failures, between September 1829 and May 1830, 3,000 uniformed police officers appeared on the streets of London.\nline 142 | They were known as the bobbies after Sir Robert Peel, who had introduced the legislation that created the force.\nline 143 | The bobbies' primary goal was to prevent crime, but the municipal authorities soon found that the police were also useful for imposing order on working-class urban inhabitants.\nline 144 | On Sundays, they were called to clean up after Saturday nigth's drinking bouts.\nline 145 | However, as demands for better pay and treatment led to improved working conditions, British police began to develop a sense of professionalism.\nline 146 | After the 1848 revolutions in Germany, a state-financed police system called the Schutzmannschaft was established for the city of Berlin.\nline 147 | It was modeled after the London police, and began as a civilan body, but by 1851, it had become organized more along military lines and was used for political purposes.\nline 148 | Its military nature was reinforced by the force's weaponry, which included swords, pistols, and brass knuckles.\nline 149 | Importance: Serjents, \"bobbies,\" and the Schutzmannschaft were all forms of police systems.\nline 150 | Friedrich was a German painter, whose early life experiences left him with a lifelong preoccupation with God and nature.\nline 151 | Friedrich painted landscapes with an interest that transcended the mere presentation of natural details.\nline 152 | He portrayed mountains surrounded by mist, gnarled trees bathed in moonlights, and the stark ruins of monasteries surrounded by withered trees.\nline 153 | All of his works conveyed a feeling of mystery and mysticism.\nline 154 | For him, nautre was a manifestation of divine life, as seen in Man and Woman Gazing at the Moon, and the artistic process depnded on one's inner vision.\nline 155 | Turner was an English artist who, like Friedrich, dwelt on nature and made landscape his major subject.\nline 156 | Turner produced more than 20,000 paintings, drawings, and watercolors.\nline 157 | His concern with nature transformed itself into innumerable landscapes and seascapes, sunrises and sunsets.\nline 158 | He didn't idealize nature or reproduce it wihth realistic accuracy, however.\nline 159 | Rather, he wanted to convey its moods by using an interplay of light and color to suggest natural effects.\nline 160 | He anticipated the Impressionist painters of the second half of the nineteenth century, as he allowed the objects in his paintings to blend together and into their surroundings.\nline 161 | Delacroix was the most famous French Romantic artist.\nline 162 | He was interested in exotic things and had a passion for color.\nline 163 | Both of these characteristics are evident in The Death of Sardanapalus.\nline 164 | This particular painting stands out for its use of light and its patches of interrelated color, as this portrayal of the world of the last Assyrian king was criticized at the time for its garishness.\nline 165 | Delacroix rejoiced in combining theatricality and movement with a daring use of color.\nline 166 | Importance: Friedrich, Turner, and Delacroix were three Romantic artists, who abandoned classical restraint for warmth, emotion, and movement.\nline 167 | Through these three painters, it is obvious that Romanticism influenced the visual arts.\nline 168 | Beethoven singlehandedly transformed the art of music, since he wanted to communicate his cherished beliefs.\nline 169 | During his first major period of composing between 1792 and 1800, his work was largely within the classical framework of the 18th century, and the influences of Haydn and Mozart are apparent.\nline 170 | However, with the composition of the Third Symphony in 1804 (a.k.a.\nline 171 | the Eroica), Beethoven broke thru the elements of Romanticism in his use of uncontrolled rhythms to create dramatic struggle and uplifted resolutions.\nline 172 | Beethoven went on to write a plethora of works, but in the midst of this, he was more and more bothered by his growing deafness.\nline 173 | One of the most moving pieces of music of all time, the chorale finale of his Ninth Symphony, was composed when Beethoven was totally deaf.\nline 174 | Beethoven served as a bridge from the classical era to Romaticism, and after him came a number of musical geniuses who composed in the Romantic style.\nline 175 | Berlioz was one of the most outstanding.\nline 176 | He rebelled against his father's wish of him to study medicine, and believed he would be \"no doctor or apothecary but a great composer.\"\nline 177 | Berlijoz managed to fulfill his own expectations, and became famous in Germany, Russia, and Britain, although the originality of his work kept him from receiving much recognition in his native country of France.\nline 178 | Berlioz was one of the founders of program music, which was an effort to use the moods and sound effects of instrumental music to depict the actions and emotions within a story, an event, or a personal experience.\nline 179 | This development is shown in Berlioz's most famous piece, the first complete program symphony, the Symphone Fantastique.\nline 180 | In this, Berlioz used music to bring about the passionate emotions of a tortured love affair, including a fifth movement in whihc he musically creates an opium-induced nightmare of a witches' gathering.\nline 181 | Importance: Beethoven served as a bridge from the classical era to Romaticism, and after him came a number of musical geniuses who composed in the Romantic style.\nline 182 | Berlioz was one of the most outstanding.\nline 183 | With the Romantic era bringing about a newfound enthusiasm for religion, Catholicism was benefited.\nline 184 | One of the most popular expressions of this Romantic revival of Catholicism is found in Chataeubriand's works.\nline 185 | His Genius of Christianity, which was published in 1802, became known as the \"Bible of Romanticism.\"\nline 186 | He defended Catholicism based on Romantic sentiment, rather than history, logic, or rational grounds.\nline 187 | As a faith, Catholicism echoed the harmony of all things, and its cathedrals brought one into the very presence of God, according to Chateaubriand.\nline 188 | Importance: Chateaubriand's Genius of Christianity was an important asset to the revival of Catholicism that came with the Romantic era, and was known as the \"Bible of Romanticism.\"\n</context>\n\n<phrases>\n- \"I keep coming back to\"\n- \"Let me run through it again\"\n- \"Still forming this thought\"\n- \"Well, let me see\"\n- \"I'm trying to untangle this\"\n- \"Here's a possible explanation\"\n- \"Ah...\"\n- \"Let me talk this through\"\n- \"It almost fits, but something’s off\"\n- \"Okay, pros and cons\"\n- \"Okay, so\"\n- \"What if I just flip this around?\"\n- \"But then again\"\n- \"Something doesn't add up\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Let me back up a second\"\n- \"Let me put this another way\"\n- \"On the other hand\"\n- \"In essence\"\n- \"That makes sense because\"\n- \"Let's think step by step\"\n- \"Coming at this from another angle\"\n- \"Hold that thought\"\n- \"What if I flip it around?\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"This might sound weird, but\"\n- \"The thing is\"\n- \"Let me break this down\"\n- \"On one hand... but on the other\"\n- \"Wait, no\"\n- \"No, actually\"\n- \"Right, so\"\n- \"Wait, but if that’s true\"\n- \"What if we\"\n- \"If I take this apart step by step\"\n- \"Alternatively\"\n- \"Let me circle back to that\"\n- \"Let me approach this from another angle\"\n- \"Is it possible that...?\"\n- \"In other words\"\n- \"Okay, walking through it again\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Let's break this down into parts\"\n- \"Let me untangle this\"\n- \"I need to step back and rethink this\"\n- \"Let me throw this out there\"\n- \"I'm still feeling my way through\"\n- \"I need to reframe this\"\n- \"That’s an interesting angle, but\"\n- \"So what I'm trying to say is\"\n- \"Maybe if I try it this way\"\n- \" is striking \"\n- \"Hmm, that doesn’t sound right\"\n- \"Let me dig into that a little deeper\"\n- \"The pros and cons are\"\n- \"There's got to be something about\"\n- \"What happens if we change this part?\"\n- \"How do I put this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Hmm\"\n- \"One way to look at it is\"\n- \"Going back to what I said about\"\n- \"Anyway\"\n- \"Ummm, actually\"\n- \"Let me work through this\"\n- \"What I mean is\"\n- \"Picture this\"\n- \"Okay, let's break this down\"\n- \"What I'm getting at is\"\n- \"Uh, where was I?\"\n- \"Hang on a second\"\n- \"Actually, no\"\n- \"What keeps nagging at me is\"\n- \"Just thinking out loud but\"\n- \"The tricky part is\"\n- \"Let’s weigh the options\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Wait, does this contradict itself?\"\n- \"Okay, so if I do this\"\n- \"Let me think\"\n- \"Let me sum this up so far\"\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 | Firearms are a class of long-ranged weapons that launch projectiles at a high velocity through the confined burning of propellants. They were used as early as the late Middle Ages.\nline 02 | - \"The knowledge of projectile combat is not new to us, having been observed amongst our Eastern neighbors. But their weapons were much larger – and insufficient for our needs.\"\nline 03 | - ―Altaïr Ibn-La'Ahad's Codex, page 28.[src]\nline 04 | As such, upon obtaining the Apple of Eden, he successfully utilized the knowledge it held to condense the design, \"embedding their fiery weapon into a form that can be worn on the wrist\".\nline 05 | Along with the formulation of a combustible powder that could be made from common ingredients, Altaïr kept the schematics for the Hidden Gun a secret, available to only the Brotherhood's most trusted allies. Sometime afterwards, he recorded all details of these in his personal journal.\nline 06 | In Italy during the Renaissance, another Assassin, Ezio Auditore da Firenze, came into possession of Altaïr's Codex and showed the pages to Leonardo da Vinci. Leonardo deciphered the instructions, and as a result was able to construct the Hidden Gun for Ezio's use.\nline 07 | Though firearms were uncommon until the early 16th century, after Cesare Borgia forcibly recruited Leonardo into his employ around 1499, the engineer was made to design a wheel-lock firearm for use by the Borgia armies.\nline 08 | Cesare's ally, the French baron Octavian de Valois, received a personalized, golden wheel-lock firearm from Leonardo, and kept it with him at all times.\nline 09 | During the Fall of Monteriggioni, Cesare used this pistol to kill Mario Auditore.\nline 10 | During Ezio's travels to Constantinople, he encountered Ottoman soldiers using flintlock muskets, as well as Janissaries who used short pistols. The local Ottoman Assassins also made use of firearms to guard nearby dens, ranging from simple muskets to cannons.\nline 11 | Meanwhile, the Byzantine Templars had designed an early version of a flamethrower, which they used to deliver Greek Fire. They also had a form of a machine gun, which was similar in construct to Leonardo da Vinci's prototype. Both of these were then later adapted by the Assassins, in order to aid them in defending their dens.\nline 12 | Age of Discovery\nline 13 | After the discovery of the Americas, and as European powers entered an age of colonization, firearms became much more common. By the early 1700s, muskets with bayonets had become standard equipment for armies and navies, while high-ranking soldiers like officers and Jägers wielded flintlock pistols.\nline 14 | As it still took time to reload and clean firearms, pirates were usually accustomed to carrying multiple pistols at any one time. Edward Kenway and Edward Thatch, for example, carried up to four and six pistols on their person, respectively. Kenway also utilized a custom-made set of pistol swords - deadly blades with small, smoothbore pistols built into their hilts. These were fired by squeezing a trigger built into the sword's pommel, and could be used for finishing moves in combat.\nline 15 | Notably, the Assassin Adéwalé used powerful blunderbusses during his alliance with the Maroon rebellion of Saint Domingue. These weapons used tightly-crowded packets of lead shot and featured a wide spread of fire, able to wound or kill several guards at a time. Once, while chasing the island's governor, Marquis de Fayet, Adéwalé used the firearm to kill five of the governor's guards with a single blast.\nline 16 | Age of Revolution\nline 17 | During the Seven Years' War, the Assassin-turned-Templar Shay Cormac used a prototype firearm known as an air rifle. Using compressed air, it functioned as a diversionary weapon, firing a variety of poison darts that could cause distractions. Shay later acquired an attachment from the inventor Benjamin Franklin, allowing him to fire various grenades to create larger distractions.\nline 18 | The French-African Assassin Aveline de Grandpré was able to wield muskets, as well as two Queen Anne pistols. Similar to the flintlock pistols, these were single shot weapons and took time to reload. Other firearms, some of which were capable of firing multiple times before reloading, could also be bought at weapon shops.\nline 19 | Much like Aveline, the Colonial Assassin Connor could make use of various firearms. By the time of the American Revolutionary War, he too was able to purchase some pistols that were advanced enough to carry two or more shots at a time.\nline 20 | In Arno Dorian's quest during the French Revolution to redeem his failure to stop his adoptive father's murder, the French Assassin utilized many guns, ranging from multi-barreled flintlock repeater pistols to long-range rifles.[note 1] While on sabbatical in Franciade after the Revolution ended, he acquired a set of guillotine guns, specialized weapons combining a miniature mortar launcher with an axehead attached to the end of the barrel.\nline 21 | With the technological advancements of the Industrial Revolution in Victorian London, the revolver pistol was equipped by the twin Assassins Jacob and Evie Frye in their efforts to free the city from the century-long rule by the British Templars. Revolvers continued to be used until at least World War I, with the weapon design being unchanged by the time Lydia Frye saw action in the home front.\nline 22 | During the late 19th and early 20th century, in the Russian Revolution, the Russian Assassin Nikolai Orelov wielded a modern bolt-action Berdan rifle, alongside the usual weaponry of his time. Custom-made by an old friend, Orelov's rifle featured a fire suppressor, as well as the ability to fire the cartridges typically used by the Russian army.\nline 23 | British soldiers were using SMLE rifles as their standard issue weapon during World War I. German soldiers were using rifles during World War II and the French Assassin Arno Dorian was able to use an MG34 machine gun in the time anomaly.\nline 24 | In 2012, Assassins continued to wield firearms in combat, and once used them on a direct assault on Abstergo Industries, in an attempt to rescue Desmond Miles; though Desmond overheard exchanged automatic gunfire through the facility's intercom, Dr. Warren Vidic eventually told him that the rescue attempt had failed, and that most of the team had been killed. Firearms were also, at this point, standard equipment for Abstergo Industries' guards in the Rome facility.\nline 25 | Once during a night-time infiltration of a Manhattan office building, Desmond Miles came across a power source for the Grand Temple and aimed to retrieve it from its case. Despite his acquisition of the cube, Daniel Cross surprised and threatened Desmond with a pistol; undeterred, Desmond clobbered Cross to unconsciousness with the power source and left. Subsequently, when Desmond searched for the second source at a mixed martial arts tournament in Brazil, Cross killed its owner and proceeded to shoot after Desmond, with Abstergo guards also doing so. However, this did not prevent Desmond from fighting Cross and taking the second power source. In December of that year, once Desmond had assassinated Cross at Abstergo's Rome facility in his attempts to rescue his father, Warren Vidic authorized guards to use deadly force on contact with Desmond. However, he took Cross' pistol, a MK 23, and could use it in the latter half of his assault, which worked similarly to his ancestor Connor's flintlocks, only that it had a much larger magazine, a higher rate of fire, and had a suppressor attached. The following year, when the Sage John Standish attempted to kill a research analyst working with Abstergo Entertainment, the facility's guards shot through the Bunker's glass door and killed John when he produced a handgun of his own.\nline 26 | Golden Age of Piracy\nline 27 | |Common Flintlock Pistols||1||1||3||N/A||Sequence 1|\nline 28 | |Pirate Blunderbusses||3||3||1||800 R||Sequence 2|\nline 29 | |Standard Wheellock Pistols||1||1||5||2,500 R||Sequence 2|\nline 30 | |Spanish Officer Pistols||3||3||3||7,000 R||Sequence 2|\nline 31 | |Cannon-Barrel Pistols||3||5||3||9,000 R||Sequence 2|\nline 32 | |Golden Flintlock Pistols||5||5||3||N/A||Complete all naval contracts|\nline 33 | |Captain's Wheellock Pistols||3||1||3||N/A||Community challenge reward|\nline 34 | |Captain Drake's Flintlocks||3||1||3||N/A||Sacrifice Island reward|\nline 35 | |Captain Morgan's Pistols||3||1||3||N/A||Black Island reward|\nline 36 | |Smoothbore Gun||5||3||3||N/A||Sequence 1|\nline 37 | |Precision Shooter||5||1||5||N/A||Explore the Caribbean sea|\nline 38 | |Portable Cannon||5||5||1||N/A||Liberate 400 slaves|\nline 39 | |The Dragoon||5||5||3||N/A||Achieve full synchronization|\nline 40 | Seven Years' War\nline 41 | |Common Flintlock Pistols||1||1||3||N/A||Sequence 1|\nline 42 | |Pirate Flintlock Pistols||3||3||1||£800||Sequence 1|\nline 43 | |Standard Wheellock Pistols||1||1||5||£5,000||Sequence 1|\nline 44 | |Belgian Engraved Pistols||1||3||5||£7,000||Sequence 1|\nline 45 | |Queen Anne's Pistols||3||3||3||£8,000||Sequence 1|\nline 46 | |Admiral's Lion Pistols||3||3||3||N/A||Complete Barbados fleet mission|\nline 47 | |Indian Flintlock Pistols||3||3||5||N/A||Complete Yanaon fleet mission|\nline 48 | |Scottish Flintlock Pistols||3||5||3||N/A||Defeat all forts and|\nline 49 | |English Percussion Flintlock Pistols||5||3||5||N/A||Collect all Abstergo Entertainment tablets|\nline 50 | |Edward's Pistols||3||3||3||N/A||Unlocked through Uplay|\nline 51 | |Morden Pistols||3||3||3||N/A||Purchase the Templar|\nline 52 | |German Wheellocks||3||1||5||N/A||Purchase the Templar|\nline 53 | |Russian Flintlock Pistols||5||1||3||N/A||Purchase the Templar|\nline 54 | |Name||Magazine||Short range damage||Long range damage||Cost||Persona|\nline 55 | |Queen Anne's Pistol||1||4||2||N/A||Assassin|\nline 56 | |Dual Pistols||2||4||2||10,000 écu||Assassin|\nline 57 | |Pocket Pistol||1||3||1||10,000 écu||Lady, Slave|\nline 58 | |Double-Barreled Pistol||2||4||2||5,000 écu||Assassin|\nline 59 | |Pepperbox Pistol||4||4||2||50,000 écu||Assassin|\nline 60 | |Name||Rate of fire||Short range||Long range||Cost||Availability|\nline 61 | |Flintlock Pistol||2||3||1||N/A||Sequence 2|\nline 62 | |Scottish Flintlock||2||2||3||N/A||Sequence 6|\nline 63 | |Duckfoot Pistol||1||3||1||£5,999||Sequence 6|\nline 64 | |Double-Barrel Pistol||3||3||1||£8,250||Sequence 9|\nline 65 | |Pirate Flintlock||2||4||1||N/A||Complete Sinking a Secret|\nline 66 | |French Coat Pistol||3||4||1||N/A||Level 2 Blacksmith|\nline 67 | Flints + Iron Ore + Special Iron Ingot\nline 68 | |English Flintlock Pistol||2||4||1||N/A||Level 2 Blacksmith - Level 2 Woodworker|\nline 69 | Flints + Oak Lumber + Special Iron Ingot\nline 70 | |Royal Pistol||3||3||3||N/A||Level 3 Blacksmith|\nline 71 | Flints + Silver Ore + Special Iron Ingot\nline 72 | |Naval Duckfoot||1||4||2||N/A||Level 3 Blacksmith|\nline 73 | Flints + Lead Ore + Special Iron Ingot\nline 74 | |Italian Flintlock||2||3||3||N/A||Level 3 Blacksmith and Woodworker|\nline 75 | Flints + Maple Lumber + Special Iron Ingot\nline 76 | |Royal Navy Sea Service Flintlock||2||4||2||N/A||Level 4 Blacksmith|\nline 77 | Flints + Gold Ore + Special Iron Ingot\nline 78 | |Pitcairn-Putnam Pistols||2||4||3||N/A||Sequence 8|\nline 79 | |Pistol||*||1||0||1||8||1||N/A||Additional Damage: +25%||N/A|\nline 80 | |Officer's Pistol||* *||2||0||2||8||2||N/A||Additional Damage: +25%||N/A|\nline 81 | |Over Under Pistol||* *||4||0||1||8||2||N/A||Additional Damage: +25%|\nline 82 | |Parade Pistol||* *||4||1||1||8||1||N/A||Additional Damage: +25%||Secrets of the Revolution Pack|\nline 83 | |Arno's Dueling Pistol||* *||4||0||1||8||1||N/A||Additional Damage: +25%||Underground Armory Pack|\nline 84 | |French Cavalry Pistol||* *||4||0||1||8||1||N/A||Additional Damage: +25%||Underground Armory Pack|\nline 85 | |Silver-Plated Pistol||* *||4||0||1||8||1||N/A||Additional Damage: +25%||Underground Armory Pack|\nline 86 | |Pitcairn-Putnam's Pistol||* *||4||1||1||8||1||N/A||Additional Damage: +25%||Revolutionary Armaments Pack|\nline 87 | |American Flintlock||* * *||4||0||4||8||4||1,000₣||Additional Damage: +25%||N/A|\nline 88 | |Pepper Shot||* * *||3||0||4||8||6||1,000₣||Additional Damage: +25%||N/A|\nline 89 | |Fancy Pistol||* * * *||4||0||1||8||1||N/A||Additional Damage: +25%||Murder Mystery – The Red Ghost of the Tuileries|\nline 90 | |Arno's Pistol||* * * *||4||0||4||8||6||5,000₣||Additional Damage: +25%||N/A|\nline 91 | |Three-Shot Duck Foot||* * * * *||6||0||1||8||3||25,000₣||Additional Damage: +25%||N/A|\nline 92 | |Gold-Plated Pistol||* * * * *||8||0||8||8||9||125,000₣||Additional Damage: +25%||N/A|\nline 93 | |Five-Shot Duck Foot||* * * * *||8||0||1||8||5||200,000₣||Additional Damage: +25%||N/A|\nline 94 | |Solid Long Gun||* * * * *||8||0||2||8||1||142,600₣||Additional Damage: +25%||N/A|\nline 95 | |Flint Musket||* *||2||2||1||8||250₣||Additional Damage: +25%||N/A|\nline 96 | |Flintlock||* *||2||2||1||8||N/A||Additional Damage: +25%||Helix Rift missions|\nline 97 | |National Guard Musket||* *||2||2||1||8||250₣||Additional Damage: +25%||N/A|\nline 98 | |Maple Hunting Rifle||* *||4||0||2||8||N/A||Additional Damage: +25%|\nline 99 | |Solid Long Rifle||* *||4||0||1||8||N/A||Additional Damage: +25%||Revolutionary Armaments Pack|\nline 100 | |Rifle||* * *||3||3||1||8||1,000₣||Additional Damage: +25%||N/A|\nline 101 | |Blunderbuss||* * *||3||3||1||8||N/A||Additional Damage: +25%||Murder Mystery – Killed by Science|\nline 102 | |Sharpshooter Flintlock||* * *||3||3||2||8||1,000₣||Additional Damage: +25%||N/A|\nline 103 | |Woodplate Blunderbuss||* * * *||4||4||2||8||N/A||Additional Damage: +25%||Murder Mystery – The Hand of Science|\nline 104 | |Officer's Blunderbuss||* * * *||4||4||1||8||5,000₣||Additional Damage: +25%||N/A|\nline 105 | |Long Rifle||* * * * *||6||6||1||8||25,000₣||Additional Damage: +25%||N/A|\nline 106 | |Silver-Plated Musket||* * * * *||8||8||2||8||125,000₣||Additional Damage: +25%||N/A|\nline 107 | |The Guillotine Gun||* * * *||4||4||1||6||N/A||Additional Damage: +25%||Dead Kings – The Book Thief|\nline 108 | |The Surgeon||* * * * *||7||4||1||6||150,000₣||Additional Damage: +25%||N/A|\nline 109 | |The Artillery||* * * * *||6||4||1||6||150,000₣||Mortar Damage: +25%||N/A|\nline 110 | |The Dancer||* * * * *||6||6||1||6||150,000₣||Additional Damage: +25%||N/A|\nline 111 | |The Eagle||* * * * *||8||6||1||6||N/A||\nline 112 | ||Collect all artifacts in Franciade|\nline 113 | |Name||Level||Damage||Speed||Quickshot Accuracy||Clip Size||Availability|\nline 114 | |Complete Sequence 3|\nline 115 | |Pocket Pistol||3||2||2||5/7||4||Purchase for £3000|\nline 116 | |Model 1 Revolver||3||3||4||6/8||5||Complete Sequence 4|\nline 117 | |(54 Bore) 1856 Revolver||4||3||3||8/10||6||Reach Loyalty Level 1 with Frederick Abberline|\nline 118 | |Single Action Army||4||4||4||7/9||6||Purchase for £4000|\nline 119 | |Lancaster 4-Barrels||4||7||2||3/5||4||Complete Sequence 6, A Case of Identity|\nline 120 | |Bullseye Revolver||4||4/6||4/6||8/10||6||Unlock with Uplay|\nline 121 | |Demonic Revolver||4||4/6||4/6||8/10||6||Redeem with promo code|\nline 122 | |Stealth Revolver||4||4/6||4/6||8/10||6||Redeem with promo code|\nline 123 | |.38 Double Action||5||5||6||7/9||6||Reach Loyalty Level 3 with Frederick Abberline|\nline 124 | |M1877 \"Lightning\"||6||5||6||8/9||6||Complete Sequence 7, Unbreaking the Bank|\nline 125 | |M1877 \"Thunderer\"||7||6||8||9/10||6||Conquer the borough of City of London|\nline 126 | |Model 3 Revolver||7||8||7||8/9||6||Reach Loyalty Level 4 with Frederick Abberline|\nline 127 | |Self-Loading Pistol Model 1868||9||9||9||8/10||8||Reach Loyalty Level 5 with Frederick Abberline|\nline 128 | |The Mars||10||10||10||9||12||Reach Loyalty Level 5 with Ned Wynert for the Crafting Plan, £1000, 150 Metal, and 100 Chemical|\nline 129 | |The Rend Asunder||7||6||8||9||6||Acquired after downloading the Steampunk Pack.|\nline 130 | |Name||Level||Damage||Speed||Quickshot Accuracy||Clip Size||Availability|\nline 131 | |Model 3 Revolver||7||8||7||8||6||Buy for £6,000|\nline 132 | |Self-Loading Pistol Model 1868||9||9||9||9||8||Buy for £6,000|\nline 133 | |The Mars||10||9||10||10||7||Buy for £6,000|\nline 134 | |Fire Spitter||8||7||10||9||7||Buy for £9,000|\nline 135 | |Templar Shoot-Out||9||9||10||10||10||Complete Prisoners|\nline 136 | |Insidious Pistol||10||10||8||10||8||Reach Loyalty Level 3 with Frederick Abberline|\nline 137 | - A number of firearms were available in Assassin's Creed: Project Legacy, including the arquebus, .303 SMLE, and M1917 revolver.\nline 138 | - Owning two M1917 revolvers in Project Legacy grants the Akimbo achievement.\nline 139 | - In Assassin's Creed IV: Black Flag, pistols holstered on Edward's chest have shortened barrels.\nline 140 | - In several pieces of promotional media, Edward Kenway makes use of what seem to be Flintlock Pistols from Assassin's Creed III. However, no pistols matching their appearance can be used in the final game.\nline 141 | - Similarly, several cutscenes in Assassin's Creed: Unity show characters wielding the standard flintlock pistol from Assassin's Creed III, even though it never appears in gameplay.\nline 142 | - ↑ The gameplay term for all long guns in Unity is \"Rifles\" even though all are either muskets or blunderbusses.\nline 143 | - ↑ 1.0 1.1 Assassin's Creed II\nline 144 | - ↑ 2.0 2.1 2.2 2.3 Assassin's Creed: Brotherhood\nline 145 | - ↑ 3.0 3.1 3.2 Assassin's Creed: Revelations\nline 146 | - ↑ 4.0 4.1 4.2 Assassin's Creed IV: Black Flag\nline 147 | - ↑ Assassin's Creed IV: Black Flag – Freedom Cry\nline 148 | - ↑ Assassin's Creed: Rogue\nline 149 | - ↑ Assassin's Creed III: Liberation\nline 150 | - ↑ 8.0 8.1 8.2 8.3 Assassin's Creed III\nline 151 | - ↑ 9.0 9.1 Assassin's Creed: Unity\nline 152 | - ↑ Assassin's Creed: Unity – Dead Kings\nline 153 | - ↑ Assassin's Creed: Syndicate\nline 154 | - ↑ Assassin's Creed: The Fall\nline 155 | - ↑ Assassin's Creed Chronicles: Russia\nline 156 | - ↑ Assassin's Creed: Syndicate\nline 157 | - ↑ Assassin's Creed\n</context>\n\n<phrases>\n- \"I’m trying to connect the dots here\"\n- \"Possibly\"\n- \"That’s an interesting angle, but\"\n- \"Ummm, actually\"\n- \"Something doesn't add up\"\n- \"It's a bit murky\"\n- \"No, actually\"\n- \"This makes me reflect on\"\n- \"That doesn't seem to add up... Let me think\"\n- \"What’s the worst that could happen?\"\n- \"Wait, I think I just cracked it!\"\n- \"This is tricky, but\"\n- \"Still forming this thought\"\n- \"Just spitballing here\"\n- \"You know\"\n- \"Oh! I get it now!\"\n- \"Wait, that doesn’t add up\"\n- \"I'm pondering\"\n- \"Let me connect the dots\"\n- \"That’s it!\"\n- \"Let me approach this from another angle\"\n- \"On one hand... but on the other\"\n- \"Alternatively\"\n- \"Bear with me while I\"\n- \"It's almost like\"\n- \"I could be wrong, but\"\n- \"Wait, no\"\n- \"There's got to be something about\"\n- \"I'm mulling over\"\n- \"That’s the piece of the puzzle!\"\n- \"When I sit with this idea\"\n- \"Let me work through this\"\n- \"I need to reframe this\"\n- \"There’s a pattern here\"\n- \"Let's think step by step\"\n- \"This explains so much!\"\n- \"I'm trying to reconcile\"\n- \"Hmm\"\n- \"This brings to mind\"\n- \"What’s the best way to explain this?\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"What if I flip it around?\"\n- \"Maybe\"\n- \"It almost fits, but something’s off\"\n- \"I wonder if\"\n- \"Follow me here\"\n- \"This connects to\"\n- \"I need to fill in the gaps\"\n- \"Let me untangle this\"\n- \"Wait, does this contradict itself?\"\n- \"Well, let me see\"\n- \"This connects to something else\"\n- \"Oh! That reminds me\"\n- \"Let me throw this out there\"\n- \"Now, if I think about it differently\"\n- \"But then again\"\n- \"Hang on a second\"\n- \"This just clicked into place!\"\n- \"I'm just throwing ideas around\"\n- \"This is pretty rough\"\n- \"On the other hand\"\n- \"Finally, it clicks!\"\n- \"Let me chew on this\"\n- \"That reminds me\"\n- \"Actually, no\"\n- \"What am I overlooking?\"\n- \"Now, wait just a second\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"That makes sense because\"\n- \"Oh! I get it now\"\n- \"I'm struck by\"\n- \"Ohhh, now I see!\"\n- \"That actually makes a lot of sense\"\n- \"I'm intrigued by\"\n- \"What keeps nagging at me is\"\n- \"Building on that\"\n- \"Wait a minute... Oh!\"\n- \"Just thinking out loud but\"\n- \"Right, so\"\n- \"Well\"\n- \"Brainstorming here, but\"\n- \"Not set in stone, but\"\n- \"There's something here about\"\n- \"Kind of\"\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 | Autism is a growing concern not only for parents and children but healthcare providers as well as researchers and public health officials. The latest numbers from the Centers for Disease Control and Prevention show that the prevalence of autism has increased to 1 in 59 children, a jump from the previous number of 1 in 68 children. It's more common in boys than in girls, but not by much, and some experts believe that is a problem of bias in diagnosing girls on the spectrum who do not present the same way as boys.\nline 02 | Diagnosis is difficult because it's currently done via behavioral analysis and testing.\nline 03 | There is no reliable biomarker for autism and because it's a developmental disorder, and milestones in child development happen along a range of time rather than always at the same age, pinning it down can be problematic.\nline 04 | A new research study on diagnosing autism, from a team of scientists at the University of San Francisco and Harvard Medical School in Boston was published in the journal Scientific Reports.\nline 05 | The work suggests that machine learning and algorithms can predict or rule out autism based on non-linear analysis of EEG readouts.\nline 06 | EEG tests, which record brain activity, are non-invasive and inexpensive and in the study, the team was able to predict autism in children as young as three months old by using algorithms to analyze the readings collected from study volunteers. Currently, diagnosis of an autism spectrum disorder is not considered reliable before two years of age, and in most children, pediatricians and parents tend to wait a bit longer, until the age of five or six before evaluating for it.\nline 07 | The lead author of the study, Dr. William Bosl, is an associate professor of Health Informatics and Clinical Psychology at USF explained, \"Detecting the emerging disorder before a child begins to show symptoms of autism is key. Brain development precedes the emergence of behavioral characteristics. Measuring atypical changes in the brain could open a new window to early intervention that might enable prevention. That may be more successful than trying to reverse symptoms that have already emerged after the brain has developed in an atypical way.\"\nline 08 | The fact that autism, and the brain changes that result from it, are present before a child's behavior is impacted is a significant factor. There is no cure for autism and no treatments other than special education services for learning and therapy to improve to social skills. Early intervention in these areas can make a world of difference for children in how they experience school, social situations, and daily life.\nline 09 | So how did the study work? The study participants were seen at Boston Children's Hospital where they underwent EEG testing via a stretchy cap of scalp sensors that picked up brain activity signals. The algorithms, developed by Dr. Bosl's team, were then used to evaluate the patterns of neural activity and they did this, in even the youngest infants in the study, with a 95% accuracy rate. Knowing that something is going on in the brain years before the accompanying behaviors show up is a massive step for autism research because it allows children to be identified for services and support before they reach school age, cutting down on academic delays and social issues that can impair the ability to learn.\nline 10 | The team hopes that approach can be tested in routine well-baby visits as a \"brain check-up.\"\nline 11 | Costs are minimal, EEG machines can be used in office settings and the overall goal of getting children who are on the spectrum as much help as early in life as possible can be achieved.\nline 12 | Check out the video below to learn more about EEG autism screening for children.\n</context>\n\n<phrases>\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Right, so\"\n- \"Could I be second-guessing myself?\"\n- \"So the main idea is\"\n- \"On the other hand\"\n- \"You know\"\n- \"What if I flip it around?\"\n- \"Bear with me while I\"\n- \"Let me untangle this\"\n- \"Let's think step by step\"\n- \"Let’s weigh the options\"\n- \"Actually, no\"\n- \"There’s a better way to phrase this\"\n- \"I'm not sure, but\"\n- \" is interesting\"\n- \"No, actually\"\n- \"Let me play devil's advocate\"\n- \"On one hand... but on the other\"\n- \"Here's what's bugging me\"\n- \"I’m trying to connect the dots here\"\n- \"Let me break this down\"\n- \"That doesn’t sound right\"\n- \"That reminds me\"\n- \"Let's break this down into parts\"\n- \"First things first\"\n- \"What’s the best way to explain this?\"\n- \"Let me chew on this\"\n- \"It's fascinating how\"\n- \"Alternatively\"\n- \"I'm intrigued by\"\n- \"Okay, pros and cons\"\n- \"Let's see\"\n- \"I'm trying to untangle this\"\n- \"But then again\"\n- \"I'm pondering\"\n- \"Uh...\"\n- \"I wonder if\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"The pros and cons are\"\n- \"In a way\"\n- \"That doesn't seem to add up... Let me think\"\n- \"I'm curious about\"\n- \"So what I’m trying to say is\"\n- \"I'm wondering if\"\n- \"Hang on a second\"\n- \"If I take this apart step by step\"\n- \"Not set in stone, but\"\n- \"Oh! That reminds me\"\n- \"Let me work through this\"\n- \"Wait a minute\"\n- \"I'm seeing a connection between\"\n- \"Well, let me see\"\n- \"When I sit with this idea\"\n- \"What keeps nagging at me is\"\n- \"I’m not convinced, but it might work\"\n- \"This makes me reflect on\"\n- \"Not sure if this fits, but\"\n- \"Basically\"\n- \"It's almost like\"\n- \"That’s an interesting angle, but\"\n- \"Well\"\n- \"What’s the missing piece?\"\n- \"There's a better way to phrase this\"\n- \"Something’s not clicking\"\n- \"Ummm, actually\"\n- \"What was I thinking?\"\n- \"There’s a pattern here\"\n- \"Let me connect the dots\"\n- \"Let me sum this up so far\"\n- \"This brings to mind\"\n- \"That makes sense because\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Wait, no\"\n- \"This connects to\"\n- \"I guess there’s no perfect solution\"\n- \"I'm starting to see a pattern\"\n- \"The thing is\"\n- \"So what I'm trying to say is\"\n- \"Something doesn't add up\"\n- \"I need to reframe 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 | Good opening Sentences for StoriesAttractive opening sets for stories\nline 02 | Writing a gripping first sentence: Tips, guidelines and samples\nline 03 | In this opening line Jane Austen shows her joke and shows how a little humour can go a long way. The first movement pleases me because it leads you right into the middle of the events. You immediately sense that the young man is up to no good, that the warmth and the cupboard-sized room can influence his mental state and something big will do.\nline 04 | The unbelievable opening line begins by depicting something trite (hot summer), then compares it to a rather appalling detail about this summers and eventually puts it into an ambiguous and disorientated way. She is the champion of flashy fantasy, this is just a heel long, but she has a smack!\nline 05 | In order to really appreciate this first phrase, one must study the second: Commedian and \"Hot Pocket guy\" Jim Gaffigan begins the first section of his fun novel about the pleasures of education with this piece of jewelry.\nline 06 | It was the best education textbook I have ever seen.\nline 07 | Beckett uses this brief movement to easily create the atmosphere of his avant-garde novel.\nline 08 | This first line shows the ridiculousness of the state of man and the yearning for something else, perhaps something useful.\nline 09 | Here is another infamous opening line with an odd element:\nline 10 | No matter if you write the first line of your text or just start a new section, the first few words are hard. It only takes one or two sentences to persuade your reader that your storyline is valuable. The opening line is your negotiating chip, your sirensongs, your bait.\nline 11 | If you don't control them, you run the chance of rejecting the reader. By\" hooks\" the reader in, we speak of pulling them into such a spell that they will not be able to put down your work. It' a tough deal, but here's good news: by analysing some of the top stories in the bibliography, you can get a much better feeling for how to write your own.\nline 12 | As I prepared to start writing this article, I began to think about the various ways in which an opening line could cast a spell over a newsman. The most opening rows, whether for a single section or the whole volume, try to arouse readers' interest by placing issues in their heads. Let's take these rows, for example:\nline 13 | The opening rows ask like: \"Why is the cloak strange?\" and \"Striking thirteen? Sometimes the first few words are more than just arousal. You can also talk with humour, give a little shocking or talk to certain people on an emotive basis. Let us take these extra rows, for example:\nline 14 | Whilst inquisitiveness is the buzzword, an extra strain to keep the reader captivated is not such a poor way to open a page, is it? However, how can you start to create your own opening line? The atmosphere is the atmosphere that the reader should sense when he reads his books. \"When it comes to selecting the first line of your text, consider the general atmosphere you want to create in your narrative.\nline 15 | Attempt to set the tone of your storyline on a single phrase, and remember that when you go to the next section of today's paper.\nline 16 | However, not every section of your textbook will keep to the general atmosphere of your storyline.\nline 17 | An autobiographical novel can have funny sequences, a love novel can show the serious battle of a person, a carefree adventures can have dark spots, and so on.\nline 18 | So, instead of looking at the overall ambience of your storyline when you write the first few words of each section, consider what kind of ambience you want to create specifically for that section. When it comes to the opening rows of each section in your textbook, you don't necessarily have to ask a Q. The following is a list of the sections in your work.\nline 19 | It is sometimes enough to just adjust the atmosphere and then move on to a new, fascinating sequence that raises your own issues. Do you see how this opening chapters doesn't necessarily raise a problem, but just creates a gloomy atmosphere for the film? Although this is not a universally used technology, it is most commonly used when a character switches to a new attitude at the beginning of a section.\nline 20 | Let us now come to the next item that we have to consider when we write opening rows. The same goes for your opening rows. You' ve pinned down the atmosphere you want to adjust, but to get to the bottom of the questions you ask in your opening line, you have to think about their use.\nline 21 | That'?s what the opening rows are about, isn't it? Are you presenting something new to your readership? Or you can add several items to your opening rows, as in these examples: How do you select the item(s) you want to use in your opening row? I' m suggesting we write the whole opening sequence first.\nline 22 | You' re not going to know what's most important if you have no sense of the situation, and that' s what typing the scenes gives you.\nline 23 | Here you should have a general comprehension of what you want to capture the reader and what kind of atmosphere you need to create in order to put the scenery in the limelight.\nline 24 | Now it' play with the first line. In general, most opening line falls into one of three frames: Each of these three ways to border your opening line is a good choice, so be careful not to choose the \"right\" one. Eventually, you might want to begin building different version of your opening line with all three frames to get a sense of what works best for your novel or section.\nline 25 | In many ways, opening line typing is an artistic process. I have done today is to analyse how the opening sections are often put together so that you can start to brainstorm your own notions. Allow the opening line time to begin!\n</context>\n\n<phrases>\n- \"Let me just think this through\"\n- \"Let me work through this\"\n- \"Let me make sure I got this\"\n- \"Hold on a second\"\n- \"This might sound weird, but\"\n- \"Okay, let's break this down\"\n- \"Let me play devil's advocate\"\n- \"I can't quite put my finger on\"\n- \"I wonder if\"\n- \"Wait a minute... Oh!\"\n- \"How do I put this\"\n- \"Might be\"\n- \"This brings to mind\"\n- \"Let’s weigh the options\"\n- \"That’s an interesting angle, but\"\n- \"I'm curious about\"\n- \"There’s a better way to phrase this\"\n- \"I'm wondering if\"\n- \"Here's where it gets interesting\"\n- \"But then again\"\n- \"I'm trying to untangle this\"\n- \"If I follow this through\"\n- \"Wait a minute\"\n- \"How can I approach this?\"\n- \"Still working it out\"\n- \"What if we\"\n- \"This connects to something else\"\n- \"I'm seeing a connection between\"\n- \"This is slipping through my fingers\"\n- \"I'm struck by\"\n- \"That makes sense because\"\n- \"Let me see\"\n- \"So what I’m trying to say is\"\n- \"Hang on a second\"\n- \"It's fascinating how\"\n- \"Where did I put that...?\"\n- \"I knew I was forgetting something!\"\n- \"Perhaps\"\n- \"Let me break this down\"\n- \"What keeps nagging at me is\"\n- \"I'm starting to see a pattern\"\n- \"What’s the best way to explain this?\"\n- \"What's the best way to explain this?\"\n- \"Just spitballing here\"\n- \"I’m trying to connect the dots here\"\n- \"So far, it looks like\"\n- \"Let me connect the dots\"\n- \"Let me untangle this\"\n- \"The pros and cons are\"\n- \"This makes me reflect on\"\n- \"That reminds me\"\n- \"Actually, no\"\n- \"It's almost like\"\n- \"I'm mulling over\"\n- \"Let me chew on this\"\n- \"Okay, pros and cons\"\n- \"Would I regret this later?\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"There’s a pattern here\"\n- \"Alternatively\"\n- \"Building on that\"\n- \"Let me put this another way\"\n- \"Don't quote me on this\"\n- \"If I take this apart step by step\"\n- \"I'm getting stuck on\"\n- \"What if I flip it around?\"\n- \"First things first\"\n- \"No, actually\"\n- \"Anyway\"\n- \"Let me see if\"\n- \"On the other hand\"\n- \"Well\"\n- \"Ummm, actually\"\n- \"When I sit with this idea\"\n- \"On one hand... but on the other\"\n- \"Let me sum this up so far\"\n- \"Something doesn't add up\"\n- \"Wait, no\"\n- \" is interesting\"\n- \"Now, wait just a second\"\n- \"What I'm getting at is\"\n- \"This makes me think of\"\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 | List of All Basic HTML Tags Exaplained with Example\nline 02 | Do you want to learn the most useful basic HTML tag that will be very useful in every web page development?\nline 03 | In this tutorial, you will find a list of all basic HTML tags. Knowing the syntax of these HTML tags will help you at every stage of your web page development.\nline 04 | HTML is markup language and it is used to create web pages.\nline 05 | You can run HTML code in the browser so you don’t need any external software to test the HTML code from this tutorial.\nline 06 | The Syntax for All basic HTML tags with Example\nline 07 | In this tutorial, for practicing and running HTML code, use Online HTML editor. Copy the example code given below into the online HTML editor and run it.\nline 08 | Pro Tips: Executing code practically is always preferable and good practice for any programmers, rather than just reading it.\nline 09 | 1) Creating HTML Paragraph\nline 10 | <p> tag to define the paragraph for the web page. The text inside the\nline 11 | </p> tags will be considered as one paragraph.\nline 12 | <body> <p>Here is text from the first paragraph.</p> <p>Here is text from the second paragraph.</p> </body>\nline 13 | If you run this code, you can see, every paragraph starts with the new line.\nline 14 | 2) Setting Text Header in HTML\nline 15 | To defines the header in HTML, there are six tags from\nline 16 | <h6>. The tag\nline 17 | <h1> has the most important whereas\nline 18 | <h6> has the least important.\nline 19 | <h1> header one</h1> <h2> header two</h2> <h3> header three</h3> <h4> header four</h4> <h5> header five</h5> <h6> header six</h6>\nline 20 | HTML Header tags with its importance.\nline 21 | Usually, the font size of the header text decreases from tag\nline 22 | 3) Different HTML Tags for Text Formatting\nline 23 | Following is the list of tags you can use for text formatting.\nline 24 | |<b>…</b>||Describes bold text|\nline 25 | |<em>…</em>||Describes emphasized text|\nline 26 | |<i>…</i>||Describes italic text|\nline 27 | |<small>…</small>||Describes smaller text|\nline 28 | |<strong>…</strong>||Describes important text|\nline 29 | |_…||Describes subscripted text|\nline 30 | |^…||Describes superscripted text|\nline 31 | |<ins>…</ins>||Describes inserted text|\nline 32 | |<del>…</del>||Describes deleted text|\nline 33 | |<mark>…</mark>||Describes marked/highlighted text|\nline 34 | Description for each tag is straightforward to understand.\nline 35 | Try using different text formatting tags in your HTML code to realize the difference between them.\nline 36 | Let’s make it bit entertaining 😉\nline 37 | HTML is a fun 😀\nline 38 | 4) How to Add Table in HTML?\nline 39 | <table> tag to create table.\nline 40 | <table> tag consist of\nline 41 | <tr> (table row) tags. And each table row tags can have\nline 42 | <th> (table header) or\nline 43 | <td> (table data) tags.\nline 44 | HTML code for table:\nline 45 | <table> <tr> <th>Student Name</th> <th>Class</th> <th>Score</th> </tr> <tr> <td>Bob</td> <td>10</td> <td>78</td> </tr> <tr> <td>Alice</td> <td>9</td> <td>67</td> </tr> </table>\nline 46 | Below image explains detail about HTML table tags.\nline 47 | 5) Linking other pages in HTML\nline 48 | You can add links in your HTML text.\nline 49 | There are two types of the link- internal link and external link. If you are linking page to your own website page, it is called as an internal link. If you are linking to any other website page, it is called as an external link.\nline 50 | HTML syntax for Adding Link:\nline 51 | <a href=\"url\">Anchor Text</a>\nline 52 | Here, the link text is also called as anchor text.\nline 53 | 6) How to create List in HTML?\nline 54 | There are two types of list- an ordered list and an unordered list.\nline 55 | <ul> is used for unordered list.\nline 56 | Tag <ol> is used for the ordered list.\nline 57 | <li> is list item tag.\nline 58 | An Unordered HTML List Example:\nline 59 | <ul> <li>Python</li> <li>C</li> <li>Java</li> </ul>\nline 60 | An Ordered HTML List Example:\nline 61 | <ol> <li>Python</li> <li>C</li> <li>Java</li> </ol>\nline 62 | Items in the ordered list are listed by ascending numbers.\nline 63 | 7) How to Add Images to your HTML page?\nline 64 | Here is Simple syntax for adding an image in your HTML page.\nline 65 | src is an attribute to which you need to pass the complete path of the image.\nline 66 | You can also add some other attributes:\nline 67 | alt – This attribute is to define an alternative name for the image.\nline 68 | What is the use of the alt tag?\nline 69 | And there are many purposes for using it. This name will be shown to the user if the image is not able to load properly (because of poor internet connection). It is also used by the search engine to identify the image.\nline 70 | height – With these attributes, you can provide the dimensions of the image to display.\nline 71 | <img src=\"example.jpg\" alt=\"instance\" width=\"500\" height=\"333\">\nline 72 | PS: The images displayed above in this post are the example of using the\nline 73 | img HTML tag.\nline 74 | Other HTML tags you can use for Web development:\nline 75 | This is the complete list of all basic HTML tags.\nline 76 | And you will be using them in almost every web page development.\nline 77 | So, make the practice of using them.\nline 78 | Now a day, there are many online HTML editors available. With the simple drag and drop options, you can create HTML objects without worrying about syntax. But, it is still necessary to know the basic syntax for a better understanding of HTML and web development.\n</context>\n\n<phrases>\n- \"This brings to mind\"\n- \"Something about [blank] is still bothering me\"\n- \"Okay, so if I do this\"\n- \"So, the bottom line is\"\n- \"What if I flip it around?\"\n- \"Going back to what I said about\"\n- \"I wonder if\"\n- \"It was staring me in the face\"\n- \"What's the best way to explain this?\"\n- \"Suppose we assume that\"\n- \"Alternatively\"\n- \"Aha! That’s what I was missing!\"\n- \"Alright, where was I?\"\n- \"Let me make sure I got this\"\n- \"We've completely overlooked [blank]\"\n- \"Consider this possibility\"\n- \"This might sound weird, but\"\n- \"Wait, but if that’s true\"\n- \"So that’s why it wasn’t working!\"\n- \"There's probably more to it\"\n- \"Let me work through this\"\n- \"What’s the best way to explain this?\"\n- \"What keeps nagging at me is\"\n- \"Let me chew on this\"\n- \"Let me run through it again\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me circle back to that\"\n- \"Coming at this from another angle\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let me break this down\"\n- \"Something doesn't add up\"\n- \"Of course! That’s the answer!\"\n- \"What if I tried...?\"\n- \"This explains so much!\"\n- \"What if we looked at it like\"\n- \"I'm pondering\"\n- \"Is it possible that...?\"\n- \"It finally adds up!\"\n- \"I'm curious about\"\n- \"On the other hand\"\n- \"On one hand... but on the other\"\n- \"Okay, pros and cons\"\n- \"That’s an interesting angle, but\"\n- \"This makes me reflect on\"\n- \"Something's not quite right\"\n- \"I'm mulling over\"\n- \"That would explain why\"\n- \"Let me untangle this\"\n- \"I'm just throwing ideas around\"\n- \"Let’s weigh the options\"\n- \"I'm intrigued by\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Now it all comes together!\"\n- \"First things first\"\n- \"Ummm, actually\"\n- \"Let me dig into that a little deeper\"\n- \"Actually, no\"\n- \"Let's think step by step\"\n- \"Let's break this down into parts\"\n- \"Okay, let's break this down\"\n- \"I'm still feeling my way through\"\n- \"I'm struck by\"\n- \"What if we\"\n- \"Let me play devil's advocate\"\n- \"The pros and cons are\"\n- \"Backing up for a second\"\n- \"Let me trace that logic back\"\n- \"Let's test this idea\"\n- \"I need to reframe this\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Here's where it gets interesting\"\n- \"Wait, no\"\n- \"Let me throw this out there\"\n- \"I keep coming back to\"\n- \"Uh, where was I?\"\n- \"Here's what's bugging me\"\n- \"I'm trying to untangle this\"\n- \"But then again\"\n- \"No, actually\"\n- \"Picture this\"\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 | Back to School Vaccinations\nline 02 | Classroom supplies? Check. Backpacks? Check. New clothes? Check. Dorm supplies? Check. Vaccinations? Um, yeah, better check that.\nline 03 | While shots aren’t fun, neither are diseases, right Mom & Dad?\nline 04 | Most parents are familiar with the standard vaccines, but there are many you may not be aware of.\nline 05 | Back-to-school vaccinations are more important than ever before.\nline 06 | Don’t wait until the last minute!\nline 07 | For kids starting middle school and young adults headed off to college, there are critically important vaccines they need to have, often before being allowed to attend classes (but not always).\nline 08 | And it’s better to get those shots out of the way now.\nline 09 | Tetanus for middle school age kids\nline 10 | The tried and true tetanus shot is a must. The latest and most effective vaccine is the TDAP so make sure that’s on the list for kids ages 11 to 12. This includes acellular pertussis known as whooping cough, which is on the rise.\nline 11 | Vaccinate both girls & boys against HPV\nline 12 | The human papillomavirus (HPV) vaccine has had a bit of an image problem mainly because of a lack of education, but here’s the straightforward question parents need to ask themselves: “If I could prevent my child from getting cancer, would I do something about it?” Folks, it really is that straightforward.\nline 13 | The HPV9 vaccine protects against cancers caused by HPV infection, which is so common 1 in 4 Americans are infected right now, and another 14 million will become infected every year.\nline 14 | Especially teens and young adults according to the Centers for Disease Control and Prevention.\nline 15 | [https://www.cdc.gov/hpv/parents/vaccine.html]\nline 16 | It’s ugly but this virus can cause horrific cancers in both genders, despite age. The CDC says there are 32,650 cases of cancers from HPV every year. The vaccine can prevent “about 30,000 cases from ever developing.” [https://www.cdc.gov/hpv/parents/vaccine.html]\nline 17 | Vaccinate your child, girls and boys, beginning at age 9 to prevent cancer caused by the HPV virus.\nline 18 | Meningitis vaccines are a must for ages 11 to college\nline 19 | Meningitis causes a swelling around the brain and spinal cord. It can be deadly, so the meningitis vaccine is a must-do. Teens and young adults are among the most likely to get meningitis, and the disease can be bacterial, viral, and sometimes fungal.\nline 20 | Viral meningitis isn’t always severe and most will recover but it’s still debilitating, albeit temporarily. The vaccine for ages 11 to 18, the MCV4 vaccine, can prevent viral meningitis.\nline 21 | Bacterial meningitis, the most severe form of meningitis, is another story and can be deadly. Serogroup B meningococcal disease is airborne and spread from person to person through close contact from coughing to kissing or just among people living in close quarters. Meningitis B can cause loss of limbs and even death. Yes, it’s that frightening.\nline 22 | Teens entering college should be vaccinated against this most serious form of meningitis, and it’s more common than one might think. As of the publication of this article, there were six colleges listed on the CDC website with urgent notifications for students to be vaccinated as outbreaks had been recorded.\nline 23 | “The risk is real. This disease is deadly and is in college dorms,” said Stacy Koski RN, BSN of Passport Health. “Even if the college does not require it, though most do, parents need to know the risk is real.”\nline 24 | If you have questions about these or other childhood vaccinations, contact one of the vaccine experts at Passport Health of Sarasota, Bradenton or Port Charlotte at 941-362-0304.\n</context>\n\n<phrases>\n- \"Building on that\"\n- \"Let me talk this through\"\n- \"I’m trying to connect the dots here\"\n- \"This brings to mind\"\n- \"I need to step back and rethink this\"\n- \"I feel like I’m close\"\n- \"I’m not convinced, but it might work\"\n- \"Hold on a second\"\n- \"I think I’ve lost my train of thought\"\n- \"What if the reason is\"\n- \"Well, let me see\"\n- \"So what does this mean in the bigger picture?\"\n- \"I'm struck by\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Hmm\"\n- \"This connects to something else\"\n- \"Let me work through this\"\n- \"Okay, let's break this down\"\n- \"Let me propose something\"\n- \"Let me dig into that a little deeper\"\n- \"What keeps nagging at me is\"\n- \"I need a clearer view of this\"\n- \"Let me think\"\n- \"I guess there’s no perfect solution\"\n- \"Backing up for a second\"\n- \"If we follow this logic\"\n- \"First things first\"\n- \"Hang on a second\"\n- \"Let's see\"\n- \"If I’m not mistaken\"\n- \"Still forming this thought\"\n- \"I keep coming back to\"\n- \"I'm pondering\"\n- \"Ummm, actually\"\n- \"No, actually\"\n- \"If I follow this through\"\n- \"It's a bit murky\"\n- \"The pros and cons are\"\n- \"I'm just throwing ideas around\"\n- \"If I take this apart step by step\"\n- \"Let me chew on this\"\n- \"I'm trying to untangle this\"\n- \"Okay, pros and cons\"\n- \"What's the best way to explain this?\"\n- \"That reminds me\"\n- \"I keep circling back to\"\n- \"This makes me reflect on\"\n- \"What if I tried...?\"\n- \"Is it possible that...?\"\n- \"That makes sense because\"\n- \"Okay, walking through it again\"\n- \"Should I...? No, wait\"\n- \"Picture this\"\n- \"I'm getting a sense that\"\n- \"Why did I do that?\"\n- \"On one hand... but on the other\"\n- \"Actually, no\"\n- \"Follow me here\"\n- \"I'm mulling over\"\n- \"I'm wondering if\"\n- \"Alright, where was I?\"\n- \"This makes me think of\"\n- \"Let me untangle this\"\n- \"Now we're cooking\"\n- \"Let's think step by step\"\n- \"Wait, no\"\n- \"I'm seeing a connection between\"\n- \"If A is true, then\"\n- \"I was just about to say\"\n- \"I'm intrigued by\"\n- \"I'm starting to see a pattern\"\n- \"It's almost like\"\n- \"Let me break this down\"\n- \"I need to make sure this checks out\"\n- \"This might explain the pattern\"\n- \"When I sit with this idea\"\n- \"Something doesn't add up\"\n- \"This connects to\"\n- \"Brainstorming here, but\"\n- \"What’s the best way to explain this?\"\n- \"Let me back up a second\"\n- \"Let's break this down into parts\"\n- \"How can I approach this?\"\n- \"Now, wait just 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 | July 1, 1862 marked the 6th anniversary of Susan and Austin Dickinson, sister-in-law and older brother of Emily Dickinson, and spurs this week’s exploration of the important theme of marriage in Dickinson’s work. We also take inspiration from the publication in this month’s Atlantic Monthly of Julia Ward Howe’s tonally ambiguous poem, “The Wedding,” the second in her series titled Lyrics of the Street, reproduced in “This Week in History.”\nline 02 | For a woman of Dickinson’s time, region, and class, marriage was the acme of a female life. Such women were not considered “complete” without it. In 1966, historian Barbara Welter described what she called “the cult of domesticity” or “cult of true womanhood,” a set of ideas purveyed by sermons, how-to books and women’s magazines for middle and upper-class white Protestant New-Englanders, in response to a range of social developments: the disappearance of the family farm, where everyone worked together; new professions located outside the home; and the flood of immigrants crowding cities and even small towns like Amherst, MA. She titled her book on the subject, Dimity Convictions: The American Woman in the Nineteenth Century, taking the opening phrase from Dickinson's condemnatory poem, “What soft – Cherubic Creatures–/These Gentlewomen are –\" (F675).\nline 03 | At the same time, in legal terms, when a woman married, she moved from the legal category of feme sole (single woman) to the legal category of feme coverte (covered or protected woman), where her identity merged with that of her husband and she, essentially, had no rights apart from his protection.\nline 04 | Reform of these laws in the form of the Married Women’s Property Acts began in the mid-nineteenth century but was not fully accomplished nation-wide until the early twentieth-century.\nline 05 | This new vision of femininity reflected what scholars identified as an ideology of “separate spheres” for men and women, based on biologically determined gender roles and part of a complex system of “sex-gender conventions” that prevailed in the northeast US in the 19th century. It rested on four central “virtues:” piety, purity, domesticity and submissiveness. Recently, historians have challenged and amplified Welter’s definition. For example, Susan Cruea identifies four evolving and overlapping images of women in the nineteenth century: not only True Womanhood, but Real Womanhood, Public Womanhood and New Womanhood.\nline 06 | While the reality and effect of the beliefs in True Womanhood are palpable in Dickinson’s circle, as we will see in the poems for this week, there were also palpable tensions in this ideology and strong resistance to it. In her poem, “The Wedding” published in July 1862, for example, Julia Ward Howe characterized the “the wedded task of life” as “Mending husband, moulding wife.”\nline 07 | A salient site of Dickinson’s desire and resistance to this ideology is her extensive series of poems that explore marriage in all its dimensions, often highly metaphorical and “mystical.” These poems explore betrothal, the bride and bridegroom, the wedding and its aftermath of consummation, the wife’s experience and entitlement, and the frequent renunciation that accompanies love and marriage. Although Dickinson never married, she had several proposals, one as late as 1882 from Judge Otis Lord when she was in her early 50s. Some scholars read her marriage poems biographically, but we will approach them as complex explorations of female identity. For models, Dickinson could draw on several very different types of marriages among her circle of intimates. We will look at these marriages, the current attitude towards marriage in the press, and Dickinson’s extraordinary poetry of marriage.\nline 08 | “They Will all Have to Die Old Maids”\nline 09 | Springfield Republican, July 5\nline 10 | Progress of the War, page 1\nline 11 | “We are in the midst of the great struggle before Richmond, with only imperfect accounts of the events that occurred last week. The prominent and most important fact is that Gen. McClellan has changed his entire line in the face of the enemy, and while a severe battle was raging, and that his army now occupies the region between the Chickahominy and James river, that his base of operations at the White House landing is abandoned and his supplies and reinforcements now go up the James River. A series of great battles has been fought commencing on Wednesday of last week and continuing until Sunday, possibly until the present hour, and there is no reason to expect and further lull in the storm till the fate of Richmond and of the rebel armies that defend it is decided.”\nline 12 | From Washington, page 1\nline 13 | “No one can think of anything but the great battle at Richmond and the gigantic movements of the last few days.\nline 14 | Is McClellan whipped?\nline 15 | Is our army in danger of immediate destruction?\nline 16 | Can McClellan still evolve victory from apparent disorder?\nline 17 | Great battles have been fought—and the war department pretends it has no news.”\nline 18 | Poetry, page 5\nline 19 | General News, page 5\nline 20 | “English antiquarians are much exercised over the identity of a human skeleton just discovered at Leicester. It is supposed that the remains are those of King Richard III.”\nline 21 | “The reason the southern women are so bitter in this rebellion, against the people of the North, is that the southern men prefer the northern women to them, and they are afraid if the war ceases they will all have to die old maids.”\nline 22 | Wit and Wisdom, page 6\nline 23 | “Some married folks keep their love, like their jewelry, for the world’s eyes; thinking it too precious for everyday wear at the fireside.”\nline 24 | “Men love women for their natures—not their accomplishments. More men of genius marry, and are happy, with women of very common-place understandings, than ever venture to take brilliant wives, and enjoy a showy misery.”\nline 25 | The First Death, page 7\nline 26 | “It is wonderful how a war like this ennobles death.\nline 27 | Once it was only sad to think of the first death, and no subsequent bereavement seemed quite like that.\nline 28 | The heart was not accustomed to chastening when the first blow fell, nor the home used to such visitants when the destroying angel first crossed its threshold.\nline 29 | That house of mourning may become again a house of feasting, but the memory of the darkened chamber and vacant chair below survive all change.”\nline 30 | Books, Authors and Art, page 7\nline 31 | “There are certain books which are not what we wish they were, because we are confident they are not what their authors are capable of producing—books of promise—books which betray a nature kept by circumstances from a free and full development—books which impress without satisfying—books which please moderately, yet yield us no full throb of pleasure—books with musical threats and warm bosoms and fine plumage, but no wings, no faculty of flight to take us up through the ether. One of these books is “Home, and other Poems” by A.H. Caughey of Erie, PA.”\nline 32 | Woman and Chivalry, page 7\nline 33 | “A man should yield everything to a woman for a word, for a smile—to one look of entreaty. But if there be no look of entreaty, no word, no smile, I do not see that he is called upon to yield much.”\nline 34 | Atlantic Monthly, July 15\nline 35 | Originality, page 63\nline 36 | “A great contemporary writer, so I am told, regards originality as much rarer than is commonly supposed. But, on the contrary, is it not far more frequent than is commonly supposed? For one should not identify originality with mere primacy of conception or utterance, as if a thought could be original but once. In truth, it may be so thousands or millions of times.”\nline 37 | Lyrics of the Street II [from a series of 6], page 98\nline 38 | “The Wedding” by Julia Ward Howe\nline 39 | In her satin gown so fine\nline 40 | Trips the bride within the shrine.\nline 41 | Waits the street to see her pass,\nline 42 | Like a vision in a glass.\nline 43 | Roses crown her peerless head:\nline 44 | Keep your lilies for the dead!\nline 45 | Something of the light without\nline 46 | Enters with her, veiled about;\nline 47 | Sunbeams, hiding in her hair,\nline 48 | Please themselves with silken wear;\nline 49 | Shadows point to what shall be\nline 50 | In the dim futurity.\nline 51 | Wreathe with flowers the weighty yoke\nline 52 | Might of mortal never broke!\nline 53 | From the altar of her vows\nline 54 | To the grave’s unsightly house\nline 55 | Measured is the path, and made;\nline 56 | All the work is planned and paid.\nline 57 | As a girl, with ready smile,\nline 58 | Where shall rise some ponderous pile,\nline 59 | On the chosen, festal day,\nline 60 | Turns the initial sod away,\nline 61 | So the bride with fingers frail\nline 62 | Founds a temple of a jail,—\nline 63 | Or a palace, it may be\nline 64 | Flooded full with luxury,\nline 65 | Open yet to the deadliest things,\nline 66 | And the Midnight Angel’s wings.\nline 67 | Keep its chambers purged with prayer:\nline 68 | Faith can guard it, Love is rare.\nline 69 | Organ, sound thy wedding-tunes!\nline 70 | Priest, recite thy wedding tunes!\nline 71 | Hast no ghostly help nor art\nline 72 | Can enrich a selfish heart,\nline 73 | Blessing bind ‘twixt greed and gold,\nline 74 | Joy with bloom for bargain sold?\nline 75 | Hail, the wedded task of life!\nline 76 | Mending husband, moulding wife.\nline 77 | Hope brings labor, labor peace;\nline 78 | Wisdom ripens, goods increase;\nline 79 | Triumph crowns the sainted head,\nline 80 | And our lilies wait the dead.”\nline 81 | Reviews and Literary Notices, page 124\nline 82 | “‘Fantine,’ the first of five novels under the general title of ‘Les Misérables,’ has produced an impression all over Europe, and we already hear of nine translations. It has evidently been ‘engineered’ with immense energy by the French publisher. Every resource of bookselling ingenuity has been exhausted in order to make every human being who can read think that the salvation of his body and soul depends on his reading ‘Les Misérables.’”\nline 83 | “That Great Blessedness”\nline 84 | Dickinson’s feelings about marriage emerge early in her writing. In a letter to Susan Gilbert, dated early June 1852, Dickinson recalls a walk with her friend Mattie, how they talked about “life and love, whispered our childish fancies about such blissful things” and\nline 85 | wondered if that great blessedness which may be our’s sometime, is granted now, to some. Those unions, my dear Susie, by which two lives are one, this sweet and strange adoption wherein we can but look, and are not yet admitted, how it can fill the heart, and make it gang wildly, beating, how it will take us once day, and make us all it’s own, and we shall not run away from it, but lie still and be happy.\nline 86 | It is not clear whether Dickinson refers here to heterosexual marriage or, as some commentators argue, a great love she feels for Sue. What is clear is that she is looking at this rapturous state from the outside and has some fear of it. The phrase, “but lie still and be happy,” echoes the advice about unwanted marital sex purportedly given to women at the time, sometimes attributed to Queen Victoria: “close your eyes and think of England.” Women were not supposed to have or feel or own up to sexual desires.\nline 87 | Dickinson goes on in the letter to chide Susan for being “strangely silent on this subject,” asks her if she has a “dear fancy, illuminating all your life … one of whom you murmured in the faithful ear of night,” and insists\nline 88 | when you come home, Susie, we must speak of these things. How dull our lives must seem to the bride, and the plighted maiden, whose days are fed with gold, and who gathers pearls every evening; but to the wife, Susie, sometimes the wife forgotten, our lives perhaps seem dearer than all others in the world; you have seen flowers at morning, satisfied with the dew, and those same flowers at noon with their heads bowed in anguish before the mighty sun; think you these thirsty blossoms will now need naught but – dew? No, they will cry for the sunlight, and pine for the burning noon, tho’ it scorches them, scathes them; they have got through with peace – they know that the man of noon, is mightier than the morning and their life is henceforth to him. Oh, Susie, it is dangerous and it is all too dear, these simple trusting spirits, and the spirits mightier, which we cannot resist! It does so rend me, Susie, the thought of it when it comes, that I tremble lest at sometime I, too, am yielded up. (L93).\nline 89 | From this “amatory strain,” we can draw several inferences.\nline 90 | On the one hand, Dickinson feels that non- or pre-brides and unplighted maidens have dull lives, although the phrases describing brides as “fed with gold,” and gathering “pearls every evening” verge on the melodramatic and ironic.\nline 91 | On the other hand, “the wife forgotten” is pitiful, and the scorching of delicate female flowers by burning “men of noon” is dangerous and threatens to consume women.\nline 92 | Dickinson fears being “yielded up,” a doubling of the passive construction.\nline 93 | We know that Susan also feared marriage and put hers to Austin off for several years, but mainly because of the sexual component. There is speculation that she had several abortions before her first child was born in June 1861, and that she may have tried to terminate that pregnancy as well. This resistance occurred, perhaps, because, by all accounts, her marriage to Austin was miserable. While Susan was a close school friend of Dickinson and was, at first, adored by the Dickinson family, she and Austin had very different expectations of their union. From a less stable background, Sue wanted financial security and improved status. Austin, by contrast, had a romantic streak and craved affection he did not get from his stern father and distant mother.\nline 94 | Although they eventually had three children together, Austin felt exiled from the family and spent much time at the Homestead next door with his two unmarried sisters. Unable to divorce Susan, Austin eventually began a passionate, long-term affair with Mabel Loomis Todd, a much younger woman.\nline 95 | Dickinson’s biography contains several types of marriages that might have colored her feelings about the state. Her parents’ marriage was steadfast but featured a controlling husband who exacerbated the fears and dependencies of his much frailer wife. Austin’s marriage to Susan was a dismal failure that caused much pain to all involved. By contrast, Austin’s lover Mabel was married to David Todd, a young professor of Astronomy, who joined the faculty at Amherst College in 1881, and who seems to have known about and even approved of (and participated in) his wife’s liaison—offering a very different model of an “open” marriage from the very “closed” Victorian model advocated by the reigning sex-gender conventions. A happier version of this ideal was epitomized by Elizabeth and Josiah Holland, friends of Dickinson discussed in last week’s post. As we noted there, Josiah was large, imposing, and intellectual and Elizabeth was small, doting, and warm-hearted. He had a public profile as a writer, lecturer and literary editor of the Springfield Republican while she maintained their busy and vibrant home.\nline 96 | How to Be Wife at the End of the World\nline 97 | Inside me is a scarlet feather, clenched\nline 98 | With gauze, it takes my mind abroad\nline 99 | Where I risk the end of our children.\nline 100 | Wed me not to bells, clanging knots,\nline 101 | Their sound is an eclipse of the spirit\nline 102 | Doming a lead gown. I can protest\nline 103 | A bare sun but no way to bear its melt,\nline 104 | Thus I am alone, that is, being a bride.\nline 105 | Night rites blue and our bed plumbs\nline 106 | What the radio said about loneliness.\nline 107 | Wife weeps. Wife pulls at her feather.\nline 108 | Fierce, a woman with such tiny wrists.\nline 109 | I am dogged enough to choir, to carry\nline 110 | Signposts, memes of sickness and vow.\nline 111 | — June 30th, the day of the March for Families, was unbearable in many ways.\nline 112 | The incredible heat was ominous, and the speakers invoked the long, long arc of resistance, nothing near or soon.\nline 113 | Is my marriage and wifehood in these times beyond the political, or can it strike a chord of protest?\nline 114 | Proof and risk, defiance and intimacy, I want my shared life to be all of these.\nline 115 | The\nline 116 | poems for this week’s blog, like much of Dickinson’s work that I depend on, are a “puzzle”: of faith and nature and relationships, and inspired this attempt to speak as a wife in these terrible times.\nline 117 | bio: Lisa Furmanski is a physician and writer living in New Hampshire. Her poetry has appeared in Poetry, Gettysburg Review, Antioch Review, Hunger Mountain, Prairie Schooner and elsewhere.\nline 118 | Cruea, Susan.\nline 119 | \"Changing Ideals of Womanhood During the Nineteenth-Century Woman Movement.\nline 120 | ATQ: 19th century American Literature and Culture.\nline 121 | Vol.\nline 122 | 19, Issue 3, 2005: 187-204; General Studies Writing Faculty Publications.\nline 123 | 1. https://scholarworks.bgsu.edu/gsw_pub/1\nline 124 | Gerdes, Kirsten. “Marriage and Property Rights.” All Things Dickinson: An Encyclopedia of Emily Dickinson’s World. Ed. Wendy Martin. 2 vols. Greenwood Press, 2014, 564-68.\nline 125 | Welter, Barbara. “The Cult of True Womanhood: 1820-1860.” American Quarterly 18 (2, 1966): 151-74.\nline 126 | As complication and challenge, see:\nline 127 | Davidson, Cathy and Jessamyn Hatcher, eds. No More Separate Spheres!: A Next Wave American Studies Reader. Durham: Duke University Press, 2002.\nline 128 | Atlantic Monthly, July 15, 1862.\nline 129 | Springfield Republican, July 5, 1862.\nline 130 | Dickinson, Emily. The Letters of Emily Dickinson. Eds. Thomas Johnson and Theodora Ward. 3 vols. Cambridge: Harvard University Press, 1958.\nline 131 | Sewall, Richard. The Life of Emily Dickinson. Cambridge: Harvard University Press, 1980, 186-96.\nline 132 | Longsworth, Polly. Austin and Mabel: The Amherst Affair and Love Letters of Austin Dickinson and Mabel Loomis Todd. New York: Farrar, Straus, & Giroux, 1983.\n</context>\n\n<phrases>\n- \"There's something here about\"\n- \"Now, if I think about it differently\"\n- \"This connects to\"\n- \"Ummm, actually\"\n- \"Wait a minute\"\n- \"Let’s weigh the options\"\n- \"I keep circling back to\"\n- \"What keeps nagging at me is\"\n- \"I guess maybe\"\n- \"Bear with me while I\"\n- \"If I take this apart step by step\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"I'm curious about\"\n- \"This makes me reflect on\"\n- \"Still forming this thought\"\n- \"Let's break this down into parts\"\n- \"Here's a possible explanation\"\n- \"I'm wondering if\"\n- \"Let me talk this through\"\n- \"Let me back up a second\"\n- \"Let's think step by step\"\n- \"Something tells me I should\"\n- \"The pros and cons are\"\n- \"First things first\"\n- \"I'm pondering\"\n- \"What happens if we change this part?\"\n- \"On one hand... but on the other\"\n- \"It’s on the tip of my tongue\"\n- \"Let me break this down\"\n- \"I could do this, or maybe that\"\n- \"Not set in stone, but\"\n- \"There’s a pattern here\"\n- \"I'm intrigued by\"\n- \"Let me untangle this\"\n- \"Going back to what I said about\"\n- \"I’m trying to connect the dots here\"\n- \"Okay, walking through it again\"\n- \"Oh! 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Oh!\"\n- \"Here's what I'm thinking\"\n- \"Let me work through this\"\n- \"I'm struck by\"\n- \"Let me make sure I got this\"\n- \"I'm still feeling my way through\"\n- \"Picture this\"\n- \"It's a bit murky\"\n- \"That makes sense because\"\n- \"Let me see\"\n- \"Let me throw this out there\"\n- \"This might sound weird, but\"\n- \"Is it possible that...?\"\n- \"Something doesn't add up\"\n- \"Wait, no\"\n- \"I'm seeing a connection between\"\n- \"This connects to something else\"\n- \"That reminds me\"\n- \"Let me connect the dots\"\n- \"Actually, no\"\n- \"Okay, backtrack a bit\"\n- \"I wonder if\"\n- \"How do I put this\"\n- \"I'm not sure, but\"\n- \"Let me chew on this\"\n- \"I guess there’s no perfect solution\"\n- \"I'm trying to untangle this\"\n- \"Hold on a second\"\n- \"What’s the best way to explain this?\"\n- \"What if we\"\n- \"No, actually\"\n- \"So what does this mean in the bigger picture?\"\n- \"Hmm, let’s rewind a bit\"\n- \"Well, let me see\"\n- \"I'm mulling over\"\n- \"Let me propose something\"\n- \"Here's where it gets interesting\"\n- \"Follow me here\"\n- \"Let me trace that logic back\"\n- \"Well\"\n- \"Let's test this idea\"\n- \"I need more time with [blank], it's not fully formed\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | About the artist:\nline 02 | Sanyu (or Chang Yu) was born in Nanchong, Sichuan Province, on 14 October 1901. His family owned one of the largest silk-weaving mills in Sichuan, the Dehe Silk Factory, which was managed by Sanyu's eldest brother Chang Junmin. The business was so successful that Junmin earned the accolade Millionaire Chang of Nanchong and the annals of the city of Nanchong record and applaud his accomplishments. Thirty-seven years older than Sanyu, Junmin doted on his younger brother and, recognizing his interest and talent in art, spared little to support and encourage all his artistic endeavors. The family's wealth allowed Sanyu to be schooled at home, which included calligraphy lessons with the Sichuan calligrapher Zhao Xi (1877–1938) and painting lessons with his father, known in Nanchong for his skill in painting lions and horses. Growing up in Nanchong, approximately 300 kilometres from Chengdu, Sanyu was most probably unaffected by the discontent that was brewing in the major cities of China at this time. After the overthrow of the Qing dynasty and the founding of the Republic in 1911, China was faced with growing autocracy from within and encroaching imperialism from without. Crippled by these dual tensions, compounded by the ineffectiveness of antiquated social and political systems, China was rendered impotent, forcing many to reassess the predicament of their torn nation. The unacceptable terms of the Treaty of Versailles forced a counter movement that gained momentum through student organizations across the country, culminating in the historic May Fourth Incident. Academicians and students led the revolt against foreign infringement of China's territorial sovereignty and rights to self-rule. They recognized that to regain their country's integrity, China needed to strengthen itself through reform. A unified voice demanded the rejuvenation of the country through modernization, which, at that time, meant Westernization. Many resolved, therefore, to travel abroad to learn the ways of the West in order to benefit their troubled nation. As a response to this call, students traveled to France under a government-sponsored work-study program. Although it is uncertain whether Sanyu participated in this program, his decision to make France his destination in 1921 was no doubt inspired by the migrating wave of art students, such as Xu Beihong and his partner Jiang Biwei with whom Sanyu became close friends. Xu and Jiang, who had arrived a year before Sanyu, were already finding life in the City of Light too costly for their meager income and decided to move to Berlin where living was cheaper. Sanyu, with no set agenda in Paris and unfettered by financial concerns, thanks to Junmin's generous support, decided to go along with them to Berlin. During this time, Sanyu formed friendships with other Chinese artists and writers, but instead of making art, they formed a culinary club, gathering daily to plan and prepare gastronomic specialties of their hometowns and having a good time. Only two works by Sanyu, Peonies and Landscape with Willow Trees, both painted in traditional brush and ink style, survive, further attesting to the lack of artistic activity during this period. After two years in Berlin, Sanyu returned to Paris in 1923. While most of the Chinese art students aspired to enroll in the esteemed École nationale supérieure des Beaux-Arts, Sanyu preferred the less academic environment of the Académie de la Grande Chaumière. Here, Sanyu plunged into what to him was the exotic world of nude drawing. One can imagine the excitement the young Sanyu must have felt being in a studio where nude models, forbidden at home, posed at arm's reach. In this free and uninhibited environment, he could experiment with Western sketching techniques to explore and express the lines of the human form. Sanyu’s early works in Paris comprise exclusively ink and pencil drawings of nudes and figures, of which over 2000 examples survive today. Since Sanyu was trained in Chinese calligraphy in his youth, it is not surprising that a majority of his nude drawings was done in Chinese ink and brush. The trained calligraphic stroke, with its varying innuendos, afforded Sanyu a unique chance to delineate the human body, not so much in terms of its anatomy but more as a means of expressing the beauty and sensitivity of a flowing line. With only a few strokes, relying on the fluidity and innate qualities of brush and ink, he was able to capture the essence of his subject. Despite the sour note on which their relationship ended, Roché can actually be credited for the surge in Sanyu's creativity and development during this time. He had encouraged Sanyu to experiment with printmaking as a means of reaching a wider public at a lower cost. In prints Sanyu found another medium in which he could demonstrate the same sensitivity to economy of line as his drawings. Zinc plates for a series of prints commissioned by Roché show how the artist, using drypoint, an intaglio technique, incised thin and barely discernible lines directly onto the metal plate to create a delicate burr that produces the fine velvety effect of the finished image. Drypoint worked particularly well for Sanyu, the small size of the plates lent an intimacy with the viewer and the fine lines conveyed the essence of his simplicity and he applied it skillfully and effectively to his nudes. Even though Sanyu appeared to prefer drypoint, this method required the use of a press and the services of a professional printer, both costly. This was solved when he discovered linocut in 1932 at which time he started to make larger prints. Both Picasso and Matisse favored etching and drypoint during this period and Sanyu was undoubtedly influenced by these masters' prolific printmaking activities. However, Matisse did not start using linocut until 1938 and Picasso 1959, both years after Sanyu's initial exploration of the technique. Matisse once noted that an artist “must draw first to cultivate the spirit and that it is only after years of preparation that the young artist should touch color. . .” Whether or not Sanyu was aware of Matisse's views, this was precisely the path he followed. All the sketching and drawing during his first eight years in Paris served to prepare Sanyu for his eventual foray into oil painting. His earliest oil painting is dated 1929, the year he met Roché, who undoubtedly saw the future potential of the oil medium for Sanyu and encouraged him to explore it. Under Roché's tutelage, Sanyu gained entrance to the Salon des Tuileries in 1930 and for the first time exhibited an oil painting, instead of the nude and still life drawings selected for previous salon exhibitions. By the early 1930s Sanyu was fully committed to oil painting, never revisiting printmaking and returning to drawings only as study sketches for his works in oil. By the late 1930s and early 1940s with the war ravaging Europe, Sanyu fell into even more dire straits. Interest in ping-tennis (Ping Pong) dwindled and with no financial support, he could not even buy art supplies. Entries for salon exhibitions during this time indicate that Sanyu showed only sculptures of animals and figures (S001 and S002). Without the means to buy proper material, these sculptures are made of plaster and decorated with paint. When Sanyu returned to Paris in 1950, even though the post-war art market was recovering, he still had only meager success selling his paintings. He managed to survive by painting furniture and doing some carpentry work for Chinese friends in the restaurant business. There were a few promising moments for ping-tennis such as when he sold a few sets of ping-tennis equipment to the French newspaper France Soir and when he was asked to give instructions at a sports club but they amounted to virtually nothing. When Robert Frank visited Sanyu during this period, he sensed that Sanyu was lonely and ever more withdrawn. He didn't have many friends and, according to Frank, people found it difficult to make contact with him. Perhaps the repeated disappointments in his life, whether as an artist or as the inventor of ping-tennis, forced him to acknowledge that no matter how difficult, he was first and foremost an artist. In the first half of the 20th Century, Sanyu worked in Europe. His desperate search for a link between traditional and contemporary, Eastern and Western artistic traditions is reflected in his works. Sanyu was an active figure who was part of the School of Paris. Before we explore the connection between Sanyu and the School of Paris, we must understand what is meant by the School of Paris and the circumstances under which it came into being. In Europe, the painful memories of the First World War led to a widespread shift in philosophies and attitudes on existence: people were desperate to enjoy the pleasures of the present, without concern for the future. In Europe, the 1920s became known as the Roaring 20s (Les Annees Folle). Casting off the constraints of societal codes, new and extravagant trends, lifestyles and fashions emerged; miniskirts became fashionable, the market for decorative arts thrived, interest in exotic oriental culture grew. In particular, a love for Eastern culture became visible in many aspects of Parisan life. Jewelry and watches were inlaid with jades and gemstones from the East. Parisians were drawn to Chinese Porcelain and Ming furniture. All of this attests to the unprecedented frequency of the interchange between the East and West. Additionally, Paris flourished into an international art centre - artists of all nationalities gravitated towards Paris to immerse in the exhilarating freedom and openness of the environment. The nurturing environment of Paris helped artists discover an individualistic voice from their respective backgrounds. This group of international artists became loosely known as the “School of Paris”. Thus, the School of Paris does not denote an artistic movement or institution. Instead, it describes the international imaginative cross-fertilization of a diversity of styles. The international activity described by the term “School of Paris” opened a new door for modern Art. In 1920, Sanyu travelled to France under a government-sponsored “work-study” program. Entranced by the charms of Paris, Sanyu spent more than four decades in the artistic neighbourhood of Montparnasse, Paris. In the late 1920s, French scholar and collector Henri-Pierre Roche began to take a strong interest in Sanyu's paintings, acquiring many of the artist’s works for his personal collection. At the time, Roche was an influential figure in the burgeoning art scene in Paris. In 1906, Roche introduced the 25-year-old Picasso to the Jewish-American Stein Family, who was residing in Paris. The Stein family subsequently collected key works from the artist’s Blue Period and Cubist period, becoming important patrons of Picasso during this vital period that led to his subsequent success. While Roche collected numerous works by major Fauvist and Cubist artists, he often spoke of his admiration for Sanyu’s exceptional creative gift. At his home, Sanyu’s paintings were hung side by side with works of Matisse. In 1964, Sanyu shipped forty-two paintings to Taiwan for the proposed exhibition with the intention of making the trip there himself a few months later. For unknown reasons, his travel plans failed to materialize. He tried to get his paintings back, but to no avail. Shortly thereafter, Sanyu died and his paintings have remained in the safekeeping of the National Museum of History in Taiwan ever since. On 12 August 1966, Mr. Hau Shing Kang, a Chinese friend who owned a restaurant in Paris, went to visit Sanyu at his studio at 28 rue de la Sablière. When his repeated knocks on the door went unanswered, he alerted the concierge. Upon forcing the door open, they smelled a strong gaseous odor and when they went up to Sanyu's loft bedroom, they found him dead, lying in his bed with a book propped against his chest. According to Mr. Hau, Sanyu had a few friends over for a late dinner the night before and probably did not turn off his stove properly. After his friends left, Sanyu went up to read and, unaware of the gas leak, died in his sleep.\n</context>\n\n<phrases>\n- \"There's probably more to it\"\n- \"I think I found the solution!\"\n- \"Let’s weigh the options\"\n- \"There’s a pattern here\"\n- \"That makes sense because\"\n- \"It finally adds up!\"\n- \"I'm starting to see a pattern\"\n- \"One way to look at it is\"\n- \"Maybe if I try it this way\"\n- \"Here's where it gets interesting\"\n- \"Let's think step by step\"\n- \"Aha! That’s what I was missing!\"\n- \"Let's test this idea\"\n- \"I’m torn between two choices\"\n- \"What’s the next step?\"\n- \"Here's a possible explanation\"\n- \"The pros and cons are\"\n- \"I'm getting stuck on\"\n- \"I know there’s a word for this\"\n- \"Anyway\"\n- \"Building on that\"\n- \"Now it all comes together!\"\n- \"Let me work through this\"\n- \"Oh! That reminds me\"\n- \"Wait a minute\"\n- \"Okay, so\"\n- \"There's got to be something about\"\n- \"Let me connect the dots\"\n- \"There's something here about\"\n- \"I'm trying to untangle this\"\n- \"Let me dig into that a little deeper\"\n- \"What keeps nagging at me is\"\n- \"Let me see\"\n- \"I think\"\n- \"It was staring me in the face\"\n- \"Alternatively\"\n- \"Something doesn't add up\"\n- \"Don't hold me to this\"\n- \"Finally, it clicks!\"\n- \"Let me throw this out there\"\n- \"What if we looked at it like\"\n- \"Okay, let's break this down\"\n- \"This is just a hunch\"\n- \"Uh...\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"But then again\"\n- \"Okay, pros and cons\"\n- \"Just spitballing here\"\n- \"What if we\"\n- \"This makes me think of\"\n- \"Well, let me see\"\n- \"What if I flip it around?\"\n- \"Wait, I think I’ve got it!\"\n- \"Ummm, actually\"\n- \"I'm seeing a connection between\"\n- \"Actually, no\"\n- \"Wait, I think I just cracked it!\"\n- \"It’s on the tip of my tongue\"\n- \"That’s an interesting angle, but\"\n- \"Ah...\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"What happens if we change this part?\"\n- \"Hold that thought\"\n- \"Am I thinking about this all wrong?\"\n- \"I’m trying to connect the dots here\"\n- \"Follow me here\"\n- \"Let me break this down\"\n- \"Oh! I get it now!\"\n- \"Wait, no\"\n- \"If I take this apart step by step\"\n- \"I'm still feeling my way through\"\n- \"Let me play devil's advocate\"\n- \"No, actually\"\n- \"Maybe I’m overcomplicating it\"\n- \"If we follow this logic\"\n- \"On the other hand\"\n- \"It's almost like\"\n- \"Let's break this down into parts\"\n- \"Consider this possibility\"\n- \"This might explain the pattern\"\n- \"First things first\"\n- \"That changes everything\"\n</phrases>\n</input>", "role": "user" } ]