Datasets:

iohadrubin

/

diverse_thinking_out_loud_v3_test

like 0

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context 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 2015 study showed that over half of the plastic waste in the ocean came from most parts in Asia. In the form of a small plastic packaging called “sachet”, it packs consumer goods for single-use consumption. Over the years, brand audits have collected millions of used sachets of shampoo, instant coffee mix, detergents, and other types of commodities.\nline 02 | Upon beaches, lakes, creeks and rivers is an ocean of colors and brands that have no business being in the vicinity of the water bodies.\nline 03 | Most of these sachets can be seen in oceans and other water areas floating or even on shore just waiting to rot.\nline 04 | Most brands such as Nescafé, Maggi, Ariel, Palmolive, Colgate, Head & Shoulders, and Mentos come from Western multinational companies such as Nestlé, Procter & Gamble and Unilever.\nline 05 | Brand Audit 2019 Results\nline 06 | The data gathered by the environmental non-profit organization, Break Free From Plastic, identified sachets as a global problem.\nline 07 | Here are some scenes of people who cleaned up beaches during World Cleanup Day 2019.\nline 08 | Ecuador (Brand Audit by PlasticCo.)\nline 09 | Pro-poor but not\nline 10 | Companies promote sachets as pro-poor. They market sachets as “affordable” for everyone, including those less fortunate. They make consumers believe that not only are affordable but can also save money too, but in reality, they don’t! They blatantly mislead unwitting consumers into spending more to get what they need. It’s much better to buy in bulk or large amounts because you often get more of what you paid for at a more cost-efficient way. The company only profits from this while their consumers suffer from both financial and environmental consequences. So the sachet epidemic can primarily be blamed on companies for making these sachets and forcing consumers to deal with the aftermath.\nline 11 | TRUE: Sachets have enabled poor communities to enjoy quality products such as shampoos, toothpastes, lotions, condiments, even ready-to-eat food and drinking water.\nline 12 | FALSE: Companies involved the overall wellbeing of the communities that they heavily marketed their single-use products to.\nline 13 | Christopher Joyce of NPR even went to the Philippines, one of the countries that is most affected by the sachet epidemic. In the Philippines, he had an interview with one local “sari-sari” store owner named Nimfa Manlabe about the stark conditions of the sachet industry in an urban community such as theirs. A sari-sari store is like a tiny storefront wherein someone sells all kinds of products for everyday use like food, soap, powder mix, and all kinds of related products in small little shiny packages like sachets. This is how almost all Filipinos shop, especially the ones living far from major grocery establishments.\nline 14 | The Philippine Crisis with the Sachet\nline 15 | Joyce interviewed Manlabe and she (Manlabe) said that she sells sachets everyday to people. Her neighbors come back to her store every day and buy the small products because that’s all they can afford at the time. Once those sachets are being sold and\nline 16 | used, the people usually throw them just about anywhere.\nline 17 | Manlable said that she sweeps everyday at her store and always find sachets on the ground since people throw them anywhere and since sachets are not recyclable, they usually end up in landfills or burned to cook their meals or to get rid of them.\nline 18 | The waste management problem with sachets goes beyond the Philippines and Asia. Rapidly developing economies such as Africa, South America, and India have seen consumer demand for disposable products grow more than their waste management infrastructures can develop. In fact, many residents suffer from little to no sound waste collection and management systems. This makes sachets the single-use bane of the environment.\nline 19 | Sachet proliferation has become its own so-called “economy” for many low-income communities. They also endanger the environment on which these poor live in. Single-use plastics like sachets have been dubbed as one of “the greatest environmental challenges facing the world” by former UK Prime Minister Theresa May. This sentiment is echoed by other government officials and think tanks all over the world.\nline 20 | The Philippines’ Environment Secretary Roy Cimatu said that single-use plastic packages degrade the environment. It constitutes most of the plastic pollution which continues to poison our oceans and injure marine life. When not properly disposed, they clog waterways and cause flooding. And there isn’t a waste management system good enough to handle the sachet epidemic.\nline 21 | A sachet risks the whole system\nline 22 | Plastic recycling is not very effective. Worse, it doesn’t even allow for sachets since there is little value for those tiny packets. Because there is no economic incentive to collect used sachets that have been improperly dumped, no one bothers to pick these up. Soon these sachets wash up to clog drains and contribute to flooding.\nline 23 | These sachets have caused numerous problems for areas especially with poor sewage systems like the Philippines. Because of this,, it has only damaged the area but also life for both humans and animals.\nline 24 | Sachets are also the single-use bane of the waste management system.\nline 25 | Large PET bottles, cans, or boxes of wastes can easily be reused or segregated for recycling.\nline 26 | But most homes shy from sachet segregation – choosing to pile it with other trash – because their materials cannot be physically separated.\nline 27 | It’s also worse for the other trash that they go since they dilute the recycling value of these waste materials.\nline 28 | What makes the sachet epidemic more sickening is the blatant greenwashing of the companies who should have been responsible for the wasteful products they sell to the public.\nline 29 | Greenwashing of companies\nline 30 | Companies are challenged every day to change their production process by activists, consumers, and societies at large. However, these manufacturers of single-use plastics, particularly sachets, mislead people on the solution to the sachet epidemic. In fact, most just try to justify their sachet products by their recycling schemes.\nline 31 | Companies mislead consumers thinking their products are affordable or “money-saving” but don’t show them the dark effects of how sachets can be when already disposed.\nline 32 | Some companies, such as Unilever, promote sachet use due to eco-bricks and sachet-made binders for concrete. However, few homeowners use them to build houses. Cement manufacturing is a very energy-intensive activity. So using concrete in applications where no one wants to use the product is unsustainable.\nline 33 | Furthermore, this doesn’t tackle the problem of sachets’ lack of value in the recycling industry. These companies mostly cover up on how they can work on the waste management for sachets but millions of sachets can still be seen all around lying or floating waiting to rot.\nline 34 | We cannot recycle our way out of the sachet epidemic. Rather, we need to go for zero waste alternatives. Above all, we need to make sure that people can buy goods in both affordable and environment-friendly costs.\nline 35 | Replace sachets with big dispensers.\nline 36 | Before plastics, people used to just bring their bottles and food containers to small stores to fill them with their needed products (i.e. oil, shampoo, detergent) in minute quantities. This would be more affordable than sachets since most of the cost of goods come from the plastic sachet itself.\nline 37 | Eco-friendly stores are still in business today, you can search on your local area wherein they sell their own products and all you have to bring is your money and your own container. Avoid plastic packaging as much as possible!\nline 38 | Ban single-use plastics in a country-wide level.\nline 39 | Companies should shift packaging designs to either compostable or recycled plastic. Incentivize initiatives to produce eco-friendly alternatives to products in sachets.\nline 40 | In our own little way, we can help by signing through petitions to ban single-use plastics and support environmental NGOs and charities.\nline 41 | Improve Waste Management systems.\nline 42 | Above all, each individual, government and society should improve the waste management systems in their areas. Conduct clean ups and brand audits to make everyone accountable for the waste pollution.\nline 43 | You can try to help by learning the 5Rs of Zero Waste! By using the 5Rs, you can help the environment by a huge amount!\nline 44 | Replacing sachets in the market is possible, workable even in rural communities. Before sachets, we survived. And we will survive to phase out these wasteful packages.\n</context>\n\n<phrases>\n- \"Ummm, actually\"\n- \"Let me trace that logic back\"\n- \"But then again\"\n- \"No, actually\"\n- \"Let me propose something\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"What's the best way to explain this?\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Might be\"\n- \"That would mean\"\n- \"Okay, pros and cons\"\n- \"Let me throw this out there\"\n- \"What was I thinking?\"\n- \"Does that sound right?\"\n- \"Let me break this down\"\n- \"Now, if I think about it differently\"\n- \"This just clicked into place!\"\n- \"Oh! I get it now\"\n- \"On the other hand\"\n- \"This explains so much!\"\n- \"Something doesn't add up\"\n- \"Let me make sure I got this\"\n- \"Oh, that clears everything up!\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I keep circling back to\"\n- \"Why didn’t I think of that sooner?\"\n- \"What’s the next step?\"\n- \"I have a theory about this\"\n- \"Does that even make sense?\"\n- \"The more I think about it\"\n- \"I need to reframe this\"\n- \"That’s the answer I was looking for!\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let's break this down into parts\"\n- \"What keeps nagging at me is\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Just spitballing here\"\n- \"Alternatively\"\n- \"I think I found the solution!\"\n- \"If I follow this through\"\n- \"On one hand... but on the other\"\n- \"What if I flip it around?\"\n- \"Coming at this from another angle\"\n- \"Let me play devil's advocate\"\n- \"Actually, no\"\n- \"Let me work through this\"\n- \"Let's think step by step\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"This might explain the pattern\"\n- \"Still working it out\"\n- \"The pros and cons are\"\n- \"I was just about to say\"\n- \"Okay, let's break this down\"\n- \"What if we\"\n- \"Ohhh, now I see!\"\n- \"If we follow this logic\"\n- \"Uh, where was I?\"\n- \"That doesn't seem to add up... Let me think\"\n- \"First things first\"\n- \"I think\"\n- \"I’m almost there\"\n- \"Let me talk this through\"\n- \"Does that sound right to you?\"\n- \"Wait, but if that’s true\"\n- \"I'm trying to untangle this\"\n- \"Let me run through it again\"\n- \"Wait, no\"\n- \"I could go either way on this\"\n- \"So what does this mean in the bigger picture?\"\n- \"So, the bottom line is\"\n- \"I need to make sure this checks out\"\n- \"Let me untangle this\"\n- \"What if the reason is\"\n- \"That’s an interesting angle, but\"\n- \"Is it possible that...?\"\n- \"Still forming this thought\"\n- \"If I take this apart step by step\"\n- \"This might sound weird, but\"\n- \"Let’s not rush this\"\n- \"Now it all comes together!\"\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 | Good nutrition is essential for overall wellbeing, and when it comes to heart health, the impact of proper nutrition cannot be overstated. World Heart Day provides a valuable opportunity to look at the connection between what we eat and the health of our hearts. Here we will explore the importance of nutrition in maintaining a healthy heart and offer practical tips on how to incorporate heart-healthy foods into your daily diet.\nline 02 | Understanding the Heart-Health Connection\nline 03 | The heart is a vital organ that works tirelessly to pump blood and oxygen throughout our bodies. It is influenced by various factors, including genetics, lifestyle and diet. Nutrition plays an important role in heart health by influencing key markers such as blood pressure, cholesterol levels, inflammation and overall cardiovascular function.\nline 04 | Key Nutrients for Heart Health\nline 05 | Certain nutrients have been linked to promoting heart health. These include:\nline 06 | - Omega-3 Fatty Acids: Found in fatty fish, flaxseeds, and walnuts, research has suggested that omega-3 fatty acids may reduce the risk of heart disease.\nline 07 | - Fibre: Found in fruits, vegetables, whole grains, and legumes, fibre aids in reducing cholesterol levels and maintaining a healthy weight.\nline 08 | - Antioxidants: Abundant in colourful fruits and vegetables, antioxidants may slow the development of cardiovascular disease by combating oxidative stress and inflammation, which are risk factors for heart disease.\nline 09 | - Healthy Fats: Replacing saturated and trans fats with sources of healthy fats, such as avocados, plant oils and nuts, can help lower cholesterol levels.\nline 10 | Adopting a Heart-Healthy Eating Plan\nline 11 | To support heart health through nutrition, it is essential to adopt a balanced and sustainable eating plan. Consider the following tips:\nline 12 | Emphasise Fruits and Vegetables\nline 13 | Aim to fill half your plate with a colourful variety of fruits and vegetables at each meal. They provide essential vitamins, minerals, fibre, and antioxidants.\nline 14 | Choose Whole Grains\nline 15 | Choose whole grain options like whole wheat, brown rice, quinoa, and oats. These are rich in fibre and can help regulate cholesterol levels.\nline 16 | Prioritise Lean Proteins\nline 17 | Include lean protein sources like poultry, fish, legumes, and tofu in your meals. Limit red meat consumption and choose lean cuts when you do eat it.\nline 18 | Mindful Portion Control\nline 19 | Be mindful of portion sizes to avoid overeating. Use smaller plates and listen to your body’s hunger and satiety cues.\nline 20 | Limit Sodium and Added Sugars\nline 21 | Reduce your intake of ultra-processed foods, which are often high in sodium and added sugars.\nline 22 | Opt for fresh, whole foods whenever possible.\nline 23 | In addition to nutrition, it is important to consider other lifestyle factors that contribute to heart health. Regular physical activity, stress management, and avoiding tobacco and excessive alcohol consumption are equally vital for maintaining a healthy heart.\nline 24 | seeking professional advice\nline 25 | If you have specific health concerns or dietary restrictions, consulting a healthcare professional or registered dietitian can provide personalised guidance and recommendations tailored to your needs.\nline 26 | By understanding the profound impact of nutrition on heart health, we can make informed choices that support a healthy heart and overall wellbeing. As we commemorate World Heart Day, let’s reinforce heartfelt nutrition as a way to nurture our hearts and lead a vibrant and fulfilling life. Remember, small changes in our dietary habits can make a difference in promoting cardiovascular wellness for ourselves and future generations.\nline 27 | myfood24 for health plays a pivotal role in minimising the risk of complications linked to poor nutrition, reducing the prevalence of diet-related diseases, and fostering optimal outcomes through enhanced monitoring and precise tracking of nutritional intake.\n</context>\n\n<phrases>\n- \"In essence\"\n- \"Let's think step by step\"\n- \"I think I can rule that out\"\n- \"Let me make sure I got this\"\n- \"But then again\"\n- \"It finally adds up!\"\n- \"That makes sense because\"\n- \"On the other hand\"\n- \"Let me play devil's advocate\"\n- \"Brainstorming here, but\"\n- \"I'm getting a sense that\"\n- \"Let me approach this from another angle\"\n- \"This could explain why\"\n- \"So what does this mean in the bigger picture?\"\n- \"There’s a pattern here\"\n- \"Anyway\"\n- \"This is just a hunch\"\n- \"Oh! I get it now!\"\n- \"I’m not sure, but\"\n- \"Oh! That reminds me\"\n- \"Picture this\"\n- \"Hold that thought\"\n- \"Ummm, actually\"\n- \"It's almost like\"\n- \"Ohhh, now I see!\"\n- \"Actually, no\"\n- \"Hang on a second\"\n- \"Alternatively\"\n- \"Well\"\n- \"What if I flip it around?\"\n- \"The crucial thing seems to be\"\n- \"If I follow this through\"\n- \"I’m not convinced, but it might work\"\n- \"So, the bottom line is\"\n- \"Let me see if\"\n- \"What if I tried...?\"\n- \"Ah...\"\n- \"That actually makes a lot of sense\"\n- \"Consider this possibility\"\n- \"There’s a better way to phrase this\"\n- \"This makes me think of\"\n- \"Here's where it gets interesting\"\n- \"Let's see\"\n- \"Okay, so\"\n- \"Let me work through this\"\n- \"I’m trying to connect the dots here\"\n- \"No, actually\"\n- \"Wait, no\"\n- \"Do I go with my gut or\"\n- \"Let me put this another way\"\n- \"Let me connect the dots\"\n- \"Let's test this idea\"\n- \"That’s it!\"\n- \" is interesting\"\n- \"What’s the next step?\"\n- \"Coming at this from another angle\"\n- \"I'm starting to see a pattern\"\n- \"Finally, it clicks!\"\n- \"Let me just think this through\"\n- \"Kind of\"\n- \"So far, it looks like\"\n- \"How can I approach this?\"\n- \"Now, if I think about it differently\"\n- \"So the main idea is\"\n- \"If we follow this logic\"\n- \"What if we\"\n- \"Let me untangle this\"\n- \"Bear with me while I\"\n- \"Something doesn't add up\"\n- \"On one hand... but on the other\"\n- \"I was making this more complicated than it needed to be\"\n- \"That’s an interesting angle, but\"\n- \"Something in my gut says no\"\n- \"Wait, I think I’ve got it!\"\n- \"Now we're cooking\"\n- \"Suppose we assume that\"\n- \"This connects to\"\n- \"What keeps nagging at me is\"\n- \"This connects to something else\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"What I’m getting at is\"\n- \"What I'm getting at is\"\n- \"I think I found the solution!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Exploring the Benefits of Using Algebra 2 Worksheet PDFs for Math Practice\nline 02 | Algebra 2 is an essential element of advanced mathematics and can be a challenging subject for students to learn. Fortunately, there are a variety of resources available to help students improve their understanding and proficiency in algebra 2. One such resource is the use of an Algebra 2 worksheet PDF, which can provide students with a wide range of practice problems and exercises to help them hone their skills.\nline 03 | An Algebra 2 worksheet PDF is a unique type of resource that can provide students with a variety of different activities to help them practice their algebra 2 skills. These worksheets are designed to provide students with a variety of different problems and exercises that can help them to practice their skills. By using an Algebra 2 worksheet PDF, students can practice solving equations, graphing linear equations, solving inequalities, and a host of other algebra 2 problems.\nline 04 | The advantage of using an Algebra 2 worksheet PDF is that it can help students to get a better understanding of the material.\nline 05 | By being able to solve the problems and exercises on the worksheet, students can gain a better understanding of the material and be better able to apply it to their studies.\nline 06 | Additionally, the problems and exercises on the worksheet can help students to strengthen their problem-solving skills, which is critical for success in algebra 2 and beyond.\nline 07 | - 0.1 Exploring the Benefits of Using Algebra 2 Worksheet PDFs for Math Practice\nline 08 | - 0.2 How to Incorporate Algebra 2 Worksheet PDFs into the Math Classroom\nline 09 | - 0.3 Creative Ways to Engage Students with Algebra 2 Worksheet PDFs\nline 10 | - 1 Conclusion\nline 11 | - 1.1 Some pictures about 'Algebra 2 Worksheet Pdf'\nline 12 | - 1.1.1 algebra 2 worksheet pdf\nline 13 | - 1.1.2 algebra 2 probability worksheet pdf\nline 14 | - 1.1.3 algebra 2 worksheets pdf with answer key\nline 15 | - 1.1.4 algebra 2 worksheets pdf with answer key kuta software\nline 16 | - 1.1.5 algebra ii worksheets pdf\nline 17 | - 1.1.6 math 2 worksheet pdf\nline 18 | - 1.1.7 algebra 2 polynomials worksheet pdf\nline 19 | - 1.1.8 algebra 2 exponents worksheet pdf\nline 20 | - 1.1.9 algebra 2 factoring worksheet pdf\nline 21 | - 1.1.10 algebra 2 trigonometry worksheet pdf\nline 22 | - 1.2 Related posts of \"Algebra 2 Worksheet Pdf\"\nline 23 | - 1.1 Some pictures about 'Algebra 2 Worksheet Pdf'\nline 24 | Another advantage of using an Algebra 2 worksheet PDF is that it can help students to practice their skills in a variety of different formats. For example, some worksheets are designed to be completed online, while others are designed to be printed and completed by hand. By being able to practice their algebra 2 skills in a variety of different formats, students can gain a more comprehensive understanding of the material and be better prepared to apply it to their studies.\nline 25 | Finally, using an Algebra 2 worksheet PDF can help students to save time and money. Instead of purchasing a textbook or taking a course, students can use the worksheet to practice their skills without spending any money. This can be especially helpful for students who are on a tight budget or who don’t have access to a textbook or other resources.\nline 26 | In conclusion, using an Algebra 2 worksheet PDF can be a great way for students to practice their algebra 2 skills. The variety of problems and exercises on the worksheet can help students gain a better understanding of the material and be better prepared to apply it to their studies. Additionally, the worksheet can be completed in a variety of different formats, allowing students to practice their skills in a more efficient manner. Finally, the worksheet can help students save money by not having to purchase a textbook or take a course. All of these advantages make an Algebra 2 worksheet PDF an ideal resource for students who want to practice their algebra 2 skills.\nline 27 | How to Incorporate Algebra 2 Worksheet PDFs into the Math Classroom\nline 28 | Incorporating Algebra 2 Worksheet PDFs into a math classroom can be a great way to provide students with extra practice and review of key concepts. By utilizing these worksheets as part of instruction, teachers can help students gain a deeper understanding of the subject and increase their confidence in tackling problems.\nline 29 | To begin, teachers should select Algebra 2 Worksheet PDFs that cover topics that students are currently studying in class. This will allow them to reinforce the material they are learning and can help them become better prepared for upcoming tests and quizzes.\nline 30 | Next, teachers should consider how to incorporate the worksheets into instruction.\nline 31 | One option is to assign the worksheets as homework, allowing students to complete them at their own pace.\nline 32 | This can be done either as an individual assignment or in small groups.\nline 33 | Another option is to use them as a review tool, providing students with an opportunity to practice the concepts they have already learned.\nline 34 | Finally, teachers should provide students with feedback on their work. This can be done in several ways, such as providing a grade or offering hints and tips on how to better complete the worksheets. By giving students feedback, teachers can ensure that they are working diligently and are able to grasp the material.\nline 35 | Incorporating Algebra 2 Worksheet PDFs into the math classroom can be a great way to help students understand the material more deeply and gain a greater appreciation of the subject.\nline 36 | By selecting appropriate worksheets and providing students with feedback, teachers can ensure that their students are able to get the most out of their instruction.\nline 37 | Creative Ways to Engage Students with Algebra 2 Worksheet PDFs\nline 38 | As a teacher, engaging students with Algebra 2 worksheet PDFs can be a difficult task. However, there are some creative ways to make the experience more enjoyable for both students and teachers alike.\nline 39 | One way to engage students with Algebra 2 worksheet PDFs is to have them work in small groups. This allows for more collaborative and interactive learning. Students can work together to answer questions, discuss strategies, and come up with creative solutions. This also gives them a sense of ownership over their learning, as they work together to understand the material.\nline 40 | Another creative way to engage students with Algebra 2 worksheet PDFs is to have them create their own versions. For example, you can have them create a worksheet in which they create their own equations, or have them create a worksheet in which they create their own graphs and diagrams. This allows them to be creative and to practice their problem-solving skills.\nline 41 | Finally, you can also have students work on the worksheet PDFs in a virtual environment. By using virtual learning tools such as Google Classroom or Zoom, students can share their worksheets with other students in the class and work together on the same material. This helps to create a sense of community, as well as a sense of accomplishment for students.\nline 42 | Using these creative strategies can help engage students with Algebra 2 worksheet PDFs and help them better understand the material. By giving students an opportunity to be creative and to work together, they will have a more positive experience with Algebra 2.\nline 43 | Algebra 2 Worksheet Pdf is a great resource for students and teachers to use when studying and learning algebra concepts. It provides an easy-to-follow approach to learning and can be used to supplement traditional classroom instruction. With a wide variety of questions and topics to choose from, it can be a great tool for any student to utilize in their algebra studies.\n</context>\n\n<phrases>\n- \"Is this the right call?\"\n- \"Okay, walking through it again\"\n- \"Oh! I get it now\"\n- \"Something along those lines\"\n- \"Right, so\"\n- \"Follow me here\"\n- \"There’s a pattern here\"\n- \"It's almost like\"\n- \"This makes me think of\"\n- \"What if I flip it around?\"\n- \"I need to reframe this\"\n- \"In the end\"\n- \"The more I think about it\"\n- \"What if the reason is\"\n- \"This might explain the pattern\"\n- \"One way to look at it is\"\n- \"Not quite there yet\"\n- \"Wait, I think I’ve got it!\"\n- \"Alternatively\"\n- \"There's something here about\"\n- \"Backing up for a second\"\n- \"Let's think step by step\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me throw this out there\"\n- \"Well, let me see\"\n- \"Let me work through this\"\n- \"I'm seeing a connection between\"\n- \"Ummm, actually\"\n- \"I'm starting to see a pattern\"\n- \"Let me make sure I got this\"\n- \"Let me run through it again\"\n- \"This is starting to take shape\"\n- \"Now we're cooking\"\n- \"Oh, that clears everything up!\"\n- \"What if we\"\n- \"Oh! That reminds me\"\n- \"I’m not convinced, but it might work\"\n- \"Let me play devil's advocate\"\n- \"What if I tried...?\"\n- \"Something doesn't add up\"\n- \"Let me connect the dots\"\n- \"This connects to something else\"\n- \"Aha! That’s what I was missing!\"\n- \"Just thinking out loud but\"\n- \"What if we looked at it like\"\n- \"It finally adds up!\"\n- \"Uh...\"\n- \"If A is true, then\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"Of course! That’s the answer!\"\n- \"What keeps nagging at me is\"\n- \"Not sure if this fits, but\"\n- \"Let me think\"\n- \"Just spitballing here\"\n- \"But then again\"\n- \"Actually, no\"\n- \"Okay, so\"\n- \"I could be wrong, but\"\n- \"I'm getting a sense that\"\n- \"I think I can rule that out\"\n- \"No, actually\"\n- \"If I follow this through\"\n- \"Maybe I'm way off, but\"\n- \"That’s an interesting angle, but\"\n- \"I need to make sure this checks out\"\n- \"Let me approach this from another angle\"\n- \"This just clicked into place!\"\n- \"If we follow this logic\"\n- \"I need to step back and rethink this\"\n- \"Okay, so if I do this\"\n- \"On the other hand\"\n- \"Picture this\"\n- \"Let me see\"\n- \"I keep circling back to\"\n- \"Ah...\"\n- \"Let’s not rush this\"\n- \"This might sound weird, but\"\n- \"On one hand... but on the other\"\n- \"You know\"\n- \"So what does this mean in the bigger picture?\"\n- \"That makes sense because\"\n- \"That reminds me\"\n- \"Now it makes sense!\"\n- \"Let me dig into that a little deeper\"\n- \"Still working it 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 | If you don't yet have an account with ProSolutions Training, please fill in your first and last name (as you would like them\nline 02 | to appear on your certificate when you complete a course), an email address, and a password. Your email address will be your\nline 03 | username whenever you return to the site, and we will use it to contact you, if necessary. To\nline 04 | protect your information, you should use your personal email account, and not an address you share with other people.\nline 05 | This account is all you need to get started: purchase courses, view coursework, take tests, and print certificates!\nline 06 | 8 ideas for incorporating STEM learning in the preschool classroom\nline 07 | STEM education is a hot topic in early childhood education. Despite the advanced skills required in science, technology, engineering, and mathematics, it's never too early to help your students begin to build a foundation, as well as a love for learning.\nline 08 | If you want to incorporate STEM learning into your preschool curriculum, consider trying the following eight ideas in your classroom:\nline 09 | 1. Build with blocks\nline 10 | The kids in your class probably already love playing with blocks. Take advantage of this activity to start working on basic math and geometry skills. Give them different shapes and materials to play with and encourage critical thinking by asking your students questions, such as \"Will this fall if I take away the bottom block?\" Once they've made their theory - \"Yes!\" - test it by removing the block and watching the rest of the structure fall to the ground.\nline 11 | 2. Take a walk\nline 12 | Sometimes it's nice to get outside the classroom for an hour - and that includes when teaching STEM topics. Nature gives you plenty of opportunities to talk about complex subjects in simple ways, such as why seasons change or how giant trees grow from tiny acorns. Encourage the kids to ask questions as you walk and consider collecting items, like leaves or stones, to create projects with back at school.\nline 13 | 3. Engage with parents\nline 14 | When it comes to creating a foundation for STEM learning, your students' parents are your greatest allies.\nline 15 | Ask them to continue some of the activities at home that you do in class to reinforce their impact.\nline 16 | 4. Take a field trip\nline 17 | Nothing cements classroom learning like seeing the principles in real life. Take advantage of field trips around your community that illustrate STEM topics. For instance, if you live near a dam, learn about water flow and then visit the structure to see the principles in action. Or visit a science museum where your students can participate in hands-on activities while learning.\nline 18 | 5. Read a book\nline 19 | As with most academic subjects, picture books can be an effective way to communicate STEM topics to your students. Choose books about engineers, scientists or other STEM-related careers so that your students can begin to see how these principles translate into fun jobs. There are also a number of books that specifically encourage girls to pursue studies in these fields. This is particularly important in light of the fact that STEM careers have historically lacked women. According to the National Girls Collaborative Project, women hold only 29 percent of jobs related to science and engineering despite comprising approximately 50 percent of the total workforce.\nline 20 | 6. Try water play\nline 21 | Playing with water in the classroom is an important sensory experience that helps your students learn concepts such as sinking and floating. These ideas will contribute to their understanding of deeper math and science concepts, such as density and fluid mechanics, later on in their academic experience. Consider filling a tub with water and have the kids guess which items in the classroom will sink and which will float.\nline 22 | 7. Find shapes in the classroom\nline 23 | Observation is critical for success in STEM. One way to encourage this skill while also instilling early math principles is by helping your students identify shapes in their own environment. The kids might be able to name a square if shown a paper cutout in the shape, but can they find it in the table they are working on or in the window panes?\nline 24 | 8. Ask good questions\nline 25 | STEM subjects are all about asking good questions and then looking for solutions.\nline 26 | Encourage your students to become critical thinkers by asking them these types of queries.\nline 27 | For instance, if one of them tells you about a rainbow she saw, ask \"What do you think caused the rainbow?\"\nline 28 | and then search out the answer together.\nline 29 | This will help create a pattern that will equip your students well for studying STEM.\nline 30 | Learn more about incorporating STEM learning into your curriculum by enrolling in the ProSolutions Training online course \"STEM in the Preschool Classroom.\"\nline 31 | Through this course, you will gain a better understanding of STEM and learn new ways to incorporate it into your classroom.\nline 32 | You will:\nline 33 | Define STEM and explain the benefits that each area of the field hold for your students' learning experience.\nline 34 | Identify characteristics of the 21st-Century Classroom, project-based learning, and higher-level thinking, as well as how they relate to the STEM approach.\nline 35 | Recognize opportunities to incorporate STEM learning into the core curriculum in your preschool.\nline 36 | Contact ProSolutions Training today to learn more about how \"STEM in the Preschool Classroom\" and our other completely online courses can help advance your career in early childhood education.\n</context>\n\n<phrases>\n- \"Let me untangle this\"\n- \"Still working it out\"\n- \"Does that even make sense?\"\n- \"Let me chew on this\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"I'm struck by\"\n- \"Here's a possible explanation\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"What keeps nagging at me is\"\n- \"Let me throw this out there\"\n- \"Take this with a grain of salt\"\n- \"I'm wondering if\"\n- \"No, actually\"\n- \"I'm trying to reconcile\"\n- \"I'm intrigued by\"\n- \"Just thinking out loud but\"\n- \"Okay, so if I do this\"\n- \"Sort of like\"\n- \"That’s an interesting angle, but\"\n- \"This brings to mind\"\n- \"I need to reframe this\"\n- \"Something doesn't add up\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Going back to what I said about\"\n- \"I'm curious about\"\n- \"Actually, no\"\n- \"But then again\"\n- \"Let’s weigh the options\"\n- \"Let me talk this through\"\n- \"First things first\"\n- \"Ummm, actually\"\n- \"I'm trying to untangle this\"\n- \"Picture this\"\n- \"Okay, let's break this down\"\n- \"What if the reason is\"\n- \"Could be wrong here\"\n- \"One way to look at it is\"\n- \"Let me dig into that a little deeper\"\n- \"What if we\"\n- \"It almost fits, but something’s off\"\n- \"Let me trace that logic back\"\n- \"[blank] is still a black box to me\"\n- \"Could I be second-guessing myself?\"\n- \"When I sit with this idea\"\n- \"What if I flip it around?\"\n- \"I'm mulling over\"\n- \"I need to step back and rethink this\"\n- \"Let's break this down into parts\"\n- \"So what does this mean in the bigger picture?\"\n- \"There's something off here\"\n- \"On the other hand\"\n- \"This makes me reflect on\"\n- \"Okay, walking through it again\"\n- \"I need to make sure this checks out\"\n- \"On one hand... but on the other\"\n- \"Okay, pros and cons\"\n- \"Wait, no\"\n- \"Alright, where was I?\"\n- \"This might sound weird, but\"\n- \"Let me break this down\"\n- \"This is starting to take shape\"\n- \"What if I just flip this around?\"\n- \"Now, if I think about it differently\"\n- \"Alternatively\"\n- \"What’s the best way to explain this?\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I’m still on the fence about this\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Maybe I should sleep on it\"\n- \"The pros and cons are\"\n- \"Let me play devil's advocate\"\n- \"I'm seeing a connection between\"\n- \"Let me work through this\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Here's where it gets interesting\"\n- \"Let me make sure I got this\"\n- \"Let's think step by step\"\n- \"What happens if we change this part?\"\n- \"It's a bit murky\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Yes, hummingbirds do enjoy hostas.\nline 02 | Hostas provide a great source of nectar, which hummingbirds love.\nline 03 | Hummingbirds are attracted to bold, bright colors and sweet nectar, both of which are offered by hostas.\nline 04 | The tubular shape of the hosta flowers also provides an ideal platform for the birds to feed.\nline 05 | In addition, the plant’s large leaves can provide a sheltered resting spot for hummingbirds.\nline 06 | Hostas are a popular plant for gardeners due to their hardiness, easy growth, and plentiful blooms, which attract a lot of birds, specifically hummingbirds.\nline 07 | The nectar-rich flowers are often brightly colored and tubular, making them perfect for hummingbird beaks to feed.\nline 08 | Hostas provide a great source of nectar for the birds and are enjoyed by hummingbirds everywhere, making them a great addition to any garden!\nline 09 | 5 Hummingbirds Species of Preference for Hostas\nline 10 | |Hummingbird Species||Preference for Hostas||Notes|\nline 11 | |Ruby-Throated Hummingbird||High||They are particularly attracted to the red or orange flowers.|\nline 12 | |Anna’s Hummingbird||Medium||They are more attracted to the nectar than the color of the Hostas.|\nline 13 | |Black-Chinned Hummingbird||High||They enjoy the shade provided by Hostas.|\nline 14 | |Rufous Hummingbird||Low||They have a broader preference for other flowering plants over Hostas.|\nline 15 | |Calliope Hummingbird||Medium||They like the nectar but are more drawn to smaller plants.|\nline 16 | Five Facts About: Hummingbirds Like Hostas\nline 17 | DID YOU KNOW\nline 18 | Approximately 327 species of hummingbirds can be found around the world. All species of hummingbirds are attracted to hostas and love the nectar rich flowers.\nline 19 | Benefits of Hostas for Hummingbirds\nline 20 | Hostas are a popular garden plant that provide many benefits for hummingbirds.\nline 21 | Here are the top five:\nline 22 | Nutritional Value: Hostas provide hummingbirds with essential nutrients and carbohydrates that help keep them healthy.\nline 23 | Variety: Hostas come in many varieties, providing hummingbirds with a wide range of colors and textures to choose from.\nline 24 | Shelter: Hostas are tall and sturdy plants that provide a safe place for hummingbirds to rest and hide from predators.\nline 25 | Nectar: Hostas provide a sweet nectar that hummingbirds love to sip from.\nline 26 | Adaptability: Hostas can easily adapt to most climates and environments.\nline 27 | With proper care, they will provide hummingbirds with a reliable food source year-round.\nline 28 | Hostas are an ideal plant for any garden, as they provide a wide range of benefits to hummingbirds.\nline 29 | Not only do they provide a safe, nutrient-rich environment, they also provide hummingbirds with a wide variety of colors and textures to choose from.\nline 30 | Additionally, hostas provide a sweet nectar that hummingbirds love to sip. Finally, hostas are an adaptable plant, making them a reliable food source for hummingbirds year-round.\nline 31 | Nectar in Hostas\nline 32 | Hosta plants are attractive ornamental plants that require little maintenance and are known for their leaves which come in a variety of shapes, sizes, and colors.\nline 33 | One of the most popular features of hostas is their ability to attract butterflies, bees, and other beneficial insects. This is due to the presence of nectar in the hostas.\nline 34 | Nectar is a sugary substance produced by flowers that serves to attract pollinators and helps to facilitate the pollination of flowering plants.\nline 35 | In the case of hostas, the nectar isn’t produced by the flowers but by the leaves of the plant.\nline 36 | This nectar acts as a reward for any pollinators that visit the plant, enticing them to come and assist with pollination.\nline 37 | The nectar produced by hostas is known as ‘extranectar’, as it is not produced by the flowers.\nline 38 | It can be found most commonly at the base of the leaves, though some varieties may have nectar all over their leaves.\nline 39 | Benefits of Nectar in Hostas:\nline 40 | - Attracts beneficial insects, such as bees and butterflies, to the garden\nline 41 | - Helps with pollination of the hosta flowers\nline 42 | - Provides a reward for pollinators visiting the plant\nline 43 | - Enhances the beauty of the garden with its attractive foliage\nline 44 | Attraction of Hummingbirds to Hostas\nline 45 | Hummingbirds are attracted to the colors, shapes, and nectar of hostas.\nline 46 | Here are some features that make hostas an attractive choice for hummingbirds:\nline 47 | Color: Hummingbirds are drawn to bright colors, and hostas come in a variety of colors ranging from white, yellow and blue to dark green and purple.\nline 48 | Shape: Hostas have a unique shape, with long and narrow leaves which provides a great perching spot for hummingbirds.\nline 49 | Nectar: Hummingbirds are attracted to the sweet nectar found in hostas.\nline 50 | The nectar provides a nutritious source of energy for the birds.\nline 51 | Overall, hostas are an attractive choice for hummingbirds due to the variety of colors, shapes, and nectar. Hummingbirds are often seen hovering near the plants and sipping the nectar of the hostas.\nline 52 | How Hummingbirds Feed from Hostas\nline 53 | Hummingbirds are among the most beautiful birds in the wild, and they love visiting gardens to feed off of nectar-rich plants like hostas. T\nline 54 | o feed from hostas, hummingbirds hover in front of the flowers, stick their long beaks into the bell-shaped opening, and use their tongues to lap up the sweet nectar.\nline 55 | Here is a brief overview of the process of hummingbirds feeding from hostas:\nline 56 | - Hummingbirds zero in on hostas and quickly hover in front of the flowers.\nline 57 | - The birds insert their long beaks into the bell-shaped opening in order to access the nectar.\nline 58 | - Using their tongues, the hummingbirds lap up the sweet nectar stored in the flower.\nline 59 | Hummingbirds are able to feed quickly from hostas due to their rapid wing-beat and adept maneuverability.\nline 60 | By fluttering their wings in a figure-eight pattern and zipping in and out of the flowers, these birds are able to extract large amounts of nectar without expending too much energy.\nline 61 | Hummingbirds are important pollinators, not only for hostas but for many other flowers as well.\nline 62 | The next time you see a hummingbird in your garden, take a minute to observe it and appreciate the beauty of nature!\nline 63 | Types of Hostas for Hummingbirds\nline 64 | Hummingbirds are attracted to certain types of hostas in gardens, as these plants have nectar-rich flowers.\nline 65 | The following types of hostas make great choices for hummingbird gardens:\nline 66 | ‘Sum and Substance’ – This variety is large and vigorous, with chartreuse-colored leaves.\nline 67 | In summertime, it produces fragrant, ivory-white flowers.\nline 68 | ‘So Sweet’ – This hosta has a compact, mounded shape and dark green leaves. It produces fragrant, white flowers with a sweet scent.\nline 69 | ‘June Fever’ – This hosta has a neat, upright shape with blue-green leaves.\nline 70 | It produces large, fragrant white flowers in midsummer.\nline 71 | ‘Great Expectations’ – This hosta has broad, golden-yellow leaves with a creamy white border.\nline 72 | It produces fragrant, pale lavender-pink flowers in summer.\nline 73 | When selecting hostas for a hummingbird garden, it is important to choose varieties that will bloom continuously throughout the season.\nline 74 | By doing so, you can ensure that your garden will be attractive and inviting to hummingbirds all season long.\nline 75 | How to Plant Hostas to Attract Hummingbirds\nline 76 | Hostas are an attractive addition to any garden, and they also help to attract hummingbirds. Planting hostas to attract hummingbirds can be a fun and rewarding experience.\nline 77 | Here are some tips to help you get started:\nline 78 | Choose plants with bright colored flowers:\nline 79 | Hummingbirds are attracted to brightly colored flowers. Look for hostas that have vibrant shades of blue, purple, yellow, or pink.\nline 80 | Plant in full sun:\nline 81 | Make sure you plant your hostas in a spot that gets plenty of sun throughout the day. This will ensure that the flowers get plenty of sunlight and are more likely to bloom.\nline 82 | Use a mulch:\nline 83 | Mulch helps to retain moisture and keep the soil from drying out. It can also help to keep the soil temperature steady, which is important for hummingbirds.\nline 84 | Provide a source of water:\nline 85 | Hummingbirds need access to water for drinking and bathing. You can provide a shallow bird bath or water fountain near your hostas to attract the birds.\nline 86 | By following these tips, you can create a beautiful and inviting garden for hummingbirds to enjoy. With the right plants and a little extra care, you can create a stunning display of color that will bring hummingbirds to your garden for years to come.\nline 87 | How Hostas Help Hummingbirds Thrive\nline 88 | Hummingbirds have a special relationship with the hosta plant, as it provides them with their favorite food – nectar. Hostas are easy to care for, and they can be found in many gardens and yards.\nline 89 | Here are some of the ways in which hostas help hummingbirds thrive:\nline 90 | In addition to providing food and protection, hostas may also serve as a nesting site for hummingbirds. Hostas provide a safe place for hummingbirds to build their nests, and their dense foliage can help to camouflage the nest.\nline 91 | Hostas are an important part of hummingbird habitat, and they can help to ensure that hummingbirds thrive in gardens and yards.\nline 92 | Planting hostas provides hummingbirds with food, protection, and a safe place to nest, making them a great addition to any yard.\nline 93 | FAQ of Do Hummingbirds Like Hostas\nline 94 | Do hummingbirds like hostas?\nline 95 | Yes, hummingbirds are likely to visit plants with hostas in them, as these plants provide them with nectar.\nline 96 | What type of nectar do hostas provide hummingbirds with?\nline 97 | Hostas are known to produce a sweet nectar that hummingbirds enjoy as much as other flowers.\nline 98 | Do hummingbirds typically inhabit gardens with hostas?\nline 99 | Hummingbirds are attracted to the nectar that hostas provide and typically visit gardens that have them growing in them.\nline 100 | Are hostas safe for hummingbirds to consume?\nline 101 | Yes, the nectar in hostas is safe for hummingbirds to consume, though they should exercise caution when visiting these plants.\nline 102 | Do hummingbirds drink from hostas and other flowers?\nline 103 | Yes, hummingbirds drink from hostas and other flowers and plants in order to receive their necessary nutrients and moisture.\nline 104 | Hummingbirds and hostas go perfectly together.\nline 105 | Not only do the brightly colored and tubular shaped flowers of hostas attract hummingbirds, the nectar-rich flowers provide a great source of food for the birds and makes them a great addition to any garden.\nline 106 | Hummingbirds are sure to love hostas as much as gardeners do!\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Let me make sure I got this\"\n- \"Now it all comes together!\"\n- \"I'm seeing a connection between\"\n- \"Now we're cooking\"\n- \"What if the reason is\"\n- \"Let's see\"\n- \"So the main idea is\"\n- \"That reminds me\"\n- \"Basically\"\n- \"Something doesn't add up\"\n- \"Oh! I get it now\"\n- \"This connects to something else\"\n- \"Okay, so\"\n- \"Let me untangle this\"\n- \"Let's break this down into parts\"\n- \"I’m not convinced, but it might work\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"I'm starting to see a pattern\"\n- \"Perhaps\"\n- \"I need to make sure this checks out\"\n- \"This could explain why\"\n- \"Actually, no\"\n- \"First things first\"\n- \"There’s a pattern here\"\n- \"The thing is\"\n- \"Take this with a grain of salt\"\n- \"Okay, let's break this down\"\n- \"There's a better way to phrase this\"\n- \"Let's test this idea\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"I'm trying to untangle this\"\n- \"Does that sound right to you?\"\n- \"No, actually\"\n- \"This makes me think of\"\n- \"Ummm, actually\"\n- \"So, the bottom line is\"\n- \"On one hand... but on the other\"\n- \"Let me work through this\"\n- \"Building on that\"\n- \"I should have known that!\"\n- \"You know\"\n- \"It finally adds up!\"\n- \"If I take this apart step by step\"\n- \"The crucial thing seems to be\"\n- \"The pros and cons are\"\n- \"Let's think step by step\"\n- \"Hmm\"\n- \"This just clicked into place!\"\n- \"So basically\"\n- \"Let me connect the dots\"\n- \"What I mean is\"\n- \"Let me propose something\"\n- \"Is this the right call?\"\n- \"Okay, so if I do this\"\n- \"There’s a better way to phrase this\"\n- \"It's fuzzy, but\"\n- \"Okay, pros and cons\"\n- \"That would mean\"\n- \"Something tells me I should\"\n- \"Wait, no\"\n- \"That doesn't seem to add up... Let me think\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"How do I put this\"\n- \"What am I overlooking?\"\n- \"Ah...\"\n- \"[blank] is still a black box to me\"\n- \"I think I can rule that out\"\n- \"That changes everything\"\n- \"That actually makes a lot of sense\"\n- \"Well\"\n- \"That makes sense because\"\n- \"Let’s weigh the options\"\n- \"This might explain the pattern\"\n- \"What if I just flip this around?\"\n- \"Let me see if\"\n- \"This might sound weird, but\"\n- \" is interesting\"\n- \"Oh! That reminds me\"\n- \"That doesn't sound right, let me rephrase\"\n- \"If we follow this logic\"\n- \"Anyway\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Everyday use answers. Everyday Use Discussion Questions & Answers 2022-10-18\nline 02 | Everyday use answers Rating:\nline 03 | In Alice Walker's short story \"Everyday Use,\" the character of Mama struggles with the conflicting desires to preserve her African American heritage and to ensure that her children live comfortable, modern lives. At the heart of this conflict is the question of how best to \"use\" the objects and traditions that represent her heritage.\nline 04 | Mama's older daughter, Dee, represents the modern, urban African American who seeks to reject traditional ways in favor of a more mainstream, assimilated lifestyle. Dee is described as being \"light-skinned, with nice hair\" and wearing \"earrings of dyed blue plastic\" and \"a dress of the sort that is printed with a hundred little pictures of Egypt.\" These details suggest that Dee is trying to adopt a more cosmopolitan, exoticized image of African culture, rather than embracing the authentic traditions of her ancestors.\nline 05 | In contrast, Mama's younger daughter, Maggie, is described as being \"dark as a forest\" and \"ashamed of the burn scars that mark her face and arms.\"\nline 06 | Mama believes that Maggie, who has lived a more isolated, rural life, is more connected to their heritage and has a deeper appreciation for the objects and traditions that represent it.\nline 07 | The central conflict in the story revolves around the fate of a quilt that Mama has made from scraps of fabric that have been passed down through her family for generations. Dee, who has recently changed her name to Wangero Leewanika Kemanjo, wants to take the quilt and display it as a decorative object, insisting that it has \"more education than [Mama] has.\" Mama initially resists Dee's request, recognizing that the quilt is more than just a decorative object – it is a tangible connection to her family's history and a symbol of their resilience and strength.\nline 08 | However, Mama ultimately decides to give the quilt to Maggie, recognizing that she will value it for its sentimental and cultural significance, rather than simply using it as a decorative object. In doing so, Mama asserts her own authority and autonomy as a woman and a member of the African American community, choosing to preserve and pass on the traditions of her ancestors rather than allowing them to be appropriated and commodified by others.\nline 09 | In conclusion, \"Everyday Use\" raises important questions about the ways in which we use and value the objects and traditions that represent our heritage. It suggests that it is important to recognize and respect the cultural significance of these things, rather than simply using them as superficial symbols of identity or as decorative objects. Ultimately, Mama's decision to give the quilt to Maggie is a powerful statement about the importance of preserving and passing on the traditions of her ancestors, rather than allowing them to be lost or appropriated by others.\nline 10 | \"Everyday Use\" Quiz\nline 11 | PART A: Which of the following best explains the relationship between the speaker and Lenore? Themes In \"Everyday Use\" what new habits show Dee's pride in her African heritage, rather than in her American heritage? She learned through hard work that those things do not matter and what she went through changed her a lot. To Dee, the quilts represent the historical significance of an oppressed people. The three main characters of the story are Mama, Dee and Maggie. Various interpretations of the short stories are presented and studied. She also evaluates Maggie's religious beliefs and describes personal religious revelations. In Everyday Use, Alice Walker uses symbolic settings to portray the vitality of upholding and respecting the true value of African-American culture.\nline 12 | Wangero is an attempt for her to reach for her African roots. But just as constant are the cultures and traditions that are carried forth through generations. Mama stands sheepishly to one side while Dee takes control of the situation. Dee is also very intelligent and well suited to schoolwork. While Mama has no time for pretense, she does offer a more balanced and complex insight into the struggle represented by the girls' behavior. The reader never learns her name, only her familial title as Dee and Maggie call her. Maggie and Mama, however, still use these items and, in doing so, keep their culture alive.\nline 13 | Dee also greets her family in an African language, even though it is very unlikely they will understand the phrase she uses, \"Wa-su-zo-Tean-o. She thinks it is a shame Maggie does not take advantage of new opportunities available to African Americans at the time. Maggie still bears the scars of that fateful night. Read an Maggie The shy, retiring daughter who lives with Mama. Do humans control nature, or does nature eventually triumph? Themes How does the incident with the butter churn shed light on Dee's personality in \"Everyday Use\"? Both of her daughters are contrary in nature and morality. After she greets her family, Dee returns to the car to take out a Polaroid camera. How do we deal with grief? Dee may be selfish, but she is no doubt driven.\nline 14 | Download study guides, Popular Questions About Everyday Use, and more! Upon closer inspection, one can begin to understand the struggles that led her up to this point in her life. Using physical attributes, the writer wants the readers to understand that both her daughters are very different from each other and herself. From a young age Dee has set out to create a life for herself that is different from that of her family: \"Dee wanted nice things,\" as Mama notes, and for Dee education was the means of lifting herself out of the poverty she hated and that shamed her. Which TWO of the following quotes best embody how the imagery develops the supernatural atmosphere of the poem? When long-suffering Maggie offers to give the quilts to Dee, Mama realizes \"This was Maggie's portion. The main character can have any morality whether that be good or bad. Mama and Maggie share similar views of respect towards their cultural, whereas Dee has a different perspective towards preserving culture and tradition. Everyday Use is a widely studied piece of literature to imbibe moral principles.\nline 15 | But Maggie can continue traditions into the future by putting these humble objects to everyday use.\nline 16 | Mama marvels at how Dee can manipulate the white audience, twisting her own history into a narrative they want to hear.\nline 17 | She wears overalls and has been both mother and father to her two daughters.\nline 18 | Her education has opened up her world, and her success at college is certainly the product of her self-possession and tenacity.\nline 19 | Ans: I think I would be happy with the progress that there is today about racism, but not at all because there are still many injustices against black people.\nline 20 | They accept the call and embark on the journey and are exiled from their land.\nline 21 | Mama can see right and wrong in both children, and in both points of view.\nline 22 | 10+ everyday use questions and answers pdf most standard\nline 23 | Dee wanted nice things and was intent on getting them. Mama describes her lack of confidence as that of a \"lame animal,\" who walks \"chin on chest, eyes on the ground, feet in shuffle. Mama is a devout, church-going woman for whom God is an active part of daily life. Mama has long been content with her lot in life and projects this same sense of fatalism onto young Maggie. It is also possible shy Maggie may not have wanted to go to school because of the burn scars that cover her body and that Mama believes have caused her shyness. Although Mama is anxious over the wounds Dee will reopen upon her arrival, she still has the latent desire to be accepted and respected by her eldest daughter, and the world in which Mama believes she exists. What is the relationship between humans and animals, or between humans and nature? Mama, however, has had enough of this emotional bludgeoning, and tells Wangero to take two other quilts not intended for Maggie and leave.\nline 24 | Dee seeks to fetishize and reject the existence that comprises Maggie's everyday world. . Answer: Everyday Use uses physical attributes to symbolize the difference in nature and upbringing. For Dee the house is a symbol of the family's poverty, and it is not the kind of place in which she wants to live. Hakim-a-barber attempts to kiss Maggie but she recoils in horror. There is a subtext to Dee that Walker subtly weaves throughout the story.\nline 25 | Maggie was scarred in a house fire as a child, and is self-conscious about her burns.\nline 26 | What is the meaning of the name wangero?\nline 27 | Next Section Test Yourself!\nline 28 | Rather than anger her intimidating sister, she is willing to let Dee have the quilts that had originally been promised to her.\nline 29 | Mama says, \"Maggie smiled; maybe at the sunglasses.\nline 30 | Buy Study Guide Mama Mama, the narrator of the story, is big boned, stronger than most men, and mild tempered.\nline 31 | Symbols What is the role of education in Walker's \"Everyday Use\"?\nline 32 | This gives Mama an authority earned through wisdom, age, and position as matriarch.\nline 33 | Discussion Questions with answer The Raven Q1.\n</context>\n\n<phrases>\n- \"What happens if we change this part?\"\n- \"This isn't quite right, but\"\n- \"Anyway\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Wait a minute\"\n- \"Let me see\"\n- \"I was just about to say\"\n- \"Right, so\"\n- \"Let me run through it again\"\n- \"Let me break this down\"\n- \"Wait, does this contradict itself?\"\n- \"This might sound weird, but\"\n- \"There’s a pattern here\"\n- \"On one hand... but on the other\"\n- \"Picture this\"\n- \"I need to reframe this\"\n- \"First things first\"\n- \"That makes sense because\"\n- \"Okay, walking through it again\"\n- \"This makes me think of\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I wonder if\"\n- \"Hmm\"\n- \"I'm pondering\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Let's break this down into parts\"\n- \"Okay, pros and cons\"\n- \"I'm mulling over\"\n- \"Ummm, actually\"\n- \"Hmm, let’s rewind a bit\"\n- \"Consider this possibility\"\n- \"If I follow this through\"\n- \"Just thinking out loud but\"\n- \"Okay, let's break this down\"\n- \"Now we're cooking\"\n- \"Still working it out\"\n- \"This could explain why\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let me connect the dots\"\n- \"I'm curious about\"\n- \"Here's where it gets interesting\"\n- \"Now, if I think about it differently\"\n- \"Something doesn't add up\"\n- \"Let me make sure I got this\"\n- \"I'm struck by\"\n- \"That reminds me\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Actually, no\"\n- \"This might explain the pattern\"\n- \"Let's think step by step\"\n- \"Oh! That reminds me\"\n- \"Well, let me see\"\n- \"Hold that thought\"\n- \"Backing up for a second\"\n- \"I keep circling back to\"\n- \"This makes me reflect on\"\n- \"Going back to what I said about\"\n- \"I'm still feeling my way through\"\n- \"Let me work through this\"\n- \"What keeps nagging at me is\"\n- \"I'm trying to untangle this\"\n- \"Let’s weigh the options\"\n- \"This connects to\"\n- \"That doesn't seem to add up... Let me think\"\n- \"I'm intrigued by\"\n- \"I'm just throwing ideas around\"\n- \"What if we\"\n- \"If we follow this logic\"\n- \"What’s the best way to explain this?\"\n- \"It's almost like\"\n- \"When I sit with this idea\"\n- \"How can I approach this?\"\n- \"No, actually\"\n- \"This brings to mind\"\n- \"I'm seeing a connection between\"\n- \"Wait, no\"\n- \"How do I put this\"\n- \"If I take this apart step by step\"\n- \"Building on that\"\n- \"Let me talk this through\"\n- \"Let me propose something\"\n- \"Ah...\"\n- \"Let me untangle this\"\n- \"What's the best way to explain this?\"\n- \"The more I think about it\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | What is Prenatal Exposure?\nline 02 | While a mother is pregnant, using drugs or drinking alcohol of any kind can cause malformations in a developing baby. It’s difficult to separate the effects of prenatal alcohol exposure from prenatal drug exposure. According to a 2020 report by the CDC, “the use of other substances was common among pregnant women who reported alcohol use.” Prenatal exposure can cause irreversible brain damage to the developing baby with lifelong effects.\nline 03 | Getting Prenatal Exposure Diagnosed\nline 04 | Often obtaining a diagnosis for your tween or teen can be difficult.\nline 05 | Understandably, you might even be hesitant to seek a diagnosis, fearing your child may be stigmatized.\nline 06 | But as we’ve said before, CreatingaFamily.org believes that knowledge is power.\nline 07 | We love the way that Diane Malbin, author of Trying Differently Rather Than Harder,* and mother to a child with Fetal Alcohol Spectrum Disorder (FASD), says it,\nline 08 | Without identification or diagnosis, parenting a child with Fetal Alcohol Syndrome (FAS) or fetal alcohol effects (FAE) is like trying to find your way around Denver with a road map of Cincinnati.\nline 09 | You can read more about seeking a confirmed diagnosis by a professional in Part 1 of this article series. Early diagnosis and intervention are one of the strongest factors in the success of prenatally exposed children and their families. If your tween or teen joined your family later in childhood, you may not have the advantage of an early diagnosis. However, a later diagnosis can still be made. You still have plenty of time to learn strategies to help you and your tween or teen succeed.\nline 10 | What are the Primary Symptoms of Prenatal Exposure?\nline 11 | With alcohol exposure, you might see physical abnormalities in babies and young children, including a thin upper lip, lack of a groove between the nose and the mouth (the “philtrum”), small head circumference, and small eyes. However, these are only present in 10-15% of children with prenatal alcohol exposure. These features also become less pronounced with age. If you have access to pictures of your tween or teen as a baby or young child, they can be helpful to you and your child’s doctors. However, there are other symptoms to consider.\nline 12 | Behavioral and Learning Symptoms of Prenatal Exposure\nline 13 | The effects of prenatal exposure can manifest differently in various life stages. Prenatally exposed children usually exhibit a cluster of the following behavioral and learning symptoms.\nline 14 | 1. Developmental disparities.\nline 15 | Your tween or teen may be on age target for some skills and behaviors while well below others. Because of this, you may want to familiarize yourself with the impacts on younger kids with prenatal exposure. They may also have “on days” and “off days,” where they seem to remember information and routines some days but not others.\nline 16 | 2. Slow processing speed.\nline 17 | Adolescents who had prenatal exposure may need extra time for everything, from making their bed to following directions and completing tasks.\nline 18 | 3.\nline 19 | Executive functioning deficits.\nline 20 | “Executive function” is a term that describes a wide array of skills, such as planning, organizing, and completing tasks. Your young person may not understand or be able to predict the consequences of their actions. They might appear very impulsive. They may repeat the same mistakes and lack common sense. Prenatally exposed kids often struggle with time and money management and other abstract ideas. These deficits will typically significantly impact your young person’s success in school and at home.\nline 21 | 4. Attention deficits, hyperactivity, and impulsivity.\nline 22 | Researchers have found that as high as 75% of children prenatally exposed to alcohol and drugs are also diagnosed with ADD/ADHD. Your tween or teen might find it challenging to sit still, stay focused, and sustain attention for long periods. Their impulsivity can lead to poor judgment and being easily led or manipulated by others.\nline 23 | 5.\nline 24 | Lying and stealing.\nline 25 | It may appear that your tween or teen with prenatal exposure is intentionally lying. However, it could instead be a result of their memory deficits and challenges with executive functioning skills, as well as their slow processing speed and impulsivity.\nline 26 | For example, when questioning your tween or teen, they may impulsively say the first thing that comes to mind without thinking. Often, that quick answer (that may or may not be true) is their brain’s attempt to slow down the questioning and give themselves time to catch up mentally. It might also be that they truly do not remember what happened when they feel the pressure of being questioned.\nline 27 | Deficits in executive functioning can also contribute to stealing.\nline 28 | For a young person who had prenatal exposure, the concept of personal ownership can be very abstract.\nline 29 | They may understand that an object belongs to a person when that person is physically connected to that object by holding it or wearing it.\nline 30 | However, if no one is holding it, the object is up for grabs in your tween or teen’s mind.\nline 31 | Punishing them for stealing can thus be ineffective or disconnected in their minds.\nline 32 | Impulsivity can also contribute to what appears to us to be stealing. Their minds say, “I see it, I want it, I take it,” without pausing to think through the consequences. Additionally, a tween or teen with memory deficits may not remember that they took the object yesterday. Stealing may also be an attempt to fit in socially. Remember, your young person with prenatal exposure can be particularly vulnerable to peer pressure. Stealing could be an attempt to gain friends.\nline 33 | 6. Poor social skills.\nline 34 | Another behavioral symptom of prenatal exposure is that these kids often fail to read social cues. They may gravitate toward friends much younger than themselves because of developmental disparities. They often have difficulty making and keeping friends.\nline 35 | 7. Emotional dysregulation.\nline 36 | Mood swings and meltdowns are typical of most tweens and teens. However, adolescents with prenatal exposure can experience these with greater intensity, duration, and frequency than their peers. Anger and aggression can also be part of these challenging dysregulations.\nline 37 | 8. Inappropriate sexual behavior.\nline 38 | There is a wide range of inappropriate sexual behavior that can be common to adolescents who were prenatally exposed:\nline 39 | - sexual advances\nline 40 | - sexual touching\nline 41 | - promiscuous or dangerous (risky) sexual behavior\nline 42 | - masturbation in inappropriate settings\nline 43 | - exposing oneself\nline 44 | - using obscene or offensive language\nline 45 | These behaviors are challenging for parents and kids alike. It’s critical to remember that your tween or teen likely doesn’t recognize the inappropriateness of their actions or the risks involved in their behaviors. They also may not understand the nuances of giving and receiving consent. The gaps further complicate these challenges in their biological and social maturity.\nline 46 | Understanding the Secondary Symptoms.\nline 47 | Your prenatally exposed child was not born with the following secondary symptoms. However, these can develop as your child grows, especially if there is a mismatch between their abilities and their expectations. Common secondary symptoms of prenatal exposure can include frustration, aggression, anxiety, dropping out of school, depression, and legal trouble.\nline 48 | Developing a Plan to Parent Your Tween or Teen with Prenatal Exposure\nline 49 | Parenting a tween or teen with prenatal exposure is difficult, but having a plan can make all the difference for you both. Underscore everything you do for them by acknowledging that the child is not intentionally misbehaving. It’s not a matter of “being bad” or not doing what is asked of them due to stubbornness or defiance. Rather, you can reframe your parenting to accept that this youth can’t do what is asked or expected of them.\nline 50 | Acknowledge that they are missing skills or delayed in developing necessary skills because of brain damage from their prenatal exposure. Regardless of whether your young person has a confirmed diagnosis, the following strategies can help.\nline 51 | 10 Parenting Strategies for Prenatally Exposed Adolescents\nline 52 | 1. Slow things down.\nline 53 | Allow more time for everything your young person needs to do, from getting ready for school to completing household tasks and homework. Teach your teen to use self-talk to remember their routines. Give only one direction at a time.\nline 54 | 2. Establish predictable routines.\nline 55 | Set a structure and routine that your tween or teen can learn to predict. Include the steps for getting ready for school and completing homework. Teach your tween or teen to use organizational tools such as schedules, agendas, calendar apps, cue cards, or google forms. Break their routines into steps, and use pictures or short written phrases for each step.\nline 56 | 3. Teach money management.\nline 57 | There are many helpful online resources to help you help your tween or teen, such as this downloadable tip sheet.\nline 58 | Focus on concrete, practical applications to support their learning.\nline 59 | 4. Streamline their life.\nline 60 | For kids who were prenatally exposed, think “less is more.” You should limit choices whenever possible to avoid overwhelming their thought processes. It’s also helpful to keep your home environment clutter-free. You can further support them by using low lighting, limiting the background noise in your home, and simplifying your decor.\nline 61 | Create a designated homework space free from distractions and noise. Alternate activities that require their sustained attention, such as homework, mealtimes, long car rides, and church services with opportunities for movement breaks. When they must sit and attend to a task, let them choose a fidget toy and another sensory object.\nline 62 | 5. Prioritize their safety.\nline 63 | Impulsive behaviors can also be dangerous. Consider safeguarding your home by locking up potentially risky objects like matches, medications, etc. Set up an established list of safety questions you ask when your tween or teen wants to do an event or activity. Teach your young person an inner mantra to repeat, such as “Stop. Think. Do.” The goal is to help them slow their processing speed and allow them to choose safely.\nline 64 | 6. Considering medication.\nline 65 | If you and your child’s doctor are considering a diagnosis of ADHD or ADD and possible medication, remember that medicine will likely impact a child with prenatal exposure differently than typical peers. Expect more trial and error to find the best type and combination of medications for your young person.\nline 66 | 7.\nline 67 | Increase time and supervision.\nline 68 | Sometimes what appears to be lying results from your youth’s missing skills. To support and help them learn how to process questions, slow down and allow them extra time to answer. Consider how to slowly and carefully retell the event in question, as they may not accurately remember it or the order of events that occurred. They may not understand the difference between reality and fantasy and will need your time and practical scaffolding to decipher. Consider what unmet needs could lead them to lie or steal and deal with the need rather than the lie.\nline 69 | The best strategy for stealing is prevention, primarily through supervision. This requires a lot from you, but it’s the support your tween or teen needs. When you know they are prone to stealing, don’t allow them to go into a store or mall without an adult. Reinforce the concept of ownership early by continuing to label possessions. Routinely go through your child’s room or backpack as matter-of-factly as possible and remove items without their label.\nline 70 | 8.\nline 71 | “Less is more” when socializing.\nline 72 | Remember that your young person might act by their developmental age rather than their chronological age. They may gravitate toward kids younger than themselves for social interactions. That is generally okay, though you should be careful to supervise diligently. Think “less is more” for adolescents with prenatal exposure. Having a few close friends is more realistic than having a large circle of acquaintances. One-on-one time with a safe, trusted friend is better than big parties or sleepovers.\nline 73 | Teach your youth the social skills of listening, taking turns, not talking when others are, and taking an interest in others by asking them questions. Role-play everyday friendship interactions to help them get comfortable with these skills.\nline 74 | Again, maintain supervision by knowing who your tween or teen’s friends are, where they are, and what they are doing. As often as possible, communicate with the adults in charge of your tween or teen’s group activities. Give them the relevant information to set your adolescent up for safety and success.\nline 75 | 9.\nline 76 | Focus on calming skills and language.\nline 77 | Intervene at the earliest signs of escalation and use distraction or re-direction tools to de-escalate your young person’s dysregulation. Create a calm space with your tween or teen, getting their input on its design. Teach them to experience it as a safe and peaceful space before they feel overwhelmed. Avoid sending them to the space only when they are dysregulated or acting out so they don’t perceive it as a punishment.\nline 78 | Limit, anticipate, and plan for changes and transitions in routines. For example, if your family is getting ready to go on a trip, show your child pictures of where you’ll be staying or of unfamiliar people, they’ll be seeing. Take along familiar objects and snacks to provide comfort during the unfamiliar. Always have a “plan B” for when your youth gets overwhelmed. Use as few words and instructions as possible during times of high stress and rising emotion.\nline 79 | 10. Teach healthy boundaries and respect.\nline 80 | To help protect your tween or teen, have regular and consistent conversations about healthy sexuality, safe boundaries, and respectful touch.\nline 81 | Name your family values clearly.\nline 82 | Even if it feels uncomfortable, be specific, use real names for body parts, and repeat these talks often.\nline 83 | Role play how to ask someone out on a date and different ways to understand consent.\nline 84 | Keep the conversations specific and literal.\nline 85 | Remember that nuance or tacit understanding is challenging for kids with prenatal exposure.\nline 86 | Please include talks about the dangers of the internet, focusing on access to online porn, communication with strangers, and sharing personal information.\nline 87 | And certainly, supervise their internet use and group activities to protect all the children involved.\nline 88 | Guiding Your Tween or Teen Through the Transition to Adulthood\nline 89 | All parents worry about their tween or teen succeeding as an independent adult. This worry is understandably magnified when you have an adolescent with prenatal exposure. Whether or not they will be capable of living independently as an adult, teaching them now about good habits and routines can set them up for success. Start teaching life skills as early as possible, such as preparing healthy meals, laundry, and managing time and money. Be prepared to advocate for them throughout their lifetime.\nline 90 | Experts have determined that several protective factors can lessen the effects of prenatal exposure, including early diagnosis, access to social and educational services, the absence of violence in the home and the community, and the child’s resilience. Finally, the most powerful protective factor is time spent in a stable, nurturing, and stimulating home environment. You are cultivating hope for your child’s future by providing a safe, loving home. By continuing to educate yourself about prenatal exposure, you can gain the knowledge and tools needed to better parent and support your child across their entire childhood.\nline 91 | FASDUnited offers many additional tools and supports for parents and caregivers, including a resource directory and advocacy opportunities. Hugs for Teens with FASD: a book of encouragement* is written for teens and young adults struggling with disabilities.\nline 92 | Hang in there – remember that raising a tween or teen with prenatal exposure can be rewarding and enjoyable.\nline 93 | Their humor, particular strengths, and unique way of experiencing life can add a beautiful layer to your family.\nline 94 | Don’t forget to lean on your support system when needed, and schedule regular self-care for yourself, your partner, and your tween or teen\nline 95 | Subscribe to Creating a Family’s newsletter & receive a free guide to Strengthening & Supporting Your Transracial AdopteeView CH/LSS Post Adoption Resources\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"This might sound weird, but\"\n- \"There’s a pattern here\"\n- \"Basically\"\n- \"Let me play devil's advocate\"\n- \"Now it makes sense!\"\n- \"Let's think step by step\"\n- \"So, the bottom line is\"\n- \"Picture this\"\n- \"So far, it looks like\"\n- \"Let me connect the dots\"\n- \"I'm starting to see a pattern\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Uh, where was I?\"\n- \"When I sit with this idea\"\n- \"Let's see\"\n- \"I'm mulling over\"\n- \"Wait a minute... Oh!\"\n- \"So basically\"\n- \"Oh! That reminds me\"\n- \"Let me work through this\"\n- \"I'm pondering\"\n- \"There's probably more to it\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me untangle this\"\n- \"This brings to mind\"\n- \"What if I flip it around?\"\n- \"Let me think\"\n- \"No, actually\"\n- \"What if we\"\n- \"What's the best way to explain this?\"\n- \"I'm wondering if\"\n- \"Let me put this another way\"\n- \"Alright, where was I?\"\n- \"I'm curious about\"\n- \"That actually makes a lot of sense\"\n- \"Anyway\"\n- \"Bear with me while I\"\n- \"I was just about to say\"\n- \"Actually, no\"\n- \"I keep circling back to\"\n- \"I’m trying to connect the dots here\"\n- \"On one hand... but on the other\"\n- \"Let me circle back to that\"\n- \"This just clicked into place!\"\n- \"It's almost like\"\n- \"So the main idea is\"\n- \"Oh, I see what’s happening here!\"\n- \"Something doesn't add up\"\n- \"So what I’m trying to say is\"\n- \"Wait, no\"\n- \"That makes sense because\"\n- \"Aha! That’s what I was missing!\"\n- \"That’s an interesting angle, but\"\n- \"The thing is\"\n- \"Well, let me see\"\n- \"Follow me here\"\n- \"I'm still feeling my way through\"\n- \"I'm struck by\"\n- \"I need to reframe this\"\n- \"But then again\"\n- \"This makes me reflect on\"\n- \"On the other hand\"\n- \"Building on that\"\n- \"Let me talk this through\"\n- \"Let me make sure I got this\"\n- \"Well\"\n- \"Ohhh, now I see!\"\n- \"Let me trace that logic back\"\n- \"Let me back up a second\"\n- \"That reminds me\"\n- \"What’s the best way to explain this?\"\n- \"The crucial thing seems to be\"\n- \"Still forming this thought\"\n- \"It's fascinating how\"\n- \"I think I can rule that out\"\n- \"This connects to\"\n- \"How do I put this\"\n- \"This makes me think of\"\n- \"Ummm, actually\"\n- \"Oh, that clears everything up!\"\n- \"How can I approach this?\"\n- \"I'm intrigued by\"\n- \"If I follow this through\"\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 | When up is down\nline 02 | Financial Express, 9 February 2008\nline 03 | The latest data on inflation says that prices rose by more than 5 percent. In fact, data released last week showed an inflation number higher than the previous week. Inflation had gone up and this suggested that prices are on a rising trend. However, this analysis is incorrect. What is wrong with this analysis?\nline 04 | Figure 1 shows us primary, fuel and manufacturing price indices of the wholesale price index.\nline 05 | The graph, as well as more sophisticated statistical analysis, suggests that while there is some seasonality in primary products, there is none in fuel and manufacturing prices.\nline 06 | As a consequence, we should begin by first simply looking at the line graphs and the index numbers to understand whether prices are rising or falling.\nline 07 | What do the numbers tell us?\nline 08 | Both fuel and manufacturing prices have been declining in recent months. Thus, instead of inflation, a price rise, as we would imagine when we discuss a rise in the inflation rate, prices actually fell.\nline 09 | So why does the data released by the government suggest price rise?\nline 10 | The basic problem is that the government is looking at price increase over last year.\nline 11 | What does the year-on-year rate measure?\nline 12 | Standing in January 2009, an increase of 5 percent year-on-year in the price of cement, for example, means that if in January 2008, the price of cement was Rs 100 per kg, then today the price of cement is Rs 105 per bag.\nline 13 | This could have been because the price rose from Rs 100 to Rs 150 in March 2008, and since then has been declining and is today at Rs 105.\nline 14 | This is a scenario of falling prices.\nline 15 | If measured on a month by month basis we would see deflation.\nline 16 | We see this in oil prices and in WPI Fuel.\nline 17 | Alternatively, it could be that the price of cement fell to Rs 80 per kg by June 2008 and has since been steadily rising, and is now up to Rs 105. Here a month on month inflation rate will be positive in recent months. This is a scenario of rising prices. Both show a year on year inflation rate of 5 percent. When we focus on inflation on a year-on-year basis, as we tend to do in India, we miss out on the inflationary process described above.\nline 18 | Developed countries normally focus on month-on-month changes. There is, however, one problem with monthly changes. If there is seasonality in the data, it might suggest there is a rise in prices and we might start taking policy action, but that would be a mistake. For this reason the data is adjusted for seasonality.\nline 19 | There is a risk of missing the good news with year-on-year data.\nline 20 | This is what is happening today.\nline 21 | It has happened earlier too.\nline 22 | In the mid 1990s when seasonally adjusted monthly inflation was already showing signs of prices having being brought under control, year-on-year inflation continued to be high.\nline 23 | The RBI, unaware of this good news, kept on tightening monetary policy.\nline 24 | This appears to have kept monetary policy tight for too long.\nline 25 | We, however, did not draw lessons from that experience.\nline 26 | The work required for making these calculations including the seasonal adjustment is fairly straight forward.\nline 27 | The techniques and software are easily accessible.\nline 28 | However, it is not the job of the public to do this.\nline 29 | It has to be the government statistical system that makes these series and release them along with the unadjusted data.\nline 30 | Figure 2 shows the how different the trend in recent inflation rates appear to be when measured on month-on-month and on year-on-year basis. The seasonally adjusted month on month WPI inflation rate is below zero. It shows that month after month prices have been falling. Yet the year-on-year rate continues to show inflation suggesting that prices are rising.\nline 31 | This measurement mistake could perhaps have contributed to RBI putting the process of monetary easing on hold in the January credit policy.\nline 32 | Under normal conditions, with some nudging and pushing banks change their lending and deposit rates with the policy rate.\nline 33 | Figure 3 shows the average prime lending rates of commercial banks (PLR), their deposit rates and the repo rate that the RBI sets.\nline 34 | While some leads and lags are seen, it appears that when the RBI has raised or cut the repo rate, banks have broadly followed.\nline 35 | However, as seen in the Figure, this time things are quite different.\nline 36 | There have been a sharp cuts in the RBI repo rate but banks have not cut their deposit and lending rates in sync.\nline 37 | Considering that prices are falling this makes real interest rates too high.\nline 38 | Any postponement of further easing interest rates is going to put the already slow economy at further risk.\nline 39 | In conclusion, I would like to emphasise that in recent months prices have been falling.\nline 40 | Year on year inflation numbers present a false picture.\nline 41 | Broadcasting inflation numbers that show year on year inflation is hurting the economy not only because it influences public perception of the problems the economy faces today but also because it has become the basis on which monetary policy is made.\nline 42 | If monetary policy claims to be focused on inflation the first thing to be done is to produced seaonally adjusted data and produce and release point on point growth rates.\nline 43 | Back up to Ila Patnaik's media page\nline 44 | Back up to Ila Patnaik's home page\n</context>\n\n<phrases>\n- \"Here's a possible explanation\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let's break this down into parts\"\n- \"I'm starting to see a pattern\"\n- \"Wait, no\"\n- \"This makes me reflect on\"\n- \"Am I missing something?\"\n- \"I'm wondering if\"\n- \"What’s the best way to explain this?\"\n- \"What if I flip it around?\"\n- \"Oh! I get it now\"\n- \"It was staring me in the face\"\n- \" is key here\"\n- \"I'm mulling over\"\n- \"Let’s weigh the options\"\n- \"Let me connect the dots\"\n- \"That makes sense because\"\n- \"No, actually\"\n- \"Now it all comes together!\"\n- \"It's almost like\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"That’s an interesting angle, but\"\n- \"Let's think step by step\"\n- \"This connects to something else\"\n- \"Let me sum this up so far\"\n- \"That’s what I was trying to say!\"\n- \"Let me put this another way\"\n- \"On the other hand\"\n- \"I'm trying to untangle this\"\n- \"I'm struck by\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"If I follow this through\"\n- \"I'm pondering\"\n- \"Picture this\"\n- \"Maybe if I try it this way\"\n- \"Oh! That reminds me\"\n- \"So basically\"\n- \"I should have known that!\"\n- \"So far, it looks like\"\n- \"Alternatively\"\n- \"I'm curious about\"\n- \"This makes me think of\"\n- \"But then again\"\n- \"Oh, that clears everything up!\"\n- \"What happens if we change this part?\"\n- \"What keeps nagging at me is\"\n- \"Finally, it clicks!\"\n- \"Let me work through this\"\n- \"This explains so much!\"\n- \"Basically\"\n- \"If we follow this logic\"\n- \"Okay, let's break this down\"\n- \"[blank] is still a black box to me\"\n- \"This connects to\"\n- \"That actually makes a lot of sense\"\n- \"That reminds me\"\n- \"Let me untangle this\"\n- \"Here's what I'm thinking\"\n- \"What I mean is\"\n- \"It finally adds up!\"\n- \"When I sit with this idea\"\n- \"What am I overlooking?\"\n- \"Actually, no\"\n- \"Something doesn't add up\"\n- \"Building on that\"\n- \"The pros and cons are\"\n- \"Let me break this down\"\n- \"So what I'm trying to say is\"\n- \"Let me play devil's advocate\"\n- \"Okay, so if I do this\"\n- \"I'm seeing a connection between\"\n- \"This brings to mind\"\n- \"The thing is\"\n- \"There's something off here\"\n- \"Okay, pros and cons\"\n- \"If A is true, then\"\n- \"There's a better way to phrase this\"\n- \"I'm intrigued by\"\n- \"There’s a pattern here\"\n- \"Something’s not clicking\"\n- \"If I take this apart step by step\"\n- \"First things first\"\n- \"I'm trying to reconcile\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Constructive Criticism Explained (How to Give and Receive)\nline 02 | What is constructive criticism? It might be tough to provide and receive constructive criticism. Offering fair criticism may be critical to your team's growth and development, whether you're conducting an annual review or adopting an employee improvement plan. On the other hand, your staff can benefit from practical feedback if you use a range of ways to provide constructive criticism.\nline 03 | What is the definition of constructive criticism?\nline 04 | Constructive criticism is a helpful way of giving feedback that provides specific, actionable suggestions. Rather than giving generic counsel, constructive criticism makes particular ideas on creating good improvements. Constructive criticism is straightforward, to-the-point, and simple to implement.\nline 05 | Constructive criticism may get used as part of an improvement strategy to assist workers in setting and achieving their work objectives.\nline 06 | It may also foster a good environment where employees feel free to ask questions, seek support, and share their own opinions and ideas.\nline 07 | Finally, constructive criticism may help your staff better grasp your expectations and achieve, if not surpass, those standards.\nline 08 | Constructive criticism vs. destructive criticism\nline 09 | You may receive feedback that appears constructive criticism but is negative comments disguised as constructive critique. Destructive criticism is the term for this form of feedback. In contrast to constructive criticism, destructive criticism is input that isn't intended to help you improve as a person, employee, or friend.\nline 10 | Destructive criticism, on the other hand, is:\nline 11 | - It was meant to be a personal attack.\nline 12 | - Designed to lower someone's self-esteem\nline 13 | - It is neither specific nor actionable.\nline 14 | - Excessively critical or nit-picky.\nline 15 | If you receive negative feedback, don't be scared to ignore it or seek guidance from a mentor. You, a mentor, or your company's HR department, depending on the scenario, may be able to assist.\nline 16 | Constructive criticism focuses on building the other person's skills, awareness, or abilities up. Constructive feedback is designed to assist the other person. It's positive feedback given in ways to improve.\nline 17 | Tip: Receiving criticism from a coworker, a peer, or someone you don't respect might be difficult, but consider that even the most defective sources can provide accurate and constructive feedback. Critical feedback is the backbone of collaboration.\nline 18 | Tips for delivering constructive criticism\nline 19 | Constructive criticism may be an excellent place to start when building improvement plans, setting goals for skill development, and enhancing overall workplace growth. Consider the options below for providing immediate and actionable feedback:\nline 20 | - Consider employing the sandwich technique (feedback sandwich).\nline 21 | - Make use of the \"I\" language technique.\nline 22 | - Concentrate on the action or behavior at hand.\nline 23 | - Include concrete examples of favorable feedback.\nline 24 | - Give specific, actionable feedback.\nline 25 | - Consider employing the sandwich technique.\nline 26 | An assessment or employee review can begin with appreciation for what an employee has done well before moving on to examine whether elements of their performance need to be improved with this method.\nline 27 | Constructive criticism is delivered in between particular praising remarks using the sandwich approach.\nline 28 | The critique gets concluded with another specific praise.\nline 29 | Consider using the sandwich method.\nline 30 | Using the sandwich technique to offer actionable feedback to your staff may be quite beneficial. Consider using the sandwich tactic to start your employee review or meeting by praising them for a job well done, a strong work ethic, or a goal reached. Before you end the chat, focus on providing valuable recommendations and development ideas, as well as giving your support.\nline 31 | Tip: List your positive praise, the area of development you'll focus on, and another particular recognition for anything done well or above expectations when writing out your feedback.\nline 32 | \"The introduction of the presentation provided a clear summary of the KPIs you want to cover this quarter,\" for example. The accompanying overview of how the KPIs will be tracked, on the other hand, appeared to be missing certain crucial information, such as the target objectives and techniques to be used. It will assist in fleshing out your project plan if you edit your outline to add one to two specific targets that the team will establish and what tactics they will use to monitor progress. However, the main structure of your argument is sound, and I believe it would get strengthened if you included the facts we discussed.\"\nline 33 | Make use of the \"I\" language technique.\nline 34 | Using terms like \"I believe,\" \"I feel,\" and \"I'd recommend\" ensures that the individual getting the feedback realizes that the criticism gets directed at the circumstance or conduct, not at them. It also confirms your point of view by letting the other person know how you perceive things. This method will allow the other person to remove the criticism from himself and see your point of view.\nline 35 | When you provide constructive criticism using \"I\" phrases, you reduce the possibility of misinterpretation. Focusing on how actions, outcomes, or product outputs affect your job and how it fits into the firm may impact your employees since \"I\" language is a more effective method to establish communication than being silent.\nline 36 | Tip: Focus on how your employee's performance has influenced your work obligations, both favorably and adversely, while utilizing \"I\" language.\nline 37 | Make sure to mention areas where you can improve and give your guidance.\nline 38 | \"I liked your proposal for a new product launch, but I thought the plan outline would be clearer if there were some actual examples of the manufacturing tactics we'd utilize,\" for example.\nline 39 | Concentrate on the action or behavior at hand.\nline 40 | When giving constructive criticism, it's critical to concentrate on the precise action, result, or behavior you'd like to see improved. If one of your employees isn't reaching call quotas for daily or weekly goals, for example, you'd focus on what steps you may take to help them enhance their productivity and achieve their quotas.\nline 41 | Consider utilizing non-specific terminology such as \"the numbers,\" \"the performance,\" or \"the project\" instead of \"your numbers,\" \"your performance,\" or \"your project\" when concentrating on the action and change you want to see. While employees must assume responsibility, continually providing criticism that focuses on \"you\" rather than the issue can lower morale and overall productivity.\nline 42 | Before you deliver your constructive criticism, consider writing down the specific items or actions you'd like to see improved.\nline 43 | \"The presentation went well, although there should have been additional supporting proof of the data,\" for example.\nline 44 | Include concrete examples of favorable feedback.\nline 45 | Praise an employee for their productivity, performance, ability to surpass expectations, or another well-done success or achievement. This method frees up your workers' time to focus on the duties and responsibilities well or better than expected. They may then use their strengths to any improvement programs you could put in place for weaker abilities or performance. Furthermore, complimenting your staff frequently and when they deserve it helps boost morale and motivation.\nline 46 | When delivering constructive criticism, consider concentrating on two exemplary activities for every critique you provide.\nline 47 | \"The speech was powerful and well written. However, I believe it may have been more successful if it had had more emotion. You talked clearly and steadily, especially during your introduction and conclusion, but the audience would have been more interested if you had used more passion and tone.\"\nline 48 | Provide useful input.\nline 49 | It's critical to provide feedback that your employees can use right away to reach new goals and enhance their performance, productivity, abilities, or other areas when applying constructive criticism. Consider talking about tactics that you and the employee can utilize to make progress.\nline 50 | For example, if staff productivity is poor, you may make a daily checklist or spreadsheet that lists urgent, essential, and nice-to-have activities. Then, by initialing, putting checkmarks, and having supervisors monitor the improvement, employees may be held accountable for working through their job lists and ensuring that expectations get fulfilled. Setting rewards for reaching targets or surpassing standards is another option.\nline 51 | Focus on one area of improvement and engage with staff to implement development goals.\nline 52 | \"Although tasks are getting accomplished, the quality of the job is diminishing due to hurried work.\nline 53 | Let's see what we can do to increase quality while still reaching corporate goals.\nline 54 | How would you feel if we sat down and wrote a detailed improvement plan that included both necessary and optional tasks?\nline 55 | That way, we'll be able to keep track of how you're getting on with your daily activities.\nline 56 | If it's a matter of time management, the outline can help us recognize it and devise a distinct strategy.\"\nline 57 | How to accept constructive criticism\nline 58 | You've had plenty of practice providing constructive criticism—but what about receiving constructive criticism? It's tough to accept helpful criticism without becoming defensive. Even if you know the person is providing you feedback to improve you, it's natural to get defensive when you receive criticism—even if it's constructive.\nline 59 | Hopefully, the individual has informed you that feedback will be forthcoming. When you know someone is giving you constructive comments, you may plan ahead of time to avoid taking you off guard.\nline 60 | Even if you do get unprompted constructive criticism, as long as it isn't damaging, follow these six steps to become an expert at receiving it:\nline 61 | - Avoid retaliating right away. Feedback can activate our fight or flight reaction, turning a potentially beneficial session into an adrenaline rush. Take a deep breath and suppress the impulse to react, respond, or dispute before responding.\nline 62 | - Remind yourself, if necessary, that constructive criticism may help you improve. Even if you weren't expecting it, keep in mind that this constructive criticism is getting delivered with your best interests in mind.\nline 63 | - Listen to comprehend, not to answer. When someone offers constructive criticism, listen without responding with a retort or a defensive retort. Remember that the individual is providing input to assist you and attempt to listen with an open mind.\nline 64 | - Connect the feedback to your position, not to yourself. Because we believe others are condemning us, feedback seems personal. However, constructive criticism in the workplace is frequently dependent on your position. Good feedback may help you enhance your job performance and isn't always as personal as it may appear.\nline 65 | - Thank the individual who provided you with feedback. It's difficult to give constructive criticism. Thank the individual for their time and effort in assisting you with your improvement.\nline 66 | - Question, but don't contradict the feedback. It's OK to ask questions and create ways to improve, even though you shouldn't reject or deny the comments. It's also okay if you aren't ready to ask inquiries right after hearing critical commentary. Set up a follow-up appointment to discuss how you can improve.\nline 67 | Tips on what to avoid when providing specific feedback to others\nline 68 | Here's how to deliver comments on positive improvements in a more natural way:\nline 69 | Avoid the sandwich approach.\nline 70 | The sandwich approach begins with a positive note then includes constructive criticism before concluding with another clear statement.\nline 71 | The sandwich approach, despite its popularity, isn't an effective way to deliver reasonable, constructive feedback. Because you're layering the constructive criticism, you'll have a hard time making it actionable or brainstorming future moves. Instead, no matter how many pieces of feedback you have to offer, spend your time making them as detailed and useful as possible.\nline 72 | Don't make your feedback public.\nline 73 | Even the most well-intentioned criticism may be difficult to swallow, especially if the person to whom you're delivering feedback has put a lot of time and effort into their work. It would help if you started a conversation about how the individual can improve for comments to be constructive and beneficial.\nline 74 | If you post your feedback publicly, you won't have this sort of conversation. Instead of striking up a dialogue, the person may feel humiliated, ashamed, or attacked personally. They may react defensively or move on without considering the comments. To have the most fruitful discussion, make sure you take the time to sit down and talk—schedule time to provide constructive feedback or do it during a regularly scheduled 1:1 meeting.\nline 75 | Refrain from imposing feedback on others.\nline 76 | As a result, you should avoid forced positivism, just as you avoid the sandwich strategy. The goal of constructive feedback is to assist the individual move ahead and grow, not shower them with empty accolades.\nline 77 | Make sure you think it through and mean it, no matter what kind of feedback you're delivering. Insincere comments can be frustrating and make subsequent feedback sessions more challenging.\nline 78 | Avoid trying to \"surprise\" people with your criticism.\nline 79 | Giving feedback may be a nerve-wracking experience.\nline 80 | It might be hard or unpleasant to tell someone you want to offer them feedback—what if they are defensive or have further questions for you?\nline 81 | Though feedback meetings might be awkward, attempting to \"surprise\" someone with criticism can convert a positive encounter into a bad one. It may be annoying, upsetting, and make the individual feel personally attacked if your comment comes out of nowhere. Instead, make it clear to the person that this will be a feedback session.\nline 82 | Related: Sole Proprietorship vs Self-Employed\nline 83 | Phone interviews have become a core part of the process when attempting to find a secured placement for an open position. Companies receive massive responses from potential candidates for any..\nline 84 | Concerning a job search, you might receive numerous offers from your recruiters. Before you choose one, you need to assess all the conditions, for which it is vital that you know everything associated with the offered position..\nline 85 | Answering this question during a job interview requires more than knowing why you are unique as an individual.\nline 86 | Yes, the true scientific answer is made up of two main components: your..\nline 87 | An ice breaker question is a question that’s asked from one person to another person in order to act as a conversation starter. It brings a connection...\nline 88 | Open-ended questions like “What motivates you?” can elicit a deer-in-the-headlights reaction from job candidates if they are unprepared. It’s a broad question and can leave the interviewer..\nline 89 | A lot of interviewers ask this question - how did you hear about this position? This way they can judge you if you are a passive or an active job seeker..\nline 90 | Writing a thank you note after an interview says a lot about you as a potential employee. Most notably, it says that you care about the opportunities presented..\nline 91 | Writing the perfect letter of resignation is more of an art than it is a science. And we’re going to cover how to master that art form in this full guide..\nline 92 | Knowing how to end a business note or email is an important skill to develop. It helps portray a sense of confidence, respect and tone to your message..\n</context>\n\n<phrases>\n- \"This connects to something else\"\n- \"What’s the best way to explain this?\"\n- \"Let me see if\"\n- \"Hmm\"\n- \"That changes everything\"\n- \"I'm wondering if\"\n- \"Okay, pros and cons\"\n- \"This brings to mind\"\n- \"I’m trying to connect the dots here\"\n- \"Of course! That’s the answer!\"\n- \"Sort of like\"\n- \"That’s it!\"\n- \"I'm struck by\"\n- \"This might sound weird, but\"\n- \"Wait, no\"\n- \"Why didn’t I think of that sooner?\"\n- \"Uh...\"\n- \"Let me see\"\n- \"Let me put this another way\"\n- \"I'm starting to see a pattern\"\n- \"Wait a minute... Oh!\"\n- \"Let me untangle this\"\n- \"Ummm, actually\"\n- \"I’m not sure if that’s the right approach\"\n- \"I know there’s a word for this\"\n- \"There’s a pattern here\"\n- \"I wonder if\"\n- \"I can't quite put my finger on\"\n- \"Finally, it clicks!\"\n- \"Let's break this down into parts\"\n- \"Let me work through this\"\n- \"Anyway\"\n- \"That reminds me\"\n- \"Oh, it all makes sense now!\"\n- \"I should have known that!\"\n- \"The pros and cons are\"\n- \"This makes me reflect on\"\n- \"I'm seeing a connection between\"\n- \"I'm curious about\"\n- \"Let me talk this through\"\n- \"That makes sense because\"\n- \"Hold on a second\"\n- \"Let’s weigh the options\"\n- \"Let me just think this through\"\n- \"Let me connect the dots\"\n- \"Oh, that clears everything up!\"\n- \"That actually makes a lot of sense\"\n- \"Still working it out\"\n- \"So what does this mean in the bigger picture?\"\n- \"How can I approach this?\"\n- \"I'm just throwing ideas around\"\n- \"In essence\"\n- \"This connects to\"\n- \" is key here\"\n- \"What I mean is\"\n- \"Right, so\"\n- \"Let me break this down\"\n- \"If I take this apart step by step\"\n- \"What keeps nagging at me is\"\n- \"I could go either way on this\"\n- \"So what I’m trying to say is\"\n- \"Now it makes sense!\"\n- \"Now, if I think about it differently\"\n- \"On one hand... but on the other\"\n- \"Let's think step by step\"\n- \"I'm intrigued by\"\n- \"So the main idea is\"\n- \"I'm mulling over\"\n- \"I’m torn between two choices\"\n- \"Picture this\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Here's where it gets interesting\"\n- \" is striking \"\n- \"Actually, no\"\n- \"I guess that works\"\n- \"I was making this more complicated than it needed to be\"\n- \"You know\"\n- \"The crucial thing seems to be\"\n- \"When I sit with this idea\"\n- \"Oh! That reminds me\"\n- \"No, actually\"\n- \"Aha! That’s what I was missing!\"\n- \"Now, wait just a second\"\n- \"Okay, let's break this down\"\n- \"Well, let me see\"\n- \"Something doesn't add up\"\n- \"I'm trying to untangle this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | About the author.. . . Baruch Spinoza (1632-1677) was born in Amster- dam to parents who had fled from the Spanish Inquisition and sought refuge in the Netherlands. His study of Descartes and Hobbes led his philosophical views away from orthodox Jewish philosophy; subsequently, he was excommunicated from the Jewish community. In the years there- after, he skillfully crafted optical lenses for a living while dedicating his life to render clearly his philosophy by the geometrical method of proof. Unfortunately, his strict deductive writing style, although perhaps the clear- est method of logical exposition at the time, remains to us somewhat stiff and formal. When Spinoza was offered a teaching position at Heidelberg, he wrote, “I do not know how to teach philosophy without becoming a disturber of the peace.” Spinoza is best read only one sentence at a time; otherwise, the depth of this thought can easily be overlooked. Somewhat dismissively, Novalis once characterized Spinoza as “a God-intoxicated man.” About the work. . . . Sometime after his sentence of excommunication Spinoza began working of the ideas which would eventually be published\nline 02 | 1 “Human Beings are Determined” by Baruch Spinoza\nline 03 | as The Ethics,1 a book published posthumously from the fear of persecu- tion from the charge of the blasphemy of pantheism.2 Pantheism should be distinguished from “panentheism” which is the view that gods are in all things. Spinoza believed, much as Socrates believed, the excellent life is the life of reason in the service of one’s own being. The soul seeks knowledge as a good; indeed, the soul’s highest good is knowledge of God. Spinoza argues that the mind and the body are, in reality, only one thing but can be thought of in two different ways. The person who under- stands how the soul is part of the system of nature also understands, at the same time, how the soul is part of God. In sum, Spinoza’s monism3 is the deductive exposition of existence as the complete unity of God and nature. According to this view, human beings have no free will, and the world cannot be evil.\nline 04 | Ideas of Interest from The Ethics\nline 05 | 1. Explain as clearly as possible Spinoza’s two objections to the belief that human behavior is the result of the free will of the mind. 1. Baruch Spinoza. The Ethics: Demonstrated in Geometric Order. Translated by R.H.M. Elwes. 1883. Part III: On the Origin and the Nature of the Emotions—Note to Proposition 2. 2. Pantheism is the doctrine that God is identical with all existing things. Often the view derives from spiritual motives, but a monist could be a strict materialist or a strict idealist. 3. Monism is the doctrine that reality can only be the modifications deriving from one kind of subsistent entity. Often the view derives from spiritual motives, but a monist could be a strict materialist or a strict idealist. For Spinoza, everything that exists is both God and the system of nature, and the implicit pantheism (and the consequent threat of blasphemy) of this view provide one reason why his works were published posthumously.\nline 06 | 2 Reading For Philosophical Inquiry: A Brief Introduction “Human Beings are Determined” by Baruch Spinoza\nline 07 | 2. What counter-objection does Spinoza raise against his view that men- tal and physical states are merely coincidental and the mind neither controls the body nor controls events in the physical world? 3. How does Spinoza define “decision” from the standpoint of thought, and how does he define it from the standpoint of extension?4 4. According to Spinoza, why do many persons believe human beings have free will? How can we become conscious or discover the causes of our decisions and the unconscious “appetites” upon which they depend?\nline 08 | The Reading Selection from The Ethics\nline 09 | [The Unknown Causes of Human Action] I can scarcely believe, until the fact is proved by experience, that men can be induced to consider the question calmly and fairly, so firmly are they convinced that it is merely at the bidding of the mind, that the body is set in motion or at rest, or performs a variety of actions depending solely on the mind’s will or the exercise of thought. However, no one has hitherto laid down the limits to the powers of the body, that is, no one has as yet been taught by experience what the body can accomplish solely by the laws of nature, in so far as she is regarded as extension. No one hitherto has gained such an accurate knowledge of the bodily mechanism, that he can explain all its functions; nor need I call attention to the fact that many actions are observed in the lower animals, which far transcend human sagacity, and that somnambulists do many things in their sleep, which they would not venture to do when awake: these instances are enough to show, that the body can by the sole laws of its nature do many things which the mind wonders at.\nline 10 | 4.\nline 11 | “Extension” can be thought of as the essence of matter.\nline 12 | The most important quality of bodies or physical or material substances are that they are extended, i.e., materially or physically existent things take up space.\nline 13 | Height, width, and depth are essential to physical existence.\nline 14 | Reading For Philosophical Inquiry: A Brief Introduction 3 “Human Beings are Determined” by Baruch Spinoza\nline 15 | [Meaninglessness of the Mind’s Control of Body] Again, no one knows how or by what means the mind moves the body, nor how many various degrees of motion it can impart to the body, nor how quickly it can move it. Thus, when men say that this or that physical action has its origin in the mind, which latter has dominion over the body, they are using words without meaning, or are confessing in specious phraseology that they are ignorant of the cause of the said action, and do not wonder at it.\nline 16 | [Similar States of Mind and Body] But, they will say, whether we know or do not know the means whereby the mind acts on the body, we have, at any rate, experience of the fact that unless the human mind is in a fit state to think, the body remains inert. Moreover, we have experience, that the mind alone can determine whether we speak or are silent, and a variety of similar states which, accordingly, we say depend on the mind’s decree. But, as to the first point, I ask such objectors, whether experience does not also teach, that if the body be inac- tive the mind is simultaneously unfitted for thinking? For when the body is at rest in sleep, the mind simultaneously is in a state of torpor also, and has no power of thinking, such as it possesses when the body is awake. Again, I think everyone’s experience will confirm the statement, that the mind is not at all times equally fit for thinking on a given subject, but according as the body is more or less fitted for being stimulated by the image of this or that object, so also is the mind more or less fitted for contemplating the said object.\nline 17 | [Infinite Complexity of Nature] But, it will be urged, it is impossible that solely from the laws of nature considered as extended substance, we should be able to deduce the causes of buildings, pictures, and things of that kind, which are produced only by human art; nor would the human body, unless it were determined and led by the mind, be capable of building a single temple. However, I have just pointed out that the objectors cannot fix the limits of the body’s power, or say what can be concluded from a consideration of its sole nature, whereas\nline 18 | 4 Reading For Philosophical Inquiry: A Brief Introduction “Human Beings are Determined” by Baruch Spinoza they have experience of many things being accomplished solely by the laws of nature, which they would never have believed possible except un- der the direction of mind: such are the actions performed by somnam- bulists while asleep, and wondered at by their performers when awake. I would further call attention to the mechanism of the human body, which far surpasses in complexity all that has been put together by human art, not to repeat what I have already shown, namely, that from nature, under whatever attribute she be considered, infinite results follow.\nline 19 | [The Illusory Nature of Free Decisions] As for the second objection, I submit that the world would be much hap- pier, if men were as fully able to keep silence as they are to speak. Expe- rience abundantly shows that men can govern anything more easily than their tongues, and restrain anything more easily than their appetites; when it comes about that many believe, that we are only free in respect to objects which we moderately desire, because our desire for such can easily be con- trolled by the thought of something else frequently remembered, but that we are by no means free in respect to what we seek with violent emotion, for our desire cannot then be allayed with the remembrance of anything else. However, unless such persons had proved by experience that we do many things which we afterwards repent of, and again that we often, when assailed by contrary emotions, see the better and follow the worse, there would be nothing to prevent their believing that we are free in all things. Thus an infant believes that of its own free will it desires milk, an angry child believes that it freely desires to run away; further, a drunken man be- lieves that he utters from the free decision of his mind words which, when he is sober, he would willingly have withheld: thus, too, a delirious man, a garrulous woman, a child, and others of like complexion, believe that they speak from the free decision of their mind, when they are in reality unable to restrain their impulse to talk.\nline 20 | From the reading. . . “. . . these decisions of the mind arise in the mind by the same ne- cessity, as the ideas of things actually existing.”\nline 21 | Reading For Philosophical Inquiry: A Brief Introduction 5 “Human Beings are Determined” by Baruch Spinoza\nline 22 | [Decision Defined] Experience teaches us no less clearly than reason, that men believe them- selves to be free, simply because they are conscious of their actions, and unconscious of the causes whereby those actions are determined; and, fur- ther, it is plain that the dictates of the mind are but another name for the appetites, and therefore vary according to the varying state of the body. Everyone shapes his actions according to his emotion, those who are as- sailed by conflicting emotions know not what they wish; those who are not attacked by any emotion are readily swayed this way or that. All these considerations clearly show that a mental decision and a bodily appetite, or determined state, are simultaneous, or rather are one and the same thing, which we call decision, when it is regarded under and explained through the attribute of thought, and a conditioned state, when it is regarded under the attribute of extension, and deduced from the laws of motion and rest. . .\nline 23 | [Nature of Human Action] For the present I wish to call attention to another point, namely, that we cannot act by the decision of the mind, unless we have a remembrance of having done so. For instance, we cannot say a word without remembering that we have done so. Again, it is not within the free power of the mind to remember or forget a thing at will. Therefore the freedom of the mind must in any case be limited to the power of uttering or not uttering something which it remembers. But when we that we speak, we believe that we speak from a free decision of the mind, yet we do not speak, or, if we do, it is by a spontaneous motion of the body. Again, we dream that we are concealing something, and we seem to act from the same decision of the mind as that, whereby we keep silence when awake concerning something we know. Lastly, we dream that from the free decision of our mind we do something, which we should not dare to do when awake.\nline 24 | [The Idea of Free Will] Now I should like to know whether there be in the mind two sorts of deci- sions, one sort illusive, and the other sort free? If our folly does not carry us so far as this, we must necessarily admit, that the decision of the mind, which is believed to be free, is not distinguishable from the imagination or memory, and is nothing more than the affirmation, which an idea, by virtue\nline 25 | 6 Reading For Philosophical Inquiry: A Brief Introduction “Human Beings are Determined” by Baruch Spinoza\nline 26 | of being an idea, necessarily involves.. . . Wherefore these decisions of the mind arise in the mind by the same necessity, as the ideas of things actu- ally existing. Therefore those who believe, that they speak or keep silence or act in any way from the free decision of their mind, do but dream with their eyes open.\nline 27 | From the The Ethics, IV, 50. .\nline 28 | .\nline 29 | “The man who has properly understood that everything follows from the necessity of the divine nature, and comes to a pass accordingly to the eternal laws and rules of nature, will in truth, discover noth- ing which is worthy of hatred, laughter, or contempt, nor will he pity any one, but, so far as human virtue is able, he will endeavor to do well, as we say, and to rejoice.”\nline 30 | Related Ideas “Interview with Antonio Damasio” (http://www.harcourtbooks.com/author\\ interviews/bookinterview_damasio.asp). Harcourt Trade Publishers. A brief discussion of Spinoza’s anticipation of the possibility of a neurobiological foundations to ethics. “Spinoza Net” (http://www.spinoza.net). New World Sciences Corp. Events, articles, works, bibliographies, and newsletters of interest to student and scholar alike. Antonio Damasio. Looking for Spinoza: Joy, Sorrow, and the Feeling Brain. San Diego, Calif.: Harcourt, 2003. A fascinating investigation, based on neurobiology of the differences between bodily emotion and mental feel- ing and, more important, how this relation elucidates the connection be- tween unconscious and conscious thought. Roger Scruton. Spinoza: The Great Philosophers. London: Routledge, 1999. A short, but engaging, introduction to Spinoza’s thought. Everlasting Joy of Happiness or the Live and Adventures of Spinoza. Di- rected by Igal Barsztan. Israel, 1996. An award-winning imaginative and\nline 31 | Reading For Philosophical Inquiry: A Brief Introduction 7 “Human Beings are Determined” by Baruch Spinoza\nline 32 | intellectual 90 minute comedy based on Spinoza searching for happiness in present-day Tel Aviv.\nline 33 | From the reading. . . “All these considerations clearly show that a mental decision and a bodily appetite, or determined state, are simultaneous, or rather are one and the same thing. . . ”\nline 34 | Detail of Mount of Newton’s Rings for the Microscope, from George M. Hopkins, Experimental Science, 1903.\nline 35 | Topics Worth Investigating\nline 36 | 1. Compare Spinoza’s discussion of dreaming with Sigmund Freud’s statement, “A dream frequently has the profoundest meaning in the very places where it seems most absurd. . . .” Spinoza mentions that we are unconscious of the causes of our actions, and the causes are, in point of fact, our desires. Do you think that Spinoza’s account of hu- man behavior differs significantly from the account Freud advanced over two-and-a-half centuries later? 2. If the mind can influence the body and the body can influence the mind (cf., the James-Lange theory), how do mind and body inter- act? Minds, unlike bodies, have no size, shape, or weight. How can something without any physical properties move a material thing?\nline 37 | 8 Reading For Philosophical Inquiry: A Brief Introduction “Human Beings are Determined” by Baruch Spinoza\nline 38 | How does a thought of drinking a cup of coffee cause the coffee to be drunk? How does a thought fire a neural network? 3. If all things, viewed as bodies in motion, or viewed as minds in thought, are necessarily determined, as Spinoza argues, then how could any- thing have moral qualities, since no one could have done otherwise? Yet, Spinoza writes, “There is no rational life, therefore without intel- ligence, and things are good only in so far as they assist men to enjoy that life of the mind which is determined by intelligence. Those things alone, on the other hand, we call evil which hinder man from perfect- ing his reason and enjoying a rational life.”5 Isn’t Spinoza caught in the same paradox as the radical behaviorist, such as B.F. Skinner, who believes human behavior (as a dependent variable) is shaped by op- erant conditioning (stimuli or independent variables)? How, then, can one tend one’s own soul, or, as the behaviorist would phrase it, how can one achieve self-directed behavior or a self-managed life-style? 4. Evaluate Immanuel Kant’s criticism in his Lectures on Philosophi- cal Theology of Spinoza’s metaphysics: “Fundamentally Spinozism could just as well be called a great fanaticism as a form of atheism. For of God, the one substance, Spinoza affirms two predicates: ex- tension and thought. Every soul, he says, is only a modification of God’s thought, and every body is a modification of his extension. Thus Spinoza assumed that everything existing could be found in God. But by making this assumption he fell into crude contradictions. For if only a single substance exists, then either I must be this substance, and consequently I must be God (but this contradicts my dependency); or else I am an accident (but this contradicts the concept of my ego, in which I think myself as an ultimate subject which is not the predicate of any other being).”\nline 39 | appetite, 3, 5 (see also emotion) bodily, 6 deduction geometrical method, 1\nline 40 | 5. The Ethics, Appendix.\nline 41 | Reading For Philosophical Inquiry: A Brief Introduction 9 “Human Beings are Determined” by Baruch Spinoza\nline 42 | Descartes, René, 1 determinism, 1 Spinoza, 6 dreams, 6, 8 evil, 2 free will, 2, 5 Spinoza, 6 Freud, Sigmund, 8 God, 2 happiness, 7 Hobbes, Thomas, 1 imagination, 6 Jewish philosophy, 1 knowledge the good, 2 matter extension, 3, 4 memory, 5 mind-body relation, 3 James-Lange theory, 8 necessity, 7 monism, 2 nature laws of, 4, 7 system of, 2 Novalis, 1 occasionalism, 3 panentheism, 2 pantheism, 2 Socrates, 2 Spinoza, Baruch, 1 The Ethics, 2\nline 43 | 10 Reading For Philosophical Inquiry: A Brief Introduction\n</context>\n\n<phrases>\n- \"I'm starting to see a pattern\"\n- \"I'm seeing a connection between\"\n- \"I wonder if\"\n- \"This explains so much!\"\n- \"That would explain why\"\n- \"I'm struck by\"\n- \"What happens if we change this part?\"\n- \"I’m trying to connect the dots here\"\n- \" is key here\"\n- \"Maybe\"\n- \"Let me propose something\"\n- \"I’m not sure, but\"\n- \"You know\"\n- \"It's fascinating how\"\n- \"Let me work through this\"\n- \"I'm intrigued by\"\n- \"That makes sense because\"\n- \"Something doesn't add up\"\n- \"I'm pondering\"\n- \"Let's test this idea\"\n- \"I think I found the solution!\"\n- \"What if I tried...?\"\n- \"Oh, it all makes sense now!\"\n- \" is striking \"\n- \"Ah...\"\n- \"Wait, no\"\n- \"So what I’m trying to say is\"\n- \"Hold on a second\"\n- \"This connects to something else\"\n- \"This might sound weird, but\"\n- \"Alternatively\"\n- \"Okay, so\"\n- \"Is it possible that...?\"\n- \"Let's think step by step\"\n- \"If I had to choose right now\"\n- \"Coming at this from another angle\"\n- \"So basically\"\n- \"Right, so\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Ummm, actually\"\n- \"Hmm\"\n- \"But then again\"\n- \"It's almost like\"\n- \"I think I’ve lost my train of thought\"\n- \"Let me play devil's advocate\"\n- \"Wait, I think I just cracked it!\"\n- \"This makes me think of\"\n- \"It was staring me in the face\"\n- \"What if the reason is\"\n- \"Maybe if I try it this way\"\n- \"On the other hand\"\n- \"When I sit with this idea\"\n- \"Let me sum this up so far\"\n- \"That’s what I was trying to say!\"\n- \"What’s the best way to explain this?\"\n- \"No, actually\"\n- \"What if I flip it around?\"\n- \"I'm mulling over\"\n- \"Does that sound right?\"\n- \"Not quite there yet\"\n- \"This connects to\"\n- \"What I mean is\"\n- \"Let me untangle this\"\n- \"Now, wait just a second\"\n- \"On one hand... but on the other\"\n- \"What keeps nagging at me is\"\n- \"That’s an interesting angle, but\"\n- \"Wait, I think I’ve got it!\"\n- \"Bear with me while I\"\n- \"Hold that thought\"\n- \"I’m not convinced, but it might work\"\n- \"I'm wondering if\"\n- \"Wait a minute... Oh!\"\n- \"Oh! That reminds me\"\n- \"Kind of\"\n- \"Actually, no\"\n- \"Finally, it clicks!\"\n- \"The thing is\"\n- \"Let me chew on this\"\n- \"That’s the answer I was looking for!\"\n- \"It suggests that\"\n- \"This makes me reflect on\"\n- \"So the main idea is\"\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 | How We Learn Arabic Language\nline 02 | Start a Linguistic Odyssey: Find Out Arabic and Open a World of Rich Culture and Communication – How We Learn Arabic Language\nline 03 | In a world where borders are significantly blurred, the ability to link throughout cultures is a superpower. Picture diving into a language that carries the weight of centuries, a language that not only opens doors but likewise windows into the rich tapestry of a vibrant civilization. This linguistic journey starts with the captivating calligraphy of Arabic, a language that transcends simple interaction, becoming a website to comprehending the heart of an ancient and varied culture.\nline 04 | How We Learn Arabic Language: The Allure of Arabic Calligraphy\nline 05 | Starting the journey of finding out Arabic belongs to stepping into a mesmerizing world where each letter is an artwork, an expression of culture, history, and spirituality. At the heart of this linguistic marvel lies the enchanting attraction of Arabic calligraphy. Unlike other composing systems, Arabic calligraphy is not merely a method of transcribing words; it is a visual symphony, a delicate dance of ink on paper that goes beyond the mundane. Every stroke, every curve, is a deliberate and thoughtful expression, mixing form and significance in a smooth blend.\nline 06 | Arabic calligraphy, with its varied styles like Naskh, Diwani, and Thuluth, works as a living testament to the historic development of the Arabic script. Each style carries its own character, showing the aesthetic appeals of various regions and periods. Naskh, with its geometric accuracy, evokes a sense of balance and order, while Diwani, with its streaming curves, adds a component of grace and fluidity. Thuluth, known for its extended and intentional strokes, embodies a sense of splendour and solemnity. The study of Arabic calligraphy becomes not just a linguistic pursuit but an expedition of an ancient visual language, where the artistry of the composed word becomes a gateway to understanding the soul of a civilization.\nline 07 | Moreover, Arabic calligraphy extends beyond the realms of pen and paper, manifesting in architecture, textiles, and even daily items. From the elaborate engravings adorning mosques to the fragile embellishments on standard ceramics, the impact of calligraphy is omnipresent in the Arab world.\nline 08 | Knowing Arabic becomes a tactile experience, where the subtleties of penmanship and the cultural significance of script converge, providing students a distinct opportunity to comprehend the essence of expression in both kind and material. As one browses the enchanting complexities of Arabic calligraphy, the language ceases to be a mere methods of communication; it changes into a living, breathing art type, welcoming students to take part in the beauty of a centuries-old tradition.\nline 09 | An Entrance to Cultural Riches\nline 10 | Exploring the realm of Arabic language acquisition exceeds the surface area of linguistic complexities – it opens the door to an unrivaled cultural odyssey. Arabic is not a monolithic entity; rather, it encapsulates the mosaic of varied neighborhoods covering the Middle East and North Africa. Each dialect carries with it an unique flavor, a testimony to the rich tapestry of history, geography, and shared experiences.\nline 11 | As students navigate the linguistic landscape, they discover the threads that weave together the narratives of ancient civilizations and contemporary societies.\nline 12 | The study of Arabic offers an intimate understanding of Arab customs, customizeds, and social nuances.\nline 13 | It reveals the elaborate web of connections between language and culture, exposing how idioms, sayings, and even linguistic signs up reflect the cumulative mindset of a people.\nline 14 | Additionally, Arabic works as a linguistic bridge throughout time, linking contemporary speakers with the classical works of literature that have endured centuries. The capability to check out the poetic verses of Al-Mutanabbi, check out the philosophical musings of Ibn Rushd, or lose oneself in the tales of One Thousand and One Nights becomes not simply an academic pursuit however a visceral connection to the intellectual tradition of the Arab world.\nline 15 | Beyond literature, Arabic supplies insight into the dynamic traditions of oral storytelling, folk music, and dance. Each area boasts its own unique cultural symptoms, from the vibrant Dabke dance in Levantine cultures to the soul-stirring tunes of Andalusian music in North Africa. Through language acquisition, learners end up being cultural anthropologists, deciphering the layers of implying ingrained in every word, phrase, and cultural practice.\nline 16 | In essence, the journey of learning Arabic goes beyond linguistic efficiency; it becomes a passport to a living museum of human experience. The language acts as a bridge to the past and a window to today, inviting lovers to immerse themselves in a cultural tapestry that is as varied as it is profound. As students comprehend the intricacies of Arabic, they open not just words but the extremely essence of a civilization that continues to shape the narrative of our worldwide neighborhood.\nline 17 | Browsing the Linguistic Maze\nline 18 | As students start the captivating journey of mastering Arabic, they encounter a linguistic maze that is both intellectually promoting and artistically complex. The foundation of the Arabic language depends on its distinct root-based system, a complex network that links words through shared consonantal roots. This linguistic architecture includes a layer of depth and elegance, turning the process of building sentences into a puzzle that beckons the curious mind.\nline 19 | The Arabic script, with its particular cursive design, presents learners with a visual banquet. The shapes of letters change discreetly based on their position in a word, developing an aesthetically pleasing and rhythmically flowing script. The interaction of dots and diacritical marks includes further subtlety, altering the significance and pronunciation of words. Unwinding the secrets of Arabic script ends up being a journey into the art of precision, where each letter is a brushstroke contributing to the bigger canvas of interaction.\nline 20 | Grammar in Arabic, while challenging, is a crucial element that forms the language’s eloquence and expressiveness. The complex dance of verb conjugations, noun cases, and the usage of the dual type, reveals a linguistic skill that enables nuances of meaning difficult to record in numerous other languages. Proficiency of these linguistic intricacies empowers learners to communicate ideas with an accuracy and richness that goes beyond mere translation.\nline 21 | Arabic’s linguistic maze extends beyond its official structures, including a varied vocabulary that shows the language’s historic advancement. The impact of Arabic on fields such as mathematics, astronomy, and medication appears in the myriad of technical terms stemmed from Arabic roots. Knowing Arabic, for that reason, becomes a holistic exploration, connecting not only with the language’s daily usage but likewise with its extensive influence on the worlds of understanding and intellectual history.\nline 22 | In essence, browsing the linguistic labyrinth of Arabic is an intellectual adventure. It challenges students to embrace the complexity, value the artistry of expression, and engage with a language that has actually been an avenue for understanding, knowledge, and poetic beauty throughout the ages. As students analyze the linguistic codes, they unlock not just a mode of interaction however a website to a world where language is a living, breathing entity, continuously evolving and echoing the profound legacy of its speakers.\nline 23 | Communication Beyond Borders\nline 24 | The mastery of Arabic extends far beyond the confines of its geographical origins, positioning itself as an international bridge that cultivates global interaction and understanding.\nline 25 | As one obtains proficiency in Arabic, the doors open up to a large and interconnected network of Arabic speakers dispersed around the world.\nline 26 | Arabic, as one of the 6 official languages of the United Nations, holds a special status in diplomatic circles, offering learners with the tools to engage in international discourse.\nline 27 | How We Learn Arabic Language.\nline 28 | The value of Arabic in the modern world ends up being evident in different expert fields. From journalism to international service, efficiency in Arabic empowers people to browse the intricacies of a globalized society. As the world ends up being more interconnected, the need for people who can interact successfully throughout cultural and linguistic borders has actually never ever been higher. Knowing Arabic becomes not just an intellectual pursuit however a tactical possession, improving one’s marketability and opening doors to varied profession opportunities.\nline 29 | Moreover, Arabic is the language of a vibrant and extensive diaspora.\nline 30 | Arabic communities cover continents, from the Middle East to Europe, North America, and beyond.\nline 31 | By finding out Arabic, individuals get to a dynamic global network, creating connections that transcend national borders.\nline 32 | This diasporic reach of the language includes an extra layer to the cultural exploration, permitting students to engage with varied perspectives and experiences within the Arabic-speaking neighborhood.\nline 33 | In a world where mutual understanding is critical, the ability to interact in Arabic contributes to the cultivation of worldwide citizenship.\nline 34 | It surpasses the acquisition of vocabulary and grammar; it embodies a commitment to breaking down cultural barriers, fostering empathy, and building bridges in between individuals with various linguistic and cultural backgrounds.\nline 35 | The journey of finding out Arabic, for that reason, ends up being a catalyst for cultivating connections that transcend the constraints of language, adding to a more interconnected and harmonious global community.\nline 36 | The Practical and Profound Effect\nline 37 | Beyond the cultural and linguistic intricacies, the practical advantages of obtaining proficiency in Arabic resonate in various aspects of personal and professional life. In the world of cognitive advancement, studies indicate that bilingualism, an ability cultivated through discovering Arabic, can boost cognitive functions such as analytical, multitasking, and even creativity. The mental agility needed to navigate between languages stimulates the brain, fostering a more versatile and durable state of mind.\nline 38 | From an expert standpoint, the need for Arabic speakers extends beyond standard functions in diplomacy and worldwide organization.\nline 39 | Fields such as academic community, journalism, and even technology progressively value individuals who can browse the complexities of the Arab world.\nline 40 | The ability to communicate in Arabic not only broadens the spectrum of profession opportunities however likewise positions individuals as cultural ambassadors, helping with cross-cultural collaborations and understanding.\nline 41 | Additionally, the international geopolitical landscape underscores the strategic significance of Arabic efficiency. As the Arab world continues to play an essential function in international affairs, people geared up with a deep understanding of the language are better placed to add to diplomatic efforts, work out effectively, and bridge spaces in interaction. The practical impact of discovering Arabic, for that reason, extends well beyond personal enrichment, lining up with the demands of a world where intercultural proficiency is a treasured ability.\nline 42 | The profound impact of Arabic proficiency is not restricted to professional development but extends to individual development. Language, as a tool of expression, forms the way people perceive the world. Knowing Arabic provides an unique lens through which to see varied perspectives, promoting a sense of compassion and cultural sensitivity. It ends up being a journey of self-discovery, prompting students to question assumptions, challenge preconceptions, and develop a more nuanced understanding of the interconnectedness of mankind.\nline 43 | In essence, the decision to learn Arabic transcends the boundaries of mere language acquisition.\nline 44 | It ends up being a transformative endeavor with far-reaching ramifications, affecting cognitive capabilities, opening doors to varied profession courses, and nurturing a profound appreciation for the interconnected nature of our globalized world.\nline 45 | As individuals immerse themselves in the linguistic richness of Arabic, they not just gain an important skill but embark on a holistic journey of personal and intellectual development that goes beyond the limits of language.\nline 46 | Conclusion: How We Learn Arabic Language\nline 47 | In conclusion, the choice to learn Arabic is not simply a choice of language but a dedication to a journey of discovery. From the mesmerizing swirls of Arabic calligraphy to the extensive cultural riches waiting to be explored, the language uses an unparalleled depth of experience. As we embark on this linguistic odyssey, we not just unlock the ability to communicate with millions but likewise get to the soul of a civilization that has stood the test of time.\nline 48 | So, let’s embrace the difficulty, relish the beauty of the language, and open ourselves to a world where interaction ends up being a bridge, not simply between words, however in between hearts and minds.\n</context>\n\n<phrases>\n- \"This connects to\"\n- \"Something’s not clicking\"\n- \"Hmm\"\n- \"Let me back up a second\"\n- \"There's a better way to phrase this\"\n- \"Let me make sure I got this\"\n- \"What if I just flip this around?\"\n- \"So the main idea is\"\n- \"Hold on a second\"\n- \"Wait a minute... Oh!\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Ah...\"\n- \"Wait, that doesn’t add up\"\n- \"Let me see\"\n- \"I was just about to say\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I'm still feeling my way through\"\n- \"Aha! That’s what I was missing!\"\n- \"I’m trying to connect the dots here\"\n- \"I need to reframe this\"\n- \"Let me untangle this\"\n- \"That’s the piece of the puzzle!\"\n- \"That reminds me\"\n- \"Let's see\"\n- \"Here's a possible explanation\"\n- \"Let me dig into that a little deeper\"\n- \"It was staring me in the face\"\n- \"Let me sum this up so far\"\n- \"Let me work through this\"\n- \"Oh, it all makes sense now!\"\n- \"I need to make sure this checks out\"\n- \"If we follow this logic\"\n- \"Actually, no\"\n- \"Anyway\"\n- \"That actually makes a lot of sense\"\n- \"That’s the answer I was looking for!\"\n- \"In other words\"\n- \"It's fascinating how\"\n- \"Let me connect the dots\"\n- \"Here's what I'm thinking\"\n- \"There’s a better way to phrase this\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Alright, where was I?\"\n- \" is striking \"\n- \"This makes me think of\"\n- \"What I mean is\"\n- \"Finally, it clicks!\"\n- \"There's got to be something about\"\n- \"Let me propose something\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Backing up for a second\"\n- \"This connects to something else\"\n- \"Ummm, actually\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Let me approach this from another angle\"\n- \"Let me run through it again\"\n- \"Follow me here\"\n- \"On one hand... but on the other\"\n- \"One way to look at it is\"\n- \"Let me think\"\n- \"You know\"\n- \"No, actually\"\n- \"Now, if I think about it differently\"\n- \"Now it all comes together!\"\n- \"What keeps nagging at me is\"\n- \"Wait, no\"\n- \"Okay, so if I do this\"\n- \"That doesn’t sound right\"\n- \"So, the bottom line is\"\n- \"That makes sense because\"\n- \"The crucial thing seems to be\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me just think this through\"\n- \"Oh! That reminds me\"\n- \"So what I'm trying to say is\"\n- \"The more I think about it\"\n- \"I'm seeing a connection between\"\n- \"Maybe if I try it this way\"\n- \"I'm starting to see a pattern\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Picture this\"\n- \"Something doesn't add up\"\n- \"Still forming this thought\"\n- \"Let me talk this through\"\n- \"Let's think step by step\"\n- \"Building on that\"\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 | Household electricity bills will rise relentlessly and then stay high if Britain sticks to its net zero ambitions.\nline 02 | This is the inevitable consequence of the shortcomings of all current means of generating clean electricity – and demand for electricity is certain to soar if we scrap gas boilers and force people to buy electric cars.\nline 03 | The Government has committed to net zero carbon dioxide emissions by 2050 and this pledge survived the Prime Minister’s recent watering down of the Government’s green agenda.\nline 04 | One of the pillars of emissions reduction is a continuous increase in the use of zero-carbon electricity.\nline 05 | There are four large-scale sources of zero-carbon electricity: nuclear, hydro, solar and wind. All are technologically quite mature, so we can judge how well they will be able to meet the country’s need for zero-carbon power.\nline 06 | It’s important to understand that electricity is a carrier of energy, not an energy source, and is currently not storable at grid scale at affordable cost.\nline 07 | To give an example, the largest grid-storage battery in the world would power Britain’s peak demand for two minutes and 24 seconds.\nline 08 | Now to those four sources of green power.\nline 09 | Nuclear power is very, very expensive. To build plants safe enough by today’s standards, construction costs have rocketed, and the result is that no new nuclear plants are being commissioned without heavy subsidies. Nuclear power is too expensive to be competitive with other sources.\nline 10 | On the plus side, nuclear power plants supply continuous, reliable energy. It is not easy to adjust their output quickly, but modern economies have a base load that can be well served by nuclear plants.\nline 11 | Hydro-electricity has many attractive characteristics, but Britain has very few sites (mostly in Scotland) with sufficient height gradients to allow the construction of dams, and most of these already have hydro in operation. There is little opportunity to increase hydro capacity in the UK.\nline 12 | Moving to solar, central southern England sits at a latitude of about 52 degrees north, which means that sunlight falls at a very slanting angle for much of the year.\nline 13 | We also live in a cloudy country. The result is that solar is not competitive without subsidies. Solar also cannot be turned on at will; it supplies energy randomly, but more in the summer when it is least needed.\nline 14 | Finally wind, currently seen by the Government as the principal route to the decarbonisation of the grid.\nline 15 | Wind-generated electricity is now a very well established technology and wind farms can be built more quickly than nuclear stations, but their major drawback is that they don’t supply power on demand.\nline 16 | Wind generation cannot be relied on to supply electricity when it’s needed, and electricity generated when it’s windy cannot be stored with current technology.\nline 17 | This creates a major problem. With an ever-increasing wind fleet, Britain is experiencing long periods when wind dominates electricity supply.\nline 18 | Gas-fired generators, which currently make up the supply/demand gap, are forced to continuously adjust their output, and can often be idle. Increasingly this is rendering gas an uneconomic generation method.\nline 19 | The result is that gas generators are retiring their fleets, only recently the mainstay of Britain’s generation capacity, or recovering their much higher costs by increasing significantly the price at which they sell electricity to the grid in times of wind shortage.\nline 20 | But while gas produces half the carbon of oil or coal, it is not zero-carbon.\nline 21 | Without gas, and with the near extinction of coal and oil generation in Britain, how are we going to get continuous zero-carbon electricity? Doubling, trebling or even multiplying by 10 the number of wind turbines cannot solve the problem, since a much larger wind fleet still cannot fill the supply-demand gap when there is no wind.\nline 22 | Here’s an example. At 9am on December 12 last year, a very cold, grey, still winter morning, electricity demand was (predictably) very high at 42GW. 60pc of that demand was met by gas, 14pc by nuclear, 2pc by wind, and nothing from solar. The remainder was from biomass, hydro, hydro storage or coal, or imported.\nline 23 | Since with current technology we have no means to store electricity at grid scale, how can we keep the lights on if we abandon gas? Gas, the ideal transition fuel, is currently the sponge that soaks up supply and demand changes and, given the intermittency and unreliability of wind and solar, there needs to be enough “on demand” capacity to supply all peak demand.\nline 24 | But if we also have enough renewable capacity to fully supply the grid when the wind is blowing and the sun is shining, we will need to have nearly twice the capacity we actually require to keep the lights on when they’re not. This is going to enormously and permanently increase the cost of our electricity.\nline 25 | If gas is to be replaced by electricity to heat homes and offices, and if petrol and diesel vehicles are to be phased out, peak electricity demand is estimated to treble, even if Rishi Sunak has now delayed both initiatives.\nline 26 | The scale of this rise will require not only a huge increase in electricity supply but also a complete upgrade of every single transmission cable, including those to our homes, and of the associated equipment, plus double or treble the current number of pylons.\nline 27 | And still we will face the problem of a grossly inadequate supply of reliable zero-carbon energy sources to convert into electricity.\nline 28 | So net zero by 2050 for Britain’s electricity supply is so difficult as to be practically impossible with current technology.\nline 29 | If net zero remains the goal, the price of energy will be forced to rise and rise, and stay at ruinously high levels, as electricity generating capacity is massively increased to at least twice what we need on average, and then underused.\nline 30 | Neil Record is a former Bank of England economist and chairman of Net Zero Watch\n</context>\n\n<phrases>\n- \"Ohhh, now I see!\"\n- \"Now it all comes together!\"\n- \"Maybe\"\n- \"What I’m getting at is\"\n- \"Maybe if I try it this way\"\n- \"This is rough, but\"\n- \"It feels like the right move, but\"\n- \"What if we looked at it like\"\n- \"This connects to\"\n- \"Let me work through this\"\n- \"Let me see if\"\n- \"Where did I put that...?\"\n- \"If I take this apart step by step\"\n- \"Wait, no\"\n- \"Let me connect the dots\"\n- \"Oh! I get it now\"\n- \" is key here\"\n- \"What keeps nagging at me is\"\n- \"Actually, no\"\n- \"First things first\"\n- \"The thing is\"\n- \"Wait a minute... Oh!\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"I'm trying to untangle this\"\n- \"It was staring me in the face\"\n- \"Finally, it clicks!\"\n- \"Hang on a second\"\n- \"It's almost like\"\n- \"That makes sense because\"\n- \"That reminds me\"\n- \"Take this with a grain of salt\"\n- \"Something doesn't add up\"\n- \"That changes everything\"\n- \"What if I flip it around?\"\n- \"But then again\"\n- \"Alternatively\"\n- \"Let me play devil's advocate\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"This makes me think of\"\n- \"Okay, let's break this down\"\n- \"Ummm, actually\"\n- \"Well, let me see\"\n- \"Now we're cooking\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm seeing a connection between\"\n- \" is interesting\"\n- \"That’s an interesting angle, but\"\n- \"This could explain why\"\n- \"Okay, pros and cons\"\n- \"Let me propose something\"\n- \"Ah...\"\n- \"Now, wait just a second\"\n- \"Oh! That reminds me\"\n- \"Here's a possible explanation\"\n- \"Okay, so\"\n- \"In other words\"\n- \"So that’s why it wasn’t working!\"\n- \"Let's break this down into parts\"\n- \"How do I put this\"\n- \"Would this be worth the risk?\"\n- \"Let me break this down\"\n- \"Let's think step by step\"\n- \"This connects to something else\"\n- \"Coming at this from another angle\"\n- \"Hold on a second\"\n- \"So far, it looks like\"\n- \"Is it possible that...?\"\n- \"In essence\"\n- \"I’m trying to connect the dots here\"\n- \"The pros and cons are\"\n- \"Bear with me while I\"\n- \"I think I can rule that out\"\n- \"In the end\"\n- \"Let me make sure I got this\"\n- \"No, actually\"\n- \"Not sure if this fits, but\"\n- \"On the other hand\"\n- \"I’m almost there\"\n- \"What I'm getting at is\"\n- \"What if I just flip this around?\"\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 | Social Audit can bring social accountability to the functioning of government Department and civil society organization. It has attained immense popularity in recent time throughout the globe. It is an instrument to make the functionaries of the institutions/ departments of the government and make them socially accountable. It also ensures an in-depth scrutiny and analysis of the working of any public utility vis-à-vis its social relevance.\nline 02 | Social Audit was initiated under SSA, Assam in the year 2010-11 on pilot basis in some elementary schools of the state with the following objectives in view.\nline 03 | - To uphold transparency, accountability and participation of community in school\nline 04 | - Providing community an opportunity to the community to scrutinize school development\nline 05 | - To encourage participation of stake-holders and sharing their values\nline 06 | - To ensure that works are as per done as per norms and errors are rectified, if any\nline 07 | during implementation of the activity.\nline 08 | - To strengthen the community monitoring and thereby sustain the community ownership.\nline 09 | - To maintain a cordial relation between community and school.\nline 10 | - To ensure proper utilisation of resources\nline 11 | In 2015-16, SSA, Assam, has conducted Social Audit Programme in all elementary schools of Assam.\nline 12 | Strategy for formation of Social Audit team in school :\nline 13 | The concerned HT/HM of the school convene a general meeting involving parents/ guardians of the students of the school, local authority, SMC members, Senior Citizens / Retd. Teacher, NGO/VO/CBO, representation of the weaker sections of the locality etc. in a convenient date to constitute Social Audit Team.\nline 14 | Composition of the Social Audit Team :\nline 15 | - Retired personnel preferably teacher/ Senior Citizen.\nline 16 | - Representative from Local Authority : 1 member\nline 17 | - Local Voluntary Organisation (Youth Club/Mahila Samitee/SHG) : 1 member\nline 18 | - Parents/guardian of students of the school, preferably women : 1 member\nline 19 | - Local Educated Youth having expertise in Accounts : 1 member\nline 20 | - Representative from SMC (other than President & M/S) : 2 members\nline 21 | One of the members of the team is designated as Co-ordinator.\nline 22 | Few parameters of Social Audit process:\nline 23 | - Proper maintenance of Books of Accounts.\nline 24 | - Keeping minutes of SMC meeting.\nline 25 | - Maintenance of Asset register/ Stock Book.\nline 26 | - Maintenance of Display Board.\nline 27 | - Sharing with all members of the SMC to conduct any activity in the school.\nline 28 | - Responsibilities are fixed among SMC Members/teacher/students and works are carried out accordingly.\nline 29 | - SMC monitor the school functioning.\nline 30 | - Activities are conducted as per norms /guideline.\nline 31 | - SMC is functional and regular meeting is held.\nline 32 | - Community are fully involved in school development activities.\nline 33 | - Parents visit the schools, take part in various activities.\nline 34 | Reporting of Social Audit :\nline 35 | - Social audit is conducted in respective schools by the team members as per their convenient time in consultation with HT/HM and SMC concerned. It is the responsibility of the concerned HT/HM and SMC to provide necessary information / data, books as asked by Social Audit Team.\nline 36 | - Social Audit Team share the findings with the SMC, local community, parents/ guardians, local authority in a public meeting.\nline 37 | Meeting held in school premises and in a non-working day preferably in Sunday.\nline 38 | Since, the purpose of the Audit is to help the SMCs and School Authority for their functioning, hence constructive criticism, suggestions etc.\nline 39 | of participants of the public meeting are appreciated.\nline 40 | - Social Audit team submit report to DMO/BMO concerned in specified formats regarding findings of the audit along with the resolution of the public meeting.\nline 41 | - Findings received from field analyse at district level and district send compile report to state.\n</context>\n\n<phrases>\n- \"But then again\"\n- \"Let me approach this from another angle\"\n- \"I wonder if\"\n- \"I need to reframe this\"\n- \" is striking \"\n- \"Brainstorming here, but\"\n- \"This brings to mind\"\n- \"I think I can rule that out\"\n- \"I'm curious about\"\n- \"On one hand... but on the other\"\n- \"That’s an interesting angle, but\"\n- \"This might sound weird, but\"\n- \"Let me circle back to that\"\n- \"I need to make sure this checks out\"\n- \"I'm just throwing ideas around\"\n- \"Something about [blank] is still bothering me\"\n- \"Basically\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"No, actually\"\n- \"Okay, let's break this down\"\n- \"On the other hand\"\n- \"Let me play devil's advocate\"\n- \"What if I flip it around?\"\n- \"There's probably more to it\"\n- \"That’s the answer I was looking for!\"\n- \"Something’s not clicking\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Something doesn't add up\"\n- \"I keep coming back to\"\n- \"I need to fill in the gaps\"\n- \"This is starting to take shape\"\n- \"The crucial thing seems to be\"\n- \"How can I approach this?\"\n- \"I'm struck by\"\n- \"I'm mulling over\"\n- \"What’s the next step?\"\n- \"If I take this apart step by step\"\n- \"That doesn’t sound right\"\n- \"Okay, walking through it again\"\n- \"Let me trace that logic back\"\n- \"Let's break this down into parts\"\n- \"What’s the best way to explain this?\"\n- \"Wait, no\"\n- \"In the end\"\n- \"Let me work through this\"\n- \"So that’s why it wasn’t working!\"\n- \"I should have known that!\"\n- \"Wait, but if that’s true\"\n- \"That changes everything\"\n- \"I was looking at this all wrong!\"\n- \"When I sit with this idea\"\n- \"So the main idea is\"\n- \"So what I'm trying to say is\"\n- \"Let's think step by step\"\n- \"Actually, no\"\n- \"So basically\"\n- \"Hmm, that doesn’t sound right\"\n- \"What I'm getting at is\"\n- \"Let me break this down\"\n- \"I'm wondering if\"\n- \"This makes me reflect on\"\n- \"First things first\"\n- \"I'm trying to untangle this\"\n- \"What keeps nagging at me is\"\n- \"Now, if I think about it differently\"\n- \"Alternatively\"\n- \"Let me chew on this\"\n- \"It finally adds up!\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Oh, it all makes sense now!\"\n- \"Ohhh, now I see!\"\n- \"There’s a better way to phrase this\"\n- \"Here's where it gets interesting\"\n- \"Ummm, actually\"\n- \"The pros and cons are\"\n- \"Let me untangle this\"\n- \"What I mean is\"\n- \"Let’s weigh the options\"\n- \"Uh, where was I?\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I think I found the solution!\"\n- \"What I’m getting at is\"\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 | For every child, clean water!\nline 02 | Improving sanitation and hygiene to address stunting, diarrhea and trachoma, ending open defection, leveraging resources for access to water and sanitation in schools and health facilities, innovating to improve functioning of water supply\nline 03 | For every child, clean water!\nline 04 | Ethiopia's population expansion and the country's highly rapid urbanization rate continue to place a great burden on the country's water and sanitation facilities despite significant advances. 7 percent of Ethiopians have access to \"at least basic sanitation services\" (4% in rural areas and 20% in urban areas). Although significant progress has been made in minimizing the percentage of open defecation from 79 to 22 percent of the population, 38 percent of the rural population and 7 percent of the urban population continue to practice open defecation. Poor hygiene habits and fecal contamination of the environment continue to be major contributors to child mortality, illness, undernutrition, and stunting.\nline 05 | In Ethiopia, 60% to 80% of health problems are due to communicable diseases attributable to unsafe water supply, unhygienic and unsanitary waste disposal.\nline 06 | In addition, an estimated 50 percent of the consequences of undernutrition are caused by environmental factors that include poor hygiene and lack of access to water supply and sanitation.\nline 07 | Diarrhea is the second leading cause of under-five mortality in Ethiopia next to ARI/Pneumonia, accounting for 14 per cent of all under-five deaths – more than 25,000 children a year.\nline 08 | By improving service delivery, utility management, and an enabling environment, UNICEF is supporting the Government of Ethiopia in increasing the number of people who have access to basic water and sanitation services.\nline 09 | Water and sanitation in numbers\nline 10 | - 49.6 per cent have access to basic water supply coverage\nline 11 | - 8.9 per cent have access to basic sanitation coverage\nline 12 | - 60 - 80 per cent of communicable diseases are attributed to limited access to safe water and inadequate sanitation and hygiene services\nline 13 | - 4.8 per cent have access to basic hygiene coverage\nline 14 | - 25,000 under-five deaths per year due to diarrhea\nline 15 | - 17 per cent of people practice improved hygiene behavior and live in healthy environments.\nline 16 | UNICEF ensures that the Ethiopian population, especially women, children, adolescent girls, and vulnerable groups, have equitable access to safely managed water supply and sanitation services, end open defecation, and adopt appropriate hygiene practices, including menstrual health and hygiene, in households, communities and institutions in rural and urban areas. UNICEF collaborates with the Government on the ONEWASH National Programme, a sector-wide and multi-sectoral approach to WASH programming.\nline 17 | Sanitation promotion, hygiene, and Baby WASH, in areas with a high prevalence of stunting and diarrhea, are a significant focus of UNICEF’s work. UNICEF innovates to improve the functioning and resilience of water supplies in water-insecure districts and to expand urban sanitation and water service delivery. In a country with regions that face chronic drought, UNICEF is supporting the OneWASH programme to strengthen its climate resilience through the promotion of sustainable deep boreholes linked to multi-village supply systems. UNICEF also strengthens sector coordination for development and emergency programming.\nline 18 | Through the network of more than 38,800 Health Extension Workers supported by Social and Behavior Change Communication, UNICEF promotes hygiene and sanitation. A National Sanitation Marketing guideline from the Ministry of Health is used to increase the supply and demand for culturally accepted and improved sanitation products and business models along with a promotional strategy. UNICEF has played a leading role in developing a National Urban Sanitation Strategy to address the gaps and challenges in urban sanitation.\nline 19 | UNICEF strengthens the capacity of the WASH sector through evidence-based strategic planning, coordination, and implementation of development and emergency interventions. Improving knowledge management through data generation to inform and strengthen service delivery, policies, procedures, monitoring, and evaluation is a key focus.\nline 20 | Due to high levels of multi-dimensional vulnerabilities and inadequate capacities to deal with shocks, Ethiopians continue to be vulnerable to a wide range of risks that lead to large-scale emergencies. The WASH Program will continue to place a high priority on saving the lives of children and their families dealing with sudden, ongoing, or recurrent complex humanitarian crises. In emergencies, UNICEF enhances sector coordination and technical support to partners for effective and timely responses to populations affected by WASH emergencies in line with minimum standards.\n</context>\n\n<phrases>\n- \"That reminds me\"\n- \"The thing is\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Finally, it clicks!\"\n- \"Okay, let's break this down\"\n- \"I feel like I’m close\"\n- \"That’s an interesting angle, but\"\n- \"Let's break this down into parts\"\n- \"Let me put this another way\"\n- \"That would mean\"\n- \"This makes me think of\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Wait, no\"\n- \"In essence\"\n- \"Let me connect the dots\"\n- \"In other words\"\n- \"What I’m getting at is\"\n- \"Ummm, actually\"\n- \"Let me make sure I got this\"\n- \"This brings to mind\"\n- \"Maybe I’m overcomplicating it\"\n- \"But then again\"\n- \"I'm trying to untangle this\"\n- \"On one hand... but on the other\"\n- \"I’m almost there\"\n- \"I was just about to say\"\n- \"Alternatively\"\n- \"The crucial thing seems to be\"\n- \"If I take this apart step by step\"\n- \"Could I be second-guessing myself?\"\n- \"Aha! That’s what I was missing!\"\n- \"I need to step back and rethink this\"\n- \"I keep coming back to\"\n- \"Okay, walking through it again\"\n- \"What was I thinking?\"\n- \"I wonder if\"\n- \"Actually, no\"\n- \"Let me run through it again\"\n- \"This connects to something else\"\n- \"What’s the best way to explain this?\"\n- \"There’s a pattern here\"\n- \"What if I flip it around?\"\n- \"Oh! I get it now\"\n- \"I'm struck by\"\n- \"It's a bit murky\"\n- \"Let me untangle this\"\n- \"Oh, that clears everything up!\"\n- \"This connects to\"\n- \"Let me break this down\"\n- \"I need to reframe this\"\n- \"This makes me reflect on\"\n- \"That makes sense because\"\n- \"I'm curious about\"\n- \"Now it makes sense!\"\n- \"Okay, pros and cons\"\n- \"The pros and cons are\"\n- \"Why didn’t I think of that sooner?\"\n- \"No, actually\"\n- \"I'm intrigued by\"\n- \"I'm mulling over\"\n- \"That’s what I was trying to say!\"\n- \"When I sit with this idea\"\n- \"The more I think about it\"\n- \"Let me see if\"\n- \"Now, if I think about it differently\"\n- \"Let me work through this\"\n- \"Wait, I think I just cracked it!\"\n- \" is key here\"\n- \"Something doesn't add up\"\n- \"Oh! I get it now!\"\n- \"I’m trying to connect the dots here\"\n- \"Is this the right call?\"\n- \"On the other hand\"\n- \"Oh! That reminds me\"\n- \"Let's think step by step\"\n- \"What keeps nagging at me is\"\n- \"I can't quite put my finger on\"\n- \"Wait, I think I’ve got it!\"\n- \"What I'm getting at is\"\n- \"So what I'm trying to say is\"\n- \"Let me play devil's advocate\"\n- \"Let me chew on this\"\n- \"First things first\"\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 mini CHP (Combined Heat and Power) market refers to the market for small-scale systems that generate electricity and heat simultaneously, typically for use in homes, businesses, and other small-scale applications.\nline 02 | These systems are also known as micro-CHP, residential CHP, or small-scale CHP.\nline 03 | The mini CHP market has been growing in recent years, driven by factors such as increasing energy prices, the need for more efficient and sustainable energy systems, and government incentives and regulations aimed at reducing carbon emissions.\nline 04 | The market is highly diverse, with a range of technologies and products available, including internal combustion engines, fuel cells, and Stirling engines.\nline 05 | Some of the key players in the mini CHP market include manufacturers such as Viessmann, Baxi, and Vaillant, as well as energy companies such as E.ON and Centrica. The market is highly competitive, with a large number of companies vying for market share in various regions around the world.\nline 06 | While the mini CHP market is still relatively small compared to other energy markets, it is expected to continue to grow in the coming years as more consumers and businesses seek out sustainable and cost-effective energy solutions. Factors such as advances in technology, improvements in energy storage, and increasing demand for decentralized energy systems are all likely to contribute to the growth of the mini CHP market in the years to come.\nline 07 | Download Free Sample Copy of this Report: https://www.factmr.com/connectus/sample?flag=S&rep_id=4982\nline 08 | Key findings of the Micro CHP market study:\nline 09 | - The report provides a present market outlook on Micro CHP.\nline 10 | Additionally, the Micro CHP market share is anticipated to grow with a CAGR of 7% in the forecast period.\nline 11 | - Regional breakdown of the Micro CHP market based on predefined taxonomy.\nline 12 | - Innovative manufacturing processes implemented by Micro CHP vendors in detail.\nline 13 | - Region-wise and country-wise fragmentation of the Micro CHP market to grasp the revenue, and growth outlook in these areas.\nline 14 | - Changing preferences among consumers across various regions and countries.\nline 15 | - Factors (Positive and Negative) impacting the growth of the global Micro CHP market.\nline 16 | - Micro CHP price, market share, and Trends forecast for assessment period 2020-2030\nline 17 | Micro CHP Market: Market Segmentation\nline 18 | For a better understanding, global micro CHP market is being studied under product, prime mover type, capacity, application & Region.\nline 19 | Based on the capacity, the micro CHP market can be segmented as:\nline 20 | - Up to 10 kW\nline 21 | - 11 – 20 kW\nline 22 | - 21 – 30 kW\nline 23 | - 31 – 40 kW\nline 24 | - 40 – 50 kW\nline 25 | Based on the product, the micro CHP market can be segmented as:\nline 26 | - Fuel Cell Micro CHP\nline 27 | - Engine Micro CHP\nline 28 | Based on the prime mower type, the micro CHP market can be segmented as:\nline 29 | - Fuel Cell\nline 30 | - Internal Combustion Engine\nline 31 | - Stirling Engine\nline 32 | Based on the end use, the micro CHP market can be segmented as:\nline 33 | - Commercial Buildings\nline 34 | Based on the region, the micro CHP market can be segmented as:\nline 35 | - North America\nline 36 | - Latin America\nline 37 | - East Asia\nline 38 | - South Asia & Oceania\nline 39 | - Middle East & Africa (MEA)\nline 40 | The Micro CHP industry is dominated by some prominent players including\nline 41 | YANMAR CO., LTD., Viessmann Group, BDR Thermea Group, Veolia, Vaillant Group, 2G Energy Inc., Capstone Turbine Corporation, Aegis Energy, EDF Group, and AISIN SEIKI Co., Ltd., among others.\nline 42 | The competition in the sector is driven by key parameters such as product price, targeted customer base, and strategic marketing. Major players in the market focused on the Micro CHP market innovation by investing more in research and development. Furthermore, the industry players are focusing on the extensive usage of online distribution channels for enhanced cost-effectiveness. The sustainability in the supply chain is a decisive factor for Micro CHP brands leading to an impact on the margin profits of firms.\nline 43 | Report Benefits & Key Questions Answered\nline 44 | - Micro CHP Company & brand share analysis: Company and brand share analysis on Micro CHP reveals how much market share is captured by Tier 1, Tier 2, and Tier 3 players\nline 45 | - Micro CHP Historical volume analysis: The industry analysis provides data & insights on historical volume sales of Micro CHP\nline 46 | - Micro CHP Category & segment level analysis: Fact.MR’s Micro CHP sales outlook offers category and segment level analysis on lucrative and nascent product types. Market players can use this information to identify sales potential and set sales targets at local, country, and regional level.\nline 47 | - Micro CHP Consumption by demographics: The market intelligence study provides consumption by demographics analysis so market players can design their product and marketing strategies on the basis of high-value consumers\nline 48 | - Post COVID consumer spending on Micro CHP: The report includes post COVID consumer spending analysis. This information will help business leads understand the shifts in purchasing power and behavior\nline 49 | - Manufacturing trend analysis: Vital information on how market players are aligning their manufacturing strategies with respect to evolving consumer sentiments\nline 50 | Interested to Procure The Data? Inquire here at – https://www.factmr.com/checkout/4982\nline 51 | US Sales Office:\nline 52 | 11140 Rockville Pike\nline 53 | Rockville, MD 20852\nline 54 | Tel: +1 (628) 251-1583\n</context>\n\n<phrases>\n- \"Let me connect the dots\"\n- \"I need to make sure this checks out\"\n- \"I'm just throwing ideas around\"\n- \"That’s an interesting angle, but\"\n- \"Now we're cooking\"\n- \"If A is true, then\"\n- \"Here's where it gets interesting\"\n- \"What if I just flip this around?\"\n- \"Uh...\"\n- \"Let me untangle this\"\n- \"Don't hold me to this\"\n- \"I need to reframe this\"\n- \"Here's what I'm thinking\"\n- \"Still forming this thought\"\n- \"Hmm, let’s rewind a bit\"\n- \"What if we\"\n- \"Let me see\"\n- \"Something in my gut says no\"\n- \"Why did I do that?\"\n- \"Let me dig into that a little deeper\"\n- \"What if I flip it around?\"\n- \"No, actually\"\n- \"Alright, where was I?\"\n- \"I'm trying to untangle this\"\n- \"Alternatively\"\n- \"This might sound weird, but\"\n- \"The pros and cons are\"\n- \"Let me work through this\"\n- \"If I’m not mistaken\"\n- \"If I had to choose right now\"\n- \"Let me make sure I got this\"\n- \"Just thinking out loud but\"\n- \"Let me talk this through\"\n- \"Okay, let's break this down\"\n- \"Let me play devil's advocate\"\n- \"I’m trying to connect the dots here\"\n- \"What if we looked at it like\"\n- \"It's almost like\"\n- \"Now, if I think about it differently\"\n- \"What’s the next step?\"\n- \"Let me throw this out there\"\n- \"Let's break this down into parts\"\n- \"I was just about to say\"\n- \"Oh! That reminds me\"\n- \"Hold on a second\"\n- \"Would that even work?\"\n- \"On one hand... but on the other\"\n- \"Still working it out\"\n- \"Wait a minute\"\n- \"What happens if we change this part?\"\n- \"I'm seeing a connection between\"\n- \"Actually, no\"\n- \"Ummm, actually\"\n- \"I feel like I'm close\"\n- \"This makes me think of\"\n- \"This connects to something else\"\n- \"Okay, pros and cons\"\n- \"There’s a pattern here\"\n- \"Here's a possible explanation\"\n- \"I guess that works\"\n- \"What keeps nagging at me is\"\n- \"Anyway\"\n- \"Something doesn't add up\"\n- \"Uh, where was I?\"\n- \"Let me back up a second\"\n- \"Okay, backtrack a bit\"\n- \"Wait, no\"\n- \"Okay, so\"\n- \"But then again\"\n- \"On the other hand\"\n- \"First things first\"\n- \"I'm still feeling my way through\"\n- \"I could go either way on this\"\n- \"I guess maybe\"\n- \"Let me break this down\"\n- \"What if I tried...?\"\n- \"That reminds me\"\n- \"Let’s weigh the options\"\n- \"Hold that thought\"\n- \"Let's think step by step\"\n- \"This connects to\"\n- \"Follow me 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 | Obesity & Diabetes Management: It’s So Much More Than Just A “Magic Pill”\nline 02 | The successful management of obesity—a complex, chronic and relapsing disease—through sustainable weight loss interventions can greatly improve individuals’ overall health status and diminish the severity of concomitant diseases such as diabetes. This activity will provide an overview of obesity and diabetes that describes effective multi-interventional approaches to weight loss and, importantly, highlights the role of incorporated lifestyle changes in promoting the likelihood of weight loss success and improved health outcomes. The conversational style of this activity will encourage discussion around obesity-care planning and examine the factors that must be considered due to the chronic and relapsing characteristics of this disease.\nline 03 | This activity is jointly provided by Optum Health Education and UnitedHealth Group, Medical and Health & Safety.\nline 04 | There was no commercial support received for this activity.\nline 05 | Please ensure you are using the web-browser Chrome and disable any pop-up blocking software. Click here for information on how to enable pop-ups.\nline 06 | This activity is designed to meet the educational needs of dietitians, nurses, nurse practitioners, pharmacists, pharmacy technicians, physicians, PAs, psychologists, social workers and other health care professionals that have an interest in learning about diabetes and obesity and their combined adverse health effects.\nline 07 | At the end of this educational activity, participants should be able to:\nline 08 | - Identify why successful and sustainable weight loss cannot be achieved with a single intervention but requires a multi-interventional approach.\nline 09 | - Discuss the crucial role of maintained lifestyle changes in promoting sustainable weight loss in coordination with all existing weight loss interventions, including medications and surgery.\nline 10 | - Describe the factors that must be considered and incorporated into an obesity-care approach due to the chronic and relapsing profile of this disease.\nline 11 | |Colleen Jessessky, RDN, LDN |\nline 12 | Clinical Operations Manager\nline 13 | |Shiara M. Ortiz-Pujols, MD, MPH, DipABOM, DipABLM|\nline 14 | Medical Director, Obesity Medicine\nline 15 | About the presenters\nline 16 | Colleen Jessessky, RDN, LDN is a registered dietitian and Clinical Operations Manager at UnitedHealth Group's Clinic The Well.\nline 17 | Dr. Shiara Ortiz-Pujols completed her undergraduate studies at Yale University.\nline 18 | She then went on to receive her MD from the University of Rochester School of Medicine and Dentistry and MPH at the University of North Carolina Gillings School of Global Public Health.\nline 19 | Her post medical training includes training in surgery, preventive medicine/ population health and obesity medicine at the University of Rochester School of Medicine and Dentistry and at the University of North Carolina at Chapel Hill.\nline 20 | She continued her studies in obesity medicine as a UnitedHealth Group Clinical Scholar in obesity medicine at Weill Cornell Medical College under the mentorship of world-renowned obesity physician, Dr. Louis Aronne, and the current director of the American Board of Obesity Medicine (ABOM), Dr. Rekha Kumar.\nline 21 | She has a strong commitment to person-centered, wholistic care and strives to expand high-quality, evidence based, and culturally competent care to all.\nline 22 | Elizabeth Albert, MD\nline 23 | Optum Health Education\nline 24 | Sarah Chart, RN\nline 25 | Optum Health Education\nline 26 | Disclosures of relevant financial relationships\nline 27 | In accordance with the Accreditation Council for Continuing Medical Education's (ACCME) Standards for Integrity and Independence in Accredited Continuing Education, Optum Health Education (OHE) requires all those in control of educational content to disclose their financial relationships with ineligible companies within the prior 24 months. Ineligible companies are defined by the ACCME as companies whose primary business is producing, marketing, selling, re-selling, or distributing health care products used by or on patients. Individuals must disclose all financial relationships, regardless of the amount, with ineligible companies and regardless of their view of the relevance of the relationship to the education. OHE ensures that the content is independent of commercial bias.\nline 28 | The activity faculty or planners have no financial relationships to disclose.\nline 29 | In support of improving patient care, this activity has been planned and implemented by Optum Health Education and UnitedHealth Group, Medical and Health & Safety.\nline 30 | Optum Health Education is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE) and the American Nurses Credentialing Center (ANCC), to provide continuing education for the health care team.\nline 31 | Credit designation statements\nline 32 | Completion of this RD/DTR profession-specific or IPCE activity awards CPEUs (One IPCE credit=One CPEU).\nline 33 | If the activity is dietetics-related but not targeted to RDs or DTRs, CPEUs may be claimed which are commensurate with participation in contact hours (One 60 minute hour=1 CPEU).\nline 34 | RD's and DTRs are to select activity type 102 in their Activity Log. Performance indicator selection is at the learner's discretion.\nline 35 | The participant will be awarded up to 1.00 contact hour(s) of credit for attendance and completion of supplemental materials.\nline 36 | The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.\nline 37 | This activity is approved for 1.00 contact hours ([0.10] CEU) in states that recognize ACPE.\nline 38 | Attending the full program will earn 1.00 contact hours.\nline 39 | Unique Activity Number(s): JA0007123-9999-23-056-H01-P/T\nline 40 | Optum Health Education designates this activity for a maximum of 1.00 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.\nline 41 | The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.\nline 42 | Optum Health Education is approved by the American Psychological Association (APA) to offer continuing education for psychologists. Optum Health Education maintains responsibility for this program. 1.00 CE hour.\nline 43 | As a Jointly Accredited Organization, Optum Health Education is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Optum Health Education maintains responsibility for this course. Social workers completing this course receive 1.00 live continuing education credits.\nline 44 | Counselors and/or marriage and family therapists\nline 45 | CA: The Board of Behavioral Sciences has deferred CE course approvals to APA and ASWB for its licensees. See those approvals under Psychologists and Social Workers.\nline 46 | Other States: If your state is not specifically listed, nearly all state Counselor and MFT boards accept either APA or ASWB approval, or are reciprocal with other state licensing board approvals.\nline 47 | Check with your board to be sure.\nline 48 | A certificate of attendance will be provided to learners upon completion of activity requirements, enabling participants to register with licensing boards or associations that have not been pre-approved for credits. To apply for credit types not listed above, participants should use the procedure established by the specific organization with which they wish to obtain credit.\nline 49 | - 1.00 ACPE - Pharmacists\nline 50 | - 1.00 ACPE - Pharmacy Technicians\nline 51 | - 1.00 AMA - Physicians\nline 52 | - 1.00 ANCC - Nurses\nline 53 | - 1.00 APA - Psychologists\nline 54 | - 1.00 Attendance - General Attendance\nline 55 | - 1.00 CDR - Dietitians\nline 56 | You must be logged into your account to participate in this activity. Get started by clicking the down arrow under “Obesity & Diabetes Management: It’s So Much More Than Just A “Magic Pill” and viewing the content; then follow the prompts at the bottom of the screen. At the end of the activity, you will be able to view, save or print your certificate of participation. A complete listing of all of your activities can be found under “My Account,” “My Activities.”\n</context>\n\n<phrases>\n- \"Finally, it clicks!\"\n- \"So what does this mean in the bigger picture?\"\n- \"No, actually\"\n- \"I need a clearer view of this\"\n- \"First things first\"\n- \"Does that sound right?\"\n- \"It's fuzzy, but\"\n- \"Wait, that doesn’t add up\"\n- \"If I take this apart step by step\"\n- \"If we follow this logic\"\n- \"Let me trace that logic back\"\n- \"Let me connect the dots\"\n- \"We've completely overlooked [blank]\"\n- \"Okay, pros and cons\"\n- \"Picture this\"\n- \"I’m trying to connect the dots here\"\n- \"Let's break this down into parts\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"The pros and cons are\"\n- \"Suppose we assume that\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"If A is true, then\"\n- \"Backing up for a second\"\n- \"I think I found the solution!\"\n- \"Roughly speaking\"\n- \"There's a better way to phrase this\"\n- \"Wait, I think I just cracked it!\"\n- \"This might sound weird, but\"\n- \"This could explain why\"\n- \"How can I approach this?\"\n- \"I keep circling back to\"\n- \"Let me just think this through\"\n- \"I'm seeing a connection between\"\n- \"Let me untangle this\"\n- \"I think I can rule that out\"\n- \"Would this be worth the risk?\"\n- \"That reminds me\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"There’s a pattern here\"\n- \"Let’s weigh the options\"\n- \"On one hand... but on the other\"\n- \"Oh, it all makes sense now!\"\n- \"There's a missing link here\"\n- \"Coming at this from another angle\"\n- \"That’s what I was trying to say!\"\n- \"Actually, no\"\n- \"Here's a possible explanation\"\n- \"Something doesn't add up\"\n- \"Oh! That reminds me\"\n- \"Wait, no\"\n- \"I’m almost there\"\n- \"What keeps nagging at me is\"\n- \"Hmm, let’s rewind a bit\"\n- \"Ummm, actually\"\n- \"The more I think about it\"\n- \"Uh, where was I?\"\n- \"This makes me think of\"\n- \"Now I'm stuck on\"\n- \"I keep coming back to\"\n- \"Oh! I get it now\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"What if we\"\n- \"I'm trying to untangle this\"\n- \"What’s the next step?\"\n- \"It's a bit murky\"\n- \"Okay, backtrack a bit\"\n- \"Here's what's bugging me\"\n- \"What am I overlooking?\"\n- \"Okay, walking through it again\"\n- \"Let's think step by step\"\n- \"Oh, I see what’s happening here!\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This explains so much!\"\n- \"Just thinking out loud but\"\n- \"Now, if I think about it differently\"\n- \"That makes sense because\"\n- \"Let me work through this\"\n- \"That’s it!\"\n- \"This connects to\"\n- \"It's almost like\"\n- \"It's hard to pin down\"\n- \"Let me break this down\"\n- \"What if I just flip this around?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | In today’s blog, we’ll be talking about preventive vs predictive maintenance — both of which are designed to increase the reliability of assets, and reduce the risk of equipment breakdowns and failures.\nline 02 | Preventive vs Predictive Maintenance\nline 03 | What is Preventive Maintenance?\nline 04 | Think of preventive maintenance (PM), or also known as planned maintenance or planned preventive maintenance, like an annual physical check-up. With this maintenance approach, maintenance technicians perform maintenance tasks when everything is still running smoothly. In essence, the purpose of this proactive maintenance strategy is to perform regular maintenance on equipment. As a result, this helps you avoid equipment failure and reduce manufacturing downtime. What’s more, just like a physical check-up can prevent illnesses and diseases and increase your lifespan, preventive maintenance can prevent equipment failures and extend the lifespans of your equipment. There are many methods and techniques for this preventive management approach. For example, regular cleaning of equipment and equipment parts, lubrication, removal or replacement of parts, and equipment repair.\nline 05 | The main issue with preventive maintenance is that it can sometimes result in unnecessary maintenance. Therefore, it is important that your experienced maintenance managers make smart decisions on which equipment requires what preventive maintenance work, and how often.\nline 06 | What is Predictive Maintenance?\nline 07 | Predictive maintenance (PdM), or also known as condition-based maintenance, differs from preventive maintenance in the sense that predictive maintenance is determined by the condition of equipment, instead of the average or expected life statistics. In other words, it tries to predict failure before it actually occurs by monitoring the machine during normal operations.\nline 08 | Continuing our human health analogy, predictive maintenance can be compared with screenings or precautions recommended for an individual who has a higher risk for a particular illness or disease because of hereditary or lifestyle considerations. So, if your maintenance technician finds out that a particular piece of equipment performs abnormally all of a sudden, they will schedule a repair at a time that has the least amount of impact on production.\nline 09 | It is highly recommended that you use a computerized maintenance management system (CMMS) for this type of maintenance management approach. Doing this will provide you with the measurements and data necessary to make smart decisions. Moreover, by investing in a CMMS, this can:\nline 10 | - — Reduce unnecessary maintenance tasks\nline 11 | - — Minimize maintenance costs\nline 12 | - — Develop a strong overall maintenance program within your organization, and\nline 13 | - — Monitor equipment and systems to keep your business up and running\nline 14 | Comparing Preventive vs Predictive Maintenance\nline 15 | Let’s better differentiate preventive vs predictive maintenance with a table:\nline 16 | Implementing a Proactive Maintenance Strategy\nline 17 | Unexpected maintenance activities can greatly impact your products and services, operating costs, and bottom line.\nline 18 | Therefore, you need to create an overall maintenance strategy that uses the most appropriate technique for each piece of equipment.\nline 19 | By using an equipment maintenance software, this can help kickstart your preventive or predictive maintenance strategy in a few key ways:\nline 20 | - — Plan, track, and collaborate on all your maintenance strategies in real-time, under one central hub\nline 21 | - — Monitor relevant maintenance key performance indicators (KPIs) in your manufacturing plant\nline 22 | - — Gain thorough insight on key maintenance metrics to make smart business decisions\n</context>\n\n<phrases>\n- \"Let me throw this out there\"\n- \"Hold on a second\"\n- \"I’m not convinced, but it might work\"\n- \"That changes everything\"\n- \"I'm intrigued by\"\n- \"This connects to something else\"\n- \"What was I about to say?\"\n- \"Of course! That’s the answer!\"\n- \"What’s the best way to explain this?\"\n- \"Let me connect the dots\"\n- \"Oh! I get it now!\"\n- \"Let's think step by step\"\n- \"That’s an interesting angle, but\"\n- \"Let me chew on this\"\n- \"Uh...\"\n- \"Let me play devil's advocate\"\n- \"There's got to be something about\"\n- \"Let me break this down\"\n- \"There’s a pattern here\"\n- \"I’m trying to connect the dots here\"\n- \"If I take this apart step by step\"\n- \"When I sit with this idea\"\n- \"I'm curious about\"\n- \"Ohhh, now I see!\"\n- \"But then again\"\n- \"Wait a minute\"\n- \"This is pretty rough\"\n- \"It's almost like\"\n- \"Oh, it all makes sense now!\"\n- \"It was staring me in the face\"\n- \"Let's break this down into parts\"\n- \"In the end\"\n- \"Let me work through this\"\n- \"Let’s weigh the options\"\n- \"Right, so\"\n- \"I'm struck by\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"The pros and cons are\"\n- \"Alternatively\"\n- \"What's the best way to explain this?\"\n- \"Building on that\"\n- \"Brainstorming here, but\"\n- \"Here's where it gets interesting\"\n- \"I'm just throwing ideas around\"\n- \"I'm starting to see a pattern\"\n- \"What keeps nagging at me is\"\n- \"Still forming this thought\"\n- \"Anyway\"\n- \"Oh! That reminds me\"\n- \"No, actually\"\n- \"It feels like the right move, but\"\n- \"There's probably more to it\"\n- \"Just thinking out loud but\"\n- \"This just clicked into place!\"\n- \"Ummm, actually\"\n- \"What if I flip it around?\"\n- \"I'm trying to untangle this\"\n- \"This makes me reflect on\"\n- \"I’m torn between two choices\"\n- \"Let me see\"\n- \"That makes sense because\"\n- \"Let me untangle this\"\n- \"Okay, let's break this down\"\n- \"Actually, no\"\n- \"First things first\"\n- \"This brings to mind\"\n- \"Hang on a second\"\n- \"I'm mulling over\"\n- \"I just had it, what was it?\"\n- \"This explains so much!\"\n- \"If I’m not mistaken\"\n- \"Hmm\"\n- \"So, the bottom line is\"\n- \"On the other hand\"\n- \"On one hand... but on the other\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Wait, no\"\n- \"This connects to\"\n- \"Perhaps\"\n- \"I'm wondering if\"\n- \"I might be missing something\"\n- \"Something doesn't add up\"\n- \"Bear with me while I\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The last Tudor monarch, Queen Elizabeth I, was the daughter of Henry VIII and Anne Boleyn. Her early life went from Princess to being declared illegitimate after her mother was executed. At one point, her sister Mary had her placed in The Tower on charges of treason. Elizabeth was never expected to rule England, but she did. Many would say her reign is unmatched in the history of England. She became Gloriana…Good Queen Bess…The Virgin Queen.\nline 02 | The years of 1558–1603 saw English art and high culture reach a zenith known as the English Renaissance. Elizabethan music experienced a shift in popularity from sacred to secular music and saw an increase in instrumental music. Professional musicians were employed by the Church of England, the nobility, and the rising middle-class. Elizabeth I loved music and was an accomplished musician, noted as played the lute, virginal, and gitterne-an early form of the guitar, along with various other instruments. She believed dancing was a great form of physical exercise and employed musicians to play for her. During her reign, it became a common practice to employee musicians. The interests of the queen were expected to be adopted by her subjects. All noblemen were expected to be proficient in playing the lute and young women in society were expected to be skilled in vocal or musical training as part of their education. Music printing led to a publishing market for those who received permission from the queen.\nline 03 | Even though England broke with the Roman Catholic Church in 1534, English did not become the official language of the Church of England until the reign of Elizabeth’s stepbrother Edward VI. Queen Elizabeth re-established the Church of England following the rule of Mary I, and introduced measures of Catholic tolerance. The most famous composers for the Anglican Church during Queen Elizabeth’s reign were Thomas Tallis and his student William Byrd. Both composers were Catholics and produced vocal works in both Latin and English.\nline 04 | Secular vocal works became wildly popular during the Elizabethan Era with the introduction of works from Italian musicians.The music of Italian madrigal composers inspired musicians who are now known as the English Madrigal School. Thomas Morley, a student of William Byrd’s, published collections of madrigals which included his compositions, and those of his contemporaries. The most famous of these is entitled The Triumphs of Oriana, which was made in honour of Queen Elizabeth.\nline 05 | Instrumental music was popular during the Elizabethan Era. The most popular solo instruments of the time were the virginal and the lute. The virginal was a variant of the harpsichord, and one of Elizabeth’s personal favorites. The lute was the most popular instrument of the era. Lutes could be played as solo instruments or as accompaniment for singers. Compositions of the latter variety were known as lute song. The most popular Elizabethan composer for the lute was John Dowland. Contemporary readers will recognize this name as Elvis Costello included a recording of Dowland’s song “Can she excuse my wrongs” as a bonus track on the 2006 re-release of his The Juliet Letters.\nline 06 | In October 2006, Sting, released an album featuring Dowland’s songs titled Songs from the Labyrinth, in collaboration with Edin Karamazov on lute and archlute. He states that he has been fascinated by the music of John Dowland for over twenty five years. In order to give a feeling of the tension and intrigues of life in late Elizabethan England, Sting recites portions of a letter written by Dowland to Sir Robert Cecil in 1593.\nline 07 | Henry VIII’s grandmother and his father (Lady Margaret Beaufort and King Henry VII) were devout Catholics, yet they were highly superstitious.\nline 08 | Both kept a retinue of soothsayers and diviners in their employment, along with their physicians.\nline 09 | They aimed to be of one accord with the planets and signs from the heavens.\nline 10 | Elizabeth I even chose the exact moment of her coronation based on an astrology chart drawn by her physician John Dee.\nline 11 | The Tudors believed that “as above, so below”.\nline 12 | If the royal humors were balanced within the body, their body would be in tune with the heavenly realm.\nline 13 | We see how the love of music shaped the lives of three extremely influential queens during the Tudor era.\nline 14 | We may no longer believe that music is needed to balance our ‘humours’ however the importance of music and dance, in all its various forms, continues to shape contemporary society.\nline 15 | Originally published April 2016 by History.Net\nline 16 | Sources for Medicine, Magic and Music: The Healing Properties of Music Observed in the Lives of Anne Boleyn, Mary Queen of Scots & Elizabeth I, Parts 1-3.\nline 17 | Calendar of State Papers, Scotland, page 613.\nline 18 | Buchanan, George. Rerum Scoticarum Historia. Edinburgh, 1582.\nline 19 | Fraser, Antonia. Mary, Queen of Scots. London: Weidenfeld & Nicolson, 1969.\nline 20 | Hawkins, Sir John, A General History of the Science and Practice of Music, Volume 2. J. Alfred Novello, 1853.\nline 21 | Ives, Eric. The Life and Death of Anne Boleyn. Blackwell Press, 2005.\nline 22 | Page, Christopher. The Guitar in Tudor England: A Social and Musical History. Cambridge University Press, 2015.\nline 23 | Starkey, David. Elizabeth: The Struggle for the Throne. Harper Perennial, 2007.\nline 24 | Weir, Alison. The Life of Elizabeth I. Ballantine Books, 1998.\nline 25 | Oxford University, Bodleian Library and Radcliffe Camera.\nline 26 | Special thanks to this site for allowing glimpses into the astrological charts compiled by the Elizabethan astrologers/physicians, John Dee and Simon Forman.\nline 27 | “500 Years Later” by CR Chalmers and EJ Chaloner, Journal of the Royal Society of Medicine, Royal Society of Medicine Press.\nline 28 | “King Henry VIII’s Medical World” by Dr. Elizabeth T Hurren, Senior Lecturer History of Medicine at Oxford Brookes University.\n</context>\n\n<phrases>\n- \"Perhaps\"\n- \"Just spitballing here\"\n- \"Something doesn't add up\"\n- \"No, actually\"\n- \"I could go either way on this\"\n- \"On the other hand\"\n- \"It almost fits, but something’s off\"\n- \"Hmm\"\n- \"Okay, backtrack a bit\"\n- \"Now I'm stuck on\"\n- \"Actually, no\"\n- \"Do I go with my gut or\"\n- \"There's got to be something about\"\n- \"Let me see if\"\n- \"Uh, where was I?\"\n- \"Let's break this down into parts\"\n- \"Something’s not clicking\"\n- \"We've completely overlooked [blank]\"\n- \"That’s an interesting angle, but\"\n- \"[blank] is still a black box to me\"\n- \"Right, so\"\n- \" is interesting\"\n- \"I'm still feeling my way through\"\n- \"Where did I put that...?\"\n- \"Let me break this down\"\n- \"I was just about to say\"\n- \"Let’s weigh the options\"\n- \"I keep circling back to\"\n- \"Possibly\"\n- \"Wait, no\"\n- \"On one hand... but on the other\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Just thinking out loud but\"\n- \"Follow me here\"\n- \"What if we\"\n- \"Here's where it gets interesting\"\n- \"Now we're cooking\"\n- \"This is tricky, but\"\n- \"If I take this apart step by step\"\n- \"Okay, so\"\n- \"I was looking at this all wrong!\"\n- \"I keep coming back to\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"This is starting to take shape\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"That makes sense because\"\n- \"Let me just think this through\"\n- \"Okay, pros and cons\"\n- \"What I'm getting at is\"\n- \"So what I'm trying to say is\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"Anyway\"\n- \"But then again\"\n- \"Alright, where was I?\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Hang on a second\"\n- \"What keeps nagging at me is\"\n- \"Let me play devil's advocate\"\n- \"Let me untangle this\"\n- \"I'm getting a sense that\"\n- \"There’s a better way to phrase this\"\n- \"What I’m getting at is\"\n- \"The more I think about it\"\n- \"Let me work through this\"\n- \"I'm not entirely sure, but\"\n- \"There's something off here\"\n- \"In other words\"\n- \"Hold that thought\"\n- \"How can I approach this?\"\n- \"Let's think step by step\"\n- \"I need to reframe this\"\n- \"First things first\"\n- \"What’s the next step?\"\n- \"Alternatively\"\n- \"What if I flip it around?\"\n- \"The pros and cons are\"\n- \"So basically\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let's see\"\n- \"Let me run through it again\"\n- \" is striking \"\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 | According to legend, Sinope was founded by the Amazons, who named it after their queen, Sinova. The city's ancient inhabitants ascribed its foundation to Autolycus, a companion of Hercules. Destroyed by the wandering Cimmerians, it was refounded toward the end of the 7th century BC by a colony of Milesians. It ultimately became the most flourishing Greek settlement on the Euxine (Black) Sea. As a terminus of the trade routes from Upper Mesopotamia, it commanded much of the maritime trade of the Pontic region and by the 5th century BC had established many colonies on the coast and enjoyed naval supremacy in the Black Sea. In 183 BC it was taken by Pharnaces I and became the capital of the Pontic kings. Under Mithridates VI the Great, who was born there (as was the 4th-century-BC founder of the Cynic sect, Diogenes), it enjoyed a high degree of prosperity and was embellished with fine buildings, naval arsenals, and well-built harbours. The Roman Lucius Licinius Lucullus captured the seaport in 70 BC, and the city was nearly destroyed by fire.\nline 02 | Taken by the Seljuq Turks from the Comneni of Trebizond (modern Trabzon) in AD 1214, it was incorporated into the Ottoman Empire in 1458. In November 1853, shortly after the outbreak of the Crimean War, the Russian navy dramatically attacked Sinop, destroying the Ottoman fleet and reducing large parts of the city to ashes.\nline 03 | Sinop's extant monuments include a ruined ancient citadel rebuilt during Byzantine and Seljuq periods, some isolated columns and inscribed stones built into the old walls and dating from the early Greek and Roman periods, and the Alâeddin Cami (a mosque), built in 1214. A 13th-century Alâiye religious school now houses the local museum. Sinop is linked by road with Samsun and by sea with Istanbul.\nline 04 | The hinterland around Sinop is drained by the Gök River and is mountainous and partly forested. Agriculture employs most of the labour force. Corn (maize), flax, and tobacco are grown in the valleys and on the fertile coastal strip. Pop. (1985) city, 23,148.\nline 05 | Sinop is the most beautiful natural harbor the Black Sea. There are many legends about the foundation of the city but the most dependable is that the Miletion colonists founded it in the 7th century BC and the city is the birthplace of the cynic philosopher Diogenes. According to another legend the province is said to have received its name from the Amazon Queen \"Sinova\". The town's citadel dates from that early age and the foundations of the Temple of Serapis is to be found on the grounds of the Archaeological Museum where some beautiful golden icons are displayed. The 13th century Alaeddin Mosque, the Alaiye Medresse, and the Balatlar Church are of interest in the city. Traditional nautical wood carvings, good crystal and the original cotton clothes of the city are praiseworthy and unique, so you will want to have examples of these artifacts. The seaside hotels and holiday villages will make you stay longer and you will have the opportunity to sit in a fish restaurant by the harbor and watch the perfect combination of green and light blue while sipping your wine. Hamsilos Fjord, 11 kms from the city center is the only fjord in the country.\nline 06 | Gerze, situated on a peninsula, 40 kms southeast of Sinop, will provide you with fine beaches, meadows, restaurants and parks, while Camgolu provides camping facilities in a large forest sloping to the sea.\nline 07 | At Boyabat, the largest town of the province, there are many rock tombs and a citadel.\nline 08 | Return to the Map\nline 09 | Home | Ana Sayfa | All About Turkey | Turkiye hakkindaki Hersey | Turkish Road Map | Historical Places in Adiyaman | Historical Places in Turkey | Mt.Nemrut | Slide Shows | Related Links | Guest Book | Disclaimer | Send a Postcard | Travelers' Stories | Donate a little to help | Getting Around Istanbul | Adiyaman Forum\n</context>\n\n<phrases>\n- \"Why didn’t I think of that sooner?\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Now, if I think about it differently\"\n- \"Okay, let's break this down\"\n- \"I keep coming back to\"\n- \"Oh! That reminds me\"\n- \"There's probably more to it\"\n- \"That makes sense because\"\n- \"What keeps nagging at me is\"\n- \"There's something here about\"\n- \"I'm curious about\"\n- \"Let me run through it again\"\n- \"Let me work through this\"\n- \"What am I overlooking?\"\n- \"Hmm, let’s rewind a bit\"\n- \"Basically\"\n- \"It's almost like\"\n- \"Brainstorming here, but\"\n- \"No, actually\"\n- \"Let me untangle this\"\n- \"Ummm, actually\"\n- \"I could do this, or maybe that\"\n- \"Maybe I should sleep on it\"\n- \"Okay, backtrack a bit\"\n- \"On one hand... but on the other\"\n- \"Does that sound right?\"\n- \"This is tricky, but\"\n- \"Let me back up a second\"\n- \"It feels like the right move, but\"\n- \"Something doesn't add up\"\n- \"Still forming this thought\"\n- \"Just thinking out loud but\"\n- \"Let me approach this from another angle\"\n- \"Let’s weigh the options\"\n- \"I'm intrigued by\"\n- \"Would that even work?\"\n- \"If I take this apart step by step\"\n- \"Don't quote me on this\"\n- \"Building on that\"\n- \"The more I think about it\"\n- \"Let me put this another way\"\n- \"Something about [blank] is still bothering me\"\n- \"Let's break this down into parts\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"There’s a pattern here\"\n- \"Let me break this down\"\n- \"Let me chew on this\"\n- \"Actually, no\"\n- \"That reminds me\"\n- \"The pros and cons are\"\n- \"It's hard to pin down\"\n- \"Let me connect the dots\"\n- \"Something tells me I should\"\n- \"This brings to mind\"\n- \"Not sure if this fits, but\"\n- \"It almost fits, but something’s off\"\n- \"Here's where it gets interesting\"\n- \"When I sit with this idea\"\n- \"This makes me reflect on\"\n- \"If I follow this through\"\n- \"What I mean is\"\n- \" is interesting\"\n- \"I'm pondering\"\n- \"I'm wondering if\"\n- \"I'm trying to reconcile\"\n- \"I need to make sure this checks out\"\n- \"In essence\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let me make sure I got this\"\n- \"Let's think step by step\"\n- \"So what does this mean in the bigger picture?\"\n- \"We've completely overlooked [blank]\"\n- \"The crucial thing seems to be\"\n- \"Okay, pros and cons\"\n- \"So the main idea is\"\n- \"Let me trace that logic back\"\n- \" is key here\"\n- \"This makes me think of\"\n- \"Wait, does this contradict itself?\"\n- \"This connects to\"\n- \"Wait, no\"\n- \"In other words\"\n- \"I wonder if\"\n- \"This connects to something else\"\n- \"I'm struck by\"\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 | of passages, symbols, images, or scenes that deal with your topic. The Crucible Foils Essay; The Crucible Foils Essay. ... he is at his most blissful, having reached his highest in sentience. Premium He begins the story at his height of self-awareness, having been called to assess the town’s problems with witchcraft. Two of the characters that have the biggest foil are Abigail and Elizabeth. Lie, The Crucible, Love 968 Words | severe test, the town of Salem was considered a, StudyMode - Premium and Free Essays, Term Papers & Book Notes. Witchcraft, Salem witch trials, Arthur Miller 868 Words | Foil Character Role Analysis John Proctor to Reverend John Hale. Foils in The Crucible: Of Eager Eyes and Teenaged Militias In Arthur Miller’s The Crucible, Reverend Hale and Abigail Williams are the respective foils of John and Elizabeth Proctor. The play takes place during the era of the Salem Witch Trials in 1692. Considering her lust of John Proctor and her resentment for Elizabeth Proctor and the fear for her life, it was easy to see that Abigail was to blame for the tragic deaths of those innocent Puritans who died during the witch hunts in Salem in the 1600s.\nline 02 | Premium “The Crucible” by Author Miller: For instance Abigail Williams one of the girls in the crucible that uses mass hysteria to exploit the people of Salem around her. Essay on information technology ielts The foil essay crucible, cmu supplement essay 2011 ap lang essay question 3, chinese cinderella review essay, crohn's disease case study example essays about different cultures. Mary Warren, Conscience, Elizabeth Proctor 1296 Words | Premium\nline 03 | Hale changes in the opposite way, his sure faith crumbling into equivocative disquiet. Abigail Williams is an important character from the drama The Crucible written by Arthur Miller. In the play, The Crucible, Arthur Miller describes the unforgettable events of the Salem Witch Trials through the leading female characters, Abigail Williams and Elizabeth Proctor. Firstly, Elizabeth Proctor is a foil to Abigail Williams because they are both women that are in love with John Proctor. Mrs. Kane Essay Topic 3: Arthur Miller uses foils to provide striking contrasts between two characters. The story The Crucible is about how witchcraft becomes such a problem in Salem. Evil or Damned? Hale is...a tight-skinned, eager-eyed intellectual. Proctor is a married farmer who had an affair with a 17-year old house worker. In some cases, people were injured and even killed, and in other instances, people’s emotions were damaged. A tragic hero also has a fatal flaw, experiences tragic things, falls and is destroyed, and at the end of a play there is catharsis. Premium According to a quote from Abigail Williams says ”She is blackening my name, In Arthur Miller’s The Crucible, we are positioned to see belonging as paradoxical, in that the positive, human quality of belonging inevitably carries with it the negative and dangerous corollary of exclusion. 4 Pages. Essay Topic 3: Arthur Miller uses foils to provide striking contrasts between two characters. The revenge that Abigail is seeking to find is directly related to the theme of vengeance that is profound throughout the play. Abigail Williams: 7 Pages. Works Cited: Miller, Arthur. 1\nline 04 | Salem, Massachusetts, John Proctor, Mary Warren 570 Words | In the end 19 people were hanged for witchcraft. Get access to this section to get all the help you need with your essay and educational goals. John Proctor, the main character, have an affair with Abigail Williams, while being married to Elizabeth Proctor. Salem witch trials, John Proctor, Daniel Day-Lewis 581 Words | It was initially called \"The Chronicles of Sarah Good\". September 22, 2013. is built upon. He is often seen fighting about his land, he openly, This can be seen with Giles Corey, who has been established as a flat and minor character with a defining trait of, When compared to Corey, his actions can seem to fall short, and are for preservation of himself or only for his wife. Abigail Williams fought to save her own life and did not care about anyone else who got in her way. Essays about travel agencies case study of financial planning crucible The essay foil essay foil The crucible nutrition month theme 2019 essay writing crucible foil essay The literary analysis essay generator. The Crucible achieves this complex presentation of belonging through a variety of interconnected techniques which will be explored in this essay. Abigail was once found dancing in the woods with many of the other girls. Their paths, however, go in diametrically opposite directions.\nline 05 | The Crucible Essay - “Who Is Really to Blame?”, “The ‘Yellow Bird’ Spirit” – analysis of Arthur Miller’s “The Crucible” play Essay Sample, John Proctor as a Tragic Hero. Remote health initiatives to help minimize work-from-home stress; Oct. 23, 2020. Show More. Her arrogance, control, and power made people gullible to the lies that she told them and in the end, hurt many people who were, in fact, innocent. The Crucible Essay “Who Is Really To Blame?\nline 06 | Crucible Foil Abigail Ans Elizabeth. The Crucible When thinking about why this seems so unconventional, we must take into account our immediate stereotypes when we find out information about the characters. Abigail and Elizabeth show their two very different personalities in three different ways, one being their traits, two being how they, The Crucible was based in 1692 in and around the town of Salem,\nline 07 | Arthur Miller’s play The Crucible tells the story of the town of Salem, Massachusetts during the Salem Witch Trials.\nline 08 | Miller states, “Mr.\nline 09 | ” In The Crucible, there are many occasions in which people are harmed, both physically and emotionally.\nline 10 | 4 Pages.\nline 11 | This directly implies that morality is highly valued in the society. The Crucible Essay:\nline 12 | Abigail Williams tried everything to avoid being blamed. Abigail also accused Elizabeth of stabbing her with a needle. For some sins, Puritan law demanded much more than an embroidered letter to transform a criminal into a living sermon of sin. Abigail also even threatens and lies multiple times to people to get what she wants.\nline 13 | Tjx Service Desk Oracle Number, Where Is Valegro Now, Bethesda Wip Mods, Piano Key Stickers Printable, Akron Full Movie, Neiman Marcus Johnny Was Sale, Seven Sisters Colleges Stereotypes, Lana Gomez Wedding, Shop Zulily Without Signing In, Who Founded The Bloods, New London, Missouri Tyler1, Watermelon Light Pink Inside, Blink Xt2 Camera Range, Kisoyama Japanese Whisky Review, Volvo B230 Specs, Mario Cimarro Wife, Hype Reps Reddit, Sting Sabine Glenn, Aaron Rodgers Hand Size, Ashleigh Banfield Chris Haynor, What To Serve With Lasagna Besides Salad, Nick Lachey Punk'd, Dun Horse Names, Coco Chanel Song, Antonio Aguilar De Que Murió, Annie Dillard Essays, Harrelson's Own Founder, Marlin Model 21 Shotgun, Pink Glitter Hex Code, Mirtha Jung How Did She Die, Do Lizards Eat Wasps, Protruding Bone At Base Of Neck, Crummock Water Walks, Duel Links Meta Tier Deck, Spbo Bet Live Score, Lloyds Bank App For Amazon Fire, Seeing Red Spots When Waking Up, Catherine Disher Height, Oak Island Treasure Update 2019 Spoilers, Retic Snake Hook, Keri Russell Husband, How Long To Heat Oil For Yorkshire Puddings, Xbox Classic Hdmi Mod, 9 Months Before September 24, Uria Medical Term, Pratt Truss Pros And Cons, Most Awarded Artist In Ghana, Martha Argerich Height, Rosewood Rabbit Toys, Bless Unleashed Field Boss Locations, What Do Bloods Say Soo Woo, Gary Smalley Personality Test, Lady Hamilton Apple, Bobby Lee Sarah Hyland, Leake County School District Active Resources, Anger Driven Synonym, Lloyds Bank App For Amazon Fire, Michael Hector Net Worth, How To Tell If Refrigerator Start Relay Is Bad, Summer Season Questions And Answers, Blocboy Jb Height, Rick Rossovich Wife Eva, Otra Vez Tu Te Vas Sabes Que Nuestra Relacion No Va Para Ningun Lugar, Dragon Ball Z Volume 6 Read Online, David Eddings Leaves Rooster Teeth, Sara Nataf Diplo, Pluto In Jyeshta Nakshatra, Good Mother Lyrics Meaning, Find A Loan Shark On Craigslist, Shiny Puffer Jacket, Bathroom Newsletter Names, Synthesia Video Creator, Keke Wyatt Kids, Cuisinart Food Processor Safety Switch, Jennifer Runmo Instagram, Azur Lane Submarine Construction, Dodgers Official Store, Flight Level Calculator, Jolanda Addolori Wikipedia, Axe In Lumber Tycoon, How To Find Delta Faucet Model Number, John Leyton Now, Ikea Crib Non Toxic, Eglu Chicken Coop Ebay,\n</context>\n\n<phrases>\n- \"First things first\"\n- \"Let’s weigh the options\"\n- \"Alternatively\"\n- \"Ummm, actually\"\n- \"On the other hand\"\n- \"That’s the answer I was looking for!\"\n- \"Let me trace that logic back\"\n- \"Something’s not clicking\"\n- \"It was staring me in the face\"\n- \"Okay, so if I do this\"\n- \"Hold that thought\"\n- \"That actually makes a lot of sense\"\n- \"That’s it!\"\n- \"Something's not clicking\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"The pros and cons are\"\n- \"What’s the missing piece?\"\n- \"One way to look at it is\"\n- \"On one hand... but on the other\"\n- \"Picture this\"\n- \"Suppose we assume that\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Let me play devil's advocate\"\n- \"Let me run through it again\"\n- \"Backing up for a second\"\n- \"Follow me here\"\n- \"This makes me think of\"\n- \"But then again\"\n- \"Let's see\"\n- \"How do I put this\"\n- \"What if I flip it around?\"\n- \"There's a better way to phrase this\"\n- \"Aha! That’s what I was missing!\"\n- \"No, actually\"\n- \"What keeps nagging at me is\"\n- \"This connects to\"\n- \"That makes sense because\"\n- \"Let's think step by step\"\n- \"I'm seeing a connection between\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I need to reframe this\"\n- \"Building on that\"\n- \"Anyway\"\n- \"If A is true, then\"\n- \"I think I found the solution!\"\n- \"It's almost like\"\n- \"Consider this possibility\"\n- \"There’s a pattern here\"\n- \"Is it possible that...?\"\n- \"Okay, pros and cons\"\n- \"Let me break this down\"\n- \"Uh, where was I?\"\n- \"Let me circle back to that\"\n- \"Oh! That reminds me\"\n- \"Hang on a second\"\n- \"If I take this apart step by step\"\n- \"Of course! That’s the answer!\"\n- \"If I follow this through\"\n- \"I’m trying to connect the dots here\"\n- \"Hmm\"\n- \"Wait, no\"\n- \"I should have known that!\"\n- \"Something doesn't add up\"\n- \"Let's break this down into parts\"\n- \"Let me work through this\"\n- \"Ah...\"\n- \"Am I missing something?\"\n- \"In the end\"\n- \"Actually, no\"\n- \"I keep coming back to\"\n- \"Wait, I think I just cracked it!\"\n- \"Now, if I think about it differently\"\n- \"I'm trying to untangle this\"\n- \"That’s an interesting angle, but\"\n- \"This might sound weird, but\"\n- \"Okay, walking through it again\"\n- \"The more I think about it\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Wait a minute... Oh!\"\n- \"Let me see\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"That reminds me\"\n- \"Let me untangle this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Did migrations in the Early Middle Ages always lead to the formation of states? No, claims Heinrich Härke. Much depends of the level of administrative organisation already present at the new area of settlement.\nline 02 | Migrations and State Formation in the Early Middle Ages: A View from the West.\nline 03 | By Heinrich Härke\nline 04 | In: Ancient Rus and Medieval Europe: the emergence of states. Ed by Tatiana Jackson. Dmitry Pozharsky University Publishing House 2016, pp. 116 – 130\nline 05 | It is generally conceived wisdom that the Roman Empire disintegrated to a series of smaller competing states. Whether we should characterises them as semi-Roman or Barbarian is still a question on which the jury is out. However, what caused this state-formation in the Early Middle Ages? Was it migration? And why was a ‘new’ state not always the result?\nline 06 | Heinrich Härke has juggled these questions for a very long time. Further, he has generally taken a broader perspective than most of his colleagues; hence, any new publication is always worth a read. Recently he published an overview of his more recent thoughts in a book on ‘Old Rus’ and Medieval Europe: The Origin of States.\nline 07 | In it he writes how migrations of “tribes”, and mobility of elites, figure in many narratives of state formation and nation-building. However, the manifest extent of the influence these migrations had on the early state-formations have for along time been unfashionable in Western European Archaeology. This has led to a lack of interest in the question itself: what lay behind the state-formations? And what – if any – role did migratory movements play?\nline 08 | In the article Heinrich Härke initially makes precision of the terms used: migration is used when a group of people moves from a distinct area to another, expansion is used to designate a situation where the area of origin is not abandoned, colonization when people move into previously unoccupied areas or regions, while a state is defined as a polity with a non-tribal organisation fitted with some sort of central authority and financed through some form of taxation.\nline 09 | The outcomes of migrations in this period varied considerably.\nline 10 | The case studies discussed in this paper include the Anglo-Saxon immigration into England and other migrations of the fifth — seventh centuries AD in Western Europe, and the Viking immigration into the British Isles as well as other Scandinavian cases of the ninth — eleventh centuries AD in the west.\nline 11 | Taken together, these cases demonstrate that migration does not necessarily lead to state formation. For instance, the formation of the Anglo-Saxon states did not begin until the beginning of the 7th centuries indicated by royal dynasties, written laws, taxation, and long-distance trade under royal control. This took place around 200 years after the initial migratory movement began (Heinrich Härke estimates it to have consisted of app. 100-200.000 people initiating a gradual process of immigration and settlement.\nline 12 | “This delayed state formation in England is in marked contrast to the pattern observed in the cases of the Goths, Vandals, Lombards and Franks”, writes Heintrich Härke (p. 120). The difference is that these migratory bands entered regions basically already working as “on-going administrative units”. The difference between the Anglo-Saxon case and the continental examples were not so much the size of the migrations (in both cases estimated to be around 10%), but the size and character of already existing administrative apparatus in the former Roman provinces in the continent. In Britain, the Romans had left generations before the migrations of Angles and Saxons speeded up. “State formation appears to have been a likely consequence only where immigrants encountered native populations of a certain level of social complexity”, writes Heinrich Härke.\nline 13 | The reason might lie in the nature of segmentary (tribal) organisation: it presupposes social links and shared ancestry among the lineages of the tribe. This imposes size limitations, but more importantly restrictions in terms of identity. After conquest by an immigrant population or elite, one possible solution is that the native population is reduced to the status of slaves who are attached to the households of lineage members. The alternative would be the creation of joint states based on a common ideology (such as afforded by Christianity in Early Medieval Western Europe)\nline 14 | Ancient Rus and Medieval Europe: the emergence of states\nline 15 | Ed by Tatiana Jackson\nline 16 | Series: The most ancient states of Eastern Europe 2014\nline 17 | Dmitry Pozharsky University Publishing House 2016\nline 18 | The Yearbook: The most ancient states of Eastern Europe 2014. is dedicated to the problem of the origin and formation of the medieval states. It includes presentations given at the International Conference “Ancient Rus and Medieval Europe: the emergence of states” (IVI RAN, 2012). The main objectives of the volume – to present general theoretical state of current research of early states and highlight the history of specific public entities in Europe, including ancient Rus.\nline 19 | King Alfred’s Longships Defeat the Danes, 877.\nline 20 | By Colin Unwin Gil © Parliamentary Art Collection\n</context>\n\n<phrases>\n- \"When I sit with this idea\"\n- \"Wait, I think I’ve got it!\"\n- \"Finally, it clicks!\"\n- \"Okay, so if I do this\"\n- \"This connects to\"\n- \"[blank] is still a black box to me\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"This explains so much!\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"It was staring me in the face\"\n- \"Alternatively\"\n- \"Bear with me while I\"\n- \"That doesn't sound right, let me rephrase\"\n- \"This might sound weird, but\"\n- \"I'm trying to reconcile\"\n- \"Let me connect the dots\"\n- \"Let me play devil's advocate\"\n- \"How can I approach this?\"\n- \"What happens if we change this part?\"\n- \"On one hand... but on the other\"\n- \"Uh...\"\n- \"No, actually\"\n- \"But then again\"\n- \"On the other hand\"\n- \"I'm seeing a connection between\"\n- \"What if we looked at it like\"\n- \"What if the reason is\"\n- \"So what does this mean in the bigger picture?\"\n- \"Wait a minute... Oh!\"\n- \"Actually, no\"\n- \"That’s an interesting angle, but\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me chew on this\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"That makes sense because\"\n- \"So, the bottom line is\"\n- \"Now, wait just a second\"\n- \"Building on that\"\n- \"I'm struck by\"\n- \"This makes me reflect on\"\n- \"Let's think step by step\"\n- \"How do I put this\"\n- \"That reminds me\"\n- \"What’s the next step?\"\n- \"I'm starting to see a pattern\"\n- \"Aha! That’s what I was missing!\"\n- \"Brainstorming here, but\"\n- \"Let's see\"\n- \"Well, let me see\"\n- \"There's got to be something about\"\n- \"Coming at this from another angle\"\n- \"If we follow this logic\"\n- \"Still forming this thought\"\n- \"Okay, so\"\n- \"This connects to something else\"\n- \"It's almost like\"\n- \"You know\"\n- \"Wait, no\"\n- \"Let me work through this\"\n- \"Let me just think this through\"\n- \"Wait, but if that’s true\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"That actually makes a lot of sense\"\n- \"What if I flip it around?\"\n- \"So that’s why it wasn’t working!\"\n- \"Ummm, actually\"\n- \"I'm intrigued by\"\n- \"I'm mulling over\"\n- \"What if we\"\n- \"In the end\"\n- \"I wonder if\"\n- \"What keeps nagging at me is\"\n- \"Let me propose something\"\n- \"What if I just flip this around?\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"This brings to mind\"\n- \"What’s the best way to explain this?\"\n- \"I’m trying to connect the dots here\"\n- \"Follow me here\"\n- \"I'm wondering 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 | In U.S. GAAP, element depreciation is permitted but not required. A large fastened asset such as an airplane may be depreciated as one merchandise beneath U.S. GAAP, whereas in an IFRS surroundings, varied parts or components of the airplane could have completely different helpful lives and residual values. This signifies that depreciation expense underneath these scenarios may be completely different.\nline 02 | Declining Balance Method\nline 03 | In straight-line depreciation technique, cost of a hard and fast asset is lowered uniformly over the useful lifetime of the asset.\nline 04 | Since the depreciation expense charged to revenue assertion in each period is similar, the carrying amount of the asset on balance sheet declines in a straight line.\nline 05 | Double-declining balance is a sort of accelerated depreciation method.\nline 06 | This method records larger quantities of depreciation during the early years of an asset’s life and lower amounts in the course of the asset’s later years.\nline 07 | Thus, within the early years, revenues and property might be reduced extra due to the greater depreciation expense.\nline 08 | A company can also select to go along with this methodology if it provides them tax or cash circulate advantages. A depreciation rate is the percentage of an extended-time period funding that you just use as an annual tax deductible expense during the interval over which you claim it as a tax deduction. Because you utilize mounted property, or major business investments, over time, it would not make sense to easily deduct the whole amount you pay in the course of the yr you pay it. Spreading the cost over a number of accounting periods helps present a clearer picture of how your expenditures evaluate together with your earnings.\nline 09 | What is a straight line approach?\nline 10 | Subtract the asset’s salvage value from its cost to determine the amount that can be depreciated. Divide this amount by the number of years in the asset’s useful lifespan. Divide by 12 to tell you the monthly depreciation for the asset.\nline 11 | Subtract the depreciation from the price of the asset to determine the current value of the asset.\nline 12 | To figure out yr two’s depreciation, you must multiply the current worth by the depreciation determine for yr one.\nline 13 | Since the asset has 5 years useful life, the straight-line depreciation fee equals (one hundred% / 5) or 20% per yr. With double-declining-steadiness, double that fee to arrive at forty%. Apply the rate to the guide worth of the asset (price subtracted by accumulated depreciation) and ignore salvage value. At the purpose the place guide value is equal to the salvage worth, no more depreciation is taken. Some of the most typical strategies used to calculate depreciation are straight-line, units-of-production, sum-of-years digits, and double-declining stability, an accelerated depreciation technique.\nline 14 | This is mandatory beneath the matching precept as revenues are recorded with their associated expenses in the accounting interval when the asset is in use. This helps in getting a whole image of the revenue era transaction.\nline 15 | Value in use as utilized in IFRS is the current value of estimated future cash flows to be derived from the persevering with usage of the asset plus its disposal on the end of the asset’s helpful life. The larger of 1.) honest value much less costs to promote or 2.) the value in use is known as the recoverable amount which is then compared to the carrying quantity of the fastened asset. If the carrying quantity of the asset exceeds the recoverable quantity, the asset is considered impaired. An impairment loss is generally written down by way of profit / loss within the IFRS setting. On the other hand, a reversal of an impairment loss is required if conditions change that warrant a rise beneath IFRS.\nline 16 | Sum-of-years digits is a depreciation methodology that leads to a extra accelerated write off of the asset than straight line but lower than double-declining steadiness technique.\nline 17 | This method will reduce revenues and belongings more quickly than the straight-line technique however not as quickly because the double-declining technique.\nline 18 | It means that the asset might be depreciated sooner than with the straight line method. The double-declining stability methodology ends in higher depreciation expenses at first of an asset’s life and lower depreciation bills later. This methodology is used with assets that shortly lose worth early of their useful life.\nline 19 | When an organization purchases an asset, such as a piece of equipment, such massive purchases can skewer the income statement confusingly. Instead of showing as a pointy leap in the accounting books, this can be smoothed by expensing the asset over its helpful life. Depreciation offers businesses a method to recuperate the cost of an eligible asset by writing off the expense over the course of the helpful life of the asset.\nline 20 | Understanding the Difference Between Amortization and Depreciation\nline 21 | Depreciation expense is utilized in accounting to allocate the price of a tangible asset over its useful life. Depreciation is outlined because the expensing of an asset involved in producing revenues throughout its useful life. Depreciation for accounting functions refers the allocation of the price of belongings to durations in which the assets are used (depreciation with the matching of revenues to bills principle).\nline 22 | The Modified Accelerated Cost Recovery System (MACRS) is the present tax depreciation system used within the United States. To calculate depreciation using the double-declining methodology, its attainable to double the amount of depreciation expense beneath the straight-line technique. To do that, divide a hundred per cent by the variety of years of useful lifetime of the asset. Next, apply the ensuing double-declining fee to the declining e-book worth of the asset (value subtracted by accumulated depreciation).\nline 23 | Under the straight-line technique of depreciation, the price of a set asset is spread evenly for each year that it’s useful, useful and profitable. As such, the depreciation expense recorded on an earnings statement is identical every year. Depreciation expense for a yr beneath the straight-line methodology is calculated by dividing the depreciable amount (the difference between value and salvage worth) of the mounted asset by its useful life (in years). The equipment has an expected lifetime of 10 years and a salvage value of $500.\nline 24 | If the undiscounted money flow is less than the carrying quantity of the asset, the asset’s carrying quantity is then in comparison with the asset’s fair worth. If the carrying quantity is lower than honest worth, an impairment loss is recorded. GAAP, requires an analysis of a possible impairment loss if there are signs of a declining value for the asset. First, the honest market value less direct prices to sell and the asset’s value in use are determined.\nline 25 | What are the 3 depreciation methods?\nline 26 | Declining Balance Method Unlike the others, the declining balance is not based on the depreciable basis of an asset but instead on the asset’s book value — the asset’s cost less accumulated depreciation.\nline 27 | Any gain or loss above or beneath the estimated salvage value would be recorded, and there would now not be any carrying worth underneath the fastened asset line of the steadiness sheet. Depreciation is the accounting strategy of changing the original prices of mounted property such as plant and machinery, tools, and so forth into the expense. It refers back to the decline in the worth of fastened belongings because of their utilization, passage of time or obsolescence.\nline 28 | The calculated depreciation is based on initial asset price, salvage value, the number of durations over which the asset is depreciated and, optionally, the variety of months in the first year. The calculation relies on initial asset price, salvage worth, the number of periods over which the asset is depreciated and, optionally, the variety of months in the first 12 months.\nline 29 | In later years, a decrease depreciation expense can have a minimal impact on revenues and assets.\nline 30 | However, revenues could also be impacted by larger prices related to asset maintenance and repairs.\nline 31 | Sum-of-years-digits depreciation is set by multiplying the asset’s depreciable cost by a collection of fractions based mostly on the sum of the asset’s useful life digits.\nline 32 | How do you calculate straight line depreciation in Excel?\nline 33 | Straight-line depreciation is a method of calculating depreciation whereby an asset is expensed consistently throughout its useful life.\nline 34 | Whilst there are several other depreciation methods, the straight-line approach is the easiest to understand and is suitable for the needs of small businesses and freelancers.\nline 35 | A depreciation technique commonly used to calculate depreciation expense is the straight line technique. The Excel DB operate returns the depreciation of an asset for a specified interval using the fastened-declining balance method.\nline 36 | - The most typical forms of depreciation methods include straight-line, double declining steadiness, units of production, and sum of years digits.\nline 37 | - There are various formulation for calculating depreciation of an asset.\nline 38 | - Businesses depreciate long-term assets for each tax and accounting functions.\nline 39 | - For tax functions, companies can deduct the cost of the tangible property they buy as enterprise bills.\nline 40 | It also ensures that your accounting complies with federal guidelines for calculating depreciation. Double-declining balance does not use the residual value so no, you solely must know the cost of the building and the financial useful life of the building as before. The first step here is to divide 2 by the asset’s helpful life. In our example, $a hundred,000 times zero.08 equals $8,000 of depreciation for the primary year. Sum-of-years’ digits is a depreciation methodology that results in a more accelerated write-off than straight line, but less accelerated than that of the double-declining steadiness technique.\nline 41 | Under this technique, annual depreciation is determined by multiplying the depreciable cost by a sequence of fractions primarily based on the sum of the asset’s useful life digits. The sum of the digits may be decided by utilizing the formula (n2+n)/2, the place n is the same as the useful life of the asset. Depreciation expense may be calculated utilizing a variety of strategies. The depreciation methodology chosen ought to be applicable to the asset sort, its anticipated enterprise use, its estimated useful life, and the asset’s residual value. The quantity reduces each the asset’s value and the accounting interval’s revenue.\nline 42 | The whole quantity of depreciation for any asset shall be equivalent ultimately regardless of which method of depreciation is chosen; solely the timing of depreciation shall be altered. In using the declining steadiness technique, an organization stories bigger depreciation expenses during the earlier years of an asset’s useful life. You need to determine an appropriate way to allocate cost of the asset over the intervals during which the asset is used. Generally, the strategy of depreciation to be used depends upon the patterns of expected benefits obtainable from a given asset. This means different strategies would apply to several types of property in a company.\nline 43 | For the double-declining balance method, revenues and assets will be decreased more within the early years of an asset’s life, as a result of greater depreciation expense, and fewer in the later years. Under MACRS, the capitalized price (basis) of tangible property is recovered by annual deductions for depreciation over a specified life. The lives are specified in the Internal Revenue Service’s (IRS) Tax Co de.\nline 44 | In such conditions accelerated depreciation strategies are extra applicable. As we already know the aim of depreciation is to match the price of the mounted asset over its productive life to the revenues the business earns from the asset. It could be very difficult to instantly link the price of the asset to revenues, hence, the price is usually assigned to the variety of years the asset is productive.\nline 45 | How do you calculate depreciation using straight line method?\nline 46 | Straight line basis is a method of calculating depreciation and amortization, the process of expensing an asset over a longer period of time. It is calculated by dividing the difference between an asset’s cost and its expected salvage value by the number of years it is expected to be used.\nline 47 | The most commonly used technique for calculating depreciation beneath usually accepted accounting ideas, or GAAP, is the straight line method. This method is the only to calculate, results in fewer errors, stays probably the most constant and transitions nicely from company-ready statements to tax returns.\nline 48 | Accumulated depreciation is applicable to belongings which might be capitalized. Capitalized property are belongings that present worth for multiple year. Accounting rules dictate that bills and sales are matched within the interval by which they are incurred. Depreciation is an answer for this matching problem for capitalized belongings. Accountants just like the straight line methodology as a result of it is straightforward to use, renders fewer errors over the lifetime of the asset, and bills the identical quantity everyaccounting interval.\nline 49 | Example 1: Whole-Year Depreciation in Year of Purchase\nline 50 | This is likely one of the two widespread strategies a company makes use of to account for the bills of a fixed asset. As the title suggests, it counts expense twice as much because the book worth of the asset every year. To calculate depreciation expense, use double the straight-line rate. For instance, suppose a business has an asset with a value of 1,000, 100 salvage worth, and 5 years helpful life.\nline 51 | GAAP and IFRS settings, fastened assets are initially valued at price. After initial recognition, full IFRS permits mounted belongings to be adjusted to truthful value. The honest worth different just isn’t used often as a result of appraisal prices involved. IFRS requires element depreciation when patterns of economic benefits differ from the primary asset, whereas U.S.\nline 52 | What Is the Tax Impact of Calculating Depreciation?\nline 53 | What is the formula for depreciation?\nline 54 | Depreciation expense for a year under the straight-line method is calculated by dividing the depreciable amount (the difference between cost and salvage value) of the fixed asset by its useful life (in years). Depreciable amount equals cost minus salvage value.\nline 55 | Depreciation is a typical accounting technique that allocates the cost of a company’s fastened belongings over the property’ helpful life.\nline 56 | In different words, it permits a portion of an organization’s value of fixed assets to be unfold out over the durations by which the mounted belongings helped generate revenue.\nline 57 | The double-declining stability methodology is a type of accelerated depreciation.\nline 58 | Assets with no salvage worth will have the same whole depreciation as the price of the asset.\nline 59 | The carrying value can be $200 on the stability sheet on the finish of three years.\nline 60 | The depreciation expense would be accomplished under the straight line depreciation method, and management would retire the asset.\nline 61 | The sale worth would find its way again to money and money equivalents.\nline 62 | Useful life – that is the time period over which the organisation considers the fixed asset to be productive. Beyond its helpful life, the fastened asset is no longer cost-efficient to continue the operation of the asset. Fixed Asset Impairment – fastened asset impairment is a little different underneath IFRS. Under both bodies, impairment is normally assessed when impairment indicators are present. The projected net undiscounted money circulate to be derived from the asset is then in comparison with the asset’s carrying amount.\nline 63 | The items of manufacturing depreciation methodology is used when the lifetime of an asset is defined in hours of operation, units produced or one other iteration affected not just by time however by utilization of the asset. In this case, depreciation is calculated based mostly on the production rates the company expects to fabricate whereas the asset is in use. In regards to depreciation, salvage value (generally called residual or scrap worth) is the estimated price of an asset on the finish of its helpful life. If the salvage worth of an asset is understood (corresponding to the quantity it may be offered as for elements at the finish of its life), the cost of the asset can subtract this value to find the total amount that may be depreciated.\nline 64 | Businesses depreciate lengthy-time period property for each tax and accounting purposes.\nline 65 | For tax functions, businesses can deduct the price of the tangible property they buy as business bills.\nline 66 | The most common types of depreciation strategies include straight-line, double declining stability, models of production, and sum of years digits.\nline 67 | There are varied formulation for calculating depreciation of an asset.\nline 68 | The IRS publishes detailed tables of asset lives by asset class. The deduction for depreciation is computed under certainly one of two strategies (declining steadiness switched to straight line or only straight line ) on the election of the taxpayer. There’s no harm in doing this so long as each model clearly states the assumptions made and as long as all tax-related submissions are constant. Accounting departments usually evaluate steadiness sheets using totally different methods of depreciation to find out which is the most advantageous for the business based mostly on the magnitude of the asset in question. There are many methods of distribution depreciation amount over its useful life.\nline 69 | Depreciation expense affects the values of businesses and entities because the accumulated depreciation disclosed for each asset will reduce its e-book worth on the steadiness sheet.\nline 70 | Generally the price is allocated as depreciation expense among the periods by which the asset is anticipated to be used.\nline 71 | Such expense is acknowledged by businesses for financial reporting and tax purposes.\nline 72 | For accounting specifically, depreciation considerations allocating the price of an asset over a period of time, often its useful life.\nline 73 | Unlike extra complicated methodologies, such asdouble declining steadiness, straight line is simple and only makes use of three different variables to calculate the amount of depreciation every accounting period.\nline 74 | The default methodology used to gradually reduce the carrying amount of a fixed asset over its useful life is known as Straight Line Depreciation.\nline 75 | Each full accounting yr shall be allocated the identical quantity of the percentage of asset’s value when you are utilizing the straight-line technique of depreciation.\nline 76 | Depreciation allows a portion of the price of a set asset to the income generated by the fixed asset.\nline 77 | Depreciation is how the costs of tangible and intangible property are allocated over time and use. Both private and non-private firms use depreciation strategies in accordance with generally accepted accounting ideas, or GAAP, to expense their property. Due to its simplicity, the straight-line method of depreciation is the commonest depreciation method. Generally-accepted accounting ideas (GAAP) require companies to depreciate its mounted property utilizing technique that best reflects the pattern during which the property are expected to generate economic benefits. While the straight-line methodology is appropriate typically, some mounted belongings lose extra worth in initial years.\n</context>\n\n<phrases>\n- \"Let me chew on this\"\n- \"Let me play devil's advocate\"\n- \"No, actually\"\n- \"I'm pondering\"\n- \"Okay, pros and cons\"\n- \"Let me connect the dots\"\n- \"I'm getting stuck on\"\n- \"Not sure if this fits, but\"\n- \"Something about [blank] is still bothering me\"\n- \"When I sit with this idea\"\n- \"Building on that\"\n- \"Maybe\"\n- \"What if we looked at it like\"\n- \"There’s a pattern here\"\n- \"What if I flip it around?\"\n- \"Actually, no\"\n- \"Wait, that doesn’t add up\"\n- \"What’s the best way to explain this?\"\n- \"What if we\"\n- \"I'm trying to untangle this\"\n- \"First things first\"\n- \"Ummm, actually\"\n- \"Let me break this down\"\n- \"Could be wrong here\"\n- \"Okay, let's break this down\"\n- \"Let's break this down into parts\"\n- \"But then again\"\n- \"I'm struck by\"\n- \"Hold on a second\"\n- \"Let's see\"\n- \"Wait a minute... Oh!\"\n- \"This connects to\"\n- \"Perhaps\"\n- \"Right, so\"\n- \"Something doesn't add up\"\n- \"Let's test this idea\"\n- \"Am I missing something?\"\n- \"Let me think\"\n- \"One way to look at it is\"\n- \"Let me work through this\"\n- \"Now, wait just a second\"\n- \"Let me untangle this\"\n- \"What if I just flip this around?\"\n- \"If A is true, then\"\n- \"I'm mulling over\"\n- \"What keeps nagging at me is\"\n- \"There's something off here\"\n- \"Wait, no\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I was making this more complicated than it needed to be\"\n- \"That makes sense because\"\n- \"Wait, but if that’s true\"\n- \"Hmm\"\n- \"That’s an interesting angle, but\"\n- \"Picture this\"\n- \"The tricky part is\"\n- \"This makes me reflect on\"\n- \"I have a theory about this\"\n- \"On the other hand\"\n- \"Follow me here\"\n- \"Let’s weigh the options\"\n- \"I'm starting to see a pattern\"\n- \"I’m trying to connect the dots here\"\n- \"On one hand... but on the other\"\n- \"Oh! That reminds me\"\n- \"This is pretty rough\"\n- \"Now we're cooking\"\n- \"The pros and cons are\"\n- \"I'm curious about\"\n- \"I'm seeing a connection between\"\n- \"Alternatively\"\n- \"Let's think step by step\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"This brings to mind\"\n- \"That doesn’t sound right\"\n- \"I know there’s a word for this\"\n- \"If I take this apart step by step\"\n- \"I'm intrigued by\"\n- \"Okay, so if I do this\"\n- \"That reminds me\"\n- \"Suppose we assume that\"\n- \"I feel like I’m close\"\n- \"Might be\"\n- \"Well\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Capital structure is concerned with the way a company structures its finance, this is important as it can affect the value of a company. Usually a company will opt for either debt financing or equity financing but more often a combination of both. If a company opts for a combination of debt and equity they can favor one over the other, alternatively they could opt for an equal split. Each combination will have advantages and disadvantages; these are centered around the key characteristics of the different finance options.\nline 02 | The Characteristics of Debt Finance\nline 03 | Considered a lower risk:\nline 04 | It has a definite maturity date and interest rates are set accordingly, taking into account the length of time funds are required for.\nline 05 | Debt is cheaper than equity, partly due to the fact it can attract tax relief on the interest repayments.\nline 06 | Debt financing will not dilute the control of the company.\nline 07 | The Characteristics of Equity Finance\nline 08 | Equity is more expensive due to an investor’s requirement to be compensated for having their money tied up\nline 09 | The risks and liabilities of the company are shared with equity investors, conversely the control of the company and the profits are also shared.\nline 10 | There are a number of theories that consider the effects of the chosen finance method and try to establish the optimum or best balance.\nline 11 | Modigliani and Miller Capital Structure Irrelevance Theory\nline 12 | Modigliani and Miller advocate the Capital Structure Irrelevancy Theory; this is the suggestion that the capital structure of a company will have little or no effect on the value of a company, it will make no difference whether debt or equity or both are used.\nline 13 | It is a very simple argument that forms the basis for this theory, the cash flows into a company will be the same regardless of the capital structure of the company finance. The division of these cash flows i.e. the amounts attributable to different financing arrangements (equity shares and debt, such as bonds) may differ but will not affect the total amount of cash flow into the company when added together.\nline 14 | Financial gearing relates to the degree in which a company uses or favors debt to finance, where a company has a large proportion of finance from debt, it is said to have a higher gearing.\nline 15 | So Modigliani and Miller suggest that the value of a highly geared company i.e. the finance structure has a high debt proportion would be the same as one that is referred to as being ungeared i.e. the finance structure is wholly made up of equity if the operating profits and future prospects are same. In which case if an individual was considering buying shares they would expect to pay the same if buying in to a geared company as they would pay to buy shares in an ungeared company. This ensures that valuation is focused on the earning potential of the company.\nline 16 | Modigliani and Miller make a number of assumptions when advocating this theory:\nline 17 | - There are no taxes.\nline 18 | - There are no transaction costs when buying and selling shares and securities.\nline 19 | - There are no bankruptcy costs.\nline 20 | - Investors and companies can borrow at the same cost.\nline 21 | - Companies and investors have access to the same market information.\nline 22 | The average amount that a company pays for capital and would need to pay to raise more capital is referred to as the Weighted Average Cost of Capital (WACC). Modigliani and Miller’s Capital Structure Irrelevance theory suggests that regardless of the capital breakdown the WACC will remain consistent. This is based on the resultant decrease in the WACC seen when more cheaper debt financing is obtained being offset by the increase in WACC as a result of equity costs increasing due to the greater financial risk.\nline 23 | A number of years later Modigliani and Miller looked at this theory again, this time taking tax into account.\nline 24 | This dramatically changed their perspective.\nline 25 | Debt in this view became even cheaper when taking into account the tax relief available, which meant the WACC decreased further with additional debt financing.\nline 26 | The additional decrease in the WACC outweighed any additional equity costs resulting from the increased risk.\nline 27 | As gearing increased the WACC fell.\nline 28 | This meant that Modigliani and Miller concluded that a company should finance itself using the highest possible financial gearing that it could manage.\nline 29 | This theory however sparks some criticisms; in the business world companies are advised against using a capital structure made up almost entirely of debt. This is due to a number of reasons:\nline 30 | - In reality it is not always possible to obtain financing in this manner.\nline 31 | - The tax relief is only actually available on tax paid, so once the tax is exhausted this benefit is no longer applicable.\nline 32 | - There is also a very real risk of bankruptcy, with financing relying heavily on debt any increases in interest rates could quickly put the company in a position where it can no longer meet these obligations and it faces bankruptcy.\nline 33 | The Pecking Order Theory\nline 34 | A very different approach to the financing decision, this theory does not try and establish an optimum balance of debt to equity. This very simply suggests that the financing decision should be based on the following established pecking order:\nline 35 | - Retained Earnings/Reserves\nline 36 | If a company bases their decisions following this order and exhausting each option one by one, it is thought to be advantageous.\nline 37 | The company reduces the transaction costs associated with obtaining finance, as using retained earnings will attract minimal costs and the most expensive financing option would be the issue of equity shares. Likewise, the time and expense associated with the options above increase from the minimal amount of time and expense using retained earnings through to the much more significant amounts of time and costs associated with the issue of equity shares.\nline 38 | This theory would suggest that a very successful company would have low levels of debt finance due to their higher retained earnings available for funding investments. I am sure we can all think of companies that may not follow this pattern.\nline 39 | Another school of thought, simply suggests that a company should match the finance to the asset/investment being financed.\nline 40 | So a long term or fixed asset should be funded by a long term form of finance and a current asset should be funded by a short term funding method.\nline 41 | Thank you for reading about capital structure theory.\nline 42 | The are more finance models here.\n</context>\n\n<phrases>\n- \"Let me throw this out there\"\n- \"Let's see\"\n- \"Coming at this from another angle\"\n- \"Building on that\"\n- \"It almost fits, but something’s off\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Wait a minute... Oh!\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Wait, no\"\n- \"Okay, backtrack a bit\"\n- \"Consider this possibility\"\n- \"Alright, where was I?\"\n- \"I keep coming back to\"\n- \"Let me sum this up so far\"\n- \"I'm still feeling my way through\"\n- \"Hmm\"\n- \"Hold that thought\"\n- \"Okay, pros and cons\"\n- \"Let me put this another way\"\n- \"Okay, so if I do this\"\n- \"In essence\"\n- \"That reminds me\"\n- \"There's something here about\"\n- \"I'm trying to untangle this\"\n- \"Now we're cooking\"\n- \"So the main idea is\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Let me back up a second\"\n- \"This might sound weird, but\"\n- \" is striking \"\n- \"What keeps nagging at me is\"\n- \"Let me talk this through\"\n- \"Picture this\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me make sure I got this\"\n- \"Okay, let's break this down\"\n- \"I need to make sure this checks out\"\n- \"I need to step back and rethink this\"\n- \"How do I put this\"\n- \"What's the best way to explain this?\"\n- \"If I take this apart step by step\"\n- \"There’s a pattern here\"\n- \"On one hand... but on the other\"\n- \"I'm starting to see a pattern\"\n- \"Let me break this down\"\n- \"I need to fill in the gaps\"\n- \"This isn't quite right, but\"\n- \"What I’m getting at is\"\n- \"Let’s weigh the options\"\n- \"Let me work through this\"\n- \"Actually, no\"\n- \"Let me circle back to that\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"I keep circling back to\"\n- \"Let me propose something\"\n- \"Oh! That reminds me\"\n- \"Let me connect the dots\"\n- \"The pros and cons are\"\n- \"Let me see if\"\n- \"That makes sense because\"\n- \"Ummm, actually\"\n- \"Let me approach this from another angle\"\n- \"Ah...\"\n- \"What if we looked at it like\"\n- \"I'm seeing a connection between\"\n- \"Let me just think this through\"\n- \"Here's what I'm thinking\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Wait a minute\"\n- \"I’m trying to connect the dots here\"\n- \"Let's think step by step\"\n- \"Hang on a second\"\n- \"Now, if I think about it differently\"\n- \"Let me untangle this\"\n- \"Wait, where does [blank] fit into all this?\"\n- \" is interesting\"\n- \"This connects to\"\n- \"If we follow this logic\"\n- \"First things first\"\n- \"The thing is\"\n- \"This is tricky, but\"\n- \"Something doesn't add up\"\n- \"Still working it out\"\n- \"No, actually\"\n- \"There's a missing link here\"\n- \"What if we\"\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 | We include products we think are useful for our readers.\nline 02 | If you buy through links on this page, we may earn a small commission.\nline 03 | Here’s our process.\nline 04 | Medical News Today only shows you brands and products that we stand behind.Our team thoroughly researches and evaluates the recommendations we make on our site. To establish that the product manufacturers addressed safety and efficacy standards, we:\nline 05 | - Evaluate ingredients and composition: Do they have the potential to cause harm?\nline 06 | - Fact-check all health claims: Do they align with the current body of scientific evidence?\nline 07 | - Assess the brand: Does it operate with integrity and adhere to industry best practices?\nline 08 | Calcium is a nutrient that all living organisms need, including humans. Dietary sources of calcium include dairy products, green leafy vegetables, nuts, seeds, and fortified products.\nline 09 | Calcium is the most abundant mineral in the body. Humans need calcium to build and maintain strong bones, and\nline 10 | Calcium occurs naturally in many foods, and food manufacturers add it to certain products. Supplements are also available.\nline 11 | This article looks at why the body needs calcium, which foods are rich in calcium, what happens if the body does not have enough, and the pros and cons of taking supplements.\nline 12 | Calcium plays various roles in the body. These include the following:\nline 13 | Around 99% of the calcium in the human body is in the bones and teeth. Calcium is essential for the development, growth, and maintenance of bone.\nline 14 | As children grow, calcium contributes to the development of their bones. After a person stops growing, calcium continues to help maintain the bones and slow down bone density loss, which is a natural part of the aging process.\nline 15 | Females who have already experienced menopause can lose bone density at a higher rate than males or younger people. They have a higher risk of developing osteoporosis, and a doctor may recommend calcium supplements.\nline 16 | Learn more here about osteoporosis.\nline 17 | Calcium helps regulate muscle contraction. When a nerve stimulates a muscle, the body releases calcium. The calcium helps the proteins in muscle carry out the work of contraction.\nline 18 | When the body pumps the calcium out of the muscle, the muscle will relax.\nline 19 | Calcium plays a key role in blood clotting. The process of clotting is complex and has a number of steps. These involve a range of chemicals, including calcium.\nline 20 | Calcium’s role in muscle function\nline 21 | Vitamin D is also essential for bone health, and it helps the body absorb calcium. Find out more about vitamin D and why we need it.\nline 22 | Calcium is a co-factor for many enzymes. Without calcium, some key enzymes cannot work efficiently.\nline 23 | Studies have also suggested that consuming enough calcium can result in:\nline 24 | - a lower risk of developing conditions involving high blood pressure during pregnancy\nline 25 | - lower blood pressure in young people\nline 26 | - lower blood pressure in those whose mothers who consumed enough calcium during pregnancy\nline 27 | - improved cholesterol values\nline 28 | - a lower risk of colorectal adenomas, a type of non-cancerous tumor\nline 29 | Find out more here about the effects of having low calcium levels.\nline 30 | People can obtain calcium from a range of foods and drinks.\nline 31 | The following are good\nline 32 | - fortified dairy alternatives, such as soy milk\nline 33 | - sardines and salmon\nline 34 | - green leafy vegetables, such as broccoli, turnip leaves, watercress, and kale\nline 35 | - many fortified breakfast cereals\nline 36 | - fortified fruit juices\nline 37 | - nuts and seeds, especially almonds, sesame, and chia\nline 38 | - legumes and grains\nline 39 | - cornmeal and corn tortillas\nline 40 | Some dark green vegetables, such as spinach, contain calcium. However, they also contain high levels of oxalic acid. Oxalic acid reduces the body’s ability to absorb calcium, according to studies.\nline 41 | Click here for some tips on getting enough calcium on a plant-based diet.\nline 42 | According to the\nline 43 | - 0–6 months: 200 milligrams (mg)\nline 44 | - 7–12 months: 260 mg\nline 45 | - 1–3 years: 700 mg\nline 46 | - 4–8 years: 1,000 mg\nline 47 | - 9–18 years: 1,300 mg\nline 48 | - 19–50 years: 1,000 mg\nline 49 | - 51–70 years: 1,000 mg for males and 1,200 mg for females\nline 50 | - 71 years and above: 1,200 mg\nline 51 | Pregnant and breastfeeding women require 1,000–1,300 mg depending on age.\nline 52 | A doctor may recommend additional calcium for people who:\nline 53 | The following conditions or lifestyle habits may result in low calcium levels, also known as hypocalcemia:\nline 54 | - bulimia, anorexia, and some other eating disorders.\nline 55 | - mercury exposure\nline 56 | - overconsumption of magnesium\nline 57 | - long-term use of laxatives\nline 58 | - prolonged use of some medicines, such as chemotherapy or corticosteroids\nline 59 | - chelation therapy used for metal exposure\nline 60 | - lack of parathyroid hormone\nline 61 | - people who eat a lot of protein or sodium may excrete calcium.\nline 62 | - some cancers\nline 63 | - high consumption of caffeine, soda, or alcohol\nline 64 | - some conditions, such as celiac disease, inflammatory bowel disease, Crohn’s disease, and some other digestive diseases\nline 65 | - some surgical procedures, including removing the stomach\nline 66 | - kidney failure\nline 67 | - vitamin D deficiency\nline 68 | - phosphate deficiency\nline 69 | The body eliminates some calcium in sweat, urine, and feces. Foods and activities that encourage these functions may reduce the levels of calcium in the body.\nline 70 | A doctor may recommend calcium supplements for people who have a calcium deficiency.\nline 71 | People who use calcium supplements should:\nline 72 | - check first with their doctor whether they need supplements\nline 73 | - follow the dosage the doctor recommends\nline 74 | - take the supplement with food for best absorption and to minimize possible adverse effects\nline 75 | - consume the supplements at intervals, usually two or three times a day\nline 76 | According to the ODS, around\nline 77 | Many calcium supplements also contain vitamin D. Vitamin D encourages the synthesis of proteins in the body and helps the body absorb calcium. Magnesium also plays a role in strengthening bones, and calcium supplements may also contain magnesium.\nline 78 | Types of supplement\nline 79 | There are different types of supplements.\nline 80 | A doctor can recommend the best option.\nline 81 | This will depend on the individual’s needs and preferences, any medical conditions they have, and whether they are taking any medications.\nline 82 | Elemental calcium is the pure mineral, but calcium in its natural form exists with other compounds.\nline 83 | Supplements may contain different proportions of calcium compounds and elemental calcium. For example:\nline 84 | Calcium carbonate: This contains 40% elemental calcium. This type is commonly available, and it is relatively cheap and convenient. A person should take it with food, as stomach acid helps the body absorb it.\nline 85 | Calcium lactate: This contains 13% elemental calcium.\nline 86 | Calcium gluconate: This contains 9% elemental calcium.\nline 87 | Calcium citrate: This contains 21% elemental calcium. A person can take it with or without food. It is useful for people with inflammatory bowel disease, achlorhydria, and some absorption disorders.\nline 88 | Research has found conflicting evidence regarding the benefits and drawbacks of supplement use.\nline 89 | Some studies have suggested, however, that calcium supplementation could be hazardous.\nline 90 | Some people report gastrointestinal symptoms, such as bloating, constipation, gas, or a combination of all three when using calcium supplements.\nline 91 | Calcium citrate usually has fewer and less pronounced side effects than calcium carbonate. Taking the supplements with food, or spreading their intake throughout the day may help reduce the occurrence or intensity of the side effects.\nline 92 | Very high levels of calcium can lead to:\nline 93 | - kidney problems\nline 94 | - calcification of soft tissues and blood vessels\nline 95 | - kidney stones\nline 96 | Although high calcium levels due to taking too many supplements might cause these severe side effects, they are more likely the result of cancer and thyroid problems, according to the ODS.\nline 97 | Past studies have raised concerns that taking calcium supplements may\nline 98 | - kidney stones\nline 99 | - a reduction in iron absorption\nline 100 | - a higher risk of a heart attack\nline 101 | However, more recent studies have suggested that these concerns may be unfounded.\nline 102 | Calcium may interact with some drugs. Experts make the following recommendations:\nline 103 | - Take calcium supplements separately from some antibiotics.\nline 104 | - Avoid supplement use while taking calcium channel blockers, which are a common type of medication for lowering blood pressure.\nline 105 | Calcium is essential for building and maintaining healthy bones and teeth. Among other roles, it may also help manage blood pressure.\nline 106 | It is best to obtain sufficient calcium through dietary sources, such as dairy products, green leafy vegetables, and tofu. However, a doctor may recommend supplementation for some people.\nline 107 | Due to individual differences in requirements, experts do not recommend calcium supplementation for everyone. Anyone who is considering taking supplements should ask their healthcare provider for advice.\nline 108 | Calcium supplements are available for purchase online.\n</context>\n\n<phrases>\n- \"Uh...\"\n- \"On one hand... but on the other\"\n- \"Actually, no\"\n- \"What if we looked at it like\"\n- \"Take this with a grain of salt\"\n- \"So the main idea is\"\n- \"The pros and cons are\"\n- \"If I follow this through\"\n- \"I'm still feeling my way through\"\n- \"Picture this\"\n- \"There's got to be something about\"\n- \"What's the best way to explain this?\"\n- \"Let's see\"\n- \"Okay, let's break this down\"\n- \"One way to look at it is\"\n- \"I'm trying to untangle this\"\n- \"Am I overcomplicating this?\"\n- \"I'm seeing a connection between\"\n- \"Ummm, actually\"\n- \"Not sure if this fits, but\"\n- \"What if I tried...?\"\n- \"Wait, why does that happen?\"\n- \" is striking \"\n- \"How can I approach this?\"\n- \"There’s a better way to phrase this\"\n- \"In other words\"\n- \"Well\"\n- \" is key here\"\n- \"That actually makes a lot of sense\"\n- \"First things first\"\n- \"There's a better way to phrase this\"\n- \"Anyway\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me talk this through\"\n- \"Okay, I think I’ve got it now!\"\n- \"Oh, I see what’s happening here!\"\n- \"That would mean\"\n- \"Basically\"\n- \"I knew I was forgetting something!\"\n- \"Wait, that doesn’t add up\"\n- \"What I mean is\"\n- \"Finally, it clicks!\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Just thinking out loud but\"\n- \"This feels half-right, but\"\n- \"If I take this apart step by step\"\n- \"I just had it, what was it?\"\n- \"That’s the piece of the puzzle!\"\n- \"What I’m getting at is\"\n- \"This just clicked into place!\"\n- \"Okay, so if I do this\"\n- \"How do I put this\"\n- \"Something doesn't add up\"\n- \"So far, it looks like\"\n- \"The thing is\"\n- \"Something in my gut says no\"\n- \"Where does that leave me?\"\n- \"There's a missing link here\"\n- \"Let me break this down\"\n- \"Let me throw this out there\"\n- \"What keeps nagging at me is\"\n- \"Maybe if I try it this way\"\n- \"This could explain why\"\n- \"The tricky part is\"\n- \"Something's not quite right\"\n- \"Now it all comes together!\"\n- \"Let me untangle this\"\n- \"No, actually\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Well, let me see\"\n- \"Let me work through this\"\n- \"Hmm\"\n- \"Ohhh, now I see!\"\n- \"Here's what I'm thinking\"\n- \"Bear with me while I\"\n- \"This might sound weird, but\"\n- \"Let's break this down into parts\"\n- \"Wait, no\"\n- \"Maybe I'm way off, but\"\n- \"Let's think step by step\"\n- \"I have a theory about this\"\n- \"Let’s weigh the options\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I'm trying to reconcile\"\n- \"I’m not sure, but\"\n- \"Ah...\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Interior design is a profession that involves planning, designing, and constructing man-made spaces. The goal is to create functional, aesthetically pleasing, and healthy environments.\nline 02 | Interior designers are required to adhere to building codes, life safety, and ADA standards. They also coordinate and manage projects and professional services. In some states, they are required to register and hold a license.\nline 03 | An interior designer’s job involves conceptual development, site inspections, and project management. Design decisions must be made according to the occupants’ needs. In addition to determining the layout of a space, an interior designer must also consider the health, safety, and comfort of the occupants. Interior design is a skill that requires extensive knowledge and training.\nline 04 | Specification of coatings and materials is the most visible portion of the design process.\nline 05 | This includes the choice of color palettes, fabrics, and finishes.\nline 06 | Colors have a powerful impact on the way people feel when they enter a room.\nline 07 | Light colors, such as red, fuchsia, and pink, transmit optimism, innocence, and trust.\nline 08 | Purple and beige convey simplicity and purity.\nline 09 | For an interior design to be successful, it must be planned and executed efficiently. Many interior designers have specialized skills, including knowledge of building codes, architecture, construction, and sustainability. During the course of a project, an interior designer must also determine the size of a space, its position, and its positioning of objects and equipment.\nline 10 | A designer’s vision is transmitted through the specification of materials and finishes. Furniture must be chosen in a manner that will not harm circulation or the flow of the space. Additionally, interior designers must consider fire escape routes and accessibility standards.\nline 11 | Modern designers often abandon knick-knacks and use art as the main decor. However, in some interior designs, furniture and other elements are complemented by decorative pieces or advice.\nline 12 | Other popular styles include transitional and contemporary. These styles combine traditional elegance with contemporary 室內設計 lines and textiles. Transitional interiors typically keep accessories to a minimum. Contemporary interiors, on the other hand, often ditch knick-knacks and include bold, colorful accents.\nline 13 | The most important part of interior design is the specification of materials and coatings. These are the materials that will create the most visual appeal, function, and durability. The specifications of each material communicate the designer’s vision, the user’s needs, and the purpose of the space.\nline 14 | Interior design is a rapidly expanding profession. As the number of people living in residential and nonresidential spaces increases, more qualified professionals are needed to create these environments. Professional designers must be trained in their field, as well as have a high degree of experience. There are both formal and informal education programs available for interior designers. Some of these programs are accredited by a professional organization of interior designers.\nline 15 | Interior designers are increasingly incorporating science into their work, particularly in terms of ergonomics. For example, a low-floor transit bus can be equipped with ramps to make it easier for someone who is disabled to board a bus.\n</context>\n\n<phrases>\n- \"Maybe if I try it this way\"\n- \"What keeps nagging at me is\"\n- \"I keep coming back to\"\n- \"Actually, no\"\n- \"Oh, I see what’s happening here!\"\n- \"Does that sound right?\"\n- \"If I follow this through\"\n- \"I think I can rule that out\"\n- \"On one hand... but on the other\"\n- \"Aha! That’s what I was missing!\"\n- \"Maybe I should sleep on it\"\n- \"Uh, where was I?\"\n- \"Why did I do that?\"\n- \"Finally, it clicks!\"\n- \"I guess maybe\"\n- \"Consider this possibility\"\n- \"The tricky part is\"\n- \"I'm trying to reconcile\"\n- \"What if I flip it around?\"\n- \"I'm pondering\"\n- \"There's a missing link here\"\n- \"Let me play devil's advocate\"\n- \"Of course! That’s the answer!\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"On the other hand\"\n- \"Let me chew on this\"\n- \"What’s the best way to explain this?\"\n- \"This makes me think of\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"It finally adds up!\"\n- \"I should have known that!\"\n- \"I'm not sure, but\"\n- \"I'm struck by\"\n- \"Building on that\"\n- \"I’m trying to connect the dots here\"\n- \"Let me work through this\"\n- \"Ummm, actually\"\n- \"Let's think step by step\"\n- \"There’s a pattern here\"\n- \"This just clicked into place!\"\n- \"I could be wrong, but\"\n- \"This might explain the pattern\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"I’m torn between two choices\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I need to fill in the gaps\"\n- \"What if I just flip this around?\"\n- \"But then again\"\n- \"I guess there’s no perfect solution\"\n- \"Wait, I think I just cracked it!\"\n- \"If we follow this logic\"\n- \"More or less\"\n- \"I'm starting to see a pattern\"\n- \"Alternatively\"\n- \"That doesn't sound right, let me rephrase\"\n- \"What if we looked at it like\"\n- \"I'm mulling over\"\n- \"Here's what I'm thinking\"\n- \"I need to make sure this checks out\"\n- \"I wonder if\"\n- \"No, actually\"\n- \"It's almost like\"\n- \"This makes me reflect on\"\n- \"I keep circling back to\"\n- \"This brings to mind\"\n- \"What am I overlooking?\"\n- \"When I sit with this idea\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Let me circle back to that\"\n- \"Would that even work?\"\n- \"That’s an interesting angle, but\"\n- \"Let me trace that logic back\"\n- \"Let me run through it again\"\n- \"In the end\"\n- \"I'm intrigued by\"\n- \"Hmm, let’s rewind a bit\"\n- \"This connects to something else\"\n- \"I'm seeing a connection between\"\n- \"Something doesn't add up\"\n- \"Let me throw this out there\"\n- \"That makes sense because\"\n- \"Now, if I think about it differently\"\n- \"Let me untangle this\"\n- \"This might sound weird, but\"\n- \"Let me connect the dots\"\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 | Blogging nowadays is trending to the students as it gives them a platform to express themselves. It is also a way for them to make money, which can help them with their expenses.\nline 02 | Students can reach a wide audience through their blogs, increasing engagement and self-improvement. Additionally, blogging is an inexpensive and easy way to communicate with others.\nline 03 | 1. It is a platform to express themselves\nline 04 | Blogging is a form of self-expression for students. It allows them to write about their feelings, thoughts, experiences, fantasies, and anything else that is on their mind. It also helps improve their writing skills and develops a sense of independence.\nline 05 | Blogs can be a great way to reach a wide audience, especially when they are shared on social media. They can also help students build a network of like-minded people and share information about topics that they are passionate about. In addition, blogs can be a great source of inspiration for students.\nline 06 | Aside from being a form of self-expression, blogging can also be a way for students to make money.\nline 07 | Many bloggers use their blogs as a platform to promote products, services, and events that they are interested in.\nline 08 | Getting more readers means more exposure, which can lead to more sales.\nline 09 | Although blogs have declined in popularity over the past five years, they still remain a powerful tool for marketers.\nline 10 | They can be used to increase brand awareness, generate leads, and boost SEO.\nline 11 | In addition, they can also be a fun way to spend time.\nline 12 | However, before you begin blogging, you should know the basics of how to create a blog.\nline 13 | It’s important to choose a topic that is relevant and interesting, as well as to use keywords that are popular in your niche.\nline 14 | 2. It is a hobby\nline 15 | Blogging is a hobby that many people take up to express themselves in their free time. It is a way to share thoughts and opinions with the world, and it can be very therapeutic. It can also help build confidence and improve communication skills. Blogging can also be a great way to make money, and some bloggers have even made it their full-time career.\nline 16 | Students are often bored, and they want to use their free time productively. They can do this by creating blogs on topics that interest them. This can refresh their minds and keep them away from other unproductive activities such as social media and video games.\nline 17 | In addition, blogging is inexpensive, making it a viable option for students with limited incomes.\nline 18 | It only requires a laptop and a little space to start a blog.\nline 19 | As a result, it has become one of the most popular hobbies among students.\nline 20 | In the past, blogs were mostly personal journals or diaries about daily life and events. However, nowadays bloggers can reach a much larger audience by sharing their content on social media. This makes it easier to attract readers and build a following. Additionally, blogging can help a student develop their writing and public speaking skills. It can also serve as a portfolio for future employers. However, it is important to note that blogging is not a substitute for studying or playing video games.\nline 21 | 3.\nline 22 | It is a way to make money\nline 23 | Students are increasingly interested in blogging, which has become a popular way to make money. Blogging involves creating content on a specific topic and sharing it with the world. It is an excellent way to build a brand, improve writing skills, and connect with people who share the same passions. It also allows students to become a part of a global community. It has become a great source of income for many students and can even replace their primary source of income.\nline 24 | Students often use blogs as a way to express themselves. They write about their hobbies, interests, and experiences. They can also make money by promoting their blog posts through social media sites. However, they must keep in mind that a successful blog requires hard work and time. In addition, they must learn how to reach a large audience through search engine optimization.\nline 25 | As the COVID-19 pandemic took hold, students found themselves with extra free time on their hands. Instead of scrolling through their social media apps or watching TV, they started to write blogs as a hobby. This helped them stay creative and productive, and it also gave them a new perspective on life. It was also a good way to detach from their smartphones and computers. This trend continues today, with many students choosing to create blogs as a way to be creative and to learn new things.\nline 26 | 4. It is a way to make friends\nline 27 | Blogging is a way to make friends online and is a popular hobby for many students. It also helps to improve their writing skills. It is easy to start a blog, and you can even find tutorials on how to do it. You can choose any topic and write about it. Then, you can publish it on a website and share it with others. You can even earn money by advertising on your blog.\nline 28 | The COVID-19 pandemic gave students more free time than usual, and they started looking for ways to fill it. Instead of watching TV or playing video games, they found new hobbies such as blogging. Many of them have been surprised to discover that they enjoy this form of content creation, and it has opened a whole new world for them.\nline 29 | With a blog, you can share your thoughts and opinions with a huge audience.\nline 30 | You can even open up about your experiences and feelings without being judged by strangers.\nline 31 | In fact, some students have used their blogs to speak out against corrupt politicians and crimes, all while using their pseudonyms to protect their identities.\nline 32 | This trend is likely due to the fact that it is so easy to get started and requires a low investment.\nline 33 | Blogging has also become increasingly inexpensive over the years, making it accessible to even the most poor of students.\n</context>\n\n<phrases>\n- \"Let me back up a second\"\n- \"Here's where it gets interesting\"\n- \"Uh, where was I?\"\n- \"The more I think about it\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"So what I’m trying to say is\"\n- \"What’s the next step?\"\n- \"Why didn’t I think of that sooner?\"\n- \"That would explain why\"\n- \"Hold that thought\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"I should have known that!\"\n- \"Could be wrong here\"\n- \"The crucial thing seems to be\"\n- \"I keep circling back to\"\n- \"Still forming this thought\"\n- \"So basically\"\n- \"Okay, so\"\n- \"Well\"\n- \"Coming at this from another angle\"\n- \"Wait, I think I’ve got it!\"\n- \"This is starting to take shape\"\n- \"Actually, no\"\n- \"Consider this possibility\"\n- \"Uh...\"\n- \"That’s the piece of the puzzle!\"\n- \"What I’m getting at is\"\n- \"Alright, where was I?\"\n- \"I'm just throwing ideas around\"\n- \"On one hand... but on the other\"\n- \"In other words\"\n- \"That changes everything\"\n- \"It finally adds up!\"\n- \"Something’s not clicking\"\n- \"What if I tried...?\"\n- \"This might sound weird, but\"\n- \"Let me propose something\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Maybe if I try it this way\"\n- \"Still working it out\"\n- \"Don't quote me on this\"\n- \"Ummm, actually\"\n- \"Just spitballing here\"\n- \"What if I just flip this around?\"\n- \"So far, it looks like\"\n- \"Finally, it clicks!\"\n- \"Hmm\"\n- \"Wait, that doesn’t add up\"\n- \" is key here\"\n- \"What if we\"\n- \"I'm trying to reconcile\"\n- \"Oh, that clears everything up!\"\n- \"Hang on a second\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me just think this through\"\n- \"This is rough, but\"\n- \"Sort of like\"\n- \"Wait, no\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Let’s not rush this\"\n- \"Now, wait just a second\"\n- \"Basically\"\n- \"Let me see if\"\n- \"I knew I was forgetting something!\"\n- \"Okay, walking through it again\"\n- \"Let me see\"\n- \"Let's think step by step\"\n- \"What I mean is\"\n- \"This could explain why\"\n- \"Let me work through this\"\n- \"Take this with a grain of salt\"\n- \"Now it all comes together!\"\n- \"Something doesn't add up\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Let's test this idea\"\n- \"That would mean\"\n- \"Right, so\"\n- \"Let me untangle this\"\n- \"No, actually\"\n- \"We've completely overlooked [blank]\"\n- \"Let me think\"\n- \"Let me trace that logic back\"\n- \"What keeps nagging at me is\"\n- \"One way to look at it is\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Okay, backtrack a bit\"\n- \"How can I approach this?\"\n- \"Let me circle back to that\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | What to expect from a career as a professional Writer\nline 02 | Many of us enjoy or have a passion for writing but don’t realize that it’s possible to make a career from our talents. Communication careers are booming and writers are needed for a variety of mediums from the web to advertising to television and more. Writing programs at Ontario colleges can help students polish their writing techniques and learn new forms and methods of writing that can help them in any number of careers in the industry.\nline 03 | If you’ve got a passion for the written word and want to develop your writing skills as part of your career path, here’s what you need to know.\nline 04 | There are many different writing programs offered by Ontario’s colleges, so course material will vary depending on the program you choose.\nline 05 | Examples include:\nline 06 | - Creative Writing. Whether you’re an aspiring novelist, poet or essayist, specializing in fiction or non-fiction, creative writing programs are for you. Courses on narrative style and plot and character development can help you find your own voice and style, while courses on freelance writing, editing and the business skills all writers need can help you get your work published.\nline 07 | - Technical Writing. Technical writing is very different than creative writing, requiring strong analytic skills and the ability to convey visual and technical information clearly and concisely through the written word. Students will learn to design technical documents and produce online documentation, while also learning fundamental writing and editing techniques.\nline 08 | - Copywriting. Copywriting is another form of creative writing, but one that has a direct goal – advertising and selling. Copywriters must learn to convey a message with their words that inspires desired behavior. Often, copywriters will work closely with graphic designers, and therefore must learn layout and basic design skills for their content.\nline 09 | - Scriptwriting. Scriptwriting programs will give students the writing skills they need to work in television, theatre, film, new media and a variety of other venues. Students will learn to visualize the end result of their work and will learn the business end of writing, from marketing and promotion to copyright laws and grant application.\nline 10 | General Writing Program Requirements\nline 11 | Ontario college writing programs are often offered as graduate certificate programs, which means completion of a degree or diploma program in a related field is generally required. For diploma programs, an Ontario Secondary School Diploma (OSSD) or equivalent is required, which includes a grade 12 English credit.\nline 12 | In both types of programs, a writing sample may also be required.\nline 13 | Writing Jobs and Salaries\nline 14 | Jobs in the writing field can take you nearly anywhere, from marketing departments to television and broadcasting studios to manufacturer and corporate headquarters. Many writers also work independently, as freelance writers or in attempts to have themselves published.\nline 15 | Because of the broad range of job opportunities, salaries are difficult to predict. Technical writers, freelance writers and copywriters can expect starting salaries anywhere from $30,000 to $55,000 per year, depending on the position and their level of experience. For novelists, salary can only be dictated by the success of their book sales and their contract with a publisher.\nline 16 | Ontario Colleges Offering Writing Programs\nline 17 | Use the left-column navigation to refine your search by College, Program Availability, Program Start Date and more, or see the table below for a complete list of writing programs at Ontario colleges.\n</context>\n\n<phrases>\n- \"It finally adds up!\"\n- \"Picture this\"\n- \"That’s the piece of the puzzle!\"\n- \"Oh! I get it now\"\n- \"What’s the best way to explain this?\"\n- \"Alternatively\"\n- \"Let me back up a second\"\n- \"Okay, pros and cons\"\n- \"I'm struck by\"\n- \"I'm intrigued by\"\n- \"This brings to mind\"\n- \"I was just about to say\"\n- \"Let me propose something\"\n- \"Let's think step by step\"\n- \"Let me untangle this\"\n- \"Let me work through this\"\n- \"Let's break this down into parts\"\n- \"What if we looked at it like\"\n- \"This connects to something else\"\n- \"The more I think about it\"\n- \"Still working it out\"\n- \"There's probably more to it\"\n- \"Okay, let's break this down\"\n- \"I'm curious about\"\n- \"This might explain the pattern\"\n- \"There’s a pattern here\"\n- \"When I sit with this idea\"\n- \"I wonder if\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"Let me connect the dots\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let's test this idea\"\n- \"Actually, no\"\n- \"What if I tried...?\"\n- \"How can I approach this?\"\n- \"This connects to\"\n- \"If I take this apart step by step\"\n- \"Let me trace that logic back\"\n- \"That makes sense because\"\n- \"Let me play devil's advocate\"\n- \"Ohhh, now I see!\"\n- \"Let me break this down\"\n- \"On one hand... but on the other\"\n- \"What if I just flip this around?\"\n- \"But then again\"\n- \"Something doesn't add up\"\n- \"Let me circle back to that\"\n- \"It's almost like\"\n- \"Ummm, actually\"\n- \"Just spitballing here\"\n- \"This just clicked into place!\"\n- \"This might sound weird, but\"\n- \"I'm trying to untangle this\"\n- \"If I follow this through\"\n- \"I'm wondering if\"\n- \"Now, if I think about it differently\"\n- \"Okay, so if I do this\"\n- \"Uh, where was I?\"\n- \"Let me talk this through\"\n- \"Oh, I see what’s happening here!\"\n- \"Here's what I'm thinking\"\n- \"Wait, I think I’ve got it!\"\n- \"That actually makes a lot of sense\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I’m trying to connect the dots here\"\n- \"No, actually\"\n- \"Now it makes sense!\"\n- \"That reminds me\"\n- \"What if I flip it around?\"\n- \"Building on that\"\n- \"The pros and cons are\"\n- \"That’s an interesting angle, but\"\n- \"I need to step back and rethink this\"\n- \"Let me chew on this\"\n- \"I need to make sure this checks out\"\n- \"Wait, no\"\n- \"Hmm, let’s rewind a bit\"\n- \"On the other hand\"\n- \"First things first\"\n- \"I think I found the solution!\"\n- \"Oh! That reminds me\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The eighth chapter can be seen as a continuation of the events of chapter 7 or as a new scene that is separate from the seventh chapter.\nline 02 | The Song continues to praise the joy of love and affection that they have toward one another in marriage.\nline 03 | Desiring Affection (8:1-4)\nline 04 | We see the wife continuing to express her desire for affection from her husband. We saw that she desired affection from him when they were dating/betrothed (1:2-4). But this is not supposed to change in marriage. She still wants to receive his affection. Notice that she wishes that she were like a brother to her. The reason for this is that it was acceptable to show affection to your family in public. But it was not acceptable to show affection to your spouse or betrothed. So her desire is that there was a way for her to receive affection from him at all times, even in public. She desires to be with him and wants to show him affection and receive affection as much as possible. Also remember that we saw that the “brother/sister” terms were used as terms of endearment in their time (Song 4:9-12; 5:1-2).\nline 05 | There is an interesting statement in verse 2. In speaking about her mother, she says, “She who used to teach me.” It seems that her mother taught her about love, affection, and having a relationship with a man. I believe she is saying that her mother taught her how to behave in a relationship. We have seen in this Song her ability to know how to handle herself with this man that she loves. She has done things the right way. They had desires for each other but did not sin with lust or sexual contact. She gave the charge to “not stir up or awaken love until it pleases” (2:7; 3:5). Desires are to held in marriage and these things should not be stirred up early. We mentioned previously in our studies how we must be careful to not accelerate the relationship because there is a limit of what a couple can do toward each other before marriage. Her mother taught her how to behave properly toward a man before marriage and how to behave when married. Our daughters need these instructions. They should not have to go blindly into marriage not knowing these principles that have been studied in this book. If a daughter is old enough to get married, then she is old enough for a mother to sit down and have a discussion about the marriage relationship. She says that her mother taught her about these things and this is right training according to God.\nline 06 | She also describes their love for each other as intoxicating.\nline 07 | We have seen this theme throughout the Song as well (1:2; 5:1; 7:9).\nline 08 | This is the same message that Solomon taught his son in the Proverbs:\nline 09 | Drink water from your own cistern, flowing water from your own well.\nline 10 | 16 Should your springs be scattered abroad, streams of water in the streets?\nline 11 | 17 Let them be for yourself alone, and not for strangers with you.\nline 12 | 18 Let your fountain be blessed, and rejoice in the wife of your youth, 19 a lovely deer, a graceful doe.\nline 13 | Let her breasts fill you at all times with delight; be intoxicated always in her love.\nline 14 | 20 Why should you be intoxicated, my son, with a forbidden woman and embrace the bosom of an adulteress?\nline 15 | 21 For a man’s ways are before the eyes of the LORD, and he ponders all his paths.\nline 16 | (Proverbs 5:15–21 ESV)\nline 17 | Solomon tells his son to always be intoxicated by her love. Do not be intoxicated by another woman. Looking outside of marriage for this love is the path to destruction and ruin. So the man is told to look to his wife for this intoxicating love. The Song tells the woman that you need to allow your husband to be intoxicated by your love. You must be intoxicating to him. He must look to the wife and find satisfaction in marital love. She must be willing to show her love to him in the marriage relationship. In verse 2 she is expressing her desire to continue to show her love to him.\nline 18 | Verse 3 pictures the affection and intimacy they have for each other. The joy of the embrace of one another is praised. They want to be together. This is a good reminder to husbands that our wives want affection. They want us to show them that we care for them. There is a tenderness in the words we read in verse 3. We saw the same tender affection when they were dating in 2:6. This is another reminder to both husband and wife that we must continue to do for each other the things we did when we were dating and first married to keep the joy and love in the relationship going.\nline 19 | The fourth verse is a declaration to the daughters of Jerusalem what she has said in this Song in 2:7 and 3:5. Do not rush into love, marriage, and intimacy. These things have a proper place and a proper time. There is great joy and pleasure found in the marriage relationship that waits for the proper time to enjoy the fruit of the relationship. So now that she is married, she gives counsel to the other women of Jerusalem to wait for intimacy until it is the right person and the right time, which is the one to whom you are married. Intimacy before marriage ruins marriages and there is a loss of the fruit that is to be greatly enjoyed in the marriage covenant.\nline 20 | Set Me As A Seal (8:5-7)\nline 21 | As we come to the conclusion of the Song we see that the Song takes a step back and reflects on the nature of love.\nline 22 | The chorus begins with a question: “Who is that coming up from the wilderness, leaning on her beloved?” Here is a picture of this couple that we have been reading about, walking side by side, arm in arm, with her leaning her head on him.\nline 23 | They have found a special place under the apple tree where she awakened him.\nline 24 | She awakened his love and excitement for her in the place where his mother awakened the love of her husband (his father).\nline 25 | This is clearly a special family location that is given as the place to be together in love.\nline 26 | “Set me as a seal upon your heart, as a seal upon your arm” speaks to the exclusivity of the relationship. The seal here is indicating a metaphor of ownership and personal identification. They are taking ownership of each other. This is a glorious picture of love. They are willingly giving themselves to each other and to each other only. There is a picture of permanence for this relationship. Their hearts are sealed for each other. They possess each other’s hearts. Therefore, their love is strong and unbreakable.\nline 27 | Notice this language of their unbreakable love for one another in these verses.\nline 28 | “For love is strong as death, jealousy is fierce as the grave.” Consider that nothing can stop death.\nline 29 | Death is an irresistible and inevitable force.\nline 30 | She speaks of their love for each other with this kind of strength.\nline 31 | They have a love for each other that tolerates no rivals.\nline 32 | This is not describing a bad jealousy but a proper jealousy.\nline 33 | We are sealed for one another and will not share you with another.\nline 34 | God speaks of himself as a jealous God which carries the same idea.\nline 35 | God will not share our hearts with another idol or another love.\nline 36 | In the same way, we will not share our hearts with another person.\nline 37 | This is why God declares sexual immorality as the only thing that severs the bond of marriage (Matthew 19:9).\nline 38 | Jealousy is a proper emotion to any threat to the relationship.\nline 39 | Listen to the heat and passion of the relationship. “Its flashes are flashes of fire, the very flame of the Lord.” It is burning hot. The flame of the Lord is the hottest of all flames. Their marriage relationship, love, and intimacy is burning with intense passion. Even today we will describe love as the “flames of love.” Love is a powerful thing. We must ask ourselves if our marriages have this passion and intensity. If not, we need to recognize that there is a problem. This is a warning because it is easy for our eyes and hearts to be caught by another when we do not maintain the passion in the marriage. Love is to be as strong as death and has intense and passionate as the hottest of flames. If this is missing, then the marriage needs our attention and we must do the things that this Song has taught us to do for the marriage. This also teaches us the power of this thing called love. This is how affairs happen. We underestimate the power of passion. We neglect our marriage failing to recognize that we are putting ourselves in great danger because when one’s heart is captured by another, it is very powerful.\nline 40 | In verse 7 she continues to describe this love. “Many waters cannot quench love, neither can flood drown it.” A passionate love can endure anything. We see this idea captured in works like Romeo and Juliet by William Shakespeare. Nothing can stop love and, when aflame, nothing can quench it. Further, love is not able to be purchased. To even try to buy love only brings shame. Love is priceless. Therefore, we need to treat our relationships as priceless. Love is too important to neglect and too valuable to ignore. It is critical that we maintain our marriages because they are important and must never be taken for granted.\nline 41 | Preparing For Marriage (8:8-12)\nline 42 | In verse 8 we read a question from some brother. We do not know if they are her brothers or another audience who is asking the question. Either way, they want to know what they should do to prepare their young sister for the day of marriage (“on the day when she is spoken for”). She is clearly a young girl. So they are asking what they should follow in order to prepare her for her future marriage. It is not a last minute idea. It is preparing young girls for this time. I think this is so important for us to consider what the Song is teaching. We do not let our daughters or sisters go into dating and marriage blindly. Further, we do not wait until they are already dating. The Song pictures that at an age when they are starting to become a young woman like the junior high age, we will train and teach our girls about these things. So what are the instructions to prepare her for the day of her wedding?\nline 43 | The answer is given in verse 9. Her behavior will dictate how we will go about helping her be ready for marriage and stay pure. “If she is a wall” then she is choosing to protect her sexuality. She is a virgin. She understands why this is important. She has been taught to keep herself pure and is prepared to do so. If she is a wall, then we will honor her for that decision. We will build her up and praise her so that she will continue to be a wall as God wants her to do. However, “If she is a door” pictures that she is inclined to yield to a man’s advances. If she is a door, then they will be protective of her. They will enclose her with boards of cedar. They will increase the security around her to keep her from doing this. One can assume that if she is a door, then there will be less independence. She is not going to be available for men to get to know her until she matures to the point that she is a wall. These conversations start early, teaching the girl the necessity of being a wall, not a door.\nline 44 | In verse 10 we see the main character speak again. She says that she was a wall. The Song is praising her decision. This is how to live. Maintain your purity and look at how blessed she is. She has found a wonderful man and they have a passionate love and marriage. You do not have to be a door to find a man. In fact, the Song is teaching against being a door and the damage that is caused to you and to your relationship when you are a door. Be a wall. She was a wall and her body was off limits until they were married (“my breasts were like towers”). She protected her body and she was not accessible physically. By being this, “Then I was in his eyes as one who finds peace” (8:10). She is what a good, godly man is looking for and brings peace to him. Her decision to be a wall brings fulfillment, satisfaction, and contentment to him.\nline 45 | Verses 11-12 continues this important message. Some quickly see the term “vineyard” and suppose that the Song is saying that Solomon has been with hundreds of women but she has kept herself pure. But the imagery falls apart upon closer examination of verse 11. Solomon has a vineyard that he lets out to the keepers. The keepers tend the vineyard and bring from the vineyard its fruit which is very valuable (“a thousand pieces of silver”). The keepers pay one thousand pieces of silver for the fruit from this vineyard. One can see that the imagery does not work sexually. The imagery does not fit Solomon having a harem because there is no explanation for the keepers and money they pay for the fruit from his vineyard.\nline 46 | What we need to see is the Song is moving from the literal to the figurative. The picture is that Solomon has a luxurious vineyard. The proceeds of the fruit brings him 1000 pieces of silver. The owner of the vineyard gets his share of the vineyard because it belongs to him. He receives the benefits of that vineyard because it is his. Now she uses this analogy for herself in verse 12. Verse 11 is the set up using a literal image that was common in that day and time for what she is going to talk about concerning herself. Her “vineyard” (which she is speaking about her body) is at her disposal. Now notice: who gets to reap the profit from her vineyard? Solomon does. “You, O Solomon, may have the thousand.” It is all is going to him. He reaps the benefits of her vineyard. She also gets something in return (“and the keepers of the fruit two hundred”). But it is not about her. Yes, she enjoys this and yes, there is benefit to her. But the point is that the fruit of the vineyard belongs to her husband. What she gives is for him. What she does is for him. Marriage is not a pursuit of selfishness. Marriage is not a pursuit of what I get out the relationship. Marriage is giving yourself completely and fully to your spouse. She wants to give him the fruit of her body. Daniel Estes summed this well, “Intimacy is not reluctant or calculating, but freely and willingly gives itself without reserve. It gives heart, soul, and body to the one it loves. Anything less is unworthy to be called true love” (Apollos Commentary, 415). Your purity before marriage is an investment you are making for marriage, the fruit of which will be enjoyed then. She was a wall and protected her vineyard. Then she gave her vineyard to her husband to enjoy the full benefits.\nline 47 | The Song then ends with them calling for each other and going off together, joined in marriage (8:13-14). He wants to hear her voice and be in her company. She wants him to come to her and enjoy being with her. She encourages him to be like a gazelle or a young stag on the mountains. She invites him to be joined with her in love and intimacy. When both husband and wife give themselves completely to one another, the marriage becomes what God wanted it to be. Both are enthralled and enjoy the benefits of marriage. Marriage becomes beautiful and fulfilling, rather than what the world portrays marriage, as if it is some antiquated concept. Marriage is the pinnacle of love that carries the couple to new joys and heights.\n</context>\n\n<phrases>\n- \"What if we\"\n- \"Let me untangle this\"\n- \"On one hand... but on the other\"\n- \"This might sound weird, but\"\n- \"That actually makes a lot of sense\"\n- \"Let's think step by step\"\n- \"I wonder if\"\n- \"Well\"\n- \"In the end\"\n- \"Okay, pros and cons\"\n- \"Okay, walking through it again\"\n- \"I'm seeing a connection between\"\n- \"Oh! I get it now\"\n- \"What keeps nagging at me is\"\n- \"What if I just flip this around?\"\n- \"Let's break this down into parts\"\n- \"Suppose we assume that\"\n- \"Okay, backtrack a bit\"\n- \"It almost fits, but something’s off\"\n- \"I need to step back and rethink this\"\n- \"I was just about to say\"\n- \"What’s the best way to explain this?\"\n- \"First things first\"\n- \"This makes me reflect on\"\n- \"There's something off here\"\n- \"What if I flip it around?\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Finally, it clicks!\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"What if we looked at it like\"\n- \"Let me break this down\"\n- \"I think I can rule that out\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"On the other hand\"\n- \"Let me think\"\n- \"I'm wondering if\"\n- \"Is it possible that...?\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"But then again\"\n- \"You know\"\n- \"Well, let me see\"\n- \"This brings to mind\"\n- \"Let me back up a second\"\n- \"Follow me here\"\n- \"Alternatively\"\n- \"I'm mulling over\"\n- \"Wait, no\"\n- \"Let's test this idea\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Hold that thought\"\n- \"No, actually\"\n- \"That would mean\"\n- \"The pros and cons are\"\n- \"Actually, no\"\n- \"Let me play devil's advocate\"\n- \"Ah...\"\n- \"I'm struck by\"\n- \"What if the reason is\"\n- \"Anyway\"\n- \"Here's a possible explanation\"\n- \"Something doesn't add up\"\n- \"That’s an interesting angle, but\"\n- \"I keep circling back to\"\n- \"Wait, I think I’ve got it!\"\n- \"How do I put this\"\n- \"Wait a minute... Oh!\"\n- \"Uh, where was I?\"\n- \"Ummm, actually\"\n- \"I need to reframe this\"\n- \"I'm trying to untangle this\"\n- \"Wait, I think I just cracked it!\"\n- \"It finally adds up!\"\n- \"I keep coming back to\"\n- \"Let me chew on this\"\n- \"Going back to what I said about\"\n- \"I'm intrigued by\"\n- \"Let’s weigh the options\"\n- \"When I sit with this idea\"\n- \"I should have known that!\"\n- \"Let me work through this\"\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 | What Is A Point-Of-Use Water Heater? (Find Out Now!)\nline 02 | Having hot water in a home is essential, and this is why most homeowners go out of their way to ensure they have reliable water heating systems. One way you can ensure you always have hot water at home is by installing complementary point-of-use water heaters.\nline 03 | These heaters will be explained in this article, and after you’re done with this piece you’ll know whether or not point-of-use water heaters are right for your home.\nline 04 | A point-of-use water heater is a component that can be attached to a faucet to ensure there is hot water immediately when it’s called for. These can be installed as complementary components to central water heater systems, and they make these systems more energy-efficient. These are used commonly in kitchens and bathrooms, specifically on sinks and showers.\nline 05 | What Are Point-of-Use Water Heaters?\nline 06 | Point-of-use water heaters are ideal because they heat water very near the faucet from which the water will be poured. This is not what happens when a central heater supplies the hot water, as there water comes from a central location when it’s called for.\nline 07 | POU water heaters are often used in conjunction with a central water heating system, as they’re mainly used to keep water hot.\nline 08 | A POU is an energy-efficient water heater, and it beats frequently using extra hot water temperature or relying on a storage system for hot water.\nline 09 | Owners of solar heaters and geothermal heat pumps should, however, refrain from using POU systems as backups, as they’re not suitable in this role. In an instance where the main system goes out, a POU system will not be able to meet the demand for hot water.\nline 10 | When Purchasing a Point-of-Use Water Heater Should Be Considered\nline 11 | If you’re building a new home—and installing another kind of energy-efficient central water heater is impossible—it’s best to install point-of-use water heaters, as these will reduce energy consumption like a geothermal heat pump, for example, would.\nline 12 | Moreover, if you’re adding an addition to your home, a POU water heater may be a good choice; you just need to make sure that only cold water is running to the addition.\nline 13 | Hot tubs which require electricity to run can also be improved by point-of-use water heaters.\nline 14 | Decentralized water heaters are not for everyone, and this is why you should consider the pros and cons of these before you purchase one. If you’re looking to save money and energy at the same time, then attaching POU water heaters to the faucets that are far away from your central water heater can help.\nline 15 | Additionally, if you use less than 20 gallons of water per day, a POU system will be a good investment. Those who use remote bathtubs and hot tubs can also benefit from using point-of-use water heaters.\nline 16 | Are Traditional Water Heaters Inferior to Point-of-Use Systems?\nline 17 | Traditional water heaters certainly fulfill the purpose for which they were designed, but this doesn’t mean that these systems don’t waste a lot of energy. They do! Just think about how you have to run the water for a minute before hot water is delivered.\nline 18 | Unless you save the water that comes out before hot water is delivered, water waste will just be a part of owning a traditional water heater. Moreover, when a heater wastes energy to overheat water, this is yet another instance that shows their inefficiency.\nline 19 | And if your pipes don’t provide proper insulation, a heater may continuously heat water, costing you a fortune.\nline 20 | In general, point-of-use water heaters use less energy and water than traditional systems, as there’s no transporting water a long distance. Hot water is right behind a faucet, and when it’s needed it shows up immediately.\nline 21 | Where Point-of-Use Water Heaters Work Best\nline 22 | Central water heaters are not inherently inefficient these days. Whether you have a traditional tank or a tankless water heater in your home, it’s pretty easy to get hot water quickly and consistently.\nline 23 | It’s just that point-of-use water heaters are great for making water hot when faucets are far from the central system.\nline 24 | It’s for this reason that POU heaters are often employed in basement bathrooms and guest kitchens.\nline 25 | Moreover, if you have to install plumbing in a part of your home that’s never had plumbing in it before, a point-of-use water heater may be better than connecting to a central system.\nline 26 | Consider How Much Hot Water Is Consumed in Your Home\nline 27 | Before you install any point-of-use water heaters, you should consider how much water heating is needed in your home on a regular basis. Older homes are generally reliant on central water heaters, and these often do a fine job satisfying a family of four.\nline 28 | But if you have a large family and a small tank, it’s here where a point-of-use water heater could be very effective. They will also take some usage stress off the main system, and this will not only make the system more energy-efficient but lengthen its life as well.\nline 29 | If there are certain areas in your home that require more hot water, like kitchens and bathrooms, you can solely install point-of-use water heaters in these locations. This way you won’t need to undertake an elaborate whole-house installation process.\nline 30 | How much are point-of-use water heaters?\nline 31 | A lot of factors determine the cost of a point-of-use water heater installation. The biggest factor is your existing plumbing system and the condition it’s in.\nline 32 | In general, however, one can expect to pay between $400 and $800 for a point-of-use water heater installation, and this figure includes the cost of labor. Whether you have a tankless or tank system will also determine the price of an installation.\nline 33 | How fast does a POU water heater deliver hot water?\nline 34 | A point-of-use water heater will deliver hot water in seconds, and POU heaters that complement tank systems heat water slightly faster than tankless systems. In short, A POU heater delivers hot water fast, all while barely taking up any space.\nline 35 | Matt loves everything DIY.\nline 36 | He has been learning and practicing different trades since he was a kid, and he's often the first one called when a friend or family member needs a helping hand at home.\nline 37 | Matt loves to work with wood and stone, and landscaping is by far his most favorite pastime.\nline 38 | More by Matthew Mountain\n</context>\n\n<phrases>\n- \"What’s the next step?\"\n- \"If I take this apart step by step\"\n- \"Let me think\"\n- \"Let’s weigh the options\"\n- \"When I sit with this idea\"\n- \"I need to reframe this\"\n- \"I'm wondering if\"\n- \"So the main idea is\"\n- \"If A is true, then\"\n- \"Something’s not clicking\"\n- \"There's something off here\"\n- \"Ummm, actually\"\n- \"In essence\"\n- \"Wait, no\"\n- \"Okay, so\"\n- \"Let me approach this from another angle\"\n- \"What if I just flip this around?\"\n- \"Okay, let's break this down\"\n- \"Now, if I think about it differently\"\n- \"Bear with me while I\"\n- \"I'm seeing a connection between\"\n- \"Hold on a second\"\n- \"Alternatively\"\n- \"Picture this\"\n- \"First things first\"\n- \"I'm mulling over\"\n- \"What I'm getting at is\"\n- \"In other words\"\n- \"Let me play devil's advocate\"\n- \"Let me chew on this\"\n- \"This brings to mind\"\n- \"I'm curious about\"\n- \" is interesting\"\n- \"Actually, no\"\n- \"Let me work through this\"\n- \"Let's break this down into parts\"\n- \"Let me dig into that a little deeper\"\n- \"Uh...\"\n- \"Something doesn't add up\"\n- \"I'm struck by\"\n- \"What if we looked at it like\"\n- \"What's the best way to explain this?\"\n- \"That’s an interesting angle, but\"\n- \"It's fascinating how\"\n- \"The pros and cons are\"\n- \"So what I'm trying to say is\"\n- \"So far, it looks like\"\n- \"On the other hand\"\n- \"That doesn't seem to add up... Let me think\"\n- \"What keeps nagging at me is\"\n- \"You know\"\n- \"One way to look at it is\"\n- \"There's probably more to it\"\n- \"There’s a better way to phrase this\"\n- \"Let me untangle this\"\n- \"What happens if we change this part?\"\n- \"I'm trying to untangle this\"\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- \"I have a theory about this\"\n- \"But then again\"\n- \"What if I flip it around?\"\n- \"I wonder if\"\n- \"There's a missing link here\"\n- \"On one hand... but on the other\"\n- \"Coming at this from another angle\"\n- \"Let me put this another way\"\n- \"How can I approach this?\"\n- \"This makes me reflect on\"\n- \"No, actually\"\n- \"Follow me here\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Suppose we assume that\"\n- \"Let's see\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me break this down\"\n- \"Well\"\n- \"Let me throw this out there\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Here's what I'm thinking\"\n- \"What’s the best way to explain this?\"\n- \"Okay, pros and cons\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The technology, which consists of prosthetic buttocks and rectum with in-built robotic technology, has been developed by scientists at Imperial College London.\nline 02 | The idea is the device helps train doctors and nurses to perform rectal examinations by accurately recreating the feel of a rectum, as well as providing feedback on their examination technique. The device contains small robotic arms that apply pressure to the silicone rectum, to recreate the shape and feel of the back passage.\nline 03 | The technology, which is being presented at the Eurohaptics conference this week at Imperial, is now being adapted for gynecological exams.\nline 04 | Rectal examinations are necessary to diagnose conditions such as prostate cancer and involve a medic placing their index finger into the anus, and feeling the prostate gland.\nline 05 | The walnut-size gland sits below a man’s bladder, and can be felt just inside the anus, through the rectal wall. Around one in eight men in the UK suffer from prostate cancer at some point in their lives. Furthermore, 75 per cent of men over 70 suffer from benign prostate enlargement, which although harmless can cause urinary problems.\nline 06 | A rectal examination is often the first test a doctor or nurse uses to recognize a problem prostate. This determines whether they send a patient for further tests.\nline 07 | Generally, cancerous prostates tend to feel hard and knobbly, but learning exactly what a potentially cancerous prostate feels like can be difficult, explains Dr Fernando Bello, from the Department of Surgery and Cancer at Imperial College London: “Internal examinations are really challenging to learn – and to teach.\nline 08 | Because the examinations occur in the body, the trainer cannot see what the trainee is doing, and vice versa.\nline 09 | In addition to this, medics rarely get the chance to practice the examination, as few patients would volunteer as practice subjects.\nline 10 | In fact there is only one person registered in the country as a test subject, called a Rectal Teaching Assistant (RTA) in the UK.\nline 11 | “But the results of these examinations can have major implications for patients – they are very important for early diagnosis of various conditions such as prostate cancer.”\nline 12 | Although plastic models exist to help train medical staff, these do not feel like living flesh and tissue, added Dr Bello. Therefore to help doctors and nurses practice how to perform these examinations – and to avoid patient discomfort as much as possible, Dr Bello and his team have created a robotic ‘trainer rectum’.\nline 13 | When using the trainer, a doctor inserts his finger inside a silicone thimble attached to robotic technology able to recreate the exact sensation of the human rectum.\nline 14 | Furthermore, a computer screen behind the device can display a 3D model of the rectum and prostate, allowing the doctor, with the aid of 3D glasses, to see the anatomy while they perform the examination. The technology can be programmed for different scenarios, allowing the anatomy to be changed each time, explained Dr Alejandro Granados, also from the Department of Surgery and Cancer at Imperial and who is leading the development of the robotic rectum.\nline 15 | “We scanned a number of volunteers with an MRI scan and used this to perfect the shape and geometry of the anatomy.”\nline 16 | He added: “We have already asked a number of doctors and nurses – including prostate specialists and cancer surgeons – to trial the technology. They commented on the great advantage of being able to alter the anatomy. The size and shape of the rectum and prostate can vary greatly from person to person, and this technology enables medics to practice their skills in many different virtual patients. They also observed that because these examinations are performed solely by feel, experiencing a realistic sensation is crucial.\nline 17 | Furthermore, the team are continuing to perfect the device, by collecting data from real prostate examinations in patients.\nline 18 | Dr Bello explained: “There is very little research into the exact pressure and trajectory a doctor needs to use for a successful prostate exam. Therefore we are asking doctors to wear a small pressure sensor on their fingertip, underneath their surgical glove, when they are examining real patients.\nline 19 | Funded by the EPSRC, the team are now working towards building an affordable prototype for medical schools.\nline 20 | Although each device may cost over £10,000, the team say a more affordable option may be to use the finger pressure sensors and 3D software on traditional plastic models, to enhance existing training facilities.\nline 21 | The device is being presented this week at the international Eurohaptics conference at Imperial, taking place 4-7 July.\nline 22 | Dr Bello added: “Haptics is one of the most exciting technology areas at the moment, and investigates the sensation of touch and how to integrate this into electronic devices.\nline 23 | It has huge implications for the field of medicine and beyond.\nline 24 | For instance, virtual reality technology is evolving at a rapid rate, but haptics is also crucially important – otherwise what is the point of immersing yourself in a virtual role if you can’t feel and interact with it.”\nline 25 | He commented that, although other high-tech prosthetic rectums have been developed, none have incorporated complex haptic technology, and allowed such detailed feedback to the medic performing the examination. “Previous models have had a few pressure sensors placed inside a model rectum, but none have provided the type of 3D modelling and detailed touch feedback available with this technology.”\nline 26 | Source: Imperial College\n</context>\n\n<phrases>\n- \"Let me break this down\"\n- \"On the other hand\"\n- \"Okay, let's break this down\"\n- \"On one hand... but on the other\"\n- \"I'm trying to untangle this\"\n- \"Hmm, let’s rewind a bit\"\n- \"Wait, no\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"When I sit with this idea\"\n- \"Alright, where was I?\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"I need to make sure this checks out\"\n- \"It almost fits, but something’s off\"\n- \"Let's think step by step\"\n- \"This connects to\"\n- \"Let me chew on this\"\n- \"You know\"\n- \"How can I approach this?\"\n- \"But then again\"\n- \"This is starting to take shape\"\n- \"I need to reframe this\"\n- \"If I follow this through\"\n- \"What if I flip it around?\"\n- \"I'm pondering\"\n- \"I'm wondering if\"\n- \"No, actually\"\n- \"Well, let me see\"\n- \"It's almost like\"\n- \"Let me play devil's advocate\"\n- \"What’s the next step?\"\n- \"That makes sense because\"\n- \"Something doesn't add up\"\n- \"Okay, so\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I wonder if\"\n- \"Bear with me while I\"\n- \"Well\"\n- \"Let me just think this through\"\n- \"Okay, pros and cons\"\n- \"What’s the best way to explain this?\"\n- \"The pros and cons are\"\n- \"Let’s weigh the options\"\n- \"I keep coming back to\"\n- \"There's got to be something about\"\n- \"Actually, no\"\n- \"This connects to something else\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I'm mulling over\"\n- \"Wait, why does that happen?\"\n- \"Building on that\"\n- \"Let me untangle this\"\n- \"This makes me reflect on\"\n- \"That’s an interesting angle, but\"\n- \"Okay, backtrack a bit\"\n- \"The more I think about it\"\n- \"Let me work through this\"\n- \"Now we're cooking\"\n- \"This brings to mind\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What keeps nagging at me is\"\n- \"I'm intrigued by\"\n- \"Just spitballing here\"\n- \"I'm starting to see a pattern\"\n- \"Am I missing something?\"\n- \"Hold on a second\"\n- \"Let me connect the dots\"\n- \"I'm trying to reconcile\"\n- \"Hmm, that doesn’t sound right\"\n- \"I'm seeing a connection between\"\n- \"Brainstorming here, but\"\n- \"Oh! That reminds me\"\n- \"Hmm\"\n- \"Ummm, actually\"\n- \"I'm still feeling my way through\"\n- \"First things first\"\n- \"What if we\"\n- \"Alternatively\"\n- \"Let me trace that logic back\"\n- \"If I take this apart step by step\"\n- \"I need to fill in the gaps\"\n- \"I’m trying to connect the dots here\"\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 | [Keywords: Batangas legend, legend of Batangas story, legend of Batangas English, locust infestation, Philippine–American War, Philippine Insurrection, Miguel Malvar, J. Franklin Bell, hardships in Batangas, locust swarm Batangas]\nline 02 | |Photo of a flight of locusts in Batangas, c. 1905. Image source: “Census of the Philippine Islands Taken Under the Direction of the Philippine Commission in the Year 1903.”|\nline 03 | [READ: “The Hard Luck and Suffering in San Juan and Balayan after the End of the Philippine-American War in 1902”]\nline 04 | The Origin of the Locust\nline 05 | by Aurelio P. Arguelles\nline 06 | Many years ago, in the town of Sagana [Tagalog for plenty], there lived a man who was especially favored by Bathala, the God of the Universe. The name of this man was Maramot [in Tagalog, selfish]. He was an honest, helpful and industrious man. For this reason, he became the favorite of Bathala. Being only a worker without money, he had to work very hard to earn his living. He worked steadily and honestly for many years so that after the passage of time, he was no longer the poor Maramot but a wealthy and energetic landowner.\nline 07 | But with Maramot’s change in economic status, there also came a marked change in his personality. It seemed that the immense fortune which he gradually acquired through his persistent labors had undermined his character. Now, Maramot was no longer the thrifty, helpful and honest man – he was greatly changed because he grew to be the cruelest of men.\nline 08 | He seemed to have lost his humanity. He became friendless and without a heart. This rather radical change was observed by Bathala, who regretted it very much. He could not altogether believe that such a complete change could ever have occurred, especially in Maramot, his thrifty and honest favorite. So he devised a plan with which he himself could try Maramot so as to correct him if possible.\nline 09 | Bathala, being the Almighty, had only to wish for anything and then it was done. He consequently commanded the god of the plants and of water to deprive the land of fruits and rain. This god was instructed to leave the luxurious plantations of Maramot untouched. Such was the imperious command of Bathala, so the wide land became dry and barren like a desert.\nline 10 | While such was the condition outside of Maramot’s dominion, within was an exact contrast. Within, there was life and prosperity while outside was poverty and hunger. People were wildly clamoring for food; all were imploring help from heaven. They soon found relief at the door of Maramot’s house. But not all were given relief. He bolted his doors against those who could not afford to meet the exorbitant prices he affixed upon his barrels of grain. Poor men were driven away to die of hunger by the wayside.\nline 11 | Such was the conduct of Maramot.\nline 12 | So, when Bathala saw this, he disguised himself and went to Maramot’s residence as an old man.\nline 13 | He was to try his fate with the heartless landowner.\nline 14 | He soon came to the house; and at the door he met Maramot.\nline 15 | He at once related to him [Maramot] the story of his life and of his wants.\nline 16 | He asked for help in the name of the great God who gave him his immense fortune.\nline 17 | But Maramot, upon hearing the words of the poor old man, instead of being touched by the misfortunes of the poor, was rather incensed and angered.\nline 18 | He immediately ordered his servants to drive away the poor man.\nline 19 | But the old man pleaded and insisted, so Maramot, at the height of his cruelty commanded the servants to flog him to death.\nline 20 | But all these, Bathala would never permit.\nline 21 | Maramot had barely given his command when he heard a terrible commotion – earth and fire rolling. There was smoke, fire and dust everywhere. What do all these mean? Where was his great residence? Alas, Maramot was now standing amidst the ruins of his great fortune. He stood amazed and frightened to see his luxurious home, his rich barns – all were dwindling under the mystic but powerful charm of fire. There was a great thunderclap and in the midst of the thunder and lightning, Maramot saw his master and his god, Bathala.\nline 22 | He repented, but all was in vain; his repentance was all too late.\nline 23 | Soon, the sky was cleared of smoke, and Maramot stood with longing eyes towards heaven.\nline 24 | He noticed numerous and dot–like things flying up above him.\nline 25 | They were in the shape of grains.\nline 26 | But there was no more grain in the barn.\nline 27 | They were transformed into flying insects such as were seen by Maramot.\nline 28 | These were what is now known as locusts and these small destructive insects were created and let loose by Bathala, who commanded them to visit and destroy all of the rice plantations of all those landowners who would prove to be heartless among his followers. Such was the sad effects of the locusts that from that time on, they have always been sent as instruments for punishing those wealthy but heartless landowners and, thus, ravaging their plantations of rice.\nline 29 | Such is the origin of locusts as believed by folks at home [in Batangas].\nline 30 | 2 “Rinderpest” was a cattle disease. Wikipedia.\nline 31 | 3 “Batangas Folk Tales,” by Aurelio P. Arguelles, 1916, online at the Henry Otley–Beyer Collection of the National Library of the Philippines Digital Collections.\n</context>\n\n<phrases>\n- \"The crucial thing seems to be\"\n- \"Bear with me while I\"\n- \"Let me just think this through\"\n- \"Now we're cooking\"\n- \"There’s a pattern here\"\n- \"Okay, so\"\n- \"I'm struck by\"\n- \"Let me untangle this\"\n- \"Something doesn't add up\"\n- \"Let me put this another way\"\n- \"Building on that\"\n- \"What I’m getting at is\"\n- \"Let me chew on this\"\n- \"Roughly speaking\"\n- \"Let me work through this\"\n- \"Still working it out\"\n- \"But then again\"\n- \"Hang on a second\"\n- \"Just spitballing here\"\n- \"Coming at this from another angle\"\n- \"Let's think step by step\"\n- \"No, actually\"\n- \"That reminds me\"\n- \"This makes me think of\"\n- \"I can't quite put my finger on\"\n- \"That actually makes a lot of sense\"\n- \"Wait, no\"\n- \"I'm intrigued by\"\n- \"I wonder if\"\n- \"Oh, that clears everything up!\"\n- \"Alternatively\"\n- \"If I follow this through\"\n- \"It's almost like\"\n- \"I'm mulling over\"\n- \"I guess maybe\"\n- \"So basically\"\n- \"Would that even work?\"\n- \"It finally adds up!\"\n- \"Ohhh, now I see!\"\n- \"Let me play devil's advocate\"\n- \"What I'm grappling with is\"\n- \"What I mean is\"\n- \"What if I flip it around?\"\n- \"What’s the best way to explain this?\"\n- \"That’s the answer I was looking for!\"\n- \"Oh! That reminds me\"\n- \"The thing is\"\n- \"Now it all comes together!\"\n- \"I'm starting to see a pattern\"\n- \"Still forming this thought\"\n- \"I'm seeing a connection between\"\n- \"Right, so\"\n- \"On one hand... but on the other\"\n- \"How can I approach this?\"\n- \"I'm curious about\"\n- \"Hold on a second\"\n- \"That’s an interesting angle, but\"\n- \"When I sit with this idea\"\n- \"This makes me reflect on\"\n- \"That’s the piece of the puzzle!\"\n- \"Well, let me see\"\n- \"This just clicked into place!\"\n- \"I'm just throwing ideas around\"\n- \"If I’m not mistaken\"\n- \"So what I’m trying to say is\"\n- \"Does that even make sense?\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Why didn’t I think of that sooner?\"\n- \"Now, if I think about it differently\"\n- \"Ummm, actually\"\n- \"In other words\"\n- \"Maybe I should sleep on it\"\n- \"There's something here about\"\n- \"Actually, no\"\n- \"In the end\"\n- \"Well\"\n- \"In essence\"\n- \"On the other hand\"\n- \"What keeps nagging at me is\"\n- \"I'm wondering if\"\n- \"I’m trying to connect the dots here\"\n- \"Let me connect the dots\"\n- \"Wait, I think I’ve got it!\"\n- \"Hold that thought\"\n- \"It's fascinating how\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Autistic people can often have trouble sleeping. There are a range of reasons for this including difficulties with relaxing or winding down and irregular melatonin levels. Problems with sleep can be an issue for both autistic adults and children.\nline 02 | Autistic children can have particular sleep and settling difficulties, including: irregular sleeping and waking patterns – for example, lying awake until very late or waking very early in the morning. sleeping much less than expected for their age, or being awake for more than an hour during the night.\nline 03 | Studies suggest that individuals with autism are more likely than typical people to have mutations in genes that govern the sleep-wake cycle or those that have links to insomnia. Some studies suggest that people on the spectrum carry mutations that affect levels of melatonin, a natural hormone that controls sleep.\nline 04 | Researchers estimate that between 40% and 80% of children with ASD have difficulty sleeping. The biggest sleep problems among these children include: Difficulty falling asleep. Inconsistent sleep routines.\nline 05 | The most commonly prescribed to people with autism are Clonidine or Guanfacine, to help a child initiate sleep and get them on a more consistent schedule.\nline 06 | This is often used as an option to help with daytime behaviors as well.\nline 07 | For children on the autism spectrum, sleep problems typically begin to occur from around 30 months of age. Their most common problems are less total time asleep and increased time to settle to sleep. These are similar problems reported by parents of typically developing children.\nline 08 | Characteristics of Mild Autism\nline 09 | Repetitive or fixated behaviors, interests, or activities: Autistic people often repeat movements or words as a way to self-regulate, a behavior often referred to as “stimming.” They may also adhere to specific routines and have specific and intense interests.\nline 10 | ASD begins before the age of 3 years and can last throughout a person's life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months of age or later.\nline 11 | No cure exists for autism spectrum disorder, and there is no one-size-fits-all treatment. The goal of treatment is to maximize your child's ability to function by reducing autism spectrum disorder symptoms and supporting development and learning.\nline 12 | Parents of children on the autism spectrum often report sleep problems such as resistance to going to sleep or sleeping alone, waking up often or sleepwalking during the night, and being groggy in the morning. There are many types of sleep problems, as well as other issues that can disturb sleep.\nline 13 | Keep your turns short at first, so your son needs to listen for only a short time before you praise or reward him. As he gets better at listening and waiting his turn, try gradually lengthening your answers (or those of another partner). We like combining this game with the talking stick or listen/talk signs.\nline 14 | Children with ASD may have difficulty developing language skills and understanding what others say to them. They also often have difficulty communicating nonverbally, such as through hand gestures, eye contact, and facial expressions.\nline 15 | Sleep problems are reported to be common in young children and even more common in children with autism spectrum disorder (ASD) and other developmental delays and disorders.\nline 16 | In autism, lost sleep means more than just a drowsy morning: it's linked to serious problems. A new study of children with autism shows that those who slept less also had lower intelligence scores and more severe autistic symptoms than kids who slept more.\nline 17 | Autistic children enjoy play and learn through play, just as typically developing children do. Through playing with others, your child can learn and practise new social skills and abilities. These skills are important for your child's overall development.\nline 18 | Make sure you have a calming, predictable bedtime routine that happens at the same time and includes the same things every night. If your child complains that they're hungry at night, try giving them a bowl of cereal and milk before bed (make sure you brush their teeth afterwards).\nline 19 | Autism itself does not affect life expectancy, however research has shown that the mortality risk among individuals with autism is twice as high as the general population, in large part due to drowning and other accidents.\nline 20 | The best food for children with autism are fatty fish, eggs, grass-fed beef, sustainably raised animal proteins, shellfish, beans, nuts, and seeds. Research has found that fatty fish such as salmon and free-range eggs share the healthy omega 3 acid. Foods that contain omega 3s help fight inflammation in the body.\nline 21 | During a meltdown: what to do\nline 22 | Give your child space, don't touch them, and keep other people away. Turn down lights and keep things quiet, or give your child noise-cancelling headphones. Let one person speak to your child, but don't say too much. Stay calm and wait.\nline 23 | White noise can help some children fall asleep and stay asleep. It's a sound that remains consistent and can block out changes in noise, like a dog barking or the pesky hallway floor creaking as you walk across it. If your child does wake up, the sound might be soothing to them and help them to fall back asleep.\nline 24 | Can An Autistic Child Become Normal? Yes, some children with autism become more engaged with the world and show fewer disturbances in their behavior as they mature. In fact, those with the least severe problems eventually might lead normal or near-normal lives.\nline 25 | Adults who have not received appropriate treatment may have trouble living independently, may be unemployed, and may struggle with relationships. Autism can also impact physical and mental health, according to the 2017 National Autism Indicators Report: Developmental Disability Services and Outcomes in Adulthood.\nline 26 | A new study offers clues to why autism spectrum disorder (ASD) is more common in boys than in girls. National Institutes of Health scientists found that a single amino acid change in the NLGN4 gene, which has been linked to autism symptoms, may drive this difference in some cases.\nline 27 | While parents typically report concerns in the first year of life,3 many children do not receive diagnoses until much later. Several studies have suggested that diagnoses of autism made at age 2 years are stable through age 3 years,4-7 and diagnoses made by age 5 years are stable up to late adolescence.\n</context>\n\n<phrases>\n- \"Something doesn't add up\"\n- \"Something in my gut says no\"\n- \"What if we looked at it like\"\n- \"Wait, why does that happen?\"\n- \"Actually, no\"\n- \"What keeps nagging at me is\"\n- \"The pros and cons are\"\n- \"The crucial thing seems to be\"\n- \"Ohhh, now I see!\"\n- \"Let me untangle this\"\n- \"What I’m getting at is\"\n- \"I should have known that!\"\n- \"That actually makes a lot of sense\"\n- \"I'm trying to untangle this\"\n- \"Hold on a second\"\n- \"I feel like I'm close\"\n- \"This is just a first pass, but\"\n- \"It’s on the tip of my tongue\"\n- \"Okay, pros and cons\"\n- \"Hang on a second\"\n- \"I think I can rule that out\"\n- \"Maybe if I try it this way\"\n- \"Now it all comes together!\"\n- \"Let me work through this\"\n- \"Let's break this down into parts\"\n- \"Kind of\"\n- \"What’s the best way to explain this?\"\n- \"That doesn’t sound right\"\n- \"Oh, that clears everything up!\"\n- \"Hold that thought\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"That makes sense because\"\n- \"Does that sound right?\"\n- \"I'm wondering if\"\n- \"It's fascinating how\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Let me throw this out there\"\n- \"What I'm getting at is\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Ah...\"\n- \"This is tricky, but\"\n- \"I wonder if\"\n- \"What if I tried...?\"\n- \"This just clicked into place!\"\n- \"So far, it looks like\"\n- \"On one hand... but on the other\"\n- \"I'm curious about\"\n- \"What was I thinking?\"\n- \"I'm mulling over\"\n- \"I'm pondering\"\n- \"So basically\"\n- \"This might explain the pattern\"\n- \"I'm struck by\"\n- \"Let’s weigh the options\"\n- \"Follow me here\"\n- \"I'm intrigued by\"\n- \"You know\"\n- \"Let's think step by step\"\n- \"What if we\"\n- \"Basically\"\n- \"If A is true, then\"\n- \"It was staring me in the face\"\n- \"Bear with me while I\"\n- \"If I take this apart step by step\"\n- \"Wait, but if that’s true\"\n- \"What was I about to say?\"\n- \"This isn't quite right, but\"\n- \"That would explain why\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I’m not sure, but\"\n- \"I can't quite put my finger on\"\n- \"This might sound weird, but\"\n- \"No, actually\"\n- \"It finally adds up!\"\n- \"How do I put this\"\n- \"Let me break this down\"\n- \"In essence\"\n- \"This could explain why\"\n- \"When I sit with this idea\"\n- \"Wait, that doesn’t add up\"\n- \"In other words\"\n- \"Uh...\"\n- \"This makes me reflect on\"\n- \"Right, so\"\n- \"First things first\"\n- \"Consider this possibility\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Nutrients | Nutrient Dense Foods | The 6 Essential Nutrients You Need to Power Your Performance!\nline 02 | : Nutrients are components in food that the body needs to grow and maintain healthy function; the body needs nutrients to survive.\nline 03 | There are six classifications of nutrients:-\nline 04 | - Carbohydrates, which are mainly energy for cellular function\nline 05 | - Proteins, whose primary function is to grow and maintain tissue and build other vital chemicals in the body,\nline 06 | - Fats, which provide energy and protection,\nline 07 | - Vitamins, which contribute to essential functions in the body,\nline 08 | - Minerals, which also contribute to bodily functions, and\nline 09 | - Water makes up about 60% of body weight.\nline 10 | It’s important to recognize that all six nutrients are essential for healthy function, with nutrient balance being the key. An excellent strategy for finding nutrient balance is to eat various foods and avoid eating the same foods daily.\nline 11 | Nutrient Dense Foods\nline 12 | Consuming fruits, veggies, and other nutrient-dense foods can help accomplish this. Nutrient-dense foods are often defined as foods that provide a lot of nutrients while not containing a high-calorie count.\nline 13 | So, let’s look at an example, say If you are craving something sweet,\nline 14 | #Option 1 is a glazed doughnut containing 190 calories and provides 8 per cent of the RDI for vitamin C and a small amount of calcium and iron.\nline 15 | #Option 2 is a cup of raspberries, which provides 64 calories; it is high in vitamin C, manganese, vitamin K and, copper, raspberries. Also, contain smaller amounts of many other vitamins and minerals and are loaded with antioxidants, phytonutrients, and eight grams of fibre, which helps with digestion.\nline 16 | As you can see, far fewer calories and many more nutrients equals a much healthier option.\nline 17 | And that is the essential nutrients.\nline 18 | Did you know your body needs six essential nutrients to perform optimally?\nline 19 | And because these nutrients are essential, we must get them from our diets.\nline 20 | So what are these nutrients?\nline 21 | - First, we need macronutrients which are carbohydrates, fats and proteins.\nline 22 | - We also need micronutrients which are vitamins and minerals.\nline 23 | - Finally, the last essential nutrient we need is water.\nline 24 | Let’s talk about each of these nutrients and how we can get them into our diets.\nline 25 | Carbs are your body’s preferred energy source.\nline 26 | It’s easy to overeat carbohydrates, so keep your portions in check and limit refined grains and foods with added sugars.\nline 27 | Sources: The most nutrient-rich sources of carbohydrates are fruits, starchy vegetables like beans and potatoes and whole grains like oats and brown rice.\nline 28 | Most people think of protein as the nutrient needed to build muscle, and while that’s true, protein is also needed to speed up chemical reactions in the body and support the immune system.\nline 29 | Sources: The best protein sources include animal foods like poultry, fish, dairy and eggs, as well as plant foods like beans, legumes, nuts and soy.\nline 30 | The last macronutrient you need is fat. And fat is essential because it helps insulate the body, helps absorb specific vitamins, and plays a structural role in the different cells and hormones in the body.\nline 31 | Sources: The best fat sources include unsaturated fats from foods like nuts and seeds, cooking oils like olive oil, fatty fish and avocados.\nline 32 | Try to limit foods high in saturated and trans fat.\nline 33 | Vitamins and Minerals\nline 34 | Both are important for the growth and repair of immunity and supporting your overall metabolism.\nline 35 | There are several essential vitamins and minerals.\nline 36 | So how do you ensure you eat enough?\nline 37 | The key is to ensure you’re eating various nutrient-dense foods from all the food groups.\nline 38 | For example, fruits and veggies contain micronutrients like vitamin C, magnesium and potassium. Whereas foods like fish and poultry are high in iron, zinc, and vitamin b6.\nline 39 | And finally, water is the last and arguably most crucial nutrient our bodies need. The majority of our body is water. So it’s essential to make sure we drink enough fluids each day. And when it comes to your fluid choices, water is undoubtedly your best bet. But milk, 100 juice and even coffee and tea can count. You can also opt for liquid foods like melon or grapes.\nline 40 | And if you’re curious about how hydrated you are, use this urine colour chart as a guide.\nline 41 | You want your pee to be pale yellow. Definitely not amber brown, but not completely clear either.\nline 42 | Now, if you’re a bit overwhelmed and wondering how to make sure you’re getting all these essential nutrients, don’t be. The key is to make sure you’re eating a variety of foods from each of the food groups. And as you’ve probably learned, there are a lot of foods that contain several essential nutrients.\nline 43 | Healthy Body, Beautiful Mind\n</context>\n\n<phrases>\n- \"What if we\"\n- \"This is tricky, but\"\n- \"Here's what I'm thinking\"\n- \"I should have known that!\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Let me just think this through\"\n- \"Let me run through it again\"\n- \"That’s the piece of the puzzle!\"\n- \"Actually, no\"\n- \"I need to make sure this checks out\"\n- \"What I mean is\"\n- \"This could explain why\"\n- \"Not sure if this fits, but\"\n- \"Let me sum this up so far\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"It was staring me in the face\"\n- \"When I sit with this idea\"\n- \"That would explain why\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"I keep circling back to\"\n- \"Oh, it all makes sense now!\"\n- \"Something about [blank] is still bothering me\"\n- \"Uh, where was I?\"\n- \"We've completely overlooked [blank]\"\n- \"Still working it out\"\n- \"Ummm, actually\"\n- \"There's probably more to it\"\n- \"I was looking at this all wrong!\"\n- \"Here's where it gets interesting\"\n- \"In essence\"\n- \"I'm seeing a connection between\"\n- \"Now, if I think about it differently\"\n- \"So basically\"\n- \"On one hand... but on the other\"\n- \"I wonder if\"\n- \"No, actually\"\n- \"I need to fill in the gaps\"\n- \"It feels like the right move, but\"\n- \"I'm wondering if\"\n- \"That’s the answer I was looking for!\"\n- \"That would mean\"\n- \"Let me untangle this\"\n- \"So the main idea is\"\n- \"What’s the best way to explain this?\"\n- \"There's a better way to phrase this\"\n- \"So far, it looks like\"\n- \"So that’s why it wasn’t working!\"\n- \"Brainstorming here, but\"\n- \"Let me work through this\"\n- \"Still forming this thought\"\n- \"Hmm, let’s rewind a bit\"\n- \"I keep coming back to\"\n- \"Backing up for a second\"\n- \"I need to reframe this\"\n- \"Why did I do that?\"\n- \"Let's test this idea\"\n- \" is key here\"\n- \"Something doesn't add up\"\n- \"Of course! That’s the answer!\"\n- \"Wait, no\"\n- \"Let me chew on this\"\n- \" is striking \"\n- \"The crucial thing seems to be\"\n- \"That doesn't sound right, let me rephrase\"\n- \"What if we looked at it like\"\n- \"What keeps nagging at me is\"\n- \"In a way\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"If A is true, then\"\n- \"What’s the next step?\"\n- \"Let me make sure I got this\"\n- \"Let me talk this through\"\n- \"I'm mulling over\"\n- \"I’m still on the fence about this\"\n- \"Something along those lines\"\n- \"I'm pondering\"\n- \"It's fascinating how\"\n- \"So, the bottom line is\"\n- \"This is just a first pass, but\"\n- \"This brings to mind\"\n- \"Let me back up a second\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"What happens if we change this part?\"\n- \"Let's think step by step\"\n- \"I'm struck by\"\n- \"I have a theory about this\"\n- \"This makes me reflect on\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"There's got to be something 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 | Potatoes are high in starch and feature evolved a terrible recognition due to the popularity of low-carb and Paleo diets. However, carbohydrates aren’t bad for your fitness so long as you watch your quantities. They may be essential as a supply of electricity. Potatoes are cheaper, flexible, can be stored for long periods, and are an awesome source of fiber, potassium, and vitamin C.\nline 02 | Potato Nutrition Facts\nline 03 | The following nutrition records are supplied with the aid of the USDA for one medium (173g) baked russet potato (2 1/four” to 3 1/four” in diameter) with peel and no added salt or toppings.\nline 04 | While a medium russet potato affords 37 grams of carbohydrates, the best 4 grams of that are from fiber. Most of the carbs are starch and handiest a small quantity (under 2 grams) is sugar. Starches are quickly broken down all through digestion to sugar within the bloodstream, ensuing in a short upward thrust in blood sugar tiers.\nline 05 | The glycemic index of a food is a trademark of the effect of meals on blood sugar.\nline 06 | Study outcomes vary, but the glycemic index of potatoes seems to average inside the 80s, that’s considered high.\nline 07 | By contrast, table sugar has a glycemic index of 59, making potatoes better at the glycemic index than sugar.\nline 08 | Waxy types consisting of new purple potatoes are slightly decreased in the glycemic index than russet potatoes.\nline 09 | You take Tadalista 40 and Tadalista 60 for treating men’s health issues.\nline 10 | Another way to represent the glycemic impact of meals is the glycemic load, which takes into account the serving size.\nline 11 | A medium potato fares better here, with a moderate glycemic load of 17.\nline 12 | But a large potato has a glycemic load of 29, that’s high.\nline 13 | You can combat the blood sugar rush by using serving potatoes as a part of a balanced meal including a chunk of salmon and an aspect of inexperienced beans.\nline 14 | The addition of protein from the salmon and fiber from the green beans helps gradually down the digestion and absorption of the starch from the potatoes.\nline 15 | Lastly, it may be beneficial to understand that cooked and cooled potatoes additionally comprise high levels of resistant starch.2 Resistant starch is starch that passes via the small gut without being digested.\nline 16 | Simply put, it is immune to digestion.\nline 17 | Potato Nutrition Facts and Health Benefits\nline 18 | Potatoes have only a hint of fat, and that tiny quantity is broken up between saturated and polyunsaturated fats. They also have hint amounts of omega-3 fatty acids and omega-6 fatty acids. As a vegetable, they have no LDL cholesterol. Unless you upload a topping with fat or fry your potatoes, they’re fat-loose.\nline 19 | Potatoes have a small amount of protein, but the protein is of high fine because of its amino acid composition and its digestibility. This means the protein satisfaction is similar to that of eggs and higher than that of soybeans and other legumes.\nline 20 | Vitamins and Minerals\nline 21 | Potatoes provide many nutrients and minerals, consisting of nutrition C, vitamin B6, and potassium. They are a great supply of folate, niacin, iron, magnesium, phosphorus, copper, and manganese. To get the most out of the potato, you need to eat the potato pores and skin as well as the flesh, as a few micronutrients are more concentrated inside the skin.\nline 22 | 9 Dietary Trace Minerals and Foods High in Them\nline 23 | Potatoes ought to be considered a nutritious vegetable, even though they incorporate a whole lot of starch. Their different healthy plant compounds lead them to a profitable part of a balanced food regimen.\nline 24 | Regulates Blood Pressure\nline 25 | Potatoes are excessive in potassium, which works in opposition to sodium to help adjust blood strain and fluid stability. Research shows that the potassium in potatoes is just as high and as usable through the body as when eaten up as a dietary supplement.4 Potassium is also crucial for regular muscle and nerve characteristics.\nline 26 | Supports the Immune System\nline 27 | Vitamin C is needed for ordinary immune system characteristics, blood clotting, and strong connective tissue and blood vessel walls.\nline 28 | Since nutrition C can not be stored in the body, it should be fed on through food.\nline 29 | One baked potato gives approximately 19% of the day-by-day cost of diet C.\nline 30 | Repairs Oxidative Damage\nline 31 | Potatoes also have an awesome concentration of antioxidant phytonutrients, along with nutrition C, carotenoids, and polyphenols. These compounds can help restore cells broken with the aid of oxidative stress, which could make contributions to some continual diseases.\nline 32 | Prevents Chronic Disease\nline 33 | Fiber is vital for digestion, blood sugar control, weight control, coronary heart fitness, and extra. Potatoes, especially when the peel is consumed, are a good supply of dietary fiber.\nline 34 | Is Added Fiber Good for You?\nline 35 | Potatoes are low in fermentable oligo-, di-, mono-saccharides, and polyols (additionally referred to as FODMAPs), brief-chain carbohydrates that may cause bloating and sensitivity in the digestive tract. In a few people with irritable bowel syndrome (IBS) and Crohn’s ailment, following a low-FODMAP weight loss plan enables relief signs and symptoms. Potatoes are allowed in this eating regimen.\nline 36 | Allergies to cooked or raw potatoes or potato pollen are uncommon however had been documented.8 Usually, these reactions are visible in people who’ve hay fever and are sensitized to birch tree pollen.\nline 37 | Proteins inside the potato might be chemically similar and therefore cause a response while eaten.\nline 38 | The response is normally tingling within the mouth and lips, but in uncommon cases can cause trouble respiratory and anaphylaxis. Those who react to potatoes might also react to apples, hazelnuts, carrots, and different raw results and veggies.\nline 39 | If you or your infant has potato hypersensitivity, take into account the examination of factor labels carefully. An unexpected variety of products incorporate potato flour and/or potato starch.\nline 40 | Acrylamide is a poisonous substance that forms in starchy ingredients when they’re processed or cooked at high temperatures. It impacts potatoes and other starchy foods. Acrylamide has been shown to motivate most cancers in lab animals, but we don’t know what degrees of acrylamide exposure are risky for human beings.\nline 41 | It is essential to observe that the quantity of acrylamide you’ll get from potatoes is much decrease than the quantities studied in lab animals. Frying and baking potatoes at high temperatures for the long term could bring about the most acrylamide, however, the ones stages can be decreased while potatoes are boiled first or dealt with antioxidant answers. You also can steam potatoes to keep away from acrylamides.\nline 42 | Potatoes are part of the nightshade’s own family of greens, alongside tomatoes, eggplants, sweet peppers, and a few others.\nline 43 | Nightshades comprise small amounts of a substance known as solanine.\nline 44 | Some people declare they’ve improved arthritis-kind ache after they eat potatoes and other nightshade flowers.\nline 45 | But studies haven’t determined any vast connection between rheumatoid arthritis pain and solanine.\nline 46 | In huge amounts, solanine is toxic, however, the amount of solanine you would get from potatoes is not enough to make you sick except if you consume inexperienced potatoes or sprouts that grow from potatoes that have been sitting around for too long. Don’t consume inexperienced potatoes—throw them out. They flavor sour and horrific anyway.\nline 47 | The most commonplace kinds of potatoes are white, yellow, and purple potatoes even though you might locate blue and crimson ones, too. You’ll additionally discover a huge range in potato sizes, from tiny new potatoes to fingerlings to large russets (additionally called “Idaho potatoes”). They’re all similar nutritionally however will have barely different textures. For example, pink potatoes will have extra flavonoids (anthocyanins) inside the pigment. Sweet potatoes, however, are one-of-a-kind in appearance, flavor, and vitamins.\nline 48 | Storage and Food Safety\nline 49 | Unwashed potatoes can be stored for weeks or maybe months in a cool, humid, dark location. Keep them in a paper bag or cardboard field, no longer a plastic bag. Don’t store in the refrigerator, as this can grow acrylamides in potatoes,10 and do not eat green potatoes.\nline 50 | How to Prepare\nline 51 | When they’re fried, turned into chips, or slathered in heavy sauces, butter, or cheese, the nutritional fee of the potato dish adjusts considerably.\nline 52 | Baked, roasted, and boiled potatoes are first-rate in terms of vitamins.\nline 53 | Consider topping your potatoes with greens or other healthful toppings:\nline 54 | Add healthy fat to baked or roasted potatoes like avocado or a drizzle of olive oil.\nline 55 | Use Greek yogurt in place of sour cream on baked potatoes.\nline 56 | Serve baked potatoes with salsa or broccoli and sprinkle about 1 ounce of shredded cheese on top.\nline 57 | Make oven-baked “fries” or low-calorie potato skins.\nline 58 | Make mashed potatoes with low-fat sour cream, nonfat milk, and chives.\nline 59 | Add potato slices (with skins) to soups and stews.\nline 60 | More site: techpairs.com\n</context>\n\n<phrases>\n- \"Alternatively\"\n- \"If I follow this through\"\n- \"Let's see\"\n- \"So what I'm trying to say is\"\n- \"On the other hand\"\n- \"Let me sum this up so far\"\n- \"I'm not sure, but\"\n- \"Let me play devil's advocate\"\n- \"Let me run through it again\"\n- \"What’s the next step?\"\n- \"The crucial thing seems to be\"\n- \"If I take this apart step by step\"\n- \"On one hand... but on the other\"\n- \"Now it makes sense!\"\n- \"The pros and cons are\"\n- \"That would mean\"\n- \"That’s an interesting angle, but\"\n- \"Let's break this down into parts\"\n- \"So the main idea is\"\n- \"Wait a minute... Oh!\"\n- \"Wait, no\"\n- \"What if I flip it around?\"\n- \"That’s the piece of the puzzle!\"\n- \"What if we\"\n- \"Okay, pros and cons\"\n- \"Let's think step by step\"\n- \"In essence\"\n- \"Sort of like\"\n- \"Let me work through this\"\n- \"It finally adds up!\"\n- \"What I'm grappling with is\"\n- \"Now, wait just a second\"\n- \"Something doesn't add up\"\n- \"Now it all comes together!\"\n- \"I'm trying to untangle this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Actually, no\"\n- \"That makes sense because\"\n- \"Oh, it all makes sense now!\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"There's probably more to it\"\n- \"Now I'm stuck on\"\n- \"What keeps nagging at me is\"\n- \"Well\"\n- \"Still working it out\"\n- \"I knew I was forgetting something!\"\n- \"I'm just throwing ideas around\"\n- \"Backing up for a second\"\n- \"Hmm, let’s rewind a bit\"\n- \"Could I be second-guessing myself?\"\n- \"Let me break this down\"\n- \" is key here\"\n- \"Something along those lines\"\n- \"You know\"\n- \"Let me see\"\n- \"Brainstorming here, but\"\n- \"This is starting to take shape\"\n- \" is interesting\"\n- \"Let me untangle this\"\n- \"First things first\"\n- \"Okay, let's break this down\"\n- \"Okay, backtrack a bit\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"I need to step back and rethink this\"\n- \"Uh, where was I?\"\n- \"I was just about to say\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"It was staring me in the face\"\n- \"What I mean is\"\n- \"Let’s weigh the options\"\n- \"Right, so\"\n- \"The more I think about it\"\n- \"Okay, so\"\n- \"I think I can rule that out\"\n- \"So that’s why it wasn’t working!\"\n- \"So basically\"\n- \"If I had to choose right now\"\n- \"That changes everything\"\n- \"Hold that thought\"\n- \"No, actually\"\n- \"Anyway\"\n- \"It's a bit murky\"\n- \"But then again\"\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 | The Church celebrated the Feast of St. Bernard of Clairvaux on Friday. I’ve been thinking about him recently because he appears in the Divine Comedy as Dante’s last and greatest guide on his pilgrimage to the Beatific Vision. (If you don’t know that poem or want manageable and accessible guidance to reading it, I’ll be offering an online course on Dante’s Paradiso starting September 8, the feast of the Birth of the Blessed Mother. (Click here for more information.) Dante had other great guides along the way – the Roman poet Virgil and Beatrice. He benefitted from special help by St. Lucy; met distinguished souls such as Aquinas, Bonaventure, Saints Dominic and Francis of Assisi, Kings David and Solomon; and was examined on faith, hope, and charity, by Peter, James, and John. So the question arises: why amid such intellectual firepower, historic leadership, and sheer holiness did the greatest Christian poet choose St. Bernard as his final companion, a figure not well-known today, even to most Catholics?\nline 02 | This is just one of the many ways that we’ve lost contact with our own highest and best tradition.\nline 03 | St. Bernard (1090-1153) lived slightly earlier than Dominic (1170-1221) and Francis of Assisi (1181-1226), but along with them helped produce the period of reform and recovery we now call the High Middle Ages.\nline 04 | In his own time, he was a dominant figure.\nline 05 | He helped restore monasticism and attracted so many to religious life that, by some estimates, he founded or helped to found over 160 monasteries.\nline 06 | In addition, he was an able and honest administrator, scourge of corruption, effective participant in political, military, and social matters, adviser to popes and secular rulers, and – supremely – a theologian who spoke and wrote with great grace and power about what is sometimes these days called “nuptial mysticism,” i.e., the love that unites us with the Godhead. He also had a special devotion to the Virgin Mary, to whom he prays so that Dante will be granted the final graces he needs. No wonder that Dante, given the scope of his own interests and after thousands of lines of some of the greatest poetry ever written, realized that Bernard was the companion he needed in the end to “see God.”\nline 07 | The Scholastic philosophers and theologians were fierce intellectuals, largely in the Aristotelean vein. Bernard possessed a probing mind, but more along the line of the “personal encounter” with Jesus, as we say today – the more Platonic/Augustinian side of the tradition. And that’s all to the good because, as Dante intuited and presented in his Comedy, all our intellectual and social efforts are ultimately in service to that larger, eternal goal. Still, Bernard’s intellect was so sharp that once, when he and the wayward Peter Abelard met to debate, Abelard chose to withdraw after hearing Bernard speak.\nline 08 | Many Catholics are troubled today by divisions within the Church, particularly at how Pope Francis has contradicted teachings of his two great predecessors St. John Paul II and Benedict XVI (even while the latter is, of course, still alive).\nline 09 | Bernard had to deal with a schism that broke out in 1130 in which there were actually two rival popes – Innocent II and the anti-pope Anacletus II.\nline 10 | Bernard supported Innocent and worked tirelessly – visiting Church and secular leaders – to make the case, which God resolved when the anti-pope died.\nline 11 | He was also a strong advocate for the Second Crusade – a part of Western history deeply misunderstood by most people, even most Catholics.\nline 12 | The Crusades are usually portrayed in modern histories as a kind of Christian aggression against peaceful Muslims occupying the Holy Land.\nline 13 | In fact, they were a response to the Muslim invasions that began in the Middle East, sweeping across North Africa, and deep into Spain and France, with periodic attacks resulting in the occupation of Sicily and even raids into Rome itself.\nline 14 | The Second Crusade ultimately failed, but was a noble effort to reverse the conquest of the Crusader Kingdom of Edessa by a Muslim jihadi army – and to defend Christendom.\nline 15 | The Crusades are also often attacked for the violence unruly armies unleashed on Jews and sometimes even Christians. Bernard opposed violence against Jews, wherever it arose. It’s been argued that the reason Bernard is a relatively common name among Jews is a historical result of his interventions. In any event, as T.S. Eliot wrote of the Crusades:\nline 16 | in spite of all the dishonour,\nline 17 | The broken standards, the broken lives,\nline 18 | The broken faith in one place or another,\nline 19 | There was something left that was more than the tales\nline 20 | Of old men on winter evenings.\nline 21 | Only the faith could have done what was good of it;\nline 22 | Whole faith of a few,\nline 23 | Part faith of many.\nline 24 | Not avarice, lechery, treachery,\nline 25 | Envy, sloth, gluttony, jealousy, pride:\nline 26 | It was not these that made the Crusades,\nline 27 | But these that unmade them.\nline 28 | (“Choruses from the Rock”)\nline 29 | But over and above all Bernard’s ecclesial and secular accomplishments – which Church leaders would do well to replicate today – St. Bernard remains for us the Doctor Mellifluus – as he was named when he became a Doctor of the Church – in part because of the sweetness of his expositions of “nuptial mysticism,” the impulse towards union with what Dante called “The love that moves the sun and other stars.” It’s worth spending time with his Commentary on the Song of Songs (here), a stunning introduction to a great Christian brother:\nline 30 | a special divine impulse. . .inspired these songs. . .that now celebrate the praises of Christ and his Church, the gift of holy love, the sacrament of endless union with God. Here too are expressed the mounting desires of the soul, its marriage song, an exultation of spirit poured forth in figurative language pregnant with delight. . . .I consider this nuptial song to be well deserving of the title that so remarkably designates it, the Song of Songs, just as he in whose honor it is sung is uniquely proclaimed King of kings and Lord of lords.\nline 31 | *Image: Saint Bernard by an unknown artist, c. before 1135 [Bodleian Library, University of Oxford]. This is the earliest known representation of Saint Bernard and the only one that survives from his lifetime. The image is in a manuscript of his first treatise, The Steps of Humility, a pastoral work in which Bernard addresses his fellow monks on the monastic virtues.\nline 32 | You may also enjoy:\nline 33 | Father Robert Imbelli’s Savoring B&B During Advent\nline 34 | Robert Royal’s The Mind the Matters\n</context>\n\n<phrases>\n- \"Picture this\"\n- \"I was just about to say\"\n- \"I'm trying to untangle this\"\n- \"Let's test this idea\"\n- \"This just clicked into place!\"\n- \"On one hand... but on the other\"\n- \"Let me run through it again\"\n- \"I need a clearer view of this\"\n- \"Uh, where was I?\"\n- \"Okay, walking through it again\"\n- \"That’s the answer I was looking for!\"\n- \"More or less\"\n- \"I guess that works\"\n- \"Something's not quite right\"\n- \"Would that even work?\"\n- \"What if we\"\n- \"Wait, but if that’s true\"\n- \"Now we're cooking\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"What I'm grappling with is\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Maybe I should sleep on it\"\n- \"Wait, no\"\n- \"On the other hand\"\n- \"I have a theory about this\"\n- \"Wait a minute\"\n- \"Ummm, actually\"\n- \"Here's what I'm thinking\"\n- \"This might explain the pattern\"\n- \"Something doesn't add up\"\n- \"Okay, let's break this down\"\n- \"That would explain why\"\n- \"What keeps nagging at me is\"\n- \"Let me break this down\"\n- \"Well, let me see\"\n- \"It almost fits, but something’s off\"\n- \"Bear with me while I\"\n- \"Okay, pros and cons\"\n- \"If we follow this logic\"\n- \"Let's think step by step\"\n- \"Ohhh, now I see!\"\n- \"Could be wrong here\"\n- \"But then again\"\n- \"Wait, I think I just cracked it!\"\n- \"Well\"\n- \"That’s an interesting angle, but\"\n- \"Let me work through this\"\n- \"Let me untangle this\"\n- \"Okay, I think I’ve got it now!\"\n- \"Finally, it clicks!\"\n- \"What if I flip it around?\"\n- \"I could be wrong, but\"\n- \"Alternatively\"\n- \"Let's break this down into parts\"\n- \"I keep coming back to\"\n- \"That’s it!\"\n- \"Let me make sure I got this\"\n- \"Backing up for a second\"\n- \"Does that even make sense?\"\n- \"Anyway\"\n- \"This isn't quite right, but\"\n- \"Coming at this from another angle\"\n- \"First things first\"\n- \"Actually, no\"\n- \"[blank] is still a black box to me\"\n- \"What happens if we change this part?\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"The pros and cons are\"\n- \"Hmm, let’s rewind a bit\"\n- \"One way to look at it is\"\n- \"Now, wait just a second\"\n- \"Let me trace that logic back\"\n- \"So that’s why it wasn’t working!\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"I need to step back and rethink this\"\n- \"No, actually\"\n- \"Let’s weigh the options\"\n- \"Possibly\"\n- \"Let me play devil's advocate\"\n- \"Wait a minute... Oh!\"\n- \"I should have known that!\"\n- \"How do I put this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Samuel Hahnemann: The father of Homeopathy\nline 02 | Samuel Hahnemann (1755-1843), happens to be the 19th century German chemist and physician who developed homeopathy, the form of medicine which uses minute dosages of herbs as well as other substances in order to promote healing. He was from Meissen in Saxony, a pretty little town on the Elbe. It is one of the oldest cities in Saxony. During his study in Vienna he had a passionate taste for scientific research.\nline 03 | Shocked by the barbaric and violent medical quack practices in the name of treatment at that time and being concerned for the health of his family, Hahnemann spent many years making experiments to study the curative properties of numerous materials. He saw in medicine a hidden universe where there was research to be done, a struggle to be launched against the mystery, a battle against death. After two years in Leipzig reading rooms, libraries, he went to Vienna to try to learn medical practice. His journey to the discovery of Homeopathy commenced here.\nline 04 | Discovery of homeopathy\nline 05 | This law of similarity Hahnemann stated in turn that it could exist in disease and its therapy: \"To cure a disease, it is necessary to administer a remedy which would give to the patient, if he was healthy, the disease from which he suffers.\" The first basic principle of homeopathy states that diseases are cured by drugs that give the same symptoms as the disease itself (law or principle of similarity).\nline 06 | According to Hahnemann, drugs exalt \"vital force\" against similar effects: the preventive vaccines produced since then do not work otherwise.\nline 07 | He believed that small doses of natural drugs could provoke symptoms of the diseases they sought to cure, prompting the body's own immune system to heal itself. The practice of homeopathy grew from this theory, based on Hahnemann's thesis that \"like cures like.\"\nline 08 | Homeopathy was created with these three principles\nline 09 | - Experimentation on healthy humans.\nline 10 | - Infinitesimal dose.\nline 11 | All his life Hanneman worked to create the bridge between the health and Homeopathy, conducting endless tests, promoting his theories, and battling detractors.\nline 12 | After a restless toil, an unparalleled valor, directing the homeopathic confreres, receiving, healing, caring for patients from all countries, Hanneman reached his last days of June 1843.\nline 13 | For some time Hahnemann was sick.\nline 14 | He was in bed, and then it was the end during his last sigh he could pronounce these words \"...\nline 15 | In altem aber liebe.\nline 16 | Amare et amari ... Confidence and peace\".\nline 17 | His last words have become motivating thousands of Homeopaths and followers of Homeopathy throughout the ages.\nline 18 | Homeopathy flourished around the world. Its popularity peaked in the United States in the early 1900s, then suffered a sharp decline due to protests from proponents of modern medicine, although it has remained immensely popular in many parts of the world, including India and Europe.\nline 19 | The 1960s spawned a growing back-to-the-land movement that sparked new interest in alternative medicine, including homeopathy. By the 1990s, the alternative medicine movement had grown to the point that even the American Medical Association was forced to recognize it.\nline 20 | The practice remains widely accepted around the world, especially in India, Latin America, and Europe. Homeopathy has been found to be especially helpful for treating chronic illness, including allergies, headaches, arthritis, colitis, asthma, peptic ulcer, high blood pressure, and obesity. It can also help remedy colds and rashes. Many health food stores offer homeopathic first aid kits designed to treat basic injuries, like stings, sprains, cuts and bruises.\n</context>\n\n<phrases>\n- \"Let's think step by step\"\n- \"Okay, pros and cons\"\n- \"Of course! That’s the answer!\"\n- \"So, the bottom line is\"\n- \"Let me just think this through\"\n- \"On one hand... but on the other\"\n- \"Building on that\"\n- \"Now we're cooking\"\n- \"Let me chew on this\"\n- \"This makes me think of\"\n- \"You know\"\n- \"Wait, I think I’ve got it!\"\n- \"Right, so\"\n- \"Let me think\"\n- \"Let me connect the dots\"\n- \"Would this be worth the risk?\"\n- \"I think I can rule that out\"\n- \"When I sit with this idea\"\n- \"That would explain why\"\n- \"Okay, let's break this down\"\n- \"The pros and cons are\"\n- \"Something doesn't add up\"\n- \"I’m trying to connect the dots here\"\n- \"That makes sense because\"\n- \"Coming at this from another angle\"\n- \"There’s a pattern here\"\n- \"Let's break this down into parts\"\n- \"This might sound weird, but\"\n- \"What keeps nagging at me is\"\n- \"Let's see\"\n- \"No, actually\"\n- \"I know there’s a word for this\"\n- \"It's almost like\"\n- \"If I take this apart step by step\"\n- \"This connects to something else\"\n- \"Let me work through this\"\n- \"I knew I was forgetting something!\"\n- \"I'm trying to untangle this\"\n- \"That changes everything\"\n- \"Let me untangle this\"\n- \"I'm pondering\"\n- \"Something in my gut says no\"\n- \"I'm intrigued by\"\n- \"Hmm\"\n- \"Okay, so\"\n- \"Maybe I’m overcomplicating it\"\n- \"Wait, no\"\n- \"That reminds me\"\n- \"Just thinking out loud but\"\n- \"That’s the piece of the puzzle!\"\n- \"Wait a minute... Oh!\"\n- \"This explains so much!\"\n- \"Here's where it gets interesting\"\n- \"I'm struck by\"\n- \"If A is true, then\"\n- \"I'm mulling over\"\n- \"First things first\"\n- \"Should I...? No, wait\"\n- \"Actually, no\"\n- \"Here's a possible explanation\"\n- \"I have a theory about this\"\n- \"I could do this, or maybe that\"\n- \"What if we\"\n- \"Just spitballing here\"\n- \"If I follow this through\"\n- \"I'm wondering if\"\n- \"This makes me reflect on\"\n- \"I'm starting to see a pattern\"\n- \"Ummm, actually\"\n- \"This brings to mind\"\n- \"That’s the answer I was looking for!\"\n- \"There's something here about\"\n- \"Ohhh, now I see!\"\n- \"Hang on a second\"\n- \"There's probably more to it\"\n- \"What's the best way to explain this?\"\n- \"This could explain why\"\n- \"Let me see\"\n- \"I feel like I’m close\"\n- \"What I'm grappling with is\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let me break this down\"\n- \"I'm curious about\"\n- \"I was making this more complicated than it needed to be\"\n- \"I'm still feeling my way through\"\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 | word form in the middle of how to add a dividing line\nline 02 | The following is to add a dividing line of the specific method:\nline 03 | 2, in the new window that appears to check the “dividing line” can be, as shown in the figure, check the completion of the click “OK! “Effective settings.\nline 04 | 3, the above settings are completed word a page of paper is divided into two parts of the left and right, there is a division line in the middle.\nline 05 | Cutting line has a picture of the dividing line and symbols of the dividing line, there are vertical and horizontal.\nline 06 | In the word form beyond the boundary how to adjust\nline 07 | Need to adjust the width of the form a little smaller, the following simple to share with you the steps.\nline 08 | 1, first of all, we open the word document, you can see that the form beyond the border.\nline 09 | 2, then we click on the full selection of the form, as shown in the figure.\nline 10 | 3, then we click on the top of the width of the smaller, as shown in the figure.\nline 11 | 4, and finally press the Enter key, so that the form beyond the border is adjusted, as shown.\nline 12 | Hope you can help, if you have any questions remember to leave a message Oh, thank you.\nline 13 | word form box line how to set\nline 14 | After selecting the form, the border in the form style can set the box line. Here I will demonstrate the detailed steps ❥(ゝω・✿ฺ)\nline 15 | (Computer model: Hewlett-Packard (HP) Shadow Elf 8Pro, software and version number: WPS22.214.171.12403)\nline 16 | 1, open the word document that you need to set up the border line.\nline 17 | 2, click on the icon in the upper left corner of the form, select the form, the form style menu will pop up, click on the border of the inverted triangle.\nline 18 | 3, set up their own need for border lines, click OK on it.\nline 19 | The above is to set the word form box line tutorial, learn the partners to try it ✧*. ٩(ˊᗜˋ*)و✧*.\nline 20 | How to insert a separator line in word form?\nline 21 | A, easy way:\nline 22 | 1, in fact, there is a simpler way to easily draw a separator line. This requires the use of five keys on the keyboard: “~”, “#”, “*”, “-“, “=”.\nline 23 | 2, you just need to put the cursor on a separate line, and then continuously press any one of the above five symbols many times (at least three times), and then enter, so you can get a separator line.\nline 24 | 3, which, “~”: you can draw a wavy line; “#”: you can draw a solid line; “*”: you can draw a dotted line; “-“: can draw a thin line; “=”: can draw a double line.\nline 25 | word show and hide the role of lines:\nline 26 | word form dotted box constitutes the border of the cell, is not printable, that is, print out does not show. The purpose of the virtual box is to make us more intuitive to the data editing and layout.\nline 27 | If you need to print a false box, then, select the form, right-click and select “Set Text Box Format”, in the “Color and Line” tab under the “false”, “thickness” and “linear” in the combination of the effect you want, all forms have a default 0.5-pound black single solid line border, the border can be printed. Of course, we can also word form border to bold display. If you remove the border, the dotted boxes remain unless you hide them.\nline 28 | Note: You can switch to a web browser, but when you view the text in a web browser, the boxes are not visible and cannot be printed.\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"Uh, where was I?\"\n- \"Alright, where was I?\"\n- \"Let me dig into that a little deeper\"\n- \"This is starting to take shape\"\n- \"This explains so much!\"\n- \"Anyway\"\n- \"In other words\"\n- \"I think I can rule that out\"\n- \"I'm mulling over\"\n- \"How can I approach this?\"\n- \"The more I think about it\"\n- \"I'm getting stuck on\"\n- \"Could be wrong here\"\n- \"Wait, no\"\n- \"Let me think\"\n- \"That’s an interesting angle, but\"\n- \"Now it all comes together!\"\n- \"It’s on the tip of my tongue\"\n- \"What’s the best way to explain this?\"\n- \"Alternatively\"\n- \"I'm struck by\"\n- \"I'm intrigued by\"\n- \"In the end\"\n- \"I'm pondering\"\n- \"On one hand... but on the other\"\n- \"Does that even make sense?\"\n- \"What if we\"\n- \"You know\"\n- \"I can't quite put my finger on\"\n- \"I wonder if\"\n- \"Okay, so\"\n- \"I'm wondering if\"\n- \"Here's where it gets interesting\"\n- \"I need to reframe this\"\n- \" is interesting\"\n- \"Ummm, actually\"\n- \"What if I flip it around?\"\n- \"Let me trace that logic back\"\n- \"Let me run through it again\"\n- \"Let me play devil's advocate\"\n- \"Actually, no\"\n- \"Let me work through this\"\n- \"Something doesn't add up\"\n- \"I keep coming back to\"\n- \"There's got to be something about\"\n- \"Still working it out\"\n- \" is key here\"\n- \"On the other hand\"\n- \"Okay, walking through it again\"\n- \"What I mean is\"\n- \"That actually makes a lot of sense\"\n- \"Now, wait just a second\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"No, actually\"\n- \"Now we're cooking\"\n- \"Let's think step by step\"\n- \"That changes everything\"\n- \"The crucial thing seems to be\"\n- \"Oh! I get it now\"\n- \"Let's see\"\n- \"How do I put this\"\n- \"It's fascinating how\"\n- \"Coming at this from another angle\"\n- \"Oh, that clears everything up!\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me untangle this\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"This makes me reflect on\"\n- \"So, the bottom line is\"\n- \"But then again\"\n- \"This might sound weird, but\"\n- \"So that’s why it wasn’t working!\"\n- \"Hmm, let’s rewind a bit\"\n- \"This brings to mind\"\n- \"So the main idea is\"\n- \"That makes sense because\"\n- \"I'm curious about\"\n- \"Still forming this thought\"\n- \"Wait a minute\"\n- \"I’m not convinced, but it might work\"\n- \"Do I go with my gut or\"\n- \"In essence\"\n- \"More or less\"\n- \"Let me put this another 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 | How to Make your Air Conditioner Colder\nline 02 | If the air from your cooling system doesn’t seem cold enough, you may worry that your AC is failing.\nline 03 | Fortunately, there are some simple possibilities that may be able to provide quick improvement in the temperature of the airstream.\nline 04 | Restricted airflow and low refrigerant levels are common sources of poor cooling with an AC unit, and in many cases, these can be corrected easily by HVAC professionals.\nline 05 | Facilitating Heat Exchange\nline 06 | It may sound strange, but heat exchange is the process that enables the air in your home to get cold. Refrigerant responds to pressure changes by getting hot or cold. Under pressure, it gets hot, and when it expands, the material gets extremely cold. Refrigerant moves through lines and coils inside and outside of your home, being compressed outside and expanding inside.\nline 07 | After the refrigerant in your indoor coils expands and cools, it absorbs heat from the surrounding air.\nline 08 | The air, in turn, gets cold.\nline 09 | Anything that inhibits this heat transfer can affect the temperature of the air that will be circulated through your vents and delivered to various parts of the home.\nline 10 | Low Refrigerant Levels\nline 11 | An HVAC professional can check your refrigerant charge to determine if the level is too low. An undercharge of approximately 10 percent can cause an increase in air conditioner energy usage of up to 20 percent. Additionally, low refrigerant may signal a leak in the lines that requires correction. In some cases, there may be blockages or other problems with refrigerant lines. If the problems aren’t corrected, poor cooling levels will continue to be a problem. You could also eventually experience frozen expansion coils and undue wear on your compressor, much more serious repair concerns.\nline 12 | Refrigerant replacement isn’t a DIY project.\nline 13 | HVAC professionals are trained in the proper handling of this material.\nline 14 | Supplies for home cooling systems aren’t generally available to the public, making it important to work with an expert.\nline 15 | Poor movement of air can also affect the temperature in your home. Dirty parts are primary sources of trouble. If the air pressure in each room is poor when your AC operates, then you can begin with a quick check of the air filter. A clogged air filter plays a big part in facilitating proper airflow, and it is an easy fix.\nline 16 | Dirty coils require a little bit more effort, and the job should be handled by an HVAC technician. As dirt and grime build on your coils, they prevent the heat transfer between your refrigerant and the circulating air. A thorough cleaning can produce remarkable results in delivery of ice cold air and in providing excellent air pressure.\nline 17 | Schedule Preventative Maintenance\nline 18 | If you are concerned that you need to make your air conditioner colder, an AC tune-up is an excellent way to deal with both dirty coils and low refrigerant possibilities.\nline 19 | Additionally, technicians from Brennan’s Heating & Air Conditioning will do a thorough inspection of your unit to pinpoint any further issues that may need to be corrected.\nline 20 | We recommend this as an annual service to optimize the performance of your system.\nline 21 | Contact our Woodbridge, VA team for an appointment.\nline 22 | You May Also Like\nline 23 | Standard furnaces typically run a few heating cycles per hour. It can cause concern when you realize yours is running constantly as… Continue Reading Why Won’t My Furnace Shut Off in Stafford, VA?…\nline 24 | A short-cycling heat pump repeatedly turns off and on without finishing a cycle. This behavior damages its components and inflates your energy… Continue Reading Why Do Heat Pumps Short Cycle in Woodbridge, VA?…\nline 25 | If your heat pump has a variable-speed motor, your system will operate constantly at various capacities to save energy. But if you… Continue Reading Why Does My Heat Pump in Woodbridge, VA, Run Constantly?…\n</context>\n\n<phrases>\n- \"Sort of like\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Now it makes sense!\"\n- \"There's a missing link here\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Now, wait just a second\"\n- \"If I take this apart step by step\"\n- \"I’m trying to connect the dots here\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"This might sound weird, but\"\n- \"That makes sense because\"\n- \"Coming at this from another angle\"\n- \"Let me sum this up so far\"\n- \"So what I’m trying to say is\"\n- \"I'm trying to untangle this\"\n- \"What if we looked at it like\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"This isn't quite right, but\"\n- \"Now we're cooking\"\n- \"Hmm\"\n- \"So far, it looks like\"\n- \"Oh! I get it now\"\n- \"How do I put this\"\n- \"This connects to\"\n- \"This connects to something else\"\n- \"Okay, I think I’ve got it now!\"\n- \"Consider this possibility\"\n- \"Of course! That’s the answer!\"\n- \"Actually, no\"\n- \"What was I about to say?\"\n- \"Well, let me see\"\n- \"Let me break this down\"\n- \"Oh! That reminds me\"\n- \"This could explain why\"\n- \"Picture this\"\n- \"Anyway\"\n- \"Wait, no\"\n- \"What I’m getting at is\"\n- \"If I had to choose right now\"\n- \"On one hand... but on the other\"\n- \"So what I'm trying to say is\"\n- \"Building on that\"\n- \"Where does that leave me?\"\n- \"No, actually\"\n- \"Ummm, actually\"\n- \"Okay, pros and cons\"\n- \"There's something off here\"\n- \"In the end\"\n- \"Let me work through this\"\n- \"Let me make sure I got this\"\n- \"That’s the piece of the puzzle!\"\n- \"It's fascinating how\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"That actually makes a lot of sense\"\n- \"Let me connect the dots\"\n- \"Follow me here\"\n- \"Wait a minute\"\n- \"There’s a pattern here\"\n- \"Suppose we assume that\"\n- \"The pros and cons are\"\n- \"That’s what I was trying to say!\"\n- \"Let me untangle this\"\n- \"What keeps nagging at me is\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"So that’s why it wasn’t working!\"\n- \"What I mean is\"\n- \"Here's what I'm thinking\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Oh! I get it now!\"\n- \"Let's see\"\n- \"Something in my gut says no\"\n- \"Here's what's bugging me\"\n- \"That reminds me\"\n- \"First things first\"\n- \" is key here\"\n- \"Let's test this idea\"\n- \"Let’s weigh the options\"\n- \"Let's think step by step\"\n- \"Let's break this down into parts\"\n- \"What I'm grappling with is\"\n- \"It's almost like\"\n- \"Something doesn't add up\"\n- \"Okay, let's break this down\"\n- \"So the main idea is\"\n- \"So basically\"\n- \"It feels like the right move, 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 | Last Updated on October 29, 2018 by Karl Thompson\nline 02 | Secularization is the declining social significance of religion in society.\nline 03 | The extent of secularization is usually ascertained (for the purposes of A-level sociology) by using three broad indicators: belonging, behaving, and belief, and there are numerous specific measures associated with each indicator.\nline 04 | This post aims to provide brief revision notes on some of the contemporary evidence for secularization.\nline 05 | Evidence for secularization: statistics on religious belonging\nline 06 | According to a recent British Social Attitudes Survey (1) based on a sample of just under 3000 respondents (conducted 2016, published 2017):\nline 07 | - Only 15% of UK adults describe themselves as ‘Anglican’, compared to around 33% of the population at the turn of the century and more than 60% in the early 1960s (1)\nline 08 | - Just 3% of those aged 18-24 described themselves as Anglican, compared to 40% of those aged 75 and over (1).\nline 09 | - 53% of UK adults describe themselves as having ‘no religion’, up from 31% in 1983 (1)\nline 10 | - 71% of 18-24 year olds describe themselves as having ‘no religion’ up from\nline 11 | According to the United Kingdom Census of 2011 (3), which is based on a near 100% sample of the UK population:\nline 12 | - 59.3% of the population reported to be Christian, down from 71.7 per cent in 2001 to 59.3 per cent in 2011, and\nline 13 | - 25.1% of the population reported having ‘no religion’, up from 14.8 per cent of the population in 2001.\nline 14 | - There was an increase in all other main religions.\nline 15 | The number of Muslims increased the most from 3.0 per cent in 2001 to 4.8 per cent in 2011.\nline 16 | NB – This final piece of evidence: the increasing reported popularity of all other religions besides Christianity cannot really be taken as evidence against secularization because the overall increase of all these other religions is smaller than the increase in the number of people reporting ‘no religion’ in the same period. It does, however, suggest increasing religious diversity.\nline 17 | Evidence for secularization: statistics on religious behaviour\nline 18 | According to the Church of England’s own data (4), both church attendance and attendance at ‘hatching, matching and dispatching’ (baptism/ marriage/ funeral) ceremonies are falling.\nline 19 | The 2016 figures show:\nline 20 | - Usual Sunday attendance at Church of England churches in 2016 was 740,000 people (86% adults, 14% children under 16).\nline 21 | - There were 120,000 Church of England baptisms and services of thanksgiving for the gift of a child – representing 10% of live births.\nline 22 | - There were 45,000 Church of England marriages and services of prayer and dedication after civil marriages – just 20% of marriages.\nline 23 | - There were 139,000 Church of England-led funerals during 2016, 57% of which took place in churches and 43% at crematoria/cemeteries – 28% of funerals.\nline 24 | The higher percentage probably reflects the greater proclivity for people near death to ‘find’ ‘comfort’ in ‘religion’.\nline 25 | The church of England notes that most of its headline indicators show a decline of 10-15% over the last decade, since 2006.\nline 26 | Evidence for Secularization: Statistics on Religious Belief\nline 27 | Religious belief is a notoriously subjective concept: while the statistics in the first section above suggest secularization is taking place, it is possible to declare that you belong to ‘no religion’ while still having religious beliefs, so we need to dig a little deeper into the exact nature of individuals’ spiritual beliefs in order to properly assess whether secularization is taking place.\nline 28 | When we do this, most of the evidence suggests that secularization is occurring, although possibly not as quickly as the decline in support for traditional religion would suggests.\nline 29 | - A 2015 YouGov poll revealed that 33% of Britons ‘do not believe in God or a higher spiritual power’, up from 29% in 2012.\nline 30 | - The same poll revealed that younger people are more likely to not believe in any type of higher power compared to older people – only 25% of 18-24 year olds believe in God or some other kind of higher power compared to over 40% of over 60 year olds.\nline 31 | Evidence for secularization: Sources\nline 32 | (2) The Guardian (2017) – More than Half the UK Population has No Religion, Finds Survey.\nline 33 | (3) Office for National Statistics: Religion in England and Wales 2011.\nline 34 | (4) Church of England Research and Statistics (2016) – Statistics for Mission 2016.\nline 35 | (5) Daily Telegraph: Church of England Attendance Plunges to an All Time Low (2016)\nline 36 | (6) YouGov Poll on religious belief, 2015.\n</context>\n\n<phrases>\n- \"What's the best way to explain this?\"\n- \"Maybe if I try it this way\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Let me put this another way\"\n- \"This isn't quite right, but\"\n- \"What am I overlooking?\"\n- \"I'm trying to reconcile\"\n- \"Where does that leave me?\"\n- \"Now we're cooking\"\n- \"What’s the next step?\"\n- \"Take this with a grain of salt\"\n- \"I know there’s a word for this\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me work through this\"\n- \"Maybe I'm way off, but\"\n- \"This just clicked into place!\"\n- \"Let me approach this from another angle\"\n- \"I guess that works\"\n- \"This connects to\"\n- \"Something’s not clicking\"\n- \"There’s a pattern here\"\n- \"Let's test this idea\"\n- \"Hmm\"\n- \"Let me untangle this\"\n- \"There's something here about\"\n- \"Here's a possible explanation\"\n- \"What keeps nagging at me is\"\n- \"There’s a better way to phrase this\"\n- \"It's fascinating how\"\n- \"Basically\"\n- \"Does that sound right to you?\"\n- \"What if we\"\n- \"What if we looked at it like\"\n- \"Still working it out\"\n- \"Don't quote me on this\"\n- \"I'm not sure, but\"\n- \"Hold that thought\"\n- \"Actually, no\"\n- \"That would explain why\"\n- \"Let's think step by step\"\n- \"It finally adds up!\"\n- \"Anyway\"\n- \"Something doesn't add up\"\n- \"No, actually\"\n- \"That changes everything\"\n- \"On one hand... but on the other\"\n- \"So the main idea is\"\n- \" is key here\"\n- \"What I mean is\"\n- \"Wait, no\"\n- \"This connects to something else\"\n- \"In essence\"\n- \"I’m trying to connect the dots here\"\n- \"Coming at this from another angle\"\n- \"That’s the answer I was looking for!\"\n- \"Picture this\"\n- \"Okay, so if I do this\"\n- \"Let me dig into that a little deeper\"\n- \"Hmm, that doesn’t sound right\"\n- \"Ummm, actually\"\n- \"Let me see\"\n- \"Hold on a second\"\n- \"I'm just throwing ideas around\"\n- \"Something's not quite right\"\n- \"I think I found the solution!\"\n- \"What if the reason is\"\n- \"What I'm getting at is\"\n- \"That would mean\"\n- \"I'm starting to see a pattern\"\n- \"It's almost like\"\n- \"Wait a minute\"\n- \"Oh! That reminds me\"\n- \"Hang on a second\"\n- \"Let me just think this through\"\n- \"Follow me here\"\n- \"Wait, but if that’s true\"\n- \"I think I can rule that out\"\n- \"That reminds me\"\n- \"It's a bit murky\"\n- \"I'm seeing a connection between\"\n- \"Building on that\"\n- \"It suggests that\"\n- \"One way to look at it is\"\n- \"Well, let me see\"\n- \"So, the bottom line is\"\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 | Sort fractions z1=920;z2=2110;z3=1415 by their size. The result writes as three serial numbers 1,2,3.\nline 02 | Did you find an error or inaccuracy? Feel free to write us. Thank you!\nline 03 | Thank you for submitting an example text correction or rephasing. We will review the example in a short time and work on the publish it.\nline 04 | Tips for related online calculators\nline 05 | You need to know the following knowledge to solve this word math problem:\nline 06 | Related math problems and questions:\nline 07 | Find the common ratio of the sequence -3, -1.5, -0.75, -0.375, -0.1875.\nline 08 | Please ratio writes as a decimal number rounded to a tenth.\nline 09 | Solve the equation and check the result: 1.4x - 3/2 + x - 9,8 = x + 0,4/3 - 7 + 1,6/6\nline 10 | - Simplify 9\nline 11 | Simplify and express the result as a rational number in its simplest form: 1/2+ 1/5+ 6.25+0.25\nline 12 | - Dividing by negative mixed\nline 13 | Susan really wants to find 2 2/3÷-1 3/7.\nline 14 | She writes the division as 2 2/3×-1 7/3.\nline 15 | What is wrong with Amelia's reasoning?\nline 16 | - Sort fractions\nline 17 | Which of the following fractions is the largest?\nline 18 | 29/36 5/6 7/9 3/4\nline 19 | - Sort fractions\nline 20 | Which is larger 3/7, 3/8, 3/9, 3/6 =\nline 21 | - Divide fractions by half\nline 22 | Find the result of division by half: 3/4 : 1/2 =?\nline 23 | - Assignment 68484\nline 24 | Write the assignment in a fraction. Fill in the number in the box so that the equality applies: (Write the result as a fraction in the base form.) 3 · ___ + 1/4 = 5/8\nline 25 | - Small and large bread\nline 26 | Kipton's aunt bakes a large loaf of bread and a small loaf of bread. She cuts each loaf into tenths and gives Kipton 2 tenths of each loaf to take home. Kipton writes the equation 2/10 + 2/10 = 4/10 to show the amount of bread he takes home. Explain Kipto\nline 27 | - Determine 82478\nline 28 | Determine the equation of the parabola that has the point F = [3,2] as its focus and the line x+y+1=0 as its shift line.\nline 29 | - Assignment 68494\nline 30 | Write the assignment in a fraction. Fill in the number in the box so that the equality applies: (Write the result as a fraction in the base form.) (1 1/3 - 3/4) · ___ = 1/2\nline 31 | - Zero fraction equation\nline 32 | Find the value of y: 3/5y-9/4 (y +4) -1 = 1/2 (3y-2) -3 (3-y)\nline 33 | - Angles and sides of the triangle\nline 34 | Triangle ABC has a circumference of 26 cm. Lengths of the sides are as follows: a = 11.2 cm; b = 6.5 cm. Arrange the interior angles in order of their size. ...\nline 35 | - Equivalent fractions 2\nline 36 | Write the equivalent multiplication expression. 2 1/6÷3/4\nline 37 | - Tess bought\nline 38 | Tess bought six dressed chickens. Their weights are tagged as follows: 1.4 kg, 1.9 kg, 2.05 kg, 0.94 kg, 1.1 kg and 1.45 kg. What is the total weight of the six chickens\nline 39 | - Calculate 35223\nline 40 | In the ABC triangle, the angles alpha, beta, and gamma are in ratio 0.4: 0.2: 0.9.\nline 41 | Calculate their size.\nline 42 | - General line equations\nline 43 | In all examples, write the GENERAL EQUATION OF a line that is given in some way. A) the line is given parametrically: x = - 4 + 2p, y = 2 - 3p B) the slope form gives the line: y = 3x - 1 C) the line is given by two points: A [3; -3], B [-5; 2] D) the lin\n</context>\n\n<phrases>\n- \"I’m not sure if that’s the right approach\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"There's a missing link here\"\n- \"Let me work through this\"\n- \"I think I can rule that out\"\n- \"Let's think step by step\"\n- \"But then again\"\n- \"How can I approach this?\"\n- \"What I mean is\"\n- \"Oh, that clears everything up!\"\n- \"Something’s not clicking\"\n- \"Aha! That’s what I was missing!\"\n- \"The crucial thing seems to be\"\n- \"This connects to something else\"\n- \"Let me sum this up so far\"\n- \" is interesting\"\n- \"There's something off here\"\n- \"I'm trying to reconcile\"\n- \"I'm curious about\"\n- \"Am I missing something?\"\n- \"So what does this mean in the bigger picture?\"\n- \"I'm intrigued by\"\n- \"There’s a better way to phrase this\"\n- \"What I’m getting at is\"\n- \"Is this the right call?\"\n- \"Alternatively\"\n- \"That’s an interesting angle, but\"\n- \"Oh! That reminds me\"\n- \"That’s it!\"\n- \"Not quite there yet\"\n- \"What if I flip it around?\"\n- \"It's fuzzy, but\"\n- \"Brainstorming here, but\"\n- \"This makes me reflect on\"\n- \"I could be wrong, but\"\n- \"It was staring me in the face\"\n- \"Here's where it gets interesting\"\n- \"I'm struck by\"\n- \"I'm mulling over\"\n- \"So, the bottom line is\"\n- \"I'm pondering\"\n- \"In other words\"\n- \"That reminds me\"\n- \"The thing is\"\n- \"Oh! I get it now!\"\n- \"More or less\"\n- \"There's something here about\"\n- \"I’m trying to connect the dots here\"\n- \"It's almost like\"\n- \"I can't quite put my finger on\"\n- \"That doesn’t sound right\"\n- \"This brings to mind\"\n- \"Now, if I think about it differently\"\n- \"Actually, no\"\n- \"I'm seeing a connection between\"\n- \"That’s what I was trying to say!\"\n- \"If I follow this through\"\n- \"What’s the best way to explain this?\"\n- \"When I sit with this idea\"\n- \"What keeps nagging at me is\"\n- \"Oh! I get it now\"\n- \"On one hand... but on the other\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Not set in stone, but\"\n- \"Something doesn't add up\"\n- \"Let me play devil's advocate\"\n- \"Let me dig into that a little deeper\"\n- \"Something's not quite right\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"There’s a pattern here\"\n- \"I wonder if\"\n- \"Building on that\"\n- \"This makes me think of\"\n- \"Ummm, actually\"\n- \"That makes sense because\"\n- \"There's probably more to it\"\n- \"Just thinking out loud but\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Oh, I see what’s happening here!\"\n- \"I could do this, or maybe that\"\n- \"No, actually\"\n- \"This connects to\"\n- \"On the other hand\"\n- \"Does that sound right?\"\n- \" is key 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 | Why use “Error Correction Code”?\nline 02 | Sending digital data via wireless broadcasting and mobile reception without any transmission error is quite tricky. The car radio’s reception conditions are too unstable when driving. The received signal strength on the moving car antenna varies enormously. Even with a perfect error correction, one will never succeed in achieving 100% error-free mobile digital reception.\nline 03 | Error correction in all digital communication and, more specifically, in digital mobile communications is an absolute must.\nline 04 | It is precisely this phenomenon that will define the reception area for the DAB+ transmitter. As one moves towards the edge of the transmission area, bit errors will start to increase more and more. Once we reach the point where the error correction cannot adequately correct the bit errors, the signal becomes unusable, and reception ends. The range of a DAB+ transmitter is therefore not only determined by the power of the transmitter but also by the applied audio coding and the applied error correction.\nline 05 | Why does audio coding also play a role?\nline 06 | The applied error correction code in DAB(+) depends on the involved audio coding. For DAB with MP2 coding, “Unequal Error Protection (UEP)” is used.\nline 07 | For DAB+, “Equal Error Protection (EEP)” is used. Tests also show that the HE-AAC v2 encoding with EEP used in DAB+ performs better than the MP2 encoding with UEP used in DAB. We must conclude that the choice of the audio encoder and the error correction code used with it will play a role in planning the transmit power for a given transmission range. So it becomes a bit more complex than the FM issues we know.\nline 08 | DAB+ (HE-AAC audio coding with EEP error correction)\nline 09 | has better coverage than\nline 10 | DAB (MP2 audio coding and UEP error correction).\nline 11 | UEP versus EEP\nline 12 | UEP (used in DAB) is for data where certain bits are more important than others, which corresponds well to how MPEG-2 audio is encoded. One will use the “LDPC error correction” (Low-Density Parity-Check).\nline 13 | EEP (used in DAB+) is for data where all bits are equally important. It corresponds well to the way HE-AAC v2 is encoded. EEP uses “RS error Correction Code” (RS Code), named after the people who developed this code, namely Irving Stoy Reed and Gustave Solomon.\nline 14 | We find RS error correction also on a CD.\nline 15 | That code ensures that a scratch (error) on the CD record sometimes does not affect the sound quality.\nline 16 | The error correction happens while you listen to the music.\nline 17 | So the whole process of error correction has to be very fast.\nline 18 | It is also why they do not use software algorithms but much faster hardware (gates and shift registers) to achieve high-speed encoding and decoding for audio and video streams.\nline 19 | So DAB+ is indeed an evolution of DAB. Apart from using a different audio codec, a different and better error correction for the DAB+ system.\nline 20 | Both ways of error correction are purely mathematical matters. If you want to go deeper into this, we recommend an Internet search (BCH -Bose-Chaudhuri-Hocquenghem- codes, finite fields, Langlois fields, and syndrome calculation).\nline 21 | Important in error-correction codes is that audio bits and error code bits are interlaced.\nline 22 | Delineated blocks of consecutive bits of a certain length are processed. By placing them in a table. A table with columns and rows. Certain positions in the table are to be kept free for error-correction bits. One can fix more errors in the table according to the number of table positions for error-correction bits. Compare it to a crossword puzzle where you sometimes find the word by using the letters of other words. By testing the parity of the columns and rows, you can detect and fix errors in the table.\nline 23 | Spreading the data in time can improve the error correction. DAB(+) interleaves the data in time and frequency.\nline 24 | By spreading the bits over 4 consecutive broadcast frames, we lower the risk of unrecoverable data. We call this Time interleaving or concatenated coding. A DAB broadcast frame lasts 96ms and contains 4 audio frames of 24m (including their error correction). The audio will be delayed (4 x 96ms = 384 ms) at the receiver end, which is an acceptable delay for radio broadcasting.\nline 25 | After time-interleaving, one goes on to distribute the bits once more over the 1.536 carriers according to a particular pattern. It is called frequency interleaving. This method of time-interleaving and frequency-interleaving, together with the RS-error correction, makes the signal very robust against interference.\nline 26 | The greater the duration of time-interleaving, the more robust the signal becomes against bit errors in reception. Of course, one cannot use too long delays for radio broadcasting. However, the method was adopted by NASA, albeit with much more significant delays, for “deep space” data communication (relaying photos). It shows how technologically advanced the DAB+ system is.\nline 27 | The error code and time interleaving is added in the DAB(+) transmitter before the OFDM modulator is reached.\nline 28 | The error correction type is specified in the Ensemble MUX. It is communicated to the transmitter by data registered in the 24ms ETI frame.\n</context>\n\n<phrases>\n- \"This explains so much!\"\n- \"What I mean is\"\n- \"Let me approach this from another angle\"\n- \"I need to make sure this checks out\"\n- \"It's almost like\"\n- \"Alright, where was I?\"\n- \"That reminds me\"\n- \"I'm trying to untangle this\"\n- \"This connects to\"\n- \"Finally, it clicks!\"\n- \"I think I can rule that out\"\n- \"So that’s why it wasn’t working!\"\n- \"So basically\"\n- \"There's got to be something about\"\n- \"Let me work through this\"\n- \"I need to reframe this\"\n- \"This is just a hunch\"\n- \" is interesting\"\n- \"So what does this mean in the bigger picture?\"\n- \"I don’t want to jump to conclusions, but\"\n- \"In essence\"\n- \"Let’s weigh the options\"\n- \"So the main idea is\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me throw this out there\"\n- \"Let's think step by step\"\n- \"Something doesn't add up\"\n- \"Am I overcomplicating this?\"\n- \"Okay, pros and cons\"\n- \"I’m not sure if that’s the right approach\"\n- \"This connects to something else\"\n- \"It's fascinating how\"\n- \"The more I think about it\"\n- \"What keeps nagging at me is\"\n- \"The pros and cons are\"\n- \"On the other hand\"\n- \"Let me talk this through\"\n- \"But then again\"\n- \"If I take this apart step by step\"\n- \"I'm starting to see a pattern\"\n- \"Okay, backtrack a bit\"\n- \"That’s the piece of the puzzle!\"\n- \"I need to step back and rethink this\"\n- \"Oh! That reminds me\"\n- \"I’m not sure, but\"\n- \"Let me break this down\"\n- \"Now, if I think about it differently\"\n- \"That’s it!\"\n- \"Ummm, actually\"\n- \"Let me circle back to that\"\n- \"Let me just think this through\"\n- \"Let's break this down into parts\"\n- \"There’s a better way to phrase this\"\n- \"Actually, no\"\n- \"In other words\"\n- \"I could be wrong, but\"\n- \"Alternatively\"\n- \"I’m trying to connect the dots here\"\n- \"Okay, I think I’ve got it now!\"\n- \"Building on that\"\n- \"Could be wrong here\"\n- \"Oh, that clears everything up!\"\n- \"Ohhh, now I see!\"\n- \"Wait, no\"\n- \"No, actually\"\n- \"I’m almost there\"\n- \"Why didn’t I think of that sooner?\"\n- \"This is starting to take shape\"\n- \"Okay, let's break this down\"\n- \"What if I flip it around?\"\n- \"There’s a pattern here\"\n- \"First things first\"\n- \"Let me untangle this\"\n- \"If I follow this through\"\n- \"That’s an interesting angle, but\"\n- \"So what I’m trying to say is\"\n- \"Let me connect the dots\"\n- \"Let me run through it again\"\n- \"Let me play devil's advocate\"\n- \"On one hand... but on the other\"\n- \"Here's where it gets interesting\"\n- \"Still working it out\"\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 | El nuevo estudio sugiere que el daño en el cerebro causado por la diabetes tipo 1 podría ser reversible para los adolescentes.\nline 02 | Según un estudio publicado recientemente en la revista\nline 03 | “These results offer hope that harm to the developing brain from Type 1 diabetes might be reversible with rigorous glucose control,” said the paper’s senior author, and co-principal investigator, pediatric endocrinologist Nelly Mauras, MD, of Nemours Children’s Health Jacksonville and professor of pediatrics at Mayo Clinic College of Medicine. “Use of an automated hybrid closed-loop system–an insulin delivery system linked to a continuous glucose monitor–was associated with better blood glucose concentrations, which translated in our study to quantifiable differences in brain structure and cognition.”\nline 04 | The study was conducted through the five-center Diabetes Research in Children Network (DirecNet). The National Institutes of Health (NIH)-funded DirecNet includes approximately eight years of longitudinal data on a cohort of children with and without diabetes. Studies from DirecNet have strengthened the case that high blood sugar levels are responsible for the negative changes in the brains of children and teenagers with diabetes, which include effects SUCH as lower than normal IQ.\nline 05 | Dr. Mauras and the DirecNet investigators recruited 42 teenagers, ages 14 to 17, diagnosed with Type 1 diabetes before the age of eight who were receiving insulin therapy. The teens were randomly assigned to one of two groups – one using a hybrid closed-loop insulin delivery system and the other receiving standard diabetes care. The researchers conducted cognitive assessments and multi-modal brain imaging with all participants before and after the six-month study period.\nline 06 | A hybrid closed-loop insulin delivery system, used properly and continuously, can increase the amount of time when blood sugar is in a healthy range.\nline 07 | It particularly helps stabilize blood sugar during sleep, when detection and treatment of early signs of hypoglycemia are more difficult.\nline 08 | The system uses a closed glucose monitor (CGM) to measure blood sugar every five minutes through a sensor under the skin.\nline 09 | The CGM connects wirelessly to an insulin pump that adjusts the amount of insulin based on the latest CGM reading.\nline 10 | Participants using the closed-loop glucose control system showed significantly greater improvement than the standard care group in key brain metrics indicative of normal adolescent brain development – in other words, their results were closer to those of teens without diabetes. The closed-loop group also showed higher cognitive (IQ) outcomes and functional brain activity, more in line with normal adolescent brain development.\nline 11 | “We have known for some time that better control of blood glucose levels in persons with Type 1 diabetes can prevent or reduce damage to a number of biological systems (for example, kidney, eyes, nerves, blood vessels). Our new research joins with other studies to highlight that better control of blood glucose levels in children with Type 1 diabetes can potentially reduce injury to the maturing brain and lead to measurable improvements in brain development and function as well,” said lead author and co-principal investigator, Allan Reiss, MD, the Howard C. Robbins Professor of Psychiatry and Behavioral Sciences and a professor of radiology at Stanford.\nline 12 | Type 1 diabetes is an autoimmune disease, in which the body’s immune system mistakenly destroys insulin-producing cells in the pancreas. Its causes are not fully understood, and currently no cure exists. An estimated 244,000 children and adolescents in the U.S. have this condition, which can cause sometimes serious health problems that develop quickly or that show up later in life. This study builds on previous research showing that strict blood sugar control leads to lower rates of diabetes complications such as blindness, kidney failure, and amputations.\nline 13 | Reference: “A Pilot randomized trial to examine effects of a hybrid closed-loop insulin delivery system on neurodevelopmental and cognitive outcomes in adolescents with type 1 diabetes” by Allan L. Reiss, Booil Jo, Ana Maria Arbelaez, Eva Tsalikian, Bruce Buckingham, Stuart A. Weinzimer, Larry A. Fox, Allison Cato, Neil H. White, Michael Tansey, Tandy Aye, William Tamborlane, Kimberly Englert, John Lum, Paul Mazaika, Lara Foland-Ross, Matthew Marzelli, Nelly Mauras and the Diabetes Research in Children Network (DirecNet) Consortium, 30 August 2022, Nature Communications.\nline 14 | The study was funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development and the Juvenile Diabetes Research Foundation.\n</context>\n\n<phrases>\n- \"Let me sum this up so far\"\n- \"Let me put this another way\"\n- \"What I’m getting at is\"\n- \"If we follow this logic\"\n- \"Brainstorming here, but\"\n- \"On one hand... but on the other\"\n- \"Let me see if\"\n- \"Follow me here\"\n- \"I'm curious about\"\n- \"There's something off here\"\n- \"Wait, does this contradict itself?\"\n- \"It's fascinating how\"\n- \"Hmm\"\n- \"Let me approach this from another angle\"\n- \"Maybe if I try it this way\"\n- \"There's got to be something about\"\n- \"I wonder if\"\n- \"Let me chew on this\"\n- \"Hold that thought\"\n- \"Coming at this from another angle\"\n- \"There’s a better way to phrase this\"\n- \"Anyway\"\n- \"Building on that\"\n- \"This is slipping through my fingers\"\n- \"So far, it looks like\"\n- \"Just thinking out loud but\"\n- \"Don't quote me on this\"\n- \"It's almost like\"\n- \"Wait a minute\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Wait, no\"\n- \"Okay, so if I do this\"\n- \"This connects to\"\n- \"Something about [blank] is still bothering me\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"I'm seeing a connection between\"\n- \"What I'm getting at is\"\n- \"I'm mulling over\"\n- \"Let me connect the dots\"\n- \"Is it possible that...?\"\n- \"I think I’ve lost my train of thought\"\n- \"I'm wondering if\"\n- \"Now, wait just a second\"\n- \"Let's think step by step\"\n- \"Well, let me see\"\n- \"How can I approach this?\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I’m still on the fence about this\"\n- \"You know\"\n- \"This makes me think of\"\n- \"No, actually\"\n- \"When I sit with this idea\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Let me work through this\"\n- \" is striking \"\n- \"Let me untangle this\"\n- \"This brings to mind\"\n- \"There’s a pattern here\"\n- \"Let me propose something\"\n- \"This connects to something else\"\n- \"Ummm, actually\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What if the reason is\"\n- \"I’m torn between two choices\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let me think\"\n- \"I need a clearer view of this\"\n- \"This is tricky, but\"\n- \"The thing is\"\n- \"If I follow this through\"\n- \"I'm struck by\"\n- \"What keeps nagging at me is\"\n- \"Something's not quite right\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Picture this\"\n- \"It suggests that\"\n- \"I’m trying to connect the dots here\"\n- \"What's the best way to explain this?\"\n- \"That makes sense because\"\n- \"This might sound weird, but\"\n- \"Something's not clicking\"\n- \"I'm pondering\"\n- \"Let's see\"\n- \"I'm intrigued by\"\n- \"Something doesn't add up\"\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 | Brockville, named after the British general Sir Isaac Brock (founded as Elizabethtown), is just east of the Thousand Islands region of the St Lawrence River, and the eastern end of the Thousand Islands Parkway. Brockville sits opposite Morristown, New York, and is about half-way between Cornwall and Kingston and just an hour south of the national capital of Ottawa.\nline 02 | This area was first settled by Europeans in 1785, when thousands of United Empire Loyalists arrived from the American colonies after the American Revolutionary War, when many colonists who remained loyal to the crown were subject to reprisals and unfair dispossession of their property. Great Britain opened the western region of Canada (known as Upper Canada and now Ontario), purchasing land from First Nations to allocate to the mostly English-speaking Loyalists in compensation for their losses.\nline 03 | The St. Lawrence River, which separates Brockville and Morristown, New York, was named by French explorers in the 18th century to honour the martyred Roman Christian, Saint Laurentis. In 1785 the first U.E. Loyalist called the first settlement “Buell’s Bay”. Around 1810 government officials of Upper Canada designated the village as Elizabethtown.\nline 04 | Over the 1800s, area industries including shipbuilding, saddleries, tanneries, tinsmiths, a foundry, a brewery, and several hotels.\nline 05 | In the mid-1850s several patent medicine companies sprung up.\nline 06 | In 1855, Brockville was chosen as a divisional point (for crews and railway maintenance) of the new Grand Trunk Railway between Montreal and Toronto.\nline 07 | It was also the southern terminus of the Brockville and Ottawa Railway connecting the Ottawa Valley timber trade with the St. Lawrence River shipping route, which included the Brockville Tunnel, Canada’s first (1860) railway tunnel.\nline 08 | The Brockville and Ottawa Railway extended up Smith’s Falls, Perth, Almonte, Carleton Place and Sandy Point.\nline 09 | In the 1950s, the St Lawrence Seaway was built, with dams creating hydro-electric power, and locks making the river navigable by ocean-going vessels. In 1962 Brockville became a city, and is now home to several large industrial manufacturers, including 3M, Procter & Gamble , manufacturer Canarm, Trillium Canada pharmaceutical, and oil-blending plant of Shell Canada, and several other light-industrial facilities and call centres.\nline 10 | Aquatarium at Tall Ships Landing\nline 11 | 6 Broad St, Brockville, ON K6V 4T7\nline 12 | An interactive discovery center with a focus on the history, ecology, and culture of the St. Lawrence River and the Thousand Islands region.\nline 13 | 5 Henry St, Brockville, ON K6V 6M4\nline 14 | Showcases the history of Brockville and the surrounding area through exhibits, artifacts, and educational programs.\nline 15 | Brockville Railway Tunnel\nline 16 | 1 Block House Island Pkwy, Brockville, ON K6V 4R7\nline 17 | located at the base of Market Street West just south of Water Street at the top of Blockhouse Island\nline 18 | Canada’s oldest railway tunnel, travels under the city for half a kilometer (beautifully lit) and is now a historical attraction featuring light displays and multimedia presentations.\nline 19 | Admission by donation\nline 20 | 287 King St E, Brockville, ON K6V 1E1\nline 21 | A stunning mansion built in 1899, once the home of Senator George Taylor Fulford. It offers guided tours and showcases the opulent lifestyle of the early 20th century.\nline 22 | St. Lawrence Park\nline 23 | 525 King St W, Brockville, ON K6V 3S2\nline 24 | A scenic park along the St. Lawrence River with walking paths, green spaces, and views of the water.\nline 25 | Thousand Islands National Park – Mallorytown Landing\nline 26 | 1121 1000 Islands Pkwy, Mallorytown, ON K0E 1R0\nline 27 | 22 kilometres west of Brockville via the Thousand Islands Parkway\nline 28 | While the visitor center is in Mallorytown, the park encompasses numerous islands in the area. Journey to the picturesque granite islands and rugged shorelines of Thousand Islands National Park. Explore secluded bays by kayak or boat, camp or picnic by the river, or learn about the region’s biodiversity and rich Indigenous heritage.\n</context>\n\n<phrases>\n- \"What if the reason is\"\n- \"What if I flip it around?\"\n- \"Ah...\"\n- \"No, actually\"\n- \"I'm pondering\"\n- \"But then again\"\n- \"It's almost like\"\n- \"Alternatively\"\n- \"Okay, walking through it again\"\n- \"First things first\"\n- \"Let's test this idea\"\n- \"This brings to mind\"\n- \"Okay, let's break this down\"\n- \"I'm mulling over\"\n- \"What keeps nagging at me is\"\n- \"Let me untangle this\"\n- \"Let me work through this\"\n- \"Okay, pros and cons\"\n- \"Ummm, actually\"\n- \"Hang on a second\"\n- \"Take this with a grain of salt\"\n- \"The more I think about it\"\n- \"If A is true, then\"\n- \"That makes sense because\"\n- \"On one hand... but on the other\"\n- \"Let me make sure I got this\"\n- \"Let me chew on this\"\n- \"Let me play devil's advocate\"\n- \"This feels half-right, but\"\n- \"Going back to what I said about\"\n- \"Okay, backtrack a bit\"\n- \"I’m trying to connect the dots here\"\n- \"Something doesn't add up\"\n- \"Now we're cooking\"\n- \"Let's see\"\n- \"This connects to something else\"\n- \"Here's a possible explanation\"\n- \"Right, so\"\n- \"If I follow this through\"\n- \"Coming at this from another angle\"\n- \"This connects to\"\n- \"Building on that\"\n- \"Well\"\n- \"I need to reframe this\"\n- \"I’m almost there\"\n- \"This makes me reflect on\"\n- \"Let's think step by step\"\n- \"What if we looked at it like\"\n- \"I guess there’s no perfect solution\"\n- \"Let me circle back to that\"\n- \"That reminds me\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"When I sit with this idea\"\n- \"This makes me think of\"\n- \"I think I’ve lost my train of thought\"\n- \"The pros and cons are\"\n- \"Actually, no\"\n- \"That’s an interesting angle, but\"\n- \"I keep circling back to\"\n- \"This might sound weird, but\"\n- \"Now, wait just a second\"\n- \"Wait, no\"\n- \"Uh, where was I?\"\n- \"I wonder if\"\n- \"I'm starting to see a pattern\"\n- \"If I take this apart step by step\"\n- \"Don't hold me to this\"\n- \"Bear with me while I\"\n- \"On the other hand\"\n- \"I'm seeing a connection between\"\n- \"I'm struck by\"\n- \"If I’m not mistaken\"\n- \"I'm wondering if\"\n- \"This is rough, but\"\n- \"I have a theory about this\"\n- \"Wait a minute\"\n- \"Let me trace that logic back\"\n- \"I'm trying to untangle this\"\n- \"Let's break this down into parts\"\n- \"Hold that thought\"\n- \"I'm getting stuck on\"\n- \"What’s the best way to explain this?\"\n- \"Let’s weigh the options\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | For the last thirty years, electoral sociologists in France have observed a decline in electoral participation. France saw a century of high voter turnout, with around 80% of registered voters participating in each election of National Assembly deputies, and a peak of democratic fervor in the 1960s and the 1970s. But since the mid-1980s, French citizens’ electoral participation has been constantly decreasing.1 More than one-third of all registered voters did not cast a ballot in each round of the last two National Assembly elections (2007 and 2012). Participation numbers vary according to the type of election; while the high-stakes, high-intensity presidential elections continue to draw a high proportion of French voters to the polls (around an average 80%), second-order elections do not mobilize as many people as they once did. Today, participation scores suggest a widespread indifference for electoral politics among the French: only two-thirds of registered voters cast their ballots in municipal elections, 50% in regional elections, and hardly more than 40% in European elections.\nline 02 | Put in an international comparative perspective, France trails behind the majority of other western democracies—far behind countries with mandatory voting systems, and only a few points ahead of the United States, where low electoral participation has a longer history.2 Political scientists have identified a number of institutional causes for this decline in France. The dominance of the executive branch, and especially the president’s office, over the other branches of government in the Fifth Republic makes elections for non-executive office seem less important. The French electoral system uses a mix of two-round and proportional representation voting systems, which are associated with the weakest electoral participation rates in the world.3 In addition to these institutional causes, political scientists have emphasized the role of specifically political causes. Since 1981, almost every election in France has brought a new political majority, and the perpetual swinging from the center-left to the center-right is at once a symptom of and fuel for voters’ frustrations with the dominant parties’ inability to confront mass unemployment. As a consequence, confidence in government responsiveness and efficacy are weakened. This decline in electoral turnout is also linked to the weakening of the working-class movement, which had promoted norms of civic participation and made national politics significant for its constituents.4\nline 03 | The decline in voter turnout has also had a significant impact on electoral processes and campaigning.\nline 04 | Opinion pollsters have not yet been able to accurately predict voter turnout, and, therefore, voting outcomes.\nline 05 | Electoral abstention has also changed how campaigns are run.\nline 06 | Whereas campaign teams once focused on convincing undecided voters, they now seek to “get out the vote,” mobilizing voters favorably predisposed towards their candidate to show up at the polls on election day.\nline 07 | This is particularly true in France and in the US.\nline 08 | Parties and candidates have recently turned to the rising new industry in political consulting and campaign management, which uses randomized testing to run data-driven electoral campaigns.\nline 09 | This new category of professional political operatives—young, passionate about electoral politics, and highly educated—first appeared in the United States, where the money allocated to political campaigns is in abundant supply. They followed the path opened by the pioneering political scientists Alan Gerber and Donald Green, who for almost twenty years have studied the efficacy of electoral campaign techniques, political communication strategies, message content, and message bearers.5 The added electoral value of this political expertise first became apparent during the 2008 presidential election, when Barack Obama put together a campaign team of over fifty people, who bolstered campaign volunteering, electoral door-to-door canvassing, and eventually, voter turnout. Inspired by the work of Gerber and Green, and by the success of Obama’s first presidential campaign, which they witnessed in Boston as graduate students, Guillaume Liégey, Arthur Muller, and Vincent Pons created their own campaign technology startup company in France. They designed and implemented a voter mobilization project for the French Parti socialiste, which led them to run François Hollande’s successful 2012 field campaign.\nline 10 | This dossier of French Politics, Culture & Society developed out of a conference at New York University in October 2014. It explores the impact of voter mobilization efforts on French political culture, and its contributors bring multiple perspectives to their analyses. From the standpoint of his comparative ethnographies of “scientific” door-to-door political canvassing in France and in the US, Julien Talpin shows how the same campaign technique takes on different meanings on both sides of the Atlantic, meanings strongly shaped by each country’s civic cultures. From a historical perspective, the political sociologist Frédéric Sawicki situates this new development in the changing political culture of the French Parti socialiste over the last thirty years. He interprets this campaign innovation as only the latest episode in the transformation of the PS away from a party of non-professional activist members and into a party of professional politicians—people for whom elected office is their only profession and source of income. In Sawicki’s analysis, door-to-door canvassing cannot foster the dynamic engagement of non-professional members in the life of their party. Vincent Pons, an academic political scientist and one of the three “importers” of systematic door-to-door canvassing in France, acknowledges that data-driven campaigns may shift how politics are done. But, unlike Sawicki, he does not see these campaign techniques as moving partisan politics further away from the people. Rather, he argues that these techniques may in fact help bring people excluded from national politics back into the fold.\nline 11 | Céline Braconnier and Jean-Yves Dormagen, La Démocratie de l’abstention (Paris: Gallimard, 2007).\nline 12 | Pascal Delwit, “The End of Voter in Europe? Electoral Turnout in Europe since WWII,” Open Journal of Political Science 3, 1 (2013): 44–52.\nline 13 | Rafael Lopez Pintor and Maria Gratschew, eds., Voter Turnout Since 1945: A Global Report (Stockholm: International IDEA, 2002).\nline 14 | Braconnier and Dormagen, La Démocratie de l’abstention.\nline 15 | Alan S. Gerber and Donald P. Green, Get out the Vote: How to Increase Voter Turnout (Washington, DC: Brookings Institution Press, 2004).\n</context>\n\n<phrases>\n- \"I'm struck by\"\n- \"Let me approach this from another angle\"\n- \"What keeps nagging at me is\"\n- \"So, the bottom line is\"\n- \"This makes me think of\"\n- \"I'm wondering if\"\n- \"Let me see\"\n- \"I need to fill in the gaps\"\n- \"Ummm, actually\"\n- \"Now we're cooking\"\n- \"Actually, no\"\n- \"Let me run through it again\"\n- \"That makes sense because\"\n- \"Ah...\"\n- \"It's almost like\"\n- \"That reminds me\"\n- \"This explains so much!\"\n- \"How can I approach this?\"\n- \"Wait a minute\"\n- \"That’s the piece of the puzzle!\"\n- \"I'm seeing a connection between\"\n- \"Does that sound right to you?\"\n- \"Am I missing something?\"\n- \"Hmm, that doesn’t sound right\"\n- \"Building on that\"\n- \"That’s the answer I was looking for!\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Am I overcomplicating this?\"\n- \"What’s the next step?\"\n- \"Alright, where was I?\"\n- \"Could I be second-guessing myself?\"\n- \"Uh, where was I?\"\n- \"The tricky part is\"\n- \"Hold that thought\"\n- \"That doesn't seem to add up... Let me think\"\n- \"I’m torn between two choices\"\n- \"Let me work through this\"\n- \"There's a better way to phrase this\"\n- \"[blank] is still a black box to me\"\n- \"If I follow this through\"\n- \"I'm curious about\"\n- \"I'm intrigued by\"\n- \"This is starting to take shape\"\n- \"Hmm\"\n- \"What’s the best way to explain this?\"\n- \"Hang on a second\"\n- \"Something doesn't add up\"\n- \"I'm pondering\"\n- \"Let's think step by step\"\n- \"Is this the hill I want to die on?\"\n- \"Okay, I think I’ve got it now!\"\n- \"I need to make sure this checks out\"\n- \"Let me just think this through\"\n- \"Is this the right call?\"\n- \"I wonder if\"\n- \"I think\"\n- \"Let me think\"\n- \"Why did I do that?\"\n- \"Still forming this thought\"\n- \"No, actually\"\n- \"Right, so\"\n- \"Wait, no\"\n- \"Okay, backtrack a bit\"\n- \"This might sound weird, but\"\n- \"What's the best way to explain this?\"\n- \"Maybe I'm way off, but\"\n- \"This brings to mind\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, I think I just cracked it!\"\n- \"When I sit with this idea\"\n- \"That doesn’t sound right\"\n- \"On one hand... but on the other\"\n- \"Let me circle back to that\"\n- \"I think I can rule that out\"\n- \"It’s on the tip of my tongue\"\n- \"This connects to\"\n- \"This makes me reflect on\"\n- \"Going back to what I said about\"\n- \"There's probably more to it\"\n- \"Wait, I think I’ve got it!\"\n- \"Just thinking out loud but\"\n- \"Let me trace that logic back\"\n- \"Let me untangle this\"\n- \"Anyway\"\n- \"Aha! That’s what I was missing!\"\n- \"Oh! That reminds me\"\n- \"Oh! I get it now!\"\n- \"Wait, but if that’s true\"\n- \"I need to reframe this\"\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 | Vilhjalmur Stefansson (1879 – 1962) was an Arctic explorer, anthropologist, lecturer, and prolific writer.\nline 02 | Stefansson was first forced to live on the all-meat diet of the Inuit to survive when a ship carrying his supplies failed to arrive on one of the expeditions.\nline 03 | After eleven years living with the Eskimos, Stefansson’s health did not suffer but improved on this diet, he realized what he previously learned about nutrition and dietetics was all wrong and became a vocal advocate of this diet.\nline 04 | In this post, we will briefly look at Stefansson’s background, his Arctic expeditions and the time he spent with the Eskimos, and the famous Bellevue Hospital experiment where he and a friend spent a year under supervision eating nothing but meat.\nline 05 | Vilhjalmur Stefansson’s background\nline 06 | Born William Stephenson in 1879 to parents who were both Icelandic immigrants in America, Stefansson studied at the University of North Dakota and later at the University of Iowa and received his B.A. in 1903. He then studied anthropology at Harvard Divinity School where he spent two years as an instructor. During his university years, he changed his name to its Icelandic variation, Vilhjalmur Stefansson.\nline 07 | From the beginning, Stefansson was known to be a rugged character who felt at home in the wild.\nline 08 | In 1906 he finally had the opportunity to participate in an expedition to the Western Arctic and that was his first encounter with the Eskimos and their way of life. When a ship carrying the supplies for the expedition failed to come, he had to live with an Inuit family and ate nothing but fish.\nline 09 | Between 1908 and 1912, he joined another expedition to northern Alaska to study the natives.\nline 10 | Between 1913 and 1918, he led the Canadian Arctic Expedition which had some success in discovering some of the world’s last major landmasses. However, he was also heavily criticized for the sinking of one of the ships resulting in the deaths of 11 members and six more deaths over the remaining of the expedition.\nline 11 | Stefansson tried to secure funding for another official Arctic expedition afterward but failed.\nline 12 | In 1921, he dispatched a small party to colonize and claim Wrangel Island as Canadian territory. But this caused tension between the US and Russia, embarrassed the British government, and infuriated the Canadian government. When four young, inexperienced and ill-equipped members of the expedition perished, Stefansson received a lot of public criticism and his reputation was severely tainted.\nline 13 | Later on, Stefansson moved to the US and spent the rest of his life there when he felt his presence and ideas were no longer welcome in Canada.\nline 14 | He continued to be regarded as one of the Arctic experts, worked in advisory roles, gave lectures, and wrote and published many works.\nline 15 | Some sources reported that Stefansson published some 24 books and more than 400 articles. Some of his notable books include:\nline 16 | - My life with the Eskimos, published in 1913\nline 17 | - The Friendly Arctic – The Story of Five Years in Polar Regions, published in 1921\nline 18 | - Hunters of the Great North, published in 1922\nline 19 | - Not by Bread Alone, published in 1946\nline 20 | - The Fat of the Land, published in 1956.\nline 21 | He died in 1962 at the age of 82.\nline 22 | Vilhjalmur Stefansson’s Arctic explorations and his encounter with the Eskimo\nline 23 | As mentioned above, in 1906, Stefansson joined the Anglo-American Polar Expedition to Western Artic.\nline 24 | His role was to study the Mackenzie River Indians and to collect artifacts for museums.\nline 25 | Stefansson wrote for Harper’s Monthly Magazine’s November 1935 issue that when the supplies from white whalers failed to arrive, the Inuit had to revert to their traditional hunting practices and ate just fish.\nline 26 | As a guest, Stefansson was given baked salmon trout while the Eskimos themselves ate boiled fish. Against his expectation, he began to like baked salmon trout and later on discovered that boiled fish tasted even better.\nline 27 | And shortly after he began to eat just like the Eskimos, fish for breakfast, lunch, dinner, and snack. He ate boiled, raw, and fermented fish. He was missing salt at first but gradually could do without it.\nline 28 | After a few months on this diet, he noted that “mentally and physically, I had never been in better health in my life“.\nline 29 | These months were the beginning of several years during which he would live on a meat-only diet.\nline 30 | According to his own estimate, cumulatively, he had lived exclusively on meat and water in the Arctic for more than five years in total. Another member of his expeditions lived on this exclusive meat diet for about the same length of time while several others lived on it from one to three years.\nline 31 | He noted that “I did not get scurvy on the fish diet nor learn that any of my fish-eating friends ever had it … There were certainly no signs of hardening of the arteries and high blood pressure, of the breakdown of the kidneys, or of rheumatism”.\nline 32 | Vilhjalmur Stefansson’s exclusive meat diet experiment\nline 33 | In 1928, Vilhjalmur Stefansson and Karsten Anderson, a member of Stefansson’s expeditions participated in the Bellevue Hospital experiment where the two men ate meat only for one year under supervision. The result of this experiment was published in the Journal of Biological Chemistry in February 1930 under the title “Prolonged meat diets with a study of kidney function and ketosis”.\nline 34 | The information below is based largely on this published paper.\nline 35 | Institutions involved in the experiment\nline 36 | The general scope of the investigation was outlined in 1926 and 1927 by an advisory committee of scientists from seven institutions of which Dr. Raymond Pearl of Johns Hopkins University, Baltimore, was chairman.\nline 37 | The institutions involved include:\nline 38 | - American Museum of Natural History (Dr. Clark Wissler)\nline 39 | - Cornell University Medical College (Dr. Walter L. Niles)\nline 40 | - Harvard University (Drs. Lawrence J. Henderson, Earnest A. Hooton, and Percy Howe)\nline 41 | - Institute of American Meat Packers (Dr. C. Robert Moulton)\nline 42 | - John Hopkins University (Drs. William G. McCallum and Raymond Pearl)\nline 43 | - Russell Sage Institute of Pathology (Drs. Eugene F. DuBois and Graham Lusk)\nline 44 | - University of Chicago (Dr. Edwin O. Jordan).\nline 45 | The main portion of the work was carried on while Stefansson and Anderson lived and ate in the metabolism ward of the Russell Sage Institute of Pathology in Bellevue Hospital, New York.\nline 46 | The experiment’s protocols\nline 47 | Stefansson was fed a standard mixed diet for two weeks. This mixed diet included fruits, cereals, bacon, and eggs for breakfast and meats, vegetables and fruits for lunch and dinner.\nline 48 | After two weeks, Stefansson was asked to start with lean meat only. On the third day of this lean meat diet, he developed nausea and diarrhea.\nline 49 | When fat meat was added to the diet, he fully recovered in 2 days but had a period of constipation lasting 10 days.\nline 50 | He stayed at the hospital for about two months and was asked to continue the meat diet at home.\nline 51 | In total, Stefansson completed 375 days on an exclusive meat diet. This was then followed by two periods of 1 week each, the first on a high fat diet and the second on a general mixed diet.\nline 52 | Anderson was fed this mixed diet for nearly three weeks before starting the meat diet. He was allowed to eat whatever he wanted as long as it was meat and experienced no disturbances.\nline 53 | Anderson spent 90 days in the hospital before leaving and continuing the meat diet at home.\nline 54 | Toward the end of the experiment, he re-entered the metabolism ward and spent 3 more weeks on this diet under supervision making a total of 367 days on this exclusive meat diet.\nline 55 | He then spent three more weeks during which he received a variety of diets, all high in fat content.\nline 56 | He contracted pneumonia while in the hospital but recovered quickly.\nline 57 | The nature of the diet\nline 58 | The meat used included beef, Iamb, veal, pork, and chicken and the parts used were muscle, liver, kidney, brain, bone marrow, bacon, and fat.\nline 59 | There was a very small amount of carbohydrates on the diet which came from the meat they ate.\nline 60 | The men were allowed to eat as much as they wanted and in whatever lean-fat ratio they liked.\nline 61 | During the time spent in the ward, Stefansson ate on average 0.81 kilos of meat per day and Anderson ate on average 0.79 kilos per day.\nline 62 | The protein content was in the range of 100 to 140 grams, the fat content was from 200 to 300 grams and the carbohydrate content was from 7 to 12 grams.\nline 63 | The calorie intake was in the range from 2,000 to 3,100 calories per day, of which 15% to 25% were derived from protein, 78% to 85% from fat, and 1% to 2% from carbohydrates.\nline 64 | Did the men adhere strictly to the diet?\nline 65 | The researchers were confident that Stefansson and Anderson strictly adhere to the diet for three reasons:\nline 66 | - First, they were under close observation during a large part of the study\nline 67 | - Second, during the time they were living at home, urine tests were carried out and acetone bodies were found to be so constant that fluctuations in carbohydrate intake were practically ruled out\nline 68 | - Third, the high character of the men was a guarantee that they faithfully followed the diet as prescribed.\nline 69 | Below is a summary of the main findings:\nline 70 | - General conditions: both men were mentally alert, physically active and showed no abnormal physical changes. Their teeth showed no deterioration and their bowel movements were normal\nline 71 | - Weight loss: Stefansson lost 2.5 kg and Anderson lost 3 kg\nline 72 | - Blood pressure: both of them had normal blood pressure despite the popular belief at the time that a high meat diet would have a negative impact on blood pressure\nline 73 | - Vitamin deficiency: The men did not suffer from vitamin deficiency. The mild gingivitis which Stefansson had at the beginning cleared up entirely by the end of the experiment\nline 74 | - Acidity: the acidity of the urine increased by 2 to 3 times during the meat diet compared to the general mixed diet\nline 75 | - Effect on kidneys: there was no evidence that the exclusive meat diet caused any irritation to the kidneys nor damage to the kidney function. There was also no evidence of kidney hypertrophy\nline 76 | - Blood constituents: no increase in the non-protein content of the blood of both Stefansson and Anderson.\nline 77 | In summary, after one year on an exclusive meat diet, both Stefansson and Anderson were in excellent health and suffered no ill effects from the diet.\nline 78 | The dietetic beliefs of Stefansson’s days were: you need a varied diet that includes both meat and vegetables. Fruits, nuts, vegetables, and whole grains are good for you. The less meat you eat, the better it is for your health. A heavily meat-based diet would have serious health consequences such as rheumatism, hardened arteries, high blood pressure, and kidney damages.\nline 79 | Stefansson’s experiment had proved these views wrong but, unfortunately, little had come out of it.\nline 80 | Today, most dietitians and doctors are still of the view that a balanced healthy diet is one that has a variety of fruits, vegetables, whole grains, and some meat.\nline 81 | Not much has changed over the last 100 years or so and that is really scary.\nline 82 | If a similar experiment is repeated today, it may generate some headlines but I doubt whether it would make any difference in the standard dietary advice we receive.\nline 83 | Just look at the current obesity epidemic and we can see that we really can’t wait for the health and medical professionals to wake up and catch up.\nline 84 | If you would like to try out an exclusive meat-based diet and see what impact it has on your health, please check out this detailed guide on how to start the carnivore diet step by step.\nline 85 | Disclaimer: The information in this post is for reference purposes only and not intended to constitute or replace professional medical advice. Please consult a qualified medical professional before making any changes to your diet or lifestyle.\n</context>\n\n<phrases>\n- \"I'm still feeling my way through\"\n- \"Let me work through this\"\n- \"Let me propose something\"\n- \"Oh! That reminds me\"\n- \"If I follow this through\"\n- \"Let me think\"\n- \"I keep circling back to\"\n- \"Okay, pros and cons\"\n- \"Something's not clicking\"\n- \"Okay, so\"\n- \"There's got to be something about\"\n- \"That’s an interesting angle, but\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I'm seeing a connection between\"\n- \"Actually, no\"\n- \"Follow me here\"\n- \"Okay, let's break this down\"\n- \"Something about [blank] is still bothering me\"\n- \"What if I flip it around?\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Anyway\"\n- \"Alternatively\"\n- \"Let me connect the dots\"\n- \"Picture this\"\n- \"Brainstorming here, but\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I'm just throwing ideas around\"\n- \"Let me break this down\"\n- \"There's something here about\"\n- \"What if we looked at it like\"\n- \"Wait, no\"\n- \"Building on that\"\n- \"You know\"\n- \"First things first\"\n- \"Let me approach this from another angle\"\n- \"What keeps nagging at me is\"\n- \"If A is true, then\"\n- \"I'm trying to untangle this\"\n- \"On the other hand\"\n- \"This connects to something else\"\n- \"Ummm, actually\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Coming at this from another angle\"\n- \"Consider this possibility\"\n- \"If I take this apart step by step\"\n- \"It's almost like\"\n- \"Let me play devil's advocate\"\n- \"There’s a pattern here\"\n- \"How do I put this\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Let's think step by step\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I need to make sure this checks out\"\n- \"What's the best way to explain this?\"\n- \"No, actually\"\n- \"Let me make sure I got this\"\n- \"Let me dig into that a little deeper\"\n- \"Hold that thought\"\n- \"But then again\"\n- \"Okay, backtrack a bit\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"The more I think about it\"\n- \"Uh...\"\n- \"That reminds me\"\n- \"We've completely overlooked [blank]\"\n- \"What if we\"\n- \"Right, so\"\n- \"I'm starting to see a pattern\"\n- \"The pros and cons are\"\n- \"Well, let me see\"\n- \"This makes me think of\"\n- \"Something doesn't add up\"\n- \"On one hand... but on the other\"\n- \"Let me trace that logic back\"\n- \"What if the reason is\"\n- \"Let's break this down into parts\"\n- \"Let me untangle this\"\n- \"What happens if we change this part?\"\n- \"What if I tried...?\"\n- \"Now, if I think about it differently\"\n- \"Let’s weigh the options\"\n- \"Uh, where was I?\"\n- \"Hmm, let’s rewind a bit\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Shao Yiping 邵毅平\nline 02 | Shanghai, Fudan University Press, 2005\nline 03 | Reviewed by Mengmeng Ji, Ph.D. Candidate, Fudan University\nline 04 | Merchants and the life around them have been important motifs throughout pre-modern Chinese literature.\nline 05 | As the groundbreaking work in this field, this book traces the changing image of the merchant in representative classic literary works of different genres, explores the hidden mainstream opinions towards businessmen in different time periods, rediscovers classical texts and also reconstructs past Chinese society from a new perspective.\nline 06 | This book presents a merchant-motif history of Chinese literature, consisting of five parts arranged chronologically: pre-Tang, Tang and Five Dynasties, Song and Yuan, Ming, and Qing. For each chapter, the author starts with the introduction of historical and cultural background, followed by a statistical summation of the appearance of businessmen in main literary genres, textual analysis of representative texts, developed into an overall observation on the situation of merchant literature for the entire time period. The analysis consists of exploring attitudes towards merchants, the mental world and inner hopes of businessmen, their love and sex life, as well as the relationship between the Shi士(literati)and the Shang商(merchant).\nline 07 | In the Conclusion, the author summarizes the evolution of merchant-themed literature, and the interactive relationship between it and other literary genres in the development of intellectual thought at the time. The author also points out that the presentation of merchants in Chinese literature is biased and narrow to some extent, and explores the reasons for the narrowness: in the merchants’ social status, the relationship between merchants and literati, and the relatively stable structure of ancient society. All three dimensions prevented a more comprehensive presentation of merchants in classical Chinese literature. The exploration of this deeper reason is closely related to the discussion of the relationship between Shi and Shang in each chapter. This sheds light not only on the overall society back then, but also on the relationship at the textual level: the subject who narrates and the object who is being narrated.\nline 08 | This book evidences inspiring research methods. Although it focuses on Chinese literature, comparative perspectives are brought into the discussion. For example, in “Summons for Merchants on the Sea招海賈文” by Liu Zongyuan柳宗元, the idea that trading on the ocean is more dangerous than trading on land is reflected. In a footnote, the author explains that a similar idea also appeared in ancient Persian Literature.While the focus is the analysis of the Chinese text, world literature is part of the background. The consciousness that Chinese literature is a part of world literature brings new perspective and inspiration.\nline 09 | Innovative paths for further discussion can also be found. For instance, in the section about merchants in the Shiji史記, while discussing Sima Qian’s attitude towards business, the author undertakes a comparative analysis with “Biographies of the Parsimonious貨殖傳” in the Hanshu漢書. Relegating the analysis to footnotes maintains the integrity of the discussion of Sima Qian’s ideas, while at the same time, Ban Gu’s adjustments of Sima Qian’s views can also be seen, in turn further highlighting Sima Qian’s extraordinary ideas.\nline 10 | Another inspiring chapter is the discussion about Zhiguai xiaoshuo志怪小說 in the Six Dynasties. The author shows that if we reread the horror story with the aim of observing the life of a merchant, we can interpret the story from a completely different perspective. For instance, “Chen Xian陳仙” and “Feng Fa馮法” from the Youming Lu幽明錄are ghost stories that occur during trips, in which the main characters are merchants. We can discern the psychological activities and living conditions of businessmen hidden under the horror plots. Liu Yiqing劉義慶 clearly cared about and paid attention to merchants and their lives. This provides a good research model for discovering new aspects of texts. No matter how classical a text may be, there are always new possibilities for interpretation. How should we evaluate previous scholarship? While we use it to legitimate our own opinion, are we also being trapped by it?\n</context>\n\n<phrases>\n- \"The crucial thing seems to be\"\n- \"On the other hand\"\n- \"Where did I put that...?\"\n- \"This might sound weird, but\"\n- \"No, actually\"\n- \"Still forming this thought\"\n- \"I'm trying to untangle this\"\n- \"Right, so\"\n- \"This is starting to take shape\"\n- \"Brainstorming here, but\"\n- \"Okay, so if I do this\"\n- \"Let me just think this through\"\n- \"Just thinking out loud but\"\n- \"Let's break this down into parts\"\n- \"Let’s weigh the options\"\n- \"What happens if we change this part?\"\n- \"Hang on a second\"\n- \" is striking \"\n- \"The more I think about it\"\n- \" is interesting\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"If A is true, then\"\n- \"One way to look at it is\"\n- \"The thing is\"\n- \"Okay, pros and cons\"\n- \"Let me see if\"\n- \"Let me trace that logic back\"\n- \"Well\"\n- \"Something doesn't add up\"\n- \"Just spitballing here\"\n- \"Uh, where was I?\"\n- \"I need to reframe this\"\n- \"I don’t want to jump to conclusions, but\"\n- \"Should I...? No, wait\"\n- \"So what I’m trying to say is\"\n- \"Alternatively\"\n- \"If we follow this logic\"\n- \"That’s an interesting angle, but\"\n- \"I can't quite put my finger on\"\n- \"There’s a better way to phrase this\"\n- \"Okay, let's break this down\"\n- \"If I had to choose right now\"\n- \"Don't quote me on this\"\n- \"Does that sound right to you?\"\n- \"On one hand... but on the other\"\n- \"Am I thinking about this all wrong?\"\n- \"Maybe if I try it this way\"\n- \"If I take this apart step by step\"\n- \"Ummm, actually\"\n- \"Now, wait just a second\"\n- \"Wait a minute... Oh!\"\n- \"Still working it out\"\n- \"What keeps nagging at me is\"\n- \"But then again\"\n- \"Basically\"\n- \"Now we're cooking\"\n- \"Now, if I think about it differently\"\n- \"What if I flip it around?\"\n- \"Okay, backtrack a bit\"\n- \"Let's think step by step\"\n- \"Actually, no\"\n- \"Let me work through this\"\n- \"Is it possible that...?\"\n- \"If I follow this through\"\n- \"You know\"\n- \"What I mean is\"\n- \"Follow me here\"\n- \"Let's see\"\n- \"Let me untangle this\"\n- \"The pros and cons are\"\n- \"Let me play devil's advocate\"\n- \"What’s the next step?\"\n- \"Wait, no\"\n- \"So basically\"\n- \"I was just about to say\"\n- \"Picture this\"\n- \"Let me make sure I got this\"\n- \"First things first\"\n- \"It's fuzzy, but\"\n- \"What if the reason is\"\n- \"There's got to be something about\"\n- \"Not set in stone, but\"\n- \"There's probably more to it\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Passwords are an essential component of the security of any network, but they can also be vulnerable. Passes continue being one our society’s most frequently used credentials and often get forgotten about or guessed by hackers who want access to sensitive information like emails stored on company servers for example! Thankfully there is help available- prevention steps such as passwords need regular changing so people don’t fall victim in this ever-increasing situation where everything has its own digital key these days\nline 02 | Use a password manager to help you create and store strong passwords\nline 03 | In today’s digital world, it’s more important than ever to have strong passwords that are difficult for hackers to guess. However, it can be hard to keep track of all your different passwords, especially if you’re using different ones for each account. That’s where a password manager comes in. A password manager is a software program that helps you create and store strong passwords. It can also autofill your login information for you, so you don’t have to remember all your different passwords. Even better, many password managers come with built-in security features, like two-factor authentication and encrypted storage. As a result, using a password manager is one of the best ways to keep your online accounts safe and secure.\nline 04 | Use different passwords for each account\nline 05 | In today’s world, it seems like we need a password for everything.\nline 06 | From online banking to social media accounts, it’s important to keep our information secure.\nline 07 | One of the best ways to do this is to use different passwords for each account.\nline 08 | That way, if one password is compromised, your other accounts will remain safe.\nline 09 | Another tip is to make sure your passwords are strong.\nline 10 | A strong password should be at least eight characters long and include a mix of numbers, letters, and symbols.\nline 11 | By taking these simple steps, you can help protect your information from hackers and identity thieves.\nline 12 | Change your passwords regularly\nline 13 | In today’s digital world, it’s important to keep your personal information safe.\nline 14 | One way to do this is by changing your passwords regularly.\nline 15 | By regularly changing your passwords, you make it more difficult for hackers to access your accounts.\nline 16 | In addition, you can help to protect yourself by choosing strong passwords that include a mix of letters, numbers, and symbols.\nline 17 | While it may be tempting to use the same password for all of your accounts, this is not advisable.\nline 18 | If a hacker gains access to one of your accounts, they will then have access to all of your accounts.\nline 19 | As a result, it’s important to use different passwords for each of your online accounts.\nline 20 | By taking these simple steps, you can help to keep your personal information safe and secure.\nline 21 | Create passwords that are at least 8 characters long\nline 22 | In today’s digital age, it’s important to have strong passwords to protect your online accounts. But with so many different platforms and login credentials to keep track of, it can be tempting to use the same password everywhere or to choose something simple that you’ll remember. However, this can put your accounts at risk if one of your passwords is compromised. To help keep your information safe, experts recommend choosing passwords that are at least 8 characters long. This may seem like a lot to remember, but you can make it easier by using a passphrase made up of random words, such as “correcthorsebatterystaple.” As long as you don’t use any real-world info in your passphrase, it will be much more difficult for someone to hack into your account. So next time you’re creating a password, take a few extra minutes to choose something that’s both strong and unique.\nline 23 | Include numbers, letters, and symbols in your passwords\nline 24 | In today’s digital world, it’s more important than ever to keep your online information secure. One way to do this is to use strong passwords that include a mix of letters, numbers, and symbols. This can be difficult to remember, so you may want to create a password chart that you can refer to when necessary. You should also avoid using the same password for multiple accounts. If one of your accounts is compromised, all of your other accounts are at risk. By taking these steps, you can help to keep your online information safe and secure.\nline 25 | Don’t use easily guessed words or phrases\nline 26 | These days, it’s more important than ever to have a strong password. With so much of our lives taking place online, a weak password can leave us vulnerable to hacking and identity theft. thieves can use easily guessed words and phrases to gain access to our accounts, so it’s important to choose a password that is both unique and difficult to guess. A good password should be at least eight characters long and include a mix of letters, numbers, and symbols. It’s also important to avoid using words that can be found in a dictionary, as these can be quickly guessed by password-cracking software. By taking these precautions, we can help keep our accounts safe from unwanted intruders.\nline 27 | While it may be a pain to remember multiple passwords, using a password manager can help make the process easier.\nline 28 | And by following these simple tips, you can create and store strong passwords that are difficult for hackers to guess.\nline 29 | So don’t wait – start using a password manager today and change your passwords regularly to keep your information safe and secure.\n</context>\n\n<phrases>\n- \"Am I missing something?\"\n- \"There's something here about\"\n- \"Let me work through this\"\n- \"I'm starting to see a pattern\"\n- \"Picture this\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"What if the reason is\"\n- \"How can I approach this?\"\n- \"Okay, I think I’ve got it now!\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"So far, it looks like\"\n- \"This connects to\"\n- \"That makes sense because\"\n- \"Let me throw this out there\"\n- \"Something doesn't add up\"\n- \"Let me play devil's advocate\"\n- \"Let's see\"\n- \"Now, wait just a second\"\n- \"Let me propose something\"\n- \"Let me untangle this\"\n- \"It was staring me in the face\"\n- \"Let me talk this through\"\n- \"Well, let me see\"\n- \"I think I found the solution!\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"But then again\"\n- \"Wait, no\"\n- \"The thing is\"\n- \"So the main idea is\"\n- \"That reminds me\"\n- \"What happens if we change this part?\"\n- \"What if we\"\n- \"Finally, it clicks!\"\n- \"Hold on a second\"\n- \"Let me see if\"\n- \"It's fascinating how\"\n- \"Let's think step by step\"\n- \"This might sound weird, but\"\n- \"What if I flip it around?\"\n- \"That’s what I was trying to say!\"\n- \"Let me just think this through\"\n- \"It's almost like\"\n- \"Oh, I see what’s happening here!\"\n- \"This just clicked into place!\"\n- \"Let me connect the dots\"\n- \"Let me think\"\n- \"That’s an interesting angle, but\"\n- \"We've completely overlooked [blank]\"\n- \"In essence\"\n- \"I'm trying to reconcile\"\n- \"This connects to something else\"\n- \"Hmm\"\n- \"So what does this mean in the bigger picture?\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"There’s a pattern here\"\n- \"So basically\"\n- \"So what I'm trying to say is\"\n- \"Uh...\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Actually, no\"\n- \"That’s the piece of the puzzle!\"\n- \"Something about [blank] is still bothering me\"\n- \"Of course! That’s the answer!\"\n- \"Consider this possibility\"\n- \"Let me approach this from another angle\"\n- \"Alternatively\"\n- \"I should have known that!\"\n- \"Building on that\"\n- \"Here's a possible explanation\"\n- \"Okay, so\"\n- \"[blank] is still a black box to me\"\n- \"I'm seeing a connection between\"\n- \"What if we looked at it like\"\n- \"Coming at this from another angle\"\n- \"On the other hand\"\n- \"Here's where it gets interesting\"\n- \"I’m trying to connect the dots here\"\n- \"Well\"\n- \"Now we're cooking\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"No, actually\"\n- \"On one hand... but on the other\"\n- \"What I’m getting at is\"\n- \"Just spitballing here\"\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 | D-Bus is an interprocess communication standard (IPC). Different processes can communicate with each other using D-Bus, either using remote procedure calls (RPC, one-to-one communication) or through signals (one-to-many communication).\nline 02 | The standard specifies how data is encoded and transferred, allowing programs written in different programming languages to communicate.\nline 03 | Fundamentally D-Bus is user-space technology, i.e. it does not provide any means of crossing the userspace-kernel boundary. Instead, it can be used to arbitrate access to processes which manage resources in the kernel.\nline 04 | Why does embedded care about userspaces?\nline 05 | It’s about understanding the whole system, in order to deliver a better product. Many Embedded Linux systems now make use of Systemd, which in turn makes heavy use of D-Bus.\nline 06 | As Embedded software developers, our primary concern might be at the kernel level or below, writing drivers and interfacing with hardware.\nline 07 | But we always have to be mindful that our software lives within a bigger context: Code in userspace will interface with the kernel, drivers, and hardware.\nline 08 | Let’s consider a concrete example: wpa_supplicant, a user space component which acts as a necessary component in a full wifi stack, which is needed in order to establish a connection to a wifi network.\nline 09 | wpa_supplicant provides a D-Bus API, which can be used by an application to implement a user interface for controlling wifi.\nline 10 | As an Embedded software developer, the D-Bus API can find use as a interface for testing. It is possible to automate the process of connecting to different wifi networks while simultaneously collecting and evaluate data returned by wpa_supplicant. This provides an easy way of performing holistic tests of the full wifi stack on an Embedded device, as illustrated in the diagram.\nline 11 | Using D-Bus in software architecture\nline 12 | D-Bus isn’t just a tool we need to know to interface with existing systems. In some scenarios, it can be a great tool for a custom software architecture.\nline 13 | As already hinted at, one way to use D-Bus is to arbitrate access to a shared resource.\nline 14 | A single userspace process gets the task of talking to the kernel and managing the resource, and exposing it to other processes over D-Bus.\nline 15 | Here we can make use of the fact that D-Bus doesn’t re-order messages to make it easier to reason about how userspace programs will behave.\nline 16 | Consider the example shown in the diagram below. Here, three userspace applications all want to interface with some external hardware. Since the access to serial devices by userspace in principle isn’t synchronized, it is necessary that only a single process attempts concurrently accessing the serial port. By using D-Bus, a single service can have control over the serial port, and give access to specific features through that serial port over D-Bus.\nline 17 | This scenario isn’t unique to serial ports. Similar concerns can arise, for example if the hardware has requirements on transaction ordering, where it is important to ensure that application A finishes a multi-part transfer before allowing application B or C to communicate with the hardware. Implementing the logic to enforce these constraints in a userspace service helps debugability, at the same time as it simplifies driver code.\nline 18 | One does however have to be careful: D-Bus is not designed to be a high-performance system. Latency- and throughput-characteristics make it more suited for transfering high-level control data rather than large datasets.\nline 19 | Introspection and tracing\nline 20 | When using D-Bus we also get access to the existing infrastructure built around D-Bus.\nline 21 | The biggest value add here is the ability to trace D-Bus messages, e.g.\nline 22 | with\nline 23 | dbus-monitor --pcap, which captures all D-Bus traffic into a file which you can view with WireShark. When using TCP sockets for communication, one has\nline 24 | dbus-monitor gives some of the same capabilities to D-Bus systems.\nline 25 | It is also possible to view some of the structure of a D-Bus API at runtime, using the\nline 26 | busctl tree and\nline 27 | busctl introspect commands. Be aware that support for these needs to be enabled in the process you are introspecting, so some processes might not have support.\nline 28 | A quick tour of D-Bus terminology\nline 29 | Let’s have a look at some common D-Bus terminology and architecture, which is key to understanding how D-Bus systems work.\nline 30 | This first diagram shows the how different processes each have a socket connection to the system daemon, which acts as a broker for communication. When a process wants to send a message to another process, it sends it over the socket to the daemon, and the daemon forwards the message to the correct process.\nline 31 | If we focus in on just the daemon and two processes which want to communicate, we see the first bit of metadata we need to send a message. Each process is assigned a bus name, which is needed when addressing messages to that process.\nline 32 | The system daemon automatically assigns a numeric busname (e.g. “:1.23”) to each process. In addition, processes can choose to have a “well known” name to allow for other processes to easily find them.\nline 33 | The well known” bus names typically are reversed domain names (a format which is also known from java package names) but this is just a convention.\nline 34 | In the diagram, “your application” doesn’t have a well known bus name. Typically, a process only chooses a well known bus name if it both exposes a D-Bus API and only a single instance of the process is expected to exist.\nline 35 | Looking at just a single process within D-Bus, each process (or rather, each bus name) can expose multiple objects.\nline 36 | These objects are completely fictituous.\nline 37 | They don’t have to correspond to any specific construct in a program.\nline 38 | The object paths, which identify objects, are nominally hierarchical, though this hierarchy also doesn’t have to correspond with any real hierarchy.\nline 39 | Within the wpa_supplicant, there is a root-object which contains some common functionality, per-interface objects which control functions related to specific network interfaces (though systems typically only have one interface,\nline 40 | wlan0), and additional objects for networks seen during scanning (“BSSs”).\nline 41 | Each object in D-Bus in turn can implement one or more interfaces. Each of these interfaces provide methods (which your application can call) and can publish signals (which your application can subscribe to). Interface names are, again by convention, in the same format as bus names.\nline 42 | When your application wants to call a D-Bus method, or subscribe to a signal, it needs to specify four parameters: Bus name, object path, interface name and member name. This can lead to some confusion at first, especially since in some cases bus names and interface names are identical strings.\nline 43 | We’ve seen how D-Bus can be relevant to Embedded systems. Since it is an integral part of many pieces of software written in Linux, using it can be both necessary and beneficial to properly integrate with these systems. Additionally, it can be used as a part of new software designs, for example to arbitrate access to a shared resource. The introspection capabilities provided by D-Bus help produce software that is easier to analyze and debug. Finally, we looked at some common terminology which can help you get started with evaluating whether D-Bus can be a suitable tool for your usecase.\nline 44 | To summarize, D-Bus can be a great choice, especially when traceability and debugability are more important than performance.\n</context>\n\n<phrases>\n- \"It finally adds up!\"\n- \"Let's think step by step\"\n- \"Let me back up a second\"\n- \"Let’s weigh the options\"\n- \"That doesn't sound right, let me rephrase\"\n- \"It's almost like\"\n- \"No, actually\"\n- \"Now, if I think about it differently\"\n- \"First things first\"\n- \"Ummm, actually\"\n- \"What if I flip it around?\"\n- \"Something doesn't add up\"\n- \"This is starting to take shape\"\n- \"I'm seeing a connection between\"\n- \"That makes sense because\"\n- \"Wait, no\"\n- \"Let me work through this\"\n- \"I should have known that!\"\n- \"This connects to something else\"\n- \"If I follow this through\"\n- \"Oh! I get it now!\"\n- \"Let me connect the dots\"\n- \"I’m trying to connect the dots here\"\n- \"The pros and cons are\"\n- \"Oh, it all makes sense now!\"\n- \"The more I think about it\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Okay, pros and cons\"\n- \"Alternatively\"\n- \"Finally, it clicks!\"\n- \"Let me propose something\"\n- \"Backing up for a second\"\n- \"Maybe if I try it this way\"\n- \"Let me throw this out there\"\n- \"Actually, no\"\n- \"Let me play devil's advocate\"\n- \"I'm starting to see a pattern\"\n- \"That’s the answer I was looking for!\"\n- \"Oh! I get it now\"\n- \"If A is true, then\"\n- \"Am I missing something?\"\n- \"Follow me here\"\n- \"That reminds me\"\n- \"If I take this apart step by step\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"What keeps nagging at me is\"\n- \"I need to reframe this\"\n- \"Let me untangle this\"\n- \"Let's break this down into parts\"\n- \"That’s the piece of the puzzle!\"\n- \"But then again\"\n- \"Wait, that doesn’t add up\"\n- \"Let's see\"\n- \"This connects to\"\n- \"Let me circle back to that\"\n- \"Oh! That reminds me\"\n- \"Now we're cooking\"\n- \"I'm trying to untangle this\"\n- \"Let me break this down\"\n- \"Hang on a second\"\n- \"Suppose we assume that\"\n- \"Anyway\"\n- \"Hold that thought\"\n- \"I'm trying to reconcile\"\n- \"Okay, backtrack a bit\"\n- \"Hmm, let’s rewind a bit\"\n- \"Hold on a second\"\n- \"So, the bottom line is\"\n- \"On one hand... but on the other\"\n- \"Well, let me see\"\n- \"[blank] is still a black box to me\"\n- \"That’s an interesting angle, but\"\n- \"I keep circling back to\"\n- \"This could explain why\"\n- \"On the other hand\"\n- \"Now it all comes together!\"\n- \"How do I put this\"\n- \"Here's what I'm thinking\"\n- \"What if we\"\n- \"Hmm, that doesn’t sound right\"\n- \"Well\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context 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 technology continues to rapidly evolve, the idea of ChatGPT replacing some traditional human roles has become increasingly more likely.\nline 02 | ChatGPT, a form of artificial intelligence (AI) that uses natural language processing to simulate human conversation, has been used in a variety of industries to automate conversations and complete tasks traditionally done by humans.\nline 03 | With so much job losing treat this technology is inflicting on humans, Chatgpt has really made humans to raise eyebrows and wonder if this AI is really here to help humans or take their jobs.\nline 04 | For now we know Chatgpt can’t take over the job of becoming a human (or will it?🙂)\nline 05 | Only time can tell. For now what I can tell you are 10 human jobs ChatGPT is going to replace, Chatgpt said this itself.\nline 06 | Plus, we will examine the potential impact of this technology on the job market and consider how it could shape the future of work.\nline 07 | So let’s shoot;\nline 08 | One of the most obvious applications of ChatGPT is in customer service.\nline 09 | With ChatGPT, businesses can provide round-the-clock customer service that is both accurate and cost-effective.\nline 10 | ChatGPT can answer customer inquiries accurately, even when they are complex or involve multiple steps.\nline 11 | In addition, it can be used to identify potential problems before they become full-blown issues, helping companies to save time and money.\nline 12 | This can free up human customer service reps to focus on more complicated tasks, such as resolving difficult customer disputes.\nline 13 | As a result, businesses can offer better customer service without having to hire additional staff.\nline 14 | Data entry is one of the most commonly outsourced administrative tasks due to its low complexity and low barrier to entry.\nline 15 | As such, it’s a prime target for automation, and ChatGPT is at the forefront of this effort.\nline 16 | With the help of artificial intelligence, ChatGPT can quickly and accurately transcribe spoken audio, enter numerical data into databases, copy and paste data from one source to another, and more.\nline 17 | As the technology continues to improve, it’s likely that Chatbots will be able to perform even more complex data entry tasks in the near future.\nline 18 | Writing is one of the most commonly outsourced jobs, and for good reason – it can be a time-consuming task that requires both creativity and organization.\nline 19 | This bot can take on any type of writing task and generate content in minutes, without sacrificing quality.\nline 20 | It can also be used to provide feedback and guidance on existing drafts to help refine them further.\nline 21 | This means that businesses can spend less time and money managing their writing projects while still getting the same great results.\nline 22 | One of the many human jobs that may soon be replaced by ChatGPT is editing.\nline 23 | Editing involves reviewing and revising content to ensure it meets the required standards.\nline 24 | ChatGPT can be used to quickly and accurately identify errors in text, making it an ideal tool for editing.\nline 25 | It can also be used to suggest improvements and make changes to existing content, helping editors get their work done faster and more efficiently.\nline 26 | In addition, ChatGPT can provide insights into different writing styles and suggest ways to improve the overall quality of content.\nline 27 | This technology could dramatically reduce the amount of time editors spend on a project, freeing up more time for creative pursuits.\nline 28 | Research is a crucial job for many companies and organizations, but it can be time-consuming and costly to outsource to professionals.\nline 29 | With ChatGPT, however, research could become much easier and more cost-effective.\nline 30 | By utilizing natural language processing and AI, ChatGPT can quickly and accurately identify the key points of interest in large amounts of data.\nline 31 | It can then generate summaries and provide insights based on its findings.\nline 32 | This would enable companies to quickly gain an understanding of the current market trends, their competitors’ activities, and other relevant information.\nline 33 | Again, ChatGPT could be used to analyze customer feedback, sentiment analysis, and other surveys to help businesses gain insight into their customers’ wants and needs.\nline 34 | In this way, ChatGPT could become a valuable tool for businesses looking to make informed decisions.\nline 35 | Translation is an integral part of many businesses, as it enables them to reach a wider global audience.\nline 36 | With the advent of ChatGPT, businesses have a new way to make translation more efficient and cost-effective.\nline 37 | ChatGPT can use natural language processing and machine learning to translate documents quickly and accurately.\nline 38 | This can help businesses save time and money by eliminating the need for human translators.\nline 39 | While at that, ChatGPT can also be used to automate the translation of text-based customer service inquiries and other communications, enabling businesses to provide better customer service to their customers.\nline 40 | As ChatGPT continues to improve its accuracy and efficiency, it may soon replace many human translators in the workplace.\nline 41 | ChatGPT is being used to automate marketing activities.\nline 42 | It can be used to create marketing campaigns, analyze data, and segment customers into different lists based on their behavior.\nline 43 | It can also be used to monitor customer feedback and create targeted messages for each segment of customers.\nline 44 | Finally, ChatGPT can help with search engine optimization by using natural language processing to optimize webpages for better ranking in search results.\nline 45 | This can help companies attract more visitors to their website and increase conversions.\nline 46 | Sales is an industry that has traditionally been staffed by humans.\nline 47 | However, ChatGPT could soon be taking over many sales-related roles.\nline 48 | ChatGPT can be used to help customers make decisions and provide recommendations on products and services.\nline 49 | ChatGPT can also be used to automate customer service interactions and respond to customer inquiries quickly and accurately.\nline 50 | Plus, ChatGPT can be used to create personalized product recommendations, upsells, and discounts.\nline 51 | By automating these processes, ChatGPT can make sales teams more efficient and effective.\nline 52 | This would free up more time for sales staff to focus on high-value activities such as closing deals and building relationships with customers.\nline 53 | Accounting is a complex field that requires years of experience and training to master.\nline 54 | But with the advent of new AI technologies, it’s becoming possible to automate some of the more routine accounting tasks.\nline 55 | ChatGPT is a powerful AI-based chatbot that might and can replace humans in this field.\nline 56 | It can quickly process large amounts of data, generate financial reports, create invoices, and even predict future trends.\nline 57 | With ChatGPT, you no longer have to hire a full-time accountant it can do the work for you!\nline 58 | This technology has the potential to revolutionize the accounting industry and make it much more efficient.\nline 59 | Project management is a critical role for many businesses, as it involves managing and organizing the various tasks needed to complete a project.\nline 60 | It often requires strong organizational skills and an understanding of how to track progress and deadlines.\nline 61 | However, ChatGPT could potentially make this job easier by automatically organizing tasks and tracking progress in real-time.\nline 62 | ChatGPT could also be used to quickly identify any issues that arise during a project and alert the relevant team members so they can resolve them as quickly as possible.\nline 63 | Overall, ChatGPT could reduce the time and effort needed to manage projects, making the role of project manager more efficient and effective.\nline 64 | faq about chatgpt\nline 65 | Will chatbot replace human jobs?\nline 66 | While it is still early days, there is an increasing body of evidence to suggest that chatbots are capable of taking over a number of jobs from humans. .\nline 67 | Will ChatGPT replace customer service?\nline 68 | It appears so. Chatbots have already started taking the place of many customer service roles. They can answer basic questions and provide helpful information to customers quickly, reducing the need for human employees in the field.\nline 69 | ChatGPT has the potential to revolutionize many industries by automating a wide range of jobs currently done by humans.\nline 70 | While the technology is still in its early stages, it’s already clear that ChatGPT could replace or at least augment a large number of tasks.\nline 71 | From customer service to data entry to project management, there are many human jobs that may soon be replaced by ChatGPT.\nline 72 | Although ChatGPT may make some roles redundant, it also has the potential to create new opportunities and help to move jobs to more strategic areas.\nline 73 | It’s clear that ChatGPT is an incredibly powerful tool with a lot of potential, and it’s important to keep an open mind as the technology continues to develop and evolve.\n</context>\n\n<phrases>\n- \"On one hand... but on the other\"\n- \"On the other hand\"\n- \"That would mean\"\n- \"What’s the best way to explain this?\"\n- \"Hmm\"\n- \"Let me approach this from another angle\"\n- \"So what I’m trying to say is\"\n- \"Ummm, actually\"\n- \"This might sound weird, but\"\n- \"Let me put this another way\"\n- \"Let me play devil's advocate\"\n- \"Let me work through this\"\n- \"But then again\"\n- \"Sort of like\"\n- \"When I sit with this idea\"\n- \"Wait a minute\"\n- \"That makes sense because\"\n- \"What if we\"\n- \"So far, it looks like\"\n- \"Right, so\"\n- \"This could explain why\"\n- \"Uh...\"\n- \"No, actually\"\n- \"Maybe\"\n- \"Wait, no\"\n- \"This might explain the pattern\"\n- \"The thing is\"\n- \"What I mean is\"\n- \"Not quite there yet\"\n- \"There’s a better way to phrase this\"\n- \"Would that even work?\"\n- \"That’s an interesting angle, but\"\n- \"This makes me reflect on\"\n- \"Take this with a grain of salt\"\n- \"This brings to mind\"\n- \"I don’t want to jump to conclusions, but\"\n- \"What if I flip it around?\"\n- \"Ohhh, now I see!\"\n- \"I'm seeing a connection between\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"Wait a minute... Oh!\"\n- \"In the end\"\n- \"I'm wondering if\"\n- \"Hold that thought\"\n- \"Oh, I see what’s happening here!\"\n- \"I'm just throwing ideas around\"\n- \"Let me propose something\"\n- \" is key here\"\n- \"Actually, no\"\n- \"Finally, it clicks!\"\n- \"What's the best way to explain this?\"\n- \"What’s the worst that could happen?\"\n- \"Let me throw this out there\"\n- \"So that’s why it wasn’t working!\"\n- \"Here's what I'm thinking\"\n- \"Let’s not rush this\"\n- \"Hang on a second\"\n- \"I'm pondering\"\n- \"I'm struck by\"\n- \"There's something here about\"\n- \"I'm intrigued by\"\n- \"What keeps nagging at me is\"\n- \"One way to look at it is\"\n- \"Now, if I think about it differently\"\n- \"It finally adds up!\"\n- \"Not sure if this fits, but\"\n- \"Of course! That’s the answer!\"\n- \"How do I put this\"\n- \"Coming at this from another angle\"\n- \"Let's think step by step\"\n- \"What if we looked at it like\"\n- \"Let me just think this through\"\n- \"Let me see if\"\n- \"Now we're cooking\"\n- \"The crucial thing seems to be\"\n- \"Alternatively\"\n- \"I'm curious about\"\n- \"I wonder if\"\n- \"This just clicked into place!\"\n- \"Let me talk this through\"\n- \"There's probably more to it\"\n- \"I think I can rule that out\"\n- \"I don’t know, maybe I’m overthinking 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 | Alcohol abuse is an issue that touches the lives of many, either personally or through family and friends. It’s a common struggle that can lead to serious health and social problems, resonating deeply across communities. Recognizing the signs and seeking treatment for alcohol abuse are crucial steps towards healing and recovery.\nline 02 | Alcohol abuse is characterized by the excessive or inappropriate consumption of alcohol, leading to health risks and life disruptions. Signs of this condition vary, ranging from frequent binge drinking to physical dependence and withdrawal symptoms. Understanding these signs is key to acknowledging the need for help and the types of treatments available.\nline 03 | We’ll examine the key indicators of alcohol abuse, highlighting the need for prompt attention. Delving into the spectrum of treatment methodologies, our focus will range from detoxification processes and therapeutic interventions to supportive community networks and strategies for sustained recovery. This comprehensive overview aims to equip those affected with the knowledge and tools essential for navigating the path to sobriety and improved health.\nline 04 | What is Alcohol Abuse?\nline 05 | Alcohol abuse refers to the pattern of excessive drinking that leads to significant impairment or distress.\nline 06 | This can manifest as frequent binge drinking, consistent heavy alcohol consumption, or drinking that results in health, legal, work, or relationship problems.\nline 07 | Unlike alcohol dependence, abuse doesn’t necessarily include physical craving, loss of control, or physical dependence, but it still poses serious health risks and often requires intervention.\nline 08 | Who Is at Risk of Alcohol Abuse?\nline 09 | Alcohol abuse is a pervasive issue that can affect individuals from all walks of life, regardless of age, gender, socioeconomic status, or ethnicity. It can ensnare young adults experimenting with their boundaries, professionals facing workplace stress, parents managing home responsibilities, or seniors coping with life changes.\nline 10 | Alcohol Abuse is not confined to any single demographic or social class. Many encounter it as they seek solace or escape from stress, trauma, or peer pressure, while others may gradually slip into abusive patterns through increased social drinking or self-medication. The complexity of alcohol abuse is such that it can quietly weave itself into the fabric of daily life, often going unnoticed until the consequences become dire.\nline 11 | What Are The Different Types of Alcohol Abuse?\nline 12 | - Binge Drinking: Consuming large amounts of alcohol in a short period, typically defined as five or more drinks for males, and four or more for females, in about two hours.\nline 13 | - Heavy Alcohol Use: The Substance Abuse and Mental Health Services Administration (SAMHSA) defines heavy alcohol use as binge drinking on five or more days in the past month.\nline 14 | - Chronic Heavy Drinking: Regularly consuming alcohol in large quantities, leading to a high tolerance and dependence.\nline 15 | - Social Drinking Turned Problematic: Initially casual or social drinking that escalates in frequency and quantity, leading to alcohol-related problems.\nline 16 | - Alcohol Use Disorder (AUD): A medical condition characterized by an impaired ability to stop or control alcohol use despite adverse social, occupational, or health consequences.\nline 17 | - Underage Drinking: Alcohol consumption by individuals under the age of 21, which is illegal in many countries and can lead to early onset of abuse patterns.\nline 18 | Recognizing the type of alcohol abuse is essential in determining the appropriate treatment and support needed.\nline 19 | Signs and Symptoms of Alcohol Abuse\nline 20 | Signs and symptoms of alcohol abuse include repeated binge drinking, a persistent desire to cut down on alcohol use unsuccessfully, and continued consumption despite understanding its negative impact on personal, professional, or social life. Physical indications might involve blackouts, tolerance development, and withdrawal symptoms when not drinking.\nline 21 | Behaviorally, it often leads to neglecting responsibilities, risky behavior like drinking and driving, and strained relationships due to drinking habits, signaling a need for professional evaluation and intervention. Some other symptoms include:\nline 22 | - Repeated binge drinking: Often drinking excessively to the point of intoxication.\nline 23 | - Inability to reduce consumption: Making unsuccessful efforts to control or stop drinking.\nline 24 | - Persistent use despite problems: Continuing to drink even when it causes relationship, work, or legal troubles.\nline 25 | - Physical signs: Experiencing blackouts, increased tolerance, and withdrawal symptoms like shaking or nausea.\nline 26 | - Behavioral changes: Overlooking responsibilities, engaging in risky activities like drunk driving, and having conflicts with others due to drinking.\nline 27 | - Psychological symptoms: Constant thoughts about alcohol and mood disturbances, particularly when not drinking.\nline 28 | What are the Consequences of Alcohol Abuse?\nline 29 | Alcohol abuse can have detrimental effects on the body, impacting multiple organ systems. Chronic heavy drinking can lead to liver diseases such as fatty liver, hepatitis, and cirrhosis. The cardiovascular system is also at risk, with conditions like hypertension, irregular heartbeats, and an increased likelihood of stroke.\nline 30 | Alcohol can also disrupt the digestive system, leading to issues like gastritis and pancreatitis. Neurologically, it can cause cognitive impairments, mood disorders, and coordination problems. Additionally, alcohol’s impact on the immune system makes the body more susceptible to infections and its interference with nutrient absorption can lead to malnutrition and vitamin deficiencies.\nline 31 | Who is Affected by Alcohol Abuse?\nline 32 | Alcohol abuse doesn’t discriminate, impacting individuals across all walks of life, regardless of age, gender, ethnicity, or social status. While certain groups may have higher rates of consumption, the potential for abuse is widespread, often rooted in a complex interplay of genetic, psychological, and environmental factors.\nline 33 | From young adults experimenting with binge drinking to older individuals using alcohol to cope with life’s challenges, the spectrum of those affected is as broad as it is diverse, making alcohol abuse a universal concern.\nline 34 | Is Alcohol Abuse Hereditary?\nline 35 | Alcohol abuse can indeed have hereditary factors. Research suggests that genetics can play a significant role, accounting for about half the risk of developing alcoholism. Having a family history of alcohol abuse can increase the likelihood that an individual will also struggle with alcohol.\nline 36 | However, it is not solely determinative; environmental factors, mental health, peer influences, and individual choices also contribute significantly to the risk of alcohol abuse. It’s the combination of genetic predisposition and life experiences that often influences the development of alcohol-related problems.\nline 37 | Treatment Options for Alcohol Abuse\nline 38 | Treatment for alcohol abuse often starts with medically supervised detox, followed by therapies like cognitive-behavioral therapy (CBT) to change drinking habits. Support groups such as Alcoholics Anonymous (AA) and medication can help manage cravings and withdrawal symptoms. Addressing any co-occurring mental health issues is also crucial for effective recovery.\nline 39 | - Medically Supervised Detox: Safely managing withdrawal symptoms under medical guidance.\nline 40 | - Therapies: Utilizing Cognitive-Behavioral Therapy (CBT) and other psychotherapies to address behavioral aspects.\nline 41 | - Support Groups: Joining peer groups like Alcoholics Anonymous (AA) for communal support and accountability.\nline 42 | - Medications: Prescribed to reduce cravings, manage withdrawal symptoms, or discourage alcohol intake.\nline 43 | - Co-occurring Mental Health Treatment: Addressing any simultaneous mental health conditions for a comprehensive approach to recovery.\nline 44 | Medically Assisted Treatment for Alcohol Abuse\nline 45 | Medically Assisted Treatment (MAT) for alcohol abuse encompasses a variety of medications that are used in conjunction with counseling and behavioral therapies to provide a “whole-patient” approach to the treatment of substance use disorders. Among the medications used in MAT, Gabapentin has emerged as an off-label option, particularly for those with moderate to severe alcohol withdrawal symptoms.\nline 46 | Pharmacological Interventions: Medications are a central component of MAT for alcohol abuse. These can include:\nline 47 | - Disulfiram (Antabuse): Causes unpleasant effects when alcohol is consumed, which helps deter drinking.\nline 48 | - Naltrexone: Reduces the pleasurable effects of alcohol, which can help decrease the desire to drink.\nline 49 | - Acamprosate (Campral): Helps stabilize brain chemistry disrupted by alcohol abuse, reducing cravings and withdrawal symptoms.\nline 50 | - Gabapentin: Gabapentin is often prescribed to alleviate withdrawal symptoms, reduce cravings, and improve rates of abstinence. It works by stabilizing electrical activity in the brain and affecting the way the nerves send messages to each other.\nline 51 | Relapse Prevention for Alcohol Abuse\nline 52 | Relapse prevention in alcohol abuse treatment involves identifying and managing high-risk situations, building a strong support network, and developing coping strategies to maintain sobriety. This process often includes ongoing therapy, engagement in support groups, and adjusting social situations to avoid triggers. Crucially, it focuses on lifestyle changes and skill development to sustain long-term recovery.\nline 53 | Alcohol Withdrawal Symptoms and Challenges\nline 54 | Alcohol withdrawal presents significant challenges, marked by a range of symptoms that can vary in intensity depending on the duration and severity of alcohol dependency. These symptoms not only cause physical and emotional distress but can also pose serious health risks, highlighting the importance of medical supervision during the withdrawal process.\nline 55 | - Delirium Tremens (DTs), including confusion, rapid heartbeat, high fever\nline 56 | We’re Here to Help- Maple Moon Recovery Center\nline 57 | Tackling alcohol abuse is a challenging yet achievable journey.\nline 58 | It demands dedication, a supportive network, and effective treatment strategies.\nline 59 | Maple Moon Recovery Center embodies these principles, providing a nurturing environment tailored to individual recovery needs.\nline 60 | With experienced professionals and a strong focus on personalized care, the center is equipped to guide you through each step of the journey.\nline 61 | If you or someone you care about is grappling with alcohol abuse, don’t hesitate to seek help.\nline 62 | Recovery is within reach, and Maple Moon Recovery Center is here to support you on this path.\nline 63 | Reach out today and take a crucial step towards reclaiming control and building a fulfilling, sober life.\n</context>\n\n<phrases>\n- \"Coming at this from another angle\"\n- \"So, the bottom line is\"\n- \"Anyway\"\n- \"What’s the next step?\"\n- \"This makes me think of\"\n- \"This might sound weird, but\"\n- \"There’s a pattern here\"\n- \"Ummm, actually\"\n- \"This makes me reflect on\"\n- \"I'm intrigued by\"\n- \"How do I put this\"\n- \"I need to make sure this checks out\"\n- \"I was just about to say\"\n- \"What I mean is\"\n- \"Let me trace that logic back\"\n- \"Let me run through it again\"\n- \"Let me connect the dots\"\n- \"This connects to something else\"\n- \"I'm struck by\"\n- \" is striking \"\n- \"It's almost like\"\n- \"I think I found the solution!\"\n- \"Now, if I think about it differently\"\n- \"That actually makes a lot of sense\"\n- \"I'm pondering\"\n- \"Oh, I see what’s happening here!\"\n- \"So the main idea is\"\n- \"Let me work through this\"\n- \"Well\"\n- \"Follow me here\"\n- \"I wonder if\"\n- \"Let me talk this through\"\n- \"When I sit with this idea\"\n- \"I'm mulling over\"\n- \"This connects to\"\n- \"I'm wondering if\"\n- \"I'm curious about\"\n- \"I'm seeing a connection between\"\n- \"That makes sense because\"\n- \"Bear with me while I\"\n- \"Let me untangle this\"\n- \"Suppose we assume that\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me back up a second\"\n- \"Let me put this another way\"\n- \"Hold that thought\"\n- \"Let me throw this out there\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me see\"\n- \"Wait, I think I just cracked it!\"\n- \"Consider this possibility\"\n- \"Let me chew on this\"\n- \"I'm starting to see a pattern\"\n- \"Is it possible that...?\"\n- \"Let's see\"\n- \"Let me propose something\"\n- \"I have a theory about this\"\n- \"Let me sum this up so far\"\n- \"That reminds me\"\n- \"Okay, so if I do this\"\n- \"Let me see if\"\n- \"That changes everything\"\n- \"It finally adds up!\"\n- \"The more I think about it\"\n- \" is interesting\"\n- \"I keep circling back to\"\n- \"There's something here about\"\n- \" is key here\"\n- \"On one hand... but on the other\"\n- \"Let's test this idea\"\n- \"Let's think step by step\"\n- \"There’s a better way to phrase this\"\n- \"There's probably more to it\"\n- \"Let me make sure I got this\"\n- \"If I follow this through\"\n- \"Just spitballing here\"\n- \"Wait, no\"\n- \"What keeps nagging at me is\"\n- \"This just clicked into place!\"\n- \"Let me think\"\n- \"There's got to be something about\"\n- \"No, actually\"\n- \"Actually, no\"\n- \"It's fascinating how\"\n- \"Something doesn't add up\"\n- \"That would mean\"\n- \"Still working it out\"\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 | This chapter provides a thematic and chronological overview of national reforms and policy developments since 2021.\nline 02 | The introduction of the chapter describes the overall education strategy and the key objectives across the whole education system.\nline 03 | It also looks at how the education reform process is organised and who are the main actors in the decision-making process.\nline 04 | The section on ongoing reforms and policy developments groups reforms in the following broad thematic areas that largely correspond to education levels: Early childhood education and care; School education; VET and Adult learning; Higher education; and Transversal skills and Employability. Inside each thematic area, reforms are organised chronologically. The most recent reforms are described first.\nline 05 | Overall national education strategy and key objectives\nline 06 | In June 2021 The Government of Serbia has adopted the Strategy for the Development of Education in Serbia by 2030.\nline 07 | This is broader strategy which refers to all education levels from ISCED 0 to ISCED 8, but also adult education, teacher education and other relevant aspects of educational system.\nline 08 | In the strategy some important topics that were not part of the existing strategic framework have been defined.\nline 09 | Also, the implementation of some specific objectives was started in the previous period, but it has been redefined by new strategy.\nline 10 | The Strategy for the Development of Education in Serbia by 2030 is also a step towards the harmonization of education policies with policies in science, technical and technological development in modern society.\nline 11 | This strategy also tends to harmonize the regulations in education with international documents and initiatives (documents of the UN, EU, Council of Europe, etc.\nline 12 | ).\nline 13 | Two general objectives are defined in the document: one related to the pre-university education and the other related to higher education.\nline 14 | The first one reletes to the increased quality of teaching and learning, fairness and accessibility of pre-university education and strengthened educational role of all educational institutions.\nline 15 | The second one focuses on improving accessibility, quality, relevance, and equity of higher education.\nline 16 | The strategy includes a plan of reforms aimed at ensuring the acomplishment of general objectives by 2030. The Strategy also includes specific objectives, measurable targets and mechanisms within each general objective.\nline 17 | Overview of the education reform process and drivers\nline 18 | The Ministry of Education is the main body in charge of managing all education-related activities, as well as one of the main drivers in the education reform process. According to the Law on Public Administration, the Ministry participates in the creation of the Serbian Government’s policies by preparing draft bills, other legal acts and proposals for the development strategies and activities to the Government.\nline 19 | The Ministry initiates the reforms and new legal acts and participates and contributes to the designing of new bills in the field of education. The Government is responsible for final preparation and proposal of new bills, while the National Assembly approves the bills so they can come into force. Individual national deputies or groups of deputies may also propose the new bills to the Assembly.\nline 20 | In accordance with the current laws, the Ministry prepares and issues legal acts such as bylaws (regulations), instructions and legal orders. Further, the Ministry oversees and evaluates the status of the current education system, determines its consequences and acts in line with them or proposes reforms to the Government.\nline 21 | The Government supervises the work of the Ministry. The main consultative bodies of the Ministry are the National Education Council and the National Council for Higher Education.\n</context>\n\n<phrases>\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let me break this down\"\n- \"There's something off here\"\n- \"I'm trying to untangle this\"\n- \"Let me untangle this\"\n- \"That’s an interesting angle, but\"\n- \"When I sit with this idea\"\n- \"Picture this\"\n- \"On one hand... but on the other\"\n- \"Would I regret this later?\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"I'm just throwing ideas around\"\n- \"Okay, let's break this down\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm struck by\"\n- \"But then again\"\n- \"What’s the best way to explain this?\"\n- \"What if I flip it around?\"\n- \"That’s the answer I was looking for!\"\n- \"What's the best way to explain this?\"\n- \"Let me just think this through\"\n- \"Let's break this down into parts\"\n- \"What keeps nagging at me is\"\n- \"I'm intrigued by\"\n- \"I'm mulling over\"\n- \"I'm getting stuck on\"\n- \"Let’s weigh the options\"\n- \"Wait, why does that happen?\"\n- \"It was staring me in the face\"\n- \"Let me work through this\"\n- \"Uh, where was I?\"\n- \"I'm curious about\"\n- \"What if we\"\n- \"Does that sound right?\"\n- \"That’s what I was trying to say!\"\n- \"I need to step back and rethink this\"\n- \"This brings to mind\"\n- \"Oh, I see what’s happening here!\"\n- \"Let me play devil's advocate\"\n- \"I'm pondering\"\n- \"That actually makes a lot of sense\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"What’s the worst that could happen?\"\n- \"The pros and cons are\"\n- \"Something doesn't add up\"\n- \"It finally adds up!\"\n- \"There's something here about\"\n- \"Wait, no\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Oh, it all makes sense now!\"\n- \"I wonder if\"\n- \"I guess maybe\"\n- \"Here's what's bugging me\"\n- \"Let me talk this through\"\n- \"I can't quite put my finger on\"\n- \"Where did I put that...?\"\n- \"Let me make sure I got this\"\n- \"Actually, no\"\n- \"Let's think step by step\"\n- \"That would mean\"\n- \"The tricky part is\"\n- \"Maybe I'm way off, but\"\n- \"Brainstorming here, but\"\n- \"Okay, walking through it again\"\n- \"That’s it!\"\n- \"Still working it out\"\n- \"Backing up for a second\"\n- \"Something about [blank] is still bothering me\"\n- \"First things first\"\n- \"So, the bottom line is\"\n- \"I'm wondering if\"\n- \"On the other hand\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Alternatively\"\n- \"Let me trace that logic back\"\n- \"Alright, where was I?\"\n- \"This is starting to take shape\"\n- \"Ummm, actually\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I keep circling back to\"\n- \"I'm still feeling my way through\"\n- \"Okay, pros and cons\"\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 | A walking fish, a jewel snake and a sneezing monkey: these are just some of the biological treasures recently discovered in the fragile Himalayan ecosystems. A new report published by the World Wildlife Foundation (WWF) found that over 200 species have been discovered there in the past few years.\nline 02 | The report, Hidden Himalayas: Asia’s Wonderland released on World Habitat Day maps out scores from all the invested organizations; they found 133 plants, 39 invertebrates, 26 fish, 10 amphibians, one reptile, one bird and one mammal, with an average of 34 new species discovered every year!\nline 03 | “I am excited that the region – home to a staggering number of species including some of the most charismatic fauna – continues to surprise the world with the nature and pace of species discovery,” said Ravi Singh, CEO of WWF-India and Chair of the WWF Living Himalayas Initiative.\nline 04 | Among these discoveries, notable examples is a vibrant blue dwarf ‘walking’ snakehead fish, which can breathe atmospheric air and survive on land for up to four days.\nline 05 | Yes, you read that right: there’s a fish that can walk and live for several days out of the water; in the Himalayas.\nline 06 | Researchers also found a monkey whose upturned nose leads to a sneeze every time the rain falls, and a slithering emerald: the bejeweled lance-headed pit viper, which looks like a biological piece of jewelry.\nline 07 | But the report also highlights the dire straits the biodiversity faces: ecosystems across a region spanning Bhutan, north-east India, Nepal, north Myanmar and the southern parts of Tibet are threatened. A mere 25% of the original habitats in the region remain intact, and hundreds (if not thousands) of species are threatened by extinction; some may go extinct before we even get the chance to discover them.\nline 08 | Climate change poses a huge threat for the species in the field, but that’s not even half of it. Human population growth, deforestation, overgrazing, poaching, the wildlife trade, mining, pollution and hydropower development are all contributing to threaten ecosystems, and without proper planning and management, human areas will continue to grow and animal habitats will continue to shrink and deteriorate.\nline 09 | “The challenge is to preserve our threatened ecosystems before these species, and others yet unknown are lost,” said Sami Tornikoski leader of the WWF Living Himalayas Initiative.\nline 10 | It’s now time that governments and local authorities step in to preserve this biological trove before it’s too late.\nline 11 | “The Eastern Himalayas is at a crossroads. Governments can decide whether to follow the current path towards fragile economies that do not fully account for environmental impacts, or take an alternative path towards greener, more sustainable economic development,” said Tornikoski.\nline 12 | Currently, scientists have identified over 10,000 plant species, 300 mammal species, 977 bird species, 176 reptiles, 105 amphibians and 269 types of freshwater fish in the Himalayas, but new species are discovered every day. We must protect the species we know, and the ones we’ve yet to learn about.\n</context>\n\n<phrases>\n- \"What I'm getting at is\"\n- \"No, actually\"\n- \"Brainstorming here, but\"\n- \"Coming at this from another angle\"\n- \"There's a better way to phrase this\"\n- \"Let’s weigh the options\"\n- \"Let me talk this through\"\n- \"I'm wondering if\"\n- \"I'm mulling over\"\n- \"On the other hand\"\n- \"Okay, pros and cons\"\n- \"It's fascinating how\"\n- \"This connects to\"\n- \"If I take this apart step by step\"\n- \"So what I'm trying to say is\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Let me propose something\"\n- \"I'm intrigued by\"\n- \"The pros and cons are\"\n- \"I'm still feeling my way through\"\n- \"That’s an interesting angle, but\"\n- \"Okay, so if I do this\"\n- \"There's something off here\"\n- \"First things first\"\n- \"I’m trying to connect the dots here\"\n- \"I'm curious about\"\n- \"Still forming this thought\"\n- \"Let me chew on this\"\n- \"There’s a pattern here\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Alternatively\"\n- \"I'm struck by\"\n- \"Let me connect the dots\"\n- \"This brings to mind\"\n- \"This isn't quite right, but\"\n- \"We've completely overlooked [blank]\"\n- \"Here's a possible explanation\"\n- \"So basically\"\n- \"That makes sense because\"\n- \"But then again\"\n- \"It almost fits, but something’s off\"\n- \"So far, it looks like\"\n- \"Actually, no\"\n- \"If A is true, then\"\n- \"So what I’m trying to say is\"\n- \"What I’m getting at is\"\n- \"This makes me think of\"\n- \"If I follow this through\"\n- \"Let's break this down into parts\"\n- \"In other words\"\n- \"Let's think step by step\"\n- \"Let me work through this\"\n- \"What happens if we change this part?\"\n- \"I'm seeing a connection between\"\n- \"[blank] is still a black box to me\"\n- \"Let me break this down\"\n- \"Here's what's bugging me\"\n- \"What if I flip it around?\"\n- \"Let me untangle this\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"That reminds me\"\n- \"Something’s not clicking\"\n- \"Building on that\"\n- \"Something doesn't add up\"\n- \"What if we\"\n- \"Let me play devil's advocate\"\n- \"Just spitballing here\"\n- \"Okay, let's break this down\"\n- \"I'm pondering\"\n- \"On one hand... but on the other\"\n- \"Let me throw this out there\"\n- \"This connects to something else\"\n- \"This makes me reflect on\"\n- \"Let me sum this up so far\"\n- \"Here's what I'm thinking\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"What keeps nagging at me is\"\n- \"When I sit with this idea\"\n- \" is interesting\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Trendy Communication Topics for Research Papers in 2023\nline 02 | By Editorial Team Last updated: Oct 11, 2023\nline 03 | The issues of media and communication should be studied in greater depth. Some students find this field to be difficult, while others love learning about modern media processes. Every student, without a doubt, wishes to compose an efficient communication paper for his or her classes. Still, some people are better at coming up with new ideas, while others excel at dissecting existing ones. As a result, we've compiled a list of 50 communication research paper themes for our students to pique their interest in the discipline.\nline 04 | Ideas for a Media and Communication Paper on History\nline 05 | - The evolution of media across time: a history of communication\nline 06 | - The importance of oration and public speaking in Ancient Rome is shown in the history of speech.\nline 07 | - Today's journalistic ethics differ from those of the twentieth century.\nline 08 | - What came before the interview as an art form? What makes the interview such an important aspect of today's media and communication?\nline 09 | - At the dawn of human civilisation, there was language. Around 70,000 years ago, language emerged as a basic means of communication.\nline 10 | - Diverse societies had different writing systems in ancient times.\nline 11 | - In the present era, communication is the foundation of a social lifestyle.\nline 12 | - Great leaders' rhetorical styles.\nline 13 | - From a young age, communication has an impact on personal development.\nline 14 | - Today, literacy serves as a foundation for prospective media expansion among many socioeconomic groups.\nline 15 | Read also: Benjamin Franklin Essay Topics\nline 16 | Methodology and Discipline Paper Topics for an Effective Communication Paper\nline 17 | - Communication theory and philosophy.\nline 18 | - Qualitative methodology and communication\nline 19 | - There is a distinction between quantitative and qualitative methodologies.\nline 20 | - Effective communication research based on critical theory.\nline 21 | - The relationship between cultural studies and communication.\nline 22 | - In studying feminism, a better knowledge of communication is necessary.\nline 23 | - Communication's social perception.\nline 24 | - Aspects of communication that are psychological.\nline 25 | - Rhetorical studies that aid in approaching the subject of communication.\nline 26 | - Political studies and the art of conversation are two ways to learn about communication through discussions.\nline 27 | Related: Social Media Essay Topics\nline 28 | Topics for Media Management and Communication Papers\nline 29 | - Social media marketing are a great way to advertise.\nline 30 | - Advertising styles in the current era.\nline 31 | - Budgets and objectives for advertising campaigns.\nline 32 | - The evolution of the advertising industry.\nline 33 | - Radio and television programming policy and regulation.\nline 34 | - The main causes of the media management dilemma.\nline 35 | - Communication is critical in business and the economy.\nline 36 | - The history and concepts of media management.\nline 37 | - Key features and contrasts in international media management.\nline 38 | - Convergence and particular communication systems in the media sector.\nline 39 | Read also: Essay Topics Related to Covid 19\nline 40 | Communication Paper Topic Ideas: Key Relationships\nline 41 | - Communication ethics in patient-doctor relationships.\nline 42 | - Social group communication\nline 43 | - What are the advantages of working as a subordinate?\nline 44 | - For a good studying process, key communication norms between student and teacher must be followed.\nline 45 | - Media as the key medium for brand-to-consumer communication.\nline 46 | - Games, social media, and dating services are all examples of virtual communication.\nline 47 | - Friendship serves as the foundation for successful social communication and self-realization.\nline 48 | - How to improve communication between spouses or romantic partners in intimate relationships.\nline 49 | - Relationships between children and their parents are discussed in the context of family communication.\nline 50 | - What are the best ways for supervisors of working groups and teams to communicate?\nline 51 | - Criminal gangs and communication methods (Yakuza, Cosa Nostra, and other worldwide recognized criminal organizations).\nline 52 | Topics for Research Papers on Message Characteristics in Communication\nline 53 | - Photojournalism and reporting serve as conduits for important messages in today's culture.\nline 54 | - How is the media utilized to inform people about issues such as sexual orientation, freedom of expression, and globalization that affect communication?\nline 55 | - What distinguishes various cultures (history of national attire, folklore, and traditions)?\nline 56 | - What opportunity does modern communication provide for overcoming many life issues (sexual harassment, dishonesty, racism, and bias)?\nline 57 | - Speech problems and communication styles that aid in overcoming communication difficulties (the language of the deaf and blind, touch reading practice for blind people).\nline 58 | - Conventional forms of communication in 2023. What has changed in the last two decades?1\nline 59 | - There is a distinction between verbal and nonverbal communication.\nline 60 | - Cinema as a visual language for ultimate cross-cultural communication.\nline 61 | - Literary genres and distinct modes of communication\nline 62 | Read also: Civil Rights Movement Essay Topics\nline 63 | Reliable Communication Paper Topics are available through our service.\nline 64 | Eprowriters is a group of experts. Your writer is the primary reason you will gain a better understanding of your subject and be able to compose an effective communication paper with little work on your part! With our bidding system, you can select specialists who meet your needs. Maintain your composure with a simple explanation of even the most difficult subject.\nline 65 | Our authors provide you with the greatest answer based on your order's instructions.\nline 66 | Simply fill out the application form to receive proposals from specialists that are eager to assist you right away!\nline 67 | Eprowriters has a strict privacy and confidentiality policy, so the fact that you used our writing assistance is a private matter between us.\nline 68 | Get dependable help with a media and communication paper by utilizing our service, which comes with cost-effective collaboration terms!\nline 69 | Other Servicers Offered by Eprowriters\nline 70 | Eprowriters.net is an afilliate blog of Eprowriters.com, a custom essay writing service that has been providing academic support with great success for more than five years. We are constantly updating our objectives in order to improve the quality of service we deliver and increase client satisfaction. We've progressed to an original concept as a result of our success. Our years of experience, consumer input, and market resources have resulted in the formation of Eprowriters, a one-of-a-kind online business.\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"I'm just throwing ideas around\"\n- \"Coming at this from another angle\"\n- \"Should I...? No, wait\"\n- \"What if I just flip this around?\"\n- \"That’s an interesting angle, but\"\n- \"I feel like I'm close\"\n- \"Let me sum this up so far\"\n- \"There’s a pattern here\"\n- \"Let's break this down into parts\"\n- \"Let's test this idea\"\n- \"What I’m getting at is\"\n- \" is interesting\"\n- \"There’s a better way to phrase this\"\n- \"Where does that leave me?\"\n- \"This feels half-right, but\"\n- \"Okay, let's break this down\"\n- \"How can I approach this?\"\n- \"Let me play devil's advocate\"\n- \"What keeps nagging at me is\"\n- \"There's something here about\"\n- \"On one hand... but on the other\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What happens if we change this part?\"\n- \"So what I'm trying to say is\"\n- \"I’m not sure if that’s the right approach\"\n- \"I was looking at this all wrong!\"\n- \"What if we\"\n- \"Let's think step by step\"\n- \"This connects to something else\"\n- \"It's almost like\"\n- \"That makes sense because\"\n- \"Something doesn't add up\"\n- \"Wait, does this contradict itself?\"\n- \"Here's what I'm thinking\"\n- \"But then again\"\n- \"Wait, that doesn’t add up\"\n- \"Something’s not clicking\"\n- \"This makes me think of\"\n- \"If I had to choose right now\"\n- \"Here's a possible explanation\"\n- \"That reminds me\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Okay, so if I do this\"\n- \"No, actually\"\n- \"I'm still feeling my way through\"\n- \"Okay, pros and cons\"\n- \"What if I tried...?\"\n- \"Let me untangle this\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"There's got to be something about\"\n- \"Let’s weigh the options\"\n- \"Basically\"\n- \"What if I flip it around?\"\n- \"On the other hand\"\n- \"Not sure if this fits, but\"\n- \"So the main idea is\"\n- \"It's fascinating how\"\n- \"Just thinking out loud but\"\n- \"Actually, no\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"The thing is\"\n- \"Let me work through this\"\n- \"First things first\"\n- \"What I mean is\"\n- \"Building on that\"\n- \"Kind of\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Still forming this thought\"\n- \"I'm starting to see a pattern\"\n- \"This connects to\"\n- \"The pros and cons are\"\n- \"I'm seeing a connection between\"\n- \"Am I missing something?\"\n- \"If I follow this through\"\n- \"Would that even work?\"\n- \"There's probably more to it\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"If I take this apart step by step\"\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 | How did Henry Ford impact the world?\nline 02 | Henry Ford’s impact stretches beyond cars and even his lifetime. He was instrumental in giving higher wages to employees, he changed the way manufacturing plants operated. He was even able to change the economy of a city. Lastly, but certainly not least, he changed the way people travel to this day.\nline 03 | Is Ford still owned by the Ford family?\nline 04 | The company is listed on the New York Stock Exchange and is controlled by the Ford family; they have minority ownership but the majority of the voting power. The company went public in 1956 but the Ford family, through special Class B shares, still retain 40 percent voting rights.\nline 05 | How much was Henry Ford’s first car?\nline 06 | Though the Model T was fairly expensive at first (the cheapest one initially cost $825, or about $18,000 in today’s dollars), it was built for ordinary people to drive every day.\nline 07 | When did Henry Ford make his first car?\nline 08 | What were Henry Ford’s last words?\nline 09 | Henry Ford’s last words are rumored to be “I’ll sleep well tonight” though that has never been confirmed. His death came on suddenly and he was surrounded by his loved ones when he passed. Henry Ford was a complicated man with troubling views but his contribution to the automobile industry can not be overstated.\nline 10 | Who owns Ford now?\nline 11 | William Clay Ford Jr.\nline 12 | Who is the first car in the world?\nline 13 | On January 29, 1886, Carl Benz applied for a patent for his “vehicle powered by a gas engine.” The patent – number 37435 – may be regarded as the birth certificate of the automobile. In July 1886 the newspapers reported on the first public outing of the three-wheeled Benz Patent Motor Car, model no. 1.\nline 14 | Did Henry Ford say faster horses?\nline 15 | TL;DR: Henry Ford did not say “If I had asked people what they wanted, they would have said faster horses”. He pretty much said the exact opposite.\nline 16 | Why is Ford so popular?\nline 17 | Ford is a legendary car company. It’s perhaps best known as the first auto manufacturer to automate production with an assembly line, pay workers a so-called fair daily wage, and produce a vehicle for the mass-market everyday consumer.\nline 18 | How did Henry Ford bring cars to the masses?\nline 19 | On December 1, 1913, Henry Ford installs the first moving assembly line for the mass production of an entire automobile. The workers who built his Model N cars (the Model T’s predecessor) arranged the parts in a row on the floor, put the under-construction auto on skids and dragged it down the line as they worked.\nline 20 | What was Henry Ford’s contribution to society?\nline 21 | Henry Ford (1863-1947), inventor and businessman, founded the Ford Motor Company. He improved the efficiency and lowered the cost of motor vehicles with his Model A and Model T. Ford left his philanthropic legacy through the Ford Foundation, one of the first and largest foundations in the world.\nline 22 | Why is Henry Ford important?\nline 23 | Henry Ford was an American automobile manufacturer who created the Model T in 1908 and went on to develop the assembly line mode of production, which revolutionized the automotive industry. As a result, Ford sold millions of cars and became a world-famous business leader.\nline 24 | Did Henry Ford invent the car?\nline 25 | STEVE EMBER: Many people believe Henry Ford invented the automobile. But Henry Ford did not start to build his first car until eighteen ninety-six. That was eleven years after two Germans — Gottlieb Daimler and Karl Benz — developed the first gasoline-powered automobile. Henry Ford made better cars.\nline 26 | Was Henry Ford a good leader?\nline 27 | By all accounts, Ford was a visionary leader ahead of his time. For one, he enabled nearly everyone to have the ability to afford an automobile. But he also introduced technologies and innovations that changed the world. These leadership qualities made others respect him and want to follow his lead.\nline 28 | What are things you need to know about your customers?\nline 29 | Before you can sell to a potential customer, you need to know: who the customer’s current supplier is. if the customer is happy with their current supplier. if buying from you would offer the customer any benefits – and, if so, what those benefits would be.\nline 30 | What were Henry Ford’s accomplishments?\nline 31 | 10 Major Accomplishments of Henry Ford\nline 32 | - #1 He built an early horseless carriage called the Ford Quadricycle.\nline 33 | - #2 Henry Ford founded one of the most successful companies in the world.\nline 34 | - #3 His Model T is regarded as the first affordable automobile.\nline 35 | - #4 Henry Ford revolutionized industry through his moving assembly line.\nline 36 | What did Henry Ford say about customers?\nline 37 | There is a famous quote (somewhat dubiously) attributed to Henry Ford: “If I had asked people what they wanted, they would have said faster horses.” Customers can easily describe a problem they’re having — in this case, wanting to get somewhere faster — but not the best solution.\nline 38 | What country does Ford come from?\nline 39 | Detroit, Michigan, United States\nline 40 | What killed Henry Ford?\nline 41 | 7 April 1947\nline 42 | What was Henry Ford’s catchphrase?\nline 43 | Henry Ford coined the catchphrase after someone asked why he was so carefree with his money. His actual quote was, “money is like an arm or leg — use it or lose it.”\nline 44 | Is Ford the first car?\nline 45 | The original Ford Model A is the first car produced by the Ford Motor Company, beginning production in 1903. The Model A was replaced by the Ford Model C during 1904 with some sales overlap.\nline 46 | What is the famous quote by Henry Ford about attitude?\nline 47 | A famous Henry Ford quote, “Whether you think you can, or you think you can’t – you’re right,” emphasizes how much attitude determines success or failure.\nline 48 | What cars did Henry Ford invent?\nline 49 | Ford Introduces the Model T Henry Ford’s Model T put the world on wheels with a simple, affordable, durable automobile. Ford sold 15 million Model Ts before ceasing production in May 1927, making it one of the best-selling vehicles of all time, and arguably the most famous car in the world.\nline 50 | What did Henry Ford do for the economy?\nline 51 | In January 1914, Henry Ford started paying his auto workers a remarkable $5 a day.\nline 52 | Doubling the average wage helped ensure a stable workforce and likely boosted sales since the workers could now afford to buy the cars they were making.\nline 53 | It laid the foundation for an economy driven by consumer demand.\nline 54 | What age did Henry Ford die?\nline 55 | 83 years (1863–1947)\nline 56 | What would Henry Ford be worth today?\nline 57 | Henry Ford – peak net worth: $200 billion (£142bn) It’s no surprise then that, upon his death in 1947, Ford was worth the equivalent of $200 billion (£142bn) in today’s money, and then some.\n</context>\n\n<phrases>\n- \"I need to make sure this checks out\"\n- \"Now it makes sense!\"\n- \"It's fascinating how\"\n- \"I’m not sure if that’s the right approach\"\n- \"The thing is\"\n- \"I was just about to say\"\n- \"Alright, where was I?\"\n- \"Okay, pros and cons\"\n- \"So what does this mean in the bigger picture?\"\n- \"Okay, walking through it again\"\n- \" is key here\"\n- \"That’s an interesting angle, but\"\n- \"That makes sense because\"\n- \"Hmm\"\n- \"It was staring me in the face\"\n- \"Just spitballing here\"\n- \"What I mean is\"\n- \"What keeps nagging at me is\"\n- \"If I take this apart step by step\"\n- \"The pros and cons are\"\n- \" is striking \"\n- \"Let me circle back to that\"\n- \"What’s the next step?\"\n- \"I think I found the solution!\"\n- \"Let's think step by step\"\n- \"On the other hand\"\n- \"How can I approach this?\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"On one hand... but on the other\"\n- \"What if I flip it around?\"\n- \"This explains so much!\"\n- \"Am I overcomplicating this?\"\n- \"Uh...\"\n- \"Here's where it gets interesting\"\n- \"That changes everything\"\n- \"But then again\"\n- \"How do I put this\"\n- \"Now we're cooking\"\n- \"Let me untangle this\"\n- \"Something along those lines\"\n- \"That would mean\"\n- \"Of course! That’s the answer!\"\n- \"Uh, where was I?\"\n- \"So basically\"\n- \"Let me break this down\"\n- \"Right, so\"\n- \"I should have known that!\"\n- \"Ah...\"\n- \"No, actually\"\n- \"Maybe\"\n- \"Alternatively\"\n- \"Could I be second-guessing myself?\"\n- \"You know\"\n- \"Let me sum this up so far\"\n- \"Something doesn't add up\"\n- \"Should I...? No, wait\"\n- \"I keep circling back to\"\n- \"I'm trying to untangle this\"\n- \"Hmm, let’s rewind a bit\"\n- \"Actually, no\"\n- \"Ummm, actually\"\n- \"Let me work through this\"\n- \"Well\"\n- \"Let’s not rush this\"\n- \"Okay, backtrack a bit\"\n- \"Sort of like\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Aha! That’s what I was missing!\"\n- \"Okay, let's break this down\"\n- \"I'm still feeling my way through\"\n- \"Oh, I see what’s happening here!\"\n- \"Still working it out\"\n- \"So what I’m trying to say is\"\n- \"Let's see\"\n- \"Hold on a second\"\n- \"In other words\"\n- \"Just thinking out loud but\"\n- \"There's probably more to it\"\n- \"In a way\"\n- \"First things first\"\n- \"Do I go with my gut or\"\n- \"Let’s weigh the options\"\n- \"Let me play devil's advocate\"\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 | In standard IVF, embryos are grown under very strictly controlled conditions in the laboratory for two or three days.\nline 02 | They are then transferred into the woman’s uterus (womb) and any additional embryos can be frozen for future use.\nline 03 | Blastocyst culture refers to growing the embryos in the laboratory for two more days at which point they are referred to as blastocyst embryos.\nline 04 | Blastocyst transfer simply means that the blastocyst embryos are transferred to the woman’s uterus on day 5 in exactly the same way that day 3 embryos are.\nline 05 | Every day the embryologists will look at the embryos to see how many of them have divided and assess their quality, and they will keep the patient informed with any developments that require patient input. When the embryos develop to the blastocyst stage, they use a 3-character grading system which focuses mainly on the Inner Cell Mass (ICM), the Trophectoderm (the outermost layer of cells) and the degree of expansion and size of the embryo. Under IVF culture conditions only about 60 to 70% of human embryos progress to the blastocyst stage after 5 days. Several eggs (oocytes) may have initially fertilised, but not all of them will progress to the four-cell stage on day two and to the eight-cell stage on day three in culture, and even fewer will develop into blastocysts.\nline 06 | Simply put, this self-selection process can be viewed as “survival of the fittest”. The embryos that survive to this stage of development are more likely to be strong, healthy, and robust. Depending on the number and quality of the embryos on Day 3, and the patient history, the embryologist will recommend to transfer them on this day or to delay the transfer to Day 5. Patients who have fewer oocytes retrieved, fewer fertilised, fewer dividing by day 3 or fewer good quality embryos by day three have no advantage using blastocyst culture, since little is to be gained in further embryo “self-selection”.\nline 07 | The diagram above, which is not to scale, shows the egg/embryo’s path and growth over the first six days. The egg starts off in the ovary in the centre of the diagram. In it’s first day it is picked up by the fimbria and guided into the fallopian tube where it meets the sperm and is fertilised. It then stays in the fallopian tube for a further two days where it grows into a day 3, 8-cell, embryo before moving on to the uterus (womb). The section to the right of the diagram shows a portion of the uterus with the embryo at the edge of the endometrium. Around day 5 it starts embedding itself below the surface of the endometrium and this is the reason why we cannot keep the blastocyst in the laboratory at this stage – it cannot delay starting the process of embedding in the uterus.\nline 08 | The human body is the best incubator for human embryos but if there are several embryos to choose from on day 3, we know that not all will survive to day 5 whether they are in the laboratory or the womb. Keeping the embryos in the laboratory for these two extra days eliminates the possibility of transferring a (healthy-looking) embryo on day 3 which would naturally perish before day 5. Therefore it gives a better chance of transferring an embryo which will lead to a successful pregnancy and birth.\nline 09 | The decision to choose a day 3 or day 5 embryo transfer will depend on the circumstances at the time. The embryologist will fully discuss this with the patient. We believe it is correct to proceed to day 5 wherever possible and do not believe that finance should play a part in this decision. Therefore, since summer 2017, Concept Fertility does not charge for blastocyst culture and transfer.\n</context>\n\n<phrases>\n- \"It's a bit murky\"\n- \"Okay, pros and cons\"\n- \"Hmm\"\n- \"Let me dig into that a little deeper\"\n- \"Something's not clicking\"\n- \"First things first\"\n- \"Anyway\"\n- \"It's hard to pin down\"\n- \"Actually, no\"\n- \"Hold that thought\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Picture this\"\n- \"Wait, no\"\n- \"Would that even work?\"\n- \"If I follow this through\"\n- \"Let me connect the dots\"\n- \"Wait, I think I just cracked it!\"\n- \"I'm pondering\"\n- \"Ah...\"\n- \"This brings to mind\"\n- \"The pros and cons are\"\n- \"I’m trying to connect the dots here\"\n- \"Let's see\"\n- \"Now, if I think about it differently\"\n- \"That’s the piece of the puzzle!\"\n- \"Could I be second-guessing myself?\"\n- \"Now we're cooking\"\n- \"Let's break this down into parts\"\n- \"That’s it!\"\n- \"It's almost like\"\n- \"I'm intrigued by\"\n- \"When I sit with this idea\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"That reminds me\"\n- \"I'm still feeling my way through\"\n- \"Hmm, that doesn’t sound right\"\n- \"This explains so much!\"\n- \"I'm curious about\"\n- \"Let me work through this\"\n- \"I'm mulling over\"\n- \"Oh! That reminds me\"\n- \"Something about [blank] is still bothering me\"\n- \"This might sound weird, but\"\n- \"Let me chew on this\"\n- \"Am I thinking about this all wrong?\"\n- \"Oh! I get it now\"\n- \"Let me think\"\n- \"What if we\"\n- \"Right, so\"\n- \"Still forming this thought\"\n- \"If I take this apart step by step\"\n- \"Follow me here\"\n- \"Wait, that doesn’t add up\"\n- \"There's a better way to phrase this\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"What’s the best way to explain this?\"\n- \"Something doesn't add up\"\n- \"I'm starting to see a pattern\"\n- \"Kind of\"\n- \"Let me break this down\"\n- \"What was I thinking?\"\n- \"This connects to\"\n- \"No, actually\"\n- \"This makes me reflect on\"\n- \"Ummm, actually\"\n- \"What keeps nagging at me is\"\n- \"I wonder if\"\n- \"It finally adds up!\"\n- \"On one hand... but on the other\"\n- \"Let me approach this from another angle\"\n- \"That makes sense because\"\n- \"I'm trying to untangle this\"\n- \"Uh...\"\n- \"Let’s weigh the options\"\n- \"Oh! I get it now!\"\n- \"Let's think step by step\"\n- \"Building on that\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Wait, why does that happen?\"\n- \"Okay, let's break this down\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"There’s a pattern here\"\n- \"There's something here about\"\n- \"Let me untangle this\"\n- \"Finally, it clicks!\"\n- \"That doesn't seem to add up... Let me think\"\n- \"So that’s why it wasn’t working!\"\n- \"In the end\"\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 | Cholesterol is the most common steroid in the body. It is a precursor to vitamin D and many steroid hormones, including testosterone, estrogen, and cortisol.\nline 02 | Cholesterol belongs in the family of steroids because it shares a similar chemical structure.\nline 03 | This article discusses cholesterol and its importance and role in the body. It also explores the relationship between cholesterols, steroids, and lipids.\nline 04 | Cholesterol is a type of lipid or fat within the body. The liver makes all the cholesterol the body needs, but a person can also obtain it from animal food sources, such as meat, cheese, and eggs.\nline 05 | This waxy substance is a primary component of the cell membrane, a thin layer of tissue that surrounds and protects every living cell. The body uses cholesterol as a precursor to making vitamin D, bile acid, and steroid hormones.\nline 06 | Cholesterol present in the bloodstream can have protective effects, as high-density lipoprotein (HDL), or adverse effects, as low-density lipoprotein (LDL), on cardiovascular health, depending on how it moves within lipoproteins.\nline 07 | Excess LDL cholesterol in a person’s blood circulation can lead to the development of atherosclerosis and heart disease.\nline 08 | Steroids are a type of lipids with a distinct chemical structure. While they are dissimilar to other lipids in structure, scientists classify them as lipids because they are hydrophobic — meaning they repel water — and insoluble in water.\nline 09 | All steroids have four linked carbon rings. From this basic component, various functional groups may attach to form different types of steroids.\nline 10 | In the body, steroid hormones all derive from cholesterol. There are different classes of steroids grouped according to which receptors in the body they bind to. These\nline 11 | - Glucocorticoids: This hormone\nline 12 | regulatesblood glucose levels by preserving plasma glucose for the brain during stress for optimal brain function. Examples include cortisone.\nline 13 | - Mineralocorticoids: This hormone regulates salt and water imbalances in the body. Examples include aldosterone.\nline 14 | - Estrogens: This hormone promotes sexual and reproductive development in females.\nline 15 | - Androgens: This hormone is crucial for reproductive and sexual function in males.\nline 16 | - Progestagens: These hormones are active during pregnancy and help maintain it.\nline 17 | Cholesterol is a steroid because it shares the chemical structure of four fused carbon rings with other steroids.\nline 18 | Specifically, it is a sterol, which is a class of lipid with an alcohol (hydroxyl) or -OH group.\nline 19 | This makes it a molecule with both hydrophobic and hydrophilic — meaning water-attracting — properties.\nline 20 | Sterols are present in animals and plants. Plant sterols are present in:\nline 21 | Lipids are a category of molecules comprising fats and oils. There are a variety of lipids in the body, with different structures and diverse roles.\nline 22 | Chemically, lipids comprise chains of carbon and hydrogen atoms. They are not water soluble, meaning they do not mix well in water but are soluble in organic solvents.\nline 23 | They play a crucial role in many vital processes in the body and are diverse in their structure. There are four main groups of lipids:\nline 24 | - fatty acids\nline 25 | - glycerides or glycerol-containing lipids\nline 26 | - nonglyceride lipids\nline 27 | - complex lipids\nline 28 | A steroid is a type of nonglyceride lipid, along with triglycerides, phospholipids, and sterols.\nline 29 | Cholesterol is an important steroid that the body produces.\nline 30 | The body needs a small amount of cholesterol to perform vital body functions,\nline 31 | Cholesterol cannot travel through the blood by itself and needs to attach to proteins to move through the bloodstream.\nline 32 | Different types of lipoproteins have different purposes.\nline 33 | Two main types include:\nline 34 | - LDL cholesterol: This type makes up\nline 35 | mostof the body’s cholesterol. Health professionals sometimes refer to it as “bad” cholesterol because it collects in blood vessels and causes plaque buildup.\nline 36 | - HDL cholesterol: Health experts also call this type “good cholesterol” because it carries cholesterol to the liver, which removes it from the body.\nline 37 | Too much “bad” cholesterol or insufficient “good” cholesterol increases the risk of cholesterol building up in the inner walls of arteries. This can narrow and harden arteries, causing atherosclerosis.\nline 38 | - healthy adults undergo testing every 4–6 years\nline 39 | - people undergo testing more frequently if they have heart disease, a family history of high cholesterol, or risk factors for cardiovascular disease such as obesity and high blood pressure\nline 40 | - individuals test at least once between ages 9 and 11 and again between ages 17 and 21\nline 41 | Here are some answers to frequently asked questions about steroids and cholesterol.\nline 42 | Do steroids derive from cholesterol?\nline 43 | Cholesterol is the precursor for steroid hormones in the human body. Aside from steroids, cholesterol is also crucial in making vitamin D and bile salts.\nline 44 | Is cholesterol a steroid or alcohol?\nline 45 | Cholesterol belongs to a group called sterols or steroid alcohols.\nline 46 | A sterol is a subgroup of steroids.\nline 47 | It is a type of lipid with an -OH (alcohol) group.\nline 48 | Is cholesterol a protein?\nline 49 | Cholesterol is a fatty substance and not a protein. However, cholesterol does not mix with water and blood, so the body packages cholesterol with proteins. It then travels across the bloodstream as protein-covered particles called lipoproteins.\nline 50 | Cholesterol is a type of steroid the body produces to perform many vital functions.\nline 51 | It is the precursor to many steroid hormones, including sex hormones and hormones necessary for glucose metabolism and ion balances in the body.\nline 52 | While the body needs cholesterol, excess levels of the substance may put a person at risk of cardiovascular diseases.\n</context>\n\n<phrases>\n- \"I need to reframe this\"\n- \"Now, if I think about it differently\"\n- \"That changes everything\"\n- \"Well, let me see\"\n- \"Something about [blank] is still bothering me\"\n- \"Backing up for a second\"\n- \"There's something off here\"\n- \"Hmm, that doesn’t sound right\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Something's not quite right\"\n- \"I'm struck by\"\n- \"I'm mulling over\"\n- \"I'm seeing a connection between\"\n- \"What if I flip it around?\"\n- \"It's almost like\"\n- \"That’s an interesting angle, but\"\n- \"Okay, let's break this down\"\n- \"Actually, no\"\n- \"On the other hand\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm wondering if\"\n- \"I keep coming back to\"\n- \"Okay, pros and cons\"\n- \"When I sit with this idea\"\n- \"Wait, no\"\n- \"Let me connect the dots\"\n- \"Let me back up a second\"\n- \"Ah...\"\n- \"It was staring me in the face\"\n- \"That would mean\"\n- \"Finally, it clicks!\"\n- \"Alternatively\"\n- \"Now, wait just a second\"\n- \"I'm trying to untangle this\"\n- \"Let me break this down\"\n- \"Okay, so\"\n- \"I'm starting to see a pattern\"\n- \"It almost fits, but something’s off\"\n- \"I'm intrigued by\"\n- \"This makes me reflect on\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let's think step by step\"\n- \"Anyway\"\n- \"Hang on a second\"\n- \"Let me circle back to that\"\n- \"Wait a minute\"\n- \"Oh! That reminds me\"\n- \"Now it makes sense!\"\n- \"Building on that\"\n- \"Let me chew on this\"\n- \"That doesn't seem to add up... Let me think\"\n- \"On one hand... but on the other\"\n- \"Wait, I think I just cracked it!\"\n- \"Let's break this down into parts\"\n- \"What keeps nagging at me is\"\n- \"The pros and cons are\"\n- \"But then again\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Ummm, actually\"\n- \"If I take this apart step by step\"\n- \"This connects to something else\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"That makes sense because\"\n- \"Uh...\"\n- \"Let me untangle this\"\n- \"Okay, walking through it again\"\n- \"Wait, why does that happen?\"\n- \"I’m trying to connect the dots here\"\n- \"That reminds me\"\n- \"No, actually\"\n- \"Something doesn't add up\"\n- \"Okay, I think I’ve got it now!\"\n- \"I think I can rule that out\"\n- \"Going back to what I said about\"\n- \"I keep circling back to\"\n- \"What’s the best way to explain this?\"\n- \"Follow me here\"\n- \"Right, so\"\n- \"This brings to mind\"\n- \"I wonder if\"\n- \"Let me play devil's advocate\"\n- \"First things first\"\n- \"Let me work through this\"\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 | « PrécédentContinuer »\nline 02 | 144. The war in Greece went on with great vigor. The Athenians were defeated at Halæ, but soon after won a naval battle at Cec'ryphali'a,* which more than retrieved their reputation. Ægina now joined in the war, and the Athenians landed upon the island and besieged the city. A Peloponnesian army came to the aid of Ægina, while the Corinthians seized the opportunity to invade Megaris. With all her forces employed either in Egypt or Ægina, they hoped that Athens would be overcome by this new attack. But Myron'ides mustered an army of boys and old men exempt from service, and marched at once to the assistance of Megara. In the battle which ensued, neither party acknowledged itself defeated, but the Corinthians withdrew to their capital, while the Athenians held the field and erected a trophy. Unable to bear the reproaches of their government, the Corinthian army returned after twelve days and raised a monument upon the field, claiming that the victory had been theirs. But the Athenians now attacked them anew, and inflicted a decisive and disgraceful defeat.\nline 03 | B. C. 457.\nline 04 | 145. In the midst of these enterprises abroad, great public works were going on in Athens. Cimon had already planned a line of fortifications to unite the city with its ports, and the spoils of the Persians, taken at the Eurymedon and at Cyprus, had been assigned for the expense. Under the direction of Pericles, the building began in earnest. One wall was extended to Phalerum, and another to Piræus; but as it was found difficult to defend so large an inclosed space, a second wall to Piræus was added, at a distance of 550 feet from the first. Between these Long Walls a continuous line of dwellings bordered the carriage-road, nearly five miles in length, which extended from Athens to its principal harbor.\nline 05 | 146. The Spartans were still too much absorbed in the siege of Ithome to interfere with the great and sudden advancement of Athenian power; but a disaster which befell their little ancestral land of Doris, in war with the Phocians, withdrew their attention even from their own troubles. An army of 1,500 heavy-armed Spartans and 10,000 auxiliaries, sent to the relief of the Dorians, drove the Phocians from the town they had taken, and secured their future good behavior by a treaty. The retreat of the Spartans was now cut off by the Athenian fleet in the Gulf of Corinth and the garrison in the Megarid. Their commander, Nicome'des, had, however, reasons beyond the necessity of the case for remaining a while in Boeotia. He was plotting with the aristocratic party in Athens for the return of Cimon, and he also desired to increase the power of Thebes, as a near and dangerous rival to the former city.\nline 06 | The conspiracy becoming known, the Athenians were roused to revenge. They raised an army of 14,000 men and marched against Nicomedes, at\nline 07 | * A small island in the Saronic Gulf, between Ægina and the coast of Argolis,\nline 08 | Tan'agra. Both sides fought with equal bravery and skill, and the victory was undecided until the Thessalian cavalry deserted\nline 09 | B. C. 457.\nline 10 | to the Spartans. The Athenians and their allies still held out for some hours, but when the contest ended with the daylight, the victory remained with their adversaries. Nicomedes reaped no other fruit from his victory than a safe return home, but Thebes gained from it an increase of power over the cities of Boeotia.\nline 11 | B. C. 456.\nline 12 | 147. BATTLE OF ENO PHYTA. The Athenians were only spurred to fresh exertions. The brave Myronides entered Boeotia two months after the battle of Tanagra, and gained at Enophyta one of the most decisive victories ever achieved by Greeks. The walls of Tanagra were leveled with the ground. Phocis, Locris, and all Boeotia, except Thebes, were brought into alliance with Athens. These alliances were rendered effective by the establishment of free governments in all the towns, which, for self-preservation, must always range themselves on the side of Athens; so that Myronides could boast that he had not only subdued enemies, but filled central Greece with garrisons of friends.\nline 13 | 148. Soon after the completion of the Long Walls, in 456, the island of Ægina submitted at last to Athens. Her shipping was surrendered, her walls destroyed, and the life-long rival became a tributary and subject. A fleet of fifty Athenian vessels, commanded by Tol'mides, cruised around the Peloponnesus; burned Gyth'ium, a port of Sparta; captured Chalcis, in Etolia, which belonged to Corinth, and defeated the Sicyonians on their own coast. Returning through the Corinthian Gulf, they captured Naupac'tus, in western Locris, and all the cities of Cephallenia.\nline 14 | B. C. 455.\nline 15 | In the same year, the tenth of its siege, Ithome surrendered to the Spartans. So long and brave a defense won the respect even of bitter enemies. The Helots were reduced again to slavery, but the Messenians were permitted to depart in safety to Naupactus, which Tolmides presented them from the fruits of his victories.\nline 16 | 149.\nline 17 | In Egypt, the resistance of the Athenians to the Persians ended the same year, but not until after long and desperate adventures.\nline 18 | When the citadel of Memphis was relieved by a Persian force, the Greeks withdrew to Prosopi'tis, an island in the Nile around which their ships lay anchored.\nline 19 | The Persians following, drained the channel, and thus left the ships on dry land.\nline 20 | The Egyptian allies yielded, on this loss of their most effective force; but the Athenians, after burning the stranded vessels, retired into the town of Byblus, resolved to hold out to the last.\nline 21 | The siege continued eighteen months.\nline 22 | At last the Persians marched across the dry bed of the channel and took the place by assault.\nline 23 | Most of the Athenians fel!\nline 24 | ; a few crossed the Libyan desert to Cyrene, and thus returned home.\nline 25 | A fleet of fifty vessels, which had been sent to their relief, came too late, and was defeated by the Persians and Phoenicians.\nline 26 | 150. Other enterprises of the Athenians at this time were scarcely more successful, and Cimon, who had now been recalled from exile, used all his influence in favor of peace. A five years' truce was made with Sparta in 451 B. C. The Isle of Cyprus was the next object of Athenian ambition. Divided into nine petty states, it seemed to offer an easy conquest; and as the Persian king still claimed the sovereignty, the enterprise was but a renewal of ancient hostilities. Cimon sailed from Athens with a fleet of two hundred vessels; and in spite of the Persian force of three hundred ships which guarded the coast of Cyprus, he landed and gained possession of many of its towns. While besieging Citium the great commander died. By his orders his death was concealed from his men, until they had gained another signal victory, both by land and sea, in his name. The naval battle occurred off the Cyprian Salamis—a name of good omen to the Athenians.\nline 27 | B. C. 449.\nline 28 | 151. A slight incident about this time brought on renewed hostilities with Sparta. The city of Delphi, though on Phocian soil, claimed independence in the management of the temple and its treasures. The inhabitants were\nline 29 | B. C. 448.\nline 30 | of Dorian descent, and were, therefore, closely united with the Spartans. Where the interests of Greece were divided, the great influence of the oracle was always on the side of the Doric as opposed to the Ionic race. The Athenians did not therefore object when their allies, the Phocians, seized the Delphian territory and assumed the care of the temple. The Spartans instantly undertook what they called a holy war, by which they expelled the Phocians and reinstated the Delphians in their former privileges. Delphi now declared itself a sovereign state; and to reward the Spartans for their intervention, conferred upon them the first privilege in consulting the oracle. This decree was inscribed upon a brazen wolf erected in the city. The Athenians could not willingly resign their share in a power which, through the superstition of the people, was often able to bestow victory in war and prosperity in peace. No sooner had the Spartans left the sacred city, than Pericles marched in and restored the temple to the Phocians. The brazen wolf was now made to tell another tale, and award precedence to the Athenians.\nline 31 | 152. At this signal of war, the exiles from various Boeotian cities, who had been driven out by the establishment of democratic governments, joined for a concerted movement. They seized Charone'a, Orchom ́enus, and other towns, and restored the oligarchic governments which the Athenians had overthrown. These changes caused great excitement in Athens. The people clamored for immediate war; Pericles strongly opposed it: the season was unfavorable, and he considered that the honor of Athens was not immediately at stake. But the counsel of Tolmides prevailed, and\nline 32 | with a thousand young Athenian volunteers, assisted by an army of allies, he marched into Boeotia. Chæronea was soon subdued and garrisoned with Athenians.\nline 33 | B. C. 447.\nline 34 | Flushed with its speedy victory, the army was returning home, when, in the vicinity of Coronæa, it fell into an ambush and suffered a most signal and memorable defeat. Tolmides himself, with the flower and pride of the Athenian soldiery, was left dead upon the field. A large number of prisoners were taken, and to recover these the government had to enter into a treaty with the new oligarchies, and withdraw its forces from Boeotia. Locris and Phocis lost their free institutions and became allies of Sparta. The island of Euboea threw off the Athenian yoke, and other subject islands showed signs of disaffection. At the same time, the five years' truce with Sparta expired, and that state prepared with new zeal to avenge its humiliation at Delphi.\nline 35 | B. C. 445.\nline 36 | 153. Pericles, whose remembered warnings against the Bootian war only heightened the respect and confidence of the people, now acted with energy and promptness. He landed in Euboea with a sufficient force to reduce that island, but had scarcely crossed the channel when he learned that the Megarians were in revolt. Aided by allies from Sicyon, Epidaurus, and Corinth, they had put all the Athenian garrisons to the sword, except a few in the fortress of Nisæa, and all the Peloponnesian states had combined to send an army into Attica. To meet this greater danger, Pericles returned home. The Peloponnesian army soon appeared, under the young Spartan king, Plisto'anax; but instead of the decisive operations that were expected, it only plundered the western borders of Attica, and retired without striking a blow. Plistoanax and his guardian were accused, on their return, of having accepted bribes from the Athenians; and as both fled the country, rather than meet the prosecution, we may presume that the charge was just. Returning to Euboea, Pericles reduced the island to complete subjection, and established a colony at Histiæa.\nline 37 | 154.\nline 38 | All parties now desired peace.\nline 39 | A thirty years' truce was concluded between Athens and Sparta, in which the former submitted\nline 40 | B. C. 445.\nline 41 | to the loss of her empire on land. The foothold in Trœzene, the right to levy troops in Achaia, the possession of the Megarid, the protectorate of free governments in central Greece, all were given up. But the losses of the war had fallen most heavily on the party which began it, while Pericles stood higher than ever in the esteem of his fellow-citizens. Thucyd ́ides,* a kinsman of Cimon, and his successor as leader of the aristocracy, was summoned to the ostracism, and when he rose to make his defense he had not a word to say. He was banished, and retired to Sparta, B. C. 444.\nline 42 | This exiled politician must not be confounded with Thucydides the great historian, who was living at the same time.\nline 43 | 155. Pericles now united all parties, and for the rest of his life held supreme control of affairs. The nobles respected him as one of their own order; the merchants and alien settlers were enriched by his protection of trade; the shippers and sailors, by his attention to maritime affairs; artisans and artists, by the public works he was incessantly carrying on; while the ears of all classes were charmed by his eloquence, and their eyes by the magnificent buildings with which he adorned the city. At this time was erected the Parthenon, or temple of Athena the Virgin, adorned by Phidias with the most beautiful sculptures, especially with the colossal statue of the goddess in ivory and gold, forty-seven feet in height. The Erechtheum, or ancient sanctuary of Athena Polias, was rebuilt; the Propylæ'a, of Pentelic marble, erected; and the Acropolis now began to be called the \"city of the gods.\"\nline 44 | B. C. 440.\nline 45 | 156.\nline 46 | Only three islands in the neighboring seas now maintained their independence, and of these the most important was Samos.\nline 47 | The Milesians, who had some cause of complaint against the Samians, appealed to the arbitration of Athens, and were joined by a party in Samos itself which was opposed to the oligarchy.\nline 48 | The Athenians readily assumed the judgment of the case, and as Samos refused their arbitration, resolved to conquer the island.\nline 49 | Pericles with a fleet proceeded to Samos, revolutionized the government, and brought away hostages from the most powerful families.\nline 50 | But no sooner was he departed than some of the deposed party returned by night, overpowered the Athenian garrison, and restored the oligarchy.\nline 51 | They gained possession of their hostages, who had been deposited on the Isle of Lemnos, and being joined by Byzantium, declared open war against Athens.\nline 52 | 157. When the news of this event reached Athens, a fleet of sixty vessels was immediately sent forth, Pericles being one of the ten commanders. Several battles were fought by sea, and the Samians were at length driven within the walls of their capital, where they endured a nine months' siege. When at last they were forced to yield, they were compelied to destroy their fortifications, surrender their fleet, give hostages for their future conduct, and pay the expenses of the war. The Byzantines submitted at the same time. Athens was completely triumphant; but the terror she had inspired was mixed with jealousy. During the revolt, the rival states had seriously discussed the question of aiding the rebels; and it was decided in the negative mainly by the influence of Corinth, which, though no friend to Athens, feared that the precedent might be remembered in case of a revolt of her own colonies.\nline 53 | B. C. 435.\nline 54 | 158. Corcyra, a colony of Corinth, had itself founded, on the Illyrian coast, the city of Epidamnus. This city, attacked by the Illyrians, led by some of her own exiled nobles, sent to Corcyra for aid, but was refused, as the exiles belonged to the party in\n</context>\n\n<phrases>\n- \"Maybe if I try it this way\"\n- \"That’s an interesting angle, but\"\n- \"Let me throw this out there\"\n- \"I was just about to say\"\n- \"Let me circle back to that\"\n- \"More or less\"\n- \"Let me connect the dots\"\n- \"No, actually\"\n- \"Let me play devil's advocate\"\n- \"Hang on a second\"\n- \"Something doesn't add up\"\n- \"I’m trying to connect the dots here\"\n- \"What keeps nagging at me is\"\n- \"It suggests that\"\n- \"You know\"\n- \"Ummm, actually\"\n- \"That reminds me\"\n- \"How do I put this\"\n- \"Alternatively\"\n- \"Coming at this from another angle\"\n- \"Just thinking out loud but\"\n- \"Bear with me while I\"\n- \"Alright, where was I?\"\n- \" is interesting\"\n- \"Wait a minute... Oh!\"\n- \"Not sure if this fits, but\"\n- \"Actually, no\"\n- \"If A is true, then\"\n- \"Am I thinking about this all wrong?\"\n- \"This makes me think of\"\n- \"That makes sense because\"\n- \"I guess there’s no perfect solution\"\n- \"Going back to what I said about\"\n- \"Let me work through this\"\n- \"On the other hand\"\n- \"What happens if we change this part?\"\n- \"But then again\"\n- \"So what I'm trying to say is\"\n- \"Okay, so\"\n- \"Let me just think this through\"\n- \"How can I approach this?\"\n- \"Picture this\"\n- \"Okay, so if I do this\"\n- \"Wait, no\"\n- \"It's almost like\"\n- \"What if I flip it around?\"\n- \"Something along those lines\"\n- \"Let me see\"\n- \"Here's what I'm thinking\"\n- \"There’s a better way to phrase this\"\n- \"There's got to be something about\"\n- \"I keep circling back to\"\n- \"Now, wait just a second\"\n- \"This might sound weird, but\"\n- \"Should I...? No, wait\"\n- \"Let me untangle this\"\n- \"Let me see if\"\n- \"Let me put this another way\"\n- \"Let me talk this through\"\n- \"It's hard to pin down\"\n- \"I'm still feeling my way through\"\n- \"Let me back up a second\"\n- \"What if we\"\n- \"Let's think step by step\"\n- \"So what does this mean in the bigger picture?\"\n- \"Backing up for a second\"\n- \" is key here\"\n- \"I’m not sure, but\"\n- \"So basically\"\n- \"I'm seeing a connection between\"\n- \"There’s a pattern here\"\n- \"On one hand... but on the other\"\n- \"I knew I was forgetting something!\"\n- \"Brainstorming here, but\"\n- \"Anyway\"\n- \"This connects to\"\n- \"What I'm getting at is\"\n- \"This connects to something else\"\n- \"What if I just flip this around?\"\n- \"The crucial thing seems to be\"\n- \"Now, if I think about it differently\"\n- \"I keep coming back to\"\n- \"This is starting to take shape\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The town of Kalinkovichi is located in Gomel region, near one of the biggest towns of Polesie named Mozyr.\nline 02 | Only 8 kilometers separate these two towns.\nline 03 | The distance continues decreasing, so it is possible that there will be a merger in the near future.\nline 04 | Kalinkovichi is one of the key railway lines located in Polesie, it explains its rapid development.\nline 05 | THE HISTORICAL NOTE\nline 06 | Archaeological excavations, conducted in Kalinkovichi, helped to suggest that there had been one of the most ancient human settlements in Belarus. People lived there 24 thousand years ago.\nline 07 | The first mention of the town dates back to the times of the Grand Duchy of Lithuania. In 1560, Kalinkovichi was a part of the Mozyr district. In the middle of the XVIII century, the town consisted of only twenty-five houses, but even then it became a center of the religious region, called parish. After the second division of the Rzeczpospolita in 1793, Kalinkovichi was a part of the Russian Empire. There were 36 yards with 117 men.\nline 08 | Kalinkovichi was expanding; there were one hundred houses in 1866. In 1882 the railway station was built, in 1916 the town became known as an important railway junction. Due to rapid growth, in 1925 Kalinkovichi was granted the deserved status of a town with ten thousand inhabitants.\nline 09 | 15 years later the Great Patriotic War started on the territory of Kalinkovichi. In August 1944 the town was occupied by the Nazis. Like other towns in Belarus, in late September there was a Jewish ghetto in Kalinkovichi, where Nazis had exterminated the majority of people who had Jewish roots.\nline 10 | During the Great Patriotic War, there existed an underground organization, called «Smugnar». This organization left a trace in the history of the town. It resisted the German troops until 1942 when the Nazis killed most of the heroic members. The courage and dedication of the «Smugnar» members was immortalized in a monument. By the way, there is a large number of memorials and monuments dedicated to war heroes - pilots, tank crews, and guerrillas.\nline 11 | The liberation of the town took place on January 14, 1944. During the Second World War, 853 Belarusian soldiers and 15 heroes of the Soviet Union were killed.\nline 12 | POPULAR SIGHTS OF KALINKOVICHI\nline 13 | You can find memorials in the town that immortalized the names of those killed during World War II. The town does not have many examples of architectural heritage. However, the district of Kalinkovichi has. It is here, near Kalinkovichi, where the famous village of Yurovichi is located. This village is considered to be the most ancient settlement on the territory of Belarus. You can observe well-preserved ancient architecture there. In 1961 the huge amount of coins of the 17th century were found in Kalinkovichi, it is a remarkable archaeological find.\nline 14 | Every two years Kalinkovichi becomes the center of Belarusian humor.\nline 15 | The famous Belarusian festival of folk humor «Avtyuki» takes place in the town.\nline 16 | Kalinkovichi is called «the town of humor and treasure».\nline 17 | This place will surprise everyone.\n</context>\n\n<phrases>\n- \"Maybe\"\n- \"Building on that\"\n- \"What keeps nagging at me is\"\n- \"There’s a pattern here\"\n- \"Hmm, let’s rewind a bit\"\n- \"This brings to mind\"\n- \"This makes me think of\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Possibly\"\n- \"Wait, no\"\n- \"That actually makes a lot of sense\"\n- \"So that’s why it wasn’t working!\"\n- \"Hang on a second\"\n- \"The pros and cons are\"\n- \"When I sit with this idea\"\n- \"Let me break this down\"\n- \"Ohhh, now I see!\"\n- \"Uh...\"\n- \"Of course! That’s the answer!\"\n- \"Something doesn't add up\"\n- \"I'm struck by\"\n- \"That reminds me\"\n- \"I guess there’s no perfect solution\"\n- \"Hold that thought\"\n- \"Now, if I think about it differently\"\n- \"Okay, let's break this down\"\n- \"Let me trace that logic back\"\n- \"Actually, no\"\n- \"Let me run through it again\"\n- \"Let me untangle this\"\n- \"Maybe I'm way off, but\"\n- \"Alternatively\"\n- \"Let's break this down into parts\"\n- \"That makes sense because\"\n- \"Let me play devil's advocate\"\n- \"I'm wondering if\"\n- \"Sort of like\"\n- \"Let me work through this\"\n- \"On one hand... but on the other\"\n- \"That’s an interesting angle, but\"\n- \"Well\"\n- \"I wonder if\"\n- \"I keep coming back to\"\n- \"That’s it!\"\n- \"Ummm, actually\"\n- \"Follow me here\"\n- \"It's almost like\"\n- \"I'm trying to untangle this\"\n- \"Okay, walking through it again\"\n- \"Wait, I think I’ve got it!\"\n- \"Oh, that clears everything up!\"\n- \"I'm starting to see a pattern\"\n- \"I'm mulling over\"\n- \"I'm intrigued by\"\n- \"Let's think step by step\"\n- \"Bear with me while I\"\n- \"No, actually\"\n- \"This makes me reflect on\"\n- \"First things first\"\n- \"Where did I put that...?\"\n- \"I’m trying to connect the dots here\"\n- \"I’m not convinced, but it might work\"\n- \"What I'm grappling with is\"\n- \"I'm curious about\"\n- \"This is starting to take shape\"\n- \"That’s the answer I was looking for!\"\n- \"I need to make sure this checks out\"\n- \"Finally, it clicks!\"\n- \"Ah...\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"But then again\"\n- \"What’s the best way to explain this?\"\n- \"In the end\"\n- \"Hmm\"\n- \"What if I flip it around?\"\n- \"Let’s weigh the options\"\n- \"Let's see\"\n- \"Let me connect the dots\"\n- \"Oh! That reminds me\"\n- \"It suggests that\"\n- \"I keep circling back to\"\n- \"If I take this apart step by step\"\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 | What Season Are Rodents Most Prevalent?\nline 02 | Rodents can be pesky all year long. They tend to like dark, warm spaces and they are highly attracted to food and waste. However, rodents are more likely to invade your home during the winter season than they are during any other month of the year. Keep reading to find out why.\nline 03 | Rodents Look for Shelter When It Gets Cold\nline 04 | Rodents love warm weather.\nline 05 | They remain outside and are able to live off of food and waste debris.\nline 06 | However, once the weather reaches a low temperature and gets excruciating cold, rodents will begin seeking shelter.\nline 07 | They cannot survive in freezing temperatures, and that’s why they will try to invade your home as soon as they notice a change in weather.\nline 08 | Once it is late fall or early winter, you may notice a rodent problem arise in your home or commercial space.\nline 09 | Rodents Look for Food Sources in the Winter\nline 10 | During the winter, rodents do not have a food source outside. They will begin to sneak into your home because, thanks to their high senses, they can smell the food you have indoors. During the spring and summer seasons, they may live off of trash and food debris they find outdoors, but this is no longer the case once the winter comes. To minimize this issue, make sure you clean up thoroughly after you eat. Even the smallest crumbs can attract pests – including rodents.\nline 11 | How to Prevent Rodent Infestations\nline 12 | You may not have a rodent problem right now, but that does not mean that you can’t have a rodent infestation in the future. Pest control plays an important role in not only getting rid of pests in your home, but also in preventing pests from getting back into your home in the future.\nline 13 | Clean Up Food Sources\nline 14 | Rodents come into our homes for shelter and food.\nline 15 | All they need is a few crumbs of food on a floor or counter to give them enough incentive to stay.\nline 16 | One of the best ways that you can keep rodents out of your house is by cleaning up and getting rid of their food sources.\nline 17 | Make sure that you clean your kitchen counters and floors after every meal. Wipe down your counters and floors with a cleaning solution and make sure that you sweep up and throw away any crumbs that are left over.\nline 18 | Wipe Up Water\nline 19 | Another one of the main reasons rodents invade and stay in your home is because they are looking for a source of water. Make sure that you wipe up any water on your floors or counters. Check your house for leaky pipes around your home and make sure to fix them immediately.\nline 20 | Seal Holes around Your Home\nline 21 | Rodents normally don’t sneak into your house because you left the front door open. They find the cracks, holes and crevices on the outside of your house so they can come in undetected.\nline 22 | Sealing as many holes or gaps around your house as you can is one of the most effective ways to keep pests from getting into your home.\nline 23 | Be sure to look for gaps and holes in these areas:\nline 24 | - Behind your refrigerator.\nline 25 | - Around your stove.\nline 26 | - Around piping in your house.\nline 27 | - In your attic and crawl spaces.\nline 28 | - In your basement.\nline 29 | You also need to look for and seal holes and gaps outside of your home in the following areas:\nline 30 | - Your roof.\nline 31 | - Around your doors.\nline 32 | - Around your windows.\nline 33 | - Under your doors.\nline 34 | - Near your attic or crawlspace vents.\nline 35 | You can use steel wool or caulk to seal up the holes inside and outside of your home.\nline 36 | How to Handle a Rodent Infestation\nline 37 | A rodent infestation needs to get taken care of right away. Rodents pose a health risk to your family. If you think that you have a pest problem and are in Alvin, Houston, Galveston, or the surrounding area, contact our pest control experts at Alvin Pest Control today.\n</context>\n\n<phrases>\n- \"Brainstorming here, but\"\n- \"Let me untangle this\"\n- \"Actually, no\"\n- \"So what does this mean in the bigger picture?\"\n- \"I keep circling back to\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Something doesn't add up\"\n- \"Wait, no\"\n- \"It's fascinating how\"\n- \"What keeps nagging at me is\"\n- \"Okay, walking through it again\"\n- \"Let's think step by step\"\n- \"What happens if we change this part?\"\n- \"It was staring me in the face\"\n- \"Consider this possibility\"\n- \"Hold that thought\"\n- \"It's almost like\"\n- \"Hmm\"\n- \"Suppose we assume that\"\n- \"Let me run through it again\"\n- \"The more I think about it\"\n- \"If A is true, then\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"In the end\"\n- \"Just spitballing here\"\n- \"Let's test this idea\"\n- \"This could explain why\"\n- \"How can I approach this?\"\n- \"Well\"\n- \"On one hand... but on the other\"\n- \"Oh! I get it now\"\n- \"That would mean\"\n- \"This connects to something else\"\n- \"There's a missing link here\"\n- \"No, actually\"\n- \"There's something here about\"\n- \"Let me make sure I got this\"\n- \" is key here\"\n- \"I'm still feeling my way through\"\n- \"I’m trying to connect the dots here\"\n- \"Is it possible that...?\"\n- \"Something's not quite right\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"What am I overlooking?\"\n- \"Wait, why does that happen?\"\n- \"This connects to\"\n- \"In other words\"\n- \"Hang on a second\"\n- \"I need to step back and rethink this\"\n- \"Let me see\"\n- \"Something's not clicking\"\n- \"Let me throw this out there\"\n- \"What if we\"\n- \"What I'm getting at is\"\n- \"There's something off here\"\n- \"I'm starting to see a pattern\"\n- \"Oh! I get it now!\"\n- \"Right, so\"\n- \"Oh! That reminds me\"\n- \"That makes sense because\"\n- \"I'm seeing a connection between\"\n- \"Ah...\"\n- \" is striking \"\n- \"Ummm, actually\"\n- \"Still working it out\"\n- \"One way to look at it is\"\n- \"I should have known that!\"\n- \"Let me see if\"\n- \"This makes me think of\"\n- \"That reminds me\"\n- \"Let me work through this\"\n- \"Let me trace that logic back\"\n- \"Here's where it gets interesting\"\n- \"Picture this\"\n- \"Oh, I see what’s happening here!\"\n- \"Let me circle back to that\"\n- \"Well, let me see\"\n- \"Hold on a second\"\n- \"The thing is\"\n- \"I need to reframe this\"\n- \"That would explain why\"\n- \"What I’m getting at is\"\n- \"[blank] is still a black box to me\"\n- \"So basically\"\n- \"Aha! That’s what I was missing!\"\n- \"That actually makes a lot of sense\"\n- \"Alright, where was I?\"\n- \"Okay, so\"\n- \"So the main idea is\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Boy Scout's Guide\nline 02 | The Effect The S.I. Had On Paris '68 And All That, Through The Angry Brigade And King Mob To The Sex Pistols\nline 03 | Constructed Situation: a moment of life concretely and deliberately constructed by the collective organization of a unitary ambiance and game of events.\nline 04 | Situationist: having to do with the theory or practical activity of constructing situations. One who engages in the construction of situations. A member of the Situationist International.\nline 05 | Situationism: a meaningless term improperly derived from the above. There is no such thing as situationism, which would mean a doctrine of interpretation of existing facts. The notion of situationism is obviously devised by anti- situationists.\nline 06 | Psychogeography: the study of the specific effects of the geographical environment, consciously organized or not, on the emotions and behaviour on individuals.\nline 07 | Psychogeographical: relating to psychogeography. That which manifests the geographical environment's direct emotional effects.\nline 08 | Psychogeographer: schoolteacher who hacks up his pupils...Sorry! One who explores and reports on psychogeographical phenomena.\nline 09 | Derive: a mode of experimental behavior linked to the conditions of urban society: a technique of transient passage through various ambiances. Also used to designate a specific period of continuous deriving.\nline 10 | Unitary Urbanism: the theory of the combined use of arts and techniques for the integral construction of a milieu in dynamic relation with experiments in behaviour.\nline 11 | Detournement: short for: detournement of pre-existing aesthetic elements. The integration of present or past artistic production into a superior construction of a milieu. In this sense there can be no situationist painting or music, but only a situationist use of these means. In a more primitive sense, detournement within the old cultural spheres is a method of propaganda, a method which testifies to the wearing out and loss of importance of those spheres.\nline 12 | Culture: the reflection and prefiguration of the possibilities of organization of everyday life in a given historical moment; a complex of aesthetics, feelings and mores through which a collectively reacts on the life that is objectively determined by it's economy. (We are defining this term only in the perspective of the creation of values, not in that of the teaching of them.\nline 13 | Decomposition: the process in which the traditional cultural forms have destroyed themselves as a result of the emergence of superior means of dominating nature which enable and require superior cultural constructions. We can distinguish between an active phase of the decomposition and effective demolition of the old superstructure - which came to an end around 1930 - and a phase of repetition which has prevailed since then. The delay in the transition from decomposition to new constructions is linked to the delay in the revolutionary liquidation of capitalism.\nline 14 | You'll find the term 'Situationist' liberally sprinkled throughout contemporary agit-prop/pop culture. A lot of people name drop it but what it actually means and where it comes from is never properly explained and mapped out for people. This particular effort is going to be no exception to that. However \"Situationist\" is most definitely not some arty term that Malcolm Mclaren dreamed up to con people. It goes back many years before Talky Malky's reign of terror and had already been used to far greater effect.\nline 15 | The term came to the attention of certain sectors of the British populus, 5 years before Malcolm Mclaren borrowed some situationist ideas for the Sex Pistols, when on the night or January 12th, 1971 the country, and more specifically the house of Robert Carr, Ted Heath's Secretary of State for Employment, was rocked by two bomb explosions. Old Blighty had, of course, already felt the anti-imperialist anger of the I.R.A. in a similar way. But this was different. The IRA used bomb attacks for very specific purposes; troops out and home rule. The Carr Bombing was undoubtedly connected with Carr's controversial industrial relations bill, but the people responsible were not part of any traditional revolutionary group. All Special Branch had to go on was a communiqué from an organization calling itself \"drumroll.\" \"The Angry Brigade- Robert Carr got it tonight. We're getting closer.\"\nline 16 | Special Branch had heard or them before, but always dismissed them as (relatively) harmless anarchistic cranks. After the Carr Bombing they took them rather more seriously, asking themselves if this was the beginning of something big - the Revolution that people had been predicting throughout the 60's? Special Branch informants and files on political groups were useless. In fact the only real clue they had was a list of targets included in an earlier communiqué: \"Embassies, High Pigs, Spectacles, Judges, Property.\" The third from last term \"Spectacles\" intrigued one enterprising Special Branch sergeant, who started visiting Liberatarian bookshops and sifting through underground magazines and literature.\nline 17 | The enterprising Special Branch sergeant found that the word Spectacle was a popular slogan, used by a Paris based group known as Situationists, to describe capitalism, the state, the whole shooting match. Owing as much to the Surrealists and Dada as Marx and Bakunin, the Situationists starting point was that the original working class movement had been crushed, by the Bourgeoisie in the West and by the Bolsheviks in the East; Working class organizations, such as Trade Unions and Leftist political parties had sold out to World Capitalism; And furthermore, capitalism could now appropriate even the most radical ideas and return them safely, in the form of harmless ideologies to be used against the working class which they were supposed to represent.\nline 18 | Unlike the Special Branch sergeant, Malcolm Mclaren obviously did'nt do his homework properly (Or maybe, schoolboy prankster that he is, he did'nt care about the exam results as long as he became a personality cult). However in 1957 the soon to be Situationists did not accept this as the way things would remain, not if they had anything to do with it. In opposition to this process they formed 'the Situationist International': a group consisting mostly of artists, intellectuals and the like (it has to be said), which set out to develop a new way of interpreting society as a whole. (Prior to the S.I. the Lettrists, who predated Punk by almost 30 years sporting trousers painted with slogans).\nline 19 | On the surface the Situationists appear as extremely cynical fatalists. They began by condemning as redundant and articulately destroying anything that came before them. Everything from the Surrealists and the Beat Generation fell in their wake. Yet they had a fundamental, utopian belief that the bad days will end. Their criteria was basically, \"if we explain how the nightmare works, everyone will wake up!\" An inevitable optimism absent, by the very fact of their existence, from traditional political groups: who always operate on the premise that people are too thick to decide for themselves.\nline 20 | This was how (and why) leading Situationist, Guy Debord formulated his theory of The Spectacle. He argued, in their journal ('Internationale Situationniste') that through computers, television, rapid transport systems and other forms of advanced technology capitalism controlled the very conditions of existence. Hence the World we see is not the Real World but the World we are conditioned to see: THE SOCIETY OF THE SPECTACLE (the name of Debord's book). The Spectacle's audience is the lumpen proletariat, the bourgeoisie, even the bosses now merely look at the Show: Real Life: thinking about it as spectators, not actually participating or experiencing it.\nline 21 | Debord saw the end result as Alienation.\nline 22 | Separation of person from person; crowds or strangers, laughing and crying together but ultimately isolated from everybody and everything.\nline 23 | The Spectacle makes spectators of us all, because we've been conned into substituting material things for Real experiences.\nline 24 | However, Debord felt this feeling of alienation could eventually break the stranglehold of the Spectacular society.\nline 25 | People were already rebelling against being kept apart by mass culture/ commodity/ consumer society.\nline 26 | In the early 60s thousands of young americans questioned their role in middle morality America and dropped out in the anonymous tenements of Haight-Ashbury, San Francisco.\nline 27 | In 1965, in the Watts suburb of Los Angeles, thousands of black kids burnt down their schools and factories.\nline 28 | To Debord these unconscious revolts against the Spectacle were evidence of it's vulnerability. It wasn't as invincible as it seemed. But before the Spectacle could be overcome it's safety net, Recouperation, had to be dealt with: to survive Spectacular Society has to have strict social control. This is retained, without much fuss, by it's ability to recouperate a potentially revolutionary situation. By changing chameleonlike it can resist an attack, creating new roles, cultural forms and encouraging participation in the construction of the world of your own alienation into the bargain.\nline 29 | For example alternative lifestyles can be turned into commodities. The Haight- Ashbury hippies were eventually packaged off into commodity culture, as, of course, the London punk rockers were a decade later. And, with a lifestyle safely recouperated, after a certain amount of time it can be dusted off and sold back to people, inducing a yearning for the past. The Spectacle had gone that whole step further. For those bored with the possession of mere things, it was now capable of packaging even the possession of experiences: package holidays, community schemes, pop culture.\nline 30 | Spectacular Society is made complete by the recuperation of the environment in which all this must be experienced: The Recouperators realized that people would no longer accept the damage the growth of the Spectacle: heavy industry: was doing to their physical surroundings: the world. Hence environmental recuperation or \"Urbanism.\" This consists of replacing disordered urban-sprawl with more manageable structures; factory-towns, new-towns, shopping-malls, super-markets. Huge areas designed solely for the purpose of work and the creation of profit, with total disregard for the needs or the people forced to service it. The workers kept apart in 'new architecture, traditionally reserved to satisfy the ruling class...for the first time, directly aimed at the poor: 'Dwelling Unit, Sweet Dwelling Unit.' Rabbit hutches designed soullessly to isolate and instill formal misery.\nline 31 | The Situationists' answer to \"Urbanism\" 'was the reconstruction or the entire environment, according to the needs of the people that inhabit it. Their answer to modern society was to be nothing short of the \"REVOLUTION OF EVERYDAY LIFE\" (the title of the companion book to 'The Society Of The Spectacle' by Raoul Vaneigem). Unlike traditional revolutionary groups, the Situationists were not concerned with the improvement of existing society, or reforming it. They were interested in destroying it completely and pulling something new and better in it's place. No half measures. No gestures. No immediate solution.\nline 32 | The Situationist programme began where art ended. They argued that mechanization and automation had potentially eliminated the need for all forms of traditional labour: leaving a gaping hole, now known as leisure time. Rather than fill this hole with 'Specialist Art', the Situationists wanted a new type of creativity to come out of it, which would be inseparable from everyday life. This new environment has to be brought about by the 'construction of situations'. Never an easy one to grasp that. Basically it's confronting the Spectacle with it's own irrelevance;\nline 33 | \"To make the World a sensuous extension of man rather than have man remain an instrument of an alien world, is the goal of the Situationist Revolution. For us the reconstruction of Life and the rebuilding of the World are one and the same desire. To achieve this the tactics of subversion have to be extended from schools, factories, universities, to confront the Spectacle directly. Rapid transport systems, shopping centers, museums, as well as the various new forms of culture and the Media, must be considered as targets for scandalous activity.\"\nline 34 | Areas For Scandalous Activity; Strasbourg University, 1966.\nline 35 | So by appropriating a bit of Marx, a bit of anarchist practice, plenty of Dadaism (Situationist practice owes more to Groucho Marx than Karl), even some Rimbaud, and by refusing absolutely to have anything to do with traditional hierarchies and the transfer of power from one ruling elite to another, the Situationists were ready to become a social force.\nline 36 | By the mid-60's they were looking around for opportunities to intervene in existing radical situations; in order to speed up the inevitable collapse of the Spectacular Society.\nline 37 | Their first major opportunity arose in 1966 at Strasbourg University; a notoriously inactive careerist student body but with a leftist student union.\nline 38 | 5 Pro-situ students infiltrated the union and set about scandalizing the authorities.\nline 39 | They formed an anarchist appreciation society, appropriated union funds for situationist inspired flyposters and invited the SI to write a critique of the university and society in general.\nline 40 | The resulting pamphlet, \"On The Poverty Of Student Life (Ten Days That Shook The University)\" was designed to wind up the apathetic students by confronting them with their subservience to the Family and the State.\nline 41 | And it was none too subtle about it;\nline 42 | \"The whole of (the Student's) life is beyond his control, and for all he sees of the World he might as well be on another planet...Every student likes to feel he is a bohemian at heart; but the student bohemian clings to his false and degraded version of individual revolt. His rent-a-crowd militancy for the latest good cause is an aspect of his real impotence...he does have marginal freedoms; a small area of liberty which as yet escapes the totalitarian control of the Spectacle; his flexible working hours permit adventure and experiment. But he is a sucker for punishment and freedom scares him to death: he feels safer in the straightjacketed space-time of the Lecture Hall and the weekly essay. He is quite happy with this open prison organized for his benefit...The Real poverty of his Everyday Life finds it's immediate phantastic compensation in the opium of cultural commodities...he is obliged to discover modern culture as an admiring spectator...he thinks he is avant-garde if he's seen the latest Godard or 'participated' in the latest 'happening'. He discovers modernity as fast as the market can provide it: for him every rehash of ideas is a cultural revolution. His principal concern is status, and he eagerly snaps up all the paperback editions of important and 'difficult' texts with which mass culture has filled the bookstore. Unfortunately, he cannot read, so he devours them with his gaze.'\"\nline 43 | The pamphlet went on to dismiss the university as \"The Society for the propagation of ignorance...high culture with the rhythm of the production line...With out exception the lecturers are cretins...bourgeois culture is dead...all the university does is make production-line specialists. But on the positive side, it pointed out that away from student life, in the Real World, working class kids were already rebelling against the boredom of everyday life;\nline 44 | \"...the 'delinquents' of the world use violence to express their rejection of society and its sterile options.\nline 45 | But their refusal is an abstract one: it gives them no chance of actually escaping the contradictions of the system.\nline 46 | They are it's products - negative, spontaneous, but none the less exploitable.\nline 47 | All the experiments of the new social order produce them: they are the first side- effects of the new urbanism; or the disintegration of all values; or the extension of an increasingly boring consumer leisure; of the growing control of every aspect of everyday life by the psycho-humanist police force; and of the economic survival of a family unit which has lost all significance.\nline 48 | \"The 'young thug' despises work but accepts the goods. He wants what the spectacle offers him - but NOW, with no down payment. This is the essential contradiction of the delinquent's existence. He may try for a real freedom in the use of his time, in an individual assertiveness, even in the construction of a kind of community. But the contradiction remains, and kills (on the fringe old society, where poverty reigns, the gang develops it's own hierarchy, which can only fulfill itself in a war with other gangs, isolating each group and each individual within the group). In the end the contradiction proves unbearable. Either the lure of the product world proves too strong, and the hooligan decides to do his honest day's work: to this end a whole sector of production is devoted specifically to his recuperation. Clothes, records, guitars, scooters, transistors, purple hearts beckon him to the land of the consumer. Or else he is forced to attack the laws of the market itself either in the primary sense, by stealing, or by a move towards a conscious revolutionary critique of commodity society. For the delinquent only two futures are possible: revolutionary Consciousness, or blind obedience on the shop floor.\"\nline 49 | However existing student rebels, such as The Dutch Provos, the British 'Committee of 100' and the Berkeley students got the thumbs down: Basically for fighting the symptoms (Nuclear Arms/ the Vietnam war/ Racism/ Censorship) not the disease: And specifically for their tendency to sympathize with western society's apparent enemies; China especially whose cultural revolution pamphlet considered \"a pseudo-revolt directed by the most elephantine bureaucracy of modern times.\" (it did begrudgingly have a good word for the Committee of 100's \"Spies for Peace\" scandal: where, in 1963 the anti-nuke movement invaded secret fallout shelters reserved for the British government.)\nline 50 | Summing up, \"On the Poverty...\" outlined the solution as confronting the present social system with the negative forces it produces;\nline 51 | \"We must destroy the Spectacle itself, the whole apparatus of the commodity society...We must abolish the pseudo-needs and false desires which the system manufactures daily in order to preserve it's power.\"\nline 52 | Using appropriated union funds, 10,000 copies of the pamphlet were printed and handed out at the official ceremony, to mark the beginning of the Strasbourg academic year. There was an immediate outcry. The local, national, and international press condemned it as incitement to violence, which of course it unashamedly was. The Rector of the University said they should be in a lunatic asylum. The students responsible were expelled and the student union closed by court order.\nline 53 | The presiding Judge pronounced; \"The accused have never denied the charge of misusing the funds of the student union. Indeed, they openly admit to having made the union pay some 650 pounds for the printing of 10,000 pamphlets, not to mention the cost of other literature inspired by the 'International Situationniste'. These publications express ideas and aspirations which, to put it mildly, have nothing to do with the aims of a student union. One only has to read what the accused have written, for it is obvious that these five students, scarcely more than adolescents, lacking all experience of real life, their minds confused by ill-digested philosophical, social, political and economic theories, and perplexed by the drab monotony of their everyday life, make the empty, arrogant and pathetic claim to pass definitive judgements, sinking to outright abuse, on their fellow students, their teachers, God, religion, the clergy, the governments and political systems of the whole world, rejecting all morality and restraint, these cynics do not hesitate to commend theft, the destruction of scholarship, the abolition of work, total subversion and a worldwide proletarian revolution with 'Unlicensed pleasure' as it's only goal.\nline 54 | \"In view of their basically anarchist character, these theories and propaganda are eminently noxious. Their wide diffusion in both student circles and among the general public, by the local, national and foreign press, are a threat to the morality, the studies, the reputation and thus the very future of the students of the University of Strasbourg.\"\nline 55 | Areas For Scandalous Activity; Paris '68 And All That.\nline 56 | \"This work is part of a subversive current of which the last has not yet been heard. It's significance should escape no one! In any case, as time will show, no one is going to escape its implications!\"\nline 57 | -Raoul Vaneigem, \"The Revolution Of Everyday Life\"\nline 58 | no copyright 2001 textz.com - no rights reserved\nline 59 | no copyright 2001 sami.is.free.fr - no rights reserved\n</context>\n\n<phrases>\n- \"Uh, where was I?\"\n- \"This brings to mind\"\n- \"Let me sum this up so far\"\n- \"I’m trying to connect the dots here\"\n- \"Oh, that clears everything up!\"\n- \"Let me chew on this\"\n- \"Something doesn't add up\"\n- \"What I'm getting at is\"\n- \"On one hand... but on the other\"\n- \"What I’m getting at is\"\n- \"What if we\"\n- \"If A is true, then\"\n- \"I'm pondering\"\n- \"It almost fits, but something’s off\"\n- \"This makes me think of\"\n- \"That would mean\"\n- \"I'm intrigued by\"\n- \"Let's think step by step\"\n- \"I was just about to say\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Suppose we assume that\"\n- \"Building on that\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"This connects to\"\n- \"No, actually\"\n- \"Consider this possibility\"\n- \"I need to reframe this\"\n- \"That makes sense because\"\n- \"I'm curious about\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"That’s what I was trying to say!\"\n- \"Oh! I get it now\"\n- \"This just clicked into place!\"\n- \"That’s an interesting angle, but\"\n- \"Wait, no\"\n- \"Now it makes sense!\"\n- \"Hmm, let’s rewind a bit\"\n- \"Picture this\"\n- \"What keeps nagging at me is\"\n- \"I'm struck by\"\n- \"I'm seeing a connection between\"\n- \"I should have known that!\"\n- \"When I sit with this idea\"\n- \"Actually, no\"\n- \"Basically\"\n- \"The thing is\"\n- \"What if we looked at it like\"\n- \"Oh! That reminds me\"\n- \"I keep circling back to\"\n- \"If we follow this logic\"\n- \"In essence\"\n- \"I'm wondering if\"\n- \"There's a missing link here\"\n- \"I wonder if\"\n- \" is key here\"\n- \"That reminds me\"\n- \"What’s the best way to explain this?\"\n- \"Ummm, actually\"\n- \"Let me run through it again\"\n- \"Let me play devil's advocate\"\n- \"Let me untangle this\"\n- \"It's almost like\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"I need to make sure this checks out\"\n- \"So, the bottom line is\"\n- \"So that’s why it wasn’t working!\"\n- \"The crucial thing seems to be\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me work through this\"\n- \"What if I flip it around?\"\n- \"Okay, walking through it again\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"In the end\"\n- \"Backing up for a second\"\n- \"Is it possible that...?\"\n- \"But then again\"\n- \"Alternatively\"\n- \"I'm trying to reconcile\"\n- \"On the other hand\"\n- \"Let me connect the dots\"\n- \"So what I'm trying to say is\"\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 | GRATITUDE AND HUMILITY. HAPPY THANKSGIVING.\nline 02 | There is a Spanish saying which states: “Es de bien nacido el ser agradecido” which we can freely translate as: It is of the well-bred (or well-raised) that of being thankful (or grateful).\nline 03 | The virtue of gratitude is a trait of people who have finesse, who are delicate and courteous in their dealings with others; and of those have received a good social and moral education from their parents.\nline 04 | - Rudeness, incivility and insensitivity, however, lead one to not even bother to say “thank you” for the favors and acts of service rendered to him by others.\nline 05 | - Ungrateful people feel “entitled” to all the favors and service: that they have the right to be served by the people around them, and thus, don’t bother to express any manifestation of gratitude.\nline 06 | - Nevertheless, there is much more to the virtue of gratitude than just being a trait of those who were raised well by their parents.\nline 07 | - Humility enables us to discover and recognize not only the good things we have and the good things people do for us but also the fact that ALL THAT WE ARE AND ALL THAT WE HAVE ARE NOT MERITED BUT ARE GIFTS THAT COME FROM THE GOODNESS OF GOD AND OF THE PEOPLE AROUND US.\nline 08 | - The novelty and the experience of surprise before an unexpected gift or service from God and from others lead one to give thanks. But in order to be thankful, a humble attitude to acknowledge the gifts that God gives us is necessary: the gift of life, of a new day, of the love, concern, kindness and service of the people around us, of the food we have on the table…..and a lot more…are reasons more than good enough for thanksgiving.\nline 09 | - Moreover, FOR A CHILD OF GOD who strives to consider that the ORDINARY EVENTS IN HIS LIFE HAVE A DIVINE PURPOSE, even a toothache, a headache, difficulties, change of plans, a serious illness, moral pain and ALL THOSE THINGS WHICH MEN CALL BURDENS, CAN BE CONVERTED INTO MOTIVES OF THANKSGIVING (and thus BLESSINGS) because WE CAN CHOOSE TO MAKE USE OF THOSE “NEGATIVE” EXPERIENCES OFFERING THEM TO GOD; CONVERTING THEM INTO MEANS TO GROW IN THE VIRTUES OF FAITH, FORTITUDE, ETC., TO PURIFY US OF OUR SINS, TO GROW IN INTERIOR LIFE… As St. Josemaria says, “OMNIA IN BONUM!” (an ejaculatory prayer taken from Rom 8:28 which states: “for those who love God all things work together unto the good”).\nline 10 | - He who is proud is blind, and hence, does not notice and appreciate the good things he has or those others have done for him, in the first place, what God has given and done for him.\nline 11 | - As the philosopher from Cordova, Spain wrote: “Ingrate is he who denies the benefits [acts of kindness, favors, gifts] received; ingrate as well is he who conceals them; more ingrate is he who does not acknowledge them and most ingrate of all is he who forgets about them” (Séneca, De beneficiis, III. Translation mine.)\nline 12 | Dear friends, as St. Paul said: “Let the peace of Christ rule in your hearts, to which indeed you were called in the one body. And be thankful. Let the word of Christ dwell in you richly… and with gratitude in your hearts sing psalms, hymns, and spiritual songs to God.\nline 13 | And whatever you do, in word or deed, do everything in the name of the Lord Jesus, giving thanks to God the Father through him(Col 3:15-17).”\nline 14 | LET US THEN BE ALWAYS THANKFUL TO GOD FOR “IT IS TRULY RIGHT AND JUST, OUR DUTY AND OUR SALVATION, ALWAYS AND EVERYWHERE TO GIVE YOU THANKS, LORD, HOLY FATHER, ALMIGHTY AND ETERNAL GOD, THROUGH JESUS CHRIST OUR LORD (Preface)”!\nline 15 | “Get used to lifting your heart to God, in acts of thanksgiving, many times a day. Because he gives you this and that. Because you have been despised. Because you haven’t what you need or because you have. Because he made his Mother so beautiful, his Mother who is also your Mother. Because he created the sun and the moon and this animal and that plant. Because he made that man eloquent and you he left tongue-tied…Thank him for everything, because everything is good. (St. Josemaría, “The Way”, n. 268).”\nline 16 | Through the intercession of Mother Mary, most humble, may we always be grateful to God and to the people around us, manifesting our sincere gratitude with a heartfelt thanks (not only to our loved ones but also to people whom we don’t know…the bank clerk, the janitor, the receptionist, the porter of the supermarket….).\nline 17 | Happy Thanksgiving to all of you dear friends,\nline 18 | esp. from the USA!\nline 19 | May you all have a pleasant Thanksgiving day reunion.\nline 20 | May God hear from us “THANK YOU” many times during the day!\nline 21 | And may we provoke a smile of joy to the people who serve or help us\nline 22 | when we sincerely tell them “Thank you”.\nline 23 | God bless you and your loved ones!\nline 24 | -Fr.\nline 25 | Rolly Arjonillo.\nline 26 | Cordially inviting you to like our FB page and share our posts to help more people in their Catholic faith and life.\nline 27 | Thanks and God bless!\nline 28 | - Gratitude is “the highest expression of prayer because it manifests one’s experience of Divine Love [in him] (Blessed Alvaro del Portillo).”\nline 29 | - “Is there anything better we can harbor in our heart, pronounce with our mouth, write with the pen than these words: “Thanks be to God?” There is no other thing that can be said with greatest brevity, nor that can be heard with greatest joy, nor be felt with greatest upliftment, nor do with greatest productiveness” (St. Augustine, Epist., 72: translation mine)\nline 30 | PHOTO SOURCES: crosswalk.com & rusty-scupper.com\nline 31 | Stay updated: subscribe by email for free TO OUR NEW WEBSITE www.catholicsstrivingforholiness.org (PUT YOUR EMAIL IN THE SUBSCRIBE WIDGET).\nline 32 | We are also in www.fb.com/Catholicsstrivingforholiness. Kindly help more people in their Christian life by liking our page and inviting your family, friends and relatives to do so as well. Thanks in advance and God bless you and your loved ones! Fr. Rolly Arjonillo\n</context>\n\n<phrases>\n- \"Let's break this down into parts\"\n- \"This isn't quite right, but\"\n- \"This brings to mind\"\n- \"That’s an interesting angle, but\"\n- \"The tricky part is\"\n- \"I wonder if\"\n- \"Wait, I think I’ve got it!\"\n- \"Something about [blank] is still bothering me\"\n- \"Ohhh, now I see!\"\n- \"There's something off here\"\n- \"This just clicked into place!\"\n- \"I keep circling back to\"\n- \"Okay, pros and cons\"\n- \"I'm struck by\"\n- \"I’m not sure if that’s the right approach\"\n- \"This makes me reflect on\"\n- \"Let me work through this\"\n- \"Let me untangle this\"\n- \"Maybe I'm way off, but\"\n- \"Building on that\"\n- \"If I take this apart step by step\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"On one hand... but on the other\"\n- \"Okay, backtrack a bit\"\n- \"There’s a pattern here\"\n- \"Kind of\"\n- \"I'm wondering if\"\n- \"Let me chew on this\"\n- \"Oh, that clears everything up!\"\n- \"Of course! That’s the answer!\"\n- \"Alternatively\"\n- \"Oh! I get it now!\"\n- \"Let me connect the dots\"\n- \"Backing up for a second\"\n- \"When I sit with this idea\"\n- \"Actually, no\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Now it all comes together!\"\n- \"I'm starting to see a pattern\"\n- \"Wait, but if that’s true\"\n- \"No, actually\"\n- \"Now I'm stuck on\"\n- \"I'm trying to untangle this\"\n- \"What if I flip it around?\"\n- \"Something doesn't add up\"\n- \"Wait, does this contradict itself?\"\n- \"I should have known that!\"\n- \"Let’s weigh the options\"\n- \"It was staring me in the face\"\n- \"I'm pondering\"\n- \"I'm mulling over\"\n- \"This connects to\"\n- \"What keeps nagging at me is\"\n- \"I'm seeing a connection between\"\n- \"This is pretty rough\"\n- \"Wait, no\"\n- \"The pros and cons are\"\n- \"Ummm, actually\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"I'm not sure, but\"\n- \"Let’s not rush this\"\n- \"Uh, where was I?\"\n- \"I need to make sure this checks out\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Something tells me I should\"\n- \"I keep coming back to\"\n- \"That reminds me\"\n- \"Let me trace that logic back\"\n- \"Let me play devil's advocate\"\n- \"Let me back up a second\"\n- \"But then again\"\n- \"This makes me think of\"\n- \"This explains so much!\"\n- \"It's almost like\"\n- \"Not quite there yet\"\n- \"Okay, let's break this down\"\n- \"First things first\"\n- \"I'm intrigued by\"\n- \"Let's think step by step\"\n- \"On the other hand\"\n- \"This connects to something else\"\n- \"This is slipping through my fingers\"\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 | \"Blessed is the one whose transgression is forgiven, whose sin is covered. Blessed is the man against whom the Lord counts no iniquity, and in whose spirit there is no deceit.\" (Psalm 32:1-2)\nline 02 | \"Pardoning mercy is of all things in the world most to be prized, for it is the only and sure way to happiness.\" -- Treasury of David (Ref. 1)\nline 03 | This article teaches the seriousness of transgression, sin, and iniquity from Psalm 32:1-2 as well as the blessedness of forgiveness through the atonement of Christ.\nline 04 | Consider.\nline 05 | True happiness comes not from the world, nor through \"self help,\" but from God's forgiveness of our sins through the atonement of Christ.\nline 06 | The Blessedness of Forgiveness\nline 07 | Psalm 32:1 begins with an exclamation in the form of an interjection. The opening phrase could be translated \"Oh! How blessed is the one whose transgression is forgiven!\" (Ref. 2) The Hebrew word for blessed is esher, which is a forceful interjection that means \"How happy!\" (Ref. 3) David is so joyful that he repeats the exclamation, \"Oh! How blessed,\" again in verse 2. \"Blessed is the man against whom the Lord counts no iniquity, and in whose spirit there is no deceit\" (Psalm 32:2). Note that true happiness of forgiveness comes from God, not from man.\nline 08 | The word for \"man\" in Psalm 32:2 is adam, which means mankind, including men, women, and children (Ref.\nline 09 | 4).\nline 10 | The Threefold Picture of Sin\nline 11 | Psalm 32:1-2 employs three words for sin -- \"transgression,\" \"sin,\" and \"iniquity.\" All three are serious. These words describe the compass of sin and its foulness (Ref. 2). Let's take them in the order described by David, the psalmist.\nline 12 | Transgression.\nline 13 | Psalm 32:1 says \"Blessed is the one whose transgression is forgiven.\"\nline 14 | The Hebrew word for transgression means rebellion (Ref.\nline 15 | 5).\nline 16 | We commit a transgression against God when we know, or our conscience knows, what God's law teaches, and we go ahead and do the deed anyway.\nline 17 | Sin. The Hebrew word for sin written in Psalm 32:1, chataah, means great sin. Chataah occurs only eight times in the Old Testament (Ref. 6, Genesis 20:1-9; Exodus 32:1-4, 19-21).\nline 18 | A similar Hebrew word for sin, chata, occurs more than 200 times in the Old Testament and means do wrong, commit a mistake, or miss the mark or goal (Strong's Exhaustive Concordance Ref. 7, Exodus 20:18-20, Psalm 4:4).\nline 19 | Iniquity.\nline 20 | The Hebrew word for iniquity is avon, which means moral evil (Ref.\nline 21 | 8).\nline 22 | \"'Iniquity' is defined as being wicked or immoral in nature or character.\nline 23 | Primarily, it indicates 'not an action, but the character of an action,' and is so distinguished from 'sin'\" (Ref.\nline 24 | 9).\nline 25 | We commit iniquity when we not only rebel against God and miss the mark, but also waver or diverge from the straight path manifest in God's law (Ref.\nline 26 | 2).\nline 27 | The Threefold Picture of Forgiveness\nline 28 | Psalm 32 verses one and two describe three aspects of forgiveness - \"forgiven,\" \"covered,\" and \"not counted (not imputed).\" Let's take each aspect in the order presented.\nline 29 | Forgiven. Psalm 32:1 begins, \"Blessed is the one whose transgression is forgiven ...\" When God forgives our sins, he lifts them up and carries them away. The Hebrew word for forgiven means to lift, carry away, and bear (Ref. 10).\nline 30 | In the Old Testament, on the annual day of atonement, the scapegoat (literally, goat of removal) carried away the sins of the people into the wilderness (Leviticus 16:7-10, Leviticus 16:29-30, Ref. 11). In the New Testament, Jesus Christ, the Lamb of God, is the one who takes away our sin (John 1:29). Jesus Christ takes away our sin not just annually but once and for all time (Hebrews 9:11-12). \"He himself bore our sins in his body on the cross, so that we might die to sins and live for righteousness; by his wounds you have been healed\" (1 Peter 2:24).\nline 31 | Covered. \"Blessed is the one whose transgression is forgiven, whose sin is covered\" (Psalm 32:1, italics added). The Hebrew word for cover means to hide or conceal (Ref. 12). For the believer in Christ, God hides our sin, covers it with a merciful veil, so it no longer comes into his view as evidence against us (Ref. 2). Christ's atonement is the covering for our sin (Ref. 2).\nline 32 | Not Counted (Not Imputed). Psalm 32 verse 2 in the English Standard Version (ESV) begins, \"Blessed is the man against whom the Lord counts no iniquity ...\" The Hebrew word for count means impute, charge, or reckon (Ref. 13). Even though our iniquity (moral evil) has been ugly, when we believe in and trust our Lord and Savior Jesus Christ, he does not impute to us (charge us for, take into account, or reckon) that iniquity (Ref. 13).\nline 33 | How Do We Receive the Blessedness of Forgiveness?\nline 34 | The blessedness of forgiveness can be known only through the atonement of Christ.\nline 35 | Isaiah 53:5 - \"But he was pierced for our transgressions; he was crushed for our iniquities; upon him was the chastisement that brought us peace, and with his wounds we are healed.\"\nline 36 | 1 Peter 1:18-19 - \" ... knowing that you were ransomed from the futile ways inherited from your forefathers, not with perishable things such as silver or gold, but with the precious blood of Christ, like that of a lamb without blemish or spot.\"\nline 37 | 1 John 2:2 - \"He is the atoning sacrifice for our sins, and not only for ours but also for the sins of the whole world.\"\nline 38 | We receive forgiveness by acknowledging our sin and confessing our sin to God.\nline 39 | Psalm 32:5 - \"I acknowledged my sin to You, And my iniquity I have not hidden. I said, 'I will confess my transgressions to the Lord,' And You forgave the iniquity of my sin.\"\nline 40 | 1 John 1:8-9 - \"If we say that we have no sin, we deceive ourselves, and the truth is not in us. If we confess our sins, He is faithful and just to forgive us our sins and to cleanse us from all unrighteousness.\"\nline 41 | True happiness (blessedness) comes only through the forgiveness and removal of our sin by Christ, not from anything the world provides.\nline 42 | Apply. Do you want to receive the blessedness of forgiveness for your sins? Acknowledge your sins, and confess your sins to Jesus Christ (1 John 1:9). He will lift away the guilt and pain of your sin and will heal you. You will receive the true happiness of knowing by faith that you are pardoned forever by Christ.\nline 43 | (Click the link above)\nline 44 | Mr. Whitney V. Myers. Christian. For more information, please visit the Author Page.\nline 45 | I plan to provide new postings about once a month.\nline 46 | (subject to change)\nline 47 | (most recent three months)\n</context>\n\n<phrases>\n- \"Okay, pros and cons\"\n- \"What was I about to say?\"\n- \"This is rough, but\"\n- \"Let me connect the dots\"\n- \"That’s an interesting angle, but\"\n- \"There’s a pattern here\"\n- \"Let me play devil's advocate\"\n- \"Going back to what I said about\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Okay, walking through it again\"\n- \"Let me put this another way\"\n- \"First things first\"\n- \"What if I flip it around?\"\n- \"Let me break this down\"\n- \"I’m trying to connect the dots here\"\n- \"That makes sense because\"\n- \"Actually, no\"\n- \"On one hand... but on the other\"\n- \"No, actually\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Now it makes sense!\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Why did I do that?\"\n- \"But then again\"\n- \"Let me untangle this\"\n- \"This makes me think of\"\n- \"Possibly\"\n- \"I need to reframe this\"\n- \"Ummm, actually\"\n- \"I'm trying to untangle this\"\n- \"What keeps nagging at me is\"\n- \"Let's think step by step\"\n- \"I keep coming back to\"\n- \"Alternatively\"\n- \"That’s the piece of the puzzle!\"\n- \"Wait, but if that’s true\"\n- \"So, the bottom line is\"\n- \"Now, if I think about it differently\"\n- \"So far, it looks like\"\n- \"Let's break this down into parts\"\n- \"What I’m getting at is\"\n- \"What I'm getting at is\"\n- \"If I'm not mistaken\"\n- \"It's fascinating how\"\n- \" is interesting\"\n- \"It's almost like\"\n- \"The pros and cons are\"\n- \"That reminds me\"\n- \"Something doesn't add up\"\n- \"This connects to something else\"\n- \" is striking \"\n- \"Uh, where was I?\"\n- \"Oh, that clears everything up!\"\n- \"It suggests that\"\n- \"I was just about to say\"\n- \"Now it all comes together!\"\n- \"Oh! I get it now\"\n- \"Would that even work?\"\n- \"Let’s weigh the options\"\n- \"I’m not convinced, but it might work\"\n- \"This connects to\"\n- \"I’m almost there\"\n- \"That doesn’t sound right\"\n- \"I should have known that!\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Oh, I see what’s happening here!\"\n- \"Building on that\"\n- \"What I mean is\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"If I take this apart step by step\"\n- \"I guess there’s no perfect solution\"\n- \"Let me back up a second\"\n- \"Of course! That’s the answer!\"\n- \"Let me work through this\"\n- \"I was looking at this all wrong!\"\n- \"The more I think about it\"\n- \"The crucial thing seems to be\"\n- \"It was staring me in the face\"\n- \"Wait, no\"\n- \"Hmm, that doesn’t sound right\"\n- \"I'm seeing a connection between\"\n- \"This is starting to take shape\"\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 | By age 3, most children are expressing themselves using complex language structures. They’re using hundreds of words, combining words and using prefixes and suffixes to change meanings. These children are also using language to make requests, comment and even protest.\nline 02 | Language development occurs gradually, somewhat systematically and mostly invisibly. It just sort of happens. Unless it doesn’t.\nline 03 | By 3, if a student isn’t using verbal speech as their primary form of expression, it’s time to seek intervention. The result of multiple assessments, meetings and discussions may lead to implementing a device to help the student learn to use language. This approach is called alternative or augmentative communication (AAC).\nline 04 | Not long ago, AAC devices were unsophisticated, consisting of static arrays with limited vocabulary.\nline 05 | Today, touchscreen devices with robust language systems and access to thousands of words are becoming the norm.\nline 06 | As we continue the march toward inclusive practices, the day is coming when you’ll be the educator responsible for designing educational experiences for a student who uses an augmentative communication device. Although there may be support from a special education teacher, speech language pathologist and (hopefully) an accessible design coach, it will still fall to the general educator to design lessons.\nline 07 | Here’s how you can help students succeed:\nline 08 | 1.\nline 09 | Believe they can\nline 10 | There’s no better way to ensure failure than believing a student can’t learn what you’re trying to teach them. You must believe that someday with the right tools, training and enough time, the student will eventually use the device to say whatever they want to say whenever they want to say it.\nline 11 | 2. Now might not necessarily mean forever\nline 12 | Research shows that the implementation of a communication device doesn’t impede the development of verbal speech. If a student is going to eventually use verbal speech as their primary form of expression, the device acts like a catalyst, increasing the verbal speech acquisition rate. For some students, there may be a day when they no longer need the device, but if they do need it forever, the sooner they have it and the more they use it, the better chance for learning language.\nline 13 | 3. Use the device as much as possible\nline 14 | Students using communication devices to learn language need to be placed in an environment where people use the device to communicate as much as possible.\nline 15 | The technical name for the strategy is called aided language stimulation (ALgS), but a simple way to think of it is to model on the device.\nline 16 | This can take different forms, including:\nline 17 | This is where the communication partner explicitly attempts to teach a word to a student by pointing to and using that word. For example, looking at a toy elephant, the educator might use the device to say, “Big. It is big.” And then verbally say, “You say it. Show me ‘big.’” while pointing at the word on the device.\nline 18 | This is where the communication partner attempts to have a natural conversation. The educator might use the device to say “It’s big! I like it! Do you?” To which the student might respond by saying, “Big” or “Yes.”\nline 19 | This is where the communication partner narrates what they are doing with no expectation of a response.\nline 20 | For example, the educator might say, “It’s big.\nline 21 | It’s gray.\nline 22 | It’s hungry.\nline 23 | I’ll feed it.\nline 24 | He likes it.”\nline 25 | 4. Implement a version of the system for everyone\nline 26 | The vocabulary on most AAC systems consists of frequently used words, known as core vocabulary. AAC devices provide people an opportunity to learn these words in an organized and visual way. The more people, including other students, provide modeling by using the student’s communication system, the better.\nline 27 | Peers interacting with the student using the same system not only helps the student who needs the device, but reinforces the spelling, meaning and structure of the words for everyone. Some educators use the home screen from a communication device as an instructional tool for teaching language, vocabulary, spelling and reading to everyone!\nline 28 | For instance, every student in the class might get a laminated version of the home screen of a student’s system to use for modeling and to learn sight words. Some educators also display large versions of the home screen on interactive whiteboard to integrate into whole- or small-group reading activities.\nline 29 | 5. Ask to be coached\nline 30 | Successful implementation of an AAC system is akin to learning a second language. It takes time, dedication and practice. Seek out opportunities to learn more about AAC implementation. Self-directed and self-initiated learning is a start, but to accelerate the process of learning to implement an AAC device, ask to be coached using a systematic plan.\nline 31 | The essence of learning language is to make and maintain deep relationships with others. Helping another achieve that ability can be even more gratifying than teaching someone how to read, write or do math. When you help a student who uses an AAC device learn language, you’re giving a gift that lasts a lifetime.\nline 32 | Christopher Bugaj is a founding member of the assistive technology team for Loudoun County Public Schools in Ashburn, Virginia, and is a coauthor of Inclusive Learning 365.\nline 33 | He hosts the award-winning podcast a.t.tipscast, has presented at local, national and international events and has designed and taught online courses on assistive technology.\nline 34 | This is an updated version of a post that originally published on Sept. 21, 2018.\n</context>\n\n<phrases>\n- \"Here's what's bugging me\"\n- \"Let’s weigh the options\"\n- \"The crucial thing seems to be\"\n- \"Let's think step by step\"\n- \"Wait a minute... Oh!\"\n- \"Coming at this from another angle\"\n- \"Let me just think this through\"\n- \"Uh, where was I?\"\n- \"I just had it, what was it?\"\n- \"Actually, no\"\n- \"Take this with a grain of salt\"\n- \"I keep circling back to\"\n- \"Alright, where was I?\"\n- \"Bear with me while I\"\n- \"What I mean is\"\n- \"On one hand... but on the other\"\n- \"Let me circle back to that\"\n- \"First things first\"\n- \"Let me trace that logic back\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"That doesn’t sound right\"\n- \"That changes everything\"\n- \"I feel like I’m close\"\n- \"Something doesn't add up\"\n- \"Sort of like\"\n- \"Now it makes sense!\"\n- \"Where did I put that...?\"\n- \"Wait, no\"\n- \"Let's see\"\n- \"In essence\"\n- \"Now, if I think about it differently\"\n- \"I'm still feeling my way through\"\n- \"In a way\"\n- \"So what I'm trying to say is\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Let's break this down into parts\"\n- \"Okay, let's break this down\"\n- \"Oh, I see what’s happening here!\"\n- \"Let me break this down\"\n- \"Ohhh, now I see!\"\n- \"Let me work through this\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"There’s a better way to phrase this\"\n- \"Well\"\n- \"Let me see if\"\n- \"Now we're cooking\"\n- \" is striking \"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me make sure I got this\"\n- \"Let me untangle this\"\n- \"Let me think\"\n- \"Possibly\"\n- \"I could do this, or maybe that\"\n- \"What if we\"\n- \"That would mean\"\n- \"If I take this apart step by step\"\n- \"The thing is\"\n- \"Ummm, actually\"\n- \"What I'm getting at is\"\n- \"I was just about to say\"\n- \"Finally, it clicks!\"\n- \"Am I missing something?\"\n- \"Okay, pros and cons\"\n- \" is key here\"\n- \"I keep coming back to\"\n- \"Something's not clicking\"\n- \"I think I found the solution!\"\n- \"Would this be worth the risk?\"\n- \"I'm just throwing ideas around\"\n- \"That would explain why\"\n- \"It finally adds up!\"\n- \"What’s the next step?\"\n- \"No, actually\"\n- \"Let me talk this through\"\n- \"Let me back up a second\"\n- \"I guess maybe\"\n- \"Let me see\"\n- \"What keeps nagging at me is\"\n- \"Going back to what I said about\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I'm trying to untangle this\"\n- \"The pros and cons are\"\n- \"Hmm\"\n- \"Ah...\"\n- \"I should have known that!\"\n- \"There's something here 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 | Volunteering in Philippines\nline 02 | Discover volunteering opportunities in the Philippines. Spanning over 7000 islands, the culture and landscape of the Philippines are as diverse as the assignments on offer in this beautiful country.\nline 03 | About the Philippines\nline 04 | More than 110 million people live throughout the volcanic archipelago of the Philippines, with a total land area just larger than the state of Victoria.\nline 05 | The Philippines is unique in many ways. From the incredible marine biodiversity, to getting around in ‘jeepneys’, to the strong Hispanic and American cultural influences, there is so much to learn and enjoy in the Philippines.\nline 06 | According to the World Bank, more than 100 scientists have declared the Philippines as the world’s ‘centre of marine biodiversity’ because of its vast species of marine and coastal resources. The Philippines is part of the Coral Triangle – the epicenter for marine biodiversity and what is known as the Amazon of the Sea. It is an area with more species of fish and corals than any other marine environment on earth.\nline 07 | The Philippines was first colonised by the Spanish, and then the USA.\nline 08 | As a result of the Spanish rule, you will notice words like fiesta (party), siesta (afternoon rest), regalo (gift), and many others commonly used in the Filipino language.\nline 09 | Many old buildings and institutions, especially in Manila and Cebu, are heavily influenced by American and Spanish architecture.\nline 10 | ‘Jeepneys’ are a unique mode of transportation in many parts of the Philippines originating from thousands of army jeeps that the US military left after World War II. Filipinos extended the cabs to accommodate more passengers, and they vary widely from region to region.\nline 11 | The current economic outlook in the Philippines is positive — the World Bank recorded a healthy GDP growth rate in 2018, and a decrease in overall poverty has been steady. However, the country’s GDP per capita ranks the Philippines at just 129th worldwide. Socio-economic conditions for many Filipinos are difficult, and there continues to be a growing disparity between rich and poor. Additionally, much of the country’s economic development and infrastructure projects are disproportionally focused in urban centres such as Manila.\nline 12 | Australian volunteers in the Philippines\nline 13 | Australian volunteers have supported a wide range of partner organisations in the Philippines since 2000. They have volunteered in Manila, Occidental Mindoro, Oriental Mindoro, Camarines Sur, Negros Occidental and Cebu. The Australian Volunteers Program works closely with the Philippine National Volunteer Service Coordinating Agency (PNVSCA).\nline 14 | Volunteering opportunities in the Philippines support communities across a range of development priorities, including:\nline 15 | - economic growth\nline 16 | - good governance\nline 17 | - social inclusion and protection\nline 18 | - disaster risk reduction\nline 19 | - gender equality and women’s empowerment\nline 20 | Australian-Filipino volunteers connect to culture on assignment\nline 21 | Life as a volunteer in the Philippines\nline 22 | Culture, religion and language\nline 23 | Big urban cities such as Manila, Cebu, Davao, Iloilo, and Bacolod are multi-cultural with many foreigners and expatriates living there. The best way to behave at both business meetings and in the community is with good humour, courtesy, and a willingness to smile, and by generally demonstrating a calm and relaxed attitude. The Philippines is unique among its neighbours in the South East Asian region with the majority of Filipinos identifying as Christian (more than 92%).\nline 24 | More than 52 million Filipinos speak English, making it the fifth largest English-speaking nation behind the US, India, Pakistan, and the UK. Filipino (Tagalog) and English are the two official languages but there are a 170 spoken languages across the Philippines. As with any country, fluency depends on the education, socio-economic background, and employment but many Filipinos (especially in urban areas) are fluent in English. You will often hear Filipinos “code switch” or combine Tagalog or Bisaya and English while speaking (Taglish or Bislish).\nline 25 | The Philippines has a tropical and maritime climate. It is characterised by relatively high temperatures, high humidity and abundant rainfall. It is similar in many respects to the climate of the countries of Central America. Rainy season is usually from June to November and dry season is from December to May. The country experiences an average of 20 typhoons each year.\nline 26 | It is generally easy to find food in the Philippines. Groceries are easier to find in bigger cities, but each town has a \"Palengke\" – a marketplace where you can buy everyday goods such as vegetables, fruits, meats, condiments and snacks. Dietary restrictions are not very common in most rural areas, so the terms vegan, vegetarian, pescatarian, or gluten-free might be new to rural communities.\nline 27 | Restaurants are mostly found in major cities. \"Carinderia/Karinderya\" or local food stalls with seats are also very popular. They are found in the Palengke or the roadsides.\nline 28 | When one of Australian volunteer Rowan's colleagues discovered that Rowan shared a love of seafood, he insisted on making this dish for him using fresh fish, lemon, ginger and chilli.\nline 29 | Download the recipe for Kilawin\nline 30 | Accommodation and transport\nline 31 | There are different types of accommodation available including a small room attached to a landlord’s home or a whole house usually with two bedrooms and one bathroom. Condominiums and apartments are more difficult to find in rural areas. Your program country team or local colleagues can help you source suitable accommodation.\nline 32 | A common mode of transportation in the Philippines is the \"Jeepney,\" which were originally made from US military jeeps left over from World War II. You can take a Jeepney to get to the next town or the nearby city, unlike the tricycles which are widely used to get around one city/municipality. Buses are commonly used for inter-provincial travels. As an archipelagic country, some provinces may be accessible only by plane or using ferry systems.\nline 33 | Internet speeds and mobile signals are more accessible in urban areas and less in rural and remote provinces.\nline 34 | Most households, offices and public establishments in cities have Wi-Fi.\nline 35 | As with anywhere in the world, crime exists in the Philippines. Risks can be reduced by avoiding situations that make you feel uncomfortable and by taking precautions. Crime at the village or town level is less frequent than in the large cities; people know each other and generally are less likely to steal from their neighbours.\nline 36 | Tourist attractions in large towns are favourite sites for pickpockets. The following are safety concerns in the Philippines to be aware of: theft, robbery, and mugging; crimes related to illegal drugs; natural calamities such as volcanic eruptions, typhoons, and earthquakes; and transportation-related accidents, including boats, vehicles and bicycles.\nline 37 | We’re committed to ensuring that international volunteering is inclusive and accessible to Australians from a range of backgrounds, with diverse perspectives, identities and abilities.\nline 38 | To support this, access and inclusion plans are available for volunteers with disabilities to assess their needs and ensure their living and working requirements are fully considered. Indigenous Pathways is an Indigenous-led program that focuses on providing culturally safe, flexible and tailored support for Aboriginal and Torres Strait Islander volunteers.\nline 39 | Before applying for a volunteering assignment in the Philippines, please do some further research on living in the Philippines and the organisation you are hoping to volunteer with. Successful applicants will have the opportunity to discuss expected living and working arrangements with their recruitment officer.\nline 40 | Discover how COVID-19 has impacted the work and communities of our Filipino team, and how yoga, motorbikes and cooking are helping them stay positive.\nline 41 | Meet Nathan, Myles and Ingrid\n</context>\n\n<phrases>\n- \"Let me circle back to that\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"One way to look at it is\"\n- \"This is starting to take shape\"\n- \"This connects to\"\n- \"Something's not clicking\"\n- \"Oh, I see what’s happening here!\"\n- \"What keeps nagging at me is\"\n- \"Let me break this down\"\n- \"Okay, pros and cons\"\n- \"Coming at this from another angle\"\n- \"Let me propose something\"\n- \"Actually, no\"\n- \"Okay, so if I do this\"\n- \"First things first\"\n- \"Ah...\"\n- \"Let's think step by step\"\n- \"Wait a minute... Oh!\"\n- \"Building on that\"\n- \"Wait, I think I just cracked it!\"\n- \"Wait, but if that’s true\"\n- \"On one hand... but on the other\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I should have known that!\"\n- \"The pros and cons are\"\n- \"Hold on a second\"\n- \"Going back to what I said about\"\n- \"Let's break this down into parts\"\n- \"But then again\"\n- \"Let's see\"\n- \"I'm starting to see a pattern\"\n- \"If I take this apart step by step\"\n- \"I need to reframe this\"\n- \"If we follow this logic\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Picture this\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Wait, I think I’ve got it!\"\n- \"Of course! That’s the answer!\"\n- \"Something doesn't add up\"\n- \"Alternatively\"\n- \"Let me work through this\"\n- \"I think I found the solution!\"\n- \"Okay, so\"\n- \"That makes sense because\"\n- \"Let me think\"\n- \"Wait, no\"\n- \"Let me connect the dots\"\n- \"Now, if I think about it differently\"\n- \"It's almost like\"\n- \"Hmm\"\n- \"On the other hand\"\n- \"If I follow this through\"\n- \"There’s a pattern here\"\n- \"I keep coming back to\"\n- \"What if I flip it around?\"\n- \"I have a theory about this\"\n- \"I'm seeing a connection between\"\n- \"Well, let me see\"\n- \"Hang on a second\"\n- \"Let me throw this out there\"\n- \"[blank] is still a black box to me\"\n- \"Finally, it clicks!\"\n- \"That would mean\"\n- \"Backing up for a second\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Ummm, actually\"\n- \"There's a missing link here\"\n- \"That’s it!\"\n- \"Uh, where was I?\"\n- \"Okay, let's break this down\"\n- \"Let me untangle this\"\n- \"That’s an interesting angle, but\"\n- \"Bear with me while I\"\n- \"I need to step back and rethink this\"\n- \"No, actually\"\n- \"I keep circling back to\"\n- \"Oh! I get it now!\"\n- \"This makes me think of\"\n- \"Let’s weigh the options\"\n- \"What if we looked at it like\"\n- \"Oh! That reminds me\"\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 | Program Arcade GamesWith Python And Pygame\nline 02 | Are you here because you want to create your own games?\nline 03 | Excellent!\nline 04 | Here are some videos of games students have created by the end of this course:\nline 05 | This foreword has two parts:\nline 06 | - Getting your computer set up to write games.\nline 07 | - Job and career prospects in technology.\nline 08 | To get started, two programs need to be installed, Python and Pygame. Python is the computer language we will program in, and Pygame is a library of commands that will help make writing games easier.\nline 09 | If you are working with a computer that already has Python and Pygame set up on it, you can skip this step. But if you want to set up Python and Pygame on your own Windows computer, don't worry. It is very easy.\nline 10 | - Run the Python installer downloaded from:\nline 11 | - Then install Pygame on Windows by typing:\nline 12 | pip install pygameor on Mac/Linux by:\nline 13 | pip3 install pygame\nline 14 | Once everything has been installed, start Python up by selecting the Integrated Development Environment (IDLE) as shown in Figure 0.1\nline 15 | Note: There are many versions of Python and Pygame. It can be complicated to get the correct versions and get them to work together. I recommend using the links here on ProgramArcadeGames.com rather than download from the Python and Pygame websites.\nline 16 | If you must use a different version of Python than what is listed here, find a matching\nline 17 | version of Pygame at this website:\nline 18 | The installation for the Mac is a bit involved, but it isn't too bad. Here are the steps.\nline 19 | - Open up a terminal window. Click on “Finder” then “Applications” and then open “Utilities.”\nline 20 | - Double-click on “Terminal”\nline 21 | - We can issue commands to the Mac in the “old-school” style by typing them rather than pointing and clicking.\nline 22 | We are going to start by typing in a command you probably don't have yet.\nline 23 | This command is gcc.\nline 24 | Type this and hit the Enter key.\nline 25 | Your Mac will recognize that you don't have this command and offer to install it for you.\nline 26 | Go ahead and do this.\nline 27 | (If instead it says error: no input files you already have gcc, so go on to the next step.)\nline 28 | - Install XQuartz from:\nline 29 | - Line by line, copy and paste the following items into your terminal window:\nline 30 | ruby -e \"$(curl -fsSL https://raw.githubusercontent.com/Homebrew/install/master/install)\" sudo brew doctor brew update brew install python3 brew install sdl sdl_image sdl_mixer sdl_ttf portmidi mercurial brew install libogg libvorbis brew install sdl_mixer --with-libvorbis\nline 31 | - If feedback for the last line says 'sdl_mixer already installed’,\nline 32 | brew reinstall sdl_mixer -—with-libvorbis\nline 33 | - If you want support for MP3's and movies, you can try adding smpeg. I've\nline 34 | found support for this to be kind of spotty, so if this line doesn't work you\nline 35 | can just use Ogg Vorbis files instead.\nline 36 | brew install smpeg\nline 37 | - Now you have all the supporting libraries. Let's finally install Pygame. Replace\nline 38 | YourName with your account name. If you don't know what your account\nline 39 | name is, type ls /Users to see all the user accounts on your computer.\nline 40 | cd /Users/YourName/Downloads hg clone https://bitbucket.org/pygame/pygame cd pygame cd src pip3 install /Users/YourName/Downloads/pygame\nline 41 | At this point, Pygame and Python should be up and running on your system. Python does not come with a way to edit files, so you will need to download an IDE like the free Wing 101 IDE.\nline 42 | After you install Wing (or whatever) your Python IDE probably is going to point to an older version of Python that your Mac comes with. Not the new one we just installed. So, again at the terminal type:\nline 43 | You should get something like /usr/local/bin/python3 or maybe something super long with \"Library\" in it.\nline 44 | Copy that from the terminal.\nline 45 | It is called the “path” to your Python program.\nline 46 | Then:\nline 47 | - Open up Wing IDE\nline 48 | - Click \"Edit\" menu, followed by \"Configure Python\" sub-menu\nline 49 | - Click the “Custom” Python radio button.\nline 50 | - Paste the path we copied above.\nline 51 | - Click ok, and then Wing will say it needs to restart Python. That's ok. Once restarted you should be using the Python we just installed.\nline 52 | Unix and Unix-like distributions may come with a Pygame package, or the ability to easily get one.\nline 53 | If you want to compile from source, this is what I've used on Linux Mint:\nline 54 | # Load required packages sudo apt-get install mercurial libsdl1.2-dev sudo apt-get install libasound2-doc libglib2.0-doc python3-dev sudo apt-get install libsdl-ttf2.0-dev libsdl-image1.2-dev sudo apt-get install libsdl-mixer1.2-dev libportmidi-dev sudo apt-get install libavformat-dev libswscale-dev sudo apt-get install libfreetype6-dev sudo apt-get install libsmpeg-dev # Use mercurial to clone current code hg clone https://bitbucket.org/pygame/pygame # Build and install cd pygame sudo python3 setup.py\nline 55 | The biggest risk on UNIX platforms is that your default Python version might be in the 2.x series, and that code won't work with the code examples here in the book. Make sure you have and are using Python 3.x.\nline 56 | Python comes with an editor and an environment to develop code in. Unfortunately it isn't very good. My students usually run into the following two issues when using Python's default editor:\nline 57 | Issue 1, when working with multiple files it is difficult to keep track of the all the open files. It is easy to forget to save a file before running the program. When this happens the program runs with the old code that was saved rather than the new code. This is very confusing.\nline 58 | Issue 2, if there is an error in a program that does graphics the Python program will crash and “hang.” Once the program has crashed it is difficult to shut down. The error message that describes why it crashed is often buried and difficult to find. See Figure 0.5.\nline 59 | The Wing editor solves issue 1 by using an editor with a tab for each file.\nline 60 | It will also prompt to save all files before running a program.\nline 61 | A program run under the Wing debugger does not hang as described in Issue 2, instead the editor will immediately take the user to the line of code that caused the error.\nline 62 | See Figure 0.6.\nline 63 | Therefore, while it is yet a third thing to install, I recommend using the Wing\nline 64 | editor. There is a free version called\nline 65 | “Wing IDE 101” at:\nline 66 | There is no need for all the bells-and-whistles the commercial version comes with, but they are nice. The program will often help you by auto-filling in variable names as you start to type them. If you've got extra money and want to save time you might like to pick up the commercial version.\nline 67 | In the videos on the website I use either the default Python editor or the Wing editor. There are many other editors that can be used as well:\nline 68 | Amongst some developers, discussing “which is the best editor” is similar to getting a group of people together and discussing “which is the best religion.” It is best to pick your own favorite and then avoid this topic with other people.\nline 69 | It is a great idea to change your windows configuration to show file extensions. A file usually has a name like Book report.docx where the .docx tells the computer it is a Microsoft Word compatible document. By default Windows hides the .docx extension if there is a program installed to handle it. If you are programming, this hiding part of the file name can be annoying.\nline 70 | For Windows 7, to show file extensions, open up your computer's control panel. Find the selection for “Folder Options.” Click the “View” tab, and then unselect the option for “Hide extensions for known file types.”\nline 71 | For Windows 8, bring up a file explorer by hitting the Windows-E key. Then click the “view” tab and make sure “File name extensions” has been checked.\nline 72 | As you start to learn to program, you might soon find that it looks like work. We all know we'd rather skip work and go farming for gold in World of Warcraft or Eve Online or some other game, right? So why learn to program? What does a person get out of it?\nline 73 | Learn how to make games and get paid? Ok, I won't pay you, but if you learn to program, there are plenty of people that will pay you. Here's how to profit:\nline 74 | - Learn to program games.\nline 75 | - Have fun making your own games.\nline 76 | - Select favorite job offer.\nline 77 | Look, no ??? in this plan!\nline 78 | Think about it. You can play games, but anyone can do that. Being great at a video game really isn't much of an accomplishment in life if you think about it. Or you can learn to create games. People care about that.\nline 79 | While you may be studying how to program games, tell your parents and co-workers you are studying computer science.\nline 80 | It sounds better.\nline 81 | Back to money. According to the National Association of Colleges and Employers (NACE) April 2014 Salary Survy, Engineering is the best paying discipline and computer science is the second.\nline 82 | |Average Salaries By Discipline|\nline 83 | |Major||Average Salary Offer|\nline 84 | |Humanities & Social Sciences||$38,365|\nline 85 | |Math & Sciences||$43,414|\nline 86 | (Data is from the NACE April 2014 Salary Survey.)\nline 87 | While learning to program games, you can be studying towards one of the best paying four-year degrees you can get. And let's be honest, those engineering degrees usually take five years. Computer science is a great bet for a career.\nline 88 | What about a two-year school to learn programming? After all, two year schools offer a cheaper alternative to four year colleges. Way cheaper. But take a look at the table below. Use this “Average salary by education level” data as a caution about choosing a two year school:\nline 89 | |Average salary by education level|\nline 90 | |College Graduate (4-Year)||$85,815|\nline 91 | According to Dice.com's survey data, people in a technology career who graduate from a two-year school averaged $20,000 less than people who went to a four-year school.\nline 92 | In fact, they did worse than dropouts from four-year colleges, and people who only went to high school!\nline 93 | So go to a four-year school and skip the two-year school entirely.\nline 94 | This is according to the 2013-2012 Dice Technical Salary Survey. Note that the salary listed\nline 95 | is not the average starting salary. The numbers represent the average salary of all workers, no\nline 96 | matter how experienced. Of course, I think Simpson College has the best Computer Science department\nline 97 | in the midwest:\nline 98 | Looking to make your time here worthwhile? Answer the chapter questions! Don't skip them. They are necessary to understand the material.\nline 99 | Do the labs! This is even more important. Learning by only reading the material is about as useful as trying to become an expert basketball player only by reading a book.\nline 100 | Practice! You might see other people that don't have to practice. It isn't fair. Or, you might be smarter than other people, and they start doing better than you because they work at it and you don't. That's not fair either. That's life. Get used to it. Practice.\nline 101 | Are you taking this as a class? Great! Did you know you can save time and copy the answers and labs from the Internet? You can also buy yourself a gym membership and send someone else to work out for you. It makes about as much sense.\nline 102 | Seriously, what on earth are you thinking copying from someone else? If you aren't going to do the work drop out now and start filling out McDonald's applications.\nline 103 | If reading isn't your learning style, most of the information is available\nline 104 | through videos.\nline 105 | You can skip the text entirely and just watch the videos by\nline 106 | checking out the YouTube playlist:\nline 107 | You can't learn without doing the work though. Do the reading. Ask questions. Do the labs. Ask questions. Do the worksheets. Ask questions. Listen to the videos. And ask your teacher questions.\nline 108 | This is the text I use with the Simpson College class:\nline 109 | Computer Science 150 Fundamentals of Computing I\nline 110 | There is a print version available at Amazon and Barnes and Noble. There is on-line version that is available at:\nline 111 | The goal of the text, website, worksheets, labs, and videos is to teach basic computer science concepts and get students programming their own games as soon as possible.\nline 112 | Drop me a note!\nline 113 | If you are using it for self-study or for another class, please drop me a note. The more people that use this resource, the more effort I'll put into improving it.\nline 114 | I've heard from a few high schools that use this material. If you are a student at one of these high schools, and liked this material, consider checking out the Computer Science Department at Simpson College. We'd love the chance to be able to work with you. Contact myself or admissions for more information.\nline 115 | If you notice any errors or omissions in the book, please send\nline 116 | me an e-mail. I'd like this to be the best resource possible.\nline 117 | Dr. Paul Vincent Craven\nline 118 | Department Head, Computer Science Department\nline 119 | Simpson College, Indianola, Iowa, 50125 USA\nline 120 | You are not logged in. Log in here and track your progress.\nline 121 | English version by Paul Vincent Craven\nline 122 | Spanish version by Antonio Rodríguez Verdugo\nline 123 | Russian version by Vladimir Slav\nline 124 | Turkish version by Güray Yildirim\nline 125 | Portuguese version by Armando Marques Sobrinho and Tati Carvalho\nline 126 | Dutch version by Frank Waegeman\nline 127 | Hungarian version by Nagy Attila\nline 128 | Finnish version by Jouko Järvenpää\nline 129 | French version by Franco Rossi\nline 130 | Korean version by Kim Zeung-Il\nline 131 | Chinese version by Kai Lin\n</context>\n\n<phrases>\n- \"This explains so much!\"\n- \"Let's think step by step\"\n- \"What if I tried...?\"\n- \"I'm mulling over\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let's see\"\n- \"What if the reason is\"\n- \"Let me untangle this\"\n- \"But then again\"\n- \"I think I found the solution!\"\n- \"That’s an interesting angle, but\"\n- \"On the other hand\"\n- \"Brainstorming here, but\"\n- \"That’s the piece of the puzzle!\"\n- \"Aha! That’s what I was missing!\"\n- \"I need to make sure this checks out\"\n- \"Wait, no\"\n- \"It's fascinating how\"\n- \"Ummm, actually\"\n- \"What keeps nagging at me is\"\n- \"Right, so\"\n- \"Now it all comes together!\"\n- \"Something doesn't add up\"\n- \"Oh, that clears everything up!\"\n- \"That actually makes a lot of sense\"\n- \"Okay, so\"\n- \"On one hand... but on the other\"\n- \"Let me work through this\"\n- \"I wonder if\"\n- \"Now we're cooking\"\n- \"Here's what I'm thinking\"\n- \"Is it possible that...?\"\n- \"Now, if I think about it differently\"\n- \"So what I’m trying to say is\"\n- \"Anyway\"\n- \"I keep coming back to\"\n- \"What happens if we change this part?\"\n- \"One way to look at it is\"\n- \"So what I'm trying to say is\"\n- \"What if we\"\n- \"I'm wondering if\"\n- \"So that’s why it wasn’t working!\"\n- \"Okay, so if I do this\"\n- \"I'm curious about\"\n- \"So, the bottom line is\"\n- \"No, actually\"\n- \"Let me play devil's advocate\"\n- \"Let me run through it again\"\n- \"Hold on a second\"\n- \"What's the best way to explain this?\"\n- \"Picture this\"\n- \"When I sit with this idea\"\n- \"You know\"\n- \"This might sound weird, but\"\n- \"Let me throw this out there\"\n- \"The more I think about it\"\n- \"Let me just think this through\"\n- \"Hmm, let’s rewind a bit\"\n- \"How do I put this\"\n- \"Actually, no\"\n- \"I'm pondering\"\n- \"In essence\"\n- \"Hold that thought\"\n- \"Backing up for a second\"\n- \"The crucial thing seems to be\"\n- \"What’s the best way to explain this?\"\n- \"Let me see if\"\n- \"Let me approach this from another angle\"\n- \"Now it makes sense!\"\n- \" is striking \"\n- \"That makes sense because\"\n- \"Alternatively\"\n- \"What I’m getting at is\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"This brings to mind\"\n- \"Suppose we assume that\"\n- \"Basically\"\n- \"What if I flip it around?\"\n- \"Still working it out\"\n- \"Coming at this from another angle\"\n- \"I'm struck by\"\n- \"Let me trace that logic back\"\n- \"Let me back up a second\"\n- \"There's probably more to it\"\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 | Conflict is an inevitable part of life, and the world of writing is no exception.\nline 02 | As a self-actualized writer, it is important to not shy away from conflict but to embrace it as an opportunity for growth and development.\nline 03 | In this article, we will explore the nature of conflict for writers, its impact on the writing process, and strategies for resolving conflict while maintaining professionalism.\nline 04 | Understanding the Nature of Conflict for Writers\nline 05 | Conflict is like the stormy seas that a writer must navigate through. It can arise from differences in opinions, creative clashes, or even conflicting deadlines. Just as a skilled sailor learns to read the tides and adjust their course, a self-actualized writer understands the various types of conflict they may encounter.\nline 06 | Imagine a writer sitting at their desk, surrounded by stacks of books and scattered notes. They are deep in thought, contemplating the next chapter of their novel. Suddenly, an email notification pops up on their screen. It’s from their editor, expressing concerns about the direction of the story. This external conflict creates a ripple in the writer’s mind, causing them to question their choices and reevaluate their plot. They take a deep breath, reminding themselves that conflict is an opportunity for growth.\nline 07 | The Different Types of Conflict Writers Encounter\nline 08 | Conflict in the writing world can take many forms. There are the external battles with editors, publishers, or even fellow writers with differing visions. These conflicts can be intense, as each party passionately defends their ideas and artistic choices. However, amidst the chaos, a self-actualized writer remains open-minded, willing to listen and learn from others.\nline 09 | Internal conflicts also plague writers, lurking in the depths of their minds. Doubts, insecurities, and fear of criticism may hinder creative progress. The writer may question their abilities, wondering if their words are worthy of being read. These internal battles can be just as challenging as external conflicts, but a self-actualized writer recognizes them as opportunities for self-reflection and personal growth.\nline 10 | The Impact of Conflict on the Writing Process\nline 11 | Just as a turbulent sea can disrupt a ship’s journey, conflict can have a significant impact on the writing process. It can stall creativity, create writer’s block, or lead to self-doubt. The writer finds themselves staring at a blank page, their mind filled with swirling thoughts and unanswered questions. They feel the weight of the conflict pressing down on them, making it difficult to find the right words.\nline 12 | However, a self-actualized writer understands that conflict can also serve as a catalyst for growth and innovation. It challenges the writer to delve deeper, to explore new perspectives, and to develop their emotional intelligence. In the face of conflict, the writer becomes a master of adaptation, finding creative solutions and pushing the boundaries of their own imagination.\nline 13 | Picture the writer, sitting in a coffee shop, surrounded by the hum of conversation and the aroma of freshly brewed coffee. They take a sip, their mind buzzing with ideas. The conflict they faced has ignited a fire within them, fueling their determination to overcome obstacles and create something extraordinary. They begin to write, their fingers dancing across the keyboard, as the stormy seas of conflict transform into a powerful current that propels them forward.\nline 14 | Developing Emotional Intelligence as a Writer\nline 15 | Emotional intelligence is like a lighthouse that guides a writer through rough seas.\nline 16 | It is the ability to recognize and manage emotions, both in oneself and in others, especially within conflict situations.\nline 17 | A self-actualized writer understands the importance of cultivating emotional intelligence to navigate through the choppy waters of conflict.\nline 18 | As writers, we often find ourselves in situations where conflicts arise. Whether it’s a difference of opinion with an editor, a disagreement with a fellow writer, or even an internal struggle with self-doubt, emotions can run high. Recognizing and managing these emotions is crucial for maintaining our focus and producing our best work.\nline 19 | Recognizing and Managing Emotions in Conflict Situations\nline 20 | Emotions are powerful forces that can either empower or hinder a writer’s ability to handle conflict. By recognizing and acknowledging their own emotions, a self-actualized writer can gain insights into their reactions and make more informed decisions. It’s important to take a step back and reflect on why certain emotions are triggered in specific conflict situations.\nline 21 | For example, if a writer receives feedback that they perceive as harsh or critical, they may feel defensive or hurt.\nline 22 | By recognizing these emotions, the writer can take a moment to pause and reflect on the feedback objectively.\nline 23 | This self-awareness allows them to respond in a more constructive manner, rather than reacting impulsively out of anger or frustration.\nline 24 | In addition to self-awareness, managing emotions effectively is key.\nline 25 | Writers can develop strategies to navigate through conflict situations without letting their emotions cloud their judgment.\nline 26 | Some writers find solace in practicing mindfulness techniques, such as deep breathing or meditation, to calm their minds and regain focus.\nline 27 | Others seek support from mentors or writing communities, who can provide guidance and advice during challenging times.\nline 28 | Cultivating Empathy and Understanding in Writing Conflicts\nline 29 | Conflict often arises from a lack of understanding or miscommunication between parties.\nline 30 | Just as a skilled diplomat seeks to understand the motivations and needs of conflicting parties, a self-actualized writer cultivates empathy and understanding when faced with writing conflicts.\nline 31 | Empathy involves putting ourselves in the shoes of others and trying to understand their perspectives.\nline 32 | Active listening is a crucial skill for writers to develop, as it allows us to truly hear and comprehend the concerns and viewpoints of others.\nline 33 | By seeking diverse perspectives, we can broaden our understanding of different writing styles, genres, and approaches.\nline 34 | Furthermore, finding common ground is essential for bridging gaps between differing opinions.\nline 35 | Instead of focusing solely on the differences, a self-actualized writer looks for shared values or goals that can serve as a foundation for collaboration.\nline 36 | This approach fosters a sense of unity and cooperation, creating an environment where conflicts can be resolved more effectively.\nline 37 | In conclusion, emotional intelligence plays a vital role in a writer’s journey. By recognizing and managing emotions in conflict situations, writers can navigate through challenges with clarity and composure. Cultivating empathy and understanding allows writers to bridge gaps and find common ground, fostering a collaborative and harmonious writing community. So, let us embrace emotional intelligence as writers and set sail on a journey of growth and success.\nline 38 | Strategies for Resolving Conflict as a Writer\nline 39 | Resolving conflict requires finesse and strategic thinking, much like a skilled negotiator. As a self-actualized writer, employing effective communication techniques and embracing negotiation and compromise can lead to mutually-beneficial resolutions in writing conflicts.\nline 40 | Effective Communication Techniques for Writers\nline 41 | Communication is the lifeblood of any conflict resolution.\nline 42 | A self-actualized writer hones their communication skills, choosing their words carefully to clearly express their viewpoints and concerns.\nline 43 | They also embrace active listening, seeking to understand the perspectives of others, and finding common ground through open and respectful dialogue.\nline 44 | Drawing inspiration from renowned communication experts like Deborah Tannen or Marshall Rosenberg can further enhance their ability to navigate writing conflicts.\nline 45 | Negotiation and Compromise in Writing Conflicts\nline 46 | Negotiation and compromise play significant roles in resolving conflicts. A self-actualized writer understands the importance of finding mutually-beneficial solutions that address the core issues at hand. They are willing to let go of rigid stances and explore creative alternatives. By incorporating the principles of negotiation gurus like Roger Fisher or William Ury, writers can skillfully navigate the turbulent waters of conflict and reach resolutions that satisfy all parties involved.\nline 47 | Maintaining Professionalism in Writing Conflicts\nline 48 | Conflicts have the potential to turn a peaceful harbor into a raging storm.\nline 49 | However, a self-actualized writer knows the importance of maintaining professionalism amidst turbulent times.\nline 50 | They set boundaries, manage their personal reactions, and seek mediation or third-party assistance when necessary.\nline 51 | Setting Boundaries and Managing Personal Reactions\nline 52 | Boundaries act as the lighthouse that guides a writer through stormy seas. A self-actualized writer establishes clear boundaries regarding their writing process, time, and creative vision. They also manage their personal reactions in conflicts, recognizing that emotional outbursts can often exacerbate the situation. By seeking inspiration from renowned psychologists like Daniel Goleman or Brene Brown, writers can develop the resilience and emotional fortitude needed to weather the storms of conflict.\nline 53 | Seeking Mediation and Third-Party Assistance\nline 54 | In particularly stormy seas, seeking the help of a mediator or a trusted third party can be instrumental in navigating writing conflicts. Just as a seasoned captain relies on expert navigators during treacherous voyages, a self-actualized writer recognizes when it is time to bring in outside assistance. This can help facilitate productive dialogue, foster understanding, and ultimately lead to resolutions that are in the best interest of all parties involved.\nline 55 | Self-Reflection and Growth in Writing Conflicts\nline 56 | Conflict can be a powerful catalyst for personal and professional development. Like the sun breaking through storm clouds, a self-actualized writer recognizes the opportunities for growth that conflict presents.\nline 57 | Learning from Conflict Experiences as a Writer\nline 58 | Reflecting on past conflicts allows a writer to extract valuable lessons from the stormy seas they have navigated. By embracing a growth mindset and seeking to understand the root causes of conflicts, a self-actualized writer can learn from experiences and develop strategies to handle future conflicts with more confidence and wisdom. Drawing inspiration from famous management gurus like Peter Drucker or Stephen Covey can provide further insights into effective conflict management practices.\nline 59 | Using Conflict as a Catalyst for Personal and Professional Development\nline 60 | Conflict, when approached with the right mindset, can fuel personal and professional development. Through conflict resolution, a self-actualized writer hones their communication skills, strengthens their emotional intelligence, and improves their ability to navigate challenging situations. Like a phoenix rising from ashes, they emerge from conflicts stronger, more resilient, and better equipped to handle the ever-changing tides of the writing world.\nline 61 | Conflict is an inherent part of writing, but it does not need to be a source of distress or stagnation. A self-actualized writer embraces conflict as an opportunity for growth and self-discovery. By understanding the nature of conflict, developing emotional intelligence, employing effective strategies for conflict resolution, and maintaining professionalism, a writer can navigate the stormy seas of conflict with grace and emerge stronger than ever. So, dear writer, fear not the winds of conflict, for they can serve as a powerful force that propels you towards becoming a self-actualized writer.\n</context>\n\n<phrases>\n- \"This is just a first pass, but\"\n- \"Let me work through this\"\n- \"What I mean is\"\n- \"Suppose we assume that\"\n- \"This is rough, but\"\n- \"I'm curious about\"\n- \"If I follow this through\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"Hang on a second\"\n- \"I need to reframe this\"\n- \"Okay, let's break this down\"\n- \"Something's not clicking\"\n- \"So the main idea is\"\n- \"I’m almost there\"\n- \"What if we\"\n- \"You know\"\n- \"Here's what's bugging me\"\n- \"Bear with me while I\"\n- \"If we follow this logic\"\n- \"The pros and cons are\"\n- \"Let's break this down into parts\"\n- \"If I take this apart step by step\"\n- \"Hold on a second\"\n- \"First things first\"\n- \"I have a theory about this\"\n- \"In essence\"\n- \"I'm struck by\"\n- \"I'm seeing a connection between\"\n- \"Let’s not rush this\"\n- \"Okay, pros and cons\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"That makes sense because\"\n- \"This makes me reflect on\"\n- \"Might be\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Right, so\"\n- \"I can't quite put my finger on\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I'm wondering if\"\n- \"Anyway\"\n- \"What’s the worst that could happen?\"\n- \"What keeps nagging at me is\"\n- \"Picture this\"\n- \" is striking \"\n- \"This is tricky, but\"\n- \"Let's think step by step\"\n- \"There's a better way to phrase this\"\n- \"Let me untangle this\"\n- \"There’s a pattern here\"\n- \" is key here\"\n- \"Possibly\"\n- \"No, actually\"\n- \"This brings to mind\"\n- \"This connects to something else\"\n- \"It's almost like\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Wait a minute... Oh!\"\n- \"Something doesn't add up\"\n- \"One way to look at it is\"\n- \"I'm starting to see a pattern\"\n- \"I'm pondering\"\n- \"I'm mulling over\"\n- \"Actually, no\"\n- \"Let me connect the dots\"\n- \"There’s a better way to phrase this\"\n- \"What’s the best way to explain this?\"\n- \"This makes me think of\"\n- \"Now we're cooking\"\n- \"I'm trying to untangle this\"\n- \"I wonder if\"\n- \"Wait a minute\"\n- \"Take this with a grain of salt\"\n- \"What I’m getting at is\"\n- \"I know there’s a word for this\"\n- \"So what I’m trying to say is\"\n- \"Here's a possible explanation\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, no\"\n- \"Let me chew on this\"\n- \"So basically\"\n- \"Let me break this down\"\n- \"What if the reason is\"\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 | Decentralized systems like digital currencies rely on consensus. This enables the network to agree that certain events – transactions, in the case of bitcoin – have taken place.\nline 02 | Miners are certainly needed to generate new bitcoins. Yet, their role is far more critical in confirming that bitcoins were actually sent from one place to another, thus maintaining an agreed-upon 'truth' in the network. This keeps the block chain reliable and, arguably, underpins its very existence.\nline 03 | However, maintaining consensus in a decentralized network isn’t simple.\nline 04 | The risk of bad actors disrupting transactions or fabricating new ones is an old problem and the subject of much debate and study.\nline 05 | Some, though, argue that the bitcoin network’s size and compensation mechanisms account for this possibility.\nline 06 | A recently released white paper from Ripple Labs examines how decentralized mechanisms can prevent bad actors in a block chain payments system from creating fake transactions. The Ripple Protocol consensus algorithm (RPCA) uses a node election system to establish the veracity of new transactions, adding them to a continuous chain of closed transactions that are considered absolute.\nline 07 | David Schwartz, chief cryptographer for Ripple, told CoinDesk that the RPCA is another step in the long evolution of digital money and transaction systems.\nline 08 | Schwartz suggested that next-generation consensus mechanisms, such as those introduced by Ripple, are pushing bitcoin creator Satoshi Nakamoto’s work even further.\nline 09 | Finding truth faster\nline 10 | The goal of the RPCA is to make it possible for a globally disconnected network to agree without relying on proof-of-work infrastructure.\nline 11 | Each server in the Ripple network is tasked with voting on a new batch of candidate transactions during rounds that take place every few seconds. Transactions agreed upon by the network are confirmed and made permanent once the round closes.\nline 12 | This approach is different from bitcoin’s, for which several confirmations by the mining network are often needed before bitcoins can be used or re-spent. Election node systems have been utilized in other block chain applications in the past, including projects like darkcoin that mix transactions through a network of master nodes.\nline 13 | Trusting the generals\nline 14 | The underlying concept – maintaining truth in a network where the potential for fraud exists – has been discussed for decades.\nline 15 | First labeled as the “Byzantine Generals Problem” in a 1982 study, the problem of keeping a group of connected but separate parts honest is akin to an army attacking a city suffering from an infiltration of spies. Because the couriers carrying messages between generals can’t be trusted, a way must be found to ensure that information coming from the different parts to the army is true.\nline 16 | How does this apply to decentralized payment systems like bitcoin and Ripple? In order to maintain network integrity, a majority of participants must be accepted as truthful. Should someone or a group of bad actors gain control of the network, they have the potential to disrupt it. At the very least, this risk threatens the overall legitimacy of the system itself.\nline 17 | Bitcoin solves this problem by creating a reward incentive, thus promoting good behavior among network participants. The application of incentive to the transaction confirmation process makes miners want to contribute to a successful – and public – ledger.\nline 18 | Accessing global money\nline 19 | As Schwartz explained, the existing infrastructure for sending payments around the world is too onerous and costly for many to utilize. The result is that many are locked out of affordable money and are forced to rely on expensive services.\nline 20 | Finding a way to quickly establish the truth for transactions, then, would enable new methods of sending money abroad to be established. By giving servers the ability to establish transaction veracity without crunching memory-intensive calculations, he said, Ripple opens the door to lower-cost avenues for worldwide money access.\nline 21 | Schwartz told CoinDesk:\nline 22 | Decentralized network image via Shutterstock\nline 23 | The leader in news and information on cryptocurrency, digital assets and the future of money, CoinDesk is an award-winning media outlet that strives for the highest journalistic standards and abides by a strict set of editorial policies. In November 2023, CoinDesk was acquired by Bullish, a cryptocurrency exchange, which in turn is owned by Block.one, a firm with interests in a variety of blockchain and digital asset businesses and significant holdings of digital assets including bitcoin and EOS. CoinDesk operates as an independent subsidiary, and an editorial committee, chaired by a former editor-in-chief of The Wall Street Journal, is being formed to support journalistic integrity.\n</context>\n\n<phrases>\n- \"Let me talk this through\"\n- \"Basically\"\n- \"Uh...\"\n- \"What if I just flip this around?\"\n- \"Coming at this from another angle\"\n- \"I'm seeing a connection between\"\n- \"Let me propose something\"\n- \"The thing is\"\n- \"Let me see if\"\n- \"It's fascinating how\"\n- \"If we follow this logic\"\n- \"Kind of\"\n- \"That’s an interesting angle, but\"\n- \"I need to make sure this checks out\"\n- \"I'm starting to see a pattern\"\n- \"Now, wait just a second\"\n- \"Right, so\"\n- \"On one hand... but on the other\"\n- \"So the main idea is\"\n- \"So basically\"\n- \"Something doesn't add up\"\n- \"There's probably more to it\"\n- \"No, actually\"\n- \"Building on that\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"It almost fits, but something’s off\"\n- \"So what does this mean in the bigger picture?\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"I’m not sure if that’s the right approach\"\n- \"Alternatively\"\n- \"Is it possible that...?\"\n- \"But then again\"\n- \"Ummm, actually\"\n- \"This connects to\"\n- \"There's something here about\"\n- \"This feels half-right, but\"\n- \"So what I’m trying to say is\"\n- \"Let me connect the dots\"\n- \"Oh! That reminds me\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"What if I flip it around?\"\n- \"Let me sum this up so far\"\n- \"It's almost like\"\n- \"This connects to something else\"\n- \"Bear with me while I\"\n- \"That makes sense because\"\n- \"This is just a hunch\"\n- \"Let's test this idea\"\n- \"The crucial thing seems to be\"\n- \"Still working it out\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Wait, no\"\n- \"Hold that thought\"\n- \"On the other hand\"\n- \"What's the best way to explain this?\"\n- \"That reminds me\"\n- \"What keeps nagging at me is\"\n- \"You know\"\n- \"That doesn’t sound right\"\n- \"Something’s not clicking\"\n- \"This might explain the pattern\"\n- \"Let me play devil's advocate\"\n- \"What if I tried...?\"\n- \"Consider this possibility\"\n- \"Let me untangle this\"\n- \"Ah...\"\n- \"Now we're cooking\"\n- \"There's a better way to phrase this\"\n- \"Is this the right call?\"\n- \"Actually, no\"\n- \"Let's think step by step\"\n- \"Wait a minute... Oh!\"\n- \"Let me work through this\"\n- \"What I’m getting at is\"\n- \"This might sound weird, but\"\n- \"I was making this more complicated than it needed to be\"\n- \"Maybe I’m overcomplicating it\"\n- \"How can I approach this?\"\n- \"What am I overlooking?\"\n- \"If I follow this through\"\n- \"It's hard to pin down\"\n- \"Just spitballing 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 | At a Glance\nline 02 | - Researchers discovered a self-renewing human skeletal stem cell.\nline 03 | - This study may one day lead to ways to restore bone, cartilage, and supportive tissues for organs.\nline 04 | Stem cells have the potential to develop into some or many different cell types in the body.\nline 05 | They can divide throughout life to replenish other cells that become damaged or diseased.\nline 06 | When a stem cell divides, each “daughter” cell has the potential to either remain a stem cell or develop into a cell with a more specialized function, such as a bone or cartilage cell.\nline 07 | The most well-studied type of stem cell in bones is called a hematopoietic stem cell, or HSC. These cells give rise to blood cells. Researchers have been looking for the specific stem cells for bone and cartilage. Recent studies in mice identified skeletal stem cells that can give rise to bone, cartilage, and supportive tissue called stromal tissue but not fat, muscle, and other cells.\nline 08 | A team led by Drs.\nline 09 | Michael Longaker and Charles Chan of Stanford University investigated whether similar skeletal stem cells exist in humans.\nline 10 | They carried out a series of experiments comparing mouse and human skeletal cells and their lineages.\nline 11 | The research was supported in part by NIH’s National Institute of Dental and Craniofacial Research (NIDCR), National Heart, Lung, and Blood Institute (NHLBI), and National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS).\nline 12 | Results were published in Cell on September 20, 2018.\nline 13 | The researchers first analyzed cells from human tissue that were located in bone growth plate zones, which produce cells for bone growth. Using single cell analysis of RNA sequences, they identified potential human skeletal stem cells with gene expression similar to the previously characterized mouse skeletal stem cells.\nline 14 | The team found and characterized several regions in human bone with distinct cell populations that contained the same cell markers as the mouse skeletal stem cells. These cells could be separated into two categories: unipotent (only able to form one skeletal cell type) and multipotent (able to form many skeletal cell types, including bone, cartilage, and stromal tissue).\nline 15 | By labeling and tracking the cells, the researchers identified the subpopulation of human skeletal stem cells that give rise to bone, cartilage, and stroma. They also created a detailed lineage map of how the stem cells turn into human skeletal tissues. The human skeletal stem cells could be harvested from both fetal and adult bones, as well as derived in the laboratory from induced pluripotent stem cells (which give rise to any cell type). The team also showed that human skeletal stem cells could be generated from specialized cells in fat.\nline 16 | “Every day children and adults need normal bone, cartilage and stromal tissue,” Longaker says.\nline 17 | “There are 75 million Americans with arthritis, for example.\nline 18 | Imagine if we could turn readily available fat cells from liposuction into stem cells that could be injected into their joints to make new cartilage, or if we could stimulate the formation of new bone to repair fractures in older people.”\nline 19 | —by Tianna Hicklin, PhD\nline 20 | - New Stem Cell Identified for Lung Tissue Regeneration\nline 21 | - Repairing Torn Rotator Cuffs\nline 22 | - Stem Cells Grown on Scaffold Mimic Hip Joint Cartilage\nline 23 | - Stem Cell Basics\nline 24 | - Fixing Flawed Body Parts\nline 25 | References: Identification of the Human Skeletal Stem Cell. Chan CKF, Gulati GS, Sinha R, Tompkins JV, Lopez M, Carter AC, Ransom RC, Reinisch A, Wearda T, Murphy M, Brewer RE, Koepke LS, Marecic O, Manjunath A, Seo EY, Leavitt T, Lu WJ, Nguyen A, Conley SD, Salhotra A, Ambrosi TH, Borrelli MR, Siebel T, Chan K, Schallmoser K, Seita J, Sahoo D, Goodnough H, Bishop J, Gardner M, Majeti R, Wan DC, Goodman S, Weissman IL, Chang HY, Longaker MT. Cell. 2018 Sep 20;175(1):43-56.e21. doi: 10.1016/j.cell.2018.07.029. PMID: 30241615.\nline 26 | Funding: NIH’s National Institute of Dental and Craniofacial Research (NIDCR), National Heart, Lung and Blood Institute (NHLBI), National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), National Cancer Institute (NCI), National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS), National Human Genome Research Institute (NHGRI), National Institute on Aging (NIA), and National Center for Research Resources (NCRR); California Institute of Regenerative Medicine; Oak Foundation; Hagey Laboratory; Pitch Johnson Fund; the Gunn/Olivier Research Fund; Siebel Fellowship; the Prostate Cancer Foundation; Stanford University; Howard Hughes Medical Institute; Deutsche Forschungsgemeinschaft (German Research Foundation); and Ellenburg Chair.\nline 27 | Originally published in NIH Research Matters on October 2, 2018.\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"I'm pondering\"\n- \"That would mean\"\n- \"So, the bottom line is\"\n- \"Let me chew on this\"\n- \"What I mean is\"\n- \"What if I flip it around?\"\n- \"I’m trying to connect the dots here\"\n- \"Let me play devil's advocate\"\n- \"If I'm not mistaken\"\n- \"The pros and cons are\"\n- \"Let's break this down into parts\"\n- \"Where does that leave me?\"\n- \"Wait, I think I just cracked it!\"\n- \"Let’s weigh the options\"\n- \"Consider this possibility\"\n- \"So what I'm trying to say is\"\n- \"What if we looked at it like\"\n- \"What if we\"\n- \"I should have known that!\"\n- \"Let me work through this\"\n- \"There’s a pattern here\"\n- \"Actually, no\"\n- \"Might be\"\n- \"If I take this apart step by step\"\n- \"Let me untangle this\"\n- \"What’s the best way to explain this?\"\n- \"Let me break this down\"\n- \"Something tells me I should\"\n- \"I'm starting to see a pattern\"\n- \"So what I’m trying to say is\"\n- \"Maybe if I try it this way\"\n- \"Okay, I think I’ve got it now!\"\n- \"On the other hand\"\n- \"No, actually\"\n- \"Alternatively\"\n- \"This connects to\"\n- \" is interesting\"\n- \"Wait, I think I’ve got it!\"\n- \"Okay, let's break this down\"\n- \"First things first\"\n- \"So far, it looks like\"\n- \"I'm intrigued by\"\n- \"Let me see if\"\n- \"This makes me reflect on\"\n- \"This might sound weird, but\"\n- \"I'm struck by\"\n- \"I guess there’s no perfect solution\"\n- \"I think I can rule that out\"\n- \"Something doesn't add up\"\n- \"Suppose we assume that\"\n- \"Here's what I'm thinking\"\n- \"Finally, it clicks!\"\n- \"Okay, pros and cons\"\n- \"I need a clearer view of this\"\n- \"On one hand... but on the other\"\n- \"That’s an interesting angle, but\"\n- \"In essence\"\n- \"I'm curious about\"\n- \"What keeps nagging at me is\"\n- \"The crucial thing seems to be\"\n- \"But then again\"\n- \"I'm seeing a connection between\"\n- \"Wait, no\"\n- \"This just clicked into place!\"\n- \"If we follow this logic\"\n- \"What if the reason is\"\n- \"Does that sound right?\"\n- \"Let me sum this up so far\"\n- \"Sort of like\"\n- \"It's a bit murky\"\n- \"Does that even make sense?\"\n- \"Building on that\"\n- \"That reminds me\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm wondering if\"\n- \"Let's think step by step\"\n- \"This brings to mind\"\n- \"Ummm, actually\"\n- \"That makes sense because\"\n- \"When I sit with this idea\"\n- \"This makes me think of\"\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 | Alma-Tadema and Victorian Painting\nline 02 | in the Pérez-Simón Collection\nline 03 | From 25 June to 12 October 2014 (extended closing date)\nline 04 | Carmen in Spanish collections\nline 05 | From 7 October until 9 November 2014\nline 06 | Special Collaborative Exhibition. Free entry\nline 07 | During the last years of the 16th century Venetian painting was largely dominated by the Da Ponte family, who were known by the name of their native city of Bassano where they worked. It was Jacopo Bassano who created the style that would subsequently be disseminated by his sons Francesco, Giambattista, Leandro and Gerolamo. Jacopo depicted biblical scenes in the manner of genre compositions, with the principal episode relegated to a secondary plane and a primary emphasis on animals, cooking implements and country people. This formula would prove extremely successful among certain social sectors and was widely disseminated in Italy and Europe around the early years of the 17th century. Bassano also developed a type of nocturnal scene based on bold effects of chiaroscuro derived from sources of artificial light. The pictorial consequences of this new approach would influence northern artists of the next century, as can be seen in a work in the present collection by Terbrugghen based on a model by the Bassano family. Finally, Bassano introduced another compositional innovation in the 1560s, of which the present canvas is an example: biblical-pastoral scenes in which a religious episode is depicted in a landscape imbued with a sense of everyday life.\nline 08 | The present canvas, acquired in 1934, was previously in the UK. The earliest known owner was Sir Thomas Baring, who lent it to an exhibition held at the British Institution in London in 1839. It then passed to William Coningham and was auctioned on two occasions, in 1849 and 1851. The Parable of the Sower was recorded from 1851 to 1919 in the collection of the Earls of Northbrook. It was auctioned at Christie’s in 1919 and entered the collection of the Earl of Harewood.\nline 09 | The subject has been interpreted as a pastoral or as a depiction of the Parable of the Sower.\nline 10 | The latter interpretation was suggested in 1957 by Michelangelo Muraro who based his analysis on the figure in the middle-ground standing on the edge of a path and throwing seed from the basket on his arm.\nline 11 | Muraro noted the presence of two birds by this figure’s side eating the seed, while a third waits its turn on a tree trunk.\nline 12 | This New Testament subject is taken from the Gospels of Saint Matthew, Mark and Luke in which the seed is compared to the word and the sower to Christ.\nline 13 | In contrast, Zampetti suggested that the painting could depict Autumn and form part of a series on the seasons.\nline 14 | In the foreground, counterbalancing the figure of the sower, Bassano locates a family at rest on a journey, making preparations to eat. The pair of oxen, the lamb and the figures, as well as the small still life on the white cloth on the ground, are all fine example of his abilities. The canvas is also of interest for the treatment of the landscape, which is highly original despite the fact that the foliage has darkened and thus slightly distorted the overall tonality. The view has been related to the type of backgrounds found in Venetian painting of the second half of the Cinquecento. Bassano looked to the work of Titian for various elements in the composition. They include the curled up dog on the right, which is based on the dog in Titian’s celebrated Venus of Urbino, as Ekserdjian noted in 1988. He also noted that the painting is organised through a harmonious colour scheme in which the blues of the mountains and sky and the whites of the clouds are echoed in the clothes of the figures in the foreground.\nline 15 | Heinemann drew attention to three drawings that relate to this composition: two of the ox, in the Statens Museum for Kunst in Copenhagen, and another of the sower that was in the Benno Geiger collection until 1920, the year in which it was auctioned.\n</context>\n\n<phrases>\n- \"Ummm, actually\"\n- \"Not quite there yet\"\n- \"Okay, so if I do this\"\n- \"I need to step back and rethink this\"\n- \"Something doesn't add up\"\n- \"No, actually\"\n- \"I’m not sure, but\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Let me work through this\"\n- \"Oh! That reminds me\"\n- \"Consider this possibility\"\n- \"Let's break this down into parts\"\n- \"Let me back up a second\"\n- \"Now, if I think about it differently\"\n- \"Suppose we assume that\"\n- \"I'm trying to reconcile\"\n- \"It was staring me in the face\"\n- \"If I take this apart step by step\"\n- \"I need to reframe this\"\n- \"This connects to something else\"\n- \"But then again\"\n- \"Let me make sure I got this\"\n- \"This might sound weird, but\"\n- \"Let’s weigh the options\"\n- \"This connects to\"\n- \"That’s an interesting angle, but\"\n- \"What if we looked at it like\"\n- \"So, the bottom line is\"\n- \"Wait, I think I just cracked it!\"\n- \"This could explain why\"\n- \"Let me play devil's advocate\"\n- \"I’m trying to connect the dots here\"\n- \"Is this the right call?\"\n- \"Wait, no\"\n- \"Alright, where was I?\"\n- \"On one hand... but on the other\"\n- \"This is starting to take shape\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Maybe if I try it this way\"\n- \"Oh, it all makes sense now!\"\n- \"Actually, no\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Building on that\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Going back to what I said about\"\n- \"On the other hand\"\n- \"Wait, but if that’s true\"\n- \"If we follow this logic\"\n- \"What if the reason is\"\n- \"Let's think step by step\"\n- \"So that’s why it wasn’t working!\"\n- \"What if I flip it around?\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"I'm getting a sense that\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"That actually makes a lot of sense\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Should I...? No, wait\"\n- \"This is just a first pass, but\"\n- \"Now it all comes together!\"\n- \"Let me connect the dots\"\n- \"Ohhh, now I see!\"\n- \"Okay, pros and cons\"\n- \"More or less\"\n- \"That reminds me\"\n- \"I was just about to say\"\n- \"This makes me think of\"\n- \"First things first\"\n- \"What keeps nagging at me is\"\n- \"That makes sense because\"\n- \"Alternatively\"\n- \"I'm trying to untangle this\"\n- \"Okay, let's break this down\"\n- \"In the end\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let me break this down\"\n- \"Let me untangle this\"\n- \"I'm starting to see a pattern\"\n- \"Where does that leave me?\"\n- \"I'm not sure, but\"\n- \"That’s the piece of the puzzle!\"\n- \"I'm not convinced we've fully understood [blank]'s role 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 | Alzheimer's culprit may be 'innocent'\nline 02 | Wrong culprit Amyloid proteins may have been wrongfully accused as the culprits behind Alzheimer's disease, new research in mice suggests.\nline 03 | Two studies - one Australian, one from the US - have examined the role amyloid proteins play in the brain with one study suggesting that far from being a destructive force, amyloid may in fact play a protective role.\nline 04 | In a study from Stanford University, treating multiple-sclerosis mice with a key component of notorious amyloid proteins such as beta-amyloid, prion and tau not only reduced brain inflammation but also reversed the paralysis associated with the disease.\nline 05 | The results, published in Science Translation Medicine, follow earlier research that used the amyloid proteins to successfully treat mice with multiple sclerosis, despite the fact that amyloid had originally been thought to play a negative role in the disease.\nline 06 | Lead author and professor of neurology at Stanford University Professor Lawrence Steinman says the findings add weight to other studies that show in animals born without the genes that generate amyloid, their disease is much worse.\nline 07 | \"We were so fixated on the idea that amyloid is bad for the brain that if one goes back and looks at the old literature and the new literature, one finds there's a lot of publications where people have ignored these kinds of experiments in humans where, for instance, lower levels of amyloid are associated with earlier dementia,\" says Lawrence.\nline 08 | Instead, Lawrence suggests that amyloid proteins may be the brain's way of soaking up harmful molecules that are part of the inflammatory process.\nline 09 | \"I like to think of them as a surgical sponge in that, because of their chaperone activities and their sticky surfaces, they're very good at the site of damage to sponge up dangerous and harmful molecules that are at the site of disease,\" he says.\nline 10 | Plaques appear later\nline 11 | Meanwhile, Australian researchers have found evidence in a mouse model of Alzheimer's disease that the characteristic amyloid plaques actually appear much later in the disease, long after the development of cognitive symptoms such as memory loss.\nline 12 | \"The conclusion of our study, taken together with other studies is that behavioural decline, neuronal cell death and inflammatory cell activation precede plaque deposition, providing a strong indication that neurodegenerative processes are occurring independent of amyloid-beta protein,\" the researchers write in PLoS One.\nline 13 | Lead scientist, Dr Bryce Vissel says a new theory of disease - that emphasises the role of inflammation rather than the role of amyloid protein - is emerging in the field of Alzheimer's research.\nline 14 | \"The hypothesis is that the inflammation in the brain, potentially driven by external inflammation in some cases, is driving brain damage, impairment and neurodegeneration,\" says Vissel, head of the neurodegenerative research lab at the Garvan Institute of Medical Research.\nline 15 | Anti-amyloid treatments may work in those who are genetically predisposed to overproduce amyloid proteins, Vissel says.\nline 16 | However the recent failure of numerous clinical trials of anti-amyloid therapies suggests in the majority of individuals with this devastating disease, other strategies may be needed.\nline 17 | \"Our study suggests that we will need to treat disease earlier and possibly with approaches other than targeting plaque load.\"\n</context>\n\n<phrases>\n- \"Still working it out\"\n- \"What am I overlooking?\"\n- \"I'm seeing a connection between\"\n- \"What’s the best way to explain this?\"\n- \"On the other hand\"\n- \"On one hand... but on the other\"\n- \"I could be wrong, but\"\n- \"So what does this mean in the bigger picture?\"\n- \"This connects to something else\"\n- \"What happens if we change this part?\"\n- \"[blank] is still a black box to me\"\n- \"I'm intrigued by\"\n- \"I don’t want to jump to conclusions, but\"\n- \"This might explain the pattern\"\n- \"Let me work through this\"\n- \"When I sit with this idea\"\n- \"Something doesn't add up\"\n- \"What’s the missing piece?\"\n- \"First things first\"\n- \"Picture this\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I'm mulling over\"\n- \"That’s an interesting angle, but\"\n- \"This might sound weird, but\"\n- \"Brainstorming here, but\"\n- \"Let me play devil's advocate\"\n- \"No, actually\"\n- \"If I had to choose right now\"\n- \"Kind of\"\n- \"Ummm, actually\"\n- \"I’m trying to connect the dots here\"\n- \"What keeps nagging at me is\"\n- \"That makes sense because\"\n- \"Let me connect the dots\"\n- \"Take this with a grain of salt\"\n- \"Actually, no\"\n- \"What's the best way to explain this?\"\n- \"I'm just throwing ideas around\"\n- \"Don't quote me on this\"\n- \"What if I just flip this around?\"\n- \"Building on that\"\n- \"Still forming this thought\"\n- \"There’s a pattern here\"\n- \"I'm pondering\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"I'm curious about\"\n- \"This connects to\"\n- \"Wait, does this contradict itself?\"\n- \"It's almost like\"\n- \"Here's what I'm thinking\"\n- \"The pros and cons are\"\n- \"If I follow this through\"\n- \"I'm still feeling my way through\"\n- \"I'm trying to untangle this\"\n- \"Let me break this down\"\n- \"What if I flip it around?\"\n- \"Would that even work?\"\n- \"Now, if I think about it differently\"\n- \"This could explain why\"\n- \"Let's break this down into parts\"\n- \"There's a missing link here\"\n- \"Here's a possible explanation\"\n- \"It's a bit murky\"\n- \"Alternatively\"\n- \"Let’s weigh the options\"\n- \"But then again\"\n- \"Okay, pros and cons\"\n- \"I'm struck by\"\n- \"I wonder if\"\n- \"Not sure if this fits, but\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"This brings to mind\"\n- \"Let's think step by step\"\n- \"If I take this apart step by step\"\n- \"Let me just think this through\"\n- \"Okay, let's break this down\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"There's a better way to phrase this\"\n- \"Wait, no\"\n- \"I'm wondering if\"\n- \"Let me untangle this\"\n- \"I'm starting to see a pattern\"\n- \"There's something here about\"\n- \"I’m torn between two choices\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context 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 week, Scripps announced a change to the way that the National Spelling Bee would be conducted.\nline 02 | Starting this year, contestants will not only need to spell their way through the preliminary rounds and pass a computer-based spelling test, but they will also need to pass a multiple-choice vocabulary test in order to advance to the later rounds of the Bee.\nline 03 | Paige Kimble, executive director of the Scripps National Spelling Bee, says that the change \"represents a deepening of the Bee's commitment to its purpose: to help students improve their spelling, increase their vocabularies, learn concepts and develop correct English usage that will help them all their lives\".\nline 04 | Some people reacted to this news as if Scripps had hauled Samuel Johnson himself out back and shot him.\nline 05 | Knickers were knotted; lamentations filled Twitter; a few conspiracy theories mushroomed from the floor of the internet.\nline 06 | People complained primarily that vocabulary didn't belong in a spelling bee.\nline 07 | Here is a fact: Bee contestants already have to contend with vocabulary. Many naysayers have forgotten that one of the aids available to spellers during the Bee is the opportunity to hear the word they are trying to spell in a sentence. If the Bee is only about spelling, why bother providing spellers with a hint that gives them context, part of speech, and a sense of meaning? Further, many competitive spellers study words by deconstructing them by language of origin or root, and extrapolating a modern meaning from a word's root is not as big a step as you may think.\nline 08 | The people most affected by the change – the spellers and their parents – seem to be taking the news of this shift in stride. Ms Kimble notes that \"the feedback we've received [about the changes] has been generally positive\", and that spellers and their parents \"understand and appreciate that this is an exciting and appropriate change for the Bee\".\nline 09 | Broadly speaking, where is spelling without vocabulary?\nline 10 | Words are not merely arbitrary strings of letters that pop into existence ex nihilo and exist on a plane of pure and inviolate \"wordness\", unsullied by actual human use.\nline 11 | Words are intended to be jumbled and tumbled together, sardined into sentences, carried over oceans, and changed by proximity to each other.\nline 12 | They've got history and baggage.\nline 13 | Examining a word only by its spelling is like visiting the Great Pyramid of Giza only to analyze the chemical composition of the stone used in construction: you'll no doubt find something interesting, but you'll also miss the point of the trip.\nline 14 | Consider \"gardyloo\".\nline 15 | Taken as a string of letters to be memorized and regurgitated, it's unremarkable.\nline 16 | Its real appeal is in its meaning and history: \"gardyloo\" is a word that's about 400 years old, was \"used as a warning shout in Scotland when it was customary to throw household slops from upstairs windows\", and may be an Anglicization of the French cry \"garde à l'eau\", which means \"pay attention to the water\".\nline 17 | It is likely a small vocabularic remnant of the Franco-Scottish alliance of the 16th century – the same alliance that gave the world Mary, Queen of Scots.\nline 18 | Looking only at its spelling, you'd never suspect it might be French.\nline 19 | English is full of these treasures, but you need to spelunk into the vocabulary to find them.\nline 20 | Each word's murky origins, its slips and turns through lexical adolescence, its quiet establishment and subsequent midlife crises, are fodder for wonder.\nline 21 | Who among us isn't amazed to learn that the slang \"mack daddy\" ultimately comes from the medieval Dutch word \"mākelaer\", which means \"broker\"? Whose day is not brightened by knowing that a group of jellyfish is called a \"smack\"? And if you have never said a word like \"hornswoggle\" over and over again just to luxuriate in its aural shape and weight, then you are dead inside.\nline 22 | Almost every American who went through the public school system has a spelling bee story, and perhaps that's why some bemoan the changes: this is a hallowed rite of passage and now someone's futzing with it. I, too, have my own bee stories: the awkward do-si-do with the previous speller as I padded up to the podium, palms sticky with flop sweat, head buzzing with heat and loose, jangly letters.\nline 23 | Good spelling matters, of course, and as someone who has difficulty spelling even the simplest words aloud, I applaud anyone who dares compete in a spelling bee at any level. But Scripps is on to something with these changes. Excellent spelling skills may get you to the Bee, but a love of this sprawling language will carry you far beyond.\n</context>\n\n<phrases>\n- \"Let me play devil's advocate\"\n- \"Let me work through this\"\n- \"It almost fits, but something’s off\"\n- \"Here's what's bugging me\"\n- \"Okay, let's break this down\"\n- \"Alternatively\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Something about [blank] is still bothering me\"\n- \"It feels like the right move, but\"\n- \"Something along those lines\"\n- \"Not quite there yet\"\n- \"Something’s not clicking\"\n- \"Going back to what I said about\"\n- \"I think I found the solution!\"\n- \"Oh, I see what’s happening here!\"\n- \"That reminds me\"\n- \"I keep coming back to\"\n- \"On the other hand\"\n- \"This connects to\"\n- \"Alright, where was I?\"\n- \"There’s a pattern here\"\n- \"The more I think about it\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"This explains so much!\"\n- \"Let's think step by step\"\n- \"It was staring me in the face\"\n- \"Something doesn't add up\"\n- \"Okay, walking through it again\"\n- \"The pros and cons are\"\n- \"Okay, pros and cons\"\n- \"First things first\"\n- \"What if I tried...?\"\n- \"Finally, it clicks!\"\n- \"That’s an interesting angle, but\"\n- \"What if we looked at it like\"\n- \"Ummm, actually\"\n- \"Kind of\"\n- \"I’m torn between two choices\"\n- \"There's a missing link here\"\n- \"That would mean\"\n- \"No, actually\"\n- \"Wait, no\"\n- \"Building on that\"\n- \"Oh! That reminds me\"\n- \"Let’s weigh the options\"\n- \"I think I’ve lost my train of thought\"\n- \"This is starting to take shape\"\n- \"That’s it!\"\n- \"It's almost like\"\n- \"This makes me think of\"\n- \"On one hand... but on the other\"\n- \"Oh! I get it now!\"\n- \"I need to reframe this\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I'm trying to untangle this\"\n- \"Let's break this down into parts\"\n- \"[blank] is still a black box to me\"\n- \"I’m trying to connect the dots here\"\n- \"This might explain the pattern\"\n- \"Actually, no\"\n- \"In the end\"\n- \"Possibly\"\n- \"I don’t want to jump to conclusions, but\"\n- \"What if I flip it around?\"\n- \"Let me break this down\"\n- \"Let me trace that logic back\"\n- \"What keeps nagging at me is\"\n- \"I'm seeing a connection between\"\n- \"If we follow this logic\"\n- \"I was just about to say\"\n- \"Consider this possibility\"\n- \"That doesn't seem to add up... Let me think\"\n- \"This connects to something else\"\n- \"Let me circle back to that\"\n- \"Let's test this idea\"\n- \"But then again\"\n- \"Now it makes sense!\"\n- \"I’m almost there\"\n- \"Let me untangle this\"\n- \"That makes sense because\"\n- \"Maybe if I try it this way\"\n- \"I was looking at this all wrong!\"\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 | Currently, the federal minimum wage is $7.25 an hour. The average minimum wage earner (working a 40 hour week) makes approximately $15,080 a year before taxes. That is barely enough for a single person to live on in even the cheapest parts of the country. A family certainly wouldn’t be able to live on that, yet 21% of minimum wage employees are the sole wage earners of their families. For this reason, many argue the minimum wage should be raised to allow single wage earners to keep their families above the poverty line, while others argue that raising the minimum wage will only hurt the economy and drive many people even further into poverty.\nline 02 | The argument for raising the minimum wage is simple: people need to make enough money to live off of. Keeping the minimum wage where it is at perpetuates a cycle of poverty that is almost impossible to break out of. Advocates also claim that raising the minimum wage would boost the economy by providing people with enough money to reinvest in the economy. They argue that raising the minimum wage would help businesses in the long run by preventing high employee turnover and saving money on employee retention and lower retraining costs.\nline 03 | Opponents of raising the minimum wage explain that it might not be that simple. The economic consequences of raising the minimum wage might be so great as to make the action more detrimental than it might appear to be at first glance. They argue that a hike in minimum wage would actually hurt those we are trying to help by reducing employment. Minimum wage laws say that if you hire someone you must pay them a certain wage. But they do not require that you hire anyone at all, much less that you keep the same people on your payroll. In the end, they argue, raising the minimum wage could actually increase poverty because there will be fewer jobs and less demand for labor.\nline 04 | These are both viable arguments. It is plausible that having everyone make a little less money is the better than the possibility that some could be making nothing. But try telling that to all of the people who are currently living in poverty because the minimum wage is not enough to live on in today’s society. In order to craft a solution to the minimum wage debate, we have to find a middle ground in which each side can win a little.\nline 05 | One possible solution would be to raise the minimum for full-time “adult” workers only, but still allow employers to hire teenagers, students, and part-time workers at a lower minimum wage. This would accomplish the goals that a minimum wage hike is designed to achieve while also avoiding the degree of layoffs that opponents fear could happen with a universal minimum wage hike. Of course, as in any system, there are inherent problems, including how to how to prevent a situation in which employers choose to hire only teenagers or part-time workers, and in doing so leave older, presumably more experienced, workers without employment. But the legislature can certainly find a way to overcome these problems, and such a system has the potential to produce a lot of benefit without also bringing significant harm.\nline 06 | But there should also be more fundamental changes if we want to create any kind of lasting solution to the problem. Many people are only making minimum wage because they do not have the skills or the productivity that our economy and employers value. The best solution to this is education. It is no secret that our public education system is less than ideal and is leaving graduates without the skills needed for well-paying jobs. Moreover, as we know, higher education is expensive. Those who are barely making enough to support themselves cannot afford to forgo several years of work to get an education, much less afford the hefty cost it entails. But these are problems that can be fixed, and they are worth focusing on because they could lead to real, lasting changes.\nline 07 | A universal minimum wage hike is not the clear-cut, obvious answer to the problem that many Americans are facing. Something needs to be done, that much is clear, but raising the minimum wage could bring with it many drawbacks that individuals and our economy are unprepared to combat. The answer lies in crafting creative solutions that will indirectly lead to a better standard of living for all Americans, not just the lucky few.\n</context>\n\n<phrases>\n- \"Anyway\"\n- \"There's a better way to phrase this\"\n- \"I need to reframe this\"\n- \"The crucial thing seems to be\"\n- \" is striking \"\n- \"Wait a minute\"\n- \"Let me chew on this\"\n- \"What’s the best way to explain this?\"\n- \"On one hand... but on the other\"\n- \"Ummm, actually\"\n- \"This makes me reflect on\"\n- \"If I take this apart step by step\"\n- \"That reminds me\"\n- \"There's something off here\"\n- \"Something doesn't add up\"\n- \"Let's think step by step\"\n- \"Wait, no\"\n- \"There’s a better way to phrase this\"\n- \"Hmm, let’s rewind a bit\"\n- \"Oh! That reminds me\"\n- \"That doesn’t sound right\"\n- \"This is just a hunch\"\n- \"Okay, so\"\n- \"Maybe I'm way off, but\"\n- \"I think\"\n- \"Let me trace that logic back\"\n- \"It suggests that\"\n- \"I need to make sure this checks out\"\n- \"Sort of like\"\n- \"I'm mulling over\"\n- \"What I’m getting at is\"\n- \"Let me run through it again\"\n- \"Let's break this down into parts\"\n- \"Let me circle back to that\"\n- \"The tricky part is\"\n- \"Let me think\"\n- \"The more I think about it\"\n- \"So what I'm trying to say is\"\n- \"No, actually\"\n- \"I'm struck by\"\n- \"Does that sound right to you?\"\n- \"This is tricky, but\"\n- \"I wonder if\"\n- \"So basically\"\n- \"Actually, no\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I guess there’s no perfect solution\"\n- \"Let me break this down\"\n- \"Let me connect the dots\"\n- \"What keeps nagging at me is\"\n- \"Let me work through this\"\n- \"I'm getting stuck on\"\n- \"I'm starting to see a pattern\"\n- \"I'm seeing a connection between\"\n- \"Maybe I should sleep on it\"\n- \"Let me untangle this\"\n- \"When I sit with this idea\"\n- \"I'm trying to untangle this\"\n- \"Let me see if\"\n- \" is key here\"\n- \"Hang on a second\"\n- \"Now, wait just a second\"\n- \"Follow me here\"\n- \"So what I’m trying to say is\"\n- \"This connects to something else\"\n- \"I keep coming back to\"\n- \"I’m trying to connect the dots here\"\n- \"Let me sum this up so far\"\n- \"Not sure if this fits, but\"\n- \"I'm intrigued by\"\n- \"I was looking at this all wrong!\"\n- \"Okay, pros and cons\"\n- \"The pros and cons are\"\n- \"I'm pondering\"\n- \"First things first\"\n- \"Hold that thought\"\n- \"It almost fits, but something’s off\"\n- \"There’s a pattern here\"\n- \"How do I put this\"\n- \"Building on that\"\n- \"Okay, let's break this down\"\n- \"Backing up for a second\"\n- \"I'm wondering if\"\n- \"That makes sense because\"\n- \"Okay, walking through it again\"\n- \"You know\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Oct. 7, 2002 — Afghanistan, for years one of the world’s biggest sources of fleeing refugees, is now witnessing a dramatic reversal.\nline 02 | In the wake of the Taliban’s fall, so many refugees have returned that they have vastly outstripped the resources of the agencies there to help them.\nline 03 | Now, tens of thousands face a winter without jobs, or adequate food or shelter.\nline 04 | Early this year, as the U.S. military campaign moved into the mop-up phase, the push to repatriate Afghan refugees began. There were an estimated 3.7 million living outside the country, driven out by Cold War-era fighting with the Soviets, long-running ethnic fighting and finally the U.S.-led military campaign to destroy al-Qaida and oust the Taliban government.\nline 05 | The U.N. High Commission on Refugees, or UNHCR, which is heading up refugee work in partnership with the new Afghan government, estimated that some 1.2 million Afghans would need help getting resettled in 2002 — 800,000 returning from Pakistan and Iran, and another 400,000 moving home after being displaced within Afghanistan itself.\nline 06 | But the flood was far greater than expected. Already this year, more than 1.7 million Afghans have returned home, a number that the United Nations estimates will rise to 2 million before the end of the year. At high tide in early summer, the United Nations was processing more than 10,000 returnees a day.\nline 07 | The big surprise was the number of refugees returning from border camps in Pakistan as well many more who had blended into Pakistani society over the years. So far, 1.4 million have returned from Pakistan alone. Nearly 300,000 have returned from Iran, and some have come home after seeking refuge in Tajikistan.\nline 08 | Voting with their feet\nline 09 | U.S. officials and refugee workers insist it is a story of hope. The promise of a new life for their country, bolstered by billions of dollars in international aid, generated a wave of optimism among Afghans.\nline 10 | “In a sense, refugees are voting with their feet,” says John Frederikson of the Washington office of the High Commission on Refugees.\nline 11 | But in the short run, there is a serious shortage of funding and supplies to accommodate them. “The winter is coming up; there is a lack of work and challenges delivering food,” Frederikson said.\nline 12 | His agency may still achieve its original budget goal of $217 million for the year, but the organization has to stretch it to serve 80 percent more Afghans than expected.\nline 13 | To that end, the refugee commission has cut aid for transportation, and some health and education programs have been canceled. Temporary housing for returning Afghans originally was designed to have two rooms — to allow the separation of men and women in accordance with Muslim custom. The planned dwellings have been scaled back to just one room.\nline 14 | Tent cities have sprung up around Kabul, and Lakhdar Brahimi, the United Nations’ top representative on Afghanistan, has called on Pakistan and Iran to discourage more refugees from returning before winter, saying there is no way the country can settle them.\nline 15 | Meanwhile, UNHCR and human rights groups lashed out at European Union officials who announced in September, under heavy pressure from voters to stop illegal migration, a forced repatriation plan for some 100,000 Afghan refugees.\nline 16 | Winter looms, aid workers worry\nline 17 | By October, the flow of returnees had ebbed and wasn’t expected to rise with the onset of winter.\nline 18 | “In a sense, we have some breathing space to catch up,” says Frederikson.\nline 19 | But other observers have their doubts.\nline 20 | “With winter looming, we’re sort of in the same place that we were a year ago,” says Joel Charney, vice president for policy at Refugees International. Not only are there large food deficits, but the reconstruction of the country has proceeded at a snail’s pace, despite some by donor countries that attended a January conference on Afghanistan’s reconstruction. About $900 million has reportedly been delivered, and even that hasn’t gone as far as many had hoped.\nline 21 | “We’re asking the same question as the Afghan government,” says Charney.\nline 22 | “Why has it taken so long to get reconstruction under way?”\nline 23 | Kabul's growing pains\nline 24 | The greatest concentration of returnees — about 600,000 — are in Kabul, even though many of them are originally from other parts of Afghanistan.\nline 25 | The influx has added to the huge strain on the capital city, which was devastated by warring factions in the early 1990s.\nline 26 | Housing, schools and basic services are all in short supply.\nline 27 | Frederikson says many Afghans are using the city as a staging area before returning to their rural homes. Others have become accustomed to urban life in the long years away from their country, integrated into major cities in Pakistan, such as Karachi and Islamabad.\nline 28 | Many are in the capital because it is the only part of the country protected by international security forces. For the moment, there is no plan to expand the peacekeeping force to other areas of the country.\nline 29 | In the south and east of Afghanistan, U.S.-led military forces are still trying to root out remnants of Osama bin Laden’s al-Qaida and Taliban stragglers. Elsewhere, regional , benefiting from the post-Taliban power void.\nline 30 | And there are hazards lingering from decades of conflict, including the latest U.S. bombing campaign — a countryside littered with unexploded ordnance and landmines.\nline 31 | It will take years, despite the largest demining operation in the world, to remove this threat to civilians.\nline 32 | “People would usually like to go and resettle where they are from,” says Charney. “They go back and see that their fields are destroyed, there’s no school for their kids and the local warlord is running amok. ... Their only choice is to go back to Pakistan or go to Kabul.”\nline 33 | Charney says that already some Afghans have gone back to refugee camps in Pakistan where conditions are better — men can get day work and the children can attend school.\nline 34 | According to one U.S. official, who spoke only on condition of anonymity, unless the situation in Afghanistan improves swiftly, there could be a mass outflow.\nline 35 | © 2013 msnbc.com Reprints\n</context>\n\n<phrases>\n- \"Let me dig into that a little deeper\"\n- \"What’s the best way to explain this?\"\n- \"This makes me reflect on\"\n- \"Let me run through it again\"\n- \"This makes me think of\"\n- \"Actually, no\"\n- \"Oh! That reminds me\"\n- \"Oh, that clears everything up!\"\n- \"Let me break this down\"\n- \"What keeps nagging at me is\"\n- \"What if we\"\n- \"Okay, so\"\n- \"I wonder if\"\n- \"Now we're cooking\"\n- \"Something doesn't add up\"\n- \"Ah...\"\n- \"Let me see\"\n- \"Bear with me while I\"\n- \"Let me connect the dots\"\n- \"I'm wondering if\"\n- \"It finally adds up!\"\n- \"Let's see\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"Let’s weigh the options\"\n- \"On one hand... but on the other\"\n- \"Wait, no\"\n- \"On the other hand\"\n- \"The pros and cons are\"\n- \"Let me back up a second\"\n- \"It's almost like\"\n- \"Alternatively\"\n- \"Coming at this from another angle\"\n- \"I need to step back and rethink this\"\n- \"I'm seeing a connection between\"\n- \"This connects to\"\n- \"That’s an interesting angle, but\"\n- \"Now it makes sense!\"\n- \"Let me chew on this\"\n- \"I was just about to say\"\n- \"Let me approach this from another angle\"\n- \"Well\"\n- \"Uh...\"\n- \"Building on that\"\n- \"Let's break this down into parts\"\n- \"Let's think step by step\"\n- \"Okay, walking through it again\"\n- \"Oh! I get it now\"\n- \"Okay, backtrack a bit\"\n- \"I'm intrigued by\"\n- \"I'm pondering\"\n- \"First things first\"\n- \"When I sit with this idea\"\n- \"I'm still feeling my way through\"\n- \"Uh, where was I?\"\n- \"But then again\"\n- \"That would explain why\"\n- \"Just spitballing here\"\n- \"Aha! That’s what I was missing!\"\n- \"Wait a minute... Oh!\"\n- \"There's something here about\"\n- \"There's got to be something about\"\n- \"Of course! That’s the answer!\"\n- \"What’s the next step?\"\n- \"I think I can rule that out\"\n- \"I need to make sure this checks out\"\n- \"What if I flip it around?\"\n- \"I'm trying to untangle this\"\n- \"That reminds me\"\n- \"I'm curious about\"\n- \"Let me circle back to that\"\n- \"That changes everything\"\n- \"How do I put this\"\n- \"That makes sense because\"\n- \"Still forming this thought\"\n- \"No, actually\"\n- \"Oh, I see what’s happening here!\"\n- \"I'm struck by\"\n- \"Let me play devil's advocate\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me untangle this\"\n- \"If I take this apart step by step\"\n- \"This connects to something else\"\n- \"Let me work through this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Pyramid has excellent documentation on using the resource tree, especially for traversing a URL and mapping it to a view.\nline 02 | This will not attempt to duplicate that, but rather provide a simplified explanation specifically for security.\nline 03 | Resources are organized into a tree of objects that are traversed using a path ('/foo/bar/baz').\nline 04 | Each resource is expected to implement the __getitem__ method and return the next resource in the tree.\nline 05 | Pyramid uses a root factory which, given the current request object, returns the root of the tree.\nline 06 | Returning a different tree per request is completely valid.\nline 07 | Below are two examples of factories that return a Resource instance as the root of the tree.\nline 08 | class Resource(object): def __getitem__(self, key): raise KeyError class RootFactory(Resource): def __init__(self, request): self.request = request def root_factory(request): return Resource()\nline 09 | A path is broken into its segments and used to traverse the resource tree. For example the path '/foo/bar/baz' is split into a 3-tuple ('foo', 'bar', 'baz'). The segments are then used to traverse the tree via the __getitem__ methods of the successive resources. Below is an example of a simple tree that drills down into a corporation’s hierarchy.\nline 10 | class Employee(object): pass class Department(object): def __getitem__(self, key): emp = Employee() emp.id = key return emp class Corporation(object): def __getitem__(self, key): dept = Department() dept.id = key return dept class Root(object): def __getitem__(self, key): corp = Corporation() corp.id = key return corp def root_factory(request): return Root()\nline 11 | Using this setup, Pyramid will use the root_factory to create the root which will then be used to traverse the tree. The resulting context will be an instance of the Employee.\nline 12 | >>> root = root_factory(None) >>> context = root['acme']['weapons']['coyote'] >>> context <Employee object at ...>\nline 13 | If at any point an invalid key is supplied, a KeyError exception can be raised which will end the traversal. The last valid resource in the tree will then be used as the context. However, in our simple example any (corporation, department, employee) combination will be accepted.\nline 14 | Traversal allows for a completely natural way to organize a hierarchy of objects. It also happens to be the way a lot of applications think about security and permissions. For example, if we use the resource tree from the previous section, it looks remarkably like a security hierarchy we might use within our site. If a user is part of a corporation they can view the departments, but unless they are in management they cannot create, update or destroy them. Going further, an employee can update its own records but no one elses.\n</context>\n\n<phrases>\n- \"Oh, it all makes sense now!\"\n- \"What if we looked at it like\"\n- \"Let me break this down\"\n- \"That actually makes a lot of sense\"\n- \"That’s an interesting angle, but\"\n- \" is interesting\"\n- \"What’s the next step?\"\n- \"This could explain why\"\n- \"Let's break this down into parts\"\n- \"What keeps nagging at me is\"\n- \"Let me work through this\"\n- \"Alternatively\"\n- \"Wait, does this contradict itself?\"\n- \"There’s a better way to phrase this\"\n- \"What happens if we change this part?\"\n- \"So that’s why it wasn’t working!\"\n- \"So what does this mean in the bigger picture?\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I’m trying to connect the dots here\"\n- \"Wait, no\"\n- \"I think I found the solution!\"\n- \"There's got to be something about\"\n- \"No, actually\"\n- \"That changes everything\"\n- \"Of course! That’s the answer!\"\n- \"Let me see if\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"There's something here about\"\n- \"So far, it looks like\"\n- \"This makes me think of\"\n- \"This connects to\"\n- \"Let me sum this up so far\"\n- \"Let’s weigh the options\"\n- \"There's probably more to it\"\n- \"What I mean is\"\n- \"Oh! I get it now\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"Coming at this from another angle\"\n- \"Am I missing something?\"\n- \"Now, if I think about it differently\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Okay, pros and cons\"\n- \"What if I flip it around?\"\n- \"If we follow this logic\"\n- \"If I take this apart step by step\"\n- \"It's almost like\"\n- \"If I follow this through\"\n- \"Let me play devil's advocate\"\n- \"That’s the answer I was looking for!\"\n- \"I should have known that!\"\n- \"Basically\"\n- \"Something’s not clicking\"\n- \"I'm seeing a connection between\"\n- \"But then again\"\n- \"Let me propose something\"\n- \"Brainstorming here, but\"\n- \"Consider this possibility\"\n- \"In essence\"\n- \"I'm still feeling my way through\"\n- \"On the other hand\"\n- \"First things first\"\n- \"I'm trying to untangle this\"\n- \"What if we\"\n- \"Something's not quite right\"\n- \"Here's where it gets interesting\"\n- \"Let's think step by step\"\n- \"Building on that\"\n- \"Something about [blank] is still bothering me\"\n- \"The pros and cons are\"\n- \"One way to look at it is\"\n- \"I'm starting to see a pattern\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"That reminds me\"\n- \"This connects to something else\"\n- \"Let me throw this out there\"\n- \"Okay, I think I’ve got it now!\"\n- \"I need to fill in the gaps\"\n- \"Let me untangle this\"\n- \"So the main idea is\"\n- \"Something doesn't add up\"\n- \"So basically\"\n- \"Actually, no\"\n- \"There’s a pattern here\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The following first appeared in The Capital last weekend.\nline 02 | If you live in Anne Arundel County there is a good chance your neighborhood will soon benefit from the county stormwater fee. By the same account, you will continue to endure flooded basements, closed swimming areas, and other problems if some state legislators get their way and block the county from collecting the fee.\nline 03 | Construction is pending on $76 million worth of projects that will benefit dozens of communities around the county. All the projects—special landscaping and upgraded retention ponds and outfalls—will slow down, and treat, polluted runoff. All were funded by the stormwater fee.\nline 04 | It's about time. Polluted runoff is the biggest, or one of the biggest, sources of water pollution in the county's many creeks and rivers. Communities throughout the county suffer as a result.\nline 05 | Manhattan Beach in Severna Park is an example.\nline 06 | It's a quiet, family community on the Magothy River.\nline 07 | Two tidal creeks surround Manhattan Beach: Dividing Creek and Cypress Creek.\nline 08 | Like so many communities in Anne Arundel, Manhattan owes much of its identity, not to mention its real estate values, to its waterfront location.\nline 09 | It has a boat ramp, two community beaches, and a clubhouse that looks out to the river.\nline 10 | But as with so many Anne Arundel neighborhoods, the water running through Manhattan Beach is often unhealthy. Of the 14 times Dividing Creek was tested for bacteria last summer, readings exceeded safe bacteria limits 12 times, with some readings 40 to 50 times above health limits, according to water monitoring completed through the Operation Clearwater program. The water at such times is more like toilet water than a natural creek.\nline 11 | What's the source of this problem?\nline 12 | A comprehensive 2010 study by the Department of Public Works found virtually all of the bacteria pollution in the Magothy River was the result of polluted runoff.\nline 13 | Rainwater flushes bacteria from dog waste, septic systems and other sources into local creeks. And bacteria is only one type of pollution discharged into the Magothy River and county creeks during rainstorms and snow melts. The water picks up chemicals, trash, lawn fertilizer, weed killer, and lots and lots of dirt. About 32 percent of the nitrogen pollution in the Severn River, for instance, comes from polluted runoff, 44 percent of the phosphorus pollution, and 82 percent of the sediment pollution.\nline 14 | This fast-moving urban runoff also increases local flooding. More pavement means less chance for rain to soak in. That means more volume and speed of discharge.\nline 15 | Polluted runoff isn't a new problem in Anne Arundel. It's been around for decades. The public works department has made significant progress attacking it, but not nearly enough. The problem: no reliable source of funding for improvement projects.\nline 16 | Finally with the stormwater fee, the county this year was able to begin the improvements projects that will reduce polluted runoff in the Magothy River and in other county creeks and rivers. Manhattan Beach and numerous other neighborhoods will benefit.\nline 17 | These projects aren't cheap, partly because we've ignored this problem so long.\nline 18 | Some state legislators have suggested that cheaper alternatives exist, such as reducing pollution at a dam on the Susquehanna River, encouraging citizen involvement with tax credits, and heavier fines for sewage spills.\nline 19 | Some of these suggested actions already are underway, and others may have merit.\nline 20 | But they aren't substitutes for local improvement projects in Anne Arundel.\nline 21 | Put off the \"rain tax,\" and we put off direct benefits to the health and well-being of county residents in Manhattan Beach and numerous other neighborhoods. That's not good government. That's not leadership.\nline 22 | —Alison Prost, CBF's Maryland Executive Director\n</context>\n\n<phrases>\n- \"Wait, no\"\n- \"Let me approach this from another angle\"\n- \"The crucial thing seems to be\"\n- \"So far, it looks like\"\n- \"Let's see\"\n- \"What if we\"\n- \"Wait a minute\"\n- \"Ummm, actually\"\n- \"There's something off here\"\n- \"Let me play devil's advocate\"\n- \"This connects to\"\n- \"Not quite there yet\"\n- \"This connects to something else\"\n- \"On one hand... but on the other\"\n- \"That’s an interesting angle, but\"\n- \"I think\"\n- \"Hold on a second\"\n- \"Now, wait just a second\"\n- \"What if the reason is\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Something about [blank] is still bothering me\"\n- \"Maybe if I try it this way\"\n- \"Let me make sure I got this\"\n- \"Let's test this idea\"\n- \"Is it possible that...?\"\n- \"This makes me think of\"\n- \"Hold that thought\"\n- \"I'm seeing a connection between\"\n- \"Okay, so if I do this\"\n- \"There’s a better way to phrase this\"\n- \"Alternatively\"\n- \"Here's what's bugging me\"\n- \"Let me work through this\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"That reminds me\"\n- \"Coming at this from another angle\"\n- \"Brainstorming here, but\"\n- \"Let me throw this out there\"\n- \"Actually, no\"\n- \"Okay, so\"\n- \"I don’t want to jump to conclusions, but\"\n- \"What if I tried...?\"\n- \"Let me see\"\n- \"What if I flip it around?\"\n- \"Just thinking out loud but\"\n- \"Consider this possibility\"\n- \"Let me connect the dots\"\n- \"It's fascinating how\"\n- \"That makes sense because\"\n- \"Hmm\"\n- \"But then again\"\n- \"Building on that\"\n- \"I'm not sure, but\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"This could explain why\"\n- \"The thing is\"\n- \" is interesting\"\n- \"Not sure if this fits, but\"\n- \"Oh! That reminds me\"\n- \"Uh...\"\n- \"This is just a first pass, but\"\n- \"No, actually\"\n- \"On the other hand\"\n- \"If I'm not mistaken\"\n- \" is striking \"\n- \"I'm getting stuck on\"\n- \"Let's think step by step\"\n- \"What keeps nagging at me is\"\n- \"I’m trying to connect the dots here\"\n- \"Let me untangle this\"\n- \"This might sound weird, but\"\n- \"It almost fits, but something’s off\"\n- \"There's got to be something about\"\n- \"Something doesn't add up\"\n- \"So basically\"\n- \"What I’m getting at is\"\n- \"If I follow this through\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Hang on a second\"\n- \"Might be\"\n- \"What’s the next 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 | The feature length documentary\nline 02 | High Fresco is slated for release in 2014\nline 03 | For more about the art of fresco and Ben Long, please see below\nline 04 | by Mark Wade Stone\nline 05 | While fresco is a monumental art form dating back to Egyptian and Greco-Roman\nline 06 | times, it achieved full flourish during the Renaissance in Italy.\nline 07 | It\nline 08 | is from the Italians, then, that we derive the term itself, after affresco,\nline 09 | which means “fresh.” In the 15th and 16th centuries, fresco was a principal\nline 10 | technique used for a multitude of major commissions – Michelangelo’s\nline 11 | Sistine Chapel being most familiar to us. As a wall and ceiling decoration,\nline 12 | fresco is valued and acclaimed for its vibrancy of color and luminescence,\nline 13 | but as important, and barring catastrophe, it endures the life of the\nline 14 | wall. Though there currently exists only a handful of practicing fresco\nline 15 | masters, the technique is undergoing a North American renaissance, most\nline 16 | notably in North Carolina, Minnesota, California and Michigan. This\nline 17 | surge of activity in the final two decades of the 20th century, and\nline 18 | into the 21st, has caught fresco up to modern times, employing new technologies\nline 19 | to overcome inherent problems and accommodate contemporary architectural\nline 20 | Today, as in Renaissance times, frescoes may exist as a merely decorative\nline 21 | element -- a wall or ceiling border, for example -- or may follow traditional\nline 22 | compositional easel painting approaches in the manner of the Grand Masters.\nline 23 | The following is a description of method, termed “high fresco,” for\nline 24 | painting large-scale frescoes as practiced by American painter Ben Long.\nline 25 | Long worked for seven years alongside the late Florentine maestro Pietro\nline 26 | Annigoni, and is acknowledged as the maestro’s last apprentice.\nline 27 | What is Fresco?\nline 28 | Fundamentally, fresco is the art of painting water-suspended earth pigments\nline 29 | onto a damp lime plaster wall. It is a unique approach in that as the\nline 30 | painted plaster wall dries, it carbonizes to form a remarkably hard\nline 31 | skin of calcium carbonate, locking the particles of absorbed pigment\nline 32 | into place.\nline 33 | Fresco becomes the wall.\nline 34 | Thus, the methodology begins with\nline 35 | the element crucial to fresco: lime.\nline 36 | The Lime Pit\nline 37 | Creation of the lime pit typically takes place before, or concurrent\nline 38 | with, the artist’s formulation of preliminary compositional drawings,\nline 39 | since lime should, ideally, break down for no less than two years before\nline 40 | use as a prepared painting surface. A traditional lime pit consists\nline 41 | of merely mixing powdered lime and water in a hole dug into the ground.\nline 42 | Modern approaches usually involve lining the hole with a watertight\nline 43 | tank, or series of tanks, to better control contamination and handling\nline 44 | of the lime. Though care must be taken to guard against freezing temperatures,\nline 45 | tanks also may be located above ground.\nline 46 | By the time the pit is filled and capped, many gallons of distilled\nline 47 | water and quantities of the purest available lime will have been combined,\nline 48 | small batches at a time, and poured into the pit to begin the breakdown\nline 49 | of the mixture into a soft, gritty paste.\nline 50 | The chemical breakdown of\nline 51 | the lime crystals, called “slaking,” must continue until it is smooth\nline 52 | enough to be used as plaster for the “skin,” or finished painting surface.\nline 53 | The Scratch Coat\nline 54 | In the meantime, many buckets of the partially-slaked lime will be combined\nline 55 | with sand (two parts rough washed sand, one part lime) to create the\nline 56 | “scratch coat,” a three-quarter-inch or more layer of foundation plaster\nline 57 | troweled onto an existing interior wall.\nline 58 | It is to this roughly-scored\nline 59 | scratch coat that the final eighth-inch-thick skin is bound. The scratch\nline 60 | coat, applied in two or three layers several months apart, may be reinforced\nline 61 | by a membrane of metal mesh between the plaster and the wall.\nline 62 | A typical\nline 63 | Renaissance-era wall consisted of brick, which allowed the finished\nline 64 | fresco to bind and dry with relative ease. Brick is not the common interior\nline 65 | construction material it once was, so products like Densglass mounted\nline 66 | on a reinforced masonry wall may serve today as a wallboard backing\nline 67 | suitable for the scratch coat. Large-scale frescoes weighing thousands\nline 68 | of pounds requires close consultation with the architect of the building.\nline 69 | The process of mixing water with powdered lime is fraught with hazards.\nline 70 | The combination produces a volatile chemical reaction, which creates\nline 71 | enormous amounts of heat and steam.\nline 72 | A fifty-pound bag of lime should\nline 73 | be laid flat on the rim of a heat-resistant 55-gallon barrel containing\nline 74 | 11-14 gallons of distilled water. Slitting the bag along its length,\nline 75 | the mixer then dumps the bag’s contents into the water all at once and\nline 76 | loosely covers the barrel with the empty bag to prevent splattering.\nline 77 | Within a very short time, the mixture will begin roiling, bubbling and\nline 78 | steaming, shaking the barrel with its vigorous action. Workers should\nline 79 | wear protective clothing and a Plexiglas face shield to avoid the 400-degree\nline 80 | spatters of wet lime and large volumes of steam escaping the mixing\nline 81 | barrel. Despite these discomforts, the mixer must remain at the barrel\nline 82 | using an industrial drill and extended paddle bit to ensure the batch\nline 83 | is completely blended into a loose slush before it is poured into the\nline 84 | pit. Once filled, the pit is then sealed in such a way as to minimize\nline 85 | exposure to pollution and other contaminants. The pit should be checked\nline 86 | regularly against water leaks and freezing. Additional distilled water\nline 87 | can be periodically stirred into the mixture to maintain moisture content.\nline 88 | Fresco painting technique, because of the repeated cross-hatching of\nline 89 | earth pigments onto the absorbent skin, resembles drawing as much as,\nline 90 | or more than, painting. Long before approaching the wall, the artist\nline 91 | begins with pencil, charcoal or conté drawings of models or other physical\nline 92 | elements that will make up the overall preliminary compositional drawing.\nline 93 | The compositional drawing is typically made on a one-inch to one-foot\nline 94 | scale, though it has been suggested that using metric measurement greatly\nline 95 | facilitates transference of gridded drawings to full scale. These initial\nline 96 | drawings -- both individual sketch studies and the compositional drawing\nline 97 | containing these elements -- require an artist with a keen instinctual\nline 98 | eye for exactitude. Precision is critical when it comes time to enlarge\nline 99 | the compositional drawing to full-scale size.\nline 100 | Once initial drawings are completed, the artist may create more fully\nline 101 | refined drawings of certain elements – such as portraits – to fix them\nline 102 | even more firmly in the mind. In theory, this “fixing-in-the-mind,”\nline 103 | while appearing somewhat repetitive, is an important process throughout\nline 104 | the course of conceptualization. It allows the artist to not only embed\nline 105 | the subjects into memory, but to also discover new and serendipitous\nline 106 | aspects of the original inspiration for the composition.\nline 107 | An oil color study of the full composition, generally the same size\nline 108 | as the compositional drawing, should also be prepared. Color – rather\nline 109 | than detail, as in the drawing – is emphasized. The artist’s knowledge\nline 110 | of color, through experience in easel oil painting, comes heavily to\nline 111 | bear. Here the artist more fully visualizes how color may affect composition,\nline 112 | taking into account the “weight” of certain colors in balance with others.\nline 113 | The color study may result in minor changes and realignments of all\nline 114 | or part of the composition. The artist and colorist should then decide\nline 115 | which color pigments must be acquired.\nline 116 | In creating the “cartoons,” there is now a return to refined drawing:\nline 117 | charcoal and conté drawings enlarged to the full scale of the finished\nline 118 | fresco. The original compositional drawing, gridded with one-inch squares,\nline 119 | is transferred to large sheets of paper with a one-foot grid pattern\nline 120 | (again, a metric configuration may well be preferable). This is laborious\nline 121 | and exacting, but results in the ability to view the full composition\nline 122 | in terms of proportion and perspective. Relative weight and arrangement\nline 123 | of individual elements in the picture can be confirmed as properly balanced\nline 124 | and scaled to each other. The cartoons may also be mounted at the actual\nline 125 | painting site wall to allow the artist line-of-sight references.\nline 126 | Tracing and Punching\nline 127 | More importantly, the cartoon is a primary gauge used to ensure that\nline 128 | the accuracy of the original composition is maintained on the wall.\nline 129 | To this end, semi-transparent tracing paper is laid over the cartoon\nline 130 | and dominant lines are traced. The tracing paper is removed and punched\nline 131 | with a large needle every few inches along the traced lines. These tracings\nline 132 | are set aside for the sinopia process, and are used again when painting\nline 133 | Site and Pigment Preparation\nline 134 | A short time prior to approaching the wall, scaffolding must be assembled\nline 135 | as needed and grinding tables arranged at the work site. The artist\nline 136 | or colorist supervises a team of assistants in preparing mixtures of\nline 137 | pigments and distilled water, which will be rendered to a buttery texture\nline 138 | by grinding the colors on glass plates with heavy stone or glass mullers.\nline 139 | To whiten a color, slaked lime itself is often used. Mulling is labor\nline 140 | intensive – even tedious – but necessary to ensure that pigments and\nline 141 | lime crystals are ground finely enough to be drawn into the porous plaster\nline 142 | as it dries.\nline 143 | It is at this point – with the colors prepared, the tracings and punchings\nline 144 | completed, and a designated scratch coat area thoroughly misted with\nline 145 | water the night before – that the artist and crew are ready to approach\nline 146 | The punched tracings, with the essential outline information from the\nline 147 | cartoons, are affixed with string loops and suspended in place on the\nline 148 | wall from nails gently driven into the scratch coat. Small gauze bags\nline 149 | filled with red earth pigment are tapped – “pounced” – over the punched\nline 150 | holes in the tracings to create a dotted outline on the scratch coat.\nline 151 | The tracings are removed, and with drawings and cartoons mounted nearby\nline 152 | for reference, the artist follows the dotted outline to begin the sinopia,\nline 153 | or “underdrawing.” Though the scratch coat is rough and the drawing\nline 154 | (using red pigment suspended in water) is not particularly detailed,\nline 155 | it once again serves to fix the drawing in the mind and allows a final\nline 156 | confirmation of compositional correctness. The scratch coat is then\nline 157 | heavily misted with distilled water the night before painting.\nline 158 | The muratore, or mason, is then brought in to apply the thin lime plaster\nline 159 | skin over a portion of the sinopia designated by the artist. This application\nline 160 | is referred to as the giornata, figuratively translated as “work that\nline 161 | can be done in a day.” The muratore is generally directed to extend\nline 162 | the fresh plaster lay an inch or so beyond the borders of the giornata\nline 163 | to allow room for the artist to evenly trim the edges after the day’s\nline 164 | This, the final painting surface – called the intonaco – is an eighth-inch\nline 165 | layer of fully slaked lime and sand, mixed one-to-one on-site. It must\nline 166 | be neither too wet nor too dry for purposes of trowling and pigment\nline 167 | absorbency. Moisture content is an inexact science even for experienced\nline 168 | masons and fresco painters, and conditions at each site -- such as thickness\nline 169 | and absorbency of the scratch coat, ambient room heat and humidity,\nline 170 | temperature of the exterior of the wall -- must be accounted for. The\nline 171 | intonaco must be troweled smooth and flat, and checked from various\nline 172 | angles for irregularities. Spot applications of a watery mixture of\nline 173 | pure lime can smooth irregularities in overall surface texture.\nline 174 | Assisting the Maestro\nline 175 | As the muratore’s work is being completed and a second pouncing onto\nline 176 | the intonaco begins, assistants must prepare a table near the intonaco.\nline 177 | This table becomes, in essence, the painter’s palette. On it rests containers\nline 178 | – often bowls – of the ground colors selected for that day. These colors\nline 179 | are suspended in distilled water, and must be frequently stirred or\nline 180 | “spun” by an assistant to maintain suspension of the pigments.\nline 181 | Also\nline 182 | on the table are containers of various size brushes, a hand-held palette\nline 183 | of mulled color, and several bowls of clean water for rinsing brushes.\nline 184 | An assistant must stand at the ready to hand the painter brushes, damp\nline 185 | sponges and maintain the containers of fresh water.\nline 186 | If satisfied with\nline 187 | the pouncing on the intonaco, the artist proceeds, guided by these critical\nline 188 | The “Golden Hour”\nline 189 | An indication of the ideal painting surface, called the “golden hour,”\nline 190 | occurs when paint is immediately absorbed when brushed onto the wall.\nline 191 | Viewed at the proper angle to a light source, this effect can be seen\nline 192 | clearly as a reflective brushstroke that disappears promptly upon application.\nline 193 | The wall is said to be “taking” at that point. Should the wall be seen\nline 194 | as slow in taking, the wall is too wet, resulting in the brush “picking\nline 195 | up” – smearing or lifting color.\nline 196 | “Tearing it Out”\nline 197 | Mistakes cannot be brushed out or covered over, and therein lies the\nline 198 | high challenge of fresco. Errors in laying the plaster, or even painting,\nline 199 | may well result in having to scrape off all or part of the intonaco.\nline 200 | Variances in color or inappropriate appearances of lime patches and\nline 201 | the like can be corrected by creating a secondary painting surface of\nline 202 | egg tempera one year after the fresco is painted. But even when taking\nline 203 | correctly, the artist generally has a window of only several hours before\nline 204 | the wall begins to “lock up,” becoming too dry to take pigment properly.\nline 205 | As the giornata nears completion, the artist may occasionally direct\nline 206 | that the intonaco be sprayed with a fine mist of water, which acts as\nline 207 | a medium to draw pigments further into the wall.\nline 208 | The End of the Day\nline 209 | At the end of each day, a “day line” must be cut, which consists of\nline 210 | trimming the small amount of excess plaster left by the mason at the\nline 211 | edge of the intonaco. The day line should be cut and beveled with fine,\nline 212 | sharp and flexible instrument (a utility blade or trowel). Execution\nline 213 | must be precise, as other giornatas will be troweled adjacent to all\nline 214 | or part of the day line at some point. These new intonacos must be painstakingly\nline 215 | “married” to the previous day line so as to render the borders virtually\nline 216 | The scratch coat well beyond the giornata is likely to have absorbed\nline 217 | a great deal of moisture. Care must be taken not to over-water the scratch\nline 218 | coat for the next day’s painting if the new intonaco is to be laid adjacent\nline 219 | to the one prior to it.\nline 220 | Coordination and understanding of the fresco process is fundamental\nline 221 | to success.\nline 222 | Inspired and informed by a sense of beauty; an acutely intimate\nline 223 | understanding of thematic resonances; an essentially rote knowledge\nline 224 | of every detail of the composition; a highly-attuned eye for drawing;\nline 225 | a fulsome understanding of color; as well as an appreciation for teamwork\nline 226 | and the time and effort it has taken to reach the painting stage, the\nline 227 | artists persevere with each day’s work until completion.\nline 228 | HIGH FRESCO - THE ART OF BEN LONG is a cinéma vérité documentary about the fresco triptych painted in 1992 at the Bank of America (then NationsBank Corporate Center) in Charlotte, North Carolina by the preeminent American fresco master Ben Long. Standing ten feet off the floor, each of the three frescoes measures a monumental 18' X 23'.\nline 229 | Wade Stone is a four time Emmy Award winning producer based in Cleveland, Ohio\nline 230 | - HIGH FRESCO, which follows Ben Long's work from 1990 to 1992, is Stone's\nline 231 | He can be reached at:\nline 232 | Storytellers Media Group, Ltd\nline 233 | 2223 Carabel Avenue\nline 234 | Lakewood, Ohio 44107-5565 U.S.A.\nline 235 | mark [AT] storytellersmediagroup [DOT] com\nline 236 | video titles available from Storytellers Media Group, Ltd:\nline 237 | A WINDOW ON THE NATIONSBANK FRESCOES (1992, 20 min.) – Short\nline 238 | “sketch” of the finished documentary, summarizing two years of preparatory\nline 239 | work in Paris and the first several days of on-site painting. $15.00\nline 240 | + $3.00 P&H\nline 241 | Coming Attractions: RIPPEROLOGY (2015) FLYING TURNS (2014) BROKEN ROSARY - THE FRANK DOLEZAL AFFAIR (2016) HIGH FRESCO - THE ART OF BEN LONG (2014)\nline 242 | Copies can be ordered through the above PayPal \"Buy\nline 243 | now\" buttons, or via the above address; checks or money orders\nline 244 | only when ordering by mail. Students may order at 10% discount.\nline 245 | Please allow 4 ~ 6 weeks for delivery.\nline 246 | Sites Real Color WheelJust\nline 247 | had to include this - a thorough approach to color by Hawaii-based\nline 248 | artist Don Jusko. This is a huge site, with lots of step-by-step\nline 249 | easel painting examples.\nline 250 | Modern Fresco\nline 251 | Ilia Anossov - a diverse, original talent who has one of the\nline 252 | best fesco sites on the Web. Wet-Wall Tattoos Link\nline 253 | a to fine book on Ben Long by Richard Machal The Art and Nature\nline 254 | of Fresco A\nline 255 | site about the fresco technique and philosophy of Sr. Lucia\nline 256 | Wiley (1902-1998), a WPA muralist and painter - with a focus\nline 257 | on women muralists Ben Long Fine Art Site\nline 258 | promoting the painter's work..\n</context>\n\n<phrases>\n- \"Going back to what I said about\"\n- \"When I sit with this idea\"\n- \"I could be wrong, but\"\n- \"I need to make sure this checks out\"\n- \"Ummm, actually\"\n- \"Wait, I think I’ve got it!\"\n- \"Let me work through this\"\n- \"I was making this more complicated than it needed to be\"\n- \"Let’s weigh the options\"\n- \"I need to step back and rethink this\"\n- \"This makes me think of\"\n- \"Let me untangle this\"\n- \"I'm just throwing ideas around\"\n- \"The pros and cons are\"\n- \"I'm pondering\"\n- \"There's something here about\"\n- \"So that’s why it wasn’t working!\"\n- \"Okay, pros and cons\"\n- \"That’s it!\"\n- \"What if I flip it around?\"\n- \"This brings to mind\"\n- \"I'm still feeling my way through\"\n- \"I keep circling back to\"\n- \"This connects to\"\n- \"What keeps nagging at me is\"\n- \"This connects to something else\"\n- \"Why did I do that?\"\n- \"Let me connect the dots\"\n- \"I guess that works\"\n- \"Let's break this down into parts\"\n- \"Let's think step by step\"\n- \"That makes sense because\"\n- \"Finally, it clicks!\"\n- \"Oh! That reminds me\"\n- \"Picture this\"\n- \"I could do this, or maybe that\"\n- \"Something doesn't add up\"\n- \"On one hand... but on the other\"\n- \"I’m trying to connect the dots here\"\n- \"Let me make sure I got this\"\n- \"I'm starting to see a pattern\"\n- \"On the other hand\"\n- \"This is slipping through my fingers\"\n- \"Building on that\"\n- \"I wonder if\"\n- \"Okay, backtrack a bit\"\n- \"That’s what I was trying to say!\"\n- \"I'm mulling over\"\n- \"But then again\"\n- \"So what does this mean in the bigger picture?\"\n- \"Wait, no\"\n- \"Still working it out\"\n- \"I'm not sure, but\"\n- \"Okay, let's break this down\"\n- \"Alternatively\"\n- \"If I take this apart step by step\"\n- \"I'm trying to untangle this\"\n- \"I think I can rule that out\"\n- \"It finally adds up!\"\n- \"First things first\"\n- \"That’s an interesting angle, but\"\n- \"What's the best way to explain this?\"\n- \"Let me chew on this\"\n- \"Here's where it gets interesting\"\n- \"Hmm, let’s rewind a bit\"\n- \"I'm struck by\"\n- \"How can I approach this?\"\n- \"Okay, walking through it again\"\n- \"Where did I put that...?\"\n- \"Now I'm stuck on\"\n- \"I'm seeing a connection between\"\n- \"Oh! I get it now!\"\n- \"This makes me reflect on\"\n- \"Let me run through it again\"\n- \"Let me break this down\"\n- \"Actually, no\"\n- \"Of course! That’s the answer!\"\n- \"I'm curious about\"\n- \"Let me play devil's advocate\"\n- \"I need to reframe this\"\n- \"What’s the best way to explain this?\"\n- \"Now, if I think about it differently\"\n- \"This is rough, but\"\n- \"Ohhh, now I see!\"\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 | Maslow’s Hierarchy of Needs And An Extended Care Facility\nline 02 | Maslow’s hierarchy of needs rank the basic human needs by their importance. Therefore, physiologic needs will take priority over safety and security, love, affection and belonging, self-esteem, and self actualization. Especially in an extended care facility such as long term nursing home for elderly people, Maslow’s theory is applied in every day care. Even though it is very important for the elderly residents to achieve self-esteem to realize self-actualization, the extended care facility will help them meet their physiologic needs for oxygen, food and elimination first (Rosdahl & Kowalski, 2008).\nline 03 | Aging affects the normal functional ability of elderly residents; simple activities such as using hands to eat and walking to the bathroom might become difficult to perform.\nline 04 | These functional disabilities will coincide with all the medications and treatments they receive.\nline 05 | Treatments can include administering oxygen, applying wound dressing, changing catheter and colostomy bags and flushing water through feeding tubes.\nline 06 | These are performed by nurses.\nline 07 | These basic physiologic needs are the lower level of needs in Maslow’s hierarchy and should be met first before moving onto the next higher level.\nline 08 | This is because if these needs are left unmet it could endanger the survival of the residents and the higher level needs become irrelevant.\nline 09 | Physiological and Physical Needs\nline 10 | Rosdahl and Kowalski (2008) state that once the basic survival needs are met progress to more complex needs can happen afterwards. Therefore, nurse and nursing aides will assist residents with the oxygen, meals, elimination and rest before any other needs. Registered dietician will arrange proper nutrition diet that is acceptable to an individual resident. Safety and security are the physical needs of a shelter and protection from harm. Extended care facility provides residents their own bed to sleep and rest on either in their own private room or with a roommate. They protect residents from abuse and danger. The facility’s social workers have to find a safe place for resident to live if he or she were to be discharged. The discharge requirements also include that the nurse make sure resident understands the medications and treatments and notifying the party accepting the resident about the cares. The facility also has to notify the insurance companies of the discharge. Most seniors can’t afford the payment for long term care facility; it is usually their private insurance, the federally funded Medicare or the Medical Assistance funded by both the state and the federal government that pays for them.\nline 11 | The physical needs in the Maslow’s hierarchy are followed by love, affection and belongings. According to Acello (2004, p. 34), “the most basic emotional need is the need to give love and receive love from others.” Often times this is best met when the resident has a strong family unit. Nursing staff can also help in meeting these needs by showing sincerest interest and compassionate attitude towards the residents’ life. Nurse Manager creates nursing care plan for each residents using holistic approach to meet both the physical and the psychological needs of the residents. They make sure no resident is left out in seclusion. The sense of being at the home is generated by following individual person’s schedule and preferences as much as possible. Majority of the residents are in the long term care facility to live there permanently, and they receive treatment and nursing interventions throughout their stay. Therapeutic and recreational department staff members accompany residents during their past time provide them with easy to perform tasks which helps them keep busy and prevent feeling lonely; they also organize social events for residents to interact and play together (Rosdahl & Kowalski, 2008).\nline 12 | This also allows residents to meet their self-esteem needs. Even though the approach of care they receive could be interdisciplinary in nature, residents are given the choice in making the final decision. Residents self image is very important to them, it could “threat their self-esteem and cause anger” if they are afraid of their looks (Acello, 2004, p. 35). Along with the residents’ appearance, the tasks they could perform themselves can have a huge impact on their self-worth. Residents should be allowed to assist during their cares as it could reflect as part of their accomplishments to them. Occupational and physical therapists work with the residents help achieve the highest level of independence possible. Some residents may be able to get discharged after this if they have their own place to live. The highest level on the Maslow’s hierarchy of needs is self-actualization, which is a need to be self-fulfilled and reach one’s potential. Giving residents sincere compliments about the tasks they perform or assisting but not completing them with difficult activities can help resident achieve self-actualization in an extended care facility (Daniels, 2003).\nline 13 | One must meet the most basic needs before working to meet higher level of needs in the Maslow’s hierarchy of needs. In an extended care facility, residents’ physiologic needs of oxygen and nutrition will take priority over anything else. Other than safety and security, rest of the needs are psychosocial in nature and can be easily accomplished by allowing resident to socialize with others, giving choice to make decisions on their own and being able to assist in their care. The entire interdisciplinary healthcare and therapeutic care team members work together to make it possible for the resident to achieve the highest level in the Maslow’s hierarchy of needs during their permanent stay in the long term care facility.\nline 14 | Acello, B. (2004). Nursing Assisting Essentials for Long-Term Care (2nd ed.). New York,\nline 15 | NY: Delmar Publications.\nline 16 | Daniels, R. (2003). Nursing Fundamentals: Caring and Clinical Decision Making (1st ed.).\nline 17 | Clifton, KY: Cengage Delmar Learning.\nline 18 | Rosdahl, C. B., & Kowalski, M. T. (2008). Textbook of Basic Nursing (9th ed.). Philadelphia,\nline 19 | PA: Lippincott Williams & Wilkins.\n</context>\n\n<phrases>\n- \"What if we\"\n- \"Ohhh, now I see!\"\n- \"Hold that thought\"\n- \"Okay, walking through it again\"\n- \"Wait a minute... Oh!\"\n- \"Let me trace that logic back\"\n- \"So what I'm trying to say is\"\n- \"Something doesn't add up\"\n- \"That makes sense because\"\n- \"That would explain why\"\n- \"Let me run through it again\"\n- \"I’m not sure if that’s the right approach\"\n- \"That actually makes a lot of sense\"\n- \"I'm seeing a connection between\"\n- \"This just clicked into place!\"\n- \"So what I’m trying to say is\"\n- \" is interesting\"\n- \"I’m torn between two choices\"\n- \"Let me untangle this\"\n- \"You know\"\n- \"If A is true, then\"\n- \"Let me work through this\"\n- \"Actually, no\"\n- \"If we follow this logic\"\n- \"So the main idea is\"\n- \"Wait, no\"\n- \"That would mean\"\n- \"More or less\"\n- \"When I sit with this idea\"\n- \"So that’s why it wasn’t working!\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"Let's see\"\n- \"This makes me think of\"\n- \"The thing is\"\n- \"Maybe I should sleep on it\"\n- \"Well\"\n- \"There’s a pattern here\"\n- \"That’s the piece of the puzzle!\"\n- \"That’s the answer I was looking for!\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me connect the dots\"\n- \"No, actually\"\n- \"Something along those lines\"\n- \"I need to make sure this checks out\"\n- \"This brings to mind\"\n- \"I keep circling back to\"\n- \"Let me chew on this\"\n- \"Let me propose something\"\n- \"Let me sum this up so far\"\n- \"What I mean is\"\n- \"Uh...\"\n- \"Kind of\"\n- \"Maybe if I try it this way\"\n- \"I’m trying to connect the dots here\"\n- \"This connects to something else\"\n- \"I'm wondering if\"\n- \"I'm struck by\"\n- \"I'm starting to see a pattern\"\n- \"Now we're cooking\"\n- \"Building on that\"\n- \"Is it possible that...?\"\n- \"The more I think about it\"\n- \"Possibly\"\n- \"Let me see\"\n- \"What’s the best way to explain this?\"\n- \"What if I tried...?\"\n- \"What if we looked at it like\"\n- \"Oh! That reminds me\"\n- \"Let's think step by step\"\n- \"I wonder if\"\n- \"Maybe I'm way off, but\"\n- \"Maybe\"\n- \"Basically\"\n- \"I need to step back and rethink this\"\n- \"Oh, it all makes sense now!\"\n- \"Let me see if\"\n- \"Does that sound right?\"\n- \"Okay, backtrack a bit\"\n- \"Now it all comes together!\"\n- \"On one hand... but on the other\"\n- \"I'm pondering\"\n- \"The crucial thing seems to be\"\n- \"I'm intrigued by\"\n- \"Bear with me while I\"\n- \"I keep coming back to\"\n- \"I'm mulling over\"\n- \"Follow me 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 | Step #1: Prepare to assemble!PrevNext\nline 02 | - Check the parts list and verify that you have everything.\nline 03 | Then heat up your soldering iron and clear off your desk.\nline 04 | - Place the circuit board in a vise or helping hands tool so you can easily work on it.\nline 05 | Step #2: Place resistor R3.PrevNext\nline 06 | - Component R3 is a 1,000 ohm (1kΩ or 1K) resistor, indicated by brown, black, red, and gold stripes.\nline 07 | Don't confuse it with the 10K resistor which has an orange stripe.\nline 08 | If you're not sure, use a multimeter to check!\nline 09 | This resistor sets the brightness of the red LED that's used by the Arduino to indicate when it is bootloading (downloading sketches).\nline 10 | - Bend the resistor into a \"staple\" shape and place it in the slot on the PCB marked R3, right over the resistor-shaped image. Resistors do not have polarity so no worries about putting it in backwards; they work the same either way.\nline 11 | - Bend out the long metal leads so the resistor sits flat agains the board, and flip the PCB over.\nline 12 | Step #3: Solder resistor R3.PrevNext\nline 13 | - Now we will solder in the first part. Heat up your soldering iron (about 700 degrees F is common but you may need to adjust it higher for lead-free) Using your soldering iron tip, press and heat both the pad (the silver ring around the hole) and lead (wire) at the same time for 2 or 3 seconds. Then poke the end of the wire into create a nice solder joint. Do this for both leads.\nline 14 | - Using your diagonal cutters, cut off the long leads just above the solder joint.\nline 15 | Step #4: Solder resistors R2 and R1.PrevNext\nline 16 | - R2 is another 1K resistor (brown black red gold) that's used to set the brightness of the green LED, which indicates when the board is correctly powered. R1 is a 10K resistor (brown black orange gold) that's part of the reset circuitry — it keeps the Arduino chip active when you want to, and helps reset it when the RESET button is pressed.\nline 17 | - Bend and place them in the slots labeled R2 and R1.\nline 18 | - Flip over the PCB and solder the 2 resistors.\nline 19 | - Clip the 2 resistors' leads.\nline 20 | Step #5: Solder the ceramic capacitors.PrevNext\nline 21 | - Ceramic capacitors are used for high-frequency filtering and noise reduction. They'll keep the power supply system stable even if you're doing high-current stuff like motors, or really big LEDs.\nline 22 | - The ceramic capacitors are yellow blobs; place them in locations C1, C2, C3, and C4. Like resistors, they're not polarized, so they can be inserted either way and will work fine. Bend out the leads to keep them flat against the PCB.\nline 23 | - Solder all the capacitor leads and clip them short.\nline 24 | Step #6: Solder the reset button.PrevNext\nline 25 | - The RESET pushbutton is what you'll press to reset the Menta, say if you want to start the program over.\nline 26 | - Buttons are symmetric, and they only fit the holes one way, so just press it into place and it should snap in.\nline 27 | - Solder all 4 legs of the button. There's no need to clip them as they're already quite short.\nline 28 | Step #7: Solder the power diode.PrevNext\nline 29 | - Now you'll place the first nonsymmetric component, a diode!\nline 30 | The diode conducts current in one direction only, so we use it for protecting the Menta — it makes sure we don't connect negative voltages into the DC plug that could damage or destroy the electronics.\nline 31 | This diode is a 1N4001 model, an extremely common power diode that can handle over 1 amp of current.\nline 32 | - Diodes have a stripe to indicate the cathode — this one has a silver stripe. Make sure the silver stripe matches the little white stripe on the PCB (in this image, it's on the right-hand side). Double-check that you get this right because otherwise nothing will work!\nline 33 | - Solder in the diode and clip the leads.\nline 34 | Step #8: Solder the 5V voltage regulator.PrevNext\nline 35 | - This component takes a high voltage (from 7V DC to 25V DC) and regulates it down to 5V. The Menta circuitry requires a nice clean 5V DC to run; any more could burn it up. This regulator is the very common 7805 type in a big package that can handle up to 1 amp of current.\nline 36 | - Place it flat on its back so it matches up close to the image on the PCB, making sure you can read the part number on top.\nline 37 | Don't worry if it doesn't line up perfectly; you won't use the hole in the regulator for anything (it can be used for heat sinks but it's not necessary here).\nline 38 | - Solder in the 3 legs and clip them short.\nline 39 | Step #9: Solder the electrolytic capacitors.PrevNext\nline 40 | - These are the beefy versions of the ceramic capacitors we already placed.\nline 41 | Ceramics are good for high-frequency noise, and electrolytics are good for low-frequency noise; that's why we team them up together to cover all frequencies.\nline 42 | - Electrolytic capacitors are polarized — they must be put in the correct way or they will be damaged so be super careful here. Capacitors have one leg that's longer than the other, this is the positive lead. Place the positive lead in the hole marked with a tiny + next to it. See the images of how to place the 3 capacitors. C5 is a 25V 47uF cap (it's bigger than the others) for filtering the incoming power from the DC power jack. C6 and C7 are smaller 6.3V 100uF for filtering the 5V and 3.3V supplies.\nline 43 | - After you've triple-checked the polarity of the capacitors, flip over the PCB, solder them in, and clip the leads.\nline 44 | Step #10: Solder the LEDs.PrevNext\nline 45 | - The indicator LEDs are the Menta's way of telling you what's going on.\nline 46 | LEDs are light-emitting diodes — which means that like the 1N4001 they have a polarity and won't work if placed backwards.\nline 47 | Like capacitors, the also have a longer wire that indicates the positive lead.\nline 48 | Place this wire in the hole marked with a +.\nline 49 | - First place the green LED; this is the power indicator LED. Then place the red LED; this is the \"pin 13\"/bootloading indicator LED.\nline 50 | - Solder both LEDs in, and clip the leads.\nline 51 | Step #11: Solder the power jack.PrevNext\nline 52 | - Now you can place the big power jack. This is how you'll plug in a battery or power adapter.\nline 53 | - The power adapter has big flat pins, so that it can pass a lot of current and also so that it will stay mechanically attached to the board. Use a lot of solder to fill in the big pads completely.\nline 54 | Step #12: Solder the crystal X1.PrevNext\nline 55 | - The 16.00MHz crystal, X1, is what lets the Menta chip run at a brisk 16 million clocks per second.\nline 56 | - This oscillator comes in an orange shape with 3 pins. Luckily, it's symmetric, so just place it any way you like.\nline 57 | - Bend the leads, flip over the PCB, solder it in, and clip the leads.\nline 58 | Step #13: Prepare the male breakaway headers.PrevNext\nline 59 | - Now you're at the toughest part of the kit.\nline 60 | Luckily you've done so many parts so far, you should be pretty comfortable with the iron.\nline 61 | The problem with headers is that the leads are so short you can't bend them when flipping the PCB over, so you'll need to use tape or playdough or tack to hold them in place for soldering.\nline 62 | - Take the long stick of \"breakaway\" male header and break off one 6-pin and one 3-pin piece. Keep the rest for a future project; it's handy stuff.\nline 63 | Step #14: Solder the male headers.PrevNext\nline 64 | - Place the 6-pin piece into the spot next to the green LED. Make sure the short legs are sticking down into the PCB and the long legs are sticking up. This is the programming header, where you'll connect an FTDI cable or FTDI Friend to reprogram the Menta.\nline 65 | - Place the 3-pin piece below that, in the PWR_SEL spot. This is for selecting whether you want to power from the FTDI cable or from the DC jack.\nline 66 | - Finally, find the 2x3 header and place it in the ICSP spot. This is where you can connect an AVR programmer such as a USBtinyISP, Dragon, etc. to program the AVR chip.\nline 67 | - Use your favorite tape to hold the parts in place. Masking tape works better than cellotape, but use what you have.\nline 68 | - Flip over the PCB, check that the headers are still in place, and solder all the short leads in.\nline 69 | You won't need to clip them because they're very short already.\nline 70 | Step #15: Test your 5V DC power.PrevNext\nline 71 | - Place the jumper onto the PWR_SEL header on the right-hand side, in the DC position — this indicates that you'll be powering it via the big DC jack.\nline 72 | - To test your 5V DC power, find a power adapter 7V DC or higher, with a 2.1mm jack and center-positive polarity (these are nearly standard), and plug it in.\nline 73 | With the jumper in place, you should see the green LED light up.\nline 74 | If not, something is wrong — either the LED is in backwards or your power supply isn't working.\nline 75 | Go back and check your work until you can figure out what happened.\nline 76 | Step #16: Solder the 3.3V regulator and 28-pin IC socket.PrevNext\nline 77 | - Once you know the 5V power supply is working, you can solder in the 3.3V regulator. This will let you power the many 3.3V sensors and accessories out there, a nice little extra! The chip is the MCP1700-330 — you should be able to see this marking on its face. It can supply up to 250mA, plenty for nearly any device you'll be using. Place the chip so that its flat face matches the flattened image on the PCB.\nline 78 | - Next, place the 28-pin socket next to it.\nline 79 | This socket is a mechanical \"holder\" for the ATmega328 chip that drives the Menta.\nline 80 | We socket it for a few reasons: to protect the chip, to make it easier to replace in case of damage, and so that you don't have to worry about accidentally soldering it in backwards.\nline 81 | (If you mess up on the socket, it's a lot easier to fix than if you do the same with the chip.)\nline 82 | - The socket has a little half-moon notch on one end. Make sure this notch matches the notch marked on the PCB — it will help you align the chip later. If you get this wrong, don't try to remove the socket, just keep going.\nline 83 | - Solder in the 3.3V regulator and all 28 pins of the socket, and clip the regulator leads. The socket doesn't need to be clipped.\nline 84 | Step #17: Place the ATmega328 chip.PrevNext\nline 85 | - Now we can place the ATmega328 chip — the brains of the Menta. Chips come with their legs in an A shape, but we want them in more of an H shape. Pick the chip out of the antistatic foam and holding it by the ends, bend the leads against the table to flatten them parallel to each other. Once they're straight, they're easy to fit into the socket.\nline 86 | - Make sure you fit the ATmega328 chip in the right way, as it's symmetric. One end has a half-moon cut out of it — this should be on the left side in the photos, matching with the notch in the socket and the notch marked on the PCB.\nline 87 | Step #18: Test the ATmega328 chip and crystal.PrevNext\nline 88 | Now you can do a second test, to check whether the chip and crystal are working right. Plug in the board again to the DC power and press the Reset button. You should see the red LED flashing a few times. Every time you press the button it should flash again. Once you're happy, remove the DC power and you can finish up.\nline 89 | Step #19: Solder female headers for shields (optional).PrevNext\nline 90 | - This step is optional, but if you want to plug in shields, you'll want to complete it. If you want a more compact Menta, skip it!\nline 91 | - Like the Arduino, the Menta can accept \"shields,\" pluggable add-ons to increase its functionality. If you want this ability, grab the two 8-pin female headers and two 6-pin female headers and place them in the outer pins marked \"Digital I/O\" and \"Analog I/O\" — there are 2 sets of pins so be sure to use the OUTER ones!\nline 92 | - If you have a shield handy, you can plug it in now to test the fit, and hold the female headers straight while you solder them in. Otherwise use tape, or if you're dextrous, hold the header with one finger while soldering.\nline 93 | Step #20: Add bumpers.PrevNext\nline 94 | Finally, you can finish your kit by placing the 4 rubber bumpers over the mounting hole spots. These will keep the Menta off your desk to avoid scratching it or accidentally shorting it against a piece of wire.\nline 95 | Step #21: You're done!PrevNext\nline 96 | That's it! You're done! Now you can read the User Manual for details on how to upload your favorite Arduino sketches.\n</context>\n\n<phrases>\n- \"What’s the best way to explain this?\"\n- \"That’s an interesting angle, but\"\n- \"That’s the answer I was looking for!\"\n- \"Something doesn't add up\"\n- \"What if I flip it around?\"\n- \"That’s what I was trying to say!\"\n- \"So what I’m trying to say is\"\n- \"Oh! I get it now\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me see\"\n- \"On one hand... but on the other\"\n- \"I'm pondering\"\n- \"What keeps nagging at me is\"\n- \"Let me untangle this\"\n- \"Oh! I get it now!\"\n- \"This makes me reflect on\"\n- \"What I’m getting at is\"\n- \"Let me dig into that a little deeper\"\n- \"Oh, it all makes sense now!\"\n- \"Actually, no\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me play devil's advocate\"\n- \"What’s the next step?\"\n- \"This is rough, but\"\n- \"Hang on a second\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let me see if\"\n- \"Going back to what I said about\"\n- \"I'm intrigued by\"\n- \"I'm getting stuck on\"\n- \"Alternatively\"\n- \" is interesting\"\n- \"You know\"\n- \"Let's think step by step\"\n- \"This brings to mind\"\n- \"Let me run through it again\"\n- \"This is tricky, but\"\n- \"If I follow this through\"\n- \"Wait a minute\"\n- \"This is pretty rough\"\n- \"There's probably more to it\"\n- \"When I sit with this idea\"\n- \"Well, let me see\"\n- \"Would I regret this later?\"\n- \"Ummm, actually\"\n- \"What was I about to say?\"\n- \"Backing up for a second\"\n- \"Okay, backtrack a bit\"\n- \"Ah...\"\n- \"So what I'm trying to say is\"\n- \"How do I put this\"\n- \" is striking \"\n- \"I know there’s a word for this\"\n- \"How can I approach this?\"\n- \"So that’s why it wasn’t working!\"\n- \"That’s the piece of the puzzle!\"\n- \"Wait, no\"\n- \" is key here\"\n- \"The more I think about it\"\n- \"I might be missing something\"\n- \"There’s a better way to phrase this\"\n- \"Right, so\"\n- \"Uh, where was I?\"\n- \"Picture this\"\n- \"Hold on a second\"\n- \"That would explain why\"\n- \"I'm struck by\"\n- \"Let me chew on this\"\n- \"I feel like I’m close\"\n- \"But then again\"\n- \"I was just about to say\"\n- \"Let me work through this\"\n- \"No, actually\"\n- \"I guess that works\"\n- \"I'm curious about\"\n- \"Now, if I think about it differently\"\n- \"Let me talk this through\"\n- \"It was staring me in the face\"\n- \"What I mean is\"\n- \"I'm mulling over\"\n- \"Now we're cooking\"\n- \"Basically\"\n- \"On the other hand\"\n- \"Just thinking out loud but\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | A Sunday school, also known as a Sabbath school, is an institution designed to teach people, usually (but not always) children and other young people. Some Seventh-day Adventist communities hold their Sabbath Schools on Saturdays.\nline 02 | Sunday schools were first set up in the 1780s to provide education to working children on their one day off from the factory. It was proposed by Robert Raikes, editor of the Gloucester Journal in an article in his Journal and supported by many clergymen. It aimed to teach the youngsters reading, writing and cyphering and a knowledge of the Bible. It was 90 years, in 1870, before children could attend schools during the week.\nline 03 | By 1785, 250,000 English children were attending Sunday School.\nline 04 | There were 5,000 in Manchester alone.\nline 05 | By 1895, the 'Society for the Establishment and Promotion of Sunday Schools' had distributed 91,915 spelling books, 24,232 Testaments and 5,360 Bibles.\nline 06 | The Sunday School movement was cross-denominational, and through subscription built large buildings that could host public lectures as well as classrooms.\nline 07 | In the early days, adults would attend the same classes as the infants, as each were instructed in basic reading.\nline 08 | In some towns the Methodists withdrew from the Large Sunday School and built their own.\nline 09 | The Anglicans set up their own 'National' schools that would act as Sunday Schools and day schools.\nline 10 | These schools were the precursors to a national system of education.\nline 11 | The role of the Sunday Schools changed with the Education Act 1870.\nline 12 | In the 1920s they promoted sports.\nline 13 | It was common for teams to compete in a Sunday School League.\nline 14 | They were social centres hosting amateur dramatics and concert parties.\nline 15 | By the 1960s, the term Sunday School could refer to the building and not to any education classes.\nline 16 | By the 1970s even the largest Sunday School at Stockport had been demolished.\nline 17 | Sunday School became the generic name for many different types of religious education pursued on Sundays by various denominations.\nline 18 | The first Sunday school may have been opened in 1751 in St. Mary's Church, Nottingham. Another early start was made by Hannah Ball, a native of High Wycombe in Buckinghamshire, who founded a school there in 1769. However, the founding of Sunday schools is more commonly associated with the work of Robert Raikes, editor of the Gloucester Journal, who saw the need to prevent children in the slums descending into crime.\nline 19 | In 18th century England, education was reserved for a minority and was not compulsory. The wealthy educated their children privately, i.e. at home, with a hired governess, or possibly tutors once they were older; boys of that class were often sent away to boarding school, hence these fee-based educational establishments were known, confusingly, as public schools. The town-based middle class may have sent their sons to grammar school; daughters were left to learn what they could from their mothers or from their father's library. The children of factory workers got no formal education, typically working alongside their parents six days a week, sometimes more than 13 hours a day.\nline 20 | In 1781, Raikes saw the plight of children living in the Gloucester slums. In the home of Mrs. Meredith, he opened the first school on Sunday, the only day these boys and girls living in the slums and working in the factories could attend. Using the Bible as their textbook, he taught them to read and write.\nline 21 | Within four years over 250,000 children were attending schools on Sunday throughout England. 1784 was an important year, with many new schools opening, including the interdenominational Stockport Sunday School, which financed and constructed a school for 5,000 scholars in 1805; in the late 19th century this was accepted as being the largest in the world. By 1831 it was reported that attendance at Sunday Schools had grown to 1.2 million. Robert Raikes' schools were seen as the first schools of the English state system.\nline 22 | The first Sunday school in London opened at Surrey Chapel under Rowland Hill. By 1831, Sunday schools in Great Britain were attended weekly by 1,250,000 children, approximately 25 percent of the population. They provided basic literacy education alongside religious instruction. In 1833, \"for the unification and progress of the work of religious education among the young\", the Unitarians founded their Sunday School Association, as \"junior partner\" to the British and Foreign Unitarian Association, with whom it eventually set up offices at Essex Hall in central London.\nline 23 | The work of Sunday schools in the industrial cities was increasingly supplemented by ragged schools (charitable provision for the industrial poor), and eventually by publicly funded education under the late 19th century school boards.\nline 24 | Sunday schools continued alongside such increasing educational provision, and new forms also developed such as the Socialist Sunday Schools movement which began in the United Kingdom in the late 19th century.\nline 25 | The American Sunday School system was first begun by Samuel Slater in his textile mills in Pawtucket, Rhode Island, in the 1790s. Notable 20th century leaders in the American Sunday School movement include: Clarence Herbert Benson, Henrietta Mears, founder of Gospel Light, Gene A. Getz, Howard Hendricks, Lois E. LeBar, Lawrence O. Richards and Elmer Towns.\nline 26 | Philanthropist Lewis Miller was the inventor of the \"Akron Plan\" for Sunday schools, a building layout with a central assembly hall surrounded by small classrooms, conceived with Methodist minister John Heyl Vincent and architect Jacob Snyder.\nline 27 | John Heyl Vincent collaborating was Baptist layman B.F. Jacobs, who devised a system to encourage Sunday school work, and a committee was established to provide the International Uniform Lesson Curriculum, also known as the \"Uniform Lesson Plan\". By the 1800s 80% of all new members were introduced to the church through Sunday school.\nline 28 | In 1874, interested in improving the training of Sunday school teachers for the Uniform Lesson Plan, Miller and Vincent worked together again to found what is now the Chautauqua Institution on the shores of Chautauqua Lake, New York.\nline 29 | Sunday schools, contrary to the name, are virtually never recognized educational institutions; rather than offering formal grades or transcripts, Sunday schools simply attempt to offer meaningful instruction concerning Christian doctrine and keep little or no record of performance for any given week.\nline 30 | Attendance is often tracked as a means of encouraging children to attend regularly, and awards are frequently given for reaching attendance milestones.\nline 31 | Historically Sunday Schools were held in the afternoons in various communities often staffed by workers from varying denominations. Beginning in the United States in the early 1930s and Canada in the 1940s the transition was made to Sunday mornings. Sunday school often takes the form of a one hour or longer Bible study which can occur before, during, or after a church service. While many Sunday schools are focused on providing instruction for children (especially those occurring during service times), adult Sunday school classes are also popular and widespread (see RCIA.) In some traditions, Sunday school is too strongly associated with children and alternate terms such as \"Adult Electives\" or \"religious education\" are used instead of \"Adult Sunday school\". Some churches only operate Sunday school for children concurrently with the adult worship service. In this case there is typically no adult Sunday school.\nline 32 | There are a number of traditional children's hymns or \"Sunday school songs\", such as \"The Wise Man Built His House Upon the Rock,\" \"Jesus Bids Us Shine\", and \"Jesus Loves Me\" that have frequently been used in Sunday school settings.\nline 33 | Most Roman Catholic churches operate Sunday schools.\nline 34 | It is rare nowadays, but some Sunday Schools required children to wear a uniform. This usually consisted of a shirt and tie, with v-neck sweater for boys. For girls it would usually be a skirt with blouse and sometimes a tie.\nline 35 | In Great Britain an agency was formed called the Religious Tract Society which helped provide literature for the Sunday School. In the United States the American Sunday School Union was formed (headquartered in New York City) for the publication of literature. This group helped pioneer what became known as the International Sunday School Lessons. The Sunday School Times was another periodical they published for the use of Sunday schools.\nline 36 | Sunday school teachers are usually lay people who are selected for their role in the church by a designated coordinator, board, or a committee. Normally, the selection is based on a perception of character and ability to teach the Bible rather than formal training in education. Some Sunday school teachers, however, do have a background in education as a result of their occupations. Some churches require Sunday school teachers and catechists to attend courses to ensure that they have a sufficient understanding of the faith and of the teaching process to educate others. Other churches allow volunteers to teach without training; a profession of faith and a desire to teach is all that is required in such cases.\nline 37 | It is also not uncommon for Roman Catholic priests or Protestant pastors (church ministers) to teach such classes themselves.\nline 38 | Some well-known public figures who teach, or have taught, Sunday school include astronaut Ron Garan, and comedian Stephen Colbert, novelist John Grisham, and former U.S. president Jimmy Carter.\nline 39 | - Bible study (Christian)\nline 40 | - Christianity in the United States#Youth programs\nline 41 | - Confraternity of Christian Doctrine (a form of Catholic religious education)\nline 42 | - Family integrated church\nline 43 | - Hebrew school (also called \"Sunday school\" by Reform Judaism)\nline 44 | - Rite of Christian Initiation for Adults\nline 45 | - Sabbath School\nline 46 | - Sunday School (LDS Church) : an auxiliary of The Church of Jesus Christ of Latter-day Saints\nline 47 | - Vacation Bible School\nline 48 | - Youth Ministry\nline 49 | - Rowe, Mortimer, B.A., D.D.\nline 50 | The History of Essex Hall.\nline 51 | London:Lindsey Press, 1959.\nline 52 | Full text reproduced here.\nline 53 | - Collins, Louanne (1996). Macclesfield Sunday School 1796- 1996. Macclesfield, Cheshire: Macclesfield Museums Trust. ISBN 1-870926-09-9.\nline 54 | - Davies, Stella (1961). History of Macclesfield (Reprint 1976 ed.). Didsbury, Manchester and Macclesfield: E.J.Morten. pp. 219–225. ISBN 0-85972-034-9.\nline 55 | - Towns, Elmer L., \"History of Sunday School\", Sunday School Encyclopedia, 1993\nline 56 | - \"Robert Raikes and the Sunday School Movement\".\nline 57 | Retrieved 2007-10-26.\nline 58 | - Copyright free Text from The first fifty years of the Sunday School, W.H.Watson\nline 59 | - (Rowe 1959, chpt. 3)\nline 60 | - About the Sunday School Society\nline 61 | - John M Barkley, The Sabbath School Society for Ireland, 1862 - 1962 (Sabbath School Society for Ireland, 1961).\nline 62 | - \"Sunday School Movement\", Dictionary of Christianity in America, InterVarsity Press, 1990, p 1147\nline 63 | - Little, Ellen.\nline 64 | \"Periodicals published by The American Sunday-School Union\".\nline 65 | University Library System, University of Pittsburgh.\nline 66 | Archived from the original on 4 February 2012.\nline 67 | - Jean Lopez, Kathryn (October 25, 2010), Stephen Colbert’s Sunday School\nline 68 | - Norton, Jr, Will (October 3, 1994), Conversations: Why John Grisham Teaches Sunday School, Christianity Today\nline 69 | - \"Maranatha Baptist Church\".\nline 70 | Maranatha Baptist Church.\nline 71 | Plains, Georgia.\nline 72 | - Bergler, Thomas E. The Juvenilization of American Christianity.\nline 73 | Grand Rapids, MI: William B. Eerdmans, 2012.\nline 74 | - Boylan, Anne M. Sunday School: The Formation of an American Institution, 1790-1880 (1990)\nline 75 | - Broadbent, Arnold. The First 100 Years of the Sunday School Association: 1833-1933. A centenary booklet issued by the Lindsey Press of the General Assembly of Unitarian and Free Christian Churches.\nline 76 | |Wikiquote has quotations related to: Sunday school|\nline 77 | |Look up sunday school in Wiktionary, the free dictionary.|\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"This makes me think of\"\n- \"I keep circling back to\"\n- \"I need to step back and rethink this\"\n- \"So basically\"\n- \"On the other hand\"\n- \"What I'm getting at is\"\n- \"What if the reason is\"\n- \"Wait, but if that’s true\"\n- \"That changes everything\"\n- \"It was staring me in the face\"\n- \"That’s what I was trying to say!\"\n- \"If I follow this through\"\n- \"Let's break this down into parts\"\n- \"I was just about to say\"\n- \"Oh! I get it now\"\n- \"Basically\"\n- \"Here's what I'm thinking\"\n- \"Okay, let's break this down\"\n- \"Now, if I think about it differently\"\n- \"That’s an interesting angle, but\"\n- \"The pros and cons are\"\n- \"No, actually\"\n- \"I'm seeing a connection between\"\n- \"That reminds me\"\n- \"What if I flip it around?\"\n- \"Now it all comes together!\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let me play devil's advocate\"\n- \"I'm starting to see a pattern\"\n- \"Now it makes sense!\"\n- \"Let me untangle this\"\n- \"We've completely overlooked [blank]\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \" is interesting\"\n- \"Let me propose something\"\n- \"Oh, that clears everything up!\"\n- \"Backing up for a second\"\n- \"Oh, it all makes sense now!\"\n- \"But then again\"\n- \"Let me trace that logic back\"\n- \"This might explain the pattern\"\n- \"That makes sense because\"\n- \"Here's what's bugging me\"\n- \"Okay, pros and cons\"\n- \"This connects to\"\n- \"The thing is\"\n- \"Aha! That’s what I was missing!\"\n- \"This connects to something else\"\n- \"Maybe if I try it this way\"\n- \"The tricky part is\"\n- \"Let me sum this up so far\"\n- \"In essence\"\n- \"So far, it looks like\"\n- \"That actually makes a lot of sense\"\n- \"Let me make sure I got this\"\n- \"Alternatively\"\n- \"Okay, walking through it again\"\n- \"Let's think step by step\"\n- \"This is tricky, but\"\n- \"Am I missing something?\"\n- \"If I take this apart step by step\"\n- \"Building on that\"\n- \"Coming at this from another angle\"\n- \"Something doesn't add up\"\n- \"Uh, where was I?\"\n- \"What if I tried...?\"\n- \"Let me break this down\"\n- \"On one hand... but on the other\"\n- \"Let me work through this\"\n- \"Actually, no\"\n- \"I keep coming back to\"\n- \"Wait, no\"\n- \"It's almost like\"\n- \"Suppose we assume that\"\n- \"Let’s weigh the options\"\n- \"Ummm, actually\"\n- \"There’s a pattern here\"\n- \"What keeps nagging at me is\"\n- \"Let me put this another way\"\n- \"Hmm, that doesn’t sound right\"\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 | ON BARATARIA BAY, La.\nline 02 | While oil companies have spent billions of dollars to drill deeper and farther out to sea, relatively little money and research have gone into finding new, improved ways to respond to oil spills in deepsea conditions like those in the Gulf of Mexico.\nline 03 | Experts say the massive Gulf spill has exposed a failure by the industry and the federal government to commit adequate resources to oil cleanup and response technology.\nline 04 | \"Why they didn't start working on it after the (Ixtoc 1) Mexican spill in 1979 is beyond me,\" said Gerald Graham, president of Worldocean Consulting, an oil spill prevention and response planning firm in British Columbia. \"Now they're trying to catch up.\"\nline 05 | Only a fraction of the estimated 69 million to 131.5 million gallons of oil that have spewed into the Gulf have been recovered. About 10 million gallons of oil have been burned off, and 25 million gallons of oil-water mix have been mopped up.\nline 06 | The mainstays of the two-month-long cleanup effort are oil booms, mechanical skimmers and oil dispersants - the same tools used to fight the 1989 Exxon Valdez spill in Alaska.\nline 07 | Improvements to these methods have been incremental and few new ones have been developed, critics say, because oil companies have no financial incentive.\nline 08 | \"The technology rapidly advanced for drilling, because there was money to be made,\" said Tim Robertson, general manager of Nuka Research & Planning, which specializes in oil spill response planning, and who worked on Seldovia, Alaska's response during the Exxon spill. \"There was nothing similar that applies to oil spill recovery.\"\nline 09 | Five companies - Shell Oil, ExxonMobil, ConocoPhillips, Chevron Corp., BP America - together spent about $33.8 billion to explore for new oil and gas in the past three years, according to answers the companies provided this month to a House Energy & Commerce subcommittee.\nline 10 | But their spending on research for safety, accident prevention and spill response is \"paltry\" by comparison, said Rep. Edward Markey (D-Mass), who chairs the subcommittee and introduced a bill Friday that would redirect $50 million per year in oil and gas royalty payments for research into new spill response technology.\nline 11 | In answers to Congress, most of the companies said they could not segregate costs for the safety- and spill-related research.\nline 12 | For example, ConocoPhillips said it spent $1.3 million over three years on research on safer drilling technologies, but did not specify how much it spends on accident prevention and spill-related research.\nline 13 | ExxonMobil said it spends $50 million a year on oil spill response, drilling and deepwater development research activities. The company says it has maintained an internal spill research program for 40 years.\nline 14 | BP said the company spent $29 million over three years on safer drilling operations research. But spokesman Robert Wine said BP does not research oil spill cleanup technology. Instead, he said BP supports oil spill response organizations, such as the nonprofit Marine Spill Response Corp.\nline 15 | MSRC's overall spending was $88 million in 2008, the most recent year for which its IRS filing was available.\nline 16 | But it has no budget for research, MSRC spokeswoman Judith Roos told USA Today.\nline 17 | Roos did not respond to calls and e-mails from The Associated Press.\n</context>\n\n<phrases>\n- \"This might explain the pattern\"\n- \"What if I flip it around?\"\n- \"Wait, no\"\n- \"The thing is\"\n- \"On the other hand\"\n- \"Finally, it clicks!\"\n- \"I'm pondering\"\n- \"What I’m getting at is\"\n- \"It's almost like\"\n- \"Hmm, let’s rewind a bit\"\n- \"I need to make sure this checks out\"\n- \"Brainstorming here, but\"\n- \"What I mean is\"\n- \"If we follow this logic\"\n- \"That’s an interesting angle, but\"\n- \"Suppose we assume that\"\n- \"But then again\"\n- \"This makes me reflect on\"\n- \"Still forming this thought\"\n- \"Picture this\"\n- \"Let me work through this\"\n- \"I should have known that!\"\n- \"What if we\"\n- \"There's probably more to it\"\n- \"Wait, I think I just cracked it!\"\n- \"I keep circling back to\"\n- \"Let me connect the dots\"\n- \"Something doesn't add up\"\n- \"What keeps nagging at me is\"\n- \"When I sit with this idea\"\n- \"What’s the best way to explain this?\"\n- \"This could explain why\"\n- \"Let me run through it again\"\n- \"Let me chew on this\"\n- \" is interesting\"\n- \"I’m trying to connect the dots here\"\n- \"I'm struck by\"\n- \"Let me untangle this\"\n- \"I keep coming back to\"\n- \"Let me make sure I got this\"\n- \"Coming at this from another angle\"\n- \"There’s a better way to phrase this\"\n- \"I'm curious about\"\n- \"Let me just think this through\"\n- \"This makes me think of\"\n- \"No, actually\"\n- \"Oh, I see what’s happening here!\"\n- \"So, the bottom line is\"\n- \"In the end\"\n- \" is striking \"\n- \"Let's think step by step\"\n- \"Actually, no\"\n- \"Alternatively\"\n- \"Let me play devil's advocate\"\n- \"I'm starting to see a pattern\"\n- \"Backing up for a second\"\n- \"So what I'm trying to say is\"\n- \"That’s it!\"\n- \"Okay, walking through it again\"\n- \"Let's test this idea\"\n- \"I'm wondering if\"\n- \"Oh! That reminds me\"\n- \"Let me sum this up so far\"\n- \"So that’s why it wasn’t working!\"\n- \"I think I found the solution!\"\n- \"Let me dig into that a little deeper\"\n- \"On one hand... but on the other\"\n- \"Ummm, actually\"\n- \"Okay, so if I do this\"\n- \"Let me throw this out there\"\n- \"This connects to something else\"\n- \"The more I think about it\"\n- \"Let me propose something\"\n- \"What I'm getting at is\"\n- \"This connects to\"\n- \"Building on that\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm intrigued by\"\n- \"I'm mulling over\"\n- \"That makes sense because\"\n- \"Let me talk this through\"\n- \"I'm just throwing ideas around\"\n- \"If I follow this through\"\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 | Service As Its Own Reward\nline 02 | Zealousness in regard to the elevation offering reminds us to be careful in our service of God and others, even when the service does not result in immediate benefit to us.\nline 03 | Provided by KOLEL--The Adult Centre for Liberal Jewish Learning, which is affiliated with Canada's Reform movement.\nline 04 | The first part of Parashat Tzav deals with various kinds of korbanot [sacrifices or ritual offerings] that we've already heard about in the previous portion. The difference is that last time, Moses was addressing the entire people, instructing them on the sacrifices that anyone might bring, but this time, he is specifically addressing the priests, and giving them their particular instructions. New details include the service of taking the ashes from the Mishkan (tabernacle) out of the camp; rules for the eating of meat; and keeping the \"eternal flame\" going on the altar. The second part of the parashah describes the ceremony wherein Aaron and his sons were dedicated for service as priests.\nline 05 | \"God spoke to Moses, saying: 'Command Aaron and his sons, saying: This is the law of the elevation offering… '\"\nline 06 | God gives Moses instructions to give to Aaron, the High Priest, and Aaron's sons, who share the hereditary office of the priesthood. The olah, or elevation offering, is also sometimes called the \"burnt offering,\" because it was totally consumed on the fire of the altar in the Sanctuary. This kind of offering may be voluntary on the part of an individual, or it may be part of an individual's atonement for not fulfilling certain commandments, or it may be part of communal holy day observances. The olah offerings could be cattle, flock animals, or doves, sometimes depending on a person's means.\nline 07 | Rashi (medieval French commentator) notices something unusual about the first sentence of our Torah portion: why does God tell Moses to \"command\" his brother Aaron? Usually, God tells Moses to \"speak\" or \"tell\" the people something. In fact, we could say that this is theologically problematic, because it should be God who \"commands,\" not human beings!\nline 08 | So Rashi's interpretation is that \"command\" implies zealousness, not only in the present tense but for future generations. In other words, don't just perform this commandment in a perfunctory or apathetic way, but really pay close attention to getting it right. Rashi then goes on and quotes a teaching from the Talmud:\nline 09 | Rabbi Shimon said: There was a special need for the text to urge zealousness in any case where there was monetary loss.\nline 10 | It's not immediately clear why Rashi connected Rabbi Shimon's saying to the burnt offerings, other than the idea of urging energetic attention to the specific task under consideration. Rabbi Abraham Twerski, M.D., a Hassidic rabbi, psychiatrist and prolific author, sees in Rashi's comment an insight into human nature.\nline 11 | Did you like this article? MyJewishLearning is a not-for-profit organization.\n</context>\n\n<phrases>\n- \"Wait, that doesn’t add up\"\n- \"Now it makes sense!\"\n- \"Am I missing something?\"\n- \"I wonder if\"\n- \"Wait, I think I just cracked it!\"\n- \"On the other hand\"\n- \"Anyway\"\n- \"Let me sum this up so far\"\n- \"Of course! That’s the answer!\"\n- \"Aha! That’s what I was missing!\"\n- \"What if we\"\n- \"Okay, so if I do this\"\n- \"So basically\"\n- \"This brings to mind\"\n- \"That’s an interesting angle, but\"\n- \"Oh, it all makes sense now!\"\n- \"You know\"\n- \"I'm struck by\"\n- \"That’s the answer I was looking for!\"\n- \"Right, so\"\n- \"What’s the missing piece?\"\n- \"Let me see if\"\n- \"Oh! That reminds me\"\n- \"Something doesn't add up\"\n- \"I'm curious about\"\n- \"Alternatively\"\n- \"One way to look at it is\"\n- \"This makes me reflect on\"\n- \"Finally, it clicks!\"\n- \"Let me connect the dots\"\n- \"If A is true, then\"\n- \"This might sound weird, but\"\n- \"There’s a better way to phrase this\"\n- \" is striking \"\n- \"I'm pondering\"\n- \"Hmm\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"On one hand... but on the other\"\n- \"What if I flip it around?\"\n- \"Let me chew on this\"\n- \"It's almost like\"\n- \"Hold that thought\"\n- \"Consider this possibility\"\n- \"That actually makes a lot of sense\"\n- \"Hang on a second\"\n- \"But then again\"\n- \"I’m trying to connect the dots here\"\n- \"This connects to\"\n- \"Now we're cooking\"\n- \"I'm wondering if\"\n- \"Let me untangle this\"\n- \"That reminds me\"\n- \"Wait a minute\"\n- \"I was looking at this all wrong!\"\n- \"What I mean is\"\n- \"Something about [blank] is still bothering me\"\n- \"What keeps nagging at me is\"\n- \"Wait, no\"\n- \"Building on that\"\n- \"In essence\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"What I’m getting at is\"\n- \"Let me throw this out there\"\n- \"So that’s why it wasn’t working!\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"This connects to something else\"\n- \"Is it possible that...?\"\n- \"I'm mulling over\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"There’s a pattern here\"\n- \"Let me work through this\"\n- \"Suppose we assume that\"\n- \"The crucial thing seems to be\"\n- \"Actually, no\"\n- \"So what I'm trying to say is\"\n- \"I'm seeing a connection between\"\n- \"Let's think step by step\"\n- \"What’s the best way to explain this?\"\n- \"Let me play devil's advocate\"\n- \"No, actually\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Bear with me while I\"\n- \"That would explain why\"\n- \"What if we looked at it like\"\n- \"Ummm, actually\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The pericardium is a thin membrane that surrounds and protects your heart. This membrane helps prevent infection. It also keeps the heart from over-expanding. Certain diseases and health problems can cause an inflammation of this membrane. This is known as pericarditis.\nline 02 | Pericarditis can be caused by\nline 03 | - fungal infections\nline 04 | - parasitic infections\nline 05 | - trauma from surgery or other injury\nline 06 | When the inflammation is caused by bacteria, it is called bacterial pericarditis.\nline 07 | This condition occurs when certain bacteria enter the pericardium and cause infection. The most common bacteria that cause bacterial pericarditis are Staphylococci and Streptococci. Other bacteria can also cause this condition, including Pneumococci.\nline 08 | Bacteria can enter the pericardium in a number of ways:\nline 09 | - it can spread through the blood from another infection in the body, such as pneumonia\nline 10 | - it can spread from an infection in another part of the heart\nline 11 | - it can be introduced during surgery\nline 12 | - it can be introduced when a catheter is inserted to drain fluid from the pericardium\nline 13 | - it can be introduced as a result of trauma\nline 14 | Patients with other health problems are at a greater risk for developing bacterial pericarditis because their bodies are less able to fight the infection. Health problems that may increase your risk for developing this disorder include:\nline 15 | - a weakened immune system due to conditions such as HIV/AIDS\nline 16 | - chronic diseases, such as diabetes\nline 17 | - alcohol abuse\nline 18 | - vascular (heart) disease\nline 19 | - uremia (excess uric acid in the blood)\nline 20 | Men aged between 20 and 50 are also more likely to develop this condition. In this group, bacterial pericarditis often develops following a lung infection.\nline 21 | The symptoms of bacterial pericarditis will depend on the severity of your condition.\nline 22 | They will also depend on the presence of any underlying health problems.\nline 23 | Other symptoms that may occur with bacterial pericarditis include:\nline 24 | - pain when you breathe\nline 25 | - shortness of breath when lying down\nline 26 | - dry cough\nline 27 | - general feeling of sickness (malaise)\nline 28 | - needing to bend over and hold your chest while breathing (splinting of the ribs)\nline 29 | - swelling (edema) in the abdomen or leg\nline 30 | Bacterial pericarditis can be diagnosed by your doctor. He or she will perform a physical exam to see if you have the above symptoms. In particular, your doctor will use a stethoscope to listen to the sounds in your chest. If you have bacterial pericarditis, your doctor will be able to detect what is known as a pericardial rub. This sound occurs when the layers of the infected pericardium rub together.\nline 31 | Your doctor may also check to see if you have\nline 32 | - sepsis (a severe infection that has spread through the body)\nline 33 | - pericardial effusion (fluid that has built up in the pericardium)\nline 34 | - pleural effusion (fluid that has built up in the area around the lungs)\nline 35 | If you have any of these conditions, your doctor will order additional tests to confirm your diagnosis. These include\nline 36 | - CT scan (cross-sectional X-rays)of the chest\nline 37 | - MRI of the chest (a scan that uses magnets and radio waves to create cross-sectional pictures of the chest area)\nline 38 | - X-ray of the chest (X-ray of the lungs, heart, large arteries, ribs, and diaphragm)\nline 39 | - Echocardiogram (a test that uses sound waves to create a moving picture of the heart)\nline 40 | - electrocardiogram (to measure the electrical impulses given off by your heart)\nline 41 | If you have pericarditis, your doctor will need to determine if it is caused by bacteria.\nline 42 | To do this, your doctor may order tests to detect the presence of harmful bacteria, including:\nline 43 | - blood cultures\nline 44 | - a complete blood count (CBC)\nline 45 | - culture of the pericardial fluid\nline 46 | - gram stain of the pericardial fluid\nline 47 | Treatment is aimed at curing the infection. Your doctor may recommend bed rest. You will need to elevate your head while lying down. This will reduce strain on your heart.\nline 48 | Your doctor may also prescribe medications, including\nline 49 | - antibiotics to treat the infection\nline 50 | - over-the-counter or narcotic pain relievers\nline 51 | - corticosteroids to reduce inflammation in the pericardium\nline 52 | - diuretics to reduce fluid volume in the body\nline 53 | In most cases, you will need only medication to treat bacterial pericarditis.\nline 54 | If your condition is severe, your doctor may need to use surgical treatments.\nline 55 | These can include:\nline 56 | - subxiphoid pericardiotomy (cutting a hole in the pericardium to allow the fluid to drain out)\nline 57 | - pericardiocentesis (inserting a catheter to drain fluid from the pericardium)\nline 58 | - surgical pericardiectomy (removing a part of the pericardial sac)\nline 59 | Removal of the pericardium is only done if other treatment does not stop the infection from occurring again. Some people develop a condition known as chronic pericarditis. This means that your infection returns even with treatment or lasts for six months or more.\nline 60 | If left untreated, bacterial pericarditis can be fatal. With proper treatment, you can recover completely. Your outlook will depend on whether you develop any health complications because of this condition.\nline 61 | Complications from this condition can include:\nline 62 | - cardiac tamponade (compression of the heart caused by buildup of fluid in the space around the heart muscle)\nline 63 | - constrictive heart failure (the heart is not able to pump enough blood to the rest of the body)\nline 64 | - pulmonary edema (abnormal buildup of fluids in the sacs of the lungs)\nline 65 | If you develop any of these complications, your outlook may not be as positive.\nline 66 | You may also develop chronic pericarditis.\nline 67 | If this condition develops, talk to your doctor about your treatment options and what you can expect.\n</context>\n\n<phrases>\n- \"That’s the answer I was looking for!\"\n- \"What happens if we change this part?\"\n- \"This is slipping through my fingers\"\n- \"Now it all comes together!\"\n- \"What I’m getting at is\"\n- \"In essence\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This might explain the pattern\"\n- \"First things first\"\n- \"So basically\"\n- \"Okay, pros and cons\"\n- \"If I had to choose right now\"\n- \"I feel like I’m close\"\n- \"I'm curious about\"\n- \"I'm wondering if\"\n- \"Let me throw this out there\"\n- \"Let me untangle this\"\n- \"That changes everything\"\n- \"Let me trace that logic back\"\n- \"Let's see\"\n- \"I have a theory about this\"\n- \"This is starting to take shape\"\n- \"Backing up for a second\"\n- \"What I mean is\"\n- \"I guess maybe\"\n- \"Let me break this down\"\n- \"Something doesn't add up\"\n- \"Hmm\"\n- \"So what I’m trying to say is\"\n- \" is interesting\"\n- \"Let me put this another way\"\n- \"Let me see\"\n- \"What’s the best way to explain this?\"\n- \"Hang on a second\"\n- \"Actually, no\"\n- \"I'm mulling over\"\n- \"I need to make sure this checks out\"\n- \"Uh, where was I?\"\n- \"I'm struck by\"\n- \"Okay, let's break this down\"\n- \" is key here\"\n- \"Does that sound right to you?\"\n- \"If I take this apart step by step\"\n- \"Let me chew on this\"\n- \"Let me work through this\"\n- \"What keeps nagging at me is\"\n- \"That would explain why\"\n- \"This might sound weird, but\"\n- \"I'm trying to untangle this\"\n- \"I'm pondering\"\n- \"I could be wrong, but\"\n- \"I keep circling back to\"\n- \"It finally adds up!\"\n- \"Going back to what I said about\"\n- \"If we follow this logic\"\n- \"This explains so much!\"\n- \"Wait, I think I just cracked it!\"\n- \"Wait, no\"\n- \"Let me see if\"\n- \"In the end\"\n- \"Ummm, actually\"\n- \"Now, if I think about it differently\"\n- \"This brings to mind\"\n- \"Would I regret this later?\"\n- \"Let me think\"\n- \"Let me back up a second\"\n- \"Wait a minute... Oh!\"\n- \" is striking \"\n- \"Let's think step by step\"\n- \"Let's break this down into parts\"\n- \"Ah...\"\n- \"The pros and cons are\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me make sure I got this\"\n- \"Let’s weigh the options\"\n- \"So that’s why it wasn’t working!\"\n- \"Right, so\"\n- \"On one hand... but on the other\"\n- \"When I sit with this idea\"\n- \"What if we\"\n- \"I wonder if\"\n- \"Consider this possibility\"\n- \"What if the reason is\"\n- \"No, actually\"\n- \"I feel like I'm close\"\n- \"Follow me here\"\n- \"Maybe I’m overcomplicating it\"\n- \"Now we're cooking\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Webster's Revised Unabridged Dictionary1. (n.) Want of truth or accuracy; an untrue assertion or representation; error; misrepresentation; falsity.\nline 02 | 2. (n.) A deliberate intentional assertion of what is known to be untrue; a departure from moral integrity; a lie.\nline 03 | 3.\nline 04 | (n.) Treachery; deceit; perfidy; unfaithfulness.\nline 05 | International Standard Bible EncyclopediaFALSEHOOD\nline 06 | Greek5579. pseudos -- a falsehood, untruth, lie\nline 07 | ... a falsehood, untruth, lie. Part of Speech: Noun, Neuter Transliteration: pseudos\nline 08 | Phonetic Spelling: (psyoo'-dos) Short Definition: a lie Definition: a lie ...\nline 09 | //strongsnumbers.com/greek2/5579.htm - 6k\nline 10 | 5582. pseusma -- a lie, falsehood\nline 11 | 893. apseudes -- free from falsehood\nline 12 | 5574. pseudomai -- to lie\nline 13 | 5576. pseudomartureo -- to bear false witness, give false ...\nline 14 | Strong's Hebrew8267.\nline 15 | sheqer -- deception, disappointment, falsehood\nline 16 | ... 8266, 8267. sheqer. 8268 . deception, disappointment, falsehood. Transliteration:\nline 17 | sheqer Phonetic Spelling: (sheh'-ker) Short Definition: falsehood. ...\nline 18 | /hebrew/8267.htm - 6k\nline 19 | 3577. kazab -- a lie, falsehood, deceptive thing\nline 20 | 4604. maal -- an unfaithful or treacherous act\nline 21 | 7723. shav -- emptiness, vanity\nline 22 | 391. akzab -- deceptive, disappointing\nline 23 | Commandment Third. On Avoiding Falsehood, and on the Repentance of ...\nline 24 | Whether There Can be Falsehood in the Intellect of an Angel?\nline 25 | Psalm 56. Deliverance from Oppression and Falsehood; Or, God's ...\nline 26 | He Shows the Falsehood of Eunomius' Calumnious Charge that the ...\nline 27 | Whether Treachery, Fraud, Falsehood, Perjury, Restlessness ...\nline 28 | Psalm 56 Deliverance from Oppression and Falsehood.\nline 29 | Truth First, Falsehood Afterwards, as Its Perversion Christ's ...\nline 30 | Of the Constant Falsehood of the Devil, and of the Powers and ...\nline 31 | We must not Lie, Even for the Sake of Moderation. The Praise of ...\nline 32 | The Devil is Well Practised in Falsehood, by which Adam Having ...\nline 33 | ThesaurusFalsehood (107 Occurrences)\nline 34 | ... imposture. Int. Standard Bible Encyclopedia. FALSEHOOD. fols'-hood. See LYING.\nline 35 | Multi-Version Concordance Falsehood (107 Occurrences). John ...\nline 36 | /f/falsehood.htm - 36k\nline 37 | Lie (291 Occurrences)\nline 38 | Leasing (2 Occurrences)\nline 39 | Deception (24 Occurrences)\nline 40 | Deceitfully (22 Occurrences)\nline 41 | Prophesying (58 Occurrences)\nline 42 | Falsely (72 Occurrences)\nline 43 | Crime (45 Occurrences)\nline 44 | Perverseness (46 Occurrences)\nline 45 | Satan (50 Occurrences)\nline 46 | Bible ConcordanceFalsehood (107 Occurrences)\nline 47 | John 7:18 He who speaks from himself seeks his own glory, but he who seeks the glory of him who sent him is true, and no unrighteousness is in him.\nline 48 | John 8:44 Ye are of the devil, as your father, and ye desire to do the lusts of your father. He was a murderer from the beginning, and has not stood in the truth, because there is no truth in him. When he speaks falsehood, he speaks of what is his own; for he is a liar and its father:\nline 49 | Romans 1:25 who changed the truth of God into falsehood, and honoured and served the creature more than him who had created it, who is blessed for ever. Amen.\nline 50 | Romans 3:7 If, for instance, a falsehood of mine has made God's truthfulness more conspicuous, redounding to His glory, why am I judged all the same as a sinner?\nline 51 | Romans 9:1 I am telling you the truth as a Christian man--it is no falsehood, for my conscience enlightened, as it is, by the Holy Spirit adds its testimony to mine--\nline 52 | Ephesians 4:25 Therefore, putting away falsehood, speak truth each one with his neighbor. For we are members of one another. Paul's Letter to the Colossians\nline 53 | 2 Thessalonians 2:9 whose coming is according to the working of Satan in all power and signs and wonders of falsehood,\nline 54 | 2 Peter 2:1 But there were also false prophets among the people, as there will be teachers of falsehood among you also, who will cunningly introduce fatal divisions, disowning even the Sovereign Lord who has redeemed them, and bringing on themselves swift destruction.\nline 55 | 1 John 2:27 And as for you, the anointing which you received from Him remains within you, and there is no need for any one to teach you. But since His anointing gives you instruction in all things--and is true and is no falsehood--you are continuing in union with Him even as it has taught you to do.\nline 56 | 1 John 4:6 We are of God. He who knows God listens to us. He who is not of God doesn't listen to us. By this we know the spirit of truth, and the spirit of error.\nline 57 | Revelation 21:27 And nothing unclean may come into it, or anyone whose works are cursed or false; but only those whose names are in the Lamb's book of life.\nline 58 | Revelation 22:15 Outside are the dogs, the sorcerers, the sexually immoral, the murderers, the idolaters, and everyone who loves and practices falsehood.\nline 59 | Exodus 23:7 Thou shalt keep far from the cause of falsehood; and the innocent and righteous slay not; for I will not justify the wicked.\nline 60 | Leviticus 6:3 or hath found a lost thing, and hath lied concerning it, and hath sworn to a falsehood, concerning one of all 'these' which man doth, sinning in them:\nline 61 | Leviticus 19:12 And ye do not swear by My name to falsehood, or thou hast polluted the name of thy God; I 'am' Jehovah.\nline 62 | Deuteronomy 19:18 and the judges have searched diligently, and lo, the witness 'is' a false witness, a falsehood he hath testified against his brother:\nline 63 | 2 Samuel 18:13 Otherwise I should have wrought falsehood against mine own life: for there is no matter hid from the king, and thou thyself wouldest have set thyself against me.\nline 64 | 1 Kings 22:22 and he saith, I go out, and have been a spirit of falsehood in the mouth of all his prophets; and He saith, Thou dost entice, and also thou art able; go out and do so.\nline 65 | 1 Kings 22:23 And now, lo, Jehovah hath put a spirit of falsehood in the mouth of all these thy prophets, and Jehovah hath spoken concerning thee -- evil.'\nline 66 | 2 Chronicles 18:21 and he saith, I go out, and have become a spirit of falsehood in the mouth of all his prophets.\nline 67 | And He saith, Thou dost entice, and also, thou art able; go out and do so.\nline 68 | 2 Chronicles 18:22 And, now, lo, Jehovah hath put a spirit of falsehood in the mouth of these thy prophets, and Jehovah hath spoken concerning thee -- evil.'\nline 69 | Job 13:4 And yet, ye 'are' forgers of falsehood, Physicians of nought -- all of you,\nline 70 | Job 21:34 So how can you comfort me with nonsense, seeing that in your answers there remains only falsehood?\"\nline 71 | Job 27:4 Truly, there is no deceit in my lips, and my tongue does not say what is false.\nline 72 | Job 31:5 \"If I have walked with falsehood, and my foot has hurried to deceit\nline 73 | Psalms 4:2 You sons of men, how long shall my glory be turned into dishonor? Will you love vanity, and seek after falsehood? Selah.\nline 74 | Psalms 5:6 Thou wilt destroy them that speak lies: Jehovah abhorreth the blood-thirsty and deceitful man.\nline 75 | Psalms 7:14 Behold, he travails with iniquity. Yes, he has conceived mischief, and brought forth falsehood.\nline 76 | Psalms 12:2 They speak falsehood every one with his neighbor: With flattering lip, and with a double heart, do they speak.\nline 77 | Psalms 24:4 He who has clean hands and a pure heart; who has not lifted up his soul to falsehood, and has not sworn deceitfully.\nline 78 | Psalms 26:4 I have not sat with men of falsehood; Neither will I go in with dissemblers.\nline 79 | Psalms 31:18 Let lips of falsehood become dumb, That are speaking against the righteous, Ancient sayings, in pride and contempt.\nline 80 | Psalms 35:19 Mine enemies rejoice not over me 'with' falsehood, Those hating me without cause wink the eye.\nline 81 | Psalms 40:4 Happy is the man that hath made the LORD his trust, and hath not turned unto the arrogant, nor unto such as fall away treacherously.\nline 82 | Psalms 41:6 If he comes to see me, he speaks falsehood. His heart gathers iniquity to itself. When he goes abroad, he tells it.\nline 83 | Psalms 52:3 Thou lovest evil more than good, And lying rather than to speak righteousness. Selah\nline 84 | Psalms 62:4 They fully intend to throw him down from his lofty place. They delight in lies. They bless with their mouth, but they curse inwardly. Selah.\nline 85 | Psalms 101:7 He who practices deceit won't dwell within my house.\nline 86 | He who speaks falsehood won't be established before my eyes.\nline 87 | Psalms 109:2 For the mouth of wickedness, and the mouth of deceit, Against me they have opened, They have spoken with me -- A tongue of falsehood, and words of hatred!\nline 88 | Psalms 119:29 Remove from me the way of falsehood; And grant me thy law graciously.\nline 89 | Psalms 119:69 The proud have forged falsehood against me: I will observe thy precepts with my whole heart.\nline 90 | Psalms 119:78 Let the proud be ashamed; for they have acted perversely towards me with falsehood: as for me, I meditate in thy precepts.\nline 91 | Psalms 119:86 All Thy commands 'are' faithfulness, 'With' falsehood they have pursued me, Help Thou me.\nline 92 | Psalms 119:118 Thou hast trodden down all them that err from thy statutes: for their deceit is falsehood.\nline 93 | Psalms 119:128 Therefore all my appointments I have declared wholly right, Every path of falsehood I have hated!\nline 94 | Psalms 119:163 I hate and abhor falsehood. I love your law.\nline 95 | Psalms 139:20 For they speak against thee wickedly, And thine enemies take thy name in vain.\nline 96 | Psalms 144:8 whose mouths speak deceit, Whose right hand is a right hand of falsehood.\nline 97 | Psalms 144:11 Rescue me, and deliver me out of the hands of foreigners, whose mouths speak deceit, whose right hand is a right hand of falsehood.\nline 98 | Proverbs 12:19 The lip of truth is established for ever, And for a moment -- a tongue of falsehood.\nline 99 | Proverbs 13:5 A false word the righteous hateth, And the wicked causeth abhorrence, and is confounded.\nline 100 | Proverbs 17:4 An evil doer is attentive to lips of vanity, Falsehood is giving ear to a mischievous tongue.\nline 101 | Proverbs 17:7 Not comely for a fool is a lip of excellency, Much less for a noble a lip of falsehood.\nline 102 | Proverbs 20:17 Bread of falsehood is sweet to a man; But afterwards his mouth shall be filled with gravel.\nline 103 | Proverbs 29:12 If a ruler hearkeneth to falsehood, All his servants are wicked.\nline 104 | Proverbs 30:8 Remove far from me falsehood and lies. Give me neither poverty nor riches. Feed me with the food that is needful for me;\nline 105 | Isaiah 5:18 Woe to those who draw iniquity with cords of falsehood, and wickedness as with cart rope;\nline 106 | Isaiah 9:15 Elder, and accepted of face, he 'is' the head, Prophet, teacher of falsehood, he 'is' the tail.\nline 107 | Isaiah 28:15 \"Because you have said,'We have made a covenant with death, and with Sheol are we in agreement.\nline 108 | When the overflowing scourge passes through, it won't come to us; for we have made lies our refuge, and we have hidden ourselves under falsehood.'\"\nline 109 | Isaiah 57:4 Against whom do you sport yourselves? Against whom do you make a wide mouth, and stick out your tongue? Aren't you children of disobedience, a seed of falsehood,\nline 110 | Isaiah 59:3 For your hands have been polluted with blood, And your fingers with iniquity, Your lips have spoken falsehood, Your tongue perverseness doth mutter.\nline 111 | Isaiah 59:4 none calleth for justice, none pleadeth in truthfulness. They trust in vanity, and speak falsehood; they conceive mischief, and bring forth iniquity.\nline 112 | Isaiah 59:13 transgressing and denying Yahweh, and turning away from following our God, speaking oppression and revolt, conceiving and uttering from the heart words of falsehood.\nline 113 | Jeremiah 3:10 And even for all this her treacherous sister Judah hath not returned unto me with her whole heart, but with falsehood, saith Jehovah.\nline 114 | Jeremiah 5:2 And if they say, 'Jehovah liveth,' Surely to a falsehood they swear.\nline 115 | Jeremiah 5:31 the prophets prophesy falsehood, and the priests rule by their means; and my people love to have it so. But what will ye do in the end thereof?\nline 116 | Jeremiah 7:4 Confide ye not in words of falsehood, saying, Jehovah's temple, Jehovah's temple, Jehovah's temple is this.\nline 117 | Jeremiah 7:8 Behold, ye confide in words of falsehood that cannot profit.\nline 118 | Jeremiah 7:9 Stealing, murdering, and committing adultery, And swearing to falsehood, and giving perfume to Baal, And going after other gods whom ye knew not.\nline 119 | Jeremiah 8:8 How do ye say, We are wise, and the law of Jehovah is with us? Behold, certainly the lying pen of the scribes hath made it falsehood.\nline 120 | Jeremiah 9:3 They bend their tongue, as it were their bow, for falsehood; and they are grown strong in the land, but not for truth: for they proceed from evil to evil, and they don't know me, says Yahweh.\nline 121 | Jeremiah 9:5 And they act deceitfully every one with his neighbour, and speak not the truth: they teach their tongue to speak falsehood, they weary themselves with perverse dealing.\nline 122 | Jeremiah 10:14 Every man is become brutish and is without knowledge; every goldsmith is disappointed by his engraved image; for his molten image is falsehood, and there is no breath in them.\nline 123 | Jeremiah 13:25 This is your lot, the portion measured to you from me, says Yahweh; because you have forgotten me, and trusted in falsehood.\nline 124 | Jeremiah 14:14 And Jehovah said unto me, The prophets prophesy falsehood in my name; I have not sent them, neither have I commanded them, nor spoken unto them: they prophesy unto you a false vision, and divination, and a thing of nought, and the deceit of their heart.\nline 125 | Jeremiah 16:19 Jehovah, my strength and my fortress, and my refuge in the day of distress, unto thee shall the nations come from the ends of the earth, and they shall say, Surely our fathers have inherited falsehood and vanity; and in these things there is no profit.\nline 126 | Jeremiah 20:6 And thou, Pashur, and all that dwell in thy house shall go into captivity; and thou shalt come to Babylon, and there thou shalt die, and there thou shalt be buried, thou and all thy friends to whom thou hast prophesied falsehood.\nline 127 | Jeremiah 23:14 And in the prophets of Jerusalem have I seen a horrible thing: they commit adultery, and walk in falsehood, and strengthen the hands of evildoers, so that none doth return from his wickedness. They are all become unto me as Sodom, and the inhabitants thereof as Gomorrah.\nline 128 | Jeremiah 23:25 I have heard what the prophets say, who prophesy falsehood in my name, saying, I have dreamed, I have dreamed.\nline 129 | Jeremiah 23:26 How long shall this be in the heart of the prophets who prophesy falsehood, and who are prophets of the deceit of their own heart?\nline 130 | Jeremiah 27:10 For they prophesy falsehood unto you, to remove you far from your land, and that I should drive you out, and ye should perish.\nline 131 | Jeremiah 27:14 And hearken not unto the words of the prophets that speak unto you, saying, Ye shall not serve the king of Babylon; for they prophesy falsehood unto you.\nline 132 | Jeremiah 28:15 And the prophet Jeremiah said unto the prophet Hananiah, Hear now, Hananiah: Jehovah hath not sent thee; and thou makest this people to trust in falsehood.\nline 133 | Jeremiah 29:9 For with falsehood they are prophesying to you in My name; I have not sent them, an affirmation of Jehovah.\nline 134 | Jeremiah 29:21 Thus saith Jehovah of hosts, the God of Israel, concerning Ahab the son of Kolaiah, and concerning Zedekiah the son of Maaseiah, who prophesy falsehood unto you in my name: Behold, I will give them into the hand of Nebuchadrezzar king of Babylon, and he shall smite them before your eyes.\nline 135 | Jeremiah 29:23 because they have committed infamy in Israel, and have committed adultery with their neighbours' wives, and have spoken words of falsehood in my name, which I had not commanded them: and I am he that knoweth, and am witness, saith Jehovah.\nline 136 | Jeremiah 29:31 Send to all them of the captivity, saying, Thus saith Jehovah concerning Shemaiah the Nehelamite: Because that Shemaiah hath prophesied unto you, and I sent him not, and he hath caused you to trust in falsehood;\nline 137 | Jeremiah 37:14 And Jeremiah saith, 'Falsehood -- I am not falling unto the Chaldeans;' and he hath not hearkened unto him, and Irijah layeth hold on Jeremiah, and bringeth him in unto the heads,\nline 138 | Jeremiah 40:16 And Gedaliah son of Ahikam saith unto Johanan son of Kareah, 'Thou dost not do this thing, for falsehood thou art speaking concerning Ishmael.'\nline 139 | Jeremiah 43:2 that Azariah son of Hoshaiah, and Johanan son of Kareah, and all the proud men, speak unto Jeremiah, saying, 'Falsehood thou art speaking; Jehovah our God hath not sent thee to say, Do not enter Egypt to sojourn there;\nline 140 | Jeremiah 51:17 Every man is become brutish and is without knowledge; every goldsmith is disappointed by his image; for his molten image is falsehood, and there is no breath in them.\nline 141 | Lamentations 2:14 Thy prophets have seen vanity and folly for thee; and they have not revealed thine iniquity, to turn away thy captivity; but have seen for thee burdens of falsehood and causes of expulsion.\nline 142 | Ezekiel 13:6 They have seen falsehood and lying divination, who say, Yahweh says; but Yahweh has not sent them: and they have made men to hope that the word would be confirmed.\nline 143 | Ezekiel 13:8 Therefore thus says the Lord Yahweh: Because you have spoken falsehood, and seen lies, therefore, behold, I am against you, says the Lord Yahweh.\nline 144 | Ezekiel 13:22 Because with falsehood ye have grieved the heart of the righteous, whom I have not made sad; and have strengthened the hands of the wicked, that he should not return from his wicked way, to save his life:\nline 145 | Ezekiel 21:29 while they see for thee FALSE visions, while they divine lies unto thee, to lay thee upon the necks of the wicked that are deadly wounded, whose day is come in the time of the iniquity of the end.\nline 146 | Ezekiel 22:28 And her prophets have daubed for them with untempered mortar, seeing FALSE visions, and divining lies unto them, saying, Thus saith the Lord Jehovah, when Jehovah hath not spoken.\nline 147 | Hosea 7:1 When I would heal Israel, then the iniquity of Ephraim is uncovered, also the wickedness of Samaria; for they commit falsehood, and the thief enters in, and the gang of robbers ravages outside.\nline 148 | Hosea 10:4 They have spoken words, To swear falsehood in making a covenant, And flourished as a poisonous herb hath judgment, on the furrows of a field.\nline 149 | Hosea 11:12 Ephraim surrounds me with falsehood, and the house of Israel with deceit. Judah still strays from God, and is unfaithful to the Holy One.\nline 150 | LinksBible Concordance • Bible Dictionary • Bible Encyclopedia • Topical Bible • Bible Thesuarus\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"Backing up for a second\"\n- \"Okay, pros and cons\"\n- \"Let me make sure I got this\"\n- \"I need to make sure this checks out\"\n- \"So what does this mean in the bigger picture?\"\n- \"Now, if I think about it differently\"\n- \"Still working it out\"\n- \"First things first\"\n- \"This might sound weird, but\"\n- \"Actually, no\"\n- \"Hmm\"\n- \"Something doesn't add up\"\n- \"Let’s weigh the options\"\n- \"If I follow this through\"\n- \"Well\"\n- \"I'm just throwing ideas around\"\n- \" is striking \"\n- \"What I mean is\"\n- \"Okay, let's break this down\"\n- \"You know\"\n- \"When I sit with this idea\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let me approach this from another angle\"\n- \"So what I’m trying to say is\"\n- \"This isn't quite right, but\"\n- \"Let me back up a second\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"What’s the next step?\"\n- \"I have a theory about this\"\n- \"In other words\"\n- \"Uh...\"\n- \"Is it possible that...?\"\n- \"Let me untangle this\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I'm wondering if\"\n- \"Let me propose something\"\n- \"I'm intrigued by\"\n- \"How can I approach this?\"\n- \"What happens if we change this part?\"\n- \"Follow me here\"\n- \"This might explain the pattern\"\n- \"I need to reframe this\"\n- \"I'm pondering\"\n- \"Now, wait just a second\"\n- \" is key here\"\n- \"What keeps nagging at me is\"\n- \"So far, it looks like\"\n- \"Let me throw this out there\"\n- \"No, actually\"\n- \"I'm mulling over\"\n- \"It almost fits, but something’s off\"\n- \"Anyway\"\n- \"Let me chew on this\"\n- \"Let's think step by step\"\n- \"Let me work through this\"\n- \"Let's break this down into parts\"\n- \"In essence\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \" is interesting\"\n- \"I'm struck by\"\n- \"What if we\"\n- \"The more I think about it\"\n- \"Something about [blank] is still bothering me\"\n- \"What's the best way to explain this?\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Wait, no\"\n- \"The pros and cons are\"\n- \"What I’m getting at is\"\n- \"Hmm, let’s rewind a bit\"\n- \"I wonder if\"\n- \"Wait a minute\"\n- \"Picture this\"\n- \"There’s a better way to phrase this\"\n- \"How do I put this\"\n- \"I need to step back and rethink this\"\n- \"Here's a possible explanation\"\n- \"[blank] is still a black box to me\"\n- \"This makes me reflect on\"\n- \"Going back to what I said about\"\n- \"What’s the best way to explain this?\"\n- \"Consider this possibility\"\n- \"Still forming this thought\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | before he acquired the papers, makkos had already been an admirer of Eliza Jane Poitevent Holbrook Nicholson, a poet and businesswoman at the forefront of Victorian journalism. Growing up in Mississippi, she’d published pastoral, earthy poetry in the Picayune under the pen name Pearl Rivers. A member of the first wave of female journalists storming the newsrooms, according to KnowLA, an online encyclopedia of Louisiana history and culture, she became literary editor of the Daily Picayune in 1870. Within two years she married the Picayune’s much older owner, Colonel Alva Holbrook, who died four years later, in 1876, making his widow the first female publisher of a daily metropolitan newspaper in the country.\nline 02 | At that time, the paper was in debt and underperforming financially, but Picayune business manager George Nicholson purchased a portion of the company as a show of support for his young, trailblazing boss. In a further show of support, he then married her. Eliza Jane Nicholson’s content innovations and George Nicholson’s business skills made the Picayune into a powerful ship that the couple expertly navigated through the end of Reconstruction, the yellow fever outbreak, and the 1893 Cheniere Caminada hurricane, as Lamar W. Bridges recounts in the journal Louisiana History. Makkos’ archive picks up about 10 years into their marriage, and he has taken to calling it “The Eliza Jane Nicholson Collection.”\nline 03 | Innovator The Eliza Jane Nicholson Collection’s New Year’s edition (1928). (Image courtesy of NOLA DNA)\nline 04 | Nicholson, realizing that women were an underserved audience, broadened her editorial tradition of offering poetry, and literary and romantic stories. She expanded the Picayune from one eight-page section focusing mostly on power and money, giving it a second, more female-oriented section just as suffrage began to bloom. Her new “Section 2” included book reviews, articles about animals, columns about health, and a women’s advice column by Dorothy Dix. Nicholson published the first weekly issue of a serial novel called A Dead Life, and Makkos reaches into his pile to show me a syndicated Sherlock Holmes story from 1905. “That wouldn’t have happened without Eliza Jane,” he says.\nline 05 | “The back of the second section was a children’s page,” Makkos says, showing me the copy. “So the family are all reading the paper together, and dad hands mom her section, then mom tears the back off and throws it to the kids.” The new section’s front page typically featured Nicholson’s most notable editorial innovation: Society Bee, a local column she wrote, sans byline, covering Mardi Gras krewes and other high-end society news. “That idea was first rejected by the Uptown crowd, because they felt it would be invasive,” Makkos says. “But Eliza Jane won them over, and the column became a big deal, like, ‘We’re celebrities now because our names, and even our photographs, are in the paper.’ ” The paper went on to add a sports page, a magazine, and more prominent visuals, transitioning from illustrations into the age of photography. The earliest photo Makkos has found so far dates to 1900, four years after Nicholson’s death and some 20 years after the New York and Chicago papers had started running photography. Somewhere among of all his tubes is the first photograph ever published in the Picayune.\nline 06 | Innovator The Eliza Jane Nicholson Collection’s Sunday magazine (left, 1913). (Image courtesy of NOLA DNA)\nline 07 | For now, he obsesses about oversized, sepia-toned portraits of New Orleans judges encircled in typographic illustrations and crooked, flowery borders. He giggles, showing me examples of rudimentary hand-drawn borders “tipped in” atop photos. He stares down at the paper, admiring the ways in which the technologies mesh. Makkos aims to similarly mesh new digital technology with his turn-of-the-century printing presses to document and recreate aspects of the Eliza Jane Nicholson Collection. “I am a purist,” he says, “but there’s no reason not to combine every technology available.”\nline 08 | That includes technology that Eliza Jane would have recognized.\nline 09 | Makkos has been interested and immersed in antiques since childhood.\nline 10 | The son of an antique dealer in Cleveland, OH, he grew up watching his father junk, pick, salvage, and restore antique lamps and furniture.\nline 11 | Makkos eventually developed his own vintage fetish, for antique printing presses.\n</context>\n\n<phrases>\n- \"It finally adds up!\"\n- \"Okay, backtrack a bit\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This just clicked into place!\"\n- \"Maybe if I try it this way\"\n- \"Let me think\"\n- \"Hold that thought\"\n- \"Hold on a second\"\n- \"What if we looked at it like\"\n- \"Finally, it clicks!\"\n- \"Well, let me see\"\n- \"Follow me here\"\n- \"I’m almost there\"\n- \"So far, it looks like\"\n- \"I feel like I'm close\"\n- \"First things first\"\n- \"But then again\"\n- \"I could be wrong, but\"\n- \"Basically\"\n- \"I’m not sure if that’s the right approach\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Let's think step by step\"\n- \"What keeps nagging at me is\"\n- \"I have a theory about this\"\n- \"I'm trying to untangle this\"\n- \"Hmm, let’s rewind a bit\"\n- \"So basically\"\n- \"So what I’m trying to say is\"\n- \"Something doesn't add up\"\n- \"Bear with me while I\"\n- \"I need to make sure this checks out\"\n- \"Why didn’t I think of that sooner?\"\n- \"Okay, I think I’ve got it now!\"\n- \"Okay, let's break this down\"\n- \"What if we\"\n- \"Let me untangle this\"\n- \"Let’s weigh the options\"\n- \"The thing is\"\n- \"One way to look at it is\"\n- \"Okay, pros and cons\"\n- \"Okay, walking through it again\"\n- \"Oh! I get it now\"\n- \"Let me sum this up so far\"\n- \"What I'm getting at is\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"The pros and cons are\"\n- \"Wait, no\"\n- \"I need to step back and rethink this\"\n- \"Anyway\"\n- \"Let me propose something\"\n- \"Actually, no\"\n- \"If we follow this logic\"\n- \"Where did I put that...?\"\n- \"Let me play devil's advocate\"\n- \"Suppose we assume that\"\n- \"I was just about to say\"\n- \"Alternatively\"\n- \"That actually makes a lot of sense\"\n- \"I'm seeing a connection between\"\n- \" is striking \"\n- \"Hang on a second\"\n- \"Ummm, actually\"\n- \"Oh, I see what’s happening here!\"\n- \"If I take this apart step by step\"\n- \"On the other hand\"\n- \"No, actually\"\n- \"Let me break this down\"\n- \" is key here\"\n- \"This is starting to take shape\"\n- \"So that’s why it wasn’t working!\"\n- \"I need to reframe this\"\n- \"I’m still on the fence about this\"\n- \"Let me work through this\"\n- \"How do I put this\"\n- \"Maybe I’m overcomplicating it\"\n- \"Well\"\n- \"Let me see if\"\n- \"That’s an interesting angle, but\"\n- \"If A is true, then\"\n- \"On one hand... but on the other\"\n- \"What if I flip it around?\"\n- \"Let me trace that logic back\"\n- \"Wait, I think I’ve got it!\"\n- \"That changes everything\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Cryptococcosis is a pulmonary or disseminated infection acquired by inhalation of soil contaminated with the encapsulated yeast Cryptococcus neoformans or C. gattii. Symptoms are those of pneumonia, meningitis, or involvement of skin, bones, or viscera. Diagnosis is clinical and microscopic, confirmed by culture or fixed-tissue staining. Treatment, when necessary, is with azoles or amphotericin B, with or without flucytosine.\nline 02 | (See also the Infectious Diseases Society of America's Practice Guidelines for the Management of Cryptococcal Disease.)\nline 03 | Distribution of C. neoformans is worldwide; it is present in soil contaminated with bird droppings, particularly those of pigeons. Cryptococcosis is a defining opportunistic infection for AIDS (typically associated with CD4 counts < 100/µL), although patients with Hodgkin lymphoma, other lymphomas, or sarcoidosis and those taking long-term corticosteroid therapy are also at increased risk, as are recipients of a solid organ transplant.\nline 04 | C. gattii is primarily associated with trees, especially the eucalyptus and, unlike C. neoformans, is not associated with birds and is more likely to cause disease in immunocompetent hosts. Outbreaks have occurred in the Pacific Northwest and in Papua New Guinea and northern Australia.\nline 05 | Cryptococcosis is acquired by inhalation and thus typically affects the lungs. Many patients present with asymptomatic, self-limited primary lung lesions. In immunocompetent patients, the isolated pulmonary lesions usually heal spontaneously without disseminating, even without antifungal therapy.\nline 06 | After inhalation, Cryptococcus may disseminate, frequently to the brain and meninges, typically manifesting as microscopic multifocal intracerebral lesions. Meningeal granulomas and larger focal brain lesions may be evident. Although pulmonary involvement is rarely dangerous, meningitis is life threatening and requires aggressive therapy.\nline 07 | Focal sites of dissemination may also occur in skin, the ends of long bones, joints, liver, spleen, kidneys, prostate, and other tissues.\nline 08 | Except for those in the skin, these lesions usually cause few or no symptoms.\nline 09 | Rarely, pyelonephritis occurs with renal papillary necrosis.\nline 10 | Involved tissues typically contain cystic masses of yeasts that appear gelatinous because of accumulated cryptococcal capsular polysaccharide, but acute inflammatory changes are minimal or absent.\nline 11 | Symptoms and Signs\nline 12 | Manifestations depend on the affected area.\nline 13 | Because inflammation is not extensive, fever is usually low grade or absent, and meningismus is uncommon. In patients with AIDS, cryptococcal meningitis may cause minimal or no symptoms, but headache frequently occurs and sometimes slowly progressive altered mental status. Because most symptoms of cryptococcal meningitis result from cerebral edema, they are usually nonspecific (eg, headache, blurred vision, confusion, depression, agitation, other behavioral changes). Except for ocular or facial palsies, focal signs are rare until relatively late in the course. Blindness may develop because of cerebral edema or direct involvement of the optic tracts.\nline 14 | Many patients are asymptomatic.\nline 15 | Those with pneumonia usually have cough and other nonspecific respiratory symptoms.\nline 16 | However, AIDS-associated cryptococcal pulmonary infection may manifest as severe, progressive pneumonia with acute dyspnea and an x-ray pattern suggesting Pneumocystis infection.\nline 17 | Dermatologic spread can manifest as pustular, papular, nodular, or ulcerated lesions, which sometimes resemble acne, molluscum contagiosum, or basal cell carcinoma.\nline 18 | Clinical diagnosis is suggested by symptoms of an indolent infection in immunocompetent patients and a more severe, progressive infection in immunocompromised patients. Chest x-ray, urine collection, and lumbar puncture are done first.\nline 19 | Culture of C. neoformans is definitive. CSF, sputum, and urine yield organisms most often, and blood cultures may be positive, particularly in patients with AIDS. In disseminated cryptococcosis with meningitis, C. neoformans is frequently cultured from urine (prostatic foci of infection sometimes persist despite successful clearance of organisms from the CNS). Diagnosis is strongly suggested if experienced observers identify encapsulated budding yeasts in smears of body fluids, secretions, exudates, or other specimens. In fixed tissue specimens, encapsulated yeasts may also be identified and confirmed as C. neoformans by positive mucicarmine or Masson-Fontana staining.\nline 20 | Elevated CSF protein and a mononuclear cell pleocytosis are usual in cryptococcal meningitis. Glucose is frequently low, and encapsulated yeasts forming narrow-based buds can be seen on India ink smears in most patients, especially in those who have AIDS (who typically have a higher fungal burden than those without HIV infection). In some patients with AIDS, CSF parameters are normal, except for the presence of numerous yeasts on India ink preparation. The latex test for cryptococcal capsular antigen is positive in CSF or blood specimens or both in > 90% of patients with meningitis and is generally specific, although false-positive results may occur, usually with titers ≤ 1:8, especially if rheumatoid factor is also present.\nline 21 | Patients without AIDS:\nline 22 | Patients may need no treatment for localized, asymptomatic pulmonary involvement, confirmed by normal CSF parameters, negative cultures of CSF and urine, and no evidence of cutaneous, bone, or other extrapulmonary lesions. Some experts give a course of fluconazole to prevent hematogenous dissemination and to shorten the course of the illness. Patients with pulmonary symptoms should be treated with fluconazole 200 to 400 mg po once/day for 6 to 12 mo.\nline 23 | In patients without meningitis, localized lesions in skin, bone, or other sites require systemic antifungal therapy, typically fluconazole 400 mg po once/day for 6 to 12 mo.\nline 24 | For more severe disease, amphotericin B 0.5 to 1.0 mg/kg IV once/day with flucytosine 25 mg/kg po q 6 h is given for several weeks.\nline 25 | For meningitis, the standard regimen is induction with amphotericin B 0.7 mg/kg IV once/day plus flucytosine 25 mg/kg po q 6 h for 2 to 4 wk, followed by consolidation therapy with fluconazole 400 mg po once/day for 8 wk, then maintenance therapy with fluconazole 200 mg po once/day for 6 to 12 mo. Repeated lumbar puncture is important to manage elevated opening pressures.\nline 26 | Patients with AIDS:\nline 27 | All patients require treatment. For meningitis or severe pulmonary disease, the standard regimen is amphotericin B 0.7 mg/kg IV once/day plus flucytosine 25 mg po q 6 h for the first 2 wk of treatment (longer induction therapy may be needed if clinical response is slow or cultures remain positive), followed by fluconazole 400 mg po once/day for 10 wk total. Once induction therapy is completed, long-term suppressive (maintenance) therapy is required. Repeated lumbar puncture is important to manage elevated opening pressures. Patients with mild to moderate symptoms of localized pulmonary involvement (confirmed by normal CSF parameters, negative cultures of CSF and urine, and no evidence of cutaneous, bone, or other extrapulmonary lesions) may be treated with fluconazole 400 mg po once/day for 6 to 12 mo.\nline 28 | Nearly all AIDS patients need maintenance therapy until CD4 cell counts are > 150. Fluconazole 200 mg po once/day is preferred, but itraconazole at the same dose is acceptable; however, itraconazole serum levels should be measured to make sure that patients are absorbing the drug.\nline 29 | Last full review/revision January 2014 by Sanjay G. Revankar, MD; Jack D. Sobel, MD\nline 30 | Content last modified January 2014\n</context>\n\n<phrases>\n- \"I feel like we're missing something crucial about [blank]\"\n- \"That’s it!\"\n- \"Let me connect the dots\"\n- \"How do I put this\"\n- \"Oh! I get it now\"\n- \"I think I found the solution!\"\n- \"This brings to mind\"\n- \"Let me see\"\n- \"No, actually\"\n- \"What if I flip it around?\"\n- \"I'm seeing a connection between\"\n- \"Building on that\"\n- \"Alternatively\"\n- \"I'm trying to untangle this\"\n- \"That makes sense because\"\n- \"That’s an interesting angle, but\"\n- \"This connects to\"\n- \"I wonder if\"\n- \"I need to reframe this\"\n- \"Let me work through this\"\n- \"Let's think step by step\"\n- \"This makes me think of\"\n- \"That reminds me\"\n- \"This makes me reflect on\"\n- \"Okay, backtrack a bit\"\n- \"This is starting to take shape\"\n- \"Something doesn't add up\"\n- \"Okay, let's break this down\"\n- \"First things first\"\n- \"On the other hand\"\n- \"Actually, no\"\n- \"What’s the best way to explain this?\"\n- \"Anyway\"\n- \"Let me make sure I got this\"\n- \"Let’s weigh the options\"\n- \"Now it all comes together!\"\n- \"Let me think\"\n- \"But then again\"\n- \"Let me run through it again\"\n- \"I'm wondering if\"\n- \"Wait, no\"\n- \"Let me break this down\"\n- \"Ummm, actually\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Ah...\"\n- \"That doesn’t sound right\"\n- \"Let's see\"\n- \"I need to step back and rethink this\"\n- \"Going back to what I said about\"\n- \"Wait, why does that happen?\"\n- \"Now it makes sense!\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Okay, pros and cons\"\n- \"Let's break this down into parts\"\n- \"I'm intrigued by\"\n- \"I'm pondering\"\n- \"There's something off here\"\n- \"I keep circling back to\"\n- \"Finally, it clicks!\"\n- \"On one hand... but on the other\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Well, let me see\"\n- \"I need to make sure this checks out\"\n- \"I’m trying to connect the dots here\"\n- \"Oh! That reminds me\"\n- \"Oh, it all makes sense now!\"\n- \"Let me chew on this\"\n- \"What keeps nagging at me is\"\n- \"You know\"\n- \"So that’s why it wasn’t working!\"\n- \"Now we're cooking\"\n- \"Wait a minute... Oh!\"\n- \"I'm curious about\"\n- \"It's almost like\"\n- \"Let me untangle this\"\n- \"I'm struck by\"\n- \"In the end\"\n- \"So, the bottom line is\"\n- \"If I take this apart step by step\"\n- \"Something's not clicking\"\n- \"Let me play devil's advocate\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Now, if I think about it differently\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Photo by Ryan Suzuki\nline 02 | As the academic year gets underway, it serves as a time of reflection for those who are teaching the next generation of musicians and especially composers. What is it that we (I use the rhetorical “we” being a music historian, not a composer) are to pass on to them? What musical or compositional values do we lay out for them? Regarding composition, it is clear that the tradition has been to focus, in some cases, almost exclusively, on formal considerations, i.e. structure and especially pitch relations.\nline 03 | This mindset and bias is underscored and made manifest in courses which are universally called “music theory,” coupled with classes in musicianship or ear training. What we call music theory is really no such thing. Rather, it is a theory of harmony, of pitch relations. There are dozens and dozens of music theory texts and treatises, but the focus is squarely on pitch relations and nothing else. We have no theories of rhythm, timbre, articulation, dynamics, or even orchestration. Orchestration courses and texts abound, but they are not based on any theoretical foundation, rather according to tradition and prevailing taste. Is there anything inherently wrong with scoring for one trombone as Chopin did (and which he has been reviled for) in one of his piano concertos?\nline 04 | Of course, the teaching, learning, and understanding of the basics of music is foundational and important. We think of the many great composers who studied with master teachers, always learning the ins and outs, the mysteries of musical construction. Arnold Schoenberg analyzed the works of the great masters, tearing apart the note relations in search of the genius behind the music. Nadia Boulanger, whose memory lives in infamy as a harsh task master, put her charges through the paces, often in a brutal and humiliating fashion, as they struggled to learn the rules and finer points of harmony and counterpoint. After suffering through her courses, students such as Aaron Copland, Lou Harrison, Elliott Carter, and Philip Glass had a thorough, even flawless understanding of harmonic procedures that served them very well indeed.\nline 05 | As we all know, the great artists almost always have a firm grasp of the fundamentals. While much of Picasso‘s work looks as though executed with a childish and untrained hand, or the monochromatic, nearly industrial minimalist planes of Ellsworth Kelly seem devoid of technical ability, both artists were highly skilled draftsmen. Technique was not a problem for them and it undoubtedly was of value in the creation of their work. However, neither was it the focus of their work.\nline 06 | On the other hand, Schoenberg declared to his student John Cage the following: “In order to write music you must have a feeling for harmony.” Cage told his teacher that he had no feeling for harmony. In response, Schoenberg warned that a failure to learn and embrace harmony would set up a musical roadblock, a virtual wall through which he would never be able pass. Cage retorted, “In that case I will devote my life to beating my head against that wall.” Of course, Cage did not “devote his life to beating his head against the wall.” He simply went around the “wall.” Harmony remained of no interest and no use to Cage.\nline 07 | Cage’s concept of the creation of music was not bound by tradition and rules. Morton Feldman recalls his first meeting with Cage:\nline 08 | I brought John a string quartet.\nline 09 | He looked at it a long time and then said, “How did you make this?\nline 10 | I thought of my constant quarrels with Wolpe and also that, just a week before, after showing a composition of mine to Milton Babbitt and answering his questions as intelligently as I could, he said to me, “Morton, I don’t understand a word you’re saying.” And so, in a very weak voice, I answered John, “I don’t know how I made it.” The response to this was startling.\nline 11 | John jumped up and down and, with a kind of high monkey squeal, screeched, “Isn’t that marvelous.\nline 12 | Isn’t that wonderful.\nline 13 | It’s so beautiful, and he doesn’t know how he made it.” Quite frankly, I sometimes wonder how my music would have turned out if John had not given me those early permissions to have confidence in my instincts.\nline 14 | We teach our students, but do we give them permission, indeed, do we encourage them to follow their muse?\nline 15 | Or do we shuttle them in the direction of our own preferences and biases?\nline 16 | We teach them about techniques, the craft of composition, but do we teach them about the art of music making?\nline 17 | Perhaps we would do well to consider this morsel by Feldman: “Yes, remember, my definition of skill is to do exactly what you want.” Carl Ruggles may have had a more refined or extrapolated version of Feldman’s maxim.\nline 18 | After pounding out a chord which he was considering for use in one of his compositions over and over for more than an hour, he replied to Henry Cowell‘s inquiry as to what he was doing:\nline 19 | “I’m trying this damned chord to see whether it still sounds superb after so many hearings.” “Oh,” I [Cowell] said tritely, “time will surely tell whether the chord has lasting value.” “The hell with time!” Carl replied. “I’ll give this chord the test of time right now. If I find I still like it after trying it over several thousand times, it’ll stand the test of time, all right!”\nline 20 | Thus, Ruggles brought together his skills as a composer, followed his instincts, and finally evaluated the product. Technique was not the standard, rather it was art which set the standard and technique was a means of achieving his goal.\nline 21 | In addition to teaching the fundamentals of music to our students, we must also give them license to discover their artistic muse, rather than stifle and suffocate it under the iron fist of the rules and regulations of proper voice leading, pitch relations, or some other mechanical process of relating one note to the next. In fact, as Claudio Monteverdi concluded and subsequently argued so well in his polemical exchange with Artusi, the rules of yesterday may not apply to the aesthetics of today. We cannot and must not judge new work according to the criteria and values of older work, however recent.\nline 22 | Until very recently, I had not seen music by Cage included in any music history score or recorded anthology aimed at music majors. And even then, it was limited to his prepared piano work. It is easy enough to describe the prepared piano, reducing Cage to mere gimmickry. Yet a quandary remains: how and why would a teacher pass along the concept and meaning behind chance operations to his/her student? In reality, the question might properly be, how can we not teach chance operations? Is composition a form of math or a form of art? Should not ideas about the meaning of music and art be at least broached by the instructor?\nline 23 | Composition is not merely a process of assembling a series of formulae, no matter how sophisticated, complex, and elegant. There is more to creating music than gaining a command of musical syntax. Syntax may be a means to an end, but end is the semantics of music, its content, its meaning. Just as we all know that virtuosity and chops are no substitute for insightful interpretation in the making of great music in performance, so too is music more than its syntax. Too often, somehow, composers, teachers, and students confuse musical syntax with musical semantics.\nline 24 | If Cage was correct and the purpose of music is to (1) quiet and sober the mind, thus making it susceptible to divine influences and (2) imitate nature in her operation, why then all the fuss over technique, or better, why not more fuss over the art of music?\n</context>\n\n<phrases>\n- \"Let's think step by step\"\n- \"Let me play devil's advocate\"\n- \"If I take this apart step by step\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"This makes me reflect on\"\n- \"What's the best way to explain this?\"\n- \"First things first\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let's see\"\n- \"Something doesn't add up\"\n- \"Uh...\"\n- \"I'm trying to untangle this\"\n- \"I’m trying to connect the dots here\"\n- \"That makes sense because\"\n- \"Let me connect the dots\"\n- \"Don't quote me on this\"\n- \"Let me chew on this\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"I'm trying to reconcile\"\n- \"There's something here about\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"This is rough, but\"\n- \"Wait, no\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I wonder if\"\n- \"Kind of\"\n- \"If I’m not mistaken\"\n- \"This makes me think of\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Wait, does this contradict itself?\"\n- \"Let me break this down\"\n- \"Alternatively\"\n- \"I'm curious about\"\n- \"Let’s weigh the options\"\n- \"Let me untangle this\"\n- \"No, actually\"\n- \"That’s an interesting angle, but\"\n- \"What’s the missing piece?\"\n- \"Building on that\"\n- \"Bear with me while I\"\n- \"In a way\"\n- \"Let's break this down into parts\"\n- \"Now we're cooking\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Brainstorming here, but\"\n- \"What keeps nagging at me is\"\n- \"It's hard to pin down\"\n- \"Where did I put that...?\"\n- \"On the other hand\"\n- \"What if I flip it around?\"\n- \"What’s the best way to explain this?\"\n- \"I was making this more complicated than it needed to be\"\n- \"Still forming this thought\"\n- \"I’m not convinced, but it might work\"\n- \"I'm starting to see a pattern\"\n- \"Let me dig into that a little deeper\"\n- \"I'm struck by\"\n- \"Picture this\"\n- \"There's got to be something about\"\n- \"Let me work through this\"\n- \"Hold on a second\"\n- \"I'm mulling over\"\n- \"It's almost like\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"The pros and cons are\"\n- \"Actually, no\"\n- \"But then again\"\n- \"Okay, let's break this down\"\n- \"There's probably more to it\"\n- \"That reminds me\"\n- \"Hold that thought\"\n- \"I'm pondering\"\n- \"Okay, pros and cons\"\n- \"Let me approach this from another angle\"\n- \"Still working it out\"\n- \"I'm wondering if\"\n- \"This is tricky, but\"\n- \"Hang on a second\"\n- \"When I sit with this idea\"\n- \"Anyway\"\n- \"There’s a pattern here\"\n- \"This connects to something else\"\n- \"How do I put this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | What did people use before they had refrigerators?\nline 02 | 8 Answers | Add Yours\nline 03 | There were a few different ways of keeping food before refrigerators.\nline 04 | Most recently (just before modern refrigerators became very common) people used iceboxes. These were like refrigerators but instead of being cooled electrically, they were cooled by having actual ice in them.\nline 05 | Before that was available, people had cool cellars and some had ice houses where ice could be stored (under sawdust, often) and kept cool for much of the year. These places could keep some food cool.\nline 06 | But mostly, in those days, food was preserved some other way -- by smoking it, salting it, or drying it.\nline 07 | they had this seller underground and they would put cold water or snow and put there wine under there and it would keep it cold and the door would be so small so the coldness woul not get out\nline 08 | You are asking a question about something that I can sort of recall. In the old days when food could not be preserved people used to smoke it or bury it deep in the ground. Ground temperatures are cooler than above ground. Of course sometimes animals dug up what people were trying to keep, so that led to other methods. If people lived near streams some would try and preserve foods using water.\nline 09 | People started building cellars or well houses. Well houses were deeper than cellars and often cooler. Wines are still kept them in some areas. People later used them to store ice and would place food in the new ice cellars.\nline 10 | The things that I recall were called ice boxes. They had a metal box on top of a metal box. Men came by (on a horse and wagon where I lived). They would drop off blocks of ice that were placed in the top part. Later the box was moved inside the ice box. Eventually the boxes changed into freezers when the advent of electricity became a reality in every home.\nline 11 | By the way, I can remember when milk containers were delivered to our door by horse and wagon and the milk was packed in shaved ice.\nline 12 | Refrigerator is a device to artificially cool substances below the surrounding environmental temperatures. Before people had refrigerators, mostly they used nothing instead of them. That is people did not try do any thing to cool things below surrounding temperature. They just managed without such cooling. However a device that can cool water a few degrees below the surrounding environmental temperature has been in use for thousands of year. This is the humble earthen pitcher, which cools the water by evaporation of the water seeping out of the small pores in the pitcher wall material.\nline 13 | Also when faster means of transportation developed, people used ice brought from cold regions to keep things cool.\nline 14 | When it comes to method of food preservation rather than refrigeration it is worthwhile noting that that are many methods of food preservation other than refrigeration, and use of these non refrigeration type of food preservation has also increased in recent times rather than decreased with use of refrigerators. The only difference is that these methods of preservation are adopted by large manufacturers in the process of manufacturing packaged food items, rather than by individual households. For examples earlier jams were earlier made by housewives, but now these are mostly made bu big companies and sold as packaged food products.\nline 15 | Just before the refridgerator, people used insulated ice boxes. The \"ice man\" travelled from the ice house with blocks of ice either in a large truck or in a horse drawn wagon. He grabbed the blocks of ice with huge sharp tongs and swung it into the ice box. When the family wanted ice, they had to chip what they needed with a super sharp pick, called appropriately an ice pick. They also dried, pickled, canned, smoked and salted meat and vegetables to preserve them.\nline 16 | People did preserve their foods via pickling or salting, yet the most practical (if it could be afforded) was the ice box in areas that could sustain it.\nline 17 | I am from New York and there are actually a lot of old houses that still have ice boxes outside and even what you could call ice silos, very tall structures meant to hold more than one block of ice as a back up.\nline 18 | This link has a very basic picture of an icebox and explains, pretty well, how it worked.\nline 19 | In England in Victorian times and before (and probably in other countries too) not everyone could afford the luxury of delivered ice - and anyway poorer people could only afford to shop for the bare necessities every day and these got quickly gobbled up by the much larger households of the time! What people needed was a safe place to store food overnight or until mealtime. This was usually called a 'cool pantry.' The pantry was often located on the coldest (North) facing wall of the house/cottage, and often had a tiny window high up. This window was often protected by a sort of metal sieved screen to keep the flies out. On the inside, the walls where shelved, and on the shelves were kept perhaps a jug of milk or cream, cheese in a specially shaped china wedge, perhaps a ham or other cold meat,rashers of bacon,a pot of butter or a few slices of cold pie or brawn. The cooler temperatures in there would have been enough to keep the food cool for 2/3 days (we probably wouldn't risk it nowadays!)\nline 20 | Join to answer this question\nline 21 | Join a community of thousands of dedicated teachers and students.Join eNotes\n</context>\n\n<phrases>\n- \"If I take this apart step by step\"\n- \"Wait, I think I just cracked it!\"\n- \"If I follow this through\"\n- \"Wait, why does that happen?\"\n- \"Okay, I think I’ve got it now!\"\n- \"Now it makes sense!\"\n- \"This brings to mind\"\n- \"That would explain why\"\n- \"Let's break this down into parts\"\n- \"Brainstorming here, but\"\n- \" is striking \"\n- \"Let me talk this through\"\n- \"I'm curious about\"\n- \"I'm pondering\"\n- \"Let me back up a second\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let me trace that logic back\"\n- \"That’s it!\"\n- \"On one hand... but on the other\"\n- \"Now it all comes together!\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"We've completely overlooked [blank]\"\n- \"This makes me reflect on\"\n- \"Going back to what I said about\"\n- \"I'm just throwing ideas around\"\n- \"Okay, let's break this down\"\n- \"The crucial thing seems to be\"\n- \"Still working it out\"\n- \"I need to reframe this\"\n- \"What keeps nagging at me is\"\n- \"There’s a better way to phrase this\"\n- \"Let me break this down\"\n- \"Let's think step by step\"\n- \"Hmm, let’s rewind a bit\"\n- \"Ummm, actually\"\n- \"Backing up for a second\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Let me untangle this\"\n- \"But then again\"\n- \"It almost fits, but something’s off\"\n- \"That actually makes a lot of sense\"\n- \"In essence\"\n- \"Let’s weigh the options\"\n- \"The tricky part is\"\n- \"Let me play devil's advocate\"\n- \"I wonder if\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Here's where it gets interesting\"\n- \"I'm trying to untangle this\"\n- \"Wait, no\"\n- \"The more I think about it\"\n- \"Alternatively\"\n- \"Let me see if\"\n- \"Let me make sure I got this\"\n- \"So what I’m trying to say is\"\n- \"Something’s not clicking\"\n- \"I'm intrigued by\"\n- \"Something doesn't add up\"\n- \"What if I flip it around?\"\n- \"No, actually\"\n- \"I'm mulling over\"\n- \"Actually, no\"\n- \"Let me sum this up so far\"\n- \"In the end\"\n- \"[blank] is still a black box to me\"\n- \"Let me work through this\"\n- \"I'm wondering if\"\n- \"That’s an interesting angle, but\"\n- \"There's probably more to it\"\n- \"So, the bottom line is\"\n- \"When I sit with this idea\"\n- \"First things first\"\n- \"The pros and cons are\"\n- \"Let me put this another way\"\n- \"On the other hand\"\n- \"What I mean is\"\n- \"Just spitballing here\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me chew on this\"\n- \"It's fascinating how\"\n- \"Wait, I think I’ve got it!\"\n- \"This is starting to take shape\"\n- \"Let me just think this through\"\n- \"Okay, pros and cons\"\n- \"Still forming this thought\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.\nline 02 | Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.\nline 03 | Teacher Resources by Grade\nline 04 | |1st - 2nd||3rd - 4th|\nline 05 | |5th - 6th||7th - 8th|\nline 06 | |9th - 10th||11th - 12th|\nline 07 | Bingo! Using Environmental Print to Practice Reading\nline 08 | |Grades||K – 2|\nline 09 | |Lesson Plan Type||Standard Lesson|\nline 10 | |Estimated Time||Two 45-minute sessions|\nline 11 | MATERIALS AND TECHNOLOGY\nline 12 | - Bingo chips\nline 13 | - Glue or tape\nline 14 | - A laminating machine (optional)\nline 15 | - Environmental print materials\nline 16 | - Transparencies and a projector\nline 17 | |1.||Before teaching this lesson, you will want your students to be familiar with reading environmental print.\nline 18 | For that reason, you may want to teach “I Know That Word!\nline 19 | Teaching Reading With Environmental Print” and “Stop Signs, McDonald’s, and Cheerios: Writing With Environmental Print”.\nline 20 | At the very least, you will want to teach the first session from either of these lessons (it is the same for both).\nline 21 | To do this, you will need to complete Steps 2 and 3 (see below).\nline 22 | |2.||If you have taught either of the lessons listed in Step 1, you have a collection of images you can use for this lesson. If not, you will be using examples of signs, labels, and logos with your students and should have a collection available for them to make Bingo cards. These can come from product packaging (e.g., cereal boxes, soda cans), fast food containers, store bags, or magazines. Some of these images should come specifically from your immediate community (e.g., the sign in front of your school or street signs from main streets in town). You might consider taking photos of local signs with a digital camera or scanning in pictures that you cut out of local magazines or brochures. You will want to resize these images so that they fit into a square on the Bingo Card Template. You can do this by scanning the images and then using software or a photocopier to resize them. You want between 18 and 27 images.\nline 23 | |3.||You can also use the Internet to capture images of signs, logos, and product labels as follows:\nline 24 | |4.||Print two copies of each image you have collected and resized.\nline 25 | Cut out one copy of each and paste them onto cardboard – you will use these to show students the logos in Session 1 and to play Bingo.\nline 26 | Make multiple copies of the rest for students to use when making their Bingo cards.\nline 27 | |5.||Type and print out each sign or logo word in an enlarged standard font. Be sure to type just as the word is written. For example, OREO would be typed as it appears on the label using all uppercase letters. Play-Doh would be typed in both uppercase and lowercase letters. Cut these words out and mount them on cardboard. These words will be used to play Bingo with students in Session 2.\nline 28 | |6.||Print a blank version of the Bingo Card Template for each student in your class.\nline 29 | |7.||Create your own Bingo card using the logos from Step 4. Make a transparency of the card.\n</context>\n\n<phrases>\n- \"What’s the missing piece?\"\n- \"Let me play devil's advocate\"\n- \"Let me make sure I got this\"\n- \"Let’s weigh the options\"\n- \"So that’s why it wasn’t working!\"\n- \"Let's break this down into parts\"\n- \"There's probably more to it\"\n- \"I just had it, what was it?\"\n- \"Maybe if I try it this way\"\n- \"I think\"\n- \"Okay, backtrack a bit\"\n- \"No, actually\"\n- \"Let me break this down\"\n- \"On the other hand\"\n- \"Something doesn't add up\"\n- \"Something about [blank] is still bothering me\"\n- \"Let me work through this\"\n- \"Ummm, actually\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I'm trying to untangle this\"\n- \"There's something here about\"\n- \"Just spitballing here\"\n- \"Okay, pros and cons\"\n- \"That changes everything\"\n- \"That’s what I was trying to say!\"\n- \"Okay, walking through it again\"\n- \"If I take this apart step by step\"\n- \"Sort of like\"\n- \"Let me throw this out there\"\n- \"Wait, no\"\n- \"Take this with a grain of salt\"\n- \"Okay, let's break this down\"\n- \"Oh! I get it now\"\n- \"Does that even make sense?\"\n- \"Wait, that doesn’t add up\"\n- \"Uh, where was I?\"\n- \"Let's test this idea\"\n- \"Let’s not rush this\"\n- \"What keeps nagging at me is\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"Brainstorming here, but\"\n- \"Do I go with my gut or\"\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- \"I have a theory about this\"\n- \"I was looking at this all wrong!\"\n- \"This is rough, but\"\n- \"That would explain why\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let's think step by step\"\n- \"Actually, no\"\n- \"First things first\"\n- \"Alternatively\"\n- \"I keep circling back to\"\n- \"So, the bottom line is\"\n- \"Don't quote me on this\"\n- \"Hmm, let’s rewind a bit\"\n- \"That’s an interesting angle, but\"\n- \"Is it possible that...?\"\n- \"That actually makes a lot of sense\"\n- \"But then again\"\n- \"I'm still feeling my way through\"\n- \"Wait, I think I’ve got it!\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"[blank] is still a black box to me\"\n- \"I'm just throwing ideas around\"\n- \"It almost fits, but something’s off\"\n- \"What if I flip it around?\"\n- \"What if we looked at it like\"\n- \"I need to make sure this checks out\"\n- \"Not sure if this fits, but\"\n- \"Coming at this from another angle\"\n- \"If I follow this through\"\n- \"The pros and cons are\"\n- \"Now, if I think about it differently\"\n- \"Alright, where was I?\"\n- \"Going back to what I said about\"\n- \"Oh, I see what’s happening here!\"\n- \"Here's what I'm thinking\"\n- \"Wait, I think I just cracked 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 | Q. 2, Short EAF (Part 2) Land Use\nline 02 | Short Environmental Assessment Form Workbook\nline 03 | Will the proposed action result in a change in the use or intensity of use of land?\nline 04 | This question asks the lead agency to review two related but different aspects of the proposed action: a change in the use of the land, and a change in the intensity of the use of the land. A change in land use could, but does not always result in a change in intensity.\nline 05 | An example of when a change in the use of land would occur is when an agricultural field is converted to an office park or a housing development. A change in intensity of land use could occur when the number of employees in an office building changes, traffic increases, an apartment building is expanded to accommodate more housing units than previously existed, or a municipal park is converted to another municipal use - such as a town hall. A change in intensity is highly influenced by the local context. Some changes in intensity will have very little impact, while a change in intensity in other places could be very significant.\nline 06 | Changes in use and intensity of use usually have some impact on the environment. These impacts could be experienced during construction when the land is cleared and graded, or they may be experienced when the project is complete, and new residents begin using the municipal water supply. The following sections offer guidance on how to identify and evaluate these potential adverse impacts.\nline 07 | Applicable Part 1 Information\nline 08 | Some of the Part 1 questions that should be specifically reviewed when answering this question are:\nline 09 | - Question 3\nline 10 | - Question 4\nline 11 | - Question 6\nline 12 | - Question 8\nline 13 | - Question 10\nline 14 | - Question 11\nline 15 | - Question 14\nline 16 | - Question 17\nline 17 | - Question 18\nline 18 | In order to decide if impacts will occur, the reviewing agency should look at the available information and ask:\nline 19 | - Are there similar land uses in the surrounding area, or will the project introduce a new land use that does not currently exist?\nline 20 | - Are there proposed changes to existing buildings?\nline 21 | - Will the existing road system be able to handle the increase in traffic, or the type of vehicles the project will need to accommodate?\nline 22 | - Will there be a higher level of noise or light generated?\nline 23 | - Does the project involve selling or changing public parkland to a different use?\nline 24 | - If so, the NYS Office of Parks, Recreation and Historic Preservation's Handbook on the Alienation and Conversion of Municipal Parkland should be consulted.\nline 25 | - Other topics explored in the SEAF are related to changes in land use or intensity of land use.\nline 26 | Be sure to also review information on any new transportation systems that may be proposed, new or expanded public services such as public water supplies or waste water treatment facilities, changes in stormwater discharges or the need for new stormwater management facilities, or changes in habitats or land cover types.\nline 27 | All of these may occur when there is a change in land use or intensity of land use.\nline 28 | Will there be an impact?\nline 29 | Most proposed actions will result in some change in land use or intensity of land use. There are probably very few that will result in no change at all. One example might be the transfer of ownership of an existing open space property between a municipality and a not-for-profit organization. If the plan is for the land to remain as an open space parcel with the same level of use, there will be no change in its use or intensity of use, and therefore, no impact. Another example might be the subdivision of a commercial property that already has multiple buildings on it. If the plan is for the number of buildings to remain the same, and the use of those buildings will not change, then there will be no impact.\nline 30 | If there is any change proposed to the existing land use, then there may be an impact, and this impact must be evaluated as to its size. If the proposed action is for the land use to remain the same, but to increase the size of the use, or the level of activity of the use, then there will be a change, and the impact must be evaluated.\nline 31 | If there is an impact, how big will it be?\nline 32 | If there will be an impact, the reviewing agency must then evaluate the magnitude of that impact. This will depend on the overall scale and context of the proposed project as described in the Introduction to Part 2. The reviewing agency should be reasonable when conducting this review.\nline 33 | If the change in land use is consistent in size with the surrounding development patterns, does not introduce a new land use to the area, create a need for new transportation, water, or wastewater infrastructure, eliminate any important habitat types, and handle all stormwater runoff onsite or with existing infrastructure, there may only be a small impact.\nline 34 | Moderate to Large Impact\nline 35 | If the scale of the proposed land use is significantly different from surrounding land uses, it may have a moderate to large impact.\nline 36 | Recording your decision\nline 37 | If you have determined that there are no impacts, or that only a small impact may occur, no further analysis of this topic is needed. Simply check the box under \"No, or small impact may occur\" next to the question and move on to Question 3. You may choose to include an explanation in Part 3 as to why you decided there were no, or only small impacts, but you are not required to do so.\nline 38 | If you have determined that one or more moderate to large impacts may occur, then additional analysis of this impact will be required in Part 3. You should note what the impacts are, and the reasoning that lead to your decision before moving on to Question 3.\nline 39 | Scenario 1: A six unit subdivision in an already suburbanized area\nline 40 | - Parcel sizes are consistent with the surrounding developed parcels\nline 41 | - The existing water and sewer infrastructure can handle the additional load\nline 42 | - Stormwater runoff will tie in with existing stormwater management facilities\nline 43 | Then: The proposed action will change the use of the subdivided parcel, but will not change the intensity of use of the neighborhood as a whole. There will likely be a small impact on the intensity of land use.\nline 44 | Scenario 2: A commercial use will remain the same type, but increase the number of employees by 25 percent\nline 45 | - It is located in an urban area\nline 46 | - There is access to public transportation\nline 47 | - Water supply, and sewer service will be provided through existing municipal infrastructure\nline 48 | Then: The proposed action will increase the intensity of land use, but the impact will be small.\nline 49 | Scenario 3: A commercial use will remain the same type, but increase the number of employees by 25 percent\nline 50 | - It is located in a rural area\nline 51 | - along a local road that will have difficulty handling the anticipated additional commuter and delivery truck traffic without substantial improvements\nline 52 | - depends on a drilled well for water supply and an onsite septic system for wastewater disposal\nline 53 | Then: The proposed action will increase the intensity of land use, and may result in a moderate to large impact\n</context>\n\n<phrases>\n- \"When I sit with this idea\"\n- \"What if we\"\n- \"No, actually\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I keep coming back to\"\n- \"Let me trace that logic back\"\n- \"Let me talk this through\"\n- \"I'm wondering if\"\n- \"Let me back up a second\"\n- \"What I'm getting at is\"\n- \"I think I’ve lost my train of thought\"\n- \"On one hand... but on the other\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"There's a missing link here\"\n- \"Wait, but if that’s true\"\n- \"There’s a better way to phrase this\"\n- \"Well, let me see\"\n- \"Something doesn't add up\"\n- \"Ummm, actually\"\n- \"Hang on a second\"\n- \"I keep circling back to\"\n- \"Still forming this thought\"\n- \"Just thinking out loud but\"\n- \"Wait, no\"\n- \"But then again\"\n- \"Let me chew on this\"\n- \"What’s the best way to explain this?\"\n- \"Maybe I’m overcomplicating it\"\n- \"I'm struck by\"\n- \"We've completely overlooked [blank]\"\n- \"What keeps nagging at me is\"\n- \"This might sound weird, but\"\n- \"Just spitballing here\"\n- \"What’s the worst that could happen?\"\n- \"Follow me here\"\n- \"This makes me reflect on\"\n- \"Hmm, let’s rewind a bit\"\n- \"Does that sound right to you?\"\n- \"[blank] is still a black box to me\"\n- \"I'm curious about\"\n- \"What I’m getting at is\"\n- \"What I mean is\"\n- \"I was just about to say\"\n- \"Let me untangle this\"\n- \"So what I’m trying to say is\"\n- \"That makes sense because\"\n- \"I'm still feeling my way through\"\n- \"Let me think\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"I'm pondering\"\n- \"I'm not sure, but\"\n- \"Backing up for a second\"\n- \"That doesn't sound right, let me rephrase\"\n- \"What I'm grappling with is\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let me sum this up so far\"\n- \"Actually, no\"\n- \"Is this the hill I want to die on?\"\n- \"Let me play devil's advocate\"\n- \"You know\"\n- \"Anyway\"\n- \"Hold on a second\"\n- \"What's the best way to explain this?\"\n- \"Alright, where was I?\"\n- \"Okay, walking through it again\"\n- \"Let me work through this\"\n- \"Let me throw this out there\"\n- \"Let me put this another way\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I’m not sure, but\"\n- \"That’s an interesting angle, but\"\n- \"Well\"\n- \"On the other hand\"\n- \"I'm trying to reconcile\"\n- \"Let me make sure I got this\"\n- \"In other words\"\n- \"Let's think step by step\"\n- \"Let me see if\"\n- \"Alternatively\"\n- \"I wonder if\"\n- \"What if I flip it around?\"\n- \"I'm intrigued by\"\n- \"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 | Many parents might dread the pain and discomfort teething causes their baby. But once those teeth are through, they can enjoy their child’s new pearly whites and the next step in their development.\nline 02 | Teething typically begins around 6 months of age. By the time a child is 3 years old, he or she will have 20 primary teeth. The lower front teeth usually come first. The upper front teeth usually come in a month or two later.\nline 03 | There is often soreness and swelling in the gums about three to five days before the tooth shows.\nline 04 | Some babies can be fussy during this time.\nline 05 | Discomfort can disappear once the tooth breaks the skin.\nline 06 | Some babies are not bothered by teething.\nline 07 | Mild symptoms are usually nothing to worry about. It is common for babies to be irritable, refuse food or drink, or to drool during teething. Contact a baby’s health care provider of symptoms are severe or do not get better. Teething should not cause diarrhea or cause a fever that is greater than 100.5 degrees.\nline 08 | Here are some tips to help your baby feel better while teething:\nline 09 | - Give a mild pain reliever such as acetaminophen or ibuprofen to help relieve baby’s discomfort. These medications should not be used multiple times per day or for multiple days as it is important not to mask other symptoms related to other possible medical conditions.\nline 10 | - Use a clean finger, cold teething ring or cold washcloth to gently rub baby’s gums for about two minutes at a time. This can be soothing,\nline 11 | - Provide safe objects for baby to chew on like teething rings. Babies who are teething like to gnaw on things to help relieve the pressure from an erupting tooth. Having safe objects to chew on can help prevent your baby from chewing on those that are dangerous.\nline 12 | Talk to your health care provider before using teething remedies such as gels that can be put on baby’s gums. Many doctors question if these are safe or actually help.\nline 13 | Oral health is very important, even at a young age. Parents can give their child the best chance for healthy teeth and gums.\nline 14 | - Take measures to help prevent tooth decay by starting to clean teeth as soon as they come in.\nline 15 | As more teeth come in, use a soft bristle toothbrush, using only water at first.\nline 16 | Always take a bottle out of the baby’s mouth as soon as he or she is finished.\nline 17 | Clean the baby’s teeth after feeding, especially at night.\nline 18 | - Schedule regular well-child visits with your baby’s health care provide, during which they can talk about dental health.\nline 19 | Take a child to a dentist within six months of when the baby’s first tooth comes through but no later than the child’s second birthday.\nline 20 | By Dorrie Happ, MD, at ThedaCare Physicians-Waupaca\n</context>\n\n<phrases>\n- \"Hmm, let’s rewind a bit\"\n- \"I was just about to say\"\n- \"In other words\"\n- \"The more I think about it\"\n- \"I'm seeing a connection between\"\n- \"The thing is\"\n- \"Let me see if\"\n- \"Let me work through this\"\n- \"Anyway\"\n- \"No, actually\"\n- \"What if I flip it around?\"\n- \"Basically\"\n- \"Does that even make sense?\"\n- \"But then again\"\n- \"Going back to what I said about\"\n- \"I'm trying to untangle this\"\n- \"Let me make sure I got this\"\n- \"Bear with me while I\"\n- \"Is it possible that...?\"\n- \"Well\"\n- \"Okay, let's break this down\"\n- \"So far, it looks like\"\n- \"I need to step back and rethink this\"\n- \"Let me play devil's advocate\"\n- \"Okay, so if I do this\"\n- \"On one hand... but on the other\"\n- \"Follow me here\"\n- \"Hmm\"\n- \"Actually, no\"\n- \"Let me break this down\"\n- \"There’s a pattern here\"\n- \"Let me untangle this\"\n- \"Backing up for a second\"\n- \"More or less\"\n- \"Wait, no\"\n- \"Let's think step by step\"\n- \"What keeps nagging at me is\"\n- \"Should I...? No, wait\"\n- \"If I take this apart step by step\"\n- \"There’s a better way to phrase this\"\n- \"What if I tried...?\"\n- \"This is tricky, but\"\n- \"Something doesn't add up\"\n- \"Hold that thought\"\n- \"If we follow this logic\"\n- \"Let me sum this up so far\"\n- \"I was making this more complicated than it needed to be\"\n- \"First things first\"\n- \"The pros and cons are\"\n- \"Now, if I think about it differently\"\n- \"It feels like the right move, but\"\n- \"Building on that\"\n- \"Okay, walking through it again\"\n- \"So what I'm trying to say is\"\n- \"Let's break this down into parts\"\n- \"This makes me think of\"\n- \"Alternatively\"\n- \" is striking \"\n- \"That’s an interesting angle, but\"\n- \"Here's what I'm thinking\"\n- \"It's almost like\"\n- \"What I'm getting at is\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Let's test this idea\"\n- \"Something along those lines\"\n- \"This connects to something else\"\n- \"Let me think\"\n- \"That makes sense because\"\n- \"Let’s weigh the options\"\n- \"That reminds me\"\n- \"Now we're cooking\"\n- \"Not sure if this fits, but\"\n- \"Let me circle back to that\"\n- \"On the other hand\"\n- \"Picture this\"\n- \"Well, let me see\"\n- \"Right, so\"\n- \"What if we\"\n- \"Ummm, actually\"\n- \"I’m trying to connect the dots here\"\n- \"Oh! That reminds me\"\n- \"Why did I do that?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | CHAPTER 2 - BASIC CONCEPTS RELATED TO FLOWING WATER AND MEASUREMENT\nline 02 | 16. Normal Flow Equations and Friction Head Loss\nline 03 | Many measuring devices, such as flumes, weirs, and submerged orifices, are sensitive to exit flow conditions. Flumes and weirs can be drowned out by too much downstream submergence depth, and submerged orifices can have too little downstream water above the top orifice edge. Therefore, reliable knowledge of exit depth conditions is needed to properly set the elevation of crests and orifices so as to not compromise accuracy. Inaccurate assessment of downstream depth has even made some measuring device installations useless. Good operation and flow depth forecasts are needed to ensure the design effectiveness of new irrigation measurement systems. Designing for the insertion of a new device into an existing system provides a good opportunity to obtain actual field measurements for investigating possible submergence problems.\nline 04 | The use of actual discharge water surface measurements is recommended. In the absence of actual measurements, normal flow equations are often used to predict flow depths.\nline 05 | Normal flow occurs when the water surface slope, Sws, is the same as the invert or bottom slope, So. When normal flow is approached, the velocity equations of Chezy, Manning, and Darcy-Weisbach are used to compute depth of flow. However, these equations are in terms of hydraulic radius, Rh, and depth must be determined on the basis of the definition of Rh, which is the cross-sectional area, A, divided by its wetted perimeter, Pw.\nline 06 | Chezy developed the earliest velocity equation, expressed as:\nline 07 | Manning's equation is more frequently used and is expressed as:\nline 08 | The Darcy-Weisbach equation is a more rigorous relationship, written as:\nline 09 | The coefficients C, n, and f are friction factors. The Darcy-Weisbach friction factor, f, is nondimensional and is a function of Reynolds number, 4RhV/L, and relative roughness, k/4Rh, in which L is kinematic viscosity, and k is a linear measure of boundary roughness size. The Reynolds number accounts for variation of viscosity. This function is given in the form of plots in any fluid mechanics textbook; for example, Streeter (1951), Rouse (1950), and Chow (1959). These plots are generally in terms of pipe diameter, D, which should be replaced with 4Rh for open channel flow. Values of k have been determined empirically and are constant for a given flow boundary material as long as the roughness can be considered a homogenous texture rather than large roughness elements relative to the depth.\nline 10 | Solving equations 2-51, 2-52, and 2-53 for V/(RhS)1/2 results in a combined flow equation and relationship between the three friction factors, C, n, and f, written as:\nline 11 | Solving for velocity using equation 2-54 and multiplying by area produces a discharge equation and can be used in the slope area method of determining discharge as discussed in chapter 13.\nline 12 | All three of these friction factors have been determined empirically, computed from measurement of equation variables. The Chezy factor, C, varies with hydraulic radius, slope, and physical boundary roughness. The Chezy factor varies from 22 to 220. Manning's friction factor, n, varies from 0.02 for fine earth lined channels to 0.035 for gravel. If the channel beds are strewn with rocks or are 1/3 full of vegetation, the n value can be as much as 0.06. The n values for concrete vary from 0.011 to 0.016 as finish gets rougher. Values of k can be found in hydraulic and fluid mechanics textbooks such as Streeter (1951), Rouse (1950), and Chow (1959). The value of k for concrete varies from 0.01 to 0.0001 ft depending on condition and quality of finishing. Because Chezy and Manning equations and their friction factors have been determined for ordinary channel flows, they do not accurately apply to shallow flow, nor can these two equations be corrected for temperature viscosity effects. Values of k are constant for given material surfaces for k/4Rh equal or less than 1/10 and when 4RhV/ is greater than 200,000.\nline 13 | Flow depths downstream are more likely the result of intentional structural restriction or water delivery head requirements downstream. Therefore, in designing and setting the elevation of flumes and weirs, the flow conditions just downstream need to be carefully assessed or specified in terms of required downstream operations and limits of measuring devices. More advanced hydraulic analyses are needed where normal flow is not established. For gradually varied flow, the friction equations can be used as trial and error computations applied to average end section hydraulic variables for relatively short reach lengths. The design and setting of crest elevations in an existing system permit the establishment of operation needs and downstream depths by actual field measurement.\n</context>\n\n<phrases>\n- \"Brainstorming here, but\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Oh! That reminds me\"\n- \"Something doesn't add up\"\n- \"I need to make sure this checks out\"\n- \"I wonder if\"\n- \"Okay, backtrack a bit\"\n- \"But then again\"\n- \"That’s an interesting angle, but\"\n- \"I'm wondering if\"\n- \"Let's think step by step\"\n- \"Let me approach this from another angle\"\n- \"Not set in stone, but\"\n- \"This brings to mind\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"What I’m getting at is\"\n- \"I'm intrigued by\"\n- \"This might sound weird, but\"\n- \"I keep coming back to\"\n- \"Uh, where was I?\"\n- \"Where did I put that...?\"\n- \"Let me trace that logic back\"\n- \"Alright, where was I?\"\n- \"What if I flip it around?\"\n- \"The crucial thing seems to be\"\n- \"I need to reframe this\"\n- \"I'm mulling over\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me dig into that a little deeper\"\n- \"Let me connect the dots\"\n- \"There's probably more to it\"\n- \"Don't hold me to this\"\n- \"Now, if I think about it differently\"\n- \"Here's what's bugging me\"\n- \"Ummm, actually\"\n- \"Actually, no\"\n- \"I'm struck by\"\n- \"So basically\"\n- \"Just spitballing here\"\n- \"No, actually\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Wait, that doesn’t add up\"\n- \"I’m trying to connect the dots here\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Basically\"\n- \"This feels half-right, but\"\n- \"Let me see if\"\n- \"That makes sense because\"\n- \"Let me work through this\"\n- \"Let me throw this out there\"\n- \"I'm pondering\"\n- \"Alternatively\"\n- \"I was just about to say\"\n- \"Wait, no\"\n- \"Let me chew on this\"\n- \"There's got to be something about\"\n- \"It's fascinating how\"\n- \"There's a missing link here\"\n- \"This makes me think of\"\n- \"In essence\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"On the other hand\"\n- \"The thing is\"\n- \"Let me untangle this\"\n- \" is key here\"\n- \"This connects to something else\"\n- \"I'm not sure, but\"\n- \"I'm still feeling my way through\"\n- \"I'm seeing a connection between\"\n- \"What keeps nagging at me is\"\n- \"When I sit with this idea\"\n- \"I keep circling back to\"\n- \"Something about [blank] is still bothering me\"\n- \"I'm starting to see a pattern\"\n- \"This connects to\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"What’s the best way to explain this?\"\n- \"If I follow this through\"\n- \"I know there’s a word for this\"\n- \"Where does that leave me?\"\n- \"There's something off here\"\n- \"Let me play devil's advocate\"\n- \"On one hand... but on the other\"\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 article relies largely or entirely upon a single source.\nline 02 | (April 2013)|\nline 03 | Brazil was initially a colony of Portugal, established during the Portuguese colonization of the Americas. Historians are not sure on the precise moment when Brazilians developed a local nationalism, distinct from the Portuguese one. In some cases it is pointed to the discovery itself, in others it is attributed to the explorations of the bandeirantes or the South American theater of the Dutch–Portuguese War in the 17th century.\nline 04 | Still, the first cases of a strong nationalist sentiment emerged in the 19th century. The white Brazilian-born colonial oligarchy developed sentiments against the colonial system, and manifested hostility to the Portuguese authorities. There were local conspiracies to secede from Portugal as early as in 1789, but the Independence of Brazil took place in the 1820s, after the transfer of the Portuguese Court to Brazil during the Napoleonic Wars. Brazilians had a desire for self-governance and resented that wealth of the nation was taken to Portugal.\nline 05 | After independence, Brazilian nationalism maintained its anti-Portuguese sentiment, expanding to anti-British and anti-Spanish American sentiments (specially against the countries of the Río de la Plata Basin, Argentina, Paraguay and Uruguay), shaping an anti-foreign nationalism. The anti-Portuguese sentiment was in fact a common sentiment across all of Brazil, and helped to keep the country unified during the late colonial periods and the first chaotic years after independence. The Brazilian monarchy was also an unifying factor, as the majority of the elite accepted the authority of the kings and feared the consequences of a potential revolution of their slaves. The elite envisioned a country of white peoples, but the slaves, mulattoes, and mestizos composed almost the two-thirds of the Brazilian population. For this end, they encouraged European immigration, to increase the number of white people.\nline 06 | The anti-Portuguese sentiment also led to an increased use of the French language, in detriment of the Portuguese language. France was seen at the time as a model of civilization and progress. The literary nationalism began in the 1840s with the works of José de Alencar, who used French literary models to describe the regions and social milieus of Brazil. Nationalist literary works became more complex in the second half of the 19th century.\nline 07 | - Barbosa, p. 5\nline 08 | - Barbosa, p. 6\nline 09 | - Barbosa, pp.\nline 10 | 6-7\nline 11 | - Barbosa, p. 8\nline 12 | - Barbosa, p. 9\nline 13 | - Barbosa, p. 19\nline 14 | - Nava, p. 18\nline 15 | - Nava, p. 19\nline 16 | - Barbosa, Rosana (2009). Immigration and Xenophobia: Portuguese Immigrants in Early 19th Century Rio de Janeiro. United States: University Press of America. ISBN 978-0-7618-4147-0.\nline 17 | - Nava, Carmen (2006). Brazil in the making: facets of national identity. United States: Rowman & Littlefield Publishers, Inc.\n</context>\n\n<phrases>\n- \"Hold that thought\"\n- \"Let me untangle this\"\n- \"There's something here about\"\n- \"I'm seeing a connection between\"\n- \"Here's a possible explanation\"\n- \"Right, so\"\n- \"Let's break this down into parts\"\n- \"Ummm, actually\"\n- \"Ah...\"\n- \"What I’m getting at is\"\n- \"I'm mulling over\"\n- \"It's fascinating how\"\n- \" is interesting\"\n- \"I’m trying to connect the dots here\"\n- \"Now, if I think about it differently\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"On one hand... but on the other\"\n- \"Something's not clicking\"\n- \"Coming at this from another angle\"\n- \"Actually, no\"\n- \"What’s the best way to explain this?\"\n- \"Let me work through this\"\n- \"This might sound weird, but\"\n- \"It's almost like\"\n- \"Just spitballing here\"\n- \"I'm pondering\"\n- \"If I follow this through\"\n- \"Now, wait just a second\"\n- \"Let me dig into that a little deeper\"\n- \"Basically\"\n- \"There's something off here\"\n- \"Hmm\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I'm starting to see a pattern\"\n- \"First things first\"\n- \"That reminds me\"\n- \"Okay, pros and cons\"\n- \"Wait, no\"\n- \"The pros and cons are\"\n- \"What if we\"\n- \"Let me throw this out there\"\n- \"Wait, that doesn’t add up\"\n- \"Let’s weigh the options\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"This brings to mind\"\n- \"I'm struck by\"\n- \"Wait, does this contradict itself?\"\n- \"Here's what I'm thinking\"\n- \"Let me break this down\"\n- \"What I mean is\"\n- \"I wonder if\"\n- \"This connects to\"\n- \"I'm wondering if\"\n- \"I'm intrigued by\"\n- \"No, actually\"\n- \"Let's test this idea\"\n- \"There's a missing link here\"\n- \"Let me sum this up so far\"\n- \"Here's where it gets interesting\"\n- \"I'm trying to untangle this\"\n- \"What keeps nagging at me is\"\n- \"Wait a minute... Oh!\"\n- \"That makes sense because\"\n- \"Let's think step by step\"\n- \"So what I’m trying to say is\"\n- \"There’s a pattern here\"\n- \"What if the reason is\"\n- \"This makes me think of\"\n- \"If I take this apart step by step\"\n- \"Let me put this another way\"\n- \"That doesn't seem to add up... Let me think\"\n- \"How do I put this\"\n- \"This makes me reflect on\"\n- \" is key here\"\n- \"This connects to something else\"\n- \"Follow me here\"\n- \"Something about [blank] is still bothering me\"\n- \"One way to look at it is\"\n- \"Something doesn't add up\"\n- \"I'm curious about\"\n- \"In other words\"\n- \"Picture this\"\n- \"I have a theory about this\"\n- \"Anyway\"\n- \"Suppose we assume that\"\n- \"What happens if we change this part?\"\n- \"What’s the next 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 | Schematic diagram of peritoneal dialysis\nline 02 | Peritoneal dialysis (PD) is a treatment for patients with severe chronic kidney disease. The process uses the patient's peritoneum in the abdomen as a membrane across which fluids and dissolved substances (electrolytes, urea, glucose, albumin and other small molecules) are exchanged from the blood. Fluid is introduced through a permanent tube in the abdomen and flushed out either every night while the patient sleeps (automatic peritoneal dialysis) or via regular exchanges throughout the day (continuous ambulatory peritoneal dialysis). PD is used as an alternative to hemodialysis though it is far less commonly used in many countries, such as the United States. It has comparable risks but is significantly less costly in most parts of the world, with the primary advantage being the ability to undertake treatment without visiting a medical facility. The primary complication of PD is infection due to the presence of a permanent tube in the abdomen.\nline 03 | Best practices for peritoneal dialysis state that before peritoneal dialysis should be implemented, the patient's understanding of the process and support systems should be assessed, with education on how to care for the catheter and to address any gaps in understanding that may exist. The patient should receive ongoing monitoring to ensure adequate dialysis, and be regularly assessed for complications. Finally, the patient should be educated on the importance of infection control and an appropriate medical regimen established with their cooperation.\nline 04 | The abdomen is cleaned in preparation for surgery, and a catheter is surgically inserted with one end in the abdomen and the other protruding from the skin. Before each infusion the catheter must be cleaned, and flow into and out of the abdomen tested. A large volume of fluid is introduced to the abdomen over the next ten to fifteen minutes. The total volume is referred to as a dwell while the fluid itself is referred to as dialysate. The dwell can be as much as 2.5 litres, and medication can also be added to the fluid immediately before infusion. The dwell remains in the abdomen and waste products diffuse across the peritoneum from the underlying blood vessels. After a variable period of time depending on the treatment (usually 4–6 hours), the fluid is removed and replaced with fresh fluid. This can occur automatically while the patient is sleeping (automated peritoneal dialysis, APD), or during the day by keeping two litres of fluid in the abdomen at all times, exchanging the fluids four to six times per day (continuous ambulatory peritoneal dialysis, CAPD).\nline 05 | The fluid used typically contains sodium, chloride, lactate or bicarbonate and a high percentage of glucose to ensure hyperosmolarity. The amount of dialysis that occurs depends on the volume of the dwell, the regularity of the exchange and the concentration of the fluid. APD cycles between 3 and 10 dwells per night, while CAPD involves four dwells per day of 2-2.5 litres per dwell, with each remaining in the abdomen for 4–8 hours. The viscera accounts for roughly four-fifths of the total surface area of the membrane, but the parietal peritoneum is the more important of the two portions for PD. Two complementary models explain dialysis across the membrane - the three pore model (in which molecules are exchanged across membranes which filter molecules, either proteins, electrolytes or water, based on the size of the pore) and the distributed model (which emphasizes the role of capillaries and the solution's ability to increase the number of active capillaries involved in PD). The high concentration of glucose drives the exchange of fluid from the blood with glucose from the peritoneum. The solute flows from the peritoneal cavity to the organs, and thence into the lymphatic system. Individuals differ in the amount of fluid absorbed through the lymphatic vessels, though it is not understood why. The ability to exchange fluids between the peritoneum and blood supply can be classified as high, low or intermediate. High transporters tend to diffuse substances well (easily exchanging small molecules between blood and the dialysis fluid, with somewhat improved results frequent, short-duration dwells such as with APD) while low transporters filter fluids better (transporting fluids across the membrane into the blood more quickly with somewhat better results with long-term, high-volume dwells such) though in practice either type of transporter can generally be managed through the appropriate use of either APD or CAPD.\nline 06 | Though there are several different shapes and sizes of catheters that can be used, different insertion sites, number of cuffs in the catheter and immobilization, there is no evidence to show any advantages in terms of morbidity, mortality or number of infections, though the quality of information is not yet sufficient to allow for firm conclusions.\nline 07 | The volume of dialysate removed as well as patient's weight are monitored. If more than 500ml of fluid are retained or a liter of fluid is lost across three consecutive treatments, the patient's physician is generally notified. Excessive loss of fluid can result in hypovolemic shock or hypotension while excessive fluid retention can result in hypertension and edema. Also monitored is the color of the fluid removed: normally it is pink-tinged for the initial four cycles and clear or pale yellow afterwards. The presence of pink or bloody effluent suggests bleeding inside the abdomen while feces indicates a perforated bowel and cloudy fluid suggests infection. The patient may also experience pain or discomfort if the dialysate is too acidic, too cold or introduced too quickly, while diffuse pain with cloudy discharge may indicate an infection. Severe pain in the rectum or perineum can be the result of an improperly placed catheter. The dwell can also increase pressure on the diaphragm causing impaired breathing, and constipation can interfere with the ability of fluid to flow through the catheter.\nline 08 | A potentially fatal complication estimated to occur in roughly 2.5% of patients is encapsulating peritoneal sclerosis, in which the bowels become obstructed due to the growth of a thick layer of fibrin within the peritoneum.\nline 09 | The fluid used for dialysis uses glucose as a primary osmotic agent, but this may lead to peritonitis, the decline of kidney and peritoneal membrane function and other negative health outcomes. The acidity, high concentration and presence of lactate and products of the degradation of glucose in the solution (particularly the latter) may contribute to these health issues. Solutions that are neutral, use bicarbonate instead of lactate and have few glucose degradation products may offer more health benefits though this has not yet been studied.\nline 10 | Risks and benefits\nline 11 | PD is less efficient at removing wastes from the body than hemodialysis, and the presence of the tube presents a risk of peritonitis due to the potential to introduce bacteria to the abdomen; peritonitis is best treated through the direct infusion of antibiotics into the peritoneum with no advantage for other frequently used treatments such as routine peritoneal lavage or use of urokinase. The tube site can also become infected; the use of prophylactic nasal mupirocin can reduce the number of tube site infections, but does not help with peritonitis. Infections can be as frequent as once every 15 months (0.8 episodes per patient year). Compared to hemodialysis, PD allows greater patient mobility, produces fewer swings in symptoms due to its continuous nature, and phosphate compounds are better removed, but large amounts of albumin are removed which requires constant monitoring of nutritional status. The costs of PD are generally lower than that of HD in most parts of the world, this cost advantage is most apparent in developed economies. There is insufficient research to adequately compare the risks and benefits between CAPD and APD; a Cochrane Review of three small clinical trials found no difference in clinically important outcomes (i.e. morbidity or mortality) for patients with end stage renal disease, nor was there any advantage in preserving the functionality of the kidneys. The results suggested APD may have psychosocial advantages for younger patients and those who are employed or pursuing an education.\nline 12 | Other complications include hypotension (due to excess fluid exchange and sodium removal), low back pain and hernia or leaking fluid due to high pressure within the abdomen. PD may also be used for patients with cardiac instability as it does not result in rapid and significant alterations to body fluids, and for patients with insulin-dependent diabetes mellitus due to the inability to control blood sugar levels through the catheter. Hypertriglyceridemia and obesity are also concerns due to the large volume of glucose in the fluid, which can add as many as 1200 calories to the diet per day. Of the three types of connection and fluid exchange systems (standard, twin-bag and y-set; the latter two involving two bags and only one connection to the catheter, the y-set uses a single y-shaped connection between the bags involving emptying, flushing out then filling the peritoneum through the same connection) the twin-bag and y-set systems were found superior to conventional systems at preventing peritonitis.\nline 13 | In a 2004 worldwide survey of patients in end stage renal disease, approximately 11% were receiving PD, compared to the much more common hemodialysis. In the United Kingdom, South Korea and Mexico, PD was more common than the world average, with Mexico conducting most of its dialysis (75%) through PD, while Japan and Germany had rates lower than the world average.\nline 14 | Peritoneal dialysis can be improvised in conditions such as combat surgery or disaster relief using surgical catheters and dialysate made from routinely available medical solutions to provide temporary renal replacement for patients with no other options.\nline 15 | - Wood, M; et al. (2008-08-01). \"Nephrology Nursing Standards and Practice Recommendations\". Canadian Association of Nephrology Nurses and Technologists. Retrieved 2010-09-08.\nline 16 | - Haralampos V. Harissis et al. A new simplified one port laparoscopic technique of peritoneal dialysis catheter placement with intra-abdominal fixation.The American Journal of Surgery 192 (2006) 125–129 https://www.youtube.com/watch?v=0MuJURb7vpg https://www.researchgate.net/publication/7014798_A_new_simplified_one_port_laparoscopic_technique_of_peritoneal_dialysis_catheter_placement_with_intra-abdominal_fixation?ev=prf_pub\nline 17 | - Best practices: evidence-based nursing procedures. 2007. ISBN 1-58255-532-X.\nline 18 | - Crowley, LV (2009).\nline 19 | An Introduction to Human Disease: Pathology and Pathophysiology Correlations.\nline 20 | Jones & Bartlett Publishers.\nline 21 | pp.\nline 22 | 507–509.\nline 23 | ISBN 0-7637-6591-0.\nline 24 | - McPhee, SJ; Tierney LM; Papadakis MA (2007). Current medical diagnosis and treatment. McGraw-Hill. pp. 934–935. ISBN 0-07-147247-9.\nline 25 | - Daugirdas, JT; Blake PG; Ing TS (2006). \"Physiology of Peritoneal Dialysis\". Handbook of dialysis. Lippincott Williams & Wilkins. p. 323.\nline 26 | - Strippoli, GFM; Tong A; Johnson DW; Schena FP; Craig JC (2004). \"Catheter type, placement and insertion techniques for preventing peritonitis in peritoneal dialysis patients\". In Strippoli, Giovanni FM. Cochrane Database of Systematic Reviews 4 (4): CD004680. doi:10.1002/14651858.CD004680.pub2. PMID 15495125.\nline 27 | - Kawanishi, H.; Moriishi, M. (2007). \"Encapsulating peritoneal sclerosis: prevention and treatment\". Peritoneal dialysis international : journal of the International Society for Peritoneal Dialysis. 27 Suppl 2: S289–S292. PMID 17556321.\nline 28 | - Perl, J.; Nessim, S. J.; Bargman, J. M. (2011).\nline 29 | \"The biocompatibility of neutral pH, low-GDP peritoneal dialysis solutions: Benefit at bench, bedside, or both?\".\nline 30 | Kidney International 79 (8): 814–824.\nline 31 | doi:10.1038/ki.2010.515.\nline 32 | PMID 21248712.\nline 33 | - Wiggins, KJ; Craig JC; Johnson DW; Strippoli GFM; (2008). \"Treatment for peritoneal dialysis-associated peritonitis\". In Wiggins, Kathryn J. Cochrane Database of Systematic Reviews 1 (1): CD005284. doi:10.1002/14651858.CD005284.pub2. PMID 18254075.\nline 34 | - Strippoli, GFM; Tong A; Johnson DW; Schena FP; Craig JC (2004). \"Antimicrobial agents for preventing peritonitis in peritoneal dialysis patients\". In Strippoli, Giovanni FM. Cochrane Database of Systematic Reviews 4 (4): CD004679. doi:10.1002/14651858.CD004679.pub2. PMID 15495124.\nline 35 | - Karopadi, AN; Mason G; Rettore E; Ronco C; (2013). \"Cost of peritoneal dialysis and haemodialysis across the world\". In Zoccali, Carmine. Nephrol Dial Transplant. doi:10.1093/ndt/gft214. PMID 23737482.\nline 36 | - Rabindranath, KS; et al. (2007). \"Continuous ambulatory peritoneal dialysis versus automated peritoneal dialysis for end-stage renal disease\". In Rabindranath, Kannaiyan S. Cochrane Database of Systematic Reviews 2 (2): CD006515. doi:10.1002/14651858.CD006515. PMID 17443624.\nline 37 | - Ehrman, JK; Gordon P; Visich PS; Keteyian SJ (2008). Clinical Exercise Physiology. Human Kinetics. pp. 268–269]. ISBN 0-7360-6565-2.\nline 38 | - Daly, C; et al. (2005). \"Double bag or Y-set versus standard transfer systems for continuous ambulatory peritoneal dialysis in end-stage renal disease\". In Daly, Conal. Cochrane Database of Systematic Reviews 1 (2): CD003078. doi:10.1002/14651858.CD003078. PMID 11406068.\nline 39 | - Grassmann, A; Gioberge S; Moeller S; Brown G (2005). \"ESRD patients in 2004: global overview of patient numbers, treatment modalities and associated trends\". Nephrology Dialysis Transplantation 20 (12): 2587–2593. doi:10.1093/ndt/gfi159. PMID 16204281.\nline 40 | - Pina, J. S.; Moghadam, S.; Cushner, H. M.; Beilman, G. J.; McAlister, V. C. (2010). \"In-Theater Peritoneal Dialysis for Combat-Related Renal Failure\". The Journal of Trauma: Injury, Infection, and Critical Care 68 (5): 1253–1256. doi:10.1097/TA.0b013e3181d99089. PMID 20453775.\nline 41 | |Wikimedia Commons has media related to Peritoneal dialysis.|\nline 42 | - Dialysis at DMOZ\nline 43 | - Treatment Methods for Kidney Failure - National Institute of Diabetes and Digestive and Kidney Diseases\n</context>\n\n<phrases>\n- \"Let me play devil's advocate\"\n- \"If I take this apart step by step\"\n- \"What if we looked at it like\"\n- \"I was just about to say\"\n- \"Here's a possible explanation\"\n- \"This is tricky, but\"\n- \"Wait a minute\"\n- \"Ummm, actually\"\n- \"I guess maybe\"\n- \"Bear with me while I\"\n- \"This is just a first pass, but\"\n- \"On one hand... but on the other\"\n- \"This connects to something else\"\n- \"I'm starting to see a pattern\"\n- \"Hold that thought\"\n- \"Something doesn't add up\"\n- \"The pros and cons are\"\n- \"That’s an interesting angle, but\"\n- \"Perhaps\"\n- \"I keep coming back to\"\n- \"What keeps nagging at me is\"\n- \"Hold on a second\"\n- \"I’m trying to connect the dots here\"\n- \"What if I flip it around?\"\n- \"No, actually\"\n- \"Alternatively\"\n- \"Not sure if this fits, but\"\n- \"I’m not sure if that’s the right approach\"\n- \"Let me make sure I got this\"\n- \"That makes sense because\"\n- \"Oh, it all makes sense now!\"\n- \"Okay, let's break this down\"\n- \"Anyway\"\n- \"Wait, no\"\n- \"I should have known that!\"\n- \"Let me work through this\"\n- \"Let's think step by step\"\n- \"In the end\"\n- \"Okay, pros and cons\"\n- \"That’s the answer I was looking for!\"\n- \"Let's see\"\n- \"Something in my gut says no\"\n- \"It's almost like\"\n- \"Picture this\"\n- \"That actually makes a lot of sense\"\n- \"Okay, walking through it again\"\n- \"What if I tried...?\"\n- \"Ohhh, now I see!\"\n- \"Let me think\"\n- \"I need to make sure this checks out\"\n- \"Wait, I think I’ve got it!\"\n- \"This makes me think of\"\n- \"So, the bottom line is\"\n- \"I'm not sure, but\"\n- \"Roughly speaking\"\n- \"There’s a pattern here\"\n- \"Uh, where was I?\"\n- \"Let me break this down\"\n- \"I'm seeing a connection between\"\n- \"I have a theory about this\"\n- \"Now, wait just a second\"\n- \"Take this with a grain of salt\"\n- \"Alright, where was I?\"\n- \"First things first\"\n- \"Actually, no\"\n- \"But then again\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me untangle this\"\n- \"If A is true, then\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Hang on a second\"\n- \"I'm trying to untangle this\"\n- \"Let me connect the dots\"\n- \"On the other hand\"\n- \"Let’s weigh the options\"\n- \"What happens if we change this part?\"\n- \"Okay, so\"\n- \"This is starting to take shape\"\n- \"It finally adds up!\"\n- \"That would mean\"\n- \"Building on that\"\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 | THE FINAL REPORT AND FINDINGS OF THE SAFE SCHOOL INITIATIVE: IMPLICATIONS FOR THE PREVENTION OF SCHOOL ATTACKS IN THE UNITED STATES\nline 02 | An examination by The New York Times of 100 rampage murders found that most of the killers spiraled down a long slow slide, mentally and emotionally. Most of them left a road map of red flags, spending months plotting their attacks and accumulating weapons, talking openly of their plans for bloodshed. Many showed signs of serious mental health problems.and from TIME last summer:\nline 03 | But in case after case, the Times review found, the warning signs were missed: by a tattered mental health care system; by families unable to face the evidence of serious mental turmoil in their children or siblings; by employers, teachers and principals who failed to take the threats seriously; by the police who, when alerted to the danger by frightened relatives, neighbors or friends, were incapable of intervening before the violence erupted.\nline 04 | In 34 of the 100 cases, however, families or friends of the killers desperately did try to find help for a person they feared was a ticking time bomb, but were rebuffed by the police, school administrators or mental health workers.\nline 05 | Sylvia Seegrist caromed in and out of mental institutions 12 times in 10 years, while her parents searched for a residential program where she could stay in treatment. They knew she was dangerous. She had stabbed a psychologist and tried to strangle her mother, and had hidden a gun in her apartment. But each time, she was released from the hospital when she seemed to improve.\nline 06 | \"We were always fearful that maybe some tragedy would happen,\" said Ruth S. Seegrist, Sylvia's mother. \"She threatened it: 'Someday before I kill myself, I'll bring some people down with me.' \" Sylvia opened fire in a suburban Philadelphia shopping mall in 1985, killing three people and wounding seven.\nline 07 | The Well-Marked Roads to Homicidal Rage\nline 08 | By LAURIE GOODSTEIN and WILLIAM GLABERSON | April 9, 2000\nline 09 | Sylvia Seegrist's letter\nline 10 | [T]he Holmes case raises a crucial question: Is there a way to identify and stop mass killers before they unleash themselves?\nline 11 | .... After Columbine, the Secret Service and the FBI undertook months-long projects that were designed to create methods to spot mass killers before they act. The Secret Service study, the more influential one, looked at 41 attackers in 37 school massacres. The data showed that mass shooters don't usually act impulsively and rarely make threats against enemies. But they do tend to have experience with firearms.\nline 12 | In short, mass murderers are a vexing and diverse lot. For instance, the typical mass killer said nothing suspicious to friends or family members but signaled his intent to third parties--especially, in the cases of the kids who shot up their schools, classmates they liked. On July 25, a report emerged, citing a law-enforcement source, that Holmes had taken the time to send a troubling package to a psychiatrist at the University of Colorado at Denver, where Holmes worked. He apparently sent drawings of his intended massacre.\nline 13 | In 2004 the journal Behavioral Sciences & the Law published an authoritative paper by a team of psychologists led by Reid Meloy, a professor at the University of California, San Diego. For the past decade, Meloy has been a consultant for the FBI's counterintelligence division.\nline 14 | In the paper, Meloy and his colleagues offered both sociological traits and behavioral clues that are associated with mass violence.\nline 15 | Some of the factors they identified: A criminal history.\nline 16 | The No.\nline 17 | 1 predictor of violent crime is previous violent behavior.\nline 18 | (For his part, Holmes had only a speeding ticket.)\nline 19 | A sense of victimization.\nline 20 | Most adolescents who shoot up their schools say they were bullied.\nline 21 | Most adult mass murderers say girlfriends or relatives had recently rejected them or that they had been persecuted at work.\nline 22 | An age in the 20s.\nline 23 | According to the Meloy paper, the average age of mass killers is 27.\nline 24 | (Holmes is 24.)\nline 25 | Other factors come up as well--for instance, preoccupation with fantasy is a common feature of mass killers, and Holmes is reported to have played video games ad libitum. But none of these facets can distinguish a burnout from a psychopath....\nline 26 | Preventing Mass Murder\nline 27 | By John Cloud | Monday, Aug. 06, 2012\n</context>\n\n<phrases>\n- \"Let me sum this up so far\"\n- \"Let’s weigh the options\"\n- \"I wonder if\"\n- \"Okay, pros and cons\"\n- \"There’s a pattern here\"\n- \"On one hand... but on the other\"\n- \"I'm pondering\"\n- \"I'm starting to see a pattern\"\n- \"This makes me reflect on\"\n- \"Now it all comes together!\"\n- \"In other words\"\n- \"Let me work through this\"\n- \"There’s a better way to phrase this\"\n- \"This might sound weird, but\"\n- \"Something doesn't add up\"\n- \"Alternatively\"\n- \"First things first\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"That’s an interesting angle, but\"\n- \"The thing is\"\n- \"I'm wondering if\"\n- \"I'm struck by\"\n- \"Let me play devil's advocate\"\n- \"That makes sense because\"\n- \"Oh! I get it now!\"\n- \"Now it makes sense!\"\n- \"What if I flip it around?\"\n- \"What if we\"\n- \"[blank] is still a black box to me\"\n- \"Let me break this down\"\n- \"Here's a possible explanation\"\n- \"So what I’m trying to say is\"\n- \"Suppose we assume that\"\n- \"What if we looked at it like\"\n- \"I'm mulling over\"\n- \"This makes me think of\"\n- \"Okay, I think I’ve got it now!\"\n- \"What am I overlooking?\"\n- \"No, actually\"\n- \"We've completely overlooked [blank]\"\n- \"What I’m getting at is\"\n- \"Of course! That’s the answer!\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Wait, no\"\n- \"That’s the answer I was looking for!\"\n- \"This explains so much!\"\n- \"But then again\"\n- \"What if I tried...?\"\n- \"It was staring me in the face\"\n- \"I'm trying to untangle this\"\n- \"Wait, I think I’ve got it!\"\n- \"Ummm, actually\"\n- \"That reminds me\"\n- \"Oh! That reminds me\"\n- \"What’s the best way to explain this?\"\n- \"What if the reason is\"\n- \"What I'm getting at is\"\n- \"This might explain the pattern\"\n- \"I’m trying to connect the dots here\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"It's almost like\"\n- \"On the other hand\"\n- \"If I take this apart step by step\"\n- \"I'm intrigued by\"\n- \"Let me untangle this\"\n- \"Actually, no\"\n- \"I'm curious about\"\n- \"What about [blank]? We haven't even touched on that\"\n- \" is interesting\"\n- \"Building on that\"\n- \"What keeps nagging at me is\"\n- \"What happens if we change this part?\"\n- \"I'm seeing a connection between\"\n- \"Something's not clicking\"\n- \"When I sit with this idea\"\n- \"Aha! That’s what I was missing!\"\n- \"Okay, let's break this down\"\n- \"Let's break this down into parts\"\n- \"Let's think step by step\"\n- \"What if I just flip this around?\"\n- \"Let me put this another way\"\n- \"This is tricky, 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 | September 13, 2009\nline 02 | The documentary Crude opened this weekend in New York, while the film shows the direct impact of the oil industry on indigenous groups a new study proves that the presence of oil companies can have subtler, but still major impacts, on indigenous groups and the ecosystems in which they live.\nline 03 | In Ecuador's Yasuni National Park—comprising 982,000 hectares of what the researchers call \"one of the most species diverse forests in the world\"—the presence of an oil company has disrupted the lives of the Waorani and the Kichwa peoples, and the rich abundance of wildlife living within the forest. By building a 149 kilometer (92 mile) road through the protected forest and providing subsidies to the local tribes, the oil company Maxus Ecuador Inc. transformed some members of the tribes from semi-nomadic subsistence hunters into commercial poachers.\nline 04 | \"We’ve found that a road in a forest can bring huge social changes to local groups and the ways in which they utilize wildlife resources,\" said Wildlife Conservation Society (WCS) researcher Esteban Suárez, lead author of the study. \"Communities existing inside and around the park are changing their customs to a lifestyle of commercial hunting, the first stage in a potential overexploitation of wildlife.\"\nline 05 | According to the new study by the WCS and the IDEAS-Universidad San Francisco de Quito in Ecuador, the creation of the single road allowed tribe members to transport game to a market where it is sold illegally.\nline 06 | In addition, the subsidies and free access to the road, all provided by the oil company, make the transportation of the meat—and thereby the wild meat market itself—economically viable.\nline 07 | Although sale of wild meat and products in Ecuador is illegal, the researchers report that \"local authorities and park rangers know about the market, [but] they lack the resources and political will to stop the illegal trade of wildlife in Pompeya, primarily to avoid conflicts with the local indigenous population.\"\nline 08 | Some communities of the Waorani tribe even abandoned their traditional semi-nomadic life and built settled villages along the road for easy transport of their game.\nline 09 | They took up firearms (instead of the traditional blowguns), which became more prevalent following the arrival of the oil company.\nline 10 | \"These changes,\" the authors explain, \"are amplified by patronizing relationships in which large companies buy their right to operate in the area by providing local communities with resources, money or infrastructure without consideration of the social and ecological impact of these 'compensation plans'\".\nline 11 | The study published in Animal Conservation found that the wild meat market appeared shortly after the road was constructed in early 1990s and free travel was given to the indigenous tribes. Between 2005 and 2007, 11,000 kilograms (24,000 pounds) of wild meat were sold at the Pompeya market every year. The amount of meat sold every day doubled between 2005 and 2007, from 150 kilograms (330 pounds) to 300 kilograms (661 pounds).\nline 12 | \"While the magnitude of the wildlife trade occurring at Pompeya is still limited, its emergence and continuous growth are symptomatic of the dramatic changes that the area is experiencing under the influence of the oil industry and the absence of effective management and control strategies,\" the authors write.\nline 13 | The most commonly targeted animals for the wild meat harvests were pacas, white-lipped peccaries, collared peccaries, and woolly monkeys. These four species made up 80 percent of the mammal, bird, and reptile meat collected, while fish, primarily caught by the Kichwa, tribe made up 30 percent of all the species' total.\nline 14 | According to the researchers the availability of cheap travel for the tribes was the largest factor in creating the presence and size of the illegal market, while the demand for wild meat in restaurants spurred on the trade. Sixty-nine percent of the meat was bought by middlemen—who consistently knocked-up the price around 60 percent. These middlemen then transported the meat to restaurants and markets as far away as 234 kilometers (145 miles). Consumers in the area were found to be willing to pay double for wild meat than what they would pay for domestic.\nline 15 | \"A simple, seemingly inoffensive road can have far-reaching effects on a landscape and its people,\" said Dr. Avecita Chicchón, Director of WCS’s Latin America and Caribbean Program. \"It provides hunters with more access to a wider range of forest while providing a low-cost transportation route to markets. More importantly, it plugs communities more easily into the larger economic world while creating increased demand for numerous species of animals. It is the road to unsustainability.\"\nline 16 | (Image 1: The collared peccary made up 7.3 percent of the hunted mammals, birds, and reptiles in the study.\nline 17 | It's close relative the white-lipped peccary made up 47.9 percent.\nline 18 | Photo by: Julie Larsen Maher © WCS.\nline 19 | Image 2: Peccary legs. Wild meat fetched prices double that of domestic in the area. Photo by: Julie Larsen Maher © WCS.\nline 20 | Image 3: An oil truck on a barge in the Napo River near Yasuni National Park Photo by: Julie Larsen Maher © WCS.)\n</context>\n\n<phrases>\n- \"I'm intrigued by\"\n- \"Let me see if\"\n- \"Let me trace that logic back\"\n- \"Let me work through this\"\n- \"This brings to mind\"\n- \"Hold that thought\"\n- \"I'm curious about\"\n- \"I need to make sure this checks out\"\n- \"This isn't quite right, but\"\n- \"I keep circling back to\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I'm trying to untangle this\"\n- \"Uh...\"\n- \"No, actually\"\n- \"I'm starting to see a pattern\"\n- \"How do I put this\"\n- \"Right, so\"\n- \"Now, if I think about it differently\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me sum this up so far\"\n- \"Let's see\"\n- \"Let me chew on this\"\n- \"Wait, no\"\n- \"The thing is\"\n- \"One way to look at it is\"\n- \"If we follow this logic\"\n- \"Let's break this down into parts\"\n- \"First things first\"\n- \"I keep coming back to\"\n- \"Hang on a second\"\n- \"This connects to\"\n- \"If I take this apart step by step\"\n- \"Bear with me while I\"\n- \"When I sit with this idea\"\n- \"Wait a minute\"\n- \"What if we\"\n- \"On one hand... but on the other\"\n- \"So far, it looks like\"\n- \"Let me put this another way\"\n- \"There's something off here\"\n- \"It's almost like\"\n- \"I’m trying to connect the dots here\"\n- \"There’s a pattern here\"\n- \"Wait, but if that’s true\"\n- \"Picture this\"\n- \"Maybe if I try it this way\"\n- \"Going back to what I said about\"\n- \"Let me circle back to that\"\n- \"Here's what I'm thinking\"\n- \"I'm wondering if\"\n- \"Wait, why does that happen?\"\n- \"I have a theory about this\"\n- \"Well, let me see\"\n- \"Okay, let's break this down\"\n- \"Let me untangle this\"\n- \"I need to fill in the gaps\"\n- \"I'm struck by\"\n- \"Oh! That reminds me\"\n- \"It's fascinating how\"\n- \"I was looking at this all wrong!\"\n- \"Something doesn't add up\"\n- \"Let's think step by step\"\n- \" is key here\"\n- \"Let’s weigh the options\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"That reminds me\"\n- \"Let me run through it again\"\n- \"This makes me think of\"\n- \"The pros and cons are\"\n- \"That makes sense because\"\n- \"I need to reframe this\"\n- \"This makes me reflect on\"\n- \"Coming at this from another angle\"\n- \"So what I'm trying to say is\"\n- \"What’s the best way to explain this?\"\n- \"Actually, no\"\n- \" is interesting\"\n- \"Is it possible that...?\"\n- \"Ummm, actually\"\n- \"Uh, where was I?\"\n- \"Let me make sure I got this\"\n- \"Okay, so\"\n- \"Let me break this down\"\n- \"What keeps nagging at me is\"\n- \"Let me connect the dots\"\n- \"I wonder if\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | - Historic Sites\nline 02 | The Social History Of A Singular Fruit\nline 03 | In southern California the orange found a home.\nline 04 | April 1977 | Volume 28, Issue 3\nline 05 | Enter mountain man William Wolfskill, a refugee from the dying fur trade. He had pioneered a trail from Taos to Los Angeles in 1831 and late in the decade decided to settle down in southern California. He took up a two-acre plot of land near the pueblo and purchased some orange cuttings and budwood (small orange trees) from the mission priests at San Gabriel. By 1848, when California became an American territory with the treaty of Guadalupe Hidalgo, Wolfskill’s oranges were being munched appreciatively as far north as Oregon. The Gold Rush of 1849-52, when at least one hundred thousand people scrabbled around after treasure in northern California, expanded his market considerably, and within a few years his grove had grown to seventy acres and the number of his trees to sixteen thousand, a good deal more than half of the twenty-five thousand orange trees under cultivation in the state by 1870.\nline 06 | Wolfskill’s near-monopoly was short-lived.\nline 07 | In 1870, Judge John Wesley North, of Knoxville, Tennessee, organized a group of middle-aged, middle-class, middle-west entrepreneurs, bought four thousand acres of desert land sixty-five miles northeast of Los Angeles, and founded an agricultural colony called Riverside.\nline 08 | In 1871, at a cost of $50,000, the Riverside colonists dug an irrigation canal from the anemic Santa Ana River to their land and began raising oranges.\nline 09 | Similar settlements sprang up at Pasadena, Ontario, Redlands, Placentia, Anaheim, Duarte, and San Bernardino, and in all of them the growing of oranges and other citrus fruits was the predominant industry.\nline 10 | By the middle of the 1870’s, more than ninety thousand orange trees had been planted, producing an average annual net profit of $20.50 per tree, or $1,435 per acre.\nline 11 | In 1876 the Southern Pacific Railroad completed a line from Sacramento to Los Angeles, and the following year William Wolfskill, with crossed fingers and high hopes, packed oranges on ice and sent a railroad car full of them to St. Louis on the Southern Pacific’s transcontinental hookup at Sacramento. It took what was called the “orange car” a month to arrive, but more than half the fruit survived the journey in good shape and was an instantaneous success—and made a handsome profit for Wolfskill. In 1882 the Southern Pacific opened its line from Los Angeles to New Orleans, and four years later the Santa Fe began its own transcontinental run from San Diego; at about the same time, the refrigerated railroad car was developed, and on February 14, 1886, the first entire train carrying nothing but oranges was sent out of Los Angeles. From then on, the East became the single largest market for California oranges.\nline 12 | Coincidental with the sudden flowering of the industry was the discovery and cultivation of a very special kind of orange. In about 1810, in Brazil, nature produced one of her more splendied mutants—a large, seedless, and succulent orange that ripened in winter (the Valencia came to fruit in the late spring and early summer). It was called the Bahia, or navel—after the buttonlike protuberance on its skin—and in 1870 it was encountered by a Presbyterian missionary in Brazil by the name of F.I.C. Schneider. Entranced with this strange fruit, Schneider sent budwood to William Saunders, of the U. S. Department of Agriculture in Washington, and in 1873 Saunders sent three small trees to Luther and Eliza Tibbetts, a couple who had joined the Riverside colony and had asked Saunders for advice on what to grow. One of the trees died upon replanting, but the other two flourished; soon, the Tibbettses were getting five dollars a bud from eager growers, and within fifteen years more than a million navel orange trees had been planted.\nline 13 | With the development of the winter-ripening navel to go with the summer-ripening Valencia, the completion of the transcontinental railroads, the invention of the refrigerator car, and an expanding Eastern market, southern California not only had its first year-round “money crop,” but half a nation of hungry buyers for it and a way to get it to them.\nline 14 | By 1900 there were 5,648,714 trees under-cultivation, and five or six thousand carloads of oranges were being sent east every year.\nline 15 | Marketing, however, was a haphazard, cutthroat, and confusing affair. When a man sent two or three carloads of oranges to, say, St. Louis or Chicago, he had no way of knowing how many other growers might be doing so at the same time; if too many oranges arrived, the market would be glutted and quite often the grower would be presented with a shipping bill in excess of what his crop had brought at the point of sale. Moreover, he was utterly at the mercy of middlemen—jobbers and wholesalers in the East—whose distribution techniques were frequently slipshod and always designed to produce the quickest dollar possible (for them). It was a situation common to most of American agriculture at the time, but the average grower of California oranges was no simple yeoman farmer; he was a middle-aged transplant who had already made a respectable bundle in one business or another—a working pragmatist with experience and a determination to get his share of whatever pie might be available. It was not long before the growers got together, in the venerable American tradition, and in the process they developed one of the largest and most successful agricultural cooperatives in history.\n</context>\n\n<phrases>\n- \"I’m trying to connect the dots here\"\n- \"This just clicked into place!\"\n- \"First things first\"\n- \"Suppose we assume that\"\n- \"Wait, no\"\n- \"I was just about to say\"\n- \"Picture this\"\n- \"Okay, backtrack a bit\"\n- \"There's something here about\"\n- \"Let me make sure I got this\"\n- \"No, actually\"\n- \"I think I can rule that out\"\n- \"The more I think about it\"\n- \"I should have known that!\"\n- \"I'm still feeling my way through\"\n- \"There's got to be something about\"\n- \"If I follow this through\"\n- \"I'm trying to untangle this\"\n- \"I'm mulling over\"\n- \"One way to look at it is\"\n- \"I have a theory about this\"\n- \"Ummm, actually\"\n- \"What if I flip it around?\"\n- \"This connects to something else\"\n- \"Coming at this from another angle\"\n- \"I'm wondering if\"\n- \"Let's break this down into parts\"\n- \"That makes sense because\"\n- \"That’s what I was trying to say!\"\n- \"Actually, no\"\n- \"Let's think step by step\"\n- \"Here's a possible explanation\"\n- \"This might sound weird, but\"\n- \"Let me play devil's advocate\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I keep coming back to\"\n- \"Consider this possibility\"\n- \"Okay, walking through it again\"\n- \"Okay, let's break this down\"\n- \"Backing up for a second\"\n- \"That’s an interesting angle, but\"\n- \"What if we looked at it like\"\n- \"I'm struck by\"\n- \"On the other hand\"\n- \"I'm curious about\"\n- \"This makes me reflect on\"\n- \"Oh, it all makes sense now!\"\n- \"It finally adds up!\"\n- \"That reminds me\"\n- \"Let’s weigh the options\"\n- \"There’s a pattern here\"\n- \"What’s the best way to explain this?\"\n- \"Finally, it clicks!\"\n- \"What keeps nagging at me is\"\n- \"Let me back up a second\"\n- \"This makes me think of\"\n- \"When I sit with this idea\"\n- \"Let me dig into that a little deeper\"\n- \"I'm starting to see a pattern\"\n- \"The pros and cons are\"\n- \"If we follow this logic\"\n- \"This connects to\"\n- \"Let me chew on this\"\n- \"If I take this apart step by step\"\n- \"Let me untangle this\"\n- \"Something doesn't add up\"\n- \"Still working it out\"\n- \"This might explain the pattern\"\n- \"Aha! That’s what I was missing!\"\n- \"What's the best way to explain this?\"\n- \"Alright, where was I?\"\n- \"Alternatively\"\n- \"Let me work through this\"\n- \"Okay, pros and cons\"\n- \"On one hand... but on the other\"\n- \"Let me approach this from another angle\"\n- \"Oh! I get it now\"\n- \"Let me break this down\"\n- \"But then again\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me connect the dots\"\n- \"This brings to mind\"\n- \"Oh! That reminds me\"\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 | The DSM 5 is the recently revised Diagnostic and Statistical Manual of Mental Disorders, which the American Psychiatric Association publish in May 2013.\nline 02 | You probably have heard all the controversy about the proposed changes, but just in case you haven't, here's what is happening.\nline 03 | The American Psychiatric Association has proposed the elimination of Aspergers Syndrome as a diagnosis that is distinct from Autism. If the DSM 5 goes forward as currently proposed, Aspergers will not be a diagnosis any longer. Basically, they are saying that Aspergers is Autism, phasing out the term \"Aspergers\" (at least in the United States) altogether.\nline 04 | Aspergers Syndrome has always been a form of Autism. It's hard to find someone who disagrees. The problem with the change to the diagnostic criteria is threefold.\nline 05 | You can read how the Autism Speaks organization has addressed the elimination of Aspergers in its letter to the DSM work group.\nline 06 | One of the changes that the Association has made is a good one. That's the removal of \"clinically significant delays in language\" from the definition of Autism.\nline 07 | The delay in language has been one of the significant differences cited between Aspergers and Autism according to the current DSM 4. Aspergers supposedly has no delay but Autism does. However, current research does not support that distinction. A delay in language may or may not happen with Aspergers.\nline 08 | One draft of the DSM 5 moved this diagnostic criteria into a new diagnosis of Late Language Emergence with a recommendation for early and continuing intervention. I loved it!\nline 09 | However, the Neurodevelopmental Disorders work group has since removed the Late Language Emergence diagnosis. Now the child would probably get a diagnosis of Speech Disorder or possibly of Language Disorder. You can read the entire outline of the DSM 5 Neurodevelopmental Disorders for yourself.\nline 10 | What is not so good is the tighter criteria for social communication, which is half of the definition of Autism. This is the change that parents complain about and that you read about in the news.\nline 11 | Although my Trio Man is not effected by this change, I do sympathize and agree with the families who would be. I don't think it's right to put more families in a situation where they need services but can't get them because the criteria for the diagnosis has changed. There's no other diagnosis in the proposal to help these kids get the services that they need.\nline 12 | However, the first studies of the proposed DSM 5 show that children will not lose their diagnosis. Of course there are those who say that there are flaws in these studies and more studies are needed. Time will tell.\nline 13 | For a side-by-side comparison of social communication in the current and proposed DSMs, go to the Tighter Criteria for Social Communication page.\nline 14 | You may also be affected by the second half of the definition of Autism, for which the criteria has changed. The proposed DSM lists four behaviors that demonstrate such patterns. The four behaviors match up to the DSM 4 and then adds one more. The DSM 5 requires two of these behaviors, so the DSM 5 is not necessarily more restrictive. I guess it depends on what behaviors your child is showing. You can read more on the Autism Behaviors page.\nline 15 | If you're like me, then reading the outline will help you understand how the Association has changed the diagnoses. You can read the new outline for Neurodevelopmental Disorders and compare it to the retired outline of the DSM 4's Disorders Usually First Diagnosed in Infancy, Childhood, and Adolescence.\nline 16 | Notice where ADHD is in comparison to Autism and that Aspergers and PDD-NOS are no longer listed.\nline 17 | You may also want to read my side-by-side comparison of Autism and Aspergers in the DSM 4 and DSM 5. If you have a diagnosis of PDD-NOS or High-Functioning Autism, then you may want to read a bit about them as well. It's also interesting to read how the World Health Organization (WHO) names and organizes its list of Disorders of Psychological Development in the ICD 10.\nline 18 | The new DSM lists severity levels of Autism. Perhaps Aspergers is supposed to be severity level 1. Read more on the List of Severity Levels page.\nline 19 | And if you want my opinion on what to tell your family, see the Do I say \"Aspergers\"?\nline 20 | page.\nline 21 | I am not a doctor, of course. I am just a mom who is sharing what has worked in her home. Please know that any information found on AspergersSyndromeParent.com is for educational purposes only and is not intended to diagnose any disorder. Young Living's products are designed to improve nutrition; they are not intended to diagnose, treat, cure, or prevent any disease or any disorder. However, scientific research has established a connection between nutrition and many disease conditions and disorders, including Aspergers, Autism, and ADHD. I share information with you so that you can consider whether it may work for your family. It is your responsibility to educate yourself and to address any health or medical needs that you may have with your healthcare provider. Please seek professional help when needed! And, yes, I may earn a commission on a link that you follow--not all links on the site but many of them. #MOMpreneur\nline 22 | To receive the Aspergers Syndrome Parent newsletter, complete the form below.\n</context>\n\n<phrases>\n- \"Okay, let's break this down\"\n- \"Here's where it gets interesting\"\n- \"Backing up for a second\"\n- \"Still forming this thought\"\n- \"I'm mulling over\"\n- \"What’s the best way to explain this?\"\n- \"Let me work through this\"\n- \"Right, so\"\n- \"What if we\"\n- \"On the other hand\"\n- \"What happens if we change this part?\"\n- \"Hold on a second\"\n- \"Here's what's bugging me\"\n- \"Alternatively\"\n- \"Here's what I'm thinking\"\n- \"Bear with me while I\"\n- \"Let me untangle this\"\n- \"Hmm, let’s rewind a bit\"\n- \"Okay, walking through it again\"\n- \"I'm just throwing ideas around\"\n- \"Just spitballing here\"\n- \"I need to make sure this checks out\"\n- \"Wait, no\"\n- \"Now, if I think about it differently\"\n- \"Something doesn't add up\"\n- \"Let me throw this out there\"\n- \"This might sound weird, but\"\n- \"What if I tried...?\"\n- \"What if I flip it around?\"\n- \"I'm pondering\"\n- \"I'm curious about\"\n- \"Uh, where was I?\"\n- \"Brainstorming here, but\"\n- \"One way to look at it is\"\n- \"This brings to mind\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let's think step by step\"\n- \"What keeps nagging at me is\"\n- \"But then again\"\n- \"What’s the missing piece?\"\n- \"Let me break this down\"\n- \"When I sit with this idea\"\n- \"Let me think\"\n- \"This is starting to take shape\"\n- \"I wonder if\"\n- \"I'm intrigued by\"\n- \"Ummm, actually\"\n- \"Actually, no\"\n- \"Let me play devil's advocate\"\n- \"First things first\"\n- \"Let me just think this through\"\n- \"I'm struck by\"\n- \"The more I think about it\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Let me chew on this\"\n- \"There's something here about\"\n- \"No, actually\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"On one hand... but on the other\"\n- \"If I take this apart step by step\"\n- \"So what does this mean in the bigger picture?\"\n- \"How do I put this\"\n- \"There's something off here\"\n- \"Hmm\"\n- \"Something's not quite right\"\n- \"Picture this\"\n- \"Is it possible that...?\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Hold that thought\"\n- \"That’s an interesting angle, but\"\n- \"Let’s weigh the options\"\n- \"Hang on a second\"\n- \"Well, let me see\"\n- \"This isn't quite right, but\"\n- \"Let's break this down into parts\"\n- \"I'm trying to untangle this\"\n- \"Well\"\n- \"What if I just flip this around?\"\n- \"I'm trying to reconcile\"\n- \"The pros and cons are\"\n- \"I keep coming back to\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Items in FPM with MESH term: Pain\nline 02 | Diagnosing Heel Pain in Adults - Article\nline 03 | ABSTRACT: Heel pain is a common condition in adults that may cause significant discomfort and disability. A variety of soft tissue, osseous, and systemic disorders can cause heel pain. Narrowing the differential diagnosis begins with a history and physical examination of the lower extremity to pinpoint the anatomic origin of the heel pain. The most common cause of heel pain in adults is plantar fasciitis. Patients with plantar fasciitis report increased heel pain with their first steps in the morning or when they stand up after prolonged sitting. Tenderness at the calcaneal tuberosity usually is apparent on examination and is increased with passive dorsiflexion of the toes. Tendonitis also may cause heel pain. Achilles tendonitis is associated with posterior heel pain. Bursae adjacent to the Achilles tendon insertion may become inflamed and cause pain. Calcaneal stress fractures are more likely to occur in athletes who participate in sports that require running and jumping. Patients with plantar heel pain accompanied by tingling, burning, or numbness may have tarsal tunnel syndrome. Heel pad atrophy may present with diffuse plantar heel pain, especially in patients who are older and obese. Less common causes of heel pain, which should be considered when symptoms are prolonged or unexplained, include osteomyelitis, bony abnormalities (such as calcaneal stress fracture), or tumor. Heel pain rarely is a presenting symptom in patients with systemic illnesses, but the latter may be a factor in persons with bilateral heel pain, pain in other joints, or known inflammatory arthritis conditions.\nline 04 | ABSTRACT: Compression fracture of the vertebral body is common, especially in older adults. Vertebral compression fractures usually are caused by osteoporosis, and range from mild to severe. More severe fractures can cause significant pain, leading to inability to perform activities of daily living, and life-threatening decline in the elderly patient who already has decreased reserves. While the diagnosis can be suspected from history and physical examination, plain roentgenography, as well as occasional computed tomography or magnetic resonance imaging, are often helpful in accurate diagnosis and prognosis. Traditional conservative treatment includes bed rest, pain control, and physical therapy. Interventional procedures such as vertebroplasty can be considered in those patients who do not respond to initial treatment. Family physicians can help patients prevent compression fractures by diagnosing and treating predisposing factors, identifying high-risk patients, and educating patients and the public about measures to prevent falls.\nline 05 | ABSTRACT: Iliotibial band syndrome is a common knee injury. The most common symptom is lateral knee pain caused by inflammation of the distal portion of the iliotibial band. The iliotibial band is a thick band of fascia that crosses the hip joint and extends distally to insert on the patella, tibia, and biceps femoris tendon. In some athletes, repetitive flexion and extension of the knee causes the distal iliotibial band to become irritated and inflamed resulting in diffuse lateral knee pain. Iliotibial band syndrome can cause significant morbidity and lead to cessation of exercise. Although iliotibial band syndrome is easily diagnosed clinically, it can be extremely challenging to treat. Treatment requires active patient participation and compliance with activity modification. Most patients respond to conservative treatment involving stretching of the iliotibial band, strengthening of the gluteus medius, and altering training regimens. Corticosteroid injections should be considered if visible swelling or pain with ambulation persists for more than three days after initiating treatment. A small percentage of patients are refractory to conservative treatment and may require surgical release of the iliotibial band.\nline 06 | ABSTRACT: A detailed history alone may lead to a specific diagnosis in approximately 70 percent of patients who have wrist pain. Patients who present with spontaneous onset of wrist pain, who have a vague or distant history of trauma, or whose activities consist of repetitive loading could be suffering from a carpal bone nonunion or from avascular necrosis. The hand and wrist can be palpated to localize tenderness to a specific anatomic structure. Special tests can help support specific diagnoses (e.g., Finkelstein's test, the grind test, the lunotriquetral shear test, McMurray's test, the supination lift test, Watson's test). When radiography is indicated, the posterior-anterior and lateral views are essential to evaluate the bony architecture and alignment, the width and symmetry of the joint spaces, and the soft tissues. When the diagnosis remains unclear, or when the clinical course does not improve with conservative measures, further imaging modalities are indicated, including ultrasonography, technetium bone scan, computed tomography, and magnetic resonance imaging. If all studies are negative and clinically significant wrist pain continues, the patient may need to be referred to a specialist for further evaluation, which may include cineroentgenography, diagnostic arthrography, or arthroscopy.\nline 07 | Management of Corneal Abrasions - Article\nline 08 | ABSTRACT: Corneal abrasions result from cutting, scratching, or abrading the thin, protective, clear coat of the exposed anterior portion of the ocular epithelium. These injuries cause pain, tearing, photophobia, foreign body sensation, and a gritty feeling. Symptoms can be worsened by exposure to light, blinking, and rubbing the injured surface against the inside of the eyelid. Visualizing the cornea under cobalt-blue filtered light after the application of fluorescein can confirm the diagnosis. Most corneal abrasions heal in 24 to 72 hours and rarely progress to corneal erosion or infection. Although eye patching traditionally has been recommended in the treatment of corneal abrasions, multiple well-designed studies show that patching does not help and may hinder healing. Topical mydriatics also are not beneficial. Initial treatment should be symptomatic, consisting of foreign body removal and analgesia with topical nonsteroidal anti-inflammatory drugs or oral analgesics; topical antibiotics also may be used. Corneal abrasions can be avoided through the use of protective eyewear.\nline 09 | ABSTRACT: Physicians most often recommend or prescribe oral medication for relief of acute pain. This review of the available evidence supports the use of acetaminophen in doses up to 1,000 mg as the initial choice for mild to moderate acute pain. In some cases, modest improvements in analgesic efficacy can be achieved by adding or changing to a nonsteroidal anti-inflammatory drug (NSAID). The safest NSAID is ibuprofen in doses of 400 mg. Higher doses may offer somewhat greater analgesia but with more adverse effects. Other NSAIDs have failed to demonstrate consistently greater efficacy or safety than ibuprofen. Although they may be more expensive, these alternatives may be chosen for their more convenient dosing. Cyclooxygenase-2 inhibitors provide equivalent efficacy to traditional NSAIDs but lack a demonstrable safety advantage for the treatment of acute pain. For more severe acute pain, the evidence supports the addition of oral narcotic medications such as hydrocodone, morphine, or oxycodone. Specific oral analgesics that have shown poor efficacy and side effects include codeine, propoxyphene, and tramadol.\nline 10 | ABSTRACT: The development of newer classes of antidepressants and second-generation antiepileptic drugs has created unprecedented opportunities for the treatment of chronic pain.\nline 11 | These drugs modulate pain transmission by interacting with specific neurotransmitters and ion channels.\nline 12 | The actions of antidepressants and antiepileptic drugs differ in neuropathic and non-neuropathic pain, and agents within each medication class have varying degrees of efficacy.\nline 13 | Tricyclic antidepressants (e.g., amitriptyline, nortriptyline, desipramine) and certain novel antidepressants (i.e., bupropion, venlafaxine, duloxetine) are effective in the treatment of neuropathic pain.\nline 14 | The analgesic effect of these drugs is independent of their antidepressant effect and appears strongest in agents with mixed-receptor or predominantly noradrenergic activity, rather than serotoninergic activity.\nline 15 | First-generation antiepileptic drugs (i.e., carbamazepine, phenytoin) and second-generation antiepileptic drugs (e.g., gabapentin, pregabalin) are effective in the treatment of neuropathic pain.\nline 16 | The efficacy of antidepressants and antiepileptic drugs in the treatment of neuropathic pain is comparable; tolerability also is comparable, but safety and side effect profiles differ.\nline 17 | Tricyclic antidepressants are the most cost-effective agents, but second-generation antiepileptic drugs are associated with fewer safety concerns in elderly patients.\nline 18 | Tricyclic antidepressants have documented (although limited) efficacy in the treatment of fibromyalgia and chronic low back pain.\nline 19 | Recent evidence suggests that duloxetine and pregabalin have modest efficacy in patients with fibromyalgia.\nline 20 | Methadone Treatment for Pain States - Article\nline 21 | ABSTRACT: Methadone is a synthetic opioid with potent analgesic effects. Although it is associated commonly with the treatment of opioid addiction, it may be prescribed by licensed family physicians for analgesia. Methadone's unique pharmacokinetics and pharmacodynamics make it a valuable option in the management of cancer pain and other chronic pain, including neuropathic pain states. It may be an appropriate replacement for opioids when side effects have limited further dosage escalation. Metabolism of and response to methadone varies with each patient. Transition to methadone and dosage titration should be completed slowly and with frequent monitoring. Conversion should be based on the current daily oral morphine equivalent dosage. After starting methadone therapy or increasing the dosage, systemic toxicity may not become apparent for several days. Some medications alter the absorption or metabolism of methadone, and their concurrent use may require dosing adjustments. Methadone is less expensive than other sustained-release opioid formulations.\nline 22 | ABSTRACT: Persons with mental retardation are living longer and integrating into their communities. Primary medical care of persons with mental retardation should involve continuity of care, maintenance of comprehensive treatment documentation, routine periodic health screening, and an understanding of the unique medical and behavioral disorders common to this population. Office visits can be successful if physicians familiarize patients with the office and staff, plan for difficult behaviors, and administer mild sedation when appropriate. Some syndromes that cause mental retardation have specific medical and behavioral features. Health issues in these patients include respiratory problems, gastrointestinal disorders, challenging behaviors, and neurologic conditions. Some commonly overlooked health concerns are sexuality, sexually transmitted diseases, and end-of-life decisions.\nline 23 | Vulvodynia: Diagnosis and Management - Article\nline 24 | ABSTRACT: The diagnosis of vulvodynia is made after taking a careful history, ruling out infectious or dermatologic abnormalities, and eliciting pain in response to light pressure on the labia, introitus, or hymenal remnants.\nline 25 | Several treatment options have been used, although the evidence for many of these treatments is incomplete.\nline 26 | Treatments include oral medications that decrease nerve hypersensitivity (e.g., tricyclic antidepressants, selective serotonin reuptake inhibitors, anticonvulsants), pelvic floor biofeedback, cognitive behavioral therapy, local treatments, and (rarely) surgery.\nline 27 | Most women experience substantial improvement when one or more treatments are used.\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"Okay, so\"\n- \"I just had it, what was it?\"\n- \"Not sure if this fits, but\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"The pros and cons are\"\n- \"Wait a minute... Oh!\"\n- \"If we follow this logic\"\n- \"On one hand... but on the other\"\n- \"Let me play devil's advocate\"\n- \"That actually makes a lot of sense\"\n- \"That would mean\"\n- \"Let me make sure I got this\"\n- \"Let me work through this\"\n- \"Now, if I think about it differently\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"What if I flip it around?\"\n- \"I think I found the solution!\"\n- \"I can't quite put my finger on\"\n- \"Let's break this down into parts\"\n- \"Wait, I think I just cracked it!\"\n- \"Let's see\"\n- \"Bear with me while I\"\n- \"Maybe if I try it this way\"\n- \"I need to reframe this\"\n- \"Is it possible that...?\"\n- \"Let’s weigh the options\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Something about [blank] is still bothering me\"\n- \"Let me trace that logic back\"\n- \"What if I tried...?\"\n- \"Why did I do that?\"\n- \"I need to step back and rethink this\"\n- \"This could explain why\"\n- \"Am I overcomplicating this?\"\n- \"How do I put this\"\n- \"Okay, let's break this down\"\n- \"This might sound weird, but\"\n- \"Actually, no\"\n- \"Right, so\"\n- \"If I take this apart step by step\"\n- \"What keeps nagging at me is\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"That’s an interesting angle, but\"\n- \"I could do this, or maybe that\"\n- \"That’s it!\"\n- \"Am I missing something?\"\n- \"If A is true, then\"\n- \"Hmm, that doesn’t sound right\"\n- \"Hmm\"\n- \"In the end\"\n- \"I keep circling back to\"\n- \"Now it makes sense!\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Would that even work?\"\n- \"Going back to what I said about\"\n- \"Aha! That’s what I was missing!\"\n- \"Uh...\"\n- \"It almost fits, but something’s off\"\n- \"On the other hand\"\n- \"Okay, walking through it again\"\n- \"I was just about to say\"\n- \"Something doesn't add up\"\n- \"First things first\"\n- \"Ummm, actually\"\n- \"What if the reason is\"\n- \"Let's think step by step\"\n- \"Does that even make sense?\"\n- \"But then again\"\n- \"Hang on a second\"\n- \"No, actually\"\n- \"Let me untangle this\"\n- \"Okay, I think I’ve got it now!\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Okay, pros and cons\"\n- \"Alternatively\"\n- \"Let me run through it again\"\n- \"Oh, I see what’s happening here!\"\n- \"Let me see\"\n- \"This might explain the pattern\"\n- \"Wait, no\"\n- \"What’s the worst that could happen?\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Auditing Basics: How to Distinguish Between Errors and Fraud\nline 02 | When you find misstatements as you perform an audit, you’re responsible for making an assessment. You alone must determine whether the misstatement represents an error or fraud. Errors aren’t deliberate. Fraud takes place when you find evidence of intent to mislead.\nline 03 | Keep in mind that the dollar amount of the misstatement doesn’t make a difference when assigning a badge of fraud.\nline 04 | It doesn’t make any difference if the intentional misstatement is material or immaterial: Fraud is fraud.\nline 05 | Here are some common errors you’ll come across:\nline 06 | Inadvertently taking an expense to the wrong account: For example, an advertising expense shows up as an amortization expense.\nline 07 | The two accounts are next to each other in the chart of accounts, and the data entry clerk made a simple keying error.\nline 08 | Booking an unreasonable accounting estimate for allowance for bad debt expense: The person who made this mistake may have simply misinterpreted the facts. The allowance for bad debt arises because generally accepted accounting principles call for the matching of revenue and expenses for the same financial reporting period. Each period, a certain amount of credit sales have to be recorded as bad debt. That way, revenue isn’t overstated in the current period.\nline 09 | Businesses use many different methods to estimate bad debt.\nline 10 | A common method is to allocate a percentage of gross sales to bad debt.\nline 11 | The percentage can be an industry average or the actual percentage of bad debt to gross sales experienced by the company in the past.\nline 12 | Some companies allocate all invoices that are past due more than 120 days to bad debt.\nline 13 | Incorrectly applying accounting principles: Recording assets at their cost rather than their market value is an example of an accounting principle. Make sure the company hasn’t inadvertently made an adjustment to increase the value of assets (such as land or buildings) to their appraised value rather than cost. It’s never appropriate to change the value of a fixed asset on the balance sheet from its original cost.\nline 14 | Fraud occurs when someone purposefully produces deceptive data. You need to be on the lookout for two types of fraud:\nline 15 | Misstatements due to fraudulent financial reporting: In this type of fraud, management or owners are usually involved, and the fraud is facilitated by overriding internal controls.\nline 16 | Misstatements because of the misappropriation of assets: This type of fraud is usually perpetrated by nonmanagement employees.\nline 17 | Fraud can take the form of the falsification or alteration of accounting records or the financial statements. Deliberately making a mistake when coding expense checks is fraud. So is intentionally booking a lower allowance for bad debt than is deemed reasonable by normal estimation methods.\nline 18 | Fraud also includes intentional omissions of significant information.\nline 19 | For example, if a company knows its largest customer is getting ready to close its doors and doesn’t disclose this fact, that’s fraud.\nline 20 | Not properly disclosing loss contingencies is another example — for instance, if a company doesn’t disclose that it’s likely going to lose a lawsuit brought against it and the damages can be reasonably estimated.\nline 21 | Of course, the theft of assets such as cash, inventory, or equipment is also fraud. Paying personal expenses out of the company checking account is fraud. Another example is taking company computers home to use personally.\nline 22 | Your authoritative source on fraud is Statement on Auditing Standards (SAS) No.\nline 23 | 99, which gives plenty of great descriptions of fraudulent activities and expands on the characteristics of fraud\n</context>\n\n<phrases>\n- \"Could be wrong here\"\n- \"Let me propose something\"\n- \"Let me talk this through\"\n- \"I’m not sure if that’s the right approach\"\n- \"Aha! That’s what I was missing!\"\n- \"Not quite there yet\"\n- \"Let me work through this\"\n- \"This might explain the pattern\"\n- \"Let me put this another way\"\n- \"Okay, so\"\n- \"The pros and cons are\"\n- \"In essence\"\n- \"I'm getting a sense that\"\n- \"Here's where it gets interesting\"\n- \"This might sound weird, but\"\n- \"There's a better way to phrase this\"\n- \"Let's see\"\n- \"How do I put this\"\n- \"Coming at this from another angle\"\n- \"If I take this apart step by step\"\n- \"Well\"\n- \"Okay, pros and cons\"\n- \"Of course! That’s the answer!\"\n- \"It almost fits, but something’s off\"\n- \"On one hand... but on the other\"\n- \"So the main idea is\"\n- \"Let me dig into that a little deeper\"\n- \"I'm just throwing ideas around\"\n- \"So far, it looks like\"\n- \"Let me sum this up so far\"\n- \"Why did I do that?\"\n- \"Let's break this down into parts\"\n- \"Actually, no\"\n- \" is striking \"\n- \"Okay, I think I’ve got it now!\"\n- \"Maybe I’m overcomplicating it\"\n- \"Now, if I think about it differently\"\n- \"Something's not quite right\"\n- \"Something doesn't add up\"\n- \"First things first\"\n- \"I'm seeing a connection between\"\n- \"So that’s why it wasn’t working!\"\n- \"Well, let me see\"\n- \"In the end\"\n- \"I feel like I’m close\"\n- \"Now we're cooking\"\n- \"Wait, I think I just cracked it!\"\n- \"I'm trying to untangle this\"\n- \"Still forming this thought\"\n- \"What keeps nagging at me is\"\n- \"Now it all comes together!\"\n- \"This isn't quite right, but\"\n- \"Let’s weigh the options\"\n- \"That would explain why\"\n- \"That’s it!\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Would this be worth the risk?\"\n- \"Let me see\"\n- \"Let's think step by step\"\n- \"What if I just flip this around?\"\n- \"Something about [blank] is still bothering me\"\n- \"Uh...\"\n- \"This feels half-right, but\"\n- \"Hang on a second\"\n- \"Okay, so if I do this\"\n- \"There's something off here\"\n- \"What I'm getting at is\"\n- \"Ummm, actually\"\n- \"Right, so\"\n- \"No, actually\"\n- \"What happens if we change this part?\"\n- \"Let me see if\"\n- \" is interesting\"\n- \"Wait, no\"\n- \"What’s the missing piece?\"\n- \"[blank] is still a black box to me\"\n- \"This is tricky, but\"\n- \"Let me throw this out there\"\n- \"What if we\"\n- \"What if I tried...?\"\n- \"Here's what's bugging me\"\n- \"That changes everything\"\n- \"If I follow this through\"\n- \"Let me untangle this\"\n- \"Let me break this down\"\n- \"What I mean 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 | Teen years are for experimenting. Sometimes that means experimenting with drugs and engaging in other risky behaviors.\nline 02 | Nearly 400 teens, half of which were prenatally exposed to cocaine, will be studied in their adolescent years.\nline 03 | Researchers will look at the youths' choices when it comes to using drugs, having sex or engaging in delinquent behaviors, and see if there is an association with prenatal cocaine exposure.\nline 04 | The study will also closely follow the cognitive development and mental health behavior of the young people.\nline 05 | Sonia Minnes, an assistant professor from the Mandel School of Applied Social Sciences and now the lead researcher in phase four of a long-term study of cocaine exposed children, has received a five-year, nearly $5 million grant from the National Institute on Drug Abuse (NIDA).\nline 06 | \"This latest funding will help us to continue to tell the story of what happens in the development of prenatally cocaine-exposed children,\" says Minnes.\nline 07 | With the inception of this new study, \"Prenatal Cocaine Exposure in Adolescence,\" Minnes and her co-investigators will follow the children through age 18.\nline 08 | The study began with 415 infant-mother (or caretaker) pairs recruited at the infant's birth. Over the years, the children's development has been followed, as well as the mental health and substance abuse by the mother or caregiver. In three previous phases of NIDA funding, the researchers found that prenatal cocaine exposure negatively affects attention, language development, behavior and the ability to process visual information.\nline 09 | \"Most people know that mothers should not use drugs during pregnancy,\" says Minnes. \"This study over time will tell us what risks are associated with a specific prenatal drug exposure and how environmental influences shape developmental outcomes.\"\nline 10 | She adds that they have found important environmental factors such as elevated blood lead, maternal mental health and vocabulary level and the type of caregiver placement, are important to consider in evaluating prenatal cocaine exposure's effect on developmental outcome. \"The study will help us understand what interventions are needed at different developmental stages in their lives.\"\nline 11 | The study has been underway since 1994, when Lynn Singer, deputy provost and professor of pediatrics in the school of medicine, questioned what happens to prenatally cocaine-exposed children as they grow older. Minnes, who worked as the project coordinator since its beginning, became the study's principal investigator in 2007. Her recent appointment to the Mandel School of Applied Social Science, where she earned her doctorate in social work, comes at a pivotal point in the study's progress as the focus shifts towards social behavior issues traditionally studied in the realm of social work, says Minnes. She will draw from the expertise of colleagues at the Mandel School who can provide additional insight regarding the effects of neighborhood and family violence, parental substance use, and placement issues on the development of prenatally cocaine-exposed adolescents. Findings from the study will provide important information to early intervention specialists and child policy experts who can then develop targeted therapeutic interventions.\nline 12 | Case Western Reserve University is committed to the free exchange of ideas, reasoned debate and intellectual dialogue.\nline 13 | Speakers and scholars with a diversity of opinions and perspectives are invited to the campus to provide the community with important points of view, some of which may be deemed controversial.\nline 14 | The views and opinions of those invited to speak on the campus do not necessarily reflect the views of the university administration or any other segment of the university community.\n</context>\n\n<phrases>\n- \"I need to reframe this\"\n- \"The more I think about it\"\n- \"I need to step back and rethink this\"\n- \"Uh, where was I?\"\n- \"Now, if I think about it differently\"\n- \"Let's think step by step\"\n- \"Oh! That reminds me\"\n- \"This makes me reflect on\"\n- \"Picture this\"\n- \"This makes me think of\"\n- \"I was making this more complicated than it needed to be\"\n- \"Let me think\"\n- \"Wait, no\"\n- \"Let me see\"\n- \"It's almost like\"\n- \"This connects to something else\"\n- \"I'm curious about\"\n- \"Something along those lines\"\n- \"I'm seeing a connection between\"\n- \"What keeps nagging at me is\"\n- \"I’m trying to connect the dots here\"\n- \"Building on that\"\n- \"This brings to mind\"\n- \"Let me untangle this\"\n- \"Now, wait just a second\"\n- \"Why didn’t I think of that sooner?\"\n- \"I'm still feeling my way through\"\n- \"Let's see\"\n- \"Let me work through this\"\n- \"If A is true, then\"\n- \"Let me circle back to that\"\n- \"Let me run through it again\"\n- \"Follow me here\"\n- \"Hmm, let’s rewind a bit\"\n- \"On one hand... but on the other\"\n- \"Not sure if this fits, but\"\n- \"That’s an interesting angle, but\"\n- \"What’s the next step?\"\n- \"I wonder if\"\n- \"But then again\"\n- \"Ummm, actually\"\n- \"Let me back up a second\"\n- \"I have a theory about this\"\n- \"Let me play devil's advocate\"\n- \"On the other hand\"\n- \"There’s a pattern here\"\n- \"How do I put this\"\n- \"What's the best way to explain this?\"\n- \"This connects to\"\n- \"There's something here about\"\n- \"I'm intrigued by\"\n- \"Take this with a grain of salt\"\n- \"What if the reason is\"\n- \"Hold on a second\"\n- \"What if we\"\n- \"I feel like I’m close\"\n- \"Here's a possible explanation\"\n- \"Let me just think this through\"\n- \"When I sit with this idea\"\n- \"I'm wondering if\"\n- \"Brainstorming here, but\"\n- \"I knew I was forgetting something!\"\n- \"Let me make sure I got this\"\n- \"Right, so\"\n- \"This is slipping through my fingers\"\n- \"Alternatively\"\n- \"I'm mulling over\"\n- \"What if I flip it around?\"\n- \"No, actually\"\n- \"I'm struck by\"\n- \"Coming at this from another angle\"\n- \"Let me throw this out there\"\n- \"That makes sense because\"\n- \"I’m not sure if that’s the right approach\"\n- \"Now I'm stuck on\"\n- \"Anyway\"\n- \"Actually, no\"\n- \"Something doesn't add up\"\n- \"Let me chew on this\"\n- \"How can I approach this?\"\n</phrases>\n</input>", "role": "user" } ]