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diverse_thinking_out_loud_v3_test

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[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | for a more detailed account going back further in history see William Murray's Time Page.\nline 02 | Missionary Generation (born 1860-1882):\nline 03 | an inner-driven, moralistic \"idealistic\"\nline 04 | \"moral\" sons rebelled against \"laborious\" fathers.\nline 05 | tended to join fanatical crusades such as William Jennings Bryan's crusade against the gold standard, religious fundamentalism, settlement house movement, eugenics, women's suffrage, birth control\nline 06 | tended to split into opposite camps, such as rural evangelicals vs. social gospel\nline 07 | tended to be detached from material realities, focused on mind and spirit, the \"inner life\".\nline 08 | active in many reform movements, fond of stating principles\nline 09 | big wave of campus rebellions, participation of students in settlement house movement\nline 10 | heavy involvement in missionary activities,\nline 11 | support for foreign aid and involvement\nline 12 | Lost Generation (born 1883-1900):\nline 13 | An alienated, \"reactive,\" cynical generation which challenges the ideals of their parents and develops into pragmatic, risk-\nline 14 | an inter-war generation, recovering from WWI and preparing for WWII\nline 15 | Great Depression was cruelest blow, robbing them of their peak earning years\nline 16 | lacked confidence in moral judgments, high in \"realism,\" very effective as leaders in WWII\nline 17 | accused of being shallow, amusement-seeking creatures\nline 18 | few crusaders or reformers, many writers and critics\nline 19 | adult narcotics use became common among their generation, homicide and suicide increased, educational accomplishment\nline 20 | high proportion of immigrants, high proportion of Republicans\nline 21 | disillusioned and weary by age 17, cynical, impressed by disasters such as the sinking of the Titanic\nline 22 | as old men, they didn't grow wise, they\nline 23 | G.I. Generation (1904-1924):\nline 24 | an outer-driven, \"civic\" morally complacent generation which institutionalizes many of the ideals of the previous\nline 25 | throughout their lives, America's confident and rational problem-solvers\nline 26 | high achievers in war, peace, science, business, community life\nline 27 | cleaned up the squalor and decay left by previous generations\nline 28 | Superman the most enduring comic strip character, symbolizing unstoppable energy\nline 29 | valued outer life over inner life\nline 30 | traditional sex role and family life attitudes, child centered homes\nline 31 | received many advantages in education, health, financing for homes and businesses, etc.\nline 32 | growth of the scouting movement\nline 33 | most affluent generation of the 20th century\nline 34 | most upbeat or \"copacetic\" generation of their time\nline 35 | this-worldly, declining interest in religion\nline 36 | Silent Generation (born 1925-1942):\nline 37 | A hypocritical, \"adaptive\" generation which coasts along on the accomplishments of the civics, laying the groundwork for\nline 38 | a new idealist era.\nline 39 | \"we had no leaders, no program, no sense of our own power, and no culture exclusively our own\"\nline 40 | a \"Lonely Crowd\" of outer-directed personalities\nline 41 | a \"helpmate\" generation, people who tended to be in the \"second-in-command\" role\nline 42 | looked to the G.I.\nline 43 | generation for role models, and tried to refine and perfect their accomplishments\nline 44 | as students, \"so tractable and harmonious as to be incapable, twenty or thirty years hence, of making provocative\nline 45 | generation of bureaucratizers, building institutions and organizations\nline 46 | early marriage and child bearing, often leading to dissatisfaction in later life\nline 47 | \"sexual revolution\" and \"divorce epidemic\" - restoration of traditional sex roles leads to feminist reaction\nline 48 | never expected to accomplish great things,\nline 49 | content to settle down\nline 50 | Boom Generation (born 1940-1960):\nline 51 | An inner-driven, \"idealist\" moralistic generation which comes of age during a period of spiritual awakening and develops a\nline 52 | new creedal passion.\nline 53 | Woodstock, counter-culture, \"Aquarian conspiracy,\" rebellion against conventional family life\nline 54 | pampered by parents, expect the world to take care of them\nline 55 | tend to make plans or judgments according to internalized, immutable principles of right and wrong\nline 56 | focus on inner life, seek perfection of religious impulses and reduction of dependence on the physical self\nline 57 | \"consciousness revolution\" rebelling especially against their fathers\nline 58 | \"generation gap\" - disagreed with G.I.'s on just about everything, looked down on the Silent Generation\nline 59 | favored spiritualism over science, gratification over patience, negativism over positivism, fractiousness over\nline 60 | conformity, rage over friendliness, self over community\nline 61 | \"doing your own thing\" an ideal\nline 62 | Chapter 11 in Ted Goertzel's\nline 63 | and True Believers discusses key figures of this generation. Contrast\nline 64 | of Hayden vs Hoffman. Jerry Rubin, Michael Harrington, Philip Agee, Podhoretz,\nline 65 | Cleaver, Horowitz and Collier. The libertarians, Hess and Rothbard. Do\nline 66 | they have a common generational style, despite different politics. Ted\nline 67 | Goertzel's FBI file as an illustration.\nline 68 | This generation is usually discussed in terms of its impact on middle class youth, especially college students. What was its impact on minorities, the underclass in particular. In The Dream and the Nightmare, Myron Magnet, argues that the contemporary underclass is a result of ideas promulgated by sixties radicals which have taken root in ghetto. Opposing arguments: Michael Harrington, The Other America; William Ryan, Blaming the Victim, Kevin Phillips, The Politics of Rich and Poor, William Julius Wilson, The Truly Disadvantaged, the Ghetto Underclass, and mostsociological texts on the subjects.\nline 69 | Thirteenth Generation (born 1960-1981):\nline 70 | An alienated, \"reactive\" cynical generation\nline 71 | which challenges the ideals of their parents and develops into pragmatic,\nline 72 | worried that the world is gearing up to punish them down the road\nline 73 | concerned with making a comfortable living, not with a meaningful philosophy of life\nline 74 | older generations see them as frenetic, physical, slippery, wasted \"numb and dumb\" generation\nline 75 | driven more by appetites than ideas\nline 76 | increase in street crime, drug abuse\nline 77 | legalized abortion, two career families, unable to afford traditional family life based on one-income\nline 78 | concern about declining U.S. economy, closing off of economic opportunities\nline 79 | end of Cold War, country no longer seen as a leading an important \"cause\" on the world stage\nline 80 | The Internet Generation or the Millennial Generation (born 1982-2???)\nline 81 | According to the Strauss-Howe model this should be an outer-driven, \"civic,\" morally complacent generation which will institutionalize many of the ideals of the previous generations.\nline 82 | Strauss and Howe have more on the Millenial Generation in their new book, the Fourth Turning Their WEB site describes it as follows: The Millennial Generation first arrived when “Babies on Board” signs appeared. As abortion and divorce rates ebbed, the popular culture began stigmatizing hands-off parental styles and recasting babies as special. Child abuse and child safety became hot topics, while books teaching virtues and values became best-sellers. Today, politicians define adult issues (from tax cuts to deficits) in terms of their effects on children. Hollywood is replacing cinematic child devils with child angels, and cable TV and the internet are cordoning off “child-friendly” havens. While educators speak of “standards” and “cooperative learning,” school uniforms are surging in popularity. With adults viewing children more positively, U.S. test scores are faring better in international comparisons.\nline 83 | Does the emergence of this new generation help to explain why crime and welfare dependency are down, the economy is up, and the United States is the leading force in a new world order?\nline 84 | Is growing up online the defining\nline 85 | characteristic of this generation - will it come to be known as the \"Internet\nline 86 | Generation?\"\nline 87 | The trademark Gen iTM has\nline 88 | been copyrighted by snowball.com\nline 89 | which describes it as: diverse, adventurous, Web-centric, unpredictable.\nline 90 | They don't have much of an analysis of how the Internet Generation will\nline 91 | differ from others, but they are sure advertisers can reach it through\nline 92 | their WEB site.\n</context>\n\n<phrases>\n- \"This could explain why\"\n- \"No, actually\"\n- \"Backing up for a second\"\n- \"I'm struck by\"\n- \"I'm trying to untangle this\"\n- \"This is just a first pass, but\"\n- \"Let me trace that logic back\"\n- \"Let me propose something\"\n- \"I'm just throwing ideas around\"\n- \"I’m still on the fence about this\"\n- \"Okay, walking through it again\"\n- \"Wait, no\"\n- \"Maybe if I try it this way\"\n- \"I'm pondering\"\n- \"Consider this possibility\"\n- \"If I take this apart step by step\"\n- \"Now, if I think about it differently\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I keep circling back to\"\n- \"So what I'm trying to say is\"\n- \"What’s the best way to explain this?\"\n- \"I was just about to say\"\n- \"Brainstorming here, but\"\n- \"The crucial thing seems to be\"\n- \"Hold on a second\"\n- \"Let me throw this out there\"\n- \"Let me sum this up so far\"\n- \"I need to step back and rethink this\"\n- \"Picture this\"\n- \"Alright, where was I?\"\n- \"This might sound weird, but\"\n- \"Is it possible that...?\"\n- \"On one hand... but on the other\"\n- \"That makes sense because\"\n- \"It's fascinating how\"\n- \"Let me untangle this\"\n- \"Let me work through this\"\n- \"Something doesn't add up\"\n- \"Not quite there yet\"\n- \"I’m not sure if that’s the right approach\"\n- \"What if we\"\n- \"The more I think about it\"\n- \"I wonder if\"\n- \"Don't hold me to this\"\n- \"So what does this mean in the bigger picture?\"\n- \"How do I put this\"\n- \"I'm mulling over\"\n- \"Okay, pros and cons\"\n- \"Okay, let's break this down\"\n- \"What I’m getting at is\"\n- \"Actually, no\"\n- \"Bear with me while I\"\n- \"What’s the worst that could happen?\"\n- \"Well\"\n- \"I'm curious about\"\n- \"Let me chew on this\"\n- \"Let me think\"\n- \"Wait a minute... Oh!\"\n- \"Let’s weigh the options\"\n- \"Let's think step by step\"\n- \"What I'm getting at is\"\n- \"Here's where it gets interesting\"\n- \"Basically\"\n- \"Let's break this down into parts\"\n- \"Ummm, actually\"\n- \"It’s on the tip of my tongue\"\n- \"In other words\"\n- \"There's probably more to it\"\n- \"Take this with a grain of salt\"\n- \"I'm intrigued by\"\n- \"This makes me reflect on\"\n- \"Still working it out\"\n- \"I have a theory about this\"\n- \"In essence\"\n- \"Let me break this down\"\n- \"Okay, so\"\n- \"The pros and cons are\"\n- \"Let me circle back to that\"\n- \"I need to make sure this checks out\"\n- \"What keeps nagging at me is\"\n- \"I'm wondering if\"\n- \"I'm getting a sense that\"\n- \"Hold that thought\"\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 | Short Vowel Teacher Resources\nline 02 | Find Short Vowel educational ideas and activities\nline 03 | Showing 1 - 20 of 1,250 resources\nline 04 | Learners will create a list of short vowel sound words and participate in computer phonics activities to practice. They will read an interactive storybook online. Next, they will complete words in order to better understand short vowel sounds.\nline 05 | Pre-K - K Language Arts 25 Views 164 Downloads\nline 06 | New Review Short Vowel Mini Posters\nline 07 | Support the growth of young readers by decorating your classroom with this colorful series of short vowel posters. Five separate displays are provided. They include a word and picture demonstrating each short vowel sound.\nline 08 | 5 mins K - 2nd Language Arts 15 Views 8 Downloads CCSS: Adaptable\nline 09 | Short Vowel Discrimination\nline 10 | Students read a Dr. Seuss book and complete activities for short vowel sound words.\nline 11 | In this short vowels lesson, students read Hop on Pop and analyze the rhyming words in the text.\nline 12 | Students complete rhyming activities and practice reading sentences with the words.\nline 13 | Pre-K - 6th Language Arts 9 Views 74 Downloads\nline 14 | Phonetic masters identify and recognize short vowel sounds by reading and listening to a story that highlights select words. They use picture clues to aid comprehension and construct a story by actively choosing and identifying short-vowel sounds that complete each C-V-C word.\nline 15 | K - 2nd Language Arts 82 Views 252 Downloads CCSS: Adaptable\nline 16 | Practicing Short and Long Vowel Sounds\nline 17 | What are the differences between short and long vowel sounds?\nline 18 | The class participates in a teacher ledlesson in which they add letters to words as they evolve from a three letter, short vowel word to a longer long vowel word.\nline 19 | They complete a worksheet, participate in word sorts, and share their results with the group.\nline 20 | 2nd Language Arts 44 Views 143 Downloads CCSS: Adaptable\nline 21 | Spelling Success; Vowel Sounds\nline 22 | There is a big difference between the words bit and bite. Learners begin to understand how to differentiate between short and long vowel sounds as they are given a word with a short vowel sound, and then are asked to add a letter to make it a word with a long vowel sound.\nline 23 | 2nd Language Arts 8 Views 58 Downloads CCSS: Adaptable\nline 24 | Phonemic Awareness of Short Vowel Sounds\nline 25 | Get those kids ready to read with increased phonemic awareness! Children in grades K-2 will participate in a variety of stimulating activities to practice sounding out, identifying, and reading simple cvc words. Pupils will sign, sing, read, and write short vowel sounds, then put it all together by playing the game Word Maker.\nline 26 | K - 2nd Special Education 19 Views 351 Downloads CCSS: Adaptable\nline 27 | Fishing For Vowels\nline 28 | Scholars identify vowel sounds. For this word study lesson, they read the book Fish is Fish and go \"vowel fishing.\" Pupils simulate a fishing trip by picking up fish cut-outs with a short vowel sound written on the fish. Then they sound out the correct vowel sound.\nline 29 | K - 1st Language Arts 11 Views 41 Downloads\nline 30 | Students recognize the short vowel e in written and spoken language. Through matching activities, they discriminate the short vowel /e/ from other phonemes. Students associate the phoneme with its letter representation and identify the phoneme and letter in words and phrases.\nline 31 | K - 1st Language Arts 3 Views 15 Downloads\n</context>\n\n<phrases>\n- \"This connects to something else\"\n- \"That actually makes a lot of sense\"\n- \"Let me work through this\"\n- \"This might explain the pattern\"\n- \"Don't quote me on this\"\n- \"I could be wrong, but\"\n- \"What’s the best way to explain this?\"\n- \"I’m trying to connect the dots here\"\n- \"On the other hand\"\n- \"This makes me think of\"\n- \"Consider this possibility\"\n- \"What if the reason is\"\n- \"Let me break this down\"\n- \"I think I’ve lost my train of thought\"\n- \"What keeps nagging at me is\"\n- \"But then again\"\n- \"I know there’s a word for this\"\n- \"I think I can rule that out\"\n- \"Something's not clicking\"\n- \"This brings to mind\"\n- \"Don't hold me to this\"\n- \"Now it makes sense!\"\n- \"Let me connect the dots\"\n- \"Wait, but if that’s true\"\n- \"One way to look at it is\"\n- \"Something doesn't add up\"\n- \"I'm starting to see a pattern\"\n- \"Let me untangle this\"\n- \"I need to fill in the gaps\"\n- \"No, actually\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"Let's think step by step\"\n- \"I'm mulling over\"\n- \"This makes me reflect on\"\n- \"I'm seeing a connection between\"\n- \"Building on that\"\n- \"I think I found the solution!\"\n- \"That’s it!\"\n- \"The tricky part is\"\n- \"Oh! I get it now\"\n- \"That’s what I was trying to say!\"\n- \"Is it possible that...?\"\n- \"What if I flip it around?\"\n- \"That’s an interesting angle, but\"\n- \"I'm trying to untangle this\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I'm struck by\"\n- \"Let me play devil's advocate\"\n- \"In the end\"\n- \"Oh! That reminds me\"\n- \"I'm intrigued by\"\n- \"If I take this apart step by step\"\n- \"It’s on the tip of my tongue\"\n- \"It's almost like\"\n- \"I'm wondering if\"\n- \"This just clicked into place!\"\n- \"The pros and cons are\"\n- \"Actually, no\"\n- \"I'm curious about\"\n- \"What was I thinking?\"\n- \"Wait, no\"\n- \"Picture this\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Oh, that clears everything up!\"\n- \"Let’s weigh the options\"\n- \"What if we looked at it like\"\n- \"Alternatively\"\n- \"Let me propose something\"\n- \"Okay, let's break this down\"\n- \"That makes sense because\"\n- \"Let me chew on this\"\n- \"Let's break this down into parts\"\n- \"What happens if we change this part?\"\n- \"I wonder if\"\n- \"First things first\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Kind of\"\n- \"I feel like I'm close\"\n- \"Maybe\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context 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 mine is a hole in the ground, owned by a liar. - Mark Twain\nline 02 | Butte County California Gold Production\nline 03 | |Get regular updates on the WMH Facebook page|\nline 04 | By A. H. KOSCHMANN and M. H. BERGENDAHL - USGS 1968\nline 05 | Most of the gold came from placers, which produced about 3,123,115 ounces from 1880 to 1959.\nline 06 | During 1903-58, Butte County produced 103,800 ounces of gold from lode mines and 2,332,960 ounces from placers. Although there is no record of gold production before 1880, undoubtedly there was intensive activity.\nline 07 | The major gold-producing districts in the county are Oroville (Quaternary placers), Magalia (Tertiary placers), and Yankee Hill (mostly lode, some Tertiary placers).\nline 08 | The western half of Butte County is covered by alluvial gravels; the eastern half is dominated by the northwest-trending Sierra Nevada composed of granitic batholith and the intruded older metavol-canics and metasediments (O'Brien, 1949, p. 417-433). These older metamorphic rocks are also intruded by serpentine and are covered locally by basalt flows of Miocene and Pliocene age.\nline 09 | The metavolcanics contain gold-bearing quartz veins in the area between Oroville, Cherokee City, and Oregon City. Gold-quartz veins are also present at Magalia.\nline 10 | The Magalia district is in north-central Butte County near the town of Magalia.\nline 11 | Tertiary gravels of the Magalia channel, a minor Tertiary stream, were mined by underground methods in the early days.\nline 12 | The Perschbaker, one of the major mines of the district, produced more than $1 million in gold to about 1910 (Lindgren, 1911, p. 92).\nline 13 | Later production is not known, but O'Brien (1949, p. 429) noted that the mine had been idle since 1947.\nline 14 | The production of the entire district before 1932 cannot be determined; from 1932 through 1959 it was 15,976 ounces. Adding to this the 50,000 ounces representing the early production of the Persch-baker mine, we arrive at a minimum total of about 66,000 ounces for the district.\nline 15 | The Oroville district is in southern Butte County, along the Feather River.\nline 16 | The Quaternary flood-plain gravels of the Feather River near Oroville yielded a total of 1,964,130 ounces of gold from 1903 to 1959 and therefore made the Oroville district the largest producer of Butte County. In 1898 the first floating bucketline dredge was successfully operated in the district (O'Brien, 1949, p. 420), and by 1905, 35 dredges were mining the Feather River gravels (Lindgren, 1911, p. 90). Production continued at a high rate until the early 1950's. From 1957 through 1959 only a few ounces per year was reported.\nline 17 | YANKEE HILL DISTRICT\nline 18 | The Yankee Hill district is in T. 21 N., Rs. 4 and 5 E., in central Butte County.\nline 19 | Most of the lode production of Butte County came from this district; however, published details on its history and geology were not found.\nline 20 | From 1929 through 1959 the district produced 34,427 ounces of gold from lode mines and 5,154 ounces from placers. Production before 1910 was about $1,520,000 (57,000 ounces), mostly from the Hearst mine (Lindgren, 1911, p. 84).\nline 21 | Page 1 of 1\n</context>\n\n<phrases>\n- \"Let me just think this through\"\n- \"Picture this\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"What I'm getting at is\"\n- \"I'm seeing a connection between\"\n- \"The pros and cons are\"\n- \"Let’s weigh the options\"\n- \"Here's what I'm thinking\"\n- \"Let me connect the dots\"\n- \"That reminds me\"\n- \"But then again\"\n- \"What keeps nagging at me is\"\n- \"I'm pondering\"\n- \"Let me approach this from another angle\"\n- \"Let me chew on this\"\n- \"[blank] is still a black box to me\"\n- \"I’m trying to connect the dots here\"\n- \"This brings to mind\"\n- \"Hmm, that doesn’t sound right\"\n- \"What if I flip it around?\"\n- \"It's almost like\"\n- \"Let's think step by step\"\n- \"Oh! That reminds me\"\n- \"I'm curious about\"\n- \"This connects to something else\"\n- \"So what I’m trying to say is\"\n- \" is key here\"\n- \"There's got to be something about\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let me play devil's advocate\"\n- \"Actually, no\"\n- \"Let's break this down into parts\"\n- \"What’s the missing piece?\"\n- \"Coming at this from another angle\"\n- \"The crucial thing seems to be\"\n- \"I'm trying to untangle this\"\n- \"Ummm, actually\"\n- \"What if I tried...?\"\n- \"Wait, no\"\n- \"Here's a possible explanation\"\n- \"Just thinking out loud but\"\n- \"That’s an interesting angle, but\"\n- \"So the main idea is\"\n- \"What if we looked at it like\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"What if we\"\n- \" is striking \"\n- \"This makes me think of\"\n- \"That doesn’t sound right\"\n- \"Here's where it gets interesting\"\n- \"Building on that\"\n- \"On the other hand\"\n- \"Brainstorming here, but\"\n- \"Okay, pros and cons\"\n- \"What I mean is\"\n- \"Let me untangle this\"\n- \"I wonder if\"\n- \"Okay, let's break this down\"\n- \"When I sit with this idea\"\n- \"Something doesn't add up\"\n- \"If we follow this logic\"\n- \"If I take this apart step by step\"\n- \"Let me break this down\"\n- \"I'm mulling over\"\n- \"Alternatively\"\n- \"First things first\"\n- \"It's fascinating how\"\n- \"I'm wondering if\"\n- \"Let me throw this out there\"\n- \"In other words\"\n- \"No, actually\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"I'm starting to see a pattern\"\n- \"On one hand... but on the other\"\n- \"In essence\"\n- \"Suppose we assume that\"\n- \"If I follow this through\"\n- \"This might sound weird, but\"\n- \"Wait, that doesn’t add up\"\n- \"Let me work through this\"\n- \"I'm intrigued by\"\n- \"I'm struck by\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | A new supercomputer, called ARCHER, has recently been launched. ARCHER is a Cray XC30, funded by EPSRC and NERC. It is more than three times more powerful than its predecessor, HECToR, and is hosted by the University of Edinburgh. But what can you actually do with a supercomputer?\nline 02 | Supercomputers allow researchers to carry out experiments that would otherwise be impossible because they are too small or too large, too fast or too slow, or simply too expensive.\nline 03 | Coupling supercomputers to large data repositories also allows researchers to solve problems by analysing Big Data and so opening doors to even more new areas.\nline 04 | The most exciting developments in computational science are the significant growth in the range of scientific and engineering problems that can be solved and the corresponding increase in the impact on the lives of all of us.\nline 05 | Supercomputers can solve important problems for the environment, transport, health and energy.\nline 06 | ARCHER's research power\nline 07 | The single largest area of science that ARCHER will be used for is the realm of chemistry and materials science. The larger computing power available is enabling researchers in this area to actually explore the chemical properties of materials in physically realistic environments rather than making approximations and using idealised systems. This step-change in modelling ability allows the scientific research to have a direct impact on our day-to-day lives much more quickly than was possible previously.\nline 08 | Bioactive silicate glasses are key materials used to help restore, regenerate and repair bones and other tissues in the body. A key mechanism in their function is the fast dissolution of their surface in the biological environment – this releases key ions and promotes the repair process.\nline 09 | Using ARCHER, researchers are able to investigate this process in a realistic biological environment at the quantum scale. This has simply not been possible using previous generations of supercomputers. Understanding these processes at the quantum level is driving the design of new, improved bioactive glasses.\nline 10 | Also of great importance in the medical arena, ARCHER is being used to understand the resistance of many bacteria to modern antibiotics. This is one of the most important problems in contemporary public health: it limits our ability to combat infection both through the reduced efficacy of the drugs and though the constraints placed on prescription of the drugs.\nline 11 | Researchers are using a combination of experiment and large molecular simulations to understand how, at a molecular level, mutations enable resistance to antibiotics in the causes of, among others, bacterial meningitis. Simulating these systems in realistic biological environments for the long timescales required to understand the mechanism of resistance has not previously been possible. The additional speed and capacity of ARCHER allows the researchers to gain a more detailed understanding through realistic simulations, allowing them to shorten the time between research and real impacts for everyone.\nline 12 | ARCHER will also play a key role in UK climate modelling research. Understanding the climate and climate change are inherently complex problems that require coupling between many different systems – atmospheric models, ocean models and land models. The complexity (and so realism) of these individual components is limited by the computing power available.\nline 13 | Using ARCHER, climate researchers will be able to run full Earth system models with the additional complexity required in, for example, modelling evaporation from land and the associated plant transpiration. These more detailed integrated models will give us a deeper understanding of the drivers of climate change, the consequences arising and what information we require to prepare properly for future changes in climate. The same techniques and models are also being used to understand climate on planets beyond the solar system.\nline 14 | These examples represent only a small sample of the science coming out of supercomputers. Computational science is also using biomechanical models to understand how dinosaurs moved; simulating the energy production of future fusion reactors; exploring new renewable energy technologies such as dye-sensitised solar cells; and designing quieter, more efficient aeroplanes.\nline 15 | Supercomputing continues to grow at an exponential rate. The performance of current systems has allowed exciting progress across many scientific disciplines. Computational research is no longer as limited by computer power to anything like the same extent as 10 years ago. This is allowing creative researchers to address new problems all the time. ARCHER and other similar systems will ensure research breakthroughs in a broad range of important areas with significant socioeconomic benefits for everyone.\nline 16 | Explore further: ARCHER supercomputer targets research solutions on epic scale\n</context>\n\n<phrases>\n- \"I was looking at this all wrong!\"\n- \"I'm mulling over\"\n- \"This is starting to take shape\"\n- \"I wonder if\"\n- \"What’s the best way to explain this?\"\n- \"Something's not quite right\"\n- \"This feels half-right, but\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Bear with me while I\"\n- \"When I sit with this idea\"\n- \"I guess maybe\"\n- \"I'm seeing a connection between\"\n- \"Hold that thought\"\n- \"Is it possible that...?\"\n- \"Why did I do that?\"\n- \"There’s a better way to phrase this\"\n- \"This is just a first pass, but\"\n- \"I keep coming back to\"\n- \"Right, so\"\n- \"Oh, it all makes sense now!\"\n- \"That’s the piece of the puzzle!\"\n- \"I was just about to say\"\n- \"What happens if we change this part?\"\n- \"Let’s not rush this\"\n- \"What I’m getting at is\"\n- \"There's a better way to phrase this\"\n- \"No, actually\"\n- \"If I’m not mistaken\"\n- \"I'm struck by\"\n- \"So, the bottom line is\"\n- \"Let's think step by step\"\n- \"Oh, that clears everything up!\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"The more I think about it\"\n- \"Actually, no\"\n- \"Let me circle back to that\"\n- \"This makes me reflect on\"\n- \"It's fascinating how\"\n- \"What if we looked at it like\"\n- \"So that’s why it wasn’t working!\"\n- \"So what I'm trying to say is\"\n- \"Something doesn't add up\"\n- \"You know\"\n- \"Let me chew on this\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"I keep circling back to\"\n- \"The thing is\"\n- \"Hang on a second\"\n- \"I'm curious about\"\n- \"The crucial thing seems to be\"\n- \"Let me untangle this\"\n- \"Let me run through it again\"\n- \"Wait, no\"\n- \"Okay, so\"\n- \"This explains so much!\"\n- \"What am I overlooking?\"\n- \"If we follow this logic\"\n- \"Now it makes sense!\"\n- \"Anyway\"\n- \"So basically\"\n- \"This isn't quite right, but\"\n- \"That would mean\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let me propose something\"\n- \"Okay, walking through it again\"\n- \"Let me work through this\"\n- \"I was making this more complicated than it needed to be\"\n- \"I'm pondering\"\n- \"Oh, I see what’s happening here!\"\n- \"Wait a minute\"\n- \"What if I tried...?\"\n- \"Let's test this idea\"\n- \"Here's what's bugging me\"\n- \"I'm intrigued by\"\n- \"In essence\"\n- \"Wait a minute... Oh!\"\n- \"What keeps nagging at me is\"\n- \"There's something off here\"\n- \"Ummm, actually\"\n- \"This just clicked into place!\"\n- \"On one hand... but on the other\"\n- \"Alright, where was I?\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I could be wrong, but\"\n- \" is key here\"\n- \"This might explain the pattern\"\n- \"So far, it looks like\"\n- \"I knew I was forgetting something!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | A better way to talk about faith\nline 02 | Student groups find innovative ways to bridge religious differences\nline 03 | It's not without conflict. Damhorst has gotten pushback from evangelical friends. \"Some say that even collaborating with people from other faiths is a disservice — because it affirms the validity of their beliefs,\" he said. \"Others fear that if they come to the table for an interfaith dialogue, they're going to be asked to hang up some aspect of their tradition — or maybe even start to question their faith.\"\nline 04 | That's not his experience. He says that his own faith has been strengthened by this work. \"When faith is just a series of ideas in your head, one does find it offensive to have it disagreed with,\" he says. \"But when faith is lived out in action, it's more impermeable than if it's just a concept.\"\nline 05 | Americans celebrate diversity.\nline 06 | But one of the mistaken beliefs about diversity is that it leads to greater tolerance.\nline 07 | Putnam's research indicates that, unless people make a concerted effort to build bridges, diversity leads to greater social fragmentation — with lower rates of trust, altruism and cooperation.\nline 08 | \"What ethnic diversity does is cause everybody to hunker down and avoid connection,\" he explained.\nline 09 | \"It's not just the presence of diversity in your neighborhood.\nline 10 | You've got to actually be doing things with other people in which you have a personal attachment.\nline 11 | Diversity is hard, not easy.\"\nline 12 | The question that obsesses the IFYC founder Eboo Patel today is how to make interfaith cooperation as much of a social norm as multiculturalism has become. As part of that process, IFYC is providing guidance to a select group of colleges to demonstrate what a college-wide model interfaith program could become.\nline 13 | One of them is Dominican University, which is changing its curriculum, redesigning student outcomes, engaging students and faculty, and aligning its academic calendar — all with interfaith cooperation in mind. Donna Carroll, the school's president, envisions a day when any student who walks across the stage to receive a diploma from Dominican University will have gained a solid understanding of interfaith cooperation. \"Because we are educating the next generation of arguably global leaders, it's part of our responsibility to ensure that this is a component of the educational environment,\" Carroll explained. \"All you have to do is turn on the news and you can recognize that.\"\nline 14 | Indeed, if you take a stroll along the Internet, cable TV, or talk radio, you'll find no shortage of dire warnings from people who dread a clash of civilizations and often deride interfaith cooperation as na?e. In this vision, safety means maintaining a fortress mentality and keeping a firm divide between us and them. Another path to follow is the one espoused by George Washington, that all Americans \"enjoy the good will\" of others. To make that hope real, says Patel, people who care about tolerance need to cultivate specific leadership skills today: \"We need more people to show how our religious differences fit within the overarching framework of pluralism that is part of the American tradition — this magnificent and glorious idea that people will stand up and fight for.\"\nline 15 | David Bornstein is the author of \"How to Change the World\" and founder of dowser.org, a media site that reports on social innovation.\nline 16 | - Carrie Underwood shares her Christian faith...\nline 17 | - Republicans rallying behind religious liberty\nline 18 | - Fight for growing Pentecostal vote in Brazil\nline 19 | - Pope urges Europe to open doors to refugees\nline 20 | - Jerry Earl Johnston: A celebrated atheist...\nline 21 | - Spain celebrates beatification of Opus Dei...\nline 22 | - Sharing faith under the big top\n</context>\n\n<phrases>\n- \"But then again\"\n- \"You know\"\n- \"How do I put this\"\n- \"Ohhh, now I see!\"\n- \"I'm not entirely sure, but\"\n- \"I wonder if\"\n- \"Ummm, actually\"\n- \"I'm struck by\"\n- \"There's a better way to phrase this\"\n- \"I’m not sure if that’s the right approach\"\n- \"I'm wondering if\"\n- \"This isn't quite right, but\"\n- \"I'm intrigued by\"\n- \"Well, let me see\"\n- \"Wait a minute... Oh!\"\n- \"That’s an interesting angle, but\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I need to make sure this checks out\"\n- \"Hmm, that doesn’t sound right\"\n- \"So the main idea is\"\n- \"Do I go with my gut or\"\n- \"I was looking at this all wrong!\"\n- \"It's fascinating how\"\n- \"That’s the answer I was looking for!\"\n- \"The crucial thing seems to be\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Something's not clicking\"\n- \"Basically\"\n- \"What keeps nagging at me is\"\n- \"Let me play devil's advocate\"\n- \"So, the bottom line is\"\n- \"I'm trying to untangle this\"\n- \"I'm mulling over\"\n- \"Now it all comes together!\"\n- \"Would that even work?\"\n- \"The thing is\"\n- \"Something doesn't add up\"\n- \"Let's break this down into parts\"\n- \" is interesting\"\n- \"If I take this apart step by step\"\n- \"The pros and cons are\"\n- \"Ah...\"\n- \"Okay, I think I’ve got it now!\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"So far, it looks like\"\n- \"On the other hand\"\n- \"Hold on a second\"\n- \"Okay, pros and cons\"\n- \"This explains so much!\"\n- \"Why did I do that?\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"Let me chew on this\"\n- \"Let me break this down\"\n- \"I need to fill in the gaps\"\n- \"It's fuzzy, but\"\n- \"Alternatively\"\n- \"Let's think step by step\"\n- \"I'm curious about\"\n- \"No, actually\"\n- \"That’s the piece of the puzzle!\"\n- \"Oh, I see what’s happening here!\"\n- \"Now, wait just a second\"\n- \"First things first\"\n- \"What I’m getting at is\"\n- \"Actually, no\"\n- \"This brings to mind\"\n- \"That changes everything\"\n- \"Let me see\"\n- \"Should I...? No, wait\"\n- \"What if I flip it around?\"\n- \"Let me work through this\"\n- \"Wait, no\"\n- \"Let me sum this up so far\"\n- \"Something along those lines\"\n- \"I think I can rule that out\"\n- \"Let's see\"\n- \"So basically\"\n- \"Okay, let's break this down\"\n- \"When I sit with this idea\"\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 | The 6502 is the model number of a computer chip\nline 02 | that made its way into many of the original microcomputer\nline 03 | s. It is fondly remembered by many people as a capable (for its time) and quirky\nline 04 | MOS Technology hired a group of ex-Motorola engineers in August 1974.\nline 05 | Their plan was to create a better 6800.\nline 06 | By the fall of 1976 they had two models ready: the 6501 was pin-compatible with the 6800, and the 6502 was similar but had an on-chip clock.\nline 07 | Both used a new instuction set that was similar, but incompatible with the 6800.\nline 08 | Even so, Motorola sued, and MOS withdrew the 6501 in a settlement.\nline 09 | The 6502 was immediately successful. The Atari 2600 featured a 6507, a specialized 6502. But the 6502's big breakthrough occured when a hacker named Steve Wozniak picked up some cheap $25 samples and built his Apple I computer around it. At the time, Motorola and Intel charged hundreds of dollars for it's comparable chips in small quantities. MOS practically gave away their chips, making it far more accessible for the growing microcomputer hobbyist community.\nline 10 | Commodore, another microcomputer maker, chose the 6502 for its machines.\nline 11 | The famous Commodore PET, VIC-20, and Commodore 64 computers all ran on 6502 family chips.\nline 12 | In 1976, Commodore bought MOS, but eventually hit hard times and shut down its semiconductor division.\nline 13 | Rockwell International, a 6502 design lisencee, became the only producer of the chips.\nline 14 | Other popular designs that featured 6502 or 6502 family chips include the entire Apple II series of computers, the Atari 8-bit computer family including the Atari 400/800, the original Nintendo NES and the BBC Micro.\nline 15 | Later, one of the ex-Motorola and ex-MOS engineers, Bill Mensch, resurrected the 6502.\nline 16 | He founded Western Design Center and redesigned the 6502 using a low-powered CMOS design.\nline 17 | The result was 65c02.\nline 18 | The new processor also had a few new instructions specially designed to address some shortcomings of the original design.\nline 19 | The 65c02 was used in the Apple IIc and a later redesign, the 65C816, was in the Apple IIgs and the Super Nintendo.\nline 20 | Commodore, however, sued WDC for theft of trade secrets, but settled for the right to make the chip at half the usual licence fee.\nline 21 | The Technical Details\nline 22 | The 6502 is an 8-bit microprocessor with a 16-bit address bus.\nline 23 | In other words, its registers are 8-bits wide, but it has 16-bit addresses.\nline 24 | It has a 16-bit program counter and five 8-bit registers: an accumulator (A), two index registers (X and Y), a status register and a stack pointer.\nline 25 | The stack is hardwired to the second page of 256 bytes.\nline 26 | The 6502 is the epitome of CISC design: it has many, complex addressing modes: zero-page, absolute, accumulator, (indirect,x), (indirect),y, immediate, and various additional combinations. The original 6502 also has a number of unassigned instructions opcodes which try to do two operations at once, sometimes even producing useful results. This was the source of many incompatibilities between the the original and the later revisions like the 65c02, which added new instructions that replaced these \"undocumented\" opcodes.\nline 27 | The 6502 instruction set is relatively simple: four logical instructions,\nline 28 | EOR; four shifts and rotates,\nline 29 | ROR; two arithmetic instructions,\nline 30 | SBC; six increment and decrement instructions,\nline 31 | INY; three comparisions,\nline 32 | CPY; six register transfers,\nline 33 | TYA; six loads and stores,\nline 34 | STY; four stack operations,\nline 35 | PLP; eleven branches, jumps and returns,\nline 36 | RTS; seven flag sets and clears,\nline 37 | SEI; two for interrupts,\nline 38 | RTI; and the ubiquitous no operation\nline 39 | The 6502's Long Path to The Western Design Center, Michael Slater\n</context>\n\n<phrases>\n- \"Oh, that clears everything up!\"\n- \"Wait, no\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"It's fascinating how\"\n- \"What if I just flip this around?\"\n- \"No, actually\"\n- \"Let me run through it again\"\n- \"On the other hand\"\n- \"First things first\"\n- \"Let me make sure I got this\"\n- \"Oh, I see what’s happening here!\"\n- \"Let me trace that logic back\"\n- \"Let me work through this\"\n- \"There's a better way to phrase this\"\n- \"Let me break this down\"\n- \"So what I'm trying to say is\"\n- \"Let me just think this through\"\n- \"Just spitballing here\"\n- \"This might sound weird, but\"\n- \"This could explain why\"\n- \"That makes sense because\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Let's think step by step\"\n- \"What if the reason is\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"On one hand... but on the other\"\n- \"There's something here about\"\n- \"That’s the piece of the puzzle!\"\n- \"This explains so much!\"\n- \"So that’s why it wasn’t working!\"\n- \"That changes everything\"\n- \"Okay, let's break this down\"\n- \"Backing up for a second\"\n- \"That’s an interesting angle, but\"\n- \"Aha! That’s what I was missing!\"\n- \"What if I flip it around?\"\n- \"I keep coming back to\"\n- \"Okay, pros and cons\"\n- \"I need to fill in the gaps\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"What am I overlooking?\"\n- \"Uh, where was I?\"\n- \"So far, it looks like\"\n- \"If I follow this through\"\n- \"I'm just throwing ideas around\"\n- \"I'm trying to untangle this\"\n- \"Wait, I think I’ve got it!\"\n- \"Let's test this idea\"\n- \"That doesn’t sound right\"\n- \"So what I’m trying to say is\"\n- \"Hmm, let’s rewind a bit\"\n- \"What I mean is\"\n- \"Let me throw this out there\"\n- \"This is starting to take shape\"\n- \"Actually, no\"\n- \"There's probably more to it\"\n- \"We've completely overlooked [blank]\"\n- \"This might explain the pattern\"\n- \"What I’m getting at is\"\n- \"There's got to be something about\"\n- \"Let me see if\"\n- \"Something about [blank] is still bothering me\"\n- \"I'm still feeling my way through\"\n- \"What if we looked at it like\"\n- \"Let me sum this up so far\"\n- \"That’s the answer I was looking for!\"\n- \"In essence\"\n- \"Picture this\"\n- \"If I take this apart step by step\"\n- \"Let’s weigh the options\"\n- \"Suppose we assume that\"\n- \"Alternatively\"\n- \"Something doesn't add up\"\n- \"I need to make sure this checks out\"\n- \"One way to look at it is\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me play devil's advocate\"\n- \"What’s the missing piece?\"\n- \"Let me untangle this\"\n- \"But then again\"\n- \"Of course! That’s the answer!\"\n- \"Let's break this down into parts\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | One of the principles of developmentally appropriate practice reads, “Following their own interests, children choose among various activities…” (Bredekamp & Copple, 1996, p. 127). Why is choosing important? If children are allowed choices, are they in control of the curriculum?\nline 02 | There are several reasons that giving children choices throughout the day is beneficial, even crucial to their development. Providing choices for children is a fundamental aspect of high-quality early childhood curriculum (Hendrick, 1996). In order to provide children with a number of choices, the teacher must understand the importance of choices, and be willing and able to allow a variety of activities and behaviors in the classroom. This approach to learning is child-centered, rather than teacher-centered. Let’s look at two early childhood classrooms.\nline 03 | In Ms. Anderson’s class of four-year-olds, the children come in and put away their belongings, select an activity, and play until everyone arrives. Then they all sit together on the rug for about 10 minutes of group time. After they have sung a few songs, had some group conversation, and heard about the day’s activity options, they choose the activity that appeals most to them and get to work. Throughout the morning, children move from center to center as they wish. A visitor would notice talking, laughing, and movement. Seldom would one hear adults’ or children’s voices raised in anger or frustration or see children out of control.\nline 04 | When the children arrive in Mr. Purdy’s class of four-year-olds, they put away their things and head straight for the large group area where they must sit quietly, listen politely, and respond with correct answers to the teacher’s questions for about 40 minutes.\nline 05 | The activities of the day, each with a correct way of completing the task, are explained.\nline 06 | Then Mr. Purdy assigns each child an activity.\nline 07 | The children are to work quietly, follow directions carefully, obey the numerous classroom rules, and move to the next activity when he rings a bell.\nline 08 | Mr. Purdy values order and quiet because he believes children learn better under those conditions.\nline 09 | He keeps a list and checks off the name of each child to ensure that each one finishes every task.\nline 10 | Children often become angry or frustrated and do not finish the tasks to Mr. Purdy’s satisfaction.\nline 11 | In fact, Mr. Purdy often complains about the misbehavior of his class.\nline 12 | In Mr. Anderson’s class, children make many choices throughout the day; in Mr. Purdy’s they make very few.\nline 13 | Which is the better learning environment for children?\nline 14 | A Feeling of Control\nline 15 | All human beings need to feel as if they have control over themselves and their lives. We cannot expect children to be totally independent, of course, since they are small and incapable of many things adults can do. Erikson (1950) believed that at the second level of psychosocial development, beginning soon after one year of age, young\nline 16 | children must resolve the conflict between autonomy and shame and doubt. Children who do not develop autonomy are liable to remain dependent on adults or to be overly influenced by peers. Gartrell (1995) called this phenomenon “mistaken behaviors”. Children who fall into “mistaken behaviors” may feel doubtful of their abilities, and be unable to take the risks that lead to real learning (Fordham & Anderson, 1992; Maxim, 1997) or challenge themselves to achieve at ever higher levels. In addition, they may feel hostility toward adults who allow them little freedom to choose (Edwards, 1993). Learning to be autonomous and self-reliant takes time and practice. When we offer children choices, we are allowing them to practice the skills of independence and responsibility, while we guard their health and safety by controlling and monitoring the options (Maxim, 1997).\nline 17 | Being autonomous and in control feels good – simply watch the face of a toddler who has just learned to walk. Self-esteem grows when we successfully do things for ourselves. Children can handle mistakes or failure with equanimity and good humor when they feel good about themselves. A child who has a solid sense of self-worth can make a poor decision, evaluate it calmly, rethink the situation, and make a different choice. When asked if he wanted to do it himself or have help, three-year-old Tom decided to pour his own juice. As he lifted and tipped the pitcher he discovered his small hand was not strong enough to hold the pitcher steady. A stream of apple juice spilled onto the table and the floor. The teacher said, “Oops, Tom, the juice spilled. Let’s get some sponges and we’ll wipe it up together.” Tom learned by trying a task that was too difficult for him. The teacher helped him deal with the consequences by not criticizing his attempt but by helping him rectify the situation. Next time he may make another choice, or he may try to do it alone again. Either way, he has made his own choice.\nline 18 | When a child misbehaves, a teacher might rebuke him by saying severely, “Jamal! You just made a bad choice!” This statement presumes that Jamal consciously considered each behavior in repertoire and selected kicking, for example. Children, like adults, do not always consciously choose their behaviors. They may be satisfying a need, imitating behaviors of others, or acting out of an instinct such as self-protection. Angrily accusing a child of making a poor decision while correcting his behavior sends the message that he is an incompetent decision-maker and confuses the child’s understanding of the decision-making process. He may believe that he had no right to make any decision at all, which in the end will lower his self-confidence and self-esteem as well as teach him that making decisions is very risky.\nline 19 | Making choices is part of problem solving.\nline 20 | When given choices, children stretch their minds and create new and unique combinations of ideas and materials.\nline 21 | Before they can make wise choices, however, children need to learn the skills of convergent thinking, knowing the right answer as well as divergent thinking, seeing many possible answers.\nline 22 | If we expect teenagers to make healthful choices about important issues such as sexual activity or the use of alcohol or illegal drugs, we must allow them many opportunities in their early years to make meaningful choices (Morrison, 1997).\nline 23 | In a classroom based on Piaget’s constructivist principles, everyone shares responsibility for decision making (DeVries & Zan, 1995). By allowing children to determine what goes on in a room, the teacher promotes their self-regulation. If they have opportunities to make their own choices and feel powerful every day, they will have no need to exert power over others or to break rules behind the teacher’s back. When their desires are respected, it is easier for children to respect others’ wishes. As children learn to make decisions for themselves and to develop autonomy, they learn to behave morally and to take the needs of others into consideration when making choices (Kamii, 1982).\nline 24 | When children do not like the results of their own choices, adults often want to pacify them by neutralizing the consequences. Alicia was so busy in the housekeeping area that she did not take time to visit the art table and make a glittery snow picture. When it was time to go home, she saw the beautiful creations other children had made, and she was very upset. “I want to make a snow picture!” she wailed. Ms. Anderson could have taken her to the art table, which was not completely cleaned up yet, and allowed her to make a quick picture so she could have one to take home, too. Instead, she said, “Alicia, you chose to stay in housekeeping area today and not make a picture. It’s too late now, but tomorrow, we will have other art materials out. I’ll help you remember to visit the art table and make something.” Alicia was still upset. It is hard to accept the consequences of our behavior sometimes, but the teacher’s response helped Alicia understand that she had made a decision, a decision with consequences she must accept. No one had told her what choice to make; she made her choice independently. The teacher offered help in the future, so Alicia knows she will have support to make better decisions. Alicia’s parents might be displeased with this approach when she tells them tearfully that the teacher would not allow her to make a picture. But if they have understood from the time Alicia entered the program that the teacher’s philosophy includes helping children learn to accept responsibility for their actions, they will understand.\nline 25 | One of the effects of offering children choices throughout the day is the reduction of conflict among children and between children and adults. When adults direct a child’s behavior most of the day, the child’s natural desire to be independent is thwarted and feelings of resentment or rebellion may arise (Edwards, 1993). Adults can understand this frustration if they think about having a job in which they are told every little thing to do, even when to use the restroom or get a drink of water. Most of us would either complain or get another job. Children have no choice about going to school or child care; they cannot leave an unhappy situation. When they rebel, they are labeled as having “behavior problems.” If we treat children with the same respect (Kostelnik, Soderman & Whiren, 1993) we adults expect and understand that each child has individual needs and interests, we will provide them with the opportunities to choose what is best for themselves at any given time.\nline 26 | Children feel more committed to an activity they have chosen themselves. Therefore, their attention span will likely be longer if they choose an activity than if they work at a task assigned by the teacher (Fromberg, 1995; Maxim, 1997). Making choices helps children learn persistence and task completion.\nline 27 | Katz and Chard (1989) point out that when only one teaching method is used, such as workbooks, some children will achieve the learning objective, but many will not, since each learns in a slightly different way. In order to ensure that all children learn a particular skill, like reading, we must use a variety of approaches so that each child can find the one that suits him or her. If Mr. Purdy, for example, wants all of his children to learn some important concepts about weather, he can offer a variety of activities. Some children will learn by observing the water cycle in a terrarium, others will learn from fiction and nonfiction books, and others will explore their personal experiences with weather by using paints and expressive materials. Each child will learn in his or her own way, but all will learn about weather.\nline 28 | How to Offer Choices\nline 29 | Choices offered to young children must be legitimate and meaningful to them and acceptable to adults. When Ms. Lee confronted two children fighting over the same ride-on truck, she said, “You two can figure out how to share that truck, or go to time out.” Since neither child relished the thought of sitting in what amounts to solitary confinement in the time out chair, this was not a legitimate choice. Each option must have equal weight in the child’s eyes. She might have said, “You can use the truck together, or I can help one of you find another truck to use.”\nline 30 | Later in the day when Ms. Lee said, “It’s time to clean up, OK?” she unknowingly offered children the option of cleaning up or continuing to play by adding “OK?” to the end of her sentence. She actually meant that it was nearly time to go home and they must put toys and materials away. She had not intended to give children a choice and was unable to allow them to continue to play because it was in fact time to get ready to leave.\nline 31 | Limiting choices for young children helps them select (Morrison, 1997). In a restaurant with many menu options even adults have difficulty choosing their meal. It may be easier for a child to choose if we suggest she decide between the art table and the block corner than from all the activities available in the classroom. Younger children manage better with fewer options.\nline 32 | Making direct suggestions may help the hesitant child to make a choice. Children whose parents make decisions for them may be overwhelmed by a situation in which they are now expected to choose for themselves. They need time, support, and practice as well as patient teachers to help them learn this skill.\nline 33 | By offering children choices we are not giving them complete control of the classroom or the curriculum.\nline 34 | Since children may choose only from the alternatives offered, the teacher maintains control of what the options are.\nline 35 | Juan may want to choose the water table every day, but on the days Ms. Anderson does not put it out, he must choose something else.\nline 36 | No Choice Situations\nline 37 | Each of us must deal with situations in which we have no choice.\nline 38 | We are required to obey laws, for instance.\nline 39 | Children, too, must learn that sometimes they have a choice.\nline 40 | Issues of safety allow no leeway for individual preference (Gordon & Browne, 1996).\nline 41 | Children may not play with the burner controls on the stove while helping to make cookies.\nline 42 | When time is an issue they may have to stop playing and clean up, or get dressed for school so Mom and Dad can get to work on time.\nline 43 | After the adults have made the primary decision, however, children can make secondary ones.\nline 44 | They may choose to pour in the sugar or crack the eggs for the cookies.\nline 45 | They can select the red or the green plaid shirt to wear.\nline 46 | When children know they will be given sufficient opportunities to choose for themselves, they are more willing to accept those important “no choice” decisions adults must make for them.\nline 47 | The wise teacher understands that children make choices all day long, whether adults want them to or not. They choose to obey, ignore, or defy rules and directions and determine for themselves whether to speak kindly or angrily to others. They decide whether school or child care is a good place to be. Our task is to provide children with appropriate, healthful options and help them to make and accept their choices. In this way, we are developing confident, independent children who feel in control of themselves.\nline 48 | Sue Grossman, Ph.D., is an assistant professor of early childhood teacher education at Eastern Michigan University.\nline 49 | Bredekamp, S., & Copple, C (1996).\nline 50 | Developmentally appropriate practice in\nline 51 | early childhood programs. Revised\nline 52 | edition. Washington, DC: NAEYC.\nline 53 | DeVries, R., & Zan, B. (1995). Creating a\nline 54 | constructivist classroom atmosphere.\nline 55 | Young Children, 51 (1): 4-13.\nline 56 | Edwards, C.H.(1993). Classroom\nline 57 | management and discipline. New York:\nline 58 | Erikson, E. (1950). Childhood and society.\nline 59 | New York: Norton.\nline 60 | Fordham, A.E., & Anderson, W.W. (1992).\nline 61 | Play, risk-taking and the emergence of\nline 62 | literacy. In V.J. Dimidjian (Ed.), Play’s\nline 63 | place in public education for young\nline 64 | children.\nline 65 | Washington, DC: NEA.\nline 66 | Fromberg, D.P. (1995). The full-day kinder-\nline 67 | garten: Planning and practicing a\nline 68 | dynamic themes curriculum. New York:\nline 69 | Gartrell, D. (1995). Misbehavior or\nline 70 | mistaken behavior? Young Children, 50\nline 71 | Gordon, A., & Browne, K.W. (1996).\nline 72 | Guiding young children in a diverse\nline 73 | society. Boston: Allyn & Bacon.\nline 74 | Hendrick, J. (1996). The whole child:\nline 75 | Developmental education for the early\nline 76 | years.\nline 77 | Englewood Cliffs, NJ:\nline 78 | Kamii, C. (1982). Number in preschool and\nline 79 | kindergarten. Washington, DC:\nline 80 | Katz, L.G., & Chard, S.C. (1989).\nline 81 | Engaging children’s minds: The project\nline 82 | approach. Norwood, NJ: Ablex.\nline 83 | Kostelnik, M.J., Soderman, A.J., & Whiren,\nline 84 | A.P.\nline 85 | (1993).\nline 86 | Developmentally appropri-\nline 87 | ate practice in early childhood\nline 88 | education. New York: Merrill/Macmillan.\nline 89 | Maxim, G.W. (1997). The very young:\nline 90 | Developmental education for the early\nline 91 | years, 5th Ed. Upper Saddle River, NJ:\nline 92 | Morrison, G.S. (1997). Fundamentals of\nline 93 | early childhood education. Upper Saddle\nline 94 | River, NJ: Merrill/Prentice Hall.\n</context>\n\n<phrases>\n- \"Okay, let's break this down\"\n- \"Let me trace that logic back\"\n- \"Alternatively\"\n- \"Let me play devil's advocate\"\n- \"There's something here about\"\n- \"Maybe I’m overcomplicating it\"\n- \"What if I flip it around?\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me break this down\"\n- \"Let me work through this\"\n- \"That’s an interesting angle, but\"\n- \"The pros and cons are\"\n- \"Follow me here\"\n- \"No, actually\"\n- \"Let me connect the dots\"\n- \"I’m not sure, but\"\n- \"But then again\"\n- \"Oh! That reminds me\"\n- \"Now, wait just a second\"\n- \"Sort of like\"\n- \"So what I'm trying to say is\"\n- \"Let me see if\"\n- \"What’s the next step?\"\n- \"Wait a minute\"\n- \"Let me run through it again\"\n- \"I'm getting a sense that\"\n- \"This might sound weird, but\"\n- \"Let's think step by step\"\n- \"I'm trying to untangle this\"\n- \"So basically\"\n- \"I think\"\n- \"Let me untangle this\"\n- \"On one hand... but on the other\"\n- \"Let me circle back to that\"\n- \"Actually, no\"\n- \"The more I think about it\"\n- \"Let's break this down into parts\"\n- \"It's almost like\"\n- \"I'm seeing a connection between\"\n- \"There’s a pattern here\"\n- \"I’m trying to connect the dots here\"\n- \"I was just about to say\"\n- \"Okay, pros and cons\"\n- \"Going back to what I said about\"\n- \"On the other hand\"\n- \"First things first\"\n- \"Backing up for a second\"\n- \"This makes me think of\"\n- \"Wait a minute... Oh!\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let me approach this from another angle\"\n- \"In other words\"\n- \"Hold on a second\"\n- \"Hmm\"\n- \"This connects to something else\"\n- \" is key here\"\n- \"Still working it out\"\n- \"Should I...? No, wait\"\n- \"Something doesn't add up\"\n- \"Let me dig into that a little deeper\"\n- \"Well\"\n- \"That reminds me\"\n- \"So the main idea is\"\n- \"There’s a better way to phrase this\"\n- \"What I mean is\"\n- \"Picture this\"\n- \"Here's where it gets interesting\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Does that even make sense?\"\n- \"Let’s weigh the options\"\n- \"Now, if I think about it differently\"\n- \"It's fascinating how\"\n- \"Wait, no\"\n- \"Is this the hill I want to die on?\"\n- \"Uh...\"\n- \"What keeps nagging at me is\"\n- \"Ah...\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"This connects to\"\n- \"The crucial thing seems to be\"\n- \"Okay, walking through it again\"\n- \"Ummm, actually\"\n- \"Not set in stone, but\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | \"SORRY the lab's a mess. We're doing some big work right now,\" says Andrew Ludlow as I enter a maze of wires and lasers at the US National Institute of Standards and Technology in Colorado.\nline 02 | The chaos around me is actually a monument to order – a pair of atomic clocks that can divide time into slivers hundreds of trillions of times smaller than a second, setting a new record for precision. Ludlow's work could allow us to detect how an object just 1 centimetre above another might age differently, as described by Einstein's theory of general relativity. It could also set a new standard for defining the second.\nline 03 | The \"ticks\" of atomic clocks are the hyper-regular switching of atoms between two energy levels.\nline 04 | For now, the most accurate definition of a second is the amount of time it takes a group of caesium atoms to swing between states 9,192,631,770 times.\nline 05 | \"If you were to run this clock for around 100 million years, it would only gain or lose about a second,\" says Ludlow. Caesium clocks are so accurate because their sources of error have been identified and most of them eliminated. But caesium cannot switch energy states any faster, limiting how finely we can divide time.\nline 06 | As well as the speed of its tick, a clock's precision depends on the regularity of its beats.\nline 07 | To create a more precise atomic clock, Ludlow's team first used green and blue lasers to cool bundles of ytterbium atoms to 10 millikelvin, or within 10 thousandths of a degree above absolute zero.\nline 08 | Peering through a viewport, I watch as a blob of atoms absorbs photons of laser light and re-emits them at slightly higher energies, losing a bit of heat each time. When the cloud is so cold its atoms no longer fluoresce, it becomes invisible to the naked eye. A series of red lasers then traps the chilled atoms in mid-air, in a sort of egg carton of light. Then a yellow laser, called the \"clock\" laser, provokes transitions between energy levels.\nline 09 | \"One of the nice things about this experiment is all the different laser colours,\" says Ludlow. \"It satiates the kindergartener in all of us.\"\nline 10 | The team has created twin ytterbium clocks that are stable to one part in a quintillion (1018). The frequency is about 518 trillion oscillations per second – almost 60,000 times that of caesium (Science, doi.org/nj9>).\nline 11 | But there is a catch: the ytterbium clock is still not as accurate as the caesium one. The team must get rid of the clock's uncertainties before it can unseat the gold standard in timekeeping.\nline 12 | In the meantime, the clock could help find holes in general relativity. The theory predicts that time runs more slowly in a stronger gravitational field, meaning clocks on the ground are slower than clocks in space, or even on a stepladder. Using the new clock's precision, you could in theory discern time differences at the level of a centimetre, allowing us to test general relativity well beyond what has been done so far.\nline 13 | \"People are searching for violations of general relativity that would indicate new forces or new particles or new physics,\" says Christophe Salomon of the École Normale Supérieure in Paris, who was not on the team. \"Atomic clocks are exquisite tools for doing that work.\"\nline 14 | - New Scientist\nline 15 | - Not just a website!\nline 16 | - Subscribe to New Scientist and get:\nline 17 | - New Scientist magazine delivered every week\nline 18 | - Unlimited online access to articles from over 500 back issues\nline 19 | - Subscribe Now and Save\nline 20 | If you would like to reuse any content from New Scientist, either in print or online, please contact the syndication department first for permission. New Scientist does not own rights to photos, but there are a variety of licensing options available for use of articles and graphics we own the copyright to.\n</context>\n\n<phrases>\n- \"The pros and cons are\"\n- \"Let’s weigh the options\"\n- \"The thing is\"\n- \"I keep coming back to\"\n- \"I wonder if\"\n- \"You know\"\n- \"In other words\"\n- \"Alternatively\"\n- \"Backing up for a second\"\n- \"Let me connect the dots\"\n- \"On one hand... but on the other\"\n- \"How do I put this\"\n- \"I need to reframe this\"\n- \"Let me work through this\"\n- \"Wait, no\"\n- \"But then again\"\n- \"The more I think about it\"\n- \"It's fascinating how\"\n- \"What keeps nagging at me is\"\n- \"First things first\"\n- \"What I’m getting at is\"\n- \"Let me chew on this\"\n- \"Okay, let's break this down\"\n- \"On the other hand\"\n- \"That reminds me\"\n- \"Wait, I think I just cracked it!\"\n- \"I'm starting to see a pattern\"\n- \"Basically\"\n- \"Oh! That reminds me\"\n- \"Now, if I think about it differently\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me circle back to that\"\n- \"Let me think\"\n- \"No, actually\"\n- \"Let me untangle this\"\n- \"Ummm, actually\"\n- \"I'm intrigued by\"\n- \"I'm wondering if\"\n- \"There’s a pattern here\"\n- \"This makes me think of\"\n- \"This connects to\"\n- \"When I sit with this idea\"\n- \"I'm struck by\"\n- \"I'm trying to untangle this\"\n- \"In essence\"\n- \"So that’s why it wasn’t working!\"\n- \"Ah...\"\n- \"Let's see\"\n- \"Let me break this down\"\n- \"Actually, no\"\n- \"Ohhh, now I see!\"\n- \"Something doesn't add up\"\n- \"Let's break this down into parts\"\n- \"Okay, pros and cons\"\n- \"Going back to what I said about\"\n- \"Hold that thought\"\n- \"It's almost like\"\n- \"Let me play devil's advocate\"\n- \"I was just about to say\"\n- \"What if I flip it around?\"\n- \"This connects to something else\"\n- \"Now it makes sense!\"\n- \"There’s a better way to phrase this\"\n- \"That’s an interesting angle, but\"\n- \"I'm mulling over\"\n- \"That makes sense because\"\n- \"I'm pondering\"\n- \"Follow me here\"\n- \"Let's think step by step\"\n- \"That’s the answer I was looking for!\"\n- \"So what I'm trying to say is\"\n- \"Well\"\n- \"This brings to mind\"\n- \"Aha! That’s what I was missing!\"\n- \"The crucial thing seems to be\"\n- \"Oh, it all makes sense now!\"\n- \"Well, let me see\"\n- \"I need to step back and rethink this\"\n- \"It finally adds up!\"\n- \"That would explain why\"\n- \"I'm curious about\"\n- \" is striking \"\n- \"Oh, I see what’s happening here!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Auditory hallucinations represent a common, often disabling symptom in schizophrenia.\nline 02 | Their auditory nature raises the possibility of associated auditory processing deficits.\nline 03 | Previous auditory studies involving patients with schizophrenia have investigated hypotheses relating to hemisphere asymmetry by using dichotic listening tasks.\nline 04 | The results of these studies have been variable.\nline 05 | Several studies (1–4) that have used identical dichotic speech tests (nonsense syllables and words) have found reduced right ear advantage in patients with schizophrenia compared to normal subjects.\nline 06 | On the other hand, two studies involving a task that required subjects to respond to three or four dichotic digit pairs presented in quick succession showed an enhanced right ear advantage in patients with schizophrenia compared to normal subjects (5, 6).\nline 07 | A reduced right ear advantage for patients with schizophrenia has been shown by using a dichotic consonant-vowel test (7), whereas no abnormal ear asymmetry was found by using the staggered spondaic word test (8).\nline 08 | A study that used a dichotic monitoring task, in which patients pushed a button when they heard a target word, showed a significantly increased right ear advantage for subjects experiencing acute psychotic episodes, compared to normal subjects (9).\nline 09 | Variability in the findings of auditory dichotic tests is likely to arise from heterogeneity in the pathological processes and in the types and intensity of symptoms in the patient populations and from differences in the perceptual tasks required by the various tests. The idea that right ear advantage is a simple measure of laterality of function is questionable when the subjects who are tested may have pathological processes affecting the central auditory processing of information.\nline 10 | Few studies have examined the relationship between hallucinations and the results of auditory tests. Two studies that used the same test have found that hallucinations were negatively correlated with right ear advantage in patients with schizophrenia who had hallucinations (4, 10). Hoffman et al. (11) found that hallucinating patients performed more poorly than nonhallucinating patients on masked speech tracking and sentence repetition tasks, suggesting that hallucinations are associated with disrupted speech perception and verbal working memory.\nline 11 | The purpose of the study reported here was to investigate the hypothesis that individuals who experience auditory hallucinations have an associated abnormality of central auditory processing. Many studies have investigated a particular aspect of auditory perception in patients with psychosis. However, we are not aware of any studies that have been based on a comprehensive evaluation of such patients that has included tests with previously documented results linked to known lesions of the central auditory system. We designed the study reported here to investigate a broad range of auditory perception abilities, and we included audiological tests that are widely used clinically for the diagnosis of central auditory pathology. The results of the study will be used to formulate more specific hypotheses about sites of dysfunction and functional abnormalities that will be tested in future studies, as well as to formulate hypotheses relevant to improvement of the clinical management of the symptom of hallucination.\nline 12 | Three subject groups were included in the study (t1). The normal comparison group (N=22) were volunteers with no personal or family history of psychiatric illness or hallucinations. The currently hallucinating (N=22) and nonhallucinating (N=16) patient groups were recruited from outpatient clinics. Their psychiatric diagnosis was established on the basis of patient interviews by using the Structured Clinical Interview for DSM-III-R (SCID) (12). The frequency and phenomenology of auditory hallucinations in the hallucinating patients were established by using the Mental Health Research Institute Unusual Perception Scale (13). The SCID and Mental Health Research Institute Unusual Perception Scale procedures have both been shown to have high reliability (13, 14).\nline 13 | Subjects were designated as hallucinating patients if they had reported hearing voices during the week before testing.\nline 14 | The frequency of hallucinations during that week was 1–5 times for two patients and 6–20 times for 17 patients; three patients reported constant hallucinations.\nline 15 | Subjects were included in the psychotic comparison group if they had a diagnosis of a psychiatric illness but reported that they had never experienced auditory hallucinations.\nline 16 | Seventeen of the 22 patients in the hallucinating group had a diagnosis of chronic schizophrenia (13 with the paranoid subtype, two with the undifferentiated subtype, one with the disorganized subtype, and one for whom the subtype was not reported). The remaining five patients in the group had schizoaffective disorder. Eleven of the 16 patients in the nonhallucinating group had a diagnosis of chronic schizophrenia (five with the paranoid subtype, four with the undifferentiated subtype, and two for whom the subtype was not reported). One patient in that group had schizoaffective disorder, one had schizophreniform disorder, and three had bipolar disorder.\nline 17 | All subjects were experienced English speakers. Subjects were excluded if they had a history of neurological insult or illness, epilepsy, recent drug abuse, or drug-induced hallucinations. Before subjects participated in the study, measurements of their hearing threshold and acoustic immittance were obtained. Subjects with hearing abnormalities (having an average hearing threshold at 500, 1000, and 2000 Hz greater than 20 dB HL) or a significant middle ear disorder were excluded. After subjects were informed of the aims and procedures of the research and given a statement describing the aims and procedures in plain English, they gave signed consent to participate.\nline 18 | All perceptual tests were carried out in a sound-treated room within one session. Auditory brainstem responses were measured in a subsequent session at a time up to 2 months after the perceptual tests. Patients were requested to signal any periods of hallucinations during the testing. The parts of the tests administered during those periods were repeated, and the data from the nonhallucinatory periods were used in the analysis. In all perceptual tests, the signal was delivered by using a Madsen OB822 clinical audiometer through TDH-39 headphones at a 50 dB sensation level. Some subjects did not complete all the tests for practical reasons (the N values for each test are listed in t2).\nline 19 | The test battery consisted of nine standard audiological diagnostic procedures.\nline 20 | Auditory brainstem response\nline 21 | This response is the auditory evoked potential occurring in the first 10 msec after presentation of the stimulus; it is sensitive to VIII nerve and low brainstem lesions (15). Ipsilateral responses were recorded with stimulus rates of both 12 clicks/sec and 50 clicks/sec, and contralateral responses were recorded with a stimulus rate of 12 clicks/sec. Responses to 2,000 stimuli (100-msec clicks) were averaged in two trials for each condition. The latencies and interpeak intervals of waves I, II, III, and V were measured, interaural differences in these measures were calculated, and the wave morphology was examined. Because established normal values for auditory brainstem response were available, this test was administered to only the two patient groups.\nline 22 | This test uses monaurally presented AB words (16), filtered into two bands (360–890 Hz and 1750–2220 Hz) and presented simultaneously to one ear. It is sensitive to cortical and high brainstem lesions (17).\nline 23 | This test uses filtered speech material, but the speech is presented dichotically (one bandpass segment in each ear). The results are compared with those of the monaural filtered speech test above. A significant monaural enhancement (where the dichotic score is significantly less than either monaural score) is indicative of lower brainstem disorders (18).\nline 24 | Rapidly alternating speech perception\nline 25 | This test consists of 20 sentences during which the signal is alternated between ears in a 600-msec cycle.\nline 26 | The test is sensitive to low brainstem disorders (19).\nline 27 | Monaural speech discrimination in ipsilateral competition\nline 28 | These two tests consist of monaural speech discrimination of words in ipsilateral white noise (signal-to-noise ratio of +15 dB) and competing verbal messages (signal-to-noise ratio of +5 dB). The tests are sensitive to temporal lobe and brainstem lesions (20).\nline 29 | Monaural frequency tone patterns\nline 30 | This test consists of three tones with patterns of low (880 Hz) and high (1122 Hz) frequencies.\nline 31 | The subject must identify the pattern of pitch change with a verbal or hummed response.\nline 32 | The test is sensitive to cortical lesions (21) and deficits in interhemispheric transfer (22).\nline 33 | As verbal responses necessitate transfer of information between hemispheres, abnormal differences between verbal and hummed responses have diagnostic significance.\nline 34 | Staggered spondaic word test\nline 35 | This dichotic test consists of spondees presented to each ear such that the last half of the first spondee and the first half of the second spondee are simultaneous. The word errors are scored in four conditions; left and right ear in competing and noncompeting modes (where competing modes refer to the simultaneous word parts). The scores are further analyzed for \"order\" and \"ear\" effects (significantly more errors on the first or second spondee, or when the left or right ear leads, respectively) and the number of reversals (incorrect order of word segments). The test is sensitive to temporal lobe lesions and deficits in the interhemispheric pathways (23).\nline 36 | Competing environmental sounds\nline 37 | This test consists of 20 pairs of environmental sounds presented dichotically. The subject must respond by pointing to two pictures from a closed set that they feel best represent the sounds heard. The test is sensitive to cortical lesions and is interpreted in relation to the staggered spondaic word test (23).\nline 38 | This test consists of nonidentical pairs of consonants-vowels (e.g., \"pa,\" \"ba\") presented dichotically. The subject chooses (from a closed set of six) which two consonant-vowels were presented. Practice items are followed by one list (50 pairs) presented simultaneously to each ear and then by two lists presented with the stimulus to one ear (left then right) leading the stimulus to the other ear by 90 msec. The test is also analyzed for \"lag effect,\" in which the lagging ear in the lag condition should perform better than the same ear in the simultaneous condition. This test is sensitive to cortical and hemispheric transfer lesions (24).\nline 39 | Where scores were normally distributed, differences between subject groups were analyzed using analysis of variance (ANOVA), followed by Tukey’s pairwise comparisons. Otherwise, Kruskal-Wallis tests followed by Mann-Whitney tests (with Bonferroni correction) were used. Paired t tests or Wilcoxon signed ranks tests were used to examine right ear/left ear differences or response biases in each group as appropriate. A significance level of p<0.05 was used for the ANOVA and Kruskal-Wallis tests, and a family error rate of p<0.05 was used for the post hoc tests for any one assessment. Because a number of tests were performed, the risk of type I error (chance significance) was increased. The possible influence of the increased risk on the interpretation of findings is addressed in the discussion.\nline 40 | The subjects’ mean scores on the test battery and results of the statistical analyses of the scores are summarized in t2. Instances in which the mean test score was different from an expected 0 (response biases on the staggered spondaic word test) or not greater than 0, as expected (lag effect on the dichotic consonant-vowel test), are also noted.\nline 41 | Both patient groups and the normal comparison group performed similarly on many tests, including all of the tests that reflected lower brainstem function (rapidly alternating speech perception, binaural fusion, and auditory brainstem response). On most tests that were sensitive to dysfunction more central than the lower brainstem, either or both patient groups performed significantly poorer than the normal group, but not significantly different from each other. These included monaural speech in ipsilateral competition (left ear for speech in white noise and both ears for speech in competing message), monaural frequency tone patterns in the left ear with verbal response, performance levels on the two dichotic speech tests (staggered spondaic words and dichotic consonant-vowels), and leading-ear and reversal response biases on the staggered spondaic word test.\nline 42 | Only one test (monaural filtered speech in the left ear) yielded a significant difference in absolute performance level between the hallucinating and nonhallucinating groups (t=2.84, df=35, p<0.007).\nline 43 | These data were further analyzed to test for possible confounding variables.\nline 44 | To assess whether medication level (chlorpromazine equivalent dosage of antipsychotic medication), age, years of education, handedness, or sex influenced the overall performance, we constructed two general linear models, one that included the three subject groups with age and education as covariates and sex and handedness as factors and one that included the two patient groups with medication as a covariate.\nline 45 | No significant effects of these factors (or interaction terms) were found.\nline 46 | Three response patterns in the dichotic tests were significantly different from the expected pattern only for the hallucinating group: the staggered spondaic word test showed a significant right ear advantage (Wilcoxon signed ranks test, T=3.0, p=0.001, N=16) and a significant word order response favoring the second spondee (Wilcoxon signed ranks test, T=156.5, p=0.01, N=19); the dichotic consonant-vowel test showed an absence of the expected lag effect in both ears (t=1.78, df=21, p=0.09 for the right ear; t=1.16, df=21, p=0.26 for the left ear).\nline 47 | Results for individual subjects were studied to determine their pattern of abnormal scores on the tests.\nline 48 | Abnormal scores and severely abnormal scores were those that were different from the mean score for the normal comparison subjects by two or more or by three or more standard deviations, respectively.\nline 49 | None of the normal comparison subjects, 16 hallucinating subjects (73%), and 10 nonhallucinating subjects (63%) had abnormal scores on more than one test.\nline 50 | The overall patterns of abnormal scores in the two patient groups were similar and were consistent with the poorer overall performance of both patient groups in contrast to the normal comparison group on many tests (t2).\nline 51 | Abnormal scores on the test of monaural speech discrimination in ipsilateral competition (using competing message) were the most common in both groups, followed by abnormal scores on the dichotic speech tests (staggered spondaic words and dichotic consonant-vowels) and left ear verbal response on the frequency tone patterns test.\nline 52 | The proportions of subjects in the two groups with two or more abnormal scores were not significantly different.\nline 53 | None of the normal subjects had severely abnormal scores on any tests, and none of the nonhallucinating group had scores in the severely abnormal range on more than one test. Six hallucinating patients, however, had severely abnormal scores on at least two tests (four of the six subjects had severely abnormal scores on three tests). All of these six subjects were right-handed, and three were female. The six subjects did not differ significantly from the rest of the hallucinating group (or from the nonhallucinating group) in duration of illness (mean=9.8 years, SD=7.6, range=1–23 years) or medication level (mean dose=717 mg/day chlorpromazine equivalants, SD=396, range=200–1350 mg/day chlorpromazine equivalants). The pattern of severely abnormal test scores for these subjects is detailed in t3.\nline 54 | The analysis of group differences in central auditory processing supported previous studies in which abnormalities in auditory processing were associated with schizophrenia. Of the 30 group comparisons shown in t2, 15 showed significant group differences at the p<0.05 level. However, it is important to consider that factors such as poorer attention or motivation can contribute to a lower overall performance in both the patient groups. Thus, when using response deficits to deduce possible sites of dysfunction, more importance should be placed on the pattern of deficiency across different conditions and tests within the same subject group. For example, although both patient groups had deficits in all four conditions of the staggered spondaic word test, the deficits were more significant in the left ear, a pattern that is associated with dysfunction either in the right auditory cortex or in pathways connecting the two hemispheres (19, 22). Similarly, both patient groups showed a tendency for the largest decrement to occur in the verbal response modes of the frequency tone patterns test. This pattern may also indicate dysfunction of the pathways between the right hemisphere and language production areas of the cortex (22). This interpretation is supported by studies that have found abnormalities of the corpus callosum in patients with schizophrenia (25–29). In general, the tests showed no indication of lower brainstem dysfunction in either patient group, in contrast to the findings of Lindstrom et al. (30), who found abnormalities in the auditory brainstem response of hallucinating subjects, but not of nonhallucinating subjects.\nline 55 | Only the monaural filtered speech test for the left ear yielded a significant difference in absolute performance levels between the hallucinating and nonhallucinating groups (t=2.84, df=35, p<0.007). In view of the number of comparisons between the two groups, however, there is a significant chance (p=0.2) of a type I error for this significance level. A left ear deficit on this test has been associated with dysfunction in the right hemisphere (19) or in the corpus callosum (22, 31). Abnormality of filtered speech perception has also been noted in some patients with pathology in the high brainstem region (19). Although Early et al. (32) suggested that the right hemisphere may be inhibited by antipsychotic drugs, no significant correlation was found between the dose of medication and scores for monaural filtered speech in the left ear in the patient groups.\nline 56 | The significant response pattern abnormalities shown only by the hallucinating group on the dichotic speech tests (the staggered spondaic word test and the dichotic consonant-vowel test) should also be interpreted with caution in view of the nonsignificant group differences between the hallucinating subjects and the nonhallucinating subjects. These patterns may be characteristic of schizophrenia, but they may show a greater degree of dysfunction among hallucinating subjects. In the staggered spondaic word test, a significant error rate in either ear is considered to reflect a dysfunction in the auditory pathways, and asymmetry of error rate between the ears is interpreted in light of results for research subjects with known pathologies. The significant right ear advantage for the hallucinating group may reflect either right hemisphere dysfunction or a deficit in interhemispheric transfer (19, 22). A word order effect favoring the second spondee has been associated with lesions in the frontal and anterior temporal lobes, resulting in problems with expressive language, memory, or behavior (33). This effect is consistent with the findings of Hoffman et al. (11). Similarly, a lack of the expected lag effect on the dichotic consonant-vowel test has been associated with cortical or interhemispheric pathway dysfunction (24).\nline 57 | Both patient groups were heterogeneous in their ability to perform central auditory tests; some patients performed normally on all tests, and others performed abnormally on a number of tests. This variability, as well as the subtle nature of the group differences, implies that the dysfunction responsible for poor auditory processing skills in patients with schizophrenia, or in patients with hallucinations, is unlikely to be in the primary auditory areas of the cortex.\nline 58 | The results for the six hallucinating patients with severely abnormal scores on more than one test suggest interpretations that are broadly consistent with the tentative interpretations of the group differences. Five of the six had severely abnormal scores for the left ear in one or more monaural or dichotic speech tests. In these cases, it is unlikely that the site of dysfunction would be in the right primary auditory cortex, as none of these subjects had abnormal scores for the left ear on the dichotic consonant-vowel test. It is more likely that the site of dysfunction is distant from the primary auditory cortex, or that it is associated with deeper structures, affecting the high brainstem or interhemispheric pathways. A high brainstem dysfunction may explain the bilateral deficits of hallucinating subject 2. The possibility of deficits in interhemispheric transfer is further supported by the concurrent abnormalities on the frequency tone patterns test in these subjects. Four of the subjects had severely abnormal scores on one or more conditions of this test. In all cases a deficit was present in a verbal response mode. Because the specialized cortical areas for tone pattern and language-based responses are in opposite hemispheres, a good verbal response performance requires transfer of information between hemispheres. Hallucinating subject 5 also had a clear left ear advantage for both verbal and hummed responses (both right ear responses were severely abnormal), indicating a possible deficit in tone perception when this information must be transferred from the left to the right hemisphere.\nline 59 | It should be noted, however, that these patterns of deficit for the frequency tone patterns test were also present in the nonhallucinating patient group. In both patient groups, the mean scores were closest to the normal comparison mean score for the left ear hummed response condition (Table 2), in which there is theoretically no need for interhemispheric transfer of information. In addition, the left ear hummed response condition was the only condition for which no patient from either group had a severely abnormal score. The worst mean scores for both patient groups were for the two verbal response conditions, a result that is consistent with dysfunction in the interhemispheric pathways connecting the right and left hemispheres. Thus the deficits seen on this test may reflect the effects of the underlying mental illness, rather than an association with hallucinations per se.\nline 60 | This study has compared the central auditory processing of mentally ill patients with and without hallucinations. The results were characterized by wide variability among individuals in both patient groups. Some patients showed severe abnormalities of central auditory processing, and others performing normally on all tasks. On the majority of auditory tests, the performance of the hallucinating patients was not significantly different from that of the nonhallucinating patients. The overall pattern of abnormality in both patient groups was consistent with dysfunction of the right hemisphere (distant from the primary auditory cortex) and/or dysfunction of interhemispheric transfer pathways. The tests that showed differences between the hallucinating and nonhallucinating patients, and the patterns of abnormality for the six patients with the most severely abnormal scores (who were all hallucinating patients), were also consistent with dysfunction in the same areas. Involvement of deeper structures of the medial temporal lobe of either hemisphere, affecting intrahemispheric or interhemispheric transfer of information, cannot be ruled out. It is possible, therefore, that hallucinations are associated with a greater degree of the same type of auditory dysfunction that results from schizophrenia itself.\nline 61 | Further research is needed to investigate whether particular features or patterns of hallucinatory experience or the effectiveness of different strategies for coping with hallucinations are related to the presence of specific auditory processing abnormalities.\nline 62 | Received May 3, 1999; revision received Nov. 29, 1999; accepted Dec. 1, 1999. From the Department of Otolaryngology and Human Communication Research Centre, University of Melbourne; and the Mental Health Research Institute of Victoria, Melbourne, Australia. Address reprint requests to Dr. McKay, Department of Otolaryngology, University of Melbourne, 384-388 Albert St., East Melbourne, 3002 Australia; [email protected] (e-mail). Funding for this study was provided by a grant from the National Health & Medical Research Council, the Human Communication Research Centre at the University of Melbourne, and the Mental Health Research Institute of Victoria. Ms. Headlam was supported by a scholarship from the Department of Human Services, Victoria, Australia. The authors thank Rosemary Thomas for interviewing and managing the patients, Andrew Mackinnon for statistical advice, and Graeme Clark for his advice.\n</context>\n\n<phrases>\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"That makes sense because\"\n- \"I was looking at this all wrong!\"\n- \"In essence\"\n- \"If I follow this through\"\n- \"The pros and cons are\"\n- \"So what I’m trying to say is\"\n- \"I wonder if\"\n- \"If I take this apart step by step\"\n- \"This makes me think of\"\n- \"I'm seeing a connection between\"\n- \"Building on that\"\n- \"First things first\"\n- \"So basically\"\n- \"Let me think\"\n- \"Something doesn't add up\"\n- \"Let me connect the dots\"\n- \"I'm pondering\"\n- \"No, actually\"\n- \"Alternatively\"\n- \"I'm still feeling my way through\"\n- \"When I sit with this idea\"\n- \"Anyway\"\n- \"What I'm getting at is\"\n- \"So far, it looks like\"\n- \"Well, let me see\"\n- \"That reminds me\"\n- \"On the other hand\"\n- \"This makes me reflect on\"\n- \"That’s an interesting angle, but\"\n- \"There’s a pattern here\"\n- \"What’s the best way to explain this?\"\n- \"Wait, does this contradict itself?\"\n- \"This connects to something else\"\n- \"What if I flip it around?\"\n- \"Let me untangle this\"\n- \" is interesting\"\n- \"Let me dig into that a little deeper\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Okay, let's break this down\"\n- \"There's a missing link here\"\n- \"So what I'm trying to say is\"\n- \"Let's think step by step\"\n- \"Wait, no\"\n- \"Here's where it gets interesting\"\n- \"I'm trying to untangle this\"\n- \"Let me just think this through\"\n- \"Am I missing something?\"\n- \"Right, so\"\n- \"You know\"\n- \"What's the best way to explain this?\"\n- \"Okay, pros and cons\"\n- \"Ummm, actually\"\n- \"Let's break this down into parts\"\n- \"This might sound weird, but\"\n- \"What keeps nagging at me is\"\n- \"Well\"\n- \"Still forming this thought\"\n- \"I'm wondering if\"\n- \"Let me play devil's advocate\"\n- \"Actually, no\"\n- \"I'm mulling over\"\n- \"Let me see\"\n- \"It's fascinating how\"\n- \"It's almost like\"\n- \"Let me work through this\"\n- \"Let me break this down\"\n- \"Now, wait just a second\"\n- \"Something's not clicking\"\n- \"What if we\"\n- \"But then again\"\n- \" is striking \"\n- \"This brings to mind\"\n- \"I'm struck by\"\n- \"I’m trying to connect the dots here\"\n- \"Wait a minute\"\n- \"Ah...\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let me chew on this\"\n- \"Let me throw this out there\"\n- \"On one hand... but on the other\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | - Shopping Bag ( 0 items )\nline 02 | To meet the demands of practicing radiologic technologists, and students in training, Blackwell introduces the first volume of the Rad Tech's Guide Series. Rad Tech's Guide to Radiation Protection gets to the heart of what the modern technologist does by providing all of the information needed to understand basic radiobiology, the sources of radiation exposure, factors affecting dose to patients and personnel, and the most up-to-date dose management techniques.\nline 03 | This on the sport reference is:\nline 04 | 1. The Nature and Scope of Radiation Protection.\nline 05 | What is Radiation Protection?.\nline 06 | Scope of Radiation Protection.\nline 07 | Why Protect Patients and Personnel in Radiology?.\nline 08 | Framework for Radiation Protection.\nline 09 | Basic Schemes for Patient Exposure in Radiography and Fluoroscopy.\nline 10 | Factors Affecting Dose in Diagnostic Radiology.\nline 11 | Dose Management Techniques.\nline 12 | Pregnancy: Radiation Protection Considerations..\nline 13 | 2. Diagnostic X-Rays: Physical Factors.\nline 14 | Mechanisms for Creating X-Rays.\nline 15 | Increasing kVp and Scatter Production..\nline 16 | 3. Radiation Quantities and Units.\nline 17 | Sources of Radiation Exposure.\nline 18 | Types of Exposures.\nline 19 | Quantities and Units for Quantifying Ionizing Radiation.\nline 20 | Quantities and Units for Quantifying Biologic Risks.\nline 21 | Wearing a Personnel Dosimeter..\nline 22 | 4. Basic Radiobiology.\nline 23 | What is Radiobiology?.\nline 24 | Essential Physics and Chemistry.\nline 25 | Fundamental Concepts of Radiobiology.\nline 26 | Deterministic Effects (Early Effects of Radiation).\nline 27 | Stochastic Effects (Late Effects of Radiation).\nline 28 | Radiation Expsorue in Utero..\nline 29 | 5. Current Standards for Radiation Protection.\nline 30 | Radiation Protection Organizations.\nline 31 | Objectives of Radiation Protection.\nline 32 | Radiation Protection Criteria and Standards.\nline 33 | Recommended Dose Limits..\nline 34 | 6. Dose Factors in Radiography.\nline 35 | Major Components of a Radiographic Imaging System.\nline 36 | Factors Affecting Dose in Radiography..\nline 37 | 7. Dose Factors in Fluoroscopy.\nline 38 | Major Components of a Fluoroscopic Imaging System.\nline 39 | Factors Affecting Dose in Fluoroscopy.\nline 40 | Scattered Radiation in Fluoroscopy..\nline 41 | 8.\nline 42 | Dose Management Techniques.\nline 43 | Federal Regulations for Dose Management.\nline 44 | Equipment Specifications for Radiography.\nline 45 | Equipment Specifications for Fluoroscopy.\nline 46 | Procedures for Minimizing Dose to Patients and Personnel.\nline 47 | Shielding: Design of Protective Barriers.\nline 48 | Quality Assurance: Dose Management and Optimization..\nline 49 | 9. Pregnancy: Radiation Protection Considerations.\nline 50 | Rationale for Radiation Protection in Pregnancy.\nline 51 | Factors Affecting Dose to the Conceptus.\nline 52 | Estimating the Dose to the Conceptus.\nline 53 | Continuing a Pregnancy After Exposure: Recommendations.\nline 54 | Dose Reduction Techniques for Pregnant Patients.\nline 55 | The Pregnant Worker.\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"Now, if I think about it differently\"\n- \"I think I can rule that out\"\n- \"What keeps nagging at me is\"\n- \"That makes sense because\"\n- \"Oh, that clears everything up!\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"This might explain the pattern\"\n- \"Sort of like\"\n- \"Now it all comes together!\"\n- \"Alright, where was I?\"\n- \"I keep circling back to\"\n- \"Picture this\"\n- \"I'm seeing a connection between\"\n- \"It finally adds up!\"\n- \"Should I...? No, wait\"\n- \"What I'm grappling with is\"\n- \"Ummm, actually\"\n- \"What if the reason is\"\n- \"Uh, where was I?\"\n- \"Oh! I get it now\"\n- \"Building on that\"\n- \"In other words\"\n- \"It's fascinating how\"\n- \"Where did I put that...?\"\n- \"That’s what I was trying to say!\"\n- \"What if we looked at it like\"\n- \"Not quite there yet\"\n- \"That reminds me\"\n- \"On the other hand\"\n- \"If A is true, then\"\n- \"Wait, I think I’ve got it!\"\n- \"Let me untangle this\"\n- \"Let me connect the dots\"\n- \"Wait, no\"\n- \"If we follow this logic\"\n- \"First things first\"\n- \"Something doesn't add up\"\n- \"Let’s weigh the options\"\n- \"Maybe if I try it this way\"\n- \"So far, it looks like\"\n- \"It feels like the right move, but\"\n- \"Is it possible that...?\"\n- \"Okay, pros and cons\"\n- \"Oh! That reminds me\"\n- \"What happens if we change this part?\"\n- \"What I’m getting at is\"\n- \"I need to reframe this\"\n- \"I was just about to say\"\n- \"I’m trying to connect the dots here\"\n- \"There’s a pattern here\"\n- \"This makes me think of\"\n- \"Am I thinking about this all wrong?\"\n- \"The thing is\"\n- \"Okay, let's break this down\"\n- \"Oh, I see what’s happening here!\"\n- \"I'm starting to see a pattern\"\n- \" is interesting\"\n- \"Let me trace that logic back\"\n- \"Would this be worth the risk?\"\n- \"Let me run through it again\"\n- \"On one hand... but on the other\"\n- \"Let me play devil's advocate\"\n- \"Actually, no\"\n- \"Let me work through this\"\n- \"So the main idea is\"\n- \"Let's break this down into parts\"\n- \"Suppose we assume that\"\n- \"No, actually\"\n- \"That’s an interesting angle, but\"\n- \"Let's think step by step\"\n- \"I could do this, or maybe that\"\n- \"If I take this apart step by step\"\n- \"Let me break this down\"\n- \"Aha! That’s what I was missing!\"\n- \"That’s the piece of the puzzle!\"\n- \"What if I flip it around?\"\n- \"Let me make sure I got this\"\n- \"Let me put this another way\"\n- \"The crucial thing seems to be\"\n- \"Alternatively\"\n- \"But then again\"\n- \"Okay, walking through it again\"\n- \"So basically\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Middle-Secondary Education Course Descriptions\nline 02 | SEC 305 Adolescent Literacy\nline 03 | This course is designed for teachers of adolescent students. Emphasis will be placed on teaching reading and writing in the content areas while meeting the needs of the students. Strategies for teaching comprehension in the various curricular areas will be studied to enable learners to become independent and competent readers. Students will survey literature judged to be appropriate for adolescents at various stages of their development. The course will explore options of utilizing technology in grades 6-12 in the areas of literacy. The course will explore effective ways of motivating all students to integrate literacy throughout the curriculum and methods of maintaining the integral connection between reading and writing.\nline 04 | SEC 322 Curriculum and Instruction in the Middle and Secondary School\nline 05 | A course that develops theoretical knowledge concerning the effective use of objects, instructional materials, methods of interaction, instruction, and evaluation with special emphasis on procedures for competent application to the major teaching area in middle and secondary schools.\nline 06 | SEC 410 English/Language Arts Curriculum and Methods\nline 07 | A course designed to help the student to acquire the understanding and skills necessary to become an effective teacher of English at the middle and secondary level. The course stresses practical approaches and principles that may be applied during the student teaching experience. Topics include planning, teaching methods, classroom management, evaluation, grading, and curricular trends.\nline 08 | SEC 420 Social Studies Curriculum and Methods\nline 09 | Designed to assist aspirant social studies teachers in establishing curricular objectives, planning for instruction, evaluating learning in the social studies area, incorporating a variety of strategies and approaches in social studies education, and promoting a sense of professionalism in the content area. Aspirant social studies teachers interact with area practitioners, make site visits, and engage in other appropriate activities.\nline 10 | SEC 430 Science Curriculum and Methods\nline 11 | A course in writing objectives, building curriculum models, selecting evaluation procedures, studying existing educational systems, comparing various instructional materials and programs, and observing the developmental levels of learning. Emphasis is placed on the application of inquiry in the exercise of scientific method, enabling the student to relate the processes of goal setting, planning, evaluation, and decision making to each investigation.\nline 12 | SEC 440 Mathematics Curriculum andMethods\nline 13 | A study of the goals and objectives of mathematics education in the middle and secondary school; the current trends in curriculum, instruction, assessment and evaluation; and the methods and materials used in teaching mathematics.\nline 14 | SEC 450 Clinical Practice and Seminar -\nline 15 | Secondary - Grades 9-12\nline 16 | A supervised teaching experience at the secondary level that provides an opportunity for practical application of educational theory and research. The seminar is designed for students to reflect upon and analyze teaching experiences and discuss relevant issues such as ethics, communication, and classroom management.\nline 17 | SEC 455 Clinical Practice and Seminar -\nline 18 | Middle Level - Grades 5-8\nline 19 | (Middle-secondary education majors only)\nline 20 | A supervised teaching experience at the middle level that provides an opportunity for practical application of educational theory and research.\nline 21 | The seminar is designed for students to reflect upon and analyze teaching experiences and discuss relevant issues such as ethics, communication, and classroom management.\n</context>\n\n<phrases>\n- \"How do I put this\"\n- \"Coming at this from another angle\"\n- \"Kind of\"\n- \"I’m torn between two choices\"\n- \"What’s the missing piece?\"\n- \"You know\"\n- \"What am I overlooking?\"\n- \"What if I flip it around?\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Let me connect the dots\"\n- \"Okay, so\"\n- \"Oh, it all makes sense now!\"\n- \"That makes sense because\"\n- \"I wonder if\"\n- \"Let me chew on this\"\n- \"Ohhh, now I see!\"\n- \"Wait, I think I’ve got it!\"\n- \"That’s what I was trying to say!\"\n- \"I guess that works\"\n- \"Actually, no\"\n- \"This makes me think of\"\n- \"So, the bottom line is\"\n- \"Let me untangle this\"\n- \"I don’t want to jump to conclusions, but\"\n- \"What’s the best way to explain this?\"\n- \"Do I go with my gut or\"\n- \"That actually makes a lot of sense\"\n- \"That reminds me\"\n- \"Well\"\n- \"Picture this\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me throw this out there\"\n- \"It's almost like\"\n- \"On the other hand\"\n- \"I'm pondering\"\n- \"I’m trying to connect the dots here\"\n- \"Something's not quite right\"\n- \"Something’s not clicking\"\n- \"Brainstorming here, but\"\n- \"This brings to mind\"\n- \"I'm getting stuck on\"\n- \"Bear with me while I\"\n- \"That’s the piece of the puzzle!\"\n- \"I'm wondering if\"\n- \"Let me play devil's advocate\"\n- \"Alternatively\"\n- \"Wait a minute\"\n- \"This connects to\"\n- \"On one hand... but on the other\"\n- \"Something doesn't add up\"\n- \"Let me think\"\n- \"It's hard to pin down\"\n- \"Now it all comes together!\"\n- \"I'm starting to see a pattern\"\n- \"I'm just throwing ideas around\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Now it makes sense!\"\n- \"When I sit with this idea\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I'm curious about\"\n- \"That’s an interesting angle, but\"\n- \"I just had it, what was it?\"\n- \"What keeps nagging at me is\"\n- \"No, actually\"\n- \"Oh! That reminds me\"\n- \"I'm mulling over\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Now we're cooking\"\n- \"Ummm, actually\"\n- \"I'm struck by\"\n- \"Let's think step by step\"\n- \"Ah...\"\n- \"Wait, why does that happen?\"\n- \"What’s the next step?\"\n- \"There's probably more to it\"\n- \"Does that sound right to you?\"\n- \"Still forming this thought\"\n- \"Here's where it gets interesting\"\n- \"Let me work through this\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Wait, no\"\n- \"That would mean\"\n- \"This connects to something else\"\n- \"But then again\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Censorship is a very controversial issue: the freedom of ideas and speech is something many people have died fighting for over the centuries and the notion that ideas and information should be controlled by governments or society as a whole, is very divisive one. So what are the pros and cons of censorship in modern society?\nline 02 | The definition of censorship is the control of ideas, speech, and freedom of information, in much the same way as George Orwell wrote about in his iconic book, “1984”. But whilst the fictionalized account of “big brother is watching you” was truly very disturbing, on a smaller scale, most of us experience some level of censorship in our everyday lives, from the DVDs deemed unsuitable for younger viewers to the banning of certain images before the 9pm watershed on television. However, in modern times, censorship has largely become unenforceable with the rise of the Internet, so what are the pros and cons of censorship and is censorship a good or a bad thing?\nline 03 | What are the pros of censorship?\nline 04 | - Censorship controls the types of images and material that might be available to children, from pornography to violence, and whilst it is often extremely difficult to police what appears on the Internet, some level of censorship is essential to prevent the corruption of young and vulnerable minds.\nline 05 | - Censorship can help to prevent unnecessary religious conflict by thwarting a possible avenue for those trying to incite religious violence.\nline 06 | - Politically motivated propaganda is a dangerous tool for individuals and political figures to try and garner the support of the masses for their potentially dangerous ideas: censorship helps to prevent such ideas from finding a fertile breeding ground.\nline 07 | - Censoring sensitive information can stop unsuitable people gaining access to potentially harmful information.\nline 08 | - Censorship protects the privacy of certain individuals who might otherwise be subjected to unwelcome attention.\nline 09 | What are the cons of censorship?\nline 10 | - Censorship stifles the freedom of the media and press, which is not in the spirit of democracy.\nline 11 | - Unscrupulous governments and individuals are apt to take advantage of censorship and use it to hide their own misdeeds from scrutiny of the world.\nline 12 | Censorship has often been used by dictators to prevent the media reporting unsavoury events in war torn and politically unstable countries.\nline 13 | - There is a very fine line between censorship and protectiveness—removing some types of information from the eyes and ears of children can lead to a lack of informative information on vital subjects like sex, drugs, and alcohol.\nline 14 | - Censorship not only stifles freedom of ideas, it also gags creativity.\nline 15 | - People should have the freedom to choose the type of information and ideas they wish to be exposed to rather than be told what they can and cannot do by a higher body.\nline 16 | - Censorship can be used to prevent the public finding out what immoral and illegal activities certain individuals have been up to in their private lives—information that the public has a right to know.\n</context>\n\n<phrases>\n- \"Oh! I get it now!\"\n- \"Wait, that doesn’t add up\"\n- \"What keeps nagging at me is\"\n- \"Kind of\"\n- \"Let me untangle this\"\n- \"I wonder if\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I think I can rule that out\"\n- \"I think I found the solution!\"\n- \"Okay, I think I’ve got it now!\"\n- \"If I’m not mistaken\"\n- \"The pros and cons are\"\n- \"The thing is\"\n- \"The crucial thing seems to be\"\n- \"I'm trying to untangle this\"\n- \"Let's break this down into parts\"\n- \"Does that even make sense?\"\n- \"On one hand... but on the other\"\n- \"Something doesn't add up\"\n- \"Take this with a grain of salt\"\n- \"This might sound weird, but\"\n- \"Not sure if this fits, but\"\n- \"In other words\"\n- \"This just clicked into place!\"\n- \"What if the reason is\"\n- \"That actually makes a lot of sense\"\n- \"When I sit with this idea\"\n- \"Actually, no\"\n- \"Let me play devil's advocate\"\n- \"This isn't quite right, but\"\n- \"Let’s weigh the options\"\n- \"Okay, pros and cons\"\n- \"First things first\"\n- \"Wait, I think I’ve got it!\"\n- \"So the main idea is\"\n- \"But then again\"\n- \"I'm curious about\"\n- \"Let me propose something\"\n- \"Let me break this down\"\n- \"If I'm not mistaken\"\n- \"What if we looked at it like\"\n- \"Let me throw this out there\"\n- \"Could be wrong here\"\n- \"Picture this\"\n- \"Maybe\"\n- \"I should have known that!\"\n- \"Consider this possibility\"\n- \"What if I tried...?\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"That’s an interesting angle, but\"\n- \"I'm pondering\"\n- \"That’s the piece of the puzzle!\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"What I mean is\"\n- \"What’s the best way to explain this?\"\n- \"In essence\"\n- \"Let me put this another way\"\n- \"Am I missing something?\"\n- \"I'm mulling over\"\n- \"I'm struck by\"\n- \"This brings to mind\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I need to fill in the gaps\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"What’s the worst that could happen?\"\n- \"What I’m getting at is\"\n- \"Alternatively\"\n- \"Let me chew on this\"\n- \"On the other hand\"\n- \"Wait, does this contradict itself?\"\n- \"I'm wondering if\"\n- \"If I take this apart step by step\"\n- \"This could explain why\"\n- \"If I follow this through\"\n- \"Okay, let's break this down\"\n- \"I guess there’s no perfect solution\"\n- \"So what I'm trying to say is\"\n- \"What if I flip it around?\"\n- \"Let's think step by step\"\n- \"Let me work through this\"\n- \"So far, it looks like\"\n- \"Oh! I get it now\"\n- \"Hmm, that doesn’t sound right\"\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 | More than you ever wanted to know about:\nline 02 | (Or Scott's Instruction and Operation Manual)\nline 03 | By Scott Lacina [email protected]\nline 04 | Hydration is critical for good health in these vipers. Misting should occur 1 - 2 times per week. Tropidolaemus wagleri does not need to live in a wet environment, just a humid one (note: water does not bead on their scales). A thick spray or stream of water is preferable with adult vipers, as a fine mist like spray will elicit a frenzy of strikes. This may be used to advantage when feeding or hydrating a stubborn snake. An elevated water dish is the key to good hydration, show the snake where it is by placing its head in it. Misting will help to stimulate the snake to drink on its own once they learn.\nline 05 | Soaking the snake may be required to maintain good health, it is certainly a quick solution for dehydration, shedding problems and regular defecation. Be sure to monitor your animals! Soak in 1/2 inch of water in a a sweater box with a stone or stick for a headrest.\nline 06 | Defecation should occur at least once every 90 days for adult animals. If it cannot be stimulated by misting be sure to soak the animal. Typically this soaking needs to last from 1 to 6 hours. Juveniles tend to defecate more frequently.\nline 07 | Adults should be fed once every 30 to 40 days, unless proportions of the viper dictate a temporary variation. Juveniles may feed every 14 days, but be sure to monitor defecation, with 3 feedings for every defecation as a minimum. Adult males retain a much more slender proportion than females, being approximately 1/25 the size of an adult female.\nline 08 | One of the tricks used to elicit a feeding response in a tempramental Tropidolaemus wagleri is to irritate, or anger, the snake by using long tweezers or forceps and tapping the snake on the tail with a mouse, and then the snout if needed. Manipulation of the snake can also anger it enough to strike. If a strike occurs with a fickle feeder, stay still, or exit the animals field of vision. Once the animal has grabbed the prey item they will typically swallow it, but movement may startle the animal and cause it to lose interest. Evenings are the best times to try to feed.\nline 09 | Shedding usually occurs twice a year in adults, and 4 to 6 times a year for juveniles.\nline 10 | If a snake has problems with dry shedding it will need to be soaked in sweaterbox with 1/2 inch of water and a rock or stick with edges to rub against.\nline 11 | I have soaked my animals for up to 3 days.\nline 12 | Roosting is a sign of good health in adult Wagler's Vipers. Give the animals a number of branches of varying width. Thinner branches seem to be preferred. If a snake stops roosting it is generally a sign of a problem. The problem could be anything including dehydration, wrong branch size or thickness, constipation, and parasites.\nline 13 | Housing for juveniles can be as simple as a sweater box or shoebox sized plastic enclosure.\nline 14 | Juveniles sometimes feed better in smaller cages and often will roost on a wad of paper or the edge of their water bowl.\nline 15 | Such an enclosure does not require an elevated water dish.\nline 16 | Tropidoleamus wagleri are NOT social animals. Give them enough room to establish their own territory if housed with others. An 18in. x 24in. x 36in. enclosure should be a minimum for adult animals. Plants or other forms of dividers should be used to obstruct the view of other Wagler's. Over a period of time they will establish their own territory in th enclosure and defend it vigorously. Once removed from their territory they will become more placid. If introducing a new viper into an the enclosure of a long term captive, its best to remove the long term specimen for a day or two and rearrange the caging materials before introducing them both. Failure to do so has resulted in extremely aggressive behavior from the long term specimen, an harm to both specimens is both possible and probable.\nline 17 | The recommended temperature range is 78 - 85 F. days and 73 - 79 F. nights. A 12 hour temperature an photoperiod are recommended, but not essential. Tropidoleamus wagleri do not bask, indirect light and ambient temperatures are sufficient. It is use of UV and \"Black\" lighting is not recommended.\nline 18 | Prophylactic treatment of parasites is recommended with wild-caught adults, with a proportional dosage of flagyl having sometimes amazing results.\nline 19 | Other Venomous Snake Resources\nline 20 | HerpForum - Venomous Forum HerpForum - Viper Forum Allen Hunters Black Mamba Page kingsnake.com's Venomous Classified's Singapore Governments Venomous Snake Page www.venomous.com\n</context>\n\n<phrases>\n- \"So basically\"\n- \"Ah...\"\n- \"Let me work through this\"\n- \"Something's not quite right\"\n- \"What if we\"\n- \"Still working it out\"\n- \"I’m not sure, but\"\n- \"I need to make sure this checks out\"\n- \"Okay, so if I do this\"\n- \"Let me make sure I got this\"\n- \"Now, wait just a second\"\n- \"That makes sense because\"\n- \"I guess maybe\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"If I follow this through\"\n- \"There's got to be something about\"\n- \"Let me circle back to that\"\n- \"It's almost like\"\n- \"Okay, so\"\n- \" is striking \"\n- \"Let me talk this through\"\n- \"Why did I do that?\"\n- \"This is starting to take shape\"\n- \"Let me sum this up so far\"\n- \"Let me throw this out there\"\n- \"I'm starting to see a pattern\"\n- \"This is just a first pass, but\"\n- \"That reminds me\"\n- \"There’s a pattern here\"\n- \"This makes me think of\"\n- \"This connects to something else\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"The more I think about it\"\n- \"What keeps nagging at me is\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I keep circling back to\"\n- \"This might sound weird, but\"\n- \"The thing is\"\n- \"I'm seeing a connection between\"\n- \"Still forming this thought\"\n- \"I’m not sure if that’s the right approach\"\n- \"If A is true, then\"\n- \"Let's think step by step\"\n- \"I need to step back and rethink this\"\n- \"Wait, no\"\n- \"Something in my gut says no\"\n- \"Wait, that doesn’t add up\"\n- \"Well\"\n- \"Hang on a second\"\n- \"Coming at this from another angle\"\n- \"Backing up for a second\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Just thinking out loud but\"\n- \"This could explain why\"\n- \"Let me trace that logic back\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Building on that\"\n- \"Follow me here\"\n- \"Something doesn't add up\"\n- \"What I mean is\"\n- \"There's something here about\"\n- \"Let me connect the dots\"\n- \"Let me run through it again\"\n- \"It almost fits, but something’s off\"\n- \"No, actually\"\n- \"Suppose we assume that\"\n- \"One way to look at it is\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me untangle this\"\n- \"This is rough, but\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Let me think\"\n- \"Well, let me see\"\n- \"There’s a better way to phrase this\"\n- \"You know\"\n- \"Would I regret this later?\"\n- \"Ummm, actually\"\n- \"Actually, no\"\n- \"In other words\"\n- \"It's fascinating how\"\n- \"Let me put this another way\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \" is interesting\"\n- \"This might explain the pattern\"\n- \"On one hand... but on the other\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Definition of Heavy cavalry. Meaning of Heavy cavalry. Synonyms of Heavy cavalry\nline 02 | Here you will find one or more explanations in English for the word Heavy cavalry.\nline 03 | Also in the bottom left of the page several parts of wikipedia pages related to the word Heavy cavalry and, of course, Heavy cavalry synonyms and on the right images related to the word Heavy cavalry.\nline 04 | Definition of Heavy cavalry\nline 05 | Heavy cavalryCavalry Cav\"al*ry, n. [F. cavalerie, fr. It. cavalleria. See\nline 06 | Cavalier, and cf. chivalry.] (Mil.)\nline 07 | That part of military force which serves on horseback.\nline 08 | Note: Heavy cavalry and light cavalry are so\nline 09 | distinguished by the character of their armament, and\nline 10 | by the size of the men and horses. Heavy cavalryHeavy Heav\"y, a. [Compar. Heavier; superl. Heaviest.] [OE.\nline 11 | hevi, AS. hefig, fr. hebban to lift, heave; akin to OHG.\nline 12 | hebig, hevig, Icel. h[\"o]figr, h[\"o]fugr. See Heave.]\nline 13 | 1. Heaved or lifted with labor; not light; weighty;\nline 14 | ponderous; as, a heavy stone; hence, sometimes, large in\nline 15 | extent, quantity, or effects; as, a heavy fall of rain or\nline 16 | snow; a heavy failure; heavy business transactions, etc.;\nline 17 | often implying strength; as, a heavy barrier; also,\nline 18 | difficult to move; as, a heavy draught.\nline 19 | 2. Not easy to bear; burdensome; oppressive; hard to endure\nline 20 | or accomplish; hence, grievous, afflictive; as, heavy\nline 21 | yokes, expenses, undertakings, trials, news, etc.\nline 22 | The hand of the Lord was heavy upon them of Ashdod.\nline 23 | --1 Sam. v. 6.\nline 24 | The king himself hath a heavy reckoning to make.\nline 25 | Sent hither to impart the heavy news. --Wordsworth.\nline 26 | Trust him not in matter of heavy consequence.\nline 27 | 3.\nline 28 | Laden with that which is weighty; encumbered; burdened;\nline 29 | bowed down, either with an actual burden, or with care,\nline 30 | grief, pain, disappointment.\nline 31 | The heavy [sorrowing] nobles all in council were.\nline 32 | A light wife doth make a heavy husband. --Shak.\nline 33 | 4. Slow; sluggish; inactive; or lifeless, dull, inanimate,\nline 34 | stupid; as, a heavy gait, looks, manners, style, and the\nline 35 | like; a heavy writer or book.\nline 36 | Whilst the heavy plowman snores. --Shak.\nline 37 | Of a heavy, dull, degenerate mind. --Dryden.\nline 38 | Neither [is] his ear heavy, that it can not hear.\nline 39 | --Is. lix. 1.\nline 40 | 5. Strong; violent; forcible; as, a heavy sea, storm,\nline 41 | cannonade, and the like.\nline 42 | 6. Loud; deep; -- said of sound; as, heavy thunder.\nline 43 | But, hark! that heavy sound breaks in once more.\nline 44 | 7.\nline 45 | Dark with clouds, or ready to rain; gloomy; -- said of the\nline 46 | 8. Impeding motion; cloggy; clayey; -- said of earth; as, a\nline 47 | heavy road, soil, and the like.\nline 48 | 9. Not raised or made light; as, heavy bread.\nline 49 | 10. Not agreeable to, or suitable for, the stomach; not\nline 50 | easily digested; -- said of food.\nline 51 | 11. Having much body or strength; -- said of wines, or other\nline 52 | 12. With child; pregnant. [R.]\nline 53 | Heavy artillery.\nline 54 | (Mil.)\nline 55 | (a) Guns of great weight or large caliber, esp. siege,\nline 56 | garrison, and seacoast guns.\nline 57 | (b) Troops which serve heavy guns.\nline 58 | Heavy cavalry. See under Cavalry.\nline 59 | Heavy fire (Mil.\nline 60 | ), a continuous or destructive cannonading,\nline 61 | or discharge of small arms.\nline 62 | Heavy metal (Mil.\nline 63 | ), large guns carrying balls of a large\nline 64 | size; also, large balls for such guns.\nline 65 | Meaning of Heavy cavalry from wikipedia\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"Maybe I'm way off, but\"\n- \"Well\"\n- \"Let me circle back to that\"\n- \"Hmm\"\n- \"How do I put this\"\n- \"It's fascinating how\"\n- \"Let me work through this\"\n- \"This makes me think of\"\n- \"Okay, walking through it again\"\n- \"I need to make sure this checks out\"\n- \"Well, let me see\"\n- \"Alright, where was I?\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"So what I'm trying to say is\"\n- \"Okay, so if I do this\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"The pros and cons are\"\n- \"In essence\"\n- \"That doesn't seem to add up... Let me think\"\n- \"What’s the missing piece?\"\n- \"Actually, no\"\n- \"I'm starting to see a pattern\"\n- \"That makes sense because\"\n- \"There's a missing link here\"\n- \"Hmm, let’s rewind a bit\"\n- \"Okay, backtrack a bit\"\n- \"On one hand... but on the other\"\n- \"Let me propose something\"\n- \"Let me throw this out there\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Let me trace that logic back\"\n- \"What I mean is\"\n- \"Let me run through it again\"\n- \"Let’s not rush this\"\n- \"This connects to something else\"\n- \"Let me untangle this\"\n- \"Okay, let's break this down\"\n- \"Something doesn't add up\"\n- \"Let me sum this up so far\"\n- \"What if I just flip this around?\"\n- \"Now we're cooking\"\n- \"I'm not entirely sure, but\"\n- \"Wait, no\"\n- \"Let's break this down into parts\"\n- \"Let me break this down\"\n- \"I’m trying to connect the dots here\"\n- \"There’s a pattern here\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"This might explain the pattern\"\n- \"I'm seeing a connection between\"\n- \"Now, if I think about it differently\"\n- \"That reminds me\"\n- \"I think I’ve lost my train of thought\"\n- \"This is slipping through my fingers\"\n- \"Okay, pros and cons\"\n- \"So the main idea is\"\n- \"This could explain why\"\n- \"Don't hold me to this\"\n- \"This connects to\"\n- \"Right, so\"\n- \"Suppose we assume that\"\n- \"Let's think step by step\"\n- \"I was just about to say\"\n- \"Does that sound right?\"\n- \"If I take this apart step by step\"\n- \"Let’s weigh the options\"\n- \"This is starting to take shape\"\n- \"First things first\"\n- \" is striking \"\n- \"If A is true, then\"\n- \"Ah...\"\n- \"You know\"\n- \"What I’m getting at is\"\n- \"Ummm, actually\"\n- \"Wait a minute... Oh!\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"It's a bit murky\"\n- \"Picture this\"\n- \"If we follow this logic\"\n- \"The crucial thing seems to be\"\n- \"Oh! That reminds me\"\n- \"The tricky part is\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\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 | Action scene from the Battle of Puebla (Batallia de Puebla)\nline 02 | fought on May 5, 1862 (5 de mayo de\nline 03 | Oil on canvas by José Cusachs, 1903\nline 04 | Nacional De Historia\nline 05 | French-Mexican War 1861-1867\nline 06 | also called the War of the French Intervention,\nline 07 | Mexican-French War, is not to be mixed up with the\nline 08 | Pastry War, which was also a quarrel\nline 09 | between France and Mexico.\nline 10 | in Mexico started in December 1861. First, Spain arrived with their\nline 11 | delegation on December 1861, little later the French and the British.\nline 12 | was officially conquered by the French on June 10, 1863.\nline 13 | What Were the Causes\nline 14 | of the French-Mexican War?\nline 15 | Mexican's foreign debts, the seeking of foreign help by conservative\nline 16 | Mexicans, and French\nline 17 | III's dream to extend his domain.\nline 18 | The Mexicans had enormous financial debts with Spain,\nline 19 | Britain, and France. In 1861, Mexico stopped all their payments. Spain\nline 20 | sent a fleet to Veracruz, arriving on December 14, 1861. France and\nline 21 | Britain followed suit and also sent their debt collectors.\nline 22 | France demanded $15,000,000 from the\nline 23 | Mexican government.\nline 24 | Spain and Great Britain thought the amount\nline 25 | outrageous.\nline 26 | Additionally, it became clear that Napoleon III didn't\nline 27 | send his boys to just get the money. He figured this to be an\nline 28 | excellent opportunity to make Mexico part of his domain by means of a\nline 29 | out-ambitioned, the Spanish and the British sailed back home. The French\nline 30 | stayed put, ready to talk shop.\nline 31 | The Battle of Puebla -\nline 32 | May 5, 1862\nline 33 | On their way to Mexico City, the French\nline 34 | had to come through the city of Puebla (not Pueblo), where they arrived on May 5,\nline 35 | 1862. But Puebla was fortified and not inclined to let the French\nline 36 | The Battle of Puebla (Batallia de Puebla) became a victory for the Mexicans\nline 37 | and a Mexican holiday (Cinco de Mayo = Fifth of May.)\nline 38 | And here are some Cinco de Mayo\nline 39 | decorations photographed by C.B. Waite. Just in case you were\nline 40 | wondering how the folks in Mexico City celebrated the day in the\nline 41 | CINCO DE MAYO IN MEXICO CITY EARLY\nline 42 | Benson Latin American Collection, University of Texas Libraries\nline 43 | Back to the war.\nline 44 | The French waited for reinforcements and\nline 45 | visited Puebla again with 30,000 fresh soldiers from France.\nline 46 | Puebla\nline 47 | surrendered and so did Mexico City.\nline 48 | Maximilian of Austria was made Emperor of Mexico in June 1864.\nline 49 | relatively comfy on his throne, assuming he had French military backup.\nline 50 | Therefore, Max made big eyes\nline 51 | when the French soldiers withdrew.\nline 52 | Why Did Napoleon III Withdraw\nline 53 | The U.S. got\nline 54 | their act together after the\nline 55 | War and put pressure on\nline 56 | Napoleon III, claiming a French presence in Mexico violated the\nline 57 | Emperor Maximilian of Mexico with his wife Charlotte (Carlota)\nline 58 | © Hulton-Deutsch Collection/Corbis\nline 59 | There he was, Emperor Maximilian of Mexico, all by himself.\nline 60 | Maximilian's wife, Charlotte, tried knocking on every thinkable door\nline 61 | in Europe and asked everybody and their uncle for help. But as no one\nline 62 | saw any profit in helping poor Max, the emperor was executed at\nline 63 | Querétaro, north of Mexico City, on June\nline 64 | Here is more about\nline 65 | Archduke Maximilian of\nline 66 | Puebla was recaptured by the\nline 67 | Mexicans on April 2, 1867, and\nline 68 | continued his interrupted presidency.\nline 69 | And here is the map\nline 70 | WAR OF THE\nline 71 | Click map to enlarge\nline 72 | The French-Mexican War Today\nline 73 | If you are a fan of mock naval battles\nline 74 | you should go down to Mazatlan during Carnival time, end of January -\nline 75 | February, where the people remember and celebrate the\nline 76 | successful defense of Mazatlán from the attacking French warship La Cordeliere in 1864.\nline 77 | Each year on April\nline 78 | 30, the French Foreign Legion celebrates the\nline 79 | anniversary of the\nline 80 | Battle of Camarón, also called the\nline 81 | Battle of Camerone,\nline 82 | that was fought in 1863. In this battle, 64\nline 83 | legionnaires resisted 2,000 Mexicans for 9\nline 84 | Battle of Camerone — April 30, 1863\nline 85 | Jean Adolphe Beauce\nline 86 | de la Défense\n</context>\n\n<phrases>\n- \"I'm wondering if\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"But then again\"\n- \"It's almost like\"\n- \"No, actually\"\n- \"Backing up for a second\"\n- \"This is just a first pass, but\"\n- \"Wait, no\"\n- \"This makes me reflect on\"\n- \"Let’s weigh the options\"\n- \"I'm trying to untangle this\"\n- \"Hmm, that doesn’t sound right\"\n- \"Consider this possibility\"\n- \"I know there’s a word for this\"\n- \"Coming at this from another angle\"\n- \"I'm curious about\"\n- \"If I take this apart step by step\"\n- \"I could be wrong, but\"\n- \"First things first\"\n- \"Let's break this down into parts\"\n- \"Let me back up a second\"\n- \"There’s a pattern here\"\n- \"Building on that\"\n- \"Something doesn't add up\"\n- \"Let me play devil's advocate\"\n- \"Something's not quite right\"\n- \"I feel like I'm close\"\n- \"We've completely overlooked [blank]\"\n- \"Might be\"\n- \"Okay, let's break this down\"\n- \"What’s the missing piece?\"\n- \"Let me trace that logic back\"\n- \"That’s an interesting angle, but\"\n- \"I keep circling back to\"\n- \"Alright, where was I?\"\n- \"Okay, backtrack a bit\"\n- \"Alternatively\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Ummm, actually\"\n- \"That makes sense because\"\n- \"If I follow this through\"\n- \"Something's not clicking\"\n- \"Here's a possible explanation\"\n- \"Let me work through this\"\n- \"The more I think about it\"\n- \"The pros and cons are\"\n- \"Let me run through it again\"\n- \"That reminds me\"\n- \"Wait, but if that’s true\"\n- \"This connects to\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"When I sit with this idea\"\n- \"Am I overcomplicating this?\"\n- \"This connects to something else\"\n- \"There's a better way to phrase this\"\n- \"Let me connect the dots\"\n- \"I'm intrigued by\"\n- \"Picture this\"\n- \"This might sound weird, but\"\n- \"I'm seeing a connection between\"\n- \"On one hand... but on the other\"\n- \"What if I just flip this around?\"\n- \"What keeps nagging at me is\"\n- \"Let's think step by step\"\n- \"I need to make sure this checks out\"\n- \"Actually, no\"\n- \"This brings to mind\"\n- \"I was just about to say\"\n- \"I wonder if\"\n- \"On the other hand\"\n- \"Let me break this down\"\n- \"Let me throw this out there\"\n- \"Let me chew on this\"\n- \"I knew I was forgetting something!\"\n- \"This could explain why\"\n- \"I'm starting to see a pattern\"\n- \"What’s the best way to explain this?\"\n- \"I might be missing something\"\n- \"What if I flip it around?\"\n- \"I'm struck by\"\n- \"One way to look at it is\"\n- \"Am I missing something?\"\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 | Whether out of economic necessity or ideological design, it is clear that the relationship between the state and the arts is being reassessed. Within the coalition government's first 100 days, the Department for Culture, Media and Sport warned that a number of our public bodies are set to be \"merged, abolished or streamlined\" amid attempts \"to cut costs and increase transparency, accountability and efficiency\".\nline 02 | The proposed closures of the Museums, Libraries and Archives Council (MLA), the UK Film Council and the Advisory Council on Libraries are only the most high-profile cases in the government's initial efforts to cut 25 per cent from the Arts Council fund.\nline 03 | All this makes for an intriguing political and cultural context for the forthcoming second edition of Michael Denning's Cultural Front. Released to academic acclaim in 1997, The Cultural Front is a panoramic examination of the challenging popular front culture that emerged in 1930s America in the context of Franklin Delano Roosevelt's New Deal and the Works Progress Administration.\nline 04 | Denning argues that this period, far from being \"the brief moment when politics captured the arts, when politics went left, Hollywood turned red, and painters, musicians and photographers were 'social minded' \", in fact witnessed a deep and lasting transformation of American culture that outlived the politics of the New Deal.\nline 05 | This momentous legacy is the success not only of Roosevelt's New Deal liberalism, but of the left as a whole. Indeed, what is significant about The Cultural Front is its relative silence on Roosevelt and congressional politics. Duke Ellington and Woody Guthrie feature far more prominently than do FDR and the WPA.\nline 06 | The agents in this decisive cultural period are not so much organised political groups or coalitions, but countless members of a self-conscious left that represented \"a radical historical bloc\".\nline 07 | Orson Welles, John Dos Passos, Ralph Ellison, Billie Holliday, Walt Disney and Richard Wright developed the mass cultural practices of film, theatre, literature, radio and music that came from, engaged with and were genuinely popular among working-class and ethnic-minority populations.\nline 08 | These are, for Denning, the instigators of American modernism, to whom our inheritance of jazz, blues, country music, ghetto pastorals and gangster movies is owed.\nline 09 | The phenomenon of the cultural front and the particular forms it took were, of course, the result of a confluence of trends and events which cannot be replicated. But The Cultural Front should resonate with all interested parties in today's debate on the coalition cuts.\nline 10 | To policymakers, it is a rich account of the cultural (and, indeed, economic) fertility of investing in the arts at times of economic hardship and social fragmentation. While today's vulnerable arts bodies may yearn for the relief projects and federal investment of the New Deal, the cultural left as a whole can surely learn from the lasting success its ancestors achieved by engaging with emerging cultures through emerging art forms.\nline 11 | Above all, though, Denning's book is a reminder that culture can surpass the minutiae of government policies. Whereas many have viewed the radical art of the 1930s as a fleeting triumph of the left that was soon suppressed by the red scare of cold war America, Denning has identified its continued presence in the mass culture of Bob Dylan, Jay-Z and Martin Scorsese that we now value so greatly.\nline 12 | Ralph Ellison remarked in Shadow and Act that the blues \"are an art form and thus a transcendence of the conditions in the Negro community by the denial of social justice\".\nline 13 | That his legacy endures is testament to the power of such art forms over even the gravest of political errors.\nline 14 | A new edition of \"The Cultural Front\" will be published by Verso (£20) on 18 October\n</context>\n\n<phrases>\n- \"Ummm, actually\"\n- \"It's fuzzy, but\"\n- \"What I'm getting at is\"\n- \"Just thinking out loud but\"\n- \"There's something here about\"\n- \"On one hand... but on the other\"\n- \"What's the best way to explain this?\"\n- \"I need to reframe this\"\n- \"Actually, no\"\n- \"What am I overlooking?\"\n- \"What I’m getting at is\"\n- \"Is it possible that...?\"\n- \"If I take this apart step by step\"\n- \"Okay, walking through it again\"\n- \"Okay, pros and cons\"\n- \"Am I overcomplicating this?\"\n- \"I'm still feeling my way through\"\n- \"There's a better way to phrase this\"\n- \"What if we\"\n- \"I could be wrong, but\"\n- \"In essence\"\n- \"I was just about to say\"\n- \"Let's break this down into parts\"\n- \"Something doesn't add up\"\n- \"I feel like I’m close\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I have a theory about this\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me back up a second\"\n- \"Okay, so\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let me work through this\"\n- \"Now, if I think about it differently\"\n- \"Something tells me I should\"\n- \"This might sound weird, but\"\n- \"Okay, let's break this down\"\n- \"Ah...\"\n- \"This could explain why\"\n- \"Wait, that doesn’t add up\"\n- \"Let me circle back to that\"\n- \"So the main idea is\"\n- \"That doesn't sound right, let me rephrase\"\n- \"So far, it looks like\"\n- \"Roughly speaking\"\n- \"Still forming this thought\"\n- \"That makes sense because\"\n- \"Uh, where was I?\"\n- \"I'm trying to untangle this\"\n- \"Let’s weigh the options\"\n- \"Let me untangle this\"\n- \"The pros and cons are\"\n- \"Uh...\"\n- \"Let me run through it again\"\n- \"So basically\"\n- \"What if the reason is\"\n- \"Right, so\"\n- \"Am I missing something?\"\n- \"Wait, no\"\n- \"Let me throw this out there\"\n- \"Let's think step by step\"\n- \"Picture this\"\n- \"I need to step back and rethink this\"\n- \"Hmm\"\n- \"Now we're cooking\"\n- \"This is rough, but\"\n- \"Hold on a second\"\n- \"Suppose we assume that\"\n- \"There’s a better way to phrase this\"\n- \"First things first\"\n- \"Maybe I should sleep on it\"\n- \"Let's test this idea\"\n- \"Coming at this from another angle\"\n- \" is interesting\"\n- \"In other words\"\n- \"Going back to what I said about\"\n- \"I’m still on the fence about this\"\n- \"No, actually\"\n- \"What keeps nagging at me is\"\n- \"Wait a minute... Oh!\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"[blank] is still a black box to me\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Let me propose something\"\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 | Imaging or radiology tests create pictures of the chest, abdomen, head, neck and other parts of the body. These tests pass different forms of energy (X-rays, sound waves, radioactive particles or magnetic fields) through your body.\nline 02 | Imaging tests are generally used to detect signs of disease or to check whether cancer (tumors, or masses of cells) has spread to areas such as the lymph nodes, chest or lungs. Your doctor may order an imaging test \"with contrast,\" which makes it easier to see certain organs and tissues in the body. This means that before your test, the technician injects a contrast dye into one of your veins or a port or asks you to drink a liquid containing the dye. If you've had a reaction to contrast dye or iodine in the past, tell your doctor or the technician.\nline 03 | Your doctor will give you specific pretest instructions. Let him or know if you are or might be pregnant, because many imaging tests use small amounts of radiation.\nline 04 | Types of Imaging Tests\nline 05 | A chest X-ray produces images of the chest, lungs, heart, large arteries, ribs and diaphragm. Doctors use chest X-rays to detect signs of disease, including infection or tumors. An X-ray that shows an abnormal fluid collection can be a sign of infection, such as pneumonia or tuberculosis, or a tumor. It can also show evidence of enlarged lymph nodes or signs of internal injury.\nline 06 | How Is It Done? You'll be asked to wear a gown during the procedure and remove all jewelry. A technician positions you in front of the X-ray machine. You must hold your breath for a few seconds while the technician takes the X-ray; he or she will explain in detail what you need to do. Two images are usually taken, one from the back of the chest and another from the side.\nline 07 | An ultrasound, also called a sonography, uses high-frequency sound waves to create pictures of internal organs, tissue and blood flow. Unlike other X-rays and computed tomography (CT) scans, ultrasound doesn't use radiation. Doctors use ultrasound to:\nline 08 | - detect cysts, tumors, organ damage following illness and other medical problems\nline 09 | - evaluate symptoms like pain, swelling and infection\nline 10 | - This noninvasive procedure is commonly used by obstetricians to view a developing baby in the womb or by cardiologists (heart specialists) to evaluate a pumping heart's function.\nline 11 | How Is It Done? Follow your doctor's instructions for preparing for an ultrasound. For some scans, your doctor may tell you not to eat or drink for up to 12 hours before the test. For others, you may be told to drink up to eight glasses of water one to two hours before the exam and not to urinate so your bladder is full for the scan.\nline 12 | When you undergo the ultrasound, the technician applies a lubricant (jelly) to the area of your body to be examined. This helps the technician slide the wandlike, handheld instrument across your skin. The instrument transmits sound waves to create pictures on a screen. The technician slides the device around the body area while viewing and capturing different images.\nline 13 | Computed Tomography (CT) Scans\nline 14 | A computed tomography (CT) scan shows a cross-section of the body using multiple images. CT scans are different than standard X-rays because they create a series of pictures taken from different angles and produce much clearer images. A CT scan of the chest or abdomen can help detect an enlarged lymph node or cancers in the liver, pancreas, lungs, bones and spleen. The noninvasive test is also used to monitor a tumor's response to therapy or detect a return of cancer after treatment.\nline 15 | How Is It Done? If your abdominal area is to be scanned, your doctor may prescribe laxatives, enemas or suppositories or a temporary change in your diet before the scan to cleanse the bowel. In some cases, you may be asked not to eat or drink for several hours before the exam.\nline 16 | If you're anxious about being strapped down or confined in a small space, tell your doctor or the technician.\nline 17 | Some patients are given a mild sedative before the test to help them relax.\nline 18 | Before the exam, contrast dye, if needed, is usually injected into a vein in your hand or arm.\nline 19 | A CT scan normally takes between 10 and 30 minutes.\nline 20 | You'll be asked to wear a gown during the procedure and remove any jewelry or metal objects.\nline 21 | The technician positions you on the CT exam table, usually by having you lie flat on your back.\nline 22 | The table is connected to a scanner with a round, doughnut-shaped hole in the middle.\nline 23 | To determine the correct starting position, the table moves through the scanner quickly.\nline 24 | When the actual scan begins, the machine rotates around you, taking a series of images.\nline 25 | It's important that you hold still during the exam.\nline 26 | The technician may use pillows or straps to help you remain still.\nline 27 | You may be asked to hold and release your breath during the scan.\nline 28 | Once the scan is completed, you may be asked to wait while the radiologist checks to see whether more images are needed.\nline 29 | Magnetic Resonance Imaging\nline 30 | Magnetic resonance imaging (MRI) is a noninvasive procedure that provides detailed pictures of internal organs, soft tissues, blood vessels and bones. MR images are made with a large magnet, radio waves and a computer and can show signs of disease (tumors, or masses of cells). MRI can also detect bone changes, common in some forms of cancer such as myeloma, earlier than conventional X-ray studies can.\nline 31 | How Is It Done? If you're anxious about being strapped down or confined in a small space, tell your doctor or the technician. Some patients are given a mild sedative before the test to help them relax. Having the test with an open MRI machine may be another option. Before the exam, contrast dye, if needed, is usually injected into a vein in your hand or arm.\nline 32 | The procedure is painless and normally takes between 15 and 45 minutes, depending on the area being scanned. You may be asked to remove any jewelry or metal objects and wear a gown during the procedure or you may be allowed to remain in loose-fitting clothing as long as they have no zippers or metal accessories.\nline 33 | The technician positions you on the MRI exam table, which slides into a machine shaped like a tunnel. It's important that you hold still during the exam. As multiple images are taken, you'll hear a series of loud knocking sounds.\nline 34 | Fluorodeoxyglucose with Positron Emission Tomography\nline 35 | Fluorodeoxyglucose with positron emission tomography (FDG-PET) is an effective tool for detecting lymphoma and other cancers. The test uses a radioactive glucose (sugar) molecule, called FDG, to produce images that show your tissues' metabolism (function). Because tumor cells require more glucose than normal cells do to survive and multiply, doctors can identify cells as cancerous when they consume significantly large amounts of glucose. Tumors as small as one centimeter can be detected during FDG-PET. The test also provides a sensitive and relatively rapid assessment of your response to therapy.\nline 36 | How Is It Done? If you're anxious about being strapped down or confined in a small space, tell your doctor or the technician. Some patients are given a mild sedative before the test to help them relax. You usually have to fast (not eat) before the test to make sure your blood sugar level isn't high.\nline 37 | Before the PET scan, the technician injects you with FDG containing a radioactive tracer. It takes 30 to 60 minutes for the radioactive glucose to travel through the body and be absorbed by the organ or tissue being studied. You may feel a cold sensation move up your arm when the radioactive tracer is injected, but there are generally no side effects. The amount of exposure to radiation is small.\nline 38 | The procedure is painless and takes about 45 minutes. You may be asked to remove any jewelry or metal objects and wear a gown during the scan or you may be allowed to remain in loose-fitting clothing as long as they have no zippers or metal accessories. The technician positions you on the PET exam table, which slides into a large scanner with a round, doughnut-shaped hole in the middle. It's important that you hold still during the exam.\nline 39 | After the scan is completed, you may be asked to wait while the radiologist checks to see whether more images are needed.\n</context>\n\n<phrases>\n- \"This might explain the pattern\"\n- \"I'm starting to see a pattern\"\n- \"Let me propose something\"\n- \"Suppose we assume that\"\n- \" is interesting\"\n- \"Now, if I think about it differently\"\n- \"In essence\"\n- \"I’m trying to connect the dots here\"\n- \"There’s a pattern here\"\n- \"Let me break this down\"\n- \"The thing is\"\n- \"Let me chew on this\"\n- \"It's almost like\"\n- \"Uh...\"\n- \"Okay, pros and cons\"\n- \"Oh! I get it now\"\n- \"That makes sense because\"\n- \"This brings to mind\"\n- \"Now we're cooking\"\n- \"On one hand... but on the other\"\n- \"How can I approach this?\"\n- \"So that’s why it wasn’t working!\"\n- \"First things first\"\n- \"Anyway\"\n- \"Let's think step by step\"\n- \"I'm intrigued by\"\n- \"Let's break this down into parts\"\n- \"Let’s weigh the options\"\n- \"That’s the piece of the puzzle!\"\n- \"Wait a minute... Oh!\"\n- \"What’s the next step?\"\n- \"Now, wait just a second\"\n- \"So basically\"\n- \"Consider this possibility\"\n- \"Let me connect the dots\"\n- \"Ummm, actually\"\n- \"Building on that\"\n- \"If I take this apart step by step\"\n- \"Here's what I'm thinking\"\n- \"So, the bottom line is\"\n- \"Ah...\"\n- \"Okay, let's break this down\"\n- \"That changes everything\"\n- \"Okay, I think I’ve got it now!\"\n- \"This makes me reflect on\"\n- \"What’s the best way to explain this?\"\n- \"If we follow this logic\"\n- \"So far, it looks like\"\n- \"There's probably more to it\"\n- \"The pros and cons are\"\n- \"Maybe if I try it this way\"\n- \"Bear with me while I\"\n- \"I'm curious about\"\n- \"Picture this\"\n- \"Wait a minute\"\n- \"Of course! That’s the answer!\"\n- \" is striking \"\n- \"I'm mulling over\"\n- \"Wait, no\"\n- \"Just thinking out loud but\"\n- \"I'm just throwing ideas around\"\n- \"Oh! That reminds me\"\n- \"This makes me think of\"\n- \"I'm struck by\"\n- \"I'm seeing a connection between\"\n- \"Basically\"\n- \"How do I put this\"\n- \"Let me put this another way\"\n- \"What's the best way to explain this?\"\n- \"That actually makes a lot of sense\"\n- \"Okay, so if I do this\"\n- \" is key here\"\n- \"There's something here about\"\n- \"I wonder if\"\n- \"Wait, I think I’ve got it!\"\n- \"No, actually\"\n- \"So what I'm trying to say is\"\n- \"Well\"\n- \"If A is true, then\"\n- \"I'm pondering\"\n- \"Let me work through this\"\n- \"This might sound weird, but\"\n- \"Actually, no\"\n- \"Something doesn't add up\"\n- \"Let me untangle this\"\n- \"What keeps nagging at me is\"\n- \"This explains so much!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | HAD IT with Planet Earth? There are 12 alien worlds left to try out\nline 02 | Boffins have now spotted a more than 1,000 exoplanets\nline 03 | Space boffins have now identified more than 1,000 planets orbiting distant stars – with 12 of them potentially suitable for human life.\nline 04 | There are now known to be 1,010 exoplanets, which is the name given to planets circling other suns. Around 1 per cent of these are so-called \"Goldilocks planets\", which are situated in the habitable zone where it's not too hot for liquid water to boil off as steam, but not too cold for it to stay permanently frozen.\nline 05 | Planets can be spotted when they move in front of stars, blotting out their light, or through the gravitational pull they exert on other planets.\nline 06 | Abel Mendez, from the Planetary Habitability Laboratory at the University of Puerto Rico, said that if his fellow researchers had more cash, they would have found even more planets by now.\nline 07 | \"We have more techniques and proven technology to detect more exoplanets, but the limit has been telescopes, especially space telescopes.\nline 08 | \"If we had more funding there would be more telescopes and that count would be much larger by now.\"\nline 09 | The planets are all noted on the Extrasolar Planets Encyclopedia, which had recorded 999 planets by yesterday. Then, the British SuperWASP (wide angle search for planets) found another 11, sending the total rocketing over the thousand mark.\nline 10 | Mendez said he loves looking for planets because it sheds a bit of light on our own Earth.\nline 11 | \"We want to know how unique our planet is, that's a big question and we are now closer than ever,\" he added.\nline 12 | \"I don't just want to know where the exoplanets are, I want to understand the stars, because they are the hosts for the planets. I want to understand the whole galaxy and the distribution of the stars because everything is connected.\"\nline 13 | NASA is now taking the search for exoplanets extremely seriously and is planning to send a craft called the Transiting Exoplanet Survey Satellite into orbit in 2017.\nline 14 | The space-syndicate's satellite will use an array of telescopes to perform an \"all-sky survey to discover transiting exoplanets ranging from Earth-sized to gas giants in orbit around the nearest and brightest stars in the sky\".\nline 15 | However, NASA only records planets which have been specifically mentioned in astronomical journals, meaning that it officially recognises 919 confirmed worlds.\nline 16 | Eventually, the space agency hopes to use its telescope to find a nice, watery planet that humans can dream of settling on, as long as they don't mind a long schlep to get there.\nline 17 | The first Earth-like planet was found orbiting the star Gliese 581, which is a mere 20 light years away and boasts two more potentially habitable planets.\nline 18 | Seeing as it's about 120 trillion miles away and the space shuttle travels at roughly 17,000 miles (27,000km) an hour, a journey should take about 800,000 years, give or take a few millenia.\nline 19 | Which, strangely enough, is about how long humans have been living in Britain.\nline 20 | Some would say quite a lot has changed in that time.\nline 21 | Others, of course, would disagree.\nline 22 | ®\n</context>\n\n<phrases>\n- \"Coming at this from another angle\"\n- \"So far, it looks like\"\n- \"Alternatively\"\n- \"Okay, pros and cons\"\n- \"Oh, that clears everything up!\"\n- \"It's fascinating how\"\n- \"One way to look at it is\"\n- \"If we follow this logic\"\n- \"Wait, no\"\n- \"On the other hand\"\n- \"That reminds me\"\n- \"What if we looked at it like\"\n- \" is interesting\"\n- \"I keep coming back to\"\n- \"I need to step back and rethink this\"\n- \"I’m trying to connect the dots here\"\n- \"First things first\"\n- \"Let’s weigh the options\"\n- \"I'm just throwing ideas around\"\n- \"I need to reframe this\"\n- \"If I follow this through\"\n- \"Something doesn't add up\"\n- \"What I'm getting at is\"\n- \"That’s it!\"\n- \"If I take this apart step by step\"\n- \"Let me approach this from another angle\"\n- \"Oh! That reminds me\"\n- \"That’s an interesting angle, but\"\n- \"What's the best way to explain this?\"\n- \"Let me untangle this\"\n- \"That actually makes a lot of sense\"\n- \"Is it possible that...?\"\n- \"Basically\"\n- \"That’s what I was trying to say!\"\n- \"What if we\"\n- \"The thing is\"\n- \"Here's a possible explanation\"\n- \"Oh! I get it now!\"\n- \"Ohhh, now I see!\"\n- \"I'm still feeling my way through\"\n- \"Let's think step by step\"\n- \"On one hand... but on the other\"\n- \"I'm seeing a connection between\"\n- \"Going back to what I said about\"\n- \"Just thinking out loud but\"\n- \"Building on that\"\n- \"Here's where it gets interesting\"\n- \"So basically\"\n- \"That’s the answer I was looking for!\"\n- \"But then again\"\n- \"Let me sum this up so far\"\n- \"Wait, I think I’ve got it!\"\n- \"Actually, no\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let me work through this\"\n- \"What keeps nagging at me is\"\n- \" is striking \"\n- \"This might sound weird, but\"\n- \"Suppose we assume that\"\n- \"Let me talk this through\"\n- \"Okay, let's break this down\"\n- \"I should have known that!\"\n- \"I'm trying to untangle this\"\n- \"Let's break this down into parts\"\n- \"There's something here about\"\n- \"I need to make sure this checks out\"\n- \"Let me break this down\"\n- \"No, actually\"\n- \"Ummm, actually\"\n- \"Consider this possibility\"\n- \"This makes me think of\"\n- \"Let me put this another way\"\n- \"What if I flip it around?\"\n- \"Let me play devil's advocate\"\n- \"Let me trace that logic back\"\n- \"Let me run through it again\"\n- \"Let me connect the dots\"\n- \"It's almost like\"\n- \"There’s a pattern here\"\n- \"Okay, backtrack a bit\"\n- \"Finally, it clicks!\"\n- \"The more I think about it\"\n- \"Let me propose something\"\n- \"This connects to something else\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Increasing peak bone mass early in life and reducing bone loss later in life are 2 approaches for reducing risk of osteoporosis. This disease of low bone mass and fragility fracture affects a large portion of the elderly population. Milk consumption has long been held as an important strategy for building optimal peak bone mass. Therefore, it is assumed that milk consumption, especially during development of peak bone mass, reduces risk for osteoporosis.\nline 02 | There is substantive mechanistic evidence for this inference from a variety of physiological perspectives, including structure-function relationships, homeostatic regulation of serum cations, and bone balance. Bone mineral composition in many respects reflects the mineral composition of milk. The most abundant mineral in bone is calcium, which composes approximately 32% of bone mineral content. Milk and other dairy products provide the majority of dietary calcium in the diets of most populations. Bone mineral acquisition during growth and retention in later life directly relate to calcium intake up to a threshold intake.1 Other minerals, notably phosphorus and magnesium, are also important constituents in bone. Milk is a major dietary contributor of these minerals, although to a lesser extent than it is for calcium. Maintaining appropriate electrolyte concentrations in the blood and extracellular fluid compartments is essential to support myriad biological functions. If the serum calcium level decreases owing to inadequate calcium intake, parathyroid hormone is released to stimulate bone resorption to return blood calcium levels to the normal range. Long-term low calcium intakes lead to negative bone balance. Bone balance is a net result of bone formation and bone resorption. Increased dietary calcium suppresses bone resorption without altering bone formation rates, thereby improving bone balance.2 It is not only the calcium in milk that influences bone health. Growing rats fed equal and adequate calcium intakes from milk or calcium carbonate with all of the recommended levels of other nutrients achieved larger, denser, stronger bones on the milk diet, and most of these advantages were retained through adulthood after switching both groups to an inadequate calcium intake provided by calcium carbonate.3\nline 03 | Thank you for submitting a comment on this article. It will be reviewed by JAMA Pediatrics editors. You will be notified when your comment has been published. Comments should not exceed 500 words of text and 10 references.\nline 04 | Do not submit personal medical questions or information that could identify a specific patient, questions about a particular case, or general inquiries to an author. Only content that has not been published, posted, or submitted elsewhere should be submitted. By submitting this Comment, you and any coauthors transfer copyright to the journal if your Comment is posted.\nline 05 | * = Required Field\nline 06 | Disclosure of Any Conflicts of Interest*\nline 07 | Indicate all relevant conflicts of interest of each author below, including all relevant financial interests, activities, and relationships within the past 3 years including, but not limited to, employment, affiliation, grants or funding, consultancies, honoraria or payment, speakers’ bureaus, stock ownership or options, expert testimony, royalties, donation of medical equipment, or patents planned, pending, or issued. If all authors have none, check \"No potential conflicts or relevant financial interests\" in the box below. Please also indicate any funding received in support of this work. The information will be posted with your response.\nline 08 | Some tools below are only available to our subscribers or users with an online account.\nline 09 | Download citation file:\nline 10 | Web of Science® Times Cited: 1\nline 11 | Customize your page view by dragging & repositioning the boxes below.\nline 12 | More Listings atJAMACareerCenter.com >\nline 13 | Enter your username and email address. We'll send you a link to reset your password.\nline 14 | Enter your username and email address.\nline 15 | We'll send instructions on how to reset your password to the email address we have on record.\nline 16 | Athens and Shibboleth are access management services that provide single sign-on to protected resources.\nline 17 | They replace the multiple user names and passwords necessary to access subscription-based content with a single user name and password that can be entered once per session.\nline 18 | It operates independently of a user's location or IP address.\nline 19 | If your institution uses Athens or Shibboleth authentication, please contact your site administrator to receive your user name and password.\n</context>\n\n<phrases>\n- \"What I mean is\"\n- \"Wait, I think I’ve got it!\"\n- \"Let me just think this through\"\n- \"Let me untangle this\"\n- \"Wait, I think I just cracked it!\"\n- \"This just clicked into place!\"\n- \"Let me trace that logic back\"\n- \"Here's where it gets interesting\"\n- \"Aha! That’s what I was missing!\"\n- \"The thing is\"\n- \"That reminds me\"\n- \"In essence\"\n- \"Let me circle back to that\"\n- \"I need to fill in the gaps\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"So far, it looks like\"\n- \"What keeps nagging at me is\"\n- \"Here's what's bugging me\"\n- \"If we follow this logic\"\n- \"This makes me think of\"\n- \"Coming at this from another angle\"\n- \"I’m trying to connect the dots here\"\n- \"Oh! That reminds me\"\n- \"Okay, pros and cons\"\n- \"Let’s weigh the options\"\n- \"Backing up for a second\"\n- \"Finally, it clicks!\"\n- \"That’s it!\"\n- \"No, actually\"\n- \"Building on that\"\n- \"I'm just throwing ideas around\"\n- \"Let's break this down into parts\"\n- \"I'm trying to untangle this\"\n- \"There’s a pattern here\"\n- \"Suppose we assume that\"\n- \"Wait, why does that happen?\"\n- \"Let me see if\"\n- \" is interesting\"\n- \"The more I think about it\"\n- \"This might explain the pattern\"\n- \"Alright, where was I?\"\n- \"Uh, where was I?\"\n- \"Let's think step by step\"\n- \"There's something here about\"\n- \"How can I approach this?\"\n- \"Something’s not clicking\"\n- \"If I take this apart step by step\"\n- \"The pros and cons are\"\n- \"This is tricky, but\"\n- \"Let me connect the dots\"\n- \"What if we looked at it like\"\n- \"What if I just flip this around?\"\n- \"Wait, that doesn’t add up\"\n- \"It's fascinating how\"\n- \"Let me work through this\"\n- \"Here's what I'm thinking\"\n- \"I'm seeing a connection between\"\n- \"Ohhh, now I see!\"\n- \"I keep circling back to\"\n- \"Brainstorming here, but\"\n- \"Basically\"\n- \"Something doesn't add up\"\n- \"If I follow this through\"\n- \"On one hand... but on the other\"\n- \"Okay, backtrack a bit\"\n- \"One way to look at it is\"\n- \"That’s the piece of the puzzle!\"\n- \"Let me break this down\"\n- \"Ummm, actually\"\n- \"Am I missing something?\"\n- \"Actually, no\"\n- \"Wait, no\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"So, the bottom line is\"\n- \"Okay, so if I do this\"\n- \"That makes sense because\"\n- \"Oh! I get it now\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Still working it out\"\n- \"Now, if I think about it differently\"\n- \"This connects to\"\n- \"Let me back up a second\"\n- \"First things first\"\n- \"There's got to be something about\"\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 | Skip to comments.Blind to be cured with embryonic stem cells (claim)\nline 02 | Posted on 04/18/2009 9:44:59 PM PDT by chevydude26\nline 03 | BRITISH scientists have developed the worlds first stem cell therapy to cure the most common cause of blindness. Surgeons predict it will become a routine, one-hour procedure that will be generally available in six or seven years time.\nline 04 | The treatment involves replacing a layer of degenerated cells with new ones created from embryonic stem cells. It was pioneered by scientists and surgeons from the Institute of Ophthalmology at University College London and Moorfields eye hospital.\nline 05 | This week Pfizer, the worlds largest pharmaceutical research company, will announce its financial backing to bring the therapy to patients.\nline 06 | The treatment will tackle age-related macular degeneration (AMD), the most common cause of blindness. It affects more than 500,000 Britons and the number is forecast to increase significantly as people live longer. The disease involves the loss of eye cells.\nline 07 | (Excerpt) Read more at timesonline.co.uk ...\nline 08 | This is probably the first time embryonic stem cells have ever worked for something\nline 09 | But if your optic nerve is shot you have no hope in the world\nline 10 | I wouldn’t take it as truth until I saw a second source.\nline 11 | The media for years has confused the issue by implying that pro-lifers were against stem cell research, when most of us just oppose embryonic stem cell research.\nline 12 | Given that they can’t get a story straight, you might want to wait for a definitive statement.\nline 13 | I have no idea what an “eye cell” is, but even if they are able to cultivate intact retinal tissue (exceedingly complex in and of itself), what miracle of neurosurgery is going to make the millions of nerve connections to the nerve fiber layer, or more centrally, the optic nerve?\nline 14 | The only thing that has happened with embryonic stem cell research is that people have developed cancer.\nline 15 | 000000000000000000% of anything happening.\nline 16 | i’m almost certain there have been claims of this working only for it never to come into fruition\nline 17 | The real healings are coming from adult stem cells.\nline 18 | “The treatment will tackle age-related macular degeneration (AMD)”\nline 19 | Which seems to be a preventable nutritional deficiency disease.\nline 20 | “The National Eye Institute’s Age-Related Eye Disease Study (AREDS) found that taking a specific high-dose formulation of antioxidants and zinc significantly reduces the risk of advanced AMD and its associated vision loss. Slowing AMD’s progression from the intermediate stage to the advanced stage will save the vision of many people.\nline 21 | Age-Related Eye Disease Study (AREDS)\nline 22 | What is the dosage of the AREDS formulation?\nline 23 | The specific daily amounts of antioxidants and zinc used by the study researchers were 500 milligrams of vitamin C, 400 International Units of vitamin E, 15 milligrams of beta-carotene (often labeled as equivalent to 25,000 International Units of vitamin A), 80 milligrams of zinc as zinc oxide, and two milligrams of copper as cupric oxide. Copper was added to the AREDS formulation containing zinc to prevent copper deficiency anemia, a condition associated with high levels of zinc intake.”\nline 24 | Eggs are good, too:\nline 25 | If the Left wants to lie about the wonders of embryonic stem cells, they would be wise to select a less complex and miraculous organ than the human eye.\nline 26 | In a world flush with God’s miracles, the eye stands apart as a near incomprehensible marvel of engineering, biochemistry and wondrous physiology.\nline 27 | I’m blessed to see it every day.\nline 28 | So how do they stop the cells from growing?\nline 29 | AMD is identified as a metabolic disorder with iron over load as a cofactor.\nline 30 | Replacing the dead cells with new ones is likely to be a temporarty benefit if the underlying causation is not dealt with.\nline 31 | They’re expecting it to somehow know how to grow back together.\nline 32 | wonder if they’ll ever tell how many cases of eye cancer occurs afterward.\nline 33 | this smacks of liberal propaganda, The scientist I know say that embryonic stems cells are proving next to impossible to control.\nline 34 | For all we know, there may be three eyed people in the near future.\nline 35 | Hmm appears I didn't answer your question.\nline 36 | From deep in the article (paragraph 8):\nline 37 | Laboratory trials completed by the British team have demonstrated that stem cells can prevent blindness in rats with a similar disease to AMD. They have also successfully tested elements of the technology in pigs.\nline 38 | In other words, they haven't tried it on humans yet.\nline 39 | this is just more propaganda bullsh*t\nline 40 | I just feel sorry for the first (and probably only) human guinea pig.\nline 41 | Cancer near the optic nerve...probably quickly traveling toward the brain, is no way to go.\nline 42 | If a person wants to commit suicide, I would think a bullet would be a whole lot faster and less painful.\nline 43 | Be (very) suspicious of ANY medical cure that’s ‘going to be available in 6 years’. Next week, maybe. Two weeks, no.\nline 44 | here’s a similar article from Fox last year about a treatment they’re already selling at a clinic in China — apparently this little girl from Missouri went out there.\nline 45 | Blind Girl, 8, Sees Colors After Stem Cell Treatments\nline 46 | oh, looks like those Chinese treatments I posted earlier could just be a scam on western visitors for $20k/each. (who could’ve guessed??)\nline 47 | but this formerly blind guy is for real and can actually see colors and movements, thanks to stem cell transplants from a 3-year old:\nline 48 | Blind Man Sees (FNC Video, Dec 4 2008)\nline 49 | A man who has been blind for 43 years can now see thanks to a life changing surgery\nline 50 | Your posts would indicate that the “breakthrough” is indeed for non-embryonic stem cells. Two of the posts do not mention what type of stem cell is being employed. The one post which is specific states that the Chinese are using Umbilical stem cells not embryonic stem cells. This is not an ethical controversy. It is a science controversy. If anyone is able to cure people with umbilical stem cells, then more power to them!\nline 51 | Sorry: I was mostly replying to the other commenters who were sahing the science behind stem cell treatments for blindness (embryonic or not) was impossible.\nline 52 | No need to be sorry. You brought some interesting posts to the party! I have a couple of relatives who have been stricken with blindness and my wife worries about her own possible predisposition for macular degeneration.\nline 53 | However, it would have been clearer if you had replied directly to those “commenter” who dissed stem cell cures for blindness.\nline 54 | Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.\n</context>\n\n<phrases>\n- \"In essence\"\n- \"So the main idea is\"\n- \"Going back to what I said about\"\n- \"There's something here about\"\n- \"Why did I do that?\"\n- \"This is slipping through my fingers\"\n- \"Hold that thought\"\n- \"That makes sense because\"\n- \"I'm still feeling my way through\"\n- \"Let me just think this through\"\n- \"Let me trace that logic back\"\n- \"Anyway\"\n- \"But then again\"\n- \"In a way\"\n- \"I need to reframe this\"\n- \"Okay, walking through it again\"\n- \"Now, if I think about it differently\"\n- \"What keeps nagging at me is\"\n- \"Let me throw this out there\"\n- \"I was just about to say\"\n- \"I need to step back and rethink this\"\n- \"That doesn’t sound right\"\n- \"On one hand... but on the other\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"So far, it looks like\"\n- \"Wait, no\"\n- \"I feel like I’m close\"\n- \"You know\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let me play devil's advocate\"\n- \"That’s an interesting angle, but\"\n- \"What happens if we change this part?\"\n- \"Something doesn't add up\"\n- \"Well, let me see\"\n- \" is striking \"\n- \"I'm seeing a connection between\"\n- \"Uh, where was I?\"\n- \"Hmm\"\n- \"On the other hand\"\n- \"We've completely overlooked [blank]\"\n- \"This might explain the pattern\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"What if we looked at it like\"\n- \"Now we're cooking\"\n- \"Actually, no\"\n- \"No, actually\"\n- \"Let me sum this up so far\"\n- \"Alternatively\"\n- \"Wait a minute... Oh!\"\n- \"Suppose we assume that\"\n- \"Picture this\"\n- \"If I follow this through\"\n- \"I'm just throwing ideas around\"\n- \"There's got to be something about\"\n- \"Wait a minute\"\n- \"What am I overlooking?\"\n- \"What I’m getting at is\"\n- \" is interesting\"\n- \"Do I go with my gut or\"\n- \"Let me circle back to that\"\n- \"The tricky part is\"\n- \"Something’s not clicking\"\n- \"Does that sound right to you?\"\n- \"Ummm, actually\"\n- \"I know there’s a word for this\"\n- \"Ah...\"\n- \"Let me dig into that a little deeper\"\n- \"What if I flip it around?\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Am I overcomplicating this?\"\n- \"It's fascinating how\"\n- \"What if I just flip this around?\"\n- \"If we follow this logic\"\n- \"There's probably more to it\"\n- \"Let me untangle this\"\n- \"Let me work through this\"\n- \"In other words\"\n- \"Where does that leave me?\"\n- \"Let me see\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Still forming this thought\"\n- \"Let's think step by step\"\n- \"Let me back up a second\"\n- \"What if we\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Vitamins help maintain normal function of your organs and tissues, and the eight vitamins of the B complex are no exception.\nline 02 | One of these, vitamin B-12, is especially important in helping your nervous system function properly and in supporting many critical cellular reactions that ensure your survival.\nline 03 | Consuming appropriate amounts of vitamin B-12 may also help you avoid several potentially serious diseases.\nline 04 | Vitamin B-12 is the largest and most complex of all vitamins, according to the Linus Pauling Institute. Also called cobalamin, it is the only vitamin that contains a metal, cobalt. Like all B vitamins, vitamin B-12 helps your body convert carbohydrate nutrients into glucose, a critical energy source which travels in your blood to reach your cells. Your body also uses the vitamin to produce red blood cells that carry oxygen to your tissues and to manufacture DNA and RNA, the genetic material in your cells. Vitamin B-12 also cooperates with vitamins B-6 and B-9 to lower blood levels of an amino acid called homocysteine, a potentially harmful compound.\nline 05 | Vitamin B-12 may help you avoid several disorders, including cardiovascular disease and cancer. A high blood level of homocysteine is a risk factor for heart disease, according to the Linus Pauling Institute, and research suggests that vitamin B-12 helps reduce homocysteine levels. A study published in \"Lancet\" showed that in human subjects with normal levels of vitamin B-9, which also affects homocysteine, vitamin B-12 was the most important factor in keeping homocysteine low. The authors suggested that both vitamins are potentially important in reducing the risk of cardiovascular disease. Other studies suggest that vitamin B-12 helps reduce cancer risk. In a study in \"Cancer Epidemiology, Biomarkers and Prevention,\" breast cancer risk was more than 60 percent lower in women with high a intake of vitamin B-12 compared to women who consumed little of the vitamin.\nline 06 | In addition to potentially raising your risk of heart disease and cancer, a deficiency in vitamin B-12 can cause serious problems in your body. Because the vitamin is needed by your nervous system, a deficiency might cause you to experience neurological symptoms, such as tingling of your hands or feet, poor memory, mental confusion or difficulty maintaining your balance. A severe deficiency in vitamin B-12 may lead to a serious disorder called pernicious anemia, which occurs when your body is unable to absorb the vitamin from your food. Symptoms of the condition include fatigue, weakness, loss of appetite, constipation and weight loss. In infants and children, a vitamin B-12 deficiency can cause poor growth, problems with movement and a general delay in development.\nline 07 | Recommendation and Sources\nline 08 | According to the Office of Dietary Supplements, the recommended dietary allowance for vitamin B-12 is 2.4 micrograms for adults, with slightly more for pregnant or breast-feeding women.\nline 09 | Children need between 0.5 and 1.8 micrograms, depending on age.\nline 10 | Vitamin B-12 is found in fish, animal-based foods and dairy products but not in plant-based foods.\nline 11 | Clams are especially good sources, with 84 micrograms in 3 ounces, as are most types of fish, with 3 to 5 micrograms per serving, and beef, with about 1 microgram per serving.\nline 12 | Foods such as breakfast cereals are often fortified with vitamin B-12.\nline 13 | Check labels to determine the amount.\nline 14 | Vitamin B-12 supplements are also available in various formulations.\nline 15 | Check with your doctor to decide if these supplements might be helpful for you.\nline 16 | - Office of Dietary Supplements: Vitamin B12\nline 17 | - MayoClinic.com: Vitamin B12\nline 18 | - Linus Pauling Institute: Vitamin B12\nline 19 | - University of Maryland Medical Center: Vitamin B12\nline 20 | - Lancet: Importance of Both Folic Acid and Vitamin B12 in Reduction of Risk of Vascular Disease\nline 21 | - Cancer Epidemiology, Biomarkers and Prevention: Folate, Vitamin B6, and Vitamin B12 Intake and the Risk of Breast Cancer Among Mexican Women\nline 22 | - Alexandra Grablewski/Lifesize/Getty Images\n</context>\n\n<phrases>\n- \"Is this the hill I want to die on?\"\n- \"Let's think step by step\"\n- \"I’m trying to connect the dots here\"\n- \"Let me propose something\"\n- \"Wait, but if that’s true\"\n- \"What if I flip it around?\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"I'm wondering if\"\n- \"Don't quote me on this\"\n- \"Suppose we assume that\"\n- \"What’s the best way to explain this?\"\n- \"If I take this apart step by step\"\n- \"Wait, why does that happen?\"\n- \"When I sit with this idea\"\n- \"Let me untangle this\"\n- \"I'm trying to untangle this\"\n- \"Not sure if this fits, but\"\n- \"This connects to\"\n- \"This might sound weird, but\"\n- \"Let's break this down into parts\"\n- \"Let me throw this out there\"\n- \"Actually, no\"\n- \"I'm intrigued by\"\n- \"Something doesn't add up\"\n- \"Ummm, actually\"\n- \"It's almost like\"\n- \"Let me play devil's advocate\"\n- \"Let me chew on this\"\n- \"I'm pondering\"\n- \"Okay, so if I do this\"\n- \"Alternatively\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let’s weigh the options\"\n- \"That makes sense because\"\n- \"Building on that\"\n- \"Okay, pros and cons\"\n- \"What keeps nagging at me is\"\n- \"I'm struck by\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Perhaps\"\n- \"What if we\"\n- \"Let me work through this\"\n- \"Does that even make sense?\"\n- \"It suggests that\"\n- \"Wait, no\"\n- \"I'm seeing a connection between\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"No, actually\"\n- \"Maybe I'm way off, but\"\n- \"This feels half-right, but\"\n- \"What’s the next step?\"\n- \"I wonder if\"\n- \"I'm mulling over\"\n- \"Maybe I’m overcomplicating it\"\n- \"Just thinking out loud but\"\n- \"On one hand... but on the other\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"Oh! That reminds me\"\n- \"Just spitballing here\"\n- \"That’s an interesting angle, but\"\n- \"Here's where it gets interesting\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"So what does this mean in the bigger picture?\"\n- \"There's probably more to it\"\n- \"I'm curious about\"\n- \"Okay, let's break this down\"\n- \"Wait, that doesn’t add up\"\n- \"First things first\"\n- \"I'm starting to see a pattern\"\n- \"Picture this\"\n- \"On the other hand\"\n- \"That reminds me\"\n- \"There's a better way to phrase this\"\n- \"Here's a possible explanation\"\n- \"This might explain the pattern\"\n- \"If A is true, then\"\n- \"Let me connect the dots\"\n- \"I have a theory about this\"\n- \"But then again\"\n- \"The pros and cons are\"\n- \"We touched on [blank] briefly, but there's more 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 | List of described attractions by countries\nline 02 | South America is a continent with 12 countries and 2 overseas territories. Galápagos Islands - a distant province of Ecuador - also is reviewed separately.\nline 03 | |Country, territory||No. of landmarks|\nline 04 | |Falkland Islands (United Kingdom)||1|\nline 05 | |French Guiana (France)||1|\nline 06 | |Galápagos Islands (Ecuador)||1|\nline 07 | South America - map\nline 08 | Wikipedia article about South America.\nline 09 | Iguazu Falls from air. Brazil to the right, Argentina - to the left.\nline 10 | Gorkaazk, Wikimedia Commons, CC BY 3.0\nline 11 | One of the most spectacular natural landmarks in the world is Iguazu Falls. No figures and no words can describe the harmonious beauty of this waterfall - which by many is seen as the most magnificent waterfall in world.\nline 12 | There is little doubt - South America is one of the most spectacular... may be the most spectacular continent of the world.\nline 13 | Here is located the second highest mountain chain in the world, the largest rainforest, the tallest volcanoes, tallest and largest waterfalls.\nline 14 | The highest biological diversity in the world is reached somewhere near the eastern ranges of Andes in Ecuador, Peru or Colombia.\nline 15 | In the area of contemporary Peru and Bolivia (or... Brazil?... or Colombia?) developed independent civilization with numerous diverse cultures building highly original cities, shrines, necropolises, agricultural systems, having unique art and traditions. Much of this heritage is not discovered yet, much is not understood or misunderstood.\nline 16 | Architecture and art\nline 17 | European dominance here was brought by brutal force. But brutal force was not enough, sophisticated locals had to be impressed with rich, sumptuous buildings. Thus in South America were built beautiful cities with some of the most ornate churches in the world, often covered with pure gold inside.\nline 18 | Of much higher value is symbiosis of the best characteristics of European and South American civilization in arts. Unsurpassed world-class jewels of art and design are the Jesuit missions in Santa Cruz department, Bolivia, which united the exquisite taste for arts of locals and Europeans. Of similar value are the simple but elegant Andean churches in Chile and many other historical buildings in South America.\nline 19 | South American architects have been at the forefront of world architecture in 20th century. Amazing works were created in Brazil, also in Uruguay and other countries.\nline 20 | - El Tatio - Chile, Antofagasta. A large geyser field with more than 80 active geysers erupting up to 6 m high, especially impressive in early morning.\nline 21 | - Puente Bello with geysers - Peru, Moquegua. Group of perpetual spouters and geysers in magnificent location, where the river is crossed by a large natural bridge with road over it. One geyser reaches up to 25 m high.\nline 22 | - Puente del Inca – Argentina, Mendoza. One of natural wonders in Argentina – a natural arch over Vacas River with hot springs and large travertine formations next to it. The natural bridge is 48 m long, 28 m wide and 8 m thick, the river flows 27 m below it. Below it are many stalactites.\nline 23 | - Autana tepui - Venezuela, Amazonas. Spectacular tepui with up to 1400 metre high walls, with a cave running from one side to the another. In Venezuela are located numerous similarly impressive tepuis.\nline 24 | - French Valley - Chile, Magallanes.\nline 25 | Impressive, forest covered circue surrounded by extreme cliffs more than 1,000 m high.\nline 26 | - Itaimbezinho Canyon – Brazil, Rio Grande do Sul. Up to 720 m deep and 6 km long canyon with unbelievable, very impressive sights. Additional charm is added by exotic, tall araucarias.\nline 27 | - Monte Fitz Roy (Cerro Chaltén) - Argentina, Santa Cruz and Chile, Magallanes.\nline 28 | One of the most challenging mountains in the world for climbing.\nline 29 | The height of granite cliff face is 1,200 m.\nline 30 | - Torres del Paine - Chile, Magallanes. Three knife-formed cliffs rising with vertical walls more than 1,000 - 1,400 m high and offering one of the most impressive sights in Patagonian Andes.\nline 31 | Caves and sinkholes\nline 32 | Sarisariñama tepui, Venezuela. Sima Humboldt in the middle part of picture and Sima Martel in the far background.\nline 33 | Luis Ruiz Berti, public domain.\nline 34 | - Abismo Guy Collet – Brazil, Roraima.\nline 35 | Deepest known quartzite cave in the world and by far the deepest in Brazil, explored up to 671 m depth.\nline 36 | - Sarisariñama tepui - Venezuela, Bolivar. Unique forest covered tepui with two largest sandstone sinkholes in the world - up to 314 m deep Sima Humboldt and Sima Martel.\nline 37 | - Sima Aonda - Venezuela, Bolivar.\nline 38 | Giant 383 metre deep hole with a waterfall.\nline 39 | This cave opens at one side of the steep wall of Auyantepui and here, in the open air, the waterfall makes its next plunge.\nline 40 | - Sistema Roraima Sur (Cueva Ojos de Cristal) - Venezuela, Bolivar. The longest quartzite cave in the world, explored up to its length of 16,140 metres.\nline 41 | - The Marble Caves (Las Cavernas de Marmol) - Chile, Aisén. Unique geological formation - peninsula consisting of pure marble in the beautiful Lago General Carrera has been eroded by the lake water, forming caves, mushroom formations and tunnels in the marble.\nline 42 | - Angel Falls - Venezuela, Bolivar. Tallest waterfall in the world, falling from the vertical wall of Auyantepui. The waterfall is 979 metres high, highest plunge - 807 metres.\nline 43 | - Gocta Falls (Catarata Gocta) - Peru, Amazonas. A very high waterfall with a measured height of 771 metres, in two drops. Tallest drop is 540 m high.\nline 44 | - Iguazu Falls - Argentina, Misiones and Paraná, Brazil.\nline 45 | One of the most enormous and most impressive waterfalls of the world, they are \"only\" 82 metres tall, but 2 700 metres wide.\nline 46 | - Kaieteur Falls – Guyana, Potaro-Siparuni. One of the most spectacular and powerful waterfalls in the world, combining very high volume of water and large height of fall. 226 m high free fall on Potaro River, total height – 251 m, volume up to 660 cubic metres per second.\nline 47 | - Ventisquero Colgante Falls - Chile, Aisén.\nline 48 | One of the highest waterfalls in Chile and possibly - one of the most beautiful waterfalls worldwide.\nline 49 | Water originates from the base of Ventisquero Colgante glacier and falls more than 350 m high in a single plunge as approximately 30 m wide stream.\nline 50 | This is rare sight, as above this giant waterfall is towering a wall of blue glacier.\nline 51 | Several smaller falls around are even higher.\nline 52 | Frailejones - Espeletia pycnophylla and fog, Páramo El Ángel in Ecuador.\nline 53 | Thomas van Hengstum, Wikimedia Commons / CC BY-SA 3.0\nline 54 | - Caño Cristales - Colombia, Meta.\nline 55 | Unique river with a bottom covered with the endemic Macarenia clavigera plants.\nline 56 | These plants in the time period from late July to November turn bright red, thus making the river very colorful and providing one of most spectacular sights in Colombia.\nline 57 | - Páramo El Ángel - Ecuador, Carchi, north from El Angel. Beautiful montane meadows with tall frailejón plants (mainly Espeletia pycnophylla), creating eerie landscape. One of the largest meadows with frailejónes.\nline 58 | - Puerto Sagrario Alerce forest – Argentina, Chubut. Old growth alerce (Fitzroya cupressoides) forest at the northern end of Lago Menéndez. Contains more than 3,000 years old trees.\nline 59 | - Sooretama Biological Reserve and Linhares Forest Reserve – Brazil, Espirito Santo. The largest remaining area of North Eastern Atlantic forests. This approximately 50 000 ha large forest is virgin to a large extent and belongs to most biodiverse rainforests in the world with very high degree of endemism.\nline 60 | - South Plaza vegetation - Galápagos Islands, small island near Santa Cruz. This 0.13 km² large island is covered with unique vegetation. Ground is lined with succulents - Sesuvium, which changes the color of the island from intense green to orange and purple in the dry season. From this unusual plant carpet rise the endemic, tree-like Opuntia cacti. Here lives the unique Hybrid Iguana - a sterile hybrid of the endemic Marine Iguanas and Land Iguanas, able to feed on cacti and hunt in the sea.\nline 61 | - Stands of Araucaria in Conguillío - Chile, Araucanía.\nline 62 | Conguillío National Park contains some of most visually impressive and valuable araucaria (Araucaria araucana (Molina) K. Koch) stands.\nline 63 | - Yasuni Forest - Ecuador, Pastaza, Orelana, Napo.\nline 64 | Possibly the most biodiverse area in the world.\nline 65 | In this rainforest the diversity of amphibians, birds, mammals and vascular plants (with 2,700 - 4,000 species of plants per hectare) reaches their maximum for Western Hemisphere.\nline 66 | Uncontacted tribes live in the forest.\nline 67 | Endangered and affected by oil extraction.\nline 68 | Other natural landmarks\nline 69 | - Catatumbo lightning (\"Lighthouse of Maracaibo\")- Venezuela, Zulia. Here in the marshy delta of Catatumbo River, during 140 - 160 days and nights (10 hours mainly in the afternoons) a year there is almost continuous powerful lightning without the sound of thunder. World's most powerful generator of tropospheric ozone.\nline 70 | - Glaciar Viedma, Glaciar Upsala, Glaciar Spegazzini, Glaciar Perito Moreno and smaller glaciers – Argentina, Santa Cruz. Glaciers ending in large lakes and forming impressive ice walls. As a result in Lake Viedma and Lake Argentino are floating unusual, blue icebergs. Impressive is Bahia Onelli – a lake with three glaciers ending in it – this lake is filled with countless icebergs.\nline 71 | - Laguna Colorada - Bolivia, Potosí. Shallow salt lake with interesting geology. The water of the lake is colored by algae in red and orange colors. In the lake have formed borax islands in white color. Here live the rare James's flamingos (Phoenicoparrus jamesi) - this is the highest habitat of flamingos.\nline 72 | - Rio Itoco emerald mines in Muzo - Colombia, Boyacá. The site where the best emeralds in the world are found. Other famous mines are in Chivor and Coscuez.\nline 73 | Man made landmarks\nline 74 | Petroglyphs and rock art\nline 75 | - Cueva de las Manos - Argentina, Santa Cruz. Famous due to paintings of hands on its walls made 13,000 – 9,500 years ago, often stencilled. Numerous other drawings as well.\nline 76 | - Serra da Capivara – Brazil, Piauí. More than 300 archaeological sites with numerous, up to 26 – 22 thousand years old (Pedra Furada shelter) rock paintings of Nordeste and Agresete cultures. Controversial carbon dating shows that people here lived even 35 – 48 thousand years ago what contradicts the theories of human arrival in Americas.\nline 77 | - Gigante de Atacama on Cerro Unita - Chile, Tarapacá. Largest geoglyph in Chile - 86 m (115 m?) high antropomorphic figure, made circa 1000 - 1400 AD. Cerro Unita contains more geoglyphs.\nline 78 | - Nazca Lines - Peru, Ica. The best known geoglyphs in the world, created circa 400 - 650 AD in the extremely dry Nazca Desert. Giant, up to 200 m long prehistoric drawings are spread over large area, the best among them are Family, Mandala, Tree, Spider, Condor, Astronaut, Whale. Numerous are the rectangular areas and lines.\nline 79 | - Sacsayhuamán - Peru, Cusco. One of the most impressive complexes of megalithic walls with blocks up to 120 - 200 tons heavy: possibly built by Kilke culture between 900 - 1200 AD. Ruins of temples found.\nline 80 | - San Agustín - Colombia, Huila. Impressive group of megaliths from AD 100 - 1200, some up to 4 metres tall. This is the largest group of megalithic sculptures in South America. The numerous large sized sculptures have a high art value. This 78 ha large site includes such sites as Las Mesitas with artificial mounds, terraces and tombs.\nline 81 | - Caral - Peru, Lima. The oldest known city in Americas, inhabited somewhere between 2600 - 2000 BC. The pyramids in this city were built at the same time when pyramids were built in Egypt. The largest pyramid here though is 18 m tall. It is considered that this was a sacred city.\nline 82 | - Chan Chan - Peru, La Libertad. The capital of Chimor, the largest known Pre-Columbian city in South America, with some 6 km² large urban core. City was built from adobe, it flourished in 850 - 1470 AD. Chan Chan consists of 10 walled citadels and has many interesting features, including intricate ornamentation of adobe walls.\nline 83 | - Chavín de Huántar - Peru, Ancash. The former capital of Chavín culture, a place of high spiritual importance. Occupied since at least 3000 BC, sacred site since the end of 2nd millenium BC. Site contains numerous diverse temple structures and amazing artworks including the sculpture of the 4.53 m tall Lanzón, created some 3000 years ago. During the rain the channels under the temple create a sound which was similar to a roar of jaguar.\nline 84 | - Gran Saposoa - Peru, Amazonas.\nline 85 | Enormous, little researched site of Chachapoyas culture with hundreds of circular buildings.\nline 86 | - Machu Picchu - Peru, Cusco. One of the most spectacular archaeological sites in the world, an Inca town. Machu Picchu is located on rugged cliff peak and consists of extensive ruins of stone structures. It is believed that the town was built circa 1450 as a shelter and centre for Inca rulers - and abandoned circa 1572. Especially interesting monument here is Intihuatana - a sculpted stone, possible astronomic clock or calendar. Another amazing monument is a cave - Temple of the Moon in the nearby Huayna Picchu.\nline 87 | - Monte Verde - Chile, Los Lagos. Important and somewhat mysterious archaeological site: 14,800 - 13,800 years old human settlement, which predates the oldest culture of Americas - Clovis - by 1000 years. People living here were eating such extinct animals as mastodons, they built primitive houses, were using potatoes as a food. Layers below hint that people here may be lived even 33,000 years ago.\nline 88 | - Tiwanaku - Bolivia, La Paz. A capital of the pre-cursor of Inca Empire, developed in 300 -1000 AD. Ancient pilgrimage center of high spiritual importance. Remnants of monumental, megalithic stone architecture with carved sculptures. Near Tiwanaku is Puma Punku - a site which contains amazing stone \"details\" - giant stones carved in complex forms, up to 131 tons heavy.\nline 89 | Other archaeological monuments\nline 90 | - Samaipata - Bolivia, Santa Cruz. Ceremonial centre of Mojocoya and Inca people, located on the top of mountain. Includes the largest known sculpted rock in the world - a 250 m long, 60 m wide, horizontal area covered with carvings in sandstone. Around the summit are located ruins of different buildings. Built in 3rd - 16th centuries.\nline 91 | - Sillustani chullpas - Peru, Puno. Group of impressive burial towers - chullpas. Built by Aymara people before 15th century AD, the best preserved chullpas.\nline 92 | - Pyramids of Sun and Moon (Huaca del Sol and Huaca de la Luna) - Peru, La Libertad. One of the largest adobe structures in the world. Located in the former capital of Moche state. Built circa 450 AD. Pyramid of Sun initially was 50 m tall, now 41 m tall.\nline 93 | - Cartagena Old City with fortifications - Colombia, Bolivar. Cartagena was one of the most important cities in Caribbean area in 16th - early 19th century and huge number of ornate, beautiful structures were built in this time. The historical centre is located on scenic peninsula. The fortifications of Cartagena are the most extensive fortifications from 16th - 18th century in Americas. Especially impressive is Castillo San Felipe de Barajas (1639 - 1657) - the largest Spanish built fort in Americas.\nline 94 | - Cusco - Peru, Cusco. The historical capital of Inca Empire, inhabited since 900 AD. During Inca time (13th century - 1532) the city was developed according to a strict plan. After the Spanish conquest the city has maintained much of its original planning and part of building stones, but there has been built a new, magnificent city, blending local and European traditions. Amazing is Hatun Rumiqoc - a street going along the wall of Inca palace, with the amazing stonework (including the famous 12-angled stone) preserved.\nline 95 | - Historic Centre of Ouro Preto – Brazil, Minas Gerais.\nline 96 | Former colonial mining town, founded in late 17th century and renovned due to beautiful Barocco architecture and well preserved historic centre.\nline 97 | - Pelourinho (Historic centre of Salvador de Bahia) – Brazil, Bahia. Large historic centre of the first capital of Brazil in 1549 – 1763, built on the upper side of a high cliff overlooking the Bay of Todos de Santos. Old city has retained its 16th century planning, contains numerous valuable historical buildings – churches, palaces.\nline 98 | - Potosí - Bolivia, Potosí. A historical mining city next to the largest silver mine in the world. Located at 4,090 m height. In 17th century was one of the largest and richest cities in the world, numerous very ornate and interesting structures were built in the city in this time.\nline 99 | - Quito, historical centre - Ecuador, Pichincha. One of the best preserved and most interesting historical city centres in Americas. The city is founded in 1535 in its current location. Contains more than 130 monumental buildings, rich with art values and some 5,000 listed buildings.\nline 100 | Churches and missions\nline 101 | Church of the Society of Jesus, Quito in Ecuador.\nline 102 | Dr. Carlos Costales Terán, Wikimedia Commons / CC BY-SA 3.0\nline 103 | - Cathedral of Brasília – Brazil, Distrito Federal. Unusual hyperboloid structure of 16 bent concrete columns with glass roof in between, built in 1970 according to the design of Oscar Niemeyer.\nline 104 | - Church and Convent of San Francisco, Quito - Ecuador, Pichincha, Quito. The largest historical church building in Americas, built in 1550 - 1680. This beautiful structure represents a harmonious blend of Renaissance, Mannerism and Baroque styles. Interior is sumptuous, with much gold and other precious materials.\nline 105 | - Church of the Society of Jesus, Cusco - Peru, Cusco. Magnificent Renaissance - Baroque style church, built in 1571 - 1668.\nline 106 | - Church of the Society of Jesus, Quito - Ecuador, Pichincha, Quito. One of the pearls of Baroque architecture in Americas, built in 1605 - 1765. Very ornate building with gold coated interior.\nline 107 | - Isluga church and village - Chile, Tarapacá. Unique Altiplano church located at 3,800 m above the sea level. Church is built in 17th century in a place which is sacred to Aymara people. It is located in uninhabited village, which is used only in a case of religious festivities.\nline 108 | - La Merced Convent in Cusco - Peru, Cusco. Outstanding monument of Baroque architecture and art, this monastery was first established in 1536 and rebuilt after an earthquake in 1675. Valuable are the paintings and wood carvings in its cloisters.\nline 109 | - Las Lajas Sanctuary - Colombia, Nariño. Beautiful Neo-Gothic cathedral, built in 1916 - 1949. Unusual due to its location over deep gorge where apparition of Virgin Mary happened.\nline 110 | - San Ignacio Miní – Argentina, Misiones. Ruins of Jesuit mission founded in the current place in 1696. It flourished in 18th century but was abandoned in 1768. Rediscovered in 1897 when it was covered with dense jungle. These are the best preserved ruins of Jesuit missions in this region and reveal the architecture in the local \"Guaraní Baroque\" style.\nline 111 | - San Rafael de Velasco Jesuit Mission - Bolivia, Santa Cruz. One of the beautiful Jesuit missions in Santa Cruz, established in 1721. One of the most beautiful wooden churches worldwide, meticulously restored and well maintained. The church decoration is unique fusion of European and indigenous arts, performed with sophisticated taste.\nline 112 | - São Francisco Church and Convent in Salvador – Brazil, Bahia. Baroque style church with exuberant interior, built in 1708 – 1755.\nline 113 | - Christ the Redeemer – Brazil, Rio De Janeiro. One of the most iconic statues in the world, the largest Art Deco style sculpture in the world, built in 1922 – 1931. Statue itself is 39.6 m high but it is located on the top of another landmark – the 710 metres high granite peak - Corcovado mountain. This is the highest granite dome in Brazil. Magnificent sights of the Rio de Janeiro city open from the top of mountain.\nline 114 | - Floralis Genérica – Argentina, Buenos Aires. A robotic monument, built in 2002. It represents a 23 m high flower made of stainless steel. The flower moves – opens and closes its petals during the day and has a spectacular lighting.\nline 115 | Other man made landmarks\nline 116 | - Barolo Tower (Palacio Barolo) – Argentina, Buenos Aires.\nline 117 | Unique highrise building in Ecclectic and Art Noveau style, built in 1923.\nline 118 | This building has 22 floors (110 m tall) and is built according to the cosmology of Dante’s Divine Comedy.\nline 119 | Ornate facade and interiors.\nline 120 | - Casapueblo – Uruguay, Maldonado. Enormous private house – sculpture of artist Carlos Páez Vilaró. The white colored house is built since 1960 and now resembles a phantastic fairytale palace.\nline 121 | - Gold Museum - Colombia, Bogotá Capital District. The biggest collection of pre-Hispanic gold work in the world, one of the most spectacular archaeological museums in the world. Contains the unique Muisca raft - a golden raft showing the El Dorado ceremony.\nline 122 | - Niterói Contemporary Art Museum – Brazil, Niterói in Rio De Janeiro. Museum building of unique architecture similar to UFO, achievement of structural design. Designed by Oscar Niemeyer, built in 1996.\n</context>\n\n<phrases>\n- \"Let me play devil's advocate\"\n- \"On the other hand\"\n- \"Why did I do that?\"\n- \"I'm curious about\"\n- \"The tricky part is\"\n- \"There's a missing link here\"\n- \"Let me put this another way\"\n- \"I don’t want to jump to conclusions, but\"\n- \"I'm intrigued by\"\n- \"Anyway\"\n- \"I need to make sure this checks out\"\n- \"I need to step back and rethink this\"\n- \"In other words\"\n- \"Let me see if\"\n- \"What I'm getting at is\"\n- \"Let me throw this out there\"\n- \"That makes sense because\"\n- \"Let me untangle this\"\n- \"What if I flip it around?\"\n- \"There’s a better way to phrase this\"\n- \"Let's think step by step\"\n- \"Let me work through this\"\n- \"So what I'm trying to say is\"\n- \"Alternatively\"\n- \"What if I just flip this around?\"\n- \"Let's test this idea\"\n- \"Something doesn't add up\"\n- \"I'm pondering\"\n- \"This is just a hunch\"\n- \"But then again\"\n- \"I need to reframe this\"\n- \"Wait a minute... Oh!\"\n- \"That’s an interesting angle, but\"\n- \"The more I think about it\"\n- \"Does that sound right to you?\"\n- \"How do I put this\"\n- \"When I sit with this idea\"\n- \"Ummm, actually\"\n- \"Something's not clicking\"\n- \"Here's what I'm thinking\"\n- \"Let me chew on this\"\n- \"On one hand... but on the other\"\n- \"That doesn't seem to add up... Let me think\"\n- \"I'm wondering if\"\n- \"Okay, so if I do this\"\n- \"I’m not sure if that’s the right approach\"\n- \"This is starting to take shape\"\n- \"Now, if I think about it differently\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Actually, no\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"The crucial thing seems to be\"\n- \"What if we looked at it like\"\n- \"Something’s not clicking\"\n- \"This brings to mind\"\n- \"I guess that works\"\n- \" is key here\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Going back to what I said about\"\n- \"Wait a minute\"\n- \"I was just about to say\"\n- \"What happens if we change this part?\"\n- \"Now we're cooking\"\n- \"What if I tried...?\"\n- \"I'm mulling over\"\n- \"Wait, no\"\n- \"What’s the best way to explain this?\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Follow me here\"\n- \"No, actually\"\n- \"Why didn’t I think of that sooner?\"\n- \"This could explain why\"\n- \"This makes me reflect on\"\n- \"Well\"\n- \"Let me make sure I got this\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Let me think\"\n- \"Ah...\"\n- \"Would I regret this later?\"\n- \"What was I about to say?\"\n- \"I'm seeing a connection between\"\n- \"Backing up for a second\"\n- \"What keeps nagging at me is\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"So basically\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Two ways to boil an egg are Soft - boil and Hard boil.When done, hard-boiled\nline 02 | eggs have firm, opaque whites and solid, pale lemon-yellow yolks; soft-boiled\nline 03 | eggs have lightly congealed, opaque whites, and yolks which are a deeper yellow-\nline 04 | almost orange in some cases--and are mostly liquid.\nline 05 | There are couple of problems you might run into if not so prificient in hard\nline 06 | boiling the eggs (like me!!!!!) such as\nline 07 | (1)The yolk is runny, the white \"leaked\" out while cooking.\nline 08 | (2)The yolk is hard as a marble.\nline 09 | (3)Yolks coming out green.\nline 10 | The best ways to prevent the above problems are ,\nline 11 | First of all, pierce the large end of the egg with either an egg piercer or\nline 12 | thin needle. This will release any internal pressure built up in the egg\nline 13 | during boiling and your shell won't crack and whites won't run out.\nline 14 | If you don't trust yourself to prick the egg without breaking it, place the\nline 15 | eggs in cold water and then bring the whole pot to a boil. This gives the air\nline 16 | time to slowly seep out of the egg.\nline 17 | ((((One feature of the egg is an air sac at one end, which serves as a shock\nline 18 | absorber to keep the developing chick from being disturbed by the outside\nline 19 | vibrations. When you put an egg into boiling water, the air sac expands. If the\nline 20 | sac expands only a little, the yolk and white will be pushed into the rest of\nline 21 | the shell, and the result will be a hard-boiled egg with a flattened end.\nline 22 | If\nline 23 | the air sac expands too much, the shell will crack, releasing egg white into\nline 24 | the water.\nline 25 | To eliminate this possibility, prick the fat end of the egg with a\nline 26 | sharp pin to make a very small hole before placing the egg in water. )))\nline 27 | (2)Add a bit of vinegar or salt to the water. The vinegar or salt starts a\nline 28 | chemical reaction which causes the egg whites to coagulate (thicken) and cook\nline 29 | faster, preventing the white from streaming out of the egg. This is why good\nline 30 | chefs poach egg in an vinegared water; the acid in the vinegar helps cook the\nline 31 | whites faster, so that the poached eggs come in compact little balls.\nline 32 | (3) The most important detail to observe is the temperature of the eggs. If\nline 33 | you've just removed them from a refrigerator, you cook them differently than if\nline 34 | the eggs have had a chance to warm up to room temperature.\nline 35 | Technique 1: (If eggs already at room temperature)\nline 36 | Cover and boil: Place the pot on high heat. Bring the water to a rapid boil.\nline 37 | After ten minutes, remove the pot from the heat and remove the eggs from the\nline 38 | Soak for best results:Immediately soak the eggs in cold water. This will stop\nline 39 | the eggs from cooking by their own heat, and will also help with peeling them.\nline 40 | Keep them in the cold water for 30 seconds or so, or until you can handle them\nline 41 | without shouting \"Ow, ow, ouch!!\" and passing them hurriedly from hand to hand.\nline 42 | While they're in the cold water, a layer of steam develops between the shell\nline 43 | and the egg white. The steam makes peeling an egg much easier.\nline 44 | Technique 2: (If eggs are directly from refrigerator)\nline 45 | Cover and boil: When the water reaches a rapid boil, immediately remove the pot\nline 46 | from the burner. Leave the lid on the pot. Set a timer, or note the time, and\nline 47 | let the pot stand for 17 minutes for medium eggs, or 20 minutes for jumbo eggs.\nline 48 | The last step in either method is peeling the eggs.\nline 49 | Depending on how you\nline 50 | proceed, this is either a frustrating, painstaking chore or an easy, possibly\nline 51 | fun, kitchen task. Try the following method to limit your frustrations.\nline 52 | Gently but firmly break an egg against the surface of the sink or countertop,\nline 53 | rotate the egg in your hands, and again crack the egg against a hard surface.\nline 54 | Repeat until you've cracked the egg several times, all over its surface.\nline 55 | Then\nline 56 | take the egg in your hands and roll it back and forth in your palms. Peeling\nline 57 | the egg should now be a cinch.\nline 58 | There are many sites which conatins the infromation and tips on best ways for\nline 59 | hard boiling the eggs.To name a few.\n</context>\n\n<phrases>\n- \"That changes everything\"\n- \"Something doesn't add up\"\n- \"I'm seeing a connection between\"\n- \"Bear with me while I\"\n- \"No, actually\"\n- \"There’s a pattern here\"\n- \"Let me work through this\"\n- \"Let me untangle this\"\n- \"I’m trying to connect the dots here\"\n- \"Alternatively\"\n- \"What was I about to say?\"\n- \"Let me play devil's advocate\"\n- \"It's hard to pin down\"\n- \"Now, wait just a second\"\n- \"Let me make sure I got this\"\n- \"I need to step back and rethink this\"\n- \"Okay, so\"\n- \"I could do this, or maybe that\"\n- \"Not set in stone, but\"\n- \"The pros and cons are\"\n- \"Something's not quite right\"\n- \"On one hand... but on the other\"\n- \"This makes me think of\"\n- \"Oh, I see what’s happening here!\"\n- \"Wait, I think I’ve got it!\"\n- \"Wait a minute\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I’m not sure, but\"\n- \"Let’s weigh the options\"\n- \"Follow me here\"\n- \"Oh! I get it now\"\n- \"Here's what's bugging me\"\n- \"This is starting to take shape\"\n- \"There's something off here\"\n- \"Let's think step by step\"\n- \"Hmm\"\n- \"Okay, pros and cons\"\n- \"Okay, backtrack a bit\"\n- \"Oh! I get it now!\"\n- \"Hold that thought\"\n- \"The more I think about it\"\n- \"That would explain why\"\n- \"That makes sense because\"\n- \"Now, if I think about it differently\"\n- \"I'm trying to untangle this\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"What keeps nagging at me is\"\n- \"But then again\"\n- \"I keep coming back to\"\n- \"That doesn't sound right, let me rephrase\"\n- \"What if I flip it around?\"\n- \"That reminds me\"\n- \"Okay, let's break this down\"\n- \"Backing up for a second\"\n- \"Ummm, actually\"\n- \"If I take this apart step by step\"\n- \"Does that sound right to you?\"\n- \"On the other hand\"\n- \"Take this with a grain of salt\"\n- \"This is just a hunch\"\n- \"Oh, that clears everything up!\"\n- \"Building on that\"\n- \"Oh! That reminds me\"\n- \"Okay, walking through it again\"\n- \"Wait, no\"\n- \"I'm not sure, but\"\n- \"I think I can rule that out\"\n- \"I need to reframe this\"\n- \"Let's break this down into parts\"\n- \"That’s an interesting angle, but\"\n- \"Wait a minute... Oh!\"\n- \"Let me trace that logic back\"\n- \"I was looking at this all wrong!\"\n- \"How do I put this\"\n- \"First things first\"\n- \"Am I missing something?\"\n- \"Actually, no\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Would I regret this later?\"\n- \"Hold on a second\"\n- \"Let me connect the dots\"\n- \"It was staring me in the face\"\n- \"That’s what I was trying to say!\"\n- \"This connects to something else\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The content, links, and pdfs are no longer maintained and might be outdated.\nline 02 | Epidemiologic Notes and Reports Gastrointestinal Illness among Scuba Divers -- New York City\nline 03 | In July 1982, an outbreak of gastrointestinal illness occurred among New York City's Police and Fire Departments' scuba divers following dives in sewage-contaminated waters.\nline 04 | Although the causes of illness in many divers were not identified, gastrointestinal parasites were found in 12 divers.\nline 05 | The Fire Department developed a scuba diving program in early 1982 to train 40 firefighters in two rescue companies to respond to pier fires and water-related emergencies. In July 1982, one company trained primarily along the Hudson River at 47th Street and the other mainly at the Brooklyn Navy Yard. The Police Department diving team, which has been in operation since the mid-1960s with five divers, expanded to 16 divers in January 1982. Besides responding to water-related emergencies, police divers explore river beds for evidence and help recover lost or stolen property.\nline 06 | The divers generally use standard scuba masks and wet suits. Despite this protective gear, they report ingesting small quantities of polluted water while swimming at the surface or while using mouthpieces that have dangled in the water before use.\nline 07 | A questionnaire survey of 55 of the Police and Fire Departments' divers was administered in July 1982.\nline 08 | Divers ranged in age from 21 to 52 years (mean 35.5 years).\nline 09 | All were male.\nline 10 | Approximately 95% were white and the others black or Hispanic.\nline 11 | The survey revealed 21 cases of recent or current gastrointestinal illness, defined as 2 or more days of any of the following: (1) diarrhea (watery stool), (2) crampy abdominal pain, or (3) change in stool consistency.\nline 12 | Three cases developed in the spring of 1982, and the remaining 18 cases in July 1982.\nline 13 | Twenty symptomatic divers had stools cultured for bacterial pathogens, and all 55 divers had purged stools examined for parasites. No specimens were obtained for viral studies. One bacterial culture was positive for Campylobacter. The purged stool examinations revealed 12 cases of gastrointestinal parasites--five of Entamoeba histolytica and seven of Giardia lamblia.\nline 14 | To determine if diving in polluted water was an important risk factor for gastrointestinal illness and parasitic infection, investigators questioned and examined a comparison group of 116 nondiving firefighters. Study participants submitted purged stool specimens. The incidence of gastrointestinal illness in July 1982 among the nondivers was estimated by reviewing sick-leave records.\nline 15 | During July, the divers had developed gastrointestinal illness more than four times as frequently as the nondiving firefighters. When symptomatic firefighters were questioned about possible common sources of exposure, such as weddings, picnics, camping trips, or other group activities, none except scuba diving was identified. Neither travel nor sexual orientation, two additional risk factors for parasites, differed among divers with parasites, uninfected divers, and nondiving firefighters.\nline 16 | Twenty-three nondiving firefighters had purged stools examined for parasites; none had G. lamblia or E. histolytica.\nline 17 | At the Fire Department training sites along the Hudson and East Rivers, the New York City Department of Health tested the water for total coliforms, pathogenic bacteria (Salmonella, Shigella, Campylobacter, and Yersinia) and parasites.\nline 18 | Relatively few pathogens were found in these highly polluted waters.\nline 19 | However, examination of river water utilizing a high-volume water filter revealed numerous parasites including G. lamblia and E. histolytica-like cysts.\nline 20 | Reported by A Goodman, MD, S Schultz, MD, E Bell, E Gumbs, MD, S Friedman, MD, New York City Dept of Health, C Robinson, MD, New York City Police Dept, C Jones, MD, New York City Fire Dept; C Hibler, PhD, Dept of Pathology, Colorado State University.\nline 21 | Editorial Note: In recent years, gastrointestinal illness has been reported to be associated with swimming in polluted water (1). The causes of these infections have been somewhat obscure. In some cases, symptoms were probably caused by viruses; in others, bacterial agents, such as Shigella, have been isolated. The majority of cases, however, have remained undiagnosed.\nline 22 | More than 188,000,000 gallons of raw sewage are discharged daily into the Hudson and East Rivers of New York City. Swimming is limited by the Department of Health to beaches monitored regularly for fecal contamination; thus, swimming in New York City's coastal waters has never been considered an important risk factor for illness.\nline 23 | The results of this investigation provide strong evidence that scuba diving in sewage-contaminated water is associated with gastrointestinal illness. The data suggest that parasites are an important cause of illness and that the major health hazard arises from ingesting sewage-contaminted water. Police and Fire Department scuba divers now practice in waters designated acceptable by the Department of Health.\nline 24 | Advanced diving equipment, such as high-pressure masks, wireless radio devices, and dry suits, should be used to minimize exposure; a recent study of various types of diving suits found that a dry suit in combination with a full-face mask, afforded the best protection against microbial contamination (2). The National Oceanic and Atmospheric Administration is continuing this study.\nline 25 | Routine health surveillance of divers also may minimize the consequences of diving in contaminated waters. Divers should be questioned as to the nature of any illness requiring absence from work. Informed police and fire health officials could then appropriately advise the divers' personal physicians as to the possibility of water-related infection. Worker education may serve the same purpose.\nline 26 | Disclaimer All MMWR HTML documents published before January 1993 are electronic conversions from ASCII text into HTML. This conversion may have resulted in character translation or format errors in the HTML version. Users should not rely on this HTML document, but are referred to the original MMWR paper copy for the official text, figures, and tables. An original paper copy of this issue can be obtained from the Superintendent of Documents, U.S. Government Printing Office (GPO), Washington, DC 20402-9371; telephone: (202) 512-1800. Contact GPO for current prices.**Questions or messages regarding errors in formatting should be addressed to [email protected].\nline 27 | Page converted: 08/05/98\nline 28 | This page last reviewed 5/2/01\n</context>\n\n<phrases>\n- \"So the main idea is\"\n- \"Let me trace that logic back\"\n- \"What if I just flip this around?\"\n- \"Let me work through this\"\n- \"So what does this mean in the bigger picture?\"\n- \"Something doesn't add up\"\n- \"Here's what I'm thinking\"\n- \"The pros and cons are\"\n- \"On one hand... but on the other\"\n- \"I keep circling back to\"\n- \"Ummm, actually\"\n- \"That’s an interesting angle, but\"\n- \"In a way\"\n- \"Wait, no\"\n- \"I keep coming back to\"\n- \"First things first\"\n- \"Okay, let's break this down\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Maybe I’m overcomplicating it\"\n- \"Where does that leave me?\"\n- \"What if the reason is\"\n- \"There’s a better way to phrase this\"\n- \"Anyway\"\n- \"Hold on a second\"\n- \"Suppose we assume that\"\n- \"So far, it looks like\"\n- \"This is slipping through my fingers\"\n- \"Going back to what I said about\"\n- \"On the other hand\"\n- \"Let's break this down into parts\"\n- \"Now, if I think about it differently\"\n- \"Consider this possibility\"\n- \"The crucial thing seems to be\"\n- \"Would this be worth the risk?\"\n- \"Let me circle back to that\"\n- \"How do I put this\"\n- \"Actually, no\"\n- \"So what I'm trying to say is\"\n- \"Hang on a second\"\n- \"Okay, pros and cons\"\n- \"Let me play devil's advocate\"\n- \"What if I flip it around?\"\n- \"I need to reframe this\"\n- \"What if we looked at it like\"\n- \"This is just a first pass, but\"\n- \"Could be wrong here\"\n- \"Let me throw this out there\"\n- \"Let me approach this from another angle\"\n- \"Let me just think this through\"\n- \"Let me untangle this\"\n- \"Backing up for a second\"\n- \"Let's think step by step\"\n- \"This might sound weird, but\"\n- \"If we follow this logic\"\n- \"I was just about to say\"\n- \"Coming at this from another angle\"\n- \"In essence\"\n- \"Now we're cooking\"\n- \"Let's see\"\n- \"Basically\"\n- \"It feels like the right move, but\"\n- \"This is tricky, but\"\n- \"Hold that thought\"\n- \"What’s the next step?\"\n- \"No, actually\"\n- \"So what I’m trying to say is\"\n- \"Let me break this down\"\n- \"So basically\"\n- \"Still forming this thought\"\n- \"Well, let me see\"\n- \"But then again\"\n- \"If I take this apart step by step\"\n- \"Let’s weigh the options\"\n- \"What keeps nagging at me is\"\n- \"Let me sum this up so far\"\n- \"This could explain why\"\n- \"Alternatively\"\n- \"The more I think about it\"\n- \"Now, wait just a second\"\n- \"Let me propose something\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | (NaturalNews) February is American Heart Month, dedicated to educate people about the importance of keeping their heart healthy. The urging to take care of our heart is embraced across the nation, and for good reason.\nline 02 | According to the Centers for Disease Control & Prevention (CDC), \"Every year, about 715,000 Americans have a heart attack. About 600,000 people die from heart disease in the United States each year - that's 1 out of every 4 deaths.\" And many of us have already heard another one of the CDCs alarming facts which is that \"heart disease is the leading cause of death for both men and women.\"\nline 03 | Taking charge of our health means becoming educated, inspiring others to take control and of course, taking steps to live long, healthy lives. From expert health advice to turning to helpful organizations, the ways to get (or stay) heart healthy are plentiful.\nline 04 | Expert heart-healthy advice\nline 05 | Lay off the sugar, eat right and exercise. It's no secret that eating right can improve health, and heart health is no different. One of the most recent studies advises us to lay off the excess sugar. The study, conducted by the CDC and published in February 3, 2014 journal JAMA Internal Medicine, indicates that consuming excess sugar puts our \"chance of dying prematurely from heart problems\" at a rate that \"is nearly three times greater than for people who eat only foods with little added sugar.\"\nline 06 | Experts also suggest that eating more turmeric may play a role in improving heart health.\nline 07 | In addition to exercise (always a heart-healthy, anti-obesity tip), researches have determined that a key antioxidant in turmeric called curcumin plays a role in improving heart health.\nline 08 | Other heart healthy foods include salmon, avocado, walnuts, blueberries and lentils.\nline 09 | Log in. Social media and other media outlets are encouraging the masses to spread heart-health awareness. For example, Twitter's hashtag, #hearthealth is popular and several health-related feeds are discussing heart topics. Log in, tune in . . . it's all a great way to stay on top of heart-healthy advice.\nline 10 | Check out informative websites.\nline 11 | Many web sites are brimming with helpful heart-related information.\nline 12 | The American Heart Association, for example, has downloadable materials, heart FAQs and a bevy of other resources ranging from how to recognize heart attack and stroke warning signs to suggested eating plans.\nline 13 | Read up, then get out there and get at least 30 minutes of exercise.\nline 14 | The resources are available if we chose to use them. Today, there's no excuse to not keep our heart in shape, not just during American Heart Month, but every month.\nline 15 | About the author: A science enthusiast with a keen interest in health nutrition, Antonia has been intensely researching various dieting routines for several years now, weighing their highs and their lows, to bring readers the most interesting info and news in the field. While she is very excited about a high raw diet, she likes to keep a fair and balanced approach towards non-raw methods of food preparation as well.\n</context>\n\n<phrases>\n- \"So the main idea is\"\n- \"It’s on the tip of my tongue\"\n- \"Let me untangle this\"\n- \"Here's a possible explanation\"\n- \"But then again\"\n- \"That makes sense because\"\n- \"Is it possible that...?\"\n- \"I know there’s a word for this\"\n- \"Aha! That’s what I was missing!\"\n- \"It finally adds up!\"\n- \"Let me connect the dots\"\n- \"Uh, where was I?\"\n- \"I keep coming back to\"\n- \"Let me run through it again\"\n- \"This brings to mind\"\n- \"I'm intrigued by\"\n- \"Let me put this another way\"\n- \"On one hand... but on the other\"\n- \"Consider this possibility\"\n- \"That actually makes a lot of sense\"\n- \"I need to make sure this checks out\"\n- \"This just clicked into place!\"\n- \"I need a clearer view of this\"\n- \"I’m trying to connect the dots here\"\n- \"On the other hand\"\n- \"Wait, no\"\n- \"Something along those lines\"\n- \"Basically\"\n- \"Let me play devil's advocate\"\n- \"Okay, I think I’ve got it now!\"\n- \"This makes me reflect on\"\n- \"Oh, I see what’s happening here!\"\n- \"This connects to something else\"\n- \"That’s the answer I was looking for!\"\n- \"What’s the best way to explain this?\"\n- \"When I sit with this idea\"\n- \"This makes me think of\"\n- \"Let me chew on this\"\n- \"The thing is\"\n- \"Okay, backtrack a bit\"\n- \"The crucial thing seems to be\"\n- \"Oh! That reminds me\"\n- \"It's almost like\"\n- \"What if I just flip this around?\"\n- \"I was just about to say\"\n- \"What keeps nagging at me is\"\n- \"I keep circling back to\"\n- \"Alternatively\"\n- \"Ummm, actually\"\n- \"Actually, no\"\n- \"No, actually\"\n- \"I need to reframe this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"So what I’m trying to say is\"\n- \"Maybe\"\n- \"I think I found the solution!\"\n- \"Let's test this idea\"\n- \"Let me work through this\"\n- \"I'm not entirely sure, but\"\n- \"I'm pondering\"\n- \"Maybe if I try it this way\"\n- \"What if I flip it around?\"\n- \"In the end\"\n- \"I'm mulling over\"\n- \"Perhaps\"\n- \"It was staring me in the face\"\n- \"Building on that\"\n- \"This connects to\"\n- \"Let me see if\"\n- \"That’s an interesting angle, but\"\n- \"I'm starting to see a pattern\"\n- \"Let me back up a second\"\n- \"I have a theory about this\"\n- \"So basically\"\n- \"This could explain why\"\n- \"Let's think step by step\"\n- \"Picture this\"\n- \"What I'm grappling with is\"\n- \"Coming at this from another angle\"\n- \"I'm struck by\"\n- \"I wonder if\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Something doesn't add up\"\n- \"Does that sound right?\"\n- \"In essence\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Researchers find chemical secret to recapturing youthful brain\nline 02 | The new research, says the study’s senior author, Dr. Stephen Strittmatter, helps point the way to therapies that might allow victims of stroke or spinal cord damage to “set back their brain’s clock” to a stage of development that would foster the rapid relearning of lost ski\nline 03 | Los Angeles Times\nline 04 | WASHINGTON — Adults (especially parents) often find fault with the teenage brain. But they should admit that it is a powerful learning machine — and that sometimes, the grown-ups wish they could recapture its nimbleness.\nline 05 | New research, conducted by researchers at Yale University and published Wednesday in the journal Neuron, homes in on the genetic and chemical mechanics that could make that possible.\nline 06 | The new research, says the study’s senior author, Dr. Stephen Strittmatter, helps point the way to therapies that might allow victims of stroke or spinal-cord damage to “set back their brain’s clock” to a stage of development that would foster the rapid relearning of lost skills.\nline 07 | The present research was done in mice, but clinical trials in the planning stages could allow researchers to test on human adults agents that mimic the cognitive fountain of youth.\nline 08 | “It’s about going from adulthood back to adolescence, and in general that’s something we would not want to do,” said Strittmatter, a neurologist who directs Yale School of Medicine’s program on neuroscience, neurodegeneration and repair.\nline 09 | “But in some cases, it could prove very helpful.”\nline 10 | In response to the world around it, the adolescent brain is a marvel of regeneration, wiring and rewiring itself constantly as its owner learns and refines the motor, social and perceptual skills that will form the foundation of his or her adult behavior. That ability to adapt, respond and repair on a dime is called plasticity.\nline 11 | The adult brain, says Strittmatter, “becomes cemented in place.” Compared with the highly plastic adolescent brain, it is hard-wired.\nline 12 | The Yale team focused on a gene that programs for the production of a central nervous system protein called Nogo Receptor 1. Earlier research had established that Nogo Receptor 1 stimulates the growth of connections between neurons, and that when it is plentiful in the brain, mice do not recover as well from brain and spinal cord injuries.\nline 13 | But the Yale researchers essentially took time-gap photographs of groups of brain cells and the way they connected to one another in the brains of mice.\nline 14 | When they bred mice without the gene, they documented that even into adulthood, the cells they recorded continuously arranged themselves into constantly changing configurations themselves, at the same frantic pace seen in adolescent mice.\nline 15 | The brains of mice with normal levels of Nogo Receptor 1, by contrast, settled down to a more stately pattern of reconstitution.\nline 16 | Then, the Yale team tried something more audacious: When they chemically plugged up the Nogo receptors in the brains of adult mice, they found that even mice whose brains had made the transition to plodding adulthood regained the speed of an adolescent brain at wiring and rewiring itself.\nline 17 | Adult mice with normal levels of Nogo Receptor 1 needed to live in cages that plied them with constant stimulation if their brain cells were to show evidence they were learning new skills.\nline 18 | But the brains of adult mice whose Nogo receptors were knocked out were showing signs of intensive learning, even when they were housed in cages that offered little stimulation.\nline 19 | The two sets of mice appeared in all respects the same in early childhood and adolescence: It was only with the transition to adulthood that the protein’s power to tame the brain’s constant rewiring act became evident.\nline 20 | Did the mice actually behave any differently when their brains were “reset” to teenage mode?\nline 21 | But there was one key behavioral difference between the groups: When researchers taught the mice to expect a shock when they heard a buzzer — a process called fear conditioning — adult mice whose brains were in “hard-wired” mode found it harder to adapt to changes intended to extinguish that fear. But fear-conditioned mice who had their Nogo receptors knocked out easily lost their fear reactions when researchers taught them they were in no danger.\nline 22 | Strittmatter suggests that if the brains of adult patients with stroke, PTSD or spinal-cord injury could recapture the plasticity of youth, they too might repair as quickly and thoroughly as youths do.\n</context>\n\n<phrases>\n- \"Let me work through this\"\n- \"This could explain why\"\n- \"I'm trying to untangle this\"\n- \"If we follow this logic\"\n- \"The pros and cons are\"\n- \"If I follow this through\"\n- \"Actually, no\"\n- \"I'm curious about\"\n- \"That actually makes a lot of sense\"\n- \"Let me back up a second\"\n- \"Let me trace that logic back\"\n- \"I'm pondering\"\n- \"Wait, no\"\n- \"Here's what I'm thinking\"\n- \"This makes me reflect on\"\n- \"This might sound weird, but\"\n- \"The more I think about it\"\n- \"What if I flip it around?\"\n- \"Suppose we assume that\"\n- \"I was just about to say\"\n- \"Here's a possible explanation\"\n- \"Oh! I get it now\"\n- \"That would explain why\"\n- \"Backing up for a second\"\n- \"Let me talk this through\"\n- \"First things first\"\n- \"I'm just throwing ideas around\"\n- \"But then again\"\n- \"Oh, that clears everything up!\"\n- \"That’s what I was trying to say!\"\n- \"Alternatively\"\n- \"Brainstorming here, but\"\n- \"What's the best way to explain this?\"\n- \"Let me connect the dots\"\n- \"What’s the next step?\"\n- \"I'm struck by\"\n- \"Let me play devil's advocate\"\n- \"That reminds me\"\n- \"This is starting to take shape\"\n- \"Consider this possibility\"\n- \"Okay, pros and cons\"\n- \"Alright, where was I?\"\n- \"If I take this apart step by step\"\n- \"Going back to what I said about\"\n- \"No, actually\"\n- \"Let's break this down into parts\"\n- \"What keeps nagging at me is\"\n- \"Let's think step by step\"\n- \"Oh, I see what’s happening here!\"\n- \"Let me break this down\"\n- \"What if I just flip this around?\"\n- \"Ummm, actually\"\n- \"Something doesn't add up\"\n- \"I'm wondering if\"\n- \"This connects to\"\n- \"On the other hand\"\n- \"Building on that\"\n- \"Okay, let's break this down\"\n- \"I'm mulling over\"\n- \"Oh! I get it now!\"\n- \"There's something here about\"\n- \"Let me just think this through\"\n- \"Let’s weigh the options\"\n- \"That makes sense because\"\n- \"Is it possible that...?\"\n- \"On one hand... but on the other\"\n- \"I'm starting to see a pattern\"\n- \"That’s an interesting angle, but\"\n- \"Let me chew on this\"\n- \"This connects to something else\"\n- \"I'm seeing a connection between\"\n- \"Uh, where was I?\"\n- \"There’s a pattern here\"\n- \"It's almost like\"\n- \"When I sit with this idea\"\n- \"I wonder if\"\n- \"I keep coming back to\"\n- \"Wait, I think I’ve got it!\"\n- \"What’s the best way to explain this?\"\n- \"Oh, it all makes sense now!\"\n- \"Let me untangle this\"\n- \"In the end\"\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 | Colonial Eye Wear\nline 02 | The first record of spectacles in America were a pair belonging to someone aboard the Mayflower with a cost value of $75.\nline 03 | Colonial American corrective eyewear was uncommon, as eyeglasses had to be imported from Europe, which made their price dear.\nline 04 | By the early 18th century only the wealthiest colonists could afford a sum as high as $200 for spectacles.\nline 05 | Various means were tried to hold these early corrective lenses in place. One such attempt required a wire or wooden rod to run up over the forehead and under the hat. Some were merely clasped to the bridge of the nose. Later, the lenses were contained in a leather holder with string attached that fit over the ears and tied behind the head.\nline 06 | By 1728, frames with temples were introduced. “Temples” refer to the arms on a pair of eyeglasses that loop over the ears and hold the spectacles in place. Early temples were short and ended in a ring to which a leather thong or ribbon was strung and then tied at the back of the head beneath a wig or a hat. Gradually, temples were made longer with either a hinge in the middle for folding or a telescoping arm for sliding the temples to adjust to a longer length.\nline 07 | Early frames were made of wire or lead and produced in a forge.\nline 08 | Later, jewelers fashioned frames from silver, pewter or gold.\nline 09 | Cases were sold to hold the spectacles.\nline 10 | They were generally made of tin and lined with cloth.\nline 11 | Appraisal value dropped over the years. A Rhode Island probate record dated 1799 lists two pairs of “specticles” at .33¢. Another lists a pair of spectacles and case for .50¢.\nline 12 | But where did colonists go, you may wonder, when Grandpa could no longer see to read his Bible or Almanack and Grandmother’s vision blurred at her fine needlework? Traveling peddlers were one source or perhaps a local store. In 1807, one Providence, Rhode Island, store was recorded as offering an assortment of spectacles for all ages, from 12.5¢ to as much as $8 a pair.\nline 13 | In 1824, spectacles had become glasses and in 1825 rimless glasses were introduced although they did not become popular until the end of the century.\nline 14 | Colored glass was in use as early as the 16th century, with green being the most preferred shade. These tinted lenses were used to protect the eyes from damaging white light. Blue lenses became the popular choice in the 17th century, changing to smoke in the 18th century and then to amber and amethyst by the 19th century.\nline 15 | Lisa Norato writes seafaring historical romance of the Federal era. She is the author of Prize of My Heart and the soon-to-be released The Promise Keeper, both set in the shipbuilding capital of Duxbury, Massachusetts. A life-long New Englander, Lisa lives in a historic village with homes and churches dating as far back as the eighteenth century.\n</context>\n\n<phrases>\n- \"It's almost like\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me talk this through\"\n- \"The crucial thing seems to be\"\n- \"If A is true, then\"\n- \"That’s an interesting angle, but\"\n- \"Let's think step by step\"\n- \"In the end\"\n- \"What I’m getting at is\"\n- \"There's something here about\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Let me just think this through\"\n- \"It's fascinating how\"\n- \"There's a missing link here\"\n- \"Basically\"\n- \"No, actually\"\n- \"Let me work through this\"\n- \"This connects to something else\"\n- \"Oh, I see what’s happening here!\"\n- \"So what I'm trying to say is\"\n- \"That reminds me\"\n- \"This might explain the pattern\"\n- \"I'm starting to see a pattern\"\n- \"Actually, no\"\n- \"Coming at this from another angle\"\n- \"What’s the missing piece?\"\n- \"I'm just throwing ideas around\"\n- \"Now it makes sense!\"\n- \"I need to fill in the gaps\"\n- \"Picture this\"\n- \"What I mean is\"\n- \"I'm intrigued by\"\n- \"Something about [blank] is still bothering me\"\n- \"Brainstorming here, but\"\n- \"In essence\"\n- \"I'm mulling over\"\n- \"On one hand... but on the other\"\n- \"Let me sum this up so far\"\n- \"This makes me reflect on\"\n- \"Something doesn't add up\"\n- \"Let me throw this out there\"\n- \"So far, it looks like\"\n- \"Oh! I get it now\"\n- \"Maybe if I try it this way\"\n- \"I'm wondering if\"\n- \"This connects to\"\n- \"What’s the best way to explain this?\"\n- \"I think I can rule that out\"\n- \"Still forming this thought\"\n- \"[blank] is still a black box to me\"\n- \"Alternatively\"\n- \"What if we looked at it like\"\n- \"Let me untangle this\"\n- \"Let me propose something\"\n- \"Just thinking out loud but\"\n- \"On the other hand\"\n- \"Wait, no\"\n- \"Let me play devil's advocate\"\n- \"What if I tried...?\"\n- \"Let me approach this from another angle\"\n- \"What if I flip it around?\"\n- \"So what I’m trying to say is\"\n- \"What if I just flip this around?\"\n- \"Oh! That reminds me\"\n- \"It was staring me in the face\"\n- \"This brings to mind\"\n- \"But then again\"\n- \"Oh, it all makes sense now!\"\n- \"Wait, I think I just cracked it!\"\n- \"What if the reason is\"\n- \"There’s a pattern here\"\n- \"I'm pondering\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me chew on this\"\n- \"Building on that\"\n- \"This just clicked into place!\"\n- \"What if we\"\n- \"I'm seeing a connection between\"\n- \"There's a better way to phrase this\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"I'm struck by\"\n- \"I'm curious about\"\n- \"That makes sense because\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | In March 2010, Secretary of Education Arne Duncan announced that his department was going to reinvigorate civil rights enforcement. The secretary was speaking on the 45th anniversary of Bloody Sunday, when state troopers savagely beat and teargassed peaceful voting-rights marchers in Selma, Alabama. Duncan fleetingly acknowledged the racial progress that the nation had made since that shameful era, but he was soon back in the 1960s: Skeptics sometimes tell me, Slow down. They say our agenda to pursue equal opportunity is too ambitious. To them, I simply repeat what Martin Luther King said many years ago: We cant wait. I repeat what President Lyndon Johnson said after Bloody Sunday, when he told a joint session of Congress: We have already waited a hundred years and more—and the time for waiting is gone.\nline 02 | President Johnson was calling on Congress to pass the Voting Rights Act in order to end the Souths century-long obstruction of black suffrage.\nline 03 | What was the pervasive racial injustice that led Duncan to present himself as a modern-day Johnson?\nline 04 | Black elementary and high school students are disciplined at a higher rate than whites are.\nline 05 | To Duncan, that disparity can mean only one thing: schools are discriminating.\nline 06 | And so the Departments of Education and Justice have launched a campaign against disproportionate minority discipline rates, which show up in virtually every school district with significant numbers of black and Hispanic students. The possibility that students behavior, not educators racism, drives those rates lies outside the Obama administrations conceptual universe. But the country will pay a high price for the feds blindness, as the cascade of red tape and lawsuits emanating from Washington will depress student achievement and enrich advocates and attorneys for years to come.\nline 07 | This past March, Duncan released some newly gathered national discipline data.\nline 08 | The undeniable truth, he said, was that the everyday educational experience for many students of color violates the principle of equity.\nline 09 | The massive media coverage of Duncans report trumpeted the discipline disparity—blacks were three and a half times more likely to get suspended or expelled than their white peers—as convincing evidence of widespread discrimination.\nline 10 | (The fact that white boys were over two times as likely to be suspended as Asian and Pacific Islander boys was discreetly ignored, though it would seem to imply antiwhite bias as well.)\nline 11 | The Department of Education has launched investigations of at least five school systems because of their disparate black-white discipline rates. The Department of Justice has already put the Barnwell, South Carolina, school district under a costly consent decree, complete with a pricey outside consultant, and is seeking similar control of other districts. The theory behind this school discipline push is what Obama officials and civil rights advocates call the school-to-prison pipeline. According to this conceit, harsh discipline practices—above all, suspensions—strip minority students of classroom time, causing them to learn less, drop out of school, and eventually land in prison.\nline 12 | The feds have reached their conclusions, however, without answering the obvious question: Are black students suspended more often because they misbehave more? Arne Duncan, of all people, should be aware of inner-city students self-discipline problems, having headed the Chicago school system before becoming secretary of education. Chicagos minority youth murder one another with abandon. Since 2008, more than 530 people under the age of 21 have been killed in the city, mostly by their peers, according to the Chicago Reporter; virtually all the perpetrators were black or Hispanic. In 2009, the widely publicized beating death of 16-year-old Derrion Albert by his fellow students sent Duncan hurrying back to the Windy City, accompanied by Attorney General Eric Holder, to try to contain the fallout in advance of Chicagos bid for the 2016 Olympics (see Chicagos Real Crime Story, Winter 2010). Between September 2011 and February 2012, 25 times more black Chicago students than white ones were arrested at school, mostly for battery; black students outnumbered whites by four to one. (In response to the inevitable outcry over the arrest data, a Chicago teacher commented: I feel bad for kids being arrested, . . . but I feel worse seeing a kid get his head smashed on the floor and almost die. Or a teacher being threatened with his life.) So when Duncan lamented, upon the release of the 2012 discipline report, that some of the worst [discipline] discrepancies are in my hometown of Chicago, one could only ask: What does he expect?\nline 13 | Nationally, the picture is no better. The homicide rate among males between the ages of 14 and 17 is nearly ten times higher for blacks than for whites and Hispanics combined. Such data make no impact on the Obama administration and its orbiting advocates, who apparently believe that the lack of self-control and socialization that results in this disproportionate criminal violence does not manifest itself in classroom comportment as well.\nline 14 | Though the federal government does not collect data on student misbehavior by race, it does survey schools on their discipline problems. During the 200910 school year, the rate at which schools that were over 50 percent minority reported gang activity was five times as high as the rate at schools where minorities constituted 5 to 20 percent of the population. More than 11 times as many schools in the first category as in the second reported widespread weekly disorder in classrooms; more than four times as many reported weekly verbal abuse of teachers. The Departments of Education and Justice publish this information in their annual Indicators of School Crime and Safety, but they have not allowed it to contaminate their official position that racial disparities in student discipline reflect racial inequity, not student behavior.\nline 15 | As for the school-to-prison pipeline, the advocates inside and outside the White House have not come close to establishing their claimed causal relationship—that suspensions drive students to drop out and resort to crime.\nline 16 | The much likelier possibility is that students propensity to misbehave leads to all three results: suspensions, dropping out, and crime.\nline 17 | The lack of any empirical basis for the school-to-prison pipeline idea is irrelevant, though, to its ubiquity as an advocacy tool.\nline 18 | Aaron Benner, a fifth-grade teacher in St. Paul, Minnesota, scoffs at the notion that minority students are being unfairly targeted for discipline. Anyone in his right mind knows that these [disciplined] students are extremely disruptive, he says. Like districts across the county, the St. Paul public school system has been on a mission to lower the black suspension rate, following complaints by local activists and black parents. A highly regarded principal lost his job because his school had too many suspensions of black second- and fourth-graders. The school system has sent its staff to $350,000 worth of cultural-proficiency training, where they learned to examine the presence and role of Whiteness. The district spent another $2 million or so to implement an anti-suspension behavioral-modification program embraced by the Obama administration.\nline 19 | Benner sees the consequences of this anti-discipline push nearly every day in the worsening behavior of students.\nline 20 | He overheard a fifth-grade boy tell a girl: Bitch, Ill fuck you and suck you.\nline 21 | (I wanted to throw him against the locker, Benner recalls.)\nline 22 | The boys teacher told Benner that she felt powerless to punish the misbehavior.\nline 23 | This will be one of my black men who ends up in prison after raping a woman, observes Benner.\nline 24 | Racist?\nline 25 | Many would so characterize the comment.\nline 26 | But Benner is black himself—and fed up with the excuses for black misbehavior.\nline 27 | He attended one of the districts cultural-proficiency sessions, where an Asian teacher asked: How do I help the student who blurts out answers and disrupts the class?\nline 28 | The black facilitator reminded her: Thats what black culture is—an answer that echoes the Obama administrations admonitions to teachers.\nline 29 | I should have said: How many of you shouted out in college?\nline 30 | Benner remarks.\nline 31 | Theyre trying to pull one over on us.\nline 32 | Black folks are drinking the Kool-Aid; this let-them-clown philosophy could have been devised by the KKK.\nline 33 | Tired of writing up disciplinary referrals that had no further effect, Benner finally did the unthinkable: he spoke out to St. Pauls board of education last December. Disruptive students cannot remain in my room and affect those who want to learn, he pleaded. Even more controversially, he laid the primary responsibility for student misbehavior on parents and community leaders, rather than on racism and cultural insensitivity. The achievement gap / suspension gap is a black issue. My community must take the lead in correcting our childrens behavior, he said.\nline 34 | The response was predictable.\nline 35 | People who think like that are like the people who believe that [black people] are .\nline 36 | .\nline 37 | .\nline 38 | less than civil or human, Victoria Davis, an education advocate with St. Pauls NAACP chapter, told the local Star Tribune.\nline 39 | An e-mailer called Benner a tie-wearing Uncle Tom.\nline 40 | Benner remains undaunted.\nline 41 | The refusal to hold students accountable only guarantees their future failure, he says.\nline 42 | Teachers across the country corroborate Benners observations about student behavior. Patrick Welsh, an acclaimed high school English teacher in Alexandria, Virginia, used to try to separate fights between black girls, he told the U.S. Commission on Civil Rights in 2011. But as I get older, Im not going to get in between them, he said. Weve had staff members injured separating them. Theres an anger in those girls, where theres no fathers in the home, . . . that is almost unbelievable. Louise Seng taught eighth-grade social studies for 34 years in Allentown, Pennsylvania. Her students, who were mostly minorities, came from families where they observed violence at home, and they therefore thought that it was acceptable to use violence to solve problems, she told the commission. It was not terribly unusual . . . for one student to throw a chair at another during the middle of class because the second student made a nasty verbal comment.\nline 43 | Civil rights attorneys make a number of unlikely propositions to support their claim that disproportionate discipline equals discrimination.\nline 44 | First, of course, is their implicit assumption that teachers and school administrators are a racist bunch—an assumption thats ridiculous, says Brett Rosenthal, an assistant principal in Rockville Center, Long Island, who also worked for years as a dean of students in Jamaica, Queens.\nline 45 | Ive never seen anything unfairly done, not once.\nline 46 | Teachers are good-natured people who try to help out.\nline 47 | Teachers also constitute one of the most liberal occupation groups, as a visit to any education school will confirm.\nline 48 | Yet if were to believe the Obama administration, when they enter the classroom or become administrators, these eager proponents of white-privilege theory suddenly become retributive bigots, favoring fractious white students over pacific black students.\nline 49 | The anti-discipline forces further suggest that the process for disciplining students is so loose that teachers can easily abuse it—a ludicrous proposition. Even without an explicit mandate to lower the minority suspension rate, schools face an arduous ordeal in disciplining students. Ever since the federal courts invented the notion of student due-process rights in the 1960s, a thicket of regulations and procedures has encumbered legitimate adult authority in the classroom. Merely removing a student from the classroom at the time of his disruptive behavior is almost impossible. Typically, a teacher must document in writing the students multiple prior offenses, as well as the corrective actions that the teacher has previously taken, and then hope that the relevant higher-ups will eventually respond to the removal request.\nline 50 | Students know that their teachers are hamstrung. Allen Zollman, a middle school remedial teacher in Pennsylvania, told an eighth-grade girl who would not stop talking over him: You have two choices: either stop talking, or I will have you removed. Her response: Im going to torture you. Im doing this because I cant be removed. When students see no consequences for bad behavior, not only do they continue to misbehave, but the behavior worsens, with more and more students joining in, Zollman told the Commission on Civil Rights. Under such conditions, very little teaching or learning takes place.\nline 51 | Any student actually suspended from school will have received an enormous amount of prior adult attention. Everything is attempted to support students inside school; its all we do, says Rosenthal. A school removal usually comes only after multiple infractions and a tremendous amount of process that involves psychologists, social workers, guidance counselors, teachers, deans, and assistant principals. The student will have been repeatedly discussed and known, Rosenthal says. This intense care is a far cry from the arbitrary process that the critics allege.\nline 52 | The research base for the Obama administrations claim that minority students receive harsher punishment than whites for the same or similar infractions is laughably weak.\nline 53 | None of the studies alleging disproportionate discipline actually observed students behavior or examined students full disciplinary histories, including classroom interactions and warnings, teacher and counselor observations, and efforts at informal resolution that preceded more formal measures.\nline 54 | A principal might have had two dozen conversations with a student before deciding to suspend him; none of those conversations would have been included in the researchers models.\nline 55 | When pressed, the advocates say that this omission does not matter. (The Department of Education did not respond to repeated requests to explain how it determines that minorities are disproportionately disciplined.) It would be necessary to consider students actual behavior only if the government were making a disparate-treatment claim—the more traditional construct for alleging civil rights violations—says Daniel Losen, director of the Center for Civil Rights Remedies at UCLAs Civil Rights Project / Proyecto Derechos Civiles. But the Department of Education, dusting off an abysmally drafted 1980 regulation, is using a disparate-impact standard, says Losen, the administrations favorite exponent of the school-to-prison-pipeline conceit. Under disparate-impact theory, even if a school applies its discipline code fairly and in a color-blind fashion, it can still be liable for civil rights violations if minorities are disproportionately affected and it cannot demonstrate the absolute necessity of its disciplinary practices.\nline 56 | Political appointees in the George W. Bush administration had discouraged the use of disparate-impact theory in education investigations and elsewhere. Unfortunately, the Bush administration failed to rescind the Department of Educations disparate-impact regulation, guaranteeing that the next Democratic administration would again unleash it upon hapless school districts. Advocates inside and outside the executive branch are now celebrating the resuscitation of disparate impact. For years, we couldnt rely on the federal government to enforce civil rights law, so now we have an Office for Civil Rights [in the Department of Education] that is finally taking up the torch, Judith Browne-Dianis, codirector of the nonprofit Advancement Project, told Americas Wire in October 2011.\nline 57 | But while the legal theory behind the White Houses school discipline crusade might sidestep the question of whether schools are treating minorities more harshly than similarly situated white students, the rhetoric around the initiative clearly suggests that they are. That rhetoric is irresponsible and dangerous, only serving to alienate blacks in general further from society and black students in particular from those institutions that are their best hope for success.\nline 58 | The planks of the feds allegations of discriminatory discipline are contradictory and tendentious. Obama officials rail against zero-tolerance policies that try to ensure uniformity in sanctioning; yet they complain just as strenuously about discretionary punishments. This past February, addressing a meeting of 100 Black Men of Atlanta, Eric Holder decried the effect of zero-tolerance policies on black students and, in the next breath, complained about Texas—where, tellingly, 97 percent of all suspensions were discretionary and reflected the administrators discipline philosophy as much as the students behavior.\nline 59 | Another favorite—and wholly irrelevant—complaint is that black students are punished more often for subjective offenses. A 2002 study of one urban school system found that teachers disciplined black students more frequently for offenses like disrespect, excessive noise, and making threats, whereas teachers disciplined white students for objective transgressions, such as smoking, obscene language, and vandalism. To which the proper response is: So what? Even if you accept the specious subjective-objective distinction and assume that this one study generalizes to every school district, the research fails to demonstrate that the racial distribution of referrals doesnt reflect actual differences in behavior. Moreover, it is absurd to suggest that disorderly behavior in class is less serious than smoking. Allen Zollman describes some of the subjective offenses that urban teachers routinely encounter: Calling out, engaging in conversation across the room, dancing at ones seat, loud singing, choral singing, exchanging insults, . . . talking back to the teacher, use of obscenity, insulting the teacher, . . . standing up and telling stories to the class, wandering around the classroom, . . . touching other students, [and] leaning into the hall and addressing passers-by. None of this is conducive to an orderly lesson.\nline 60 | Federal Bullies Take On Bullying\nline 61 | The White Houses discipline initiative has the potential to destroy any hope of learning in schools with minority students, but as a measure of the administrations regulatory appetite, nothing beats its anti-bullying campaign.\nline 62 | The executive branch has decided that school bullying is a problem of such epic dimensions that the Departments of Agriculture, Defense, Justice, Education, the Interior, and Health and Human Services are required to fight it, along with the Federal Trade Commission, the National Council on Disability, the Health Resources and Services Administration, the Office for Juvenile Justice and Delinquency Prevention, and the Centers for Disease Control and Prevention.\nline 63 | The next time that someone complains about draconian federal budget cuts, ask him how a straitened interior-department staffer can find time in his overburdened days to attend federal interagency anti-bullying workgroups.\nline 64 | What does an FTC lawyer know about preventing schoolyard bullying that a school principal in Tuscaloosa does not?\nline 65 | That question is only slightly less embarrassing than the question: What is the constitutional basis for federal involvement in bullying?\nline 66 | The understanding today is that if someone in the federal government sees a problem, it falls to the federal government to solve it—ideally, with an array of agencies, bureaucrats, lawyers, rule-making, lawsuits, and technical-assistance memos that would make the government effort in World War II look piecemeal.\nline 67 | Students were cruelly taunting one another even as the drafters of the Constitution were meeting in 1781, yet those political visionaries somehow didnt notice that the federal government should regulate bullying.\nline 68 | What has changed?\nline 69 | Certainly not the incidence of student sadism.\nline 70 | To the contrary, federal data suggest that bullying may be waning.\nline 71 | In the 19992000 school year, 29 percent of schools reported weekly bullying; by 200708, that number was down to 25 percent, according to the National Center for Education Statistics.\nline 72 | Nor is it the case that bullying is underaddressed. Forty-eight states require school districts to adopt detailed policies against bullying. Students at every level are routinely pulled from history and math classes to get anti-bullying training. In fact, students are so aware of the issue that they now claim bullied status as the defense du jour if they dont get their way, says Robert Breidenstein, superintendent of New Yorks Salamanca School District. A partial list of institutions conducting anti-bullying campaigns includes the National Education Association (Bully-Free: It Starts with Me), the American Federation of Teachers (See a Bully, Stop a Bully, Make a Difference), the National PTA (Connect for Respect), the National School Boards Association, the National Association of Student Councils, the National Association of Elementary School Principals, the MacArthur Foundation, and Lady Gaga. The media organizations with anti-bullying messages include ABC Family, the Ad Council, AOL, Facebook, MTV, Sesame Street, Seventeen, and Time Warner. What federal bureaucrats can add to these ongoing efforts is unclear.\nline 73 | What has increased in recent years is gay political power and its importance to Democrats. The current anti-bullying blitz was initiated by Kevin Jennings, Obamas initial assistant deputy secretary for the Office of Safe and Drug-Free Schools. Jennings had earlier founded the Gay, Lesbian and Straight Education Network (GLSEN) in 1990 to end bias against lesbian, gay, bisexual, and transgender students in kindergarten through high school. Though the federal bullying initiative encompasses some forms of bullying not directed against gays, its most prominent backers are in the gay advocacy establishment.\nline 74 | The anti-bullying crusade took off in October 2010, when the Department of Educations assistant secretary for civil rights, Russlynn Ali, sent out a guidance letter about bullying to the nations 15,000 school districts. Though the letter purported only to clarify schools legal obligations regarding bullying, it in fact hugely expanded those obligations without going through the normal channels. The federal judiciary and bureaucracy had already taken it upon themselves to make schools liable to lawsuit for students bullying behavior, even though Congress has never addressed bullying. Alis guidance letter goes far beyond that judge-made law, however, opening schools up to lawsuits for bullying that they dont even know about. Furthermore, even if a school has put an end to bullying against a particular victim and disciplined the perpetrators, it can still be sued if it has failed to send the entire school community (teachers, staff, students, and parents) to training sessions on its discrimination policies and its expectations of tolerance—especially, in the case of antigay harassment, regarding gender stereotypes.\nline 75 | In the federal governments view, some bullying victims are more equal than others, thanks to the selective coverage of the civil rights laws. If youre a scrawny white boy teased for your big ears and lousy baseball skills, you are of no interest to the feds or the plaintiffs bar. If, however, youre a scrawny white boy teased for being gay or for being a member of a racial or religious minority, you are a Class A bully victim, with an arsenal of potential federal causes of action against your school.\nline 76 | As with the Obama administrations discipline initiative, the main winners are the training industry and attorneys. Scarce school funds that could be used for library books or field trips will now be siphoned off to equity consultants and lawyering fees. The Department of Justice settled a gay-bullying suit against New Yorks Mohawk Central School District in 2010 by requiring the district to hire expert consultants in gender identity and gender expression who will conduct annual trainings and implement a comprehensive plan for disseminating the districts harassment and discrimination policies and procedures. Under a 2012 five-year federal consent decree, Minnesotas Anoka-Hennepin School District must retain the federally funded Great Lakes Equity Center to develop and implement a comprehensive plan for preventing and addressing student-on-student sex-based [that is, antigay] harassment; train all faculty, students, and staff about sexual-orientation harassment; and oversee a tracking system for every instance of sexual-orientation harassment. The district also must also hire a Title IX coordinator to ensure proper implementation of the districts sex-based harassment policies and procedures and district compliance with Title IX and retain an expert consultant in the area of mental health to address the needs of students who are victims of harassment. If there is any money and time left over after the trainings, maybe students could learn how to solve a quadratic equation.\nline 77 | Given the quantity of legal effluvia emanating from the White House, contradiction among its various mandates was inevitable. The anti-bullying guidance is, to put it mildly, in tension with the anti-discipline push. Black students are not underrepresented among aggressive harassers, whether the targets are girls, gays, or other ethnic groups, as the brutal intimidation of Asians in school districts from Philadelphia to Oakland demonstrates. Schools that respond to the bullying guidance letter with stricter sanctions against bullies will put themselves at risk of being sued if those bullies are disproportionately black.\nline 78 | Without question, bullying can be heartbreaking. But the best hope for mitigating childrens vicious narrow-mindedness is to civilize them by teaching them manners, etiquette, and self-restraint. The federal government has no ability to do this even in the best of circumstances. The Obama administration, however, has given us the worst of circumstances, making educators civilizing mission even harder through regulatory overkill.\nline 79 | Disproportionate rates of minority discipline were already ending school officials careers before the feds stepped in.\nline 80 | Now that Washington has entered the fray, the pressure to bring those rates into alignment has grown even more intense.\nline 81 | Civil rights investigations are the governments Jesus Christ moments, when it nails someone on the cross for all to see, says former deputy associate attorney general Gerald Reynolds.\nline 82 | Federal funding is at stake, which almost always leads the target to agree to whatever the Washington lawyers demand, but not before running a seemingly endless gauntlet of document production.\nline 83 | As usual when the feds swoop into town, they have refused to disclose to the school districts under scrutiny why they have aroused suspicion.\nline 84 | But press accounts provide some clues.\nline 85 | In Christina, Delaware, one of the districts under investigation, a six-year-old white boy faced expulsion in 2009 for bringing to school a Cub Scout tool (a combination of folding fork, knife, and spoon, reported a local TV station) with which to eat his pudding.\nline 86 | After public outcry, the district removed kindergarten and first-grade students from its zero-tolerance policy for weapons.\nline 87 | Also in 2009, however, the Christina school district expelled an 11-year-old black girl after a box cutter fell out of her jacket pocket.\nline 88 | The girl said that she had no idea how the box cutter had got there, according to Wilmingtons News Journal.\nline 89 | The U.S. Department of Education presumably chose Christina to investigate because it agrees with the girls mother, who brought a complaint to the Delaware Human Relations Commission, that only racism can explain why a school would distinguish a six-year-olds possession of an improvised pudding spoon from an 11-year-olds possession of a box cutter.\nline 90 | Might the school officials know something that federal officials do not, regarding the girls previous run-ins with authority and the likelihood that she had no knowledge of the box cutter? Not in the eyes of a Washington bureaucrat, who takes his own omniscience as a given. Perhaps the feds believe that an 11-year-old is too young to constitute a threat. Tell that to the family of a ten-year-old girl killed by an 11-year-old girl in a fight outside their elementary school in Long Beach, California, this past February. We see aggressive behavior from kindergarten up, Lawrence Jointer, a school official in Alexandria, Virginia, told the Washington Post in February.\nline 91 | If the Obama administration is so worried that minority students are losing valuable class time, it should focus on the behavior that interferes with teaching. Disruption in the classroom often robs a class of one-quarter or one-half of its instructional time as the teacher works to manage what could be viewed as a three-ring circus when things get out of control, retired teacher Dianna Hopen wrote in the Star Tribune this February.\nline 92 | Nevertheless, school systems are jettisoning whole swaths of their discipline practices in order to avoid disparate impact.\nline 93 | Montgomery County, Maryland, once penalized repeated truancy with automatic loss of academic credit.\nline 94 | This policy affected black students at higher rates because they had higher rates of truancy.\nline 95 | Solution: get rid of the loss-of-credit rule.\nline 96 | For similar reasons, Maryland is pressing its schools to eliminate suspensions for all nonviolent offenses.\nline 97 | According to a recent hire, a Baltimore high school now asks prospective teachers: How do you respond to being mistreated?\nline 98 | What do you do if someone cusses you out?\nline 99 | The proper answer is: Nothing.\nline 100 | Predictably, disorder has arisen.\nline 101 | A 34-year veteran of the school had to be taken from the premises in an ambulance after a student shattered the glass in a classroom display case.\nline 102 | If I prefer one students constitutional right to be here, what about the constitutional rights of the other 28 students?\nline 103 | the teacher told the Hechinger Report.\nline 104 | This pressure not to punish is everywhere. Teachers are petrified to discipline students, says a high school science teacher in Queens, New York, who blogs under the name Chaz. Students will tell a teacher to shut up or curse him when asked to open their notebooks, but the teachers supervisors will look the other way. The amount of insubordination now tolerated in New York schools is destroying them, says a former head of discipline for the citys school system. Yet in June of this year, the schools chancellor proposed making official this de facto elimination of suspensions. Teachers would no longer be allowed to remove from class students who disrupted their fellow students ability to learn, engaged in obscene behavior, or were insubordinate. Advocates and the city council speaker, who is the leading mayoral candidate, complained that the changes didnt go far enough.\nline 105 | The training industry is one clear winner in the federal discipline initiative. After the Department of Education informed the Rochester, Minnesota, school district that it was under investigation for disciplinary disparities, the district sent its staff to training sessions on the role of whiteness, the impact of race on student learning, and the need for courageous conversations about race. The legal profession is the other clear winner. In March 2012, education advocacy groups met behind closed doors at a New York conference to discuss how to use the newly released federal discipline data in their legal strategies against schools, reported the Huffington Post. Expect a rush of private lawsuits piggybacking on the federal claims.\nline 106 | The losers are the kids. Protecting well-behaved students ability to learn is a schools highest obligation, and it is destroyed when teachers lose the option of removing chronically disruptive students from class. Nor does keeping those unruly students in class do them any favors. School is the last chance to socialize a student who repeatedly curses his teacher, since his parent is obviously failing at the job. Remove serious consequences for bad behavior, and you are sending a child into the world who has learned precisely the opposite of what he needs to know about life.\nline 107 | Federal and state regulations were already crippling schools before the Obama administrations initiative.\nline 108 | The regulations and mandates are like an avalanche, says Robert Breidenstein, superintendent of the Salamanca School District in upstate New York.\nline 109 | Its like being in one of Dantes layers of hell; if you wanted to structure a more inefficient system, you couldnt do it.\nline 110 | The discipline push will only burden schools further and waste scarce taxpayer dollars.\nline 111 | Discipline isnt the only area in which the Department of Educations disparate-impact approach is uncovering putative discrimination. In the Los Angeles Unified School District, as in every school district, the racial composition of the gifted and talented programs does not mirror the racial composition of the general population. Those enrollment ratios will change, now that the departments Office of Civil Rights has begun monitoring the LAUSD for civil rights violations. Naturally, the office produced no evidence that the district was discriminating against black students whose qualifications were similar to those of the white and Asian students who make up the majority of gifted and talented enrollees. The Department of Education has also put high schools on notice that if more white and Asian students enroll in advanced placement courses than blacks, the schools will face investigations and lawsuits.\nline 112 | In the same vein, Arne Duncan criticized the University of Georgia in his Bloody Sunday speech for its inequality in educational access. Duncans incendiary charge was based exclusively on outcomes: under 10 percent of the universitys freshmen in the 200708 school year were Latino, African-American, or Native American, though minority students accounted for nearly 40 percent of Georgias 2007 high school graduates. Duncan wasnt about to inquire about the grade-point averages and SAT scores of the states various ethnic groups (in 2010, for the record, blacks SATs in Georgia were 279 points lower than whites on a scale of 2,400), or whether the University of Georgia was rejecting black high school graduates with SATs and GPAs similar to those of the whites it accepted (it is not). To the Obama administration, unequal results are persuasive evidence of discrimination because all groups are assumed, against all known evidence, to have identical qualifications.\nline 113 | Duncan concluded his speech with an invocation of Booker T. Washington, who walked 500 miles to the Hampton Institute to receive an education. The force that drove Booker T. to make that long walk is known to everyone here today: in America, education is the great equalizer. Duncan seemed unaware of the irony: if more minority students displayed Washingtons fierce drive for knowledge, the discipline gap (and the achievement gap, too) would melt away. Minority students hardly have a monopoly on educational apathy, but most urban teachers readily describe the difficulty of persuading students to take their textbooks home, much less to do their homework. Moreover, serious black students must contend with a poisonous stigma against academic achievement. I see black students who struggle with their peers if they study, who are accused of acting white, says Benner.\nline 114 | Though Barack Obama broached the taboo topic of personal responsibility on the 2008 campaign trail, now that hes in the White House, his underlings have maintained a resolute silence on the behavioral components of inequality. Duncans Bloody Sunday speech and subsequent pronouncements have avoided any mention of what students and parents can do for themselves, such as paying attention in class, respecting your teacher, and studying, or monitoring your childs attendance, homework, and comportment. Such an exclusive emphasis on victimhood plays well with Obamas base, but it seriously distorts reality. No amount of federal oversight or litigation can make up for students lack of effort. As Benner observed to the St. Paul school board, the biggest force for overcoming lingering education gaps resides with families and communities.\n</context>\n\n<phrases>\n- \"Let me break this down\"\n- \"Alternatively\"\n- \"Let's break this down into parts\"\n- \"I'm curious about\"\n- \"Could be wrong here\"\n- \"I'm seeing a connection between\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Something doesn't add up\"\n- \"I’m trying to connect the dots here\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Let me play devil's advocate\"\n- \"Perhaps\"\n- \"What if I flip it around?\"\n- \"Let's think step by step\"\n- \"Actually, no\"\n- \"Wait, but if that’s true\"\n- \"What’s the best way to explain this?\"\n- \"Here's where it gets interesting\"\n- \"I'm struck by\"\n- \"It’s on the tip of my tongue\"\n- \"I'm wondering if\"\n- \"Let’s weigh the options\"\n- \"Oh! That reminds me\"\n- \"That reminds me\"\n- \"Let me see if\"\n- \"This makes me reflect on\"\n- \"That makes sense because\"\n- \"Let me work through this\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Picture this\"\n- \"There's probably more to it\"\n- \"We've completely overlooked [blank]\"\n- \"What I mean is\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"No, actually\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"So what I’m trying to say is\"\n- \"This is rough, but\"\n- \"Still working it out\"\n- \"This brings to mind\"\n- \"Okay, let's break this down\"\n- \"This connects to something else\"\n- \" is key here\"\n- \"Let me throw this out there\"\n- \"I wonder if\"\n- \"Now, if I think about it differently\"\n- \"So what does this mean in the bigger picture?\"\n- \"On one hand... but on the other\"\n- \"I'm starting to see a pattern\"\n- \"I'm intrigued by\"\n- \"On the other hand\"\n- \"But then again\"\n- \"The pros and cons are\"\n- \"I need to fill in the gaps\"\n- \"The tricky part is\"\n- \"I could go either way on this\"\n- \"This connects to\"\n- \"If I take this apart step by step\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"What keeps nagging at me is\"\n- \"What was I thinking?\"\n- \"Wait, no\"\n- \"I'm still feeling my way through\"\n- \"Do I go with my gut or\"\n- \"First things first\"\n- \"In other words\"\n- \"That’s an interesting angle, but\"\n- \"When I sit with this idea\"\n- \"Wait, that doesn’t add up\"\n- \"This feels half-right, but\"\n- \"It's fascinating how\"\n- \"There’s a pattern here\"\n- \" is striking \"\n- \"So the main idea is\"\n- \"Let me untangle this\"\n- \"Ummm, actually\"\n- \"It's fuzzy, but\"\n- \"This makes me think of\"\n- \"I'm trying to untangle this\"\n- \"I was looking at this all wrong!\"\n- \"Let me talk this through\"\n- \"The crucial thing seems to be\"\n- \"Let me chew on this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | CHAUSSEGROS DE LÉRY, LOUIS-RENÉ, seigneur, army and militia officer, office holder, jp, and politician; b. 13 Oct. 1762 in Paris, son of Gaspard-Joseph Chaussegros* de Léry and Louise Martel de Brouague; m. 20 May 1799 Madeleine-Charlotte Boucher de Boucherville, daughter of René-Amable Boucher* de Boucherville, a seigneur, at Boucherville, Lower Canada; d. there 28 Nov. 1832.\nline 02 | Finding it impossible to carve out a place for himself in France after the British conquest of New France, Gaspard-Joseph Chaussegros de Léry left Louis-René and another son with a nurse and returned to Canada in 1764. At Governor Guy Carleton*’s suggestion he tried to bring his children out, but it was not until June 1770 that Louis-René rejoined his parents at Quebec. They intended him to have a military career, and in December 1774 on Carleton’s advice his mother approached Viscount Townshend*, master general of the Board of Ordnance, hoping to obtain a lieutenancy in the artillery for her son. Unfortunately Louis-René could not become an officer because he lacked the practical knowledge required; in addition, according to Townshend, not being a Protestant constituted an insurmountable obstacle. When Mme Chaussegros de Léry informed Carleton, he was extremely annoyed and reportedly said that in the light of the revolutionary ferment in the American colonies he thought it a serious matter “for the Canadian nobility to discover it was prevented by religion from holding positions in the military.” The young Chaussegros de Léry attended the Séminaire de Québec, where he finished his studies in August 1782, and in October his father approached the current governor, Frederick Haldimand*, seeking a place for him in the service of the government. But in vain. The next August, giving up hope of finding anything in Canada, Louis-René took the safe-conduct he had been given and went to try his luck in France.\nline 03 | Through prior arrangements with some relatives, Chaussegros de Léry entered upon a military career by joining the king’s bodyguard on 8 Jan. 1784.\nline 04 | According to his brother François-Joseph he was “a very promising lad who, with his readiness to learn, his agreeable nature, and his good looks, will turn out well.” At age 26 he was a captain.\nline 05 | The French revolution, however, jeopardized his future.\nline 06 | In 1791 he emigrated to Germany with a good part of the nobility and fought the revolutionary movement with the forces of the king of Prussia.\nline 07 | After the defeat at Valmy, France, on 20 Sept. 1792 he was discharged.\nline 08 | In November he took refuge in Great Britain, at the home of an aunt.\nline 09 | For two years he again had a difficult time trying to find a patron and a regiment that would take him in.\nline 10 | He exchanged long letters with his brother Gaspard-Roch-George, who was also living in exile and was seeking employment.\nline 11 | Neither had any thought of looking for help from François-Joseph, since he was in the enemy camp, having managed to rise in the revolutionary army.\nline 12 | Faced with the failure of his endeavours in Europe, Louis-René decided to return to Lower Canada, where he had high hopes of being appointed an officer in the Royal Canadian Volunteer Regiment which Governor Carleton, by now Lord Dorchester, had been ordered to raise in February 1794.\nline 13 | To win the good graces of the government, Chaussegros de Léry hastened upon his return in June 1794 to join with 130 citizens of Quebec town in founding an association “for the express purpose of supporting the Laws, Constitution and Government of the Province of Lower Canada.” The group was taking up an initiative launched in Great Britain in December 1792 as a response to the revolutionary agitation in France.\nline 14 | But Louis-René did not get the post he coveted.\nline 15 | It was not until after his father had died in 1797 and he himself had become head of the family that he received, on 25 Oct. 1798, the rank of captain in the 2nd battalion of the Royal Canadian Volunteer Regiment.\nline 16 | His appointment met with some opposition from the British in the colony, particularly from Chief Justice William Osgoode, who always considered him a French officer.\nline 17 | In 1802 the regiment was disbanded.\nline 18 | From 1802 to 1812 the British authorities once more relegated the Canadian seigneurial gentry to the background as far as military matters were concerned.\nline 19 | Chaussegros de Léry had no choice but to adapt to civilian life since, as he admitted in 1796, it was a bit late and it would be costly to “line up for a place” in a regular regiment of the British army.\nline 20 | This time he was in a better situation and the transition was easier.\nline 21 | His father’s death and his connection by marriage with the Boucherville clan gave him greater access to seigneurial holdings.\nline 22 | Furthermore, his father-in-law did everything in his power to leave him his post as grand voyer (chief road commissioner) in the district of Montreal; Chaussegros de Léry succeeded him on 7 April 1806 and held the post until his death.\nline 23 | He was also appointed justice of the peace in the same district a year later.\nline 24 | During the war of 1812 Chaussegros de Léry, who no longer felt drawn to military life, was content to remain in the Boucherville sedentary militia, receiving the rank of major in September 1812 and lieutenant-colonel in June 1813.\nline 25 | On 9 Feb. 1818 he became a member of the Legislative Council, a privilege that on the death of his father he had sought unsuccessfully from Governor Robert Prescott*.\nline 26 | In the course of his remaining years he received a number of commissions, particularly as justice of the peace in various districts.\nline 27 | With the exception of Charles-Étienne*, Louis-René’s brother, the branch of the Chaussegros de Lérys in Canada were above all soldiers. So determined were they to satisfy their ambitions in this field, that they tried to make careers for themselves abroad to get around the British policy which after 1760 forbad them a real military career in their own country. Louis-René Chaussegros de Léry returned home only when driven out of France. It was in the end as a landowner that he gained stability, recognition by the British authorities, and some control of his destiny.\nline 28 | ANQ-Q, CN1-230; P-40. PAC, RG 68, General index, 1651–1841. F.-J. Chaussegros de Léry, “Lettres du vicomte François-Joseph Chaussegros de Léry à sa famille,” ANQ Rapport, 1933–34: 34–35, 39, 60. Quebec Gazette, 24 May 1792, 10 July 1794, 23 April 1807, 19 Nov. 1812, 10 June 1813. F.-J. Audet, “Les législateurs du Bas-Canada.” Officers of British forces in Canada (Irving), 100–1, 189. Quebec almanac, 1799: 98; 1801: 100; 1805: 53; 1810: 65; 1815:. 102. P.-G. Roy, Inventaire des papiers de Léry conservés aux Archives de la province de Québec (3v., Québec, 1939–40), 2: 262; 3: 51, 57–59, 67–68, 165–66, 178–79, 187–90, 196–97, 208–9, 212, 227. Turcotte, Le Conseil législatif. Galameau, La France devant l’opinion canadienne (1760–1815), 173, 242–43, 287. Paquet et Wallot, Patronage et pouvoir dans le Bas-Canada, 40. P.-G. Roy, La famille Chaussegros de Léry (Lévis, Qué., 1934). L.-P. Desrosiers, “Montréal soulève la province,” Cahiers des Dix, 8 (1943): 77–78, 80, 90. J.-J. Lefebvre, “Michel-Eustache-Gaspard-Alain Chartier de Lotbinière (1748–1822),” ANQ Rapport, 1951–53: 378, 382, 404–5. P.-G. Roy, “La famille Chaussegros de Léry,” BRH, 40 (1934): 599–601; “Les grands voyers de la Nouvelle-France et leurs successeurs,” Cahiers des Dix, 8: 228–29. “Les seigneuries de la famille de Léry,” BRH, 40: 684–92.\nline 29 | Cite This Article\nline 30 | Roch Legault, “CHAUSSEGROS DE LÉRY, LOUIS-RENÉ,” in Dictionary of Canadian Biography, vol. 6, University of Toronto/Université Laval, 2003–, accessed September 17, 2014, http://www.biographi.ca/en/bio/chaussegros_de_lery_louis_rene_6E.html.\nline 31 | The citation above shows the format for footnotes and endnotes according to the Chicago manual of style (16th edition). Information to be used in other citation formats:Permalink: http://www.biographi.ca/en/bio/chaussegros_de_lery_louis_rene_6E.html\nline 32 | |Author of Article:||Roch Legault|\nline 33 | |Title of Article:||CHAUSSEGROS DE LÉRY, LOUIS-RENÉ|\nline 34 | |Publication Name:||Dictionary of Canadian Biography, vol. 6|\nline 35 | |Publisher:||University of Toronto/Université Laval|\nline 36 | |Year of publication:||1987|\nline 37 | |Year of revision:||1987|\nline 38 | |Access Date:||September 17, 2014|\n</context>\n\n<phrases>\n- \"That makes sense because\"\n- \"So far, it looks like\"\n- \"It's fascinating how\"\n- \"On one hand... but on the other\"\n- \"What’s the best way to explain this?\"\n- \"So basically\"\n- \"It suggests that\"\n- \"Could be wrong here\"\n- \"I'm mulling over\"\n- \"Ah...\"\n- \"The pros and cons are\"\n- \"Let me untangle this\"\n- \"I'm pondering\"\n- \"Let me chew on this\"\n- \"I'm seeing a connection between\"\n- \"Bear with me while I\"\n- \"One way to look at it is\"\n- \"Building on that\"\n- \"Basically\"\n- \"I'm trying to untangle this\"\n- \"So what I'm trying to say is\"\n- \"That reminds me\"\n- \"Let's think step by step\"\n- \"This might sound weird, but\"\n- \"Something doesn't add up\"\n- \"What I'm getting at is\"\n- \"How do I put this\"\n- \"It was staring me in the face\"\n- \"I'm starting to see a pattern\"\n- \"Am I thinking about this all wrong?\"\n- \"Okay, pros and cons\"\n- \"I'm intrigued by\"\n- \"Oh, I see what’s happening here!\"\n- \"Is it possible that...?\"\n- \"Okay, so if I do this\"\n- \"I wonder if\"\n- \"So the main idea is\"\n- \"That’s the answer I was looking for!\"\n- \"Don't quote me on this\"\n- \"Wait a minute... Oh!\"\n- \"Wait, I think I just cracked it!\"\n- \"No, actually\"\n- \"First things first\"\n- \"Anyway\"\n- \"It finally adds up!\"\n- \"What if I just flip this around?\"\n- \"What if the reason is\"\n- \"Follow me here\"\n- \"This is pretty rough\"\n- \"I think I’ve lost my train of thought\"\n- \"Maybe I'm way off, but\"\n- \"What happens if we change this part?\"\n- \"That would explain why\"\n- \"Let me work through this\"\n- \"So that’s why it wasn’t working!\"\n- \"When I sit with this idea\"\n- \"Maybe I should sleep on it\"\n- \"Actually, no\"\n- \"This connects to\"\n- \"Okay, let's break this down\"\n- \"Uh...\"\n- \"If A is true, then\"\n- \"What keeps nagging at me is\"\n- \"What I’m getting at is\"\n- \"I'm struck by\"\n- \"There’s a pattern here\"\n- \"Let's break this down into parts\"\n- \"Not quite there yet\"\n- \"There’s a better way to phrase this\"\n- \"Let’s weigh the options\"\n- \"In essence\"\n- \"I'm curious about\"\n- \"If I take this apart step by step\"\n- \"Wait, no\"\n- \"Let me throw this out there\"\n- \"I'm not sure, but\"\n- \"Well, let me see\"\n- \"So, the bottom line is\"\n- \"I'm wondering if\"\n- \"This makes me think of\"\n- \"I’m trying to connect the dots here\"\n- \"Ummm, actually\"\n- \"Okay, so\"\n- \"Let me break this down\"\n- \"Oh! That reminds me\"\n- \"That’s it!\"\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 | The spread of polio to countries previously considered free of the crippling disease is a global health emergency, the World Health Organization said, as the virus once driven to the brink of extinction mounts a comeback.\nline 02 | Pakistan, Cameroon and Syria pose the greatest risk of exporting the virus to other countries, and should ensure that residents have been vaccinated before they travel, the Geneva-based WHO said in a statement today after a meeting of its emergency committee. It’s only the second time the United Nations agency has declared a public health emergency of international concern, after the 2009 influenza pandemic.\nline 03 | Polio has resurged as military conflicts from Sudan to Pakistan disrupt vaccination campaigns, giving the virus a toehold.\nline 04 | The number of cases reached a record low of 223 globally in 2012 and jumped to 417 last year, according to the WHO.\nline 05 | There have been 74 cases this year, including 59 in Pakistan, during what is usually polio’s “low season,” the WHO said.\nline 06 | The disease’s spread, if unchecked, “could result in failure to eradicate globally one of the world’s most serious, vaccine-preventable diseases,” Bruce Aylward, the WHO’s assistant director general for polio, emergencies and country collaboration, told reporters in Geneva today. “The consequences of further international spread are particularly acute today given the large number of polio-free but conflict-torn and fragile states which have severely compromised routine immunization services.”\nline 07 | Under the recommendations adopted by WHO Director General Margaret Chan today, Pakistan, Cameroon and Syria should declare public health emergencies and ensure travelers are vaccinated and provided with documentation proving their status.\nline 08 | An $11.8 billion eradication campaign backed by the Bill and Melinda Gates Foundation and Rotary International had reduced polio to three countries in which it spreads locally: Pakistan, Afghanistan and Nigeria.\nline 09 | In the past six months, the virus has spread to Syria, Iraq, Cameroon, Equatorial Guinea, Ethiopia, Israel and Somalia, according to the WHO.\nline 10 | While the number of cases in Afghanistan and Nigeria dropped by more than half last year, figures jumped 60 percent in Pakistan, where vaccination efforts have been hampered by rumors the shots cause infertility, and after the U.S. Central Intelligence Agency used a fake vaccination program to help hunt down Osama bin Laden.\nline 11 | Twenty polio vaccinators and nine police officers assigned to guard them were killed in Pakistan last year, according to Rotary.\nline 12 | “Conflict makes it very difficult for the vaccinators to get to the children who need vaccine,” David Heymann, a professor of infectious diseases at the London School of Hygiene and Tropical Medicine, said in an interview before the WHO’s announcement. “It’s been more difficult to finish than had been hoped.”\nline 13 | The polio virus, which is spread through feces, attacks the nervous system and can cause paralysis within hours, and death in as many as 10 percent of its victims. There is no cure. The disease can be prevented by vaccines made by companies including Sanofi (SAN) and GlaxoSmithKline Plc. (GSK)\nline 14 | Cases of polio, which paralyzed large numbers of people around the globe for generations and crippled the late U.S. President Franklin D. Roosevelt, have dropped 99 percent since 1988, largely thanks to the global vaccination campaign backed by Bill and Melinda Gates.\nline 15 | The resurgence of the virus “reminds us that, until it’s eradicated, it’s going to spread internationally and it’s going to find and paralyze susceptible kids,” Aylward said.\nline 16 | To contact the reporter on this story: Simeon Bennett in Geneva at [email protected]\nline 17 | To contact the editors responsible for this story: Phil Serafino at [email protected] Tom Lavell, John Bowker\n</context>\n\n<phrases>\n- \"Ah...\"\n- \" is key here\"\n- \"Uh...\"\n- \"There’s a pattern here\"\n- \"I'm struck by\"\n- \"What if we looked at it like\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Actually, no\"\n- \"This makes me think of\"\n- \"The pros and cons are\"\n- \"I'm seeing a connection between\"\n- \"That doesn't seem to add up... Let me think\"\n- \"When I sit with this idea\"\n- \"First things first\"\n- \"I'm trying to untangle this\"\n- \"What happens if we change this part?\"\n- \"Let me approach this from another angle\"\n- \"Okay, pros and cons\"\n- \"There's got to be something about\"\n- \"How do I put this\"\n- \"What if we\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I'm curious about\"\n- \"What I'm getting at is\"\n- \"If I take this apart step by step\"\n- \"Ummm, actually\"\n- \"I'm just throwing ideas around\"\n- \"Let me work through this\"\n- \"What I’m getting at is\"\n- \"So what does this mean in the bigger picture?\"\n- \"If A is true, then\"\n- \"Is it possible that...?\"\n- \"Let's think step by step\"\n- \"That reminds me\"\n- \"Just spitballing here\"\n- \"What if I just flip this around?\"\n- \"I'm pondering\"\n- \"This brings to mind\"\n- \"It's fascinating how\"\n- \"So what I’m trying to say is\"\n- \"I need to reframe this\"\n- \"Let me dig into that a little deeper\"\n- \" is interesting\"\n- \"Let me see if\"\n- \"I'm intrigued by\"\n- \"Let me connect the dots\"\n- \"Building on that\"\n- \"Let's test this idea\"\n- \"This makes me reflect on\"\n- \"This might explain the pattern\"\n- \"I'm starting to see a pattern\"\n- \"I'm wondering if\"\n- \"There's something off here\"\n- \"Let’s weigh the options\"\n- \"Something doesn't add up\"\n- \"Now we're cooking\"\n- \"I wonder if\"\n- \"Okay, so\"\n- \"What if I tried...?\"\n- \"On one hand... but on the other\"\n- \"What keeps nagging at me is\"\n- \"If I follow this through\"\n- \"Wait a minute... Oh!\"\n- \"Basically\"\n- \"I'm still feeling my way through\"\n- \"That makes sense because\"\n- \"Something's not clicking\"\n- \"Picture this\"\n- \"I need to fill in the gaps\"\n- \"In other words\"\n- \"Okay, so if I do this\"\n- \"What’s the best way to explain this?\"\n- \"Let me untangle this\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"The crucial thing seems to be\"\n- \"I’m trying to connect the dots here\"\n- \"Hmm, that doesn’t sound right\"\n- \"Let me see\"\n- \"Let me break this down\"\n- \"Now, wait just a second\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Okay, let's break this down\"\n- \"Hold that thought\"\n- \"No, actually\"\n- \"Anyway\"\n- \"This connects to something else\"\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 | Sept 25, 2000\nline 02 | Information Technology Fluency\nline 03 | Today's high school students are heading off to college with more computer skills than any other generation. And they are surrounded by a dizzying array of technological choices, including such ethical dilemmas as whether or not to \"napster.\"\nline 04 | That's why several recent national studies have shown that these students need to move in college beyond computer \"literacy\" to computer \"fluency.\" They need to have a deeper understanding of computers, one that will help them not only with today's technology, but also tomorrow's.\nline 05 | A new course being planned at Calvin College is intended to do just that. And Calvin's efforts have received a huge boost from the U.S. Department of Education which is giving the school $313,000 to create a first-year foundational course on information technology \"fluency\" as part of the new Calvin Core Curriculum.\nline 06 | The grant is part of the Department's Fund for the Improvement of Post-Secondary Education (FIPSE) and will cover almost 50% of the project's total cost over the next three years. Calvin will contribute the other 50% of the total cost.\nline 07 | Calvin professor of engineering Steve VanderLeest (above) is the project director.\nline 08 | He says the new course will benefit students during their Calvin career and benefit employers who hire Calvin grads.\nline 09 | \"Information technology,\" he says, \"is no longer just for technical majors.\nline 10 | Everyone from the business major to the music major needs to understand how technology impacts their discipline and their future career.\nline 11 | We know that at the same time that computer requirements for all jobs are increasing dramatically, employers find that graduates lack the necessary knowledge to use technology well.\nline 12 | This course will begin the process of equipping our students with that knowledge.\"\nline 13 | The course will begin in the fall of 2001 as part of Calvin's new core curriculum. Each year Calvin's 1,000 freshmen will take the once-a-week class during their first or second semester on campus (500 will take it in the fall and 500 in the spring). The course will act as a foundational course for all of the other courses students take during the rest of their Calvin career.\nline 14 | The course itself, says VanderLeest, will bridge some of the tensions found in technology. It will be high-tech; one of its features will be a web-based textbook. But it will be personal, too; every other week the class will meet in small groups of 25 students for hands-on work with a professor.\nline 15 | \"The course,\" says VanderLeest, \" reflects the deeply held conviction of most liberal arts faculty that there is something very worthwhile in face-to-face teaching, but it also recognizes the potential of information technology to transform education itself.\"\nline 16 | Calvin plans to make the course available nationally for other colleges and universities that wish to implement such a foundational course in their core curriculum. Already it is partnering with Spring Arbor College in Michigan, Goshen College in Indiana and Whitworth College in Washington, all of which plan to pilot the Calvin course on their campuses in 2002.\nline 17 | In addition, a prestigious national advisory panel is working with Calvin. Its members represent such institutions as UCLA, North Carolina State, Purdue, Michigan Tech and Tek.Xam Corporation, an on-line quiz (see www.tekxam.com) which measures technology fluency and already is used by hundreds of employers and colleges.\nline 18 | Finally Calvin will join the national Flashlight Project (see www.tltgroup.org) -- a Washington, D.C.-based organization that evaluates the use of technology in higher education.\n</context>\n\n<phrases>\n- \"I'm curious about\"\n- \"It's fascinating how\"\n- \"On the other hand\"\n- \"Where did I put that...?\"\n- \"This might explain the pattern\"\n- \"What happens if we change this part?\"\n- \"Actually, no\"\n- \"Something doesn't add up\"\n- \"It's almost like\"\n- \"I'm pondering\"\n- \"I'm wondering if\"\n- \"Oh! That reminds me\"\n- \"Let me chew on this\"\n- \"Maybe I should sleep on it\"\n- \"What I’m getting at is\"\n- \"Let's think step by step\"\n- \" is key here\"\n- \"Well\"\n- \"If I follow this through\"\n- \"But then again\"\n- \"So what I'm trying to say is\"\n- \"Let me propose something\"\n- \"So basically\"\n- \"Let me think\"\n- \"The crucial thing seems to be\"\n- \"Let me see\"\n- \"No, actually\"\n- \"What was I about to say?\"\n- \"Let me play devil's advocate\"\n- \"How do I put this\"\n- \"This makes me reflect on\"\n- \"What if I tried...?\"\n- \"There’s a pattern here\"\n- \"On one hand... but on the other\"\n- \"Anyway\"\n- \"That’s an interesting angle, but\"\n- \"Let me untangle this\"\n- \"What keeps nagging at me is\"\n- \"I could do this, or maybe that\"\n- \"What’s the best way to explain this?\"\n- \"This connects to something else\"\n- \"I'm not entirely sure, but\"\n- \"Wait, no\"\n- \"I'm struck by\"\n- \"Now, wait just a second\"\n- \"Ummm, actually\"\n- \"This feels half-right, but\"\n- \"Alternatively\"\n- \"Bear with me while I\"\n- \"What if we\"\n- \"Let's break this down into parts\"\n- \"I knew I was forgetting something!\"\n- \"Let me work through this\"\n- \"If I take this apart step by step\"\n- \"Building on that\"\n- \"What I mean is\"\n- \"I’m trying to connect the dots here\"\n- \"Uh...\"\n- \"Let me break this down\"\n- \"It's hard to pin down\"\n- \"That reminds me\"\n- \"I have a theory about this\"\n- \"What I'm getting at is\"\n- \"You know\"\n- \"Not sure if this fits, but\"\n- \"This brings to mind\"\n- \"That makes sense because\"\n- \"What if I flip it around?\"\n- \"If I’m not mistaken\"\n- \"Consider this possibility\"\n- \"Wait a minute... Oh!\"\n- \"Let me sum this up so far\"\n- \"Okay, let's break this down\"\n- \"I'm starting to see a pattern\"\n- \"Okay, pros and cons\"\n- \"The pros and cons are\"\n- \"What if the reason is\"\n- \"First things first\"\n- \"I wonder if\"\n- \"Let’s weigh the options\"\n- \"I'm seeing a connection between\"\n- \"When I sit with this idea\"\n- \"Here's a possible explanation\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Basics of Digitizing\nline 02 | Digitizing is the process of converting analog information into a digital representation. In regards to spatial information one application of this is the process of creating a vector digital database by creating point, line and polygon objects. Scanning a map can also be considered digitizing (turning colors shades on the map into digital values), but for this class when we refer to digitizing this for the most part refers to creating vector datasets.\nline 03 | Some basic issues related to digitizing:\nline 04 | 1) Digitizing point features is simply the process of creating a single point feature with an x,y coordinate\nline 05 | 2) Digitizing lines involves creating a line feature that consists of a node (start and end) and a series of vertices which indicate a change of direction along that line. Straight features require fewer vertices, curved/complex features require more vertices.\nline 06 | 3) Digitizing Polygons involves creating a set of connected lines. Editing tools simplify the process of closing polygon features\nline 07 | 4) It is often the case that you want to attach or snap new features to existing features in a dataset or existing features in another dataset. This assists in reducing overlaps and intersections of features and creating topology. This can be done by setting the snap environment. From the Editor toolbar, choose Snapping to turn snapping on/off for different features. From Editor toolbar choose Options to set snapping distance.\nline 08 | 5) Digitizing involves creating features from a specific scale.\nline 09 | Small scale maps (i.e.\nline 10 | maps of large spatial areas - given a fixed map size) generalize features, large scale maps (i.e.\nline 11 | maps of small spatial areas - given a fixed map size) represent features more accurately with less generalization.\nline 12 | A key is that the digitized dataset you create is only as good as your source data.\nline 13 | Here are some general rules/guidelines/tips:\nline 14 | 1) In ArcGIS you can edit shapefiles and geodatabases. If your installation has the ArcInfo license of ArcGIS then you can also edit coverages (the STC's have this functionality). Since geodatabases have several advantages over other vector formats, we'll focus on these in class.\nline 15 | 2) A Geodatabase can be what is called a Personal Geodatabase or a Server Geodatabase. Basically, a Server Geodatabase can be simultaneously accessed by multiple users while a Personal Geodatabase is locked when a user starts to edit or modify it.\nline 16 | 3) Features for a Geodatabase are contained in Feature Classes. A Geodatabase can contain multiple Feature Class types (point, line, polygon) but only one feature class type can exist within a specific Feature Class.\nline 17 | 4) A Feature Dataset is a sub-unit of a Geodatabase. If you have a series of datasets all for the same study area and in the same spatial reference system, you can put them in the same Feature Dataset to facilitate the definition of their spatial domain. In other words, you can have a Geodatabase in which is a Feature Dataset, and several Feature Classes within that Feature Dataset. Or you can just put a Feature Class in the Geodatabase without a Feature Dataset hierarchy.\nline 18 | 5) One of the main advantages of the Geodatabase structure is the ability to create topological rules that define spatial relationships between features within a Feature Class or between features within different Feature Classes. These topological relationships are created within a Feature Dataset for Feature Classes within that Feature Dataset.\nline 19 | 6) Another advantage of Geodatabases are attribute domains. Attribute Domains are used to restrict the valid values for a particular attribute. Valid values can be restricted to a specific set of nominal categories (Oak, Hickory, Maple) or data ranges (valid values must fall between 10-50).\nline 20 | In class we will go through the following basic steps to creating and digitizing features:\n</context>\n\n<phrases>\n- \"Consider this possibility\"\n- \"I'm curious about\"\n- \"Let me see if\"\n- \"Something doesn't add up\"\n- \"There’s a better way to phrase this\"\n- \"Let me talk this through\"\n- \"When I sit with this idea\"\n- \"Let me play devil's advocate\"\n- \"Let's think step by step\"\n- \"I have a theory about this\"\n- \"The more I think about it\"\n- \"Let me sum this up so far\"\n- \"Well\"\n- \"So far, it looks like\"\n- \"What if we\"\n- \"Uh, where was I?\"\n- \"Here's a possible explanation\"\n- \"It's fascinating how\"\n- \"On the other hand\"\n- \"I'm still feeling my way through\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What’s the best way to explain this?\"\n- \"What if we looked at it like\"\n- \"One way to look at it is\"\n- \"Am I thinking about this all wrong?\"\n- \"How can I approach this?\"\n- \"What keeps nagging at me is\"\n- \"But then again\"\n- \"I’m still on the fence about this\"\n- \"In a way\"\n- \"I'm mulling over\"\n- \"Now, if I think about it differently\"\n- \"Suppose we assume that\"\n- \"I'm pondering\"\n- \"I'm not sure, but\"\n- \"This is just a hunch\"\n- \"This is rough, but\"\n- \"Okay, so\"\n- \"Not quite there yet\"\n- \"Let me untangle this\"\n- \"Alright, where was I?\"\n- \"Actually, no\"\n- \"Just spitballing here\"\n- \"Okay, walking through it again\"\n- \"The thing is\"\n- \"There's got to be something about\"\n- \"Let me chew on this\"\n- \"Let me put this another way\"\n- \"It’s on the tip of my tongue\"\n- \"If we follow this logic\"\n- \"Now, wait just a second\"\n- \"I'm just throwing ideas around\"\n- \"That’s an interesting angle, but\"\n- \"No, actually\"\n- \"I'm intrigued by\"\n- \"I wonder if\"\n- \"How do I put this\"\n- \"Wait, no\"\n- \"I'm struck by\"\n- \"Hold on a second\"\n- \"What I mean is\"\n- \"I need to step back and rethink this\"\n- \"This might sound weird, but\"\n- \"This brings to mind\"\n- \"You know\"\n- \"I need to make sure this checks out\"\n- \"In essence\"\n- \"What happens if we change this part?\"\n- \"Let me dig into that a little deeper\"\n- \"Let me work through this\"\n- \"What if I flip it around?\"\n- \"Wait a minute... Oh!\"\n- \"Well, let me see\"\n- \"Let me make sure I got this\"\n- \"Uh...\"\n- \"So what I’m trying to say is\"\n- \"Let me back up a second\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"If I follow this through\"\n- \"On one hand... but on the other\"\n- \"Ummm, actually\"\n- \"This is tricky, but\"\n- \"Bear with me while I\"\n- \"This is starting to take shape\"\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 | For many in the industry, their love of pets started when they were young. They may have had a pet hamster or snake, or were in charge of feeding the fish in the household aquarium. These experiences inspired them to create a career and build their life around a love for living things. These memories are also what inspire people to become pet owners as adults.\nline 02 | But many children today aren’t given a chance to have those same experiences. Instead, video games, computers, iPods and cell phones have become kids’ constant companions.\nline 03 | This means that if the industry hopes to continue to thrive as it has thus far, it needs to actively cultivate the next generation of pet owners–and the Pets in the Classroom program, run by The Pet Care Trust, is aiming to do just that.\nline 04 | When school bells ring next month and kids return to their desks, more of them will be returning to classrooms with a bird, hamster, reptile or fish tank in the room, thanks to the Pets in the Classroom program. As of May, the program had already helped over 350 teachers add pets to their classrooms this year, and hopes to help 700 classrooms in total acquire pets by the end of 2010.\nline 05 | “America has a love affair with its pets, but there are many kids who have not had the opportunity to have a pet at home,” says Steve King, executive director of The Pet Care Trust. “So this program has potential to reach thousands of kids who, for whatever reason, can’t or don’t have a pet.”\nline 06 | The program also serves to expose students to different types of pets. Some may have cats or dogs at home, but have never had the chance to interact with reptiles or birds. The program allows teachers to choose the pet they feel will fit best into their classroom. King says there have been a number of lizards and snakes chosen, many small animals and even a handful of birds. One classroom, he says, even has a Mexican red-kneed tarantula.\nline 07 | Allowing students to interact with these animals teaches them to appreciate new species and to learn about the needs of these different pets. “It has been a pleasant surprise, as we’ve seen the requests come in, to see the wide variety of animals that teachers have selected for their classrooms,” says King.\nline 08 | The program works to educate teachers about responsible pet ownership and even provides them with lesson plans they can use that incorporate their classroom pet. The pets provide a doorway through which teachers can teach students about other parts of the world and the habitats found there.\nline 09 | Retailers are teachers’ natural allies in achieving these goals. Because the program reimburses teachers for the amount they spend on their classroom pet and the supplies it requires, the teachers’ first stop after receiving their certificate is the pet store. Once there, King says, “the biggest thing that we’d like to see would be a close relationship develop between the pet store itself and an individual classroom.”\nline 10 | Ideally, those pet stores would become resources for these teachers; a place they can turn with any individual questions about their chosen animals and its needs. King also suggests that retailers can offer to interact directly with the classroom by visiting with different types of animals so the kids can see, touch and learn about them, including those species that might not be appropriate choices as classroom pets. Or the class could come visit the store on a field trip to see the variety of animals available and learn a little about each of their habitats.\nline 11 | King says that many retailers have had similar programs on their own for years; the advantage to the Pets in the Classroom program is that teachers are reimbursed for their expenses.\nline 12 | Park Pet Shop in Chicago, Ill. has relationships with a few local teachers. “We have several schools that come into the store regularly for supplies,” says Jim Sparks, the storeowner. He sees the relationships he has developed with these teachers as an opportunity to invest in the future of the industry. Sparks has visited the schools with some of the store’s animals as well as had classes out to his store. “The more the kids are exposed to anything ... the more apt they are to try and experience it later on or get into it as a hobby,” he says.\nline 13 | He has even created small coupons, the size of business cards, that include his store’s address and hours, and can be redeemed for a free goldfish. He staples the coupons to informational sheets about the animals he hands out to the kids on his school visits. While he says the cards haven’t created a huge bump in sales, the cards add to the exposure the store receives from its relationship with the schools.\nline 14 | For retailers who haven’t had a teacher come in looking for supplies, Pets in the Classroom is working to develop a more direct relationship between retailers and local schools. Right now, if a retailer wants to reach out to a school in their community, unless it has already received a grant request from a school in that area, the program is unable to point the retailer to a school that might be interested. But as the program continues to grow, and its database grows, King says it will be better able to help. “We’ll have many more schools and classrooms in our database. Then, if a retailer in any part of the country contacts us, we’ll be able to locate someone within their general geographic area.”\nline 15 | Perhaps the simplest way for retailers to get involved, however, is to sponsor a classroom, either through the program or directly. Retailers can sponsor a classroom of 30 children for as little as $150 through the program’s website (www.petsintheclassroom.org).\nline 16 | Or, if they know of a classroom that needs support in order to have a classroom pet, King suggests they donate directly to that classroom. “Provide them with a certain amount of free equipment or the animals as a direct supporter or benefactor. It takes it outside of the specific Pets in the Classroom program, but it still fulfills that same basic goal of ours,”–which he emphasizes is the important thing–“to introduce pets in classrooms across the country.”\n</context>\n\n<phrases>\n- \"I'm wondering if\"\n- \"Where did I put that...?\"\n- \"Anyway\"\n- \"Let me think\"\n- \"Let me throw this out there\"\n- \"Well, let me see\"\n- \"Could be wrong here\"\n- \"Let me break this down\"\n- \"I need to reframe this\"\n- \"Here's what I'm thinking\"\n- \"Let me work through this\"\n- \"Alright, where was I?\"\n- \"What if we looked at it like\"\n- \"Let me untangle this\"\n- \"Actually, no\"\n- \"There's got to be something about\"\n- \"Let's break this down into parts\"\n- \"Okay, pros and cons\"\n- \"First things first\"\n- \"So basically\"\n- \"Something doesn't add up\"\n- \"The more I think about it\"\n- \"That makes sense because\"\n- \"What happens if we change this part?\"\n- \"Now we're cooking\"\n- \"How can I approach this?\"\n- \"What keeps nagging at me is\"\n- \"What if I just flip this around?\"\n- \"Let me sum this up so far\"\n- \"In essence\"\n- \"Okay, walking through it again\"\n- \"Is it possible that...?\"\n- \"The pros and cons are\"\n- \"Uh...\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"Hmm, let’s rewind a bit\"\n- \"Wait a minute\"\n- \"Let me chew on this\"\n- \"If I take this apart step by step\"\n- \"Let me back up a second\"\n- \"No, actually\"\n- \"This might sound weird, but\"\n- \"Hang on a second\"\n- \"Just thinking out loud but\"\n- \"The thing is\"\n- \"I'm pondering\"\n- \"I'm seeing a connection between\"\n- \"Am I thinking about this all wrong?\"\n- \"I have a theory about this\"\n- \"Let’s weigh the options\"\n- \"I can't quite put my finger on\"\n- \"I'm trying to untangle this\"\n- \"What if I tried...?\"\n- \"Let's think step by step\"\n- \"Going back to what I said about\"\n- \"Let me talk this through\"\n- \" is striking \"\n- \"Okay, let's break this down\"\n- \"There’s a better way to phrase this\"\n- \"I wonder if\"\n- \"Uh, where was I?\"\n- \"I need to step back and rethink this\"\n- \"Picture this\"\n- \"This is tricky, but\"\n- \" is interesting\"\n- \"Wait, no\"\n- \"This makes me reflect on\"\n- \"So the main idea is\"\n- \"Consider this possibility\"\n- \"Not sure if this fits, but\"\n- \"I'm curious about\"\n- \"What’s the best way to explain this?\"\n- \"Follow me here\"\n- \"Don't hold me to this\"\n- \"When I sit with this idea\"\n- \"There's something here about\"\n- \"Okay, so\"\n- \"Basically\"\n- \"On one hand... but on the other\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"Should I...? No, wait\"\n- \"Ummm, actually\"\n- \"Here's where it gets interesting\"\n- \"I'm mulling over\"\n- \"Okay, backtrack a bit\"\n- \"What's the best way to explain this?\"\n- \"This brings to mind\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Oryctodromeus isn't exactly a household name. A small, herbivorous ornithopod found in the Late Cretaceous rock of western North America, it was the sort of dinosaur most often depicted as being prey for charismatic carnivores. But there was at least one aspect of Oryctodromeus that made it particularly interesting—this dinosaur may have lived in burrows.\nline 02 | Based on the context of the rocks they are found in, we know that dinosaur bodies were preserved in a variety of different environments. Some bodies were covered up by seasonal floods, other dinosaurs were washed out to sea, and dinosaurs even died in death-traps created by the footprints of even bigger species. But until Oryctodromeus, dinosaurs had not been found in fossilized dens.\nline 03 | The fact that the small dinosaurs had been buried within a burrow was made clear by the details of their den. At the end of an S-shaped tunnel was a large chamber that had been dug into three different layers of mudrock and later filled with sandstone. The fact that an adult and two juvenile Oryctodromeus were found in the sandstone confirmed that this was a den that had been flooded by a slurry of water and sandy sediment.\nline 04 | But were the dinosaurs buried inside their den, or had their bodies just been washed inside? The dinosaur bones were jumbled up rather than lying in articulated poses on the burrow floor. This left the details of their preservation unclear. In order to solve this mystery, paleontologists Cary Woodruff and David Varricchio created a half-scale model of the original burrow with PVC pipes and conducted experiments with rabbits to see what sort of scenario would best account for the way the dinosaur fossils had been preserved.\nline 05 | The paleontologists ran thirteen trials by filling their artificial burrow with a mixture of water, clay, and sand. Rather than using whole rabbits, though, Woodruff and Varricchio only used disarticulated skeletons. This is because no Oryctodromeus bones were found in their natural positions, hinting that the dinosaurs died, decomposed, and had mostly fallen apart before their preservation. By the time the den was flooded, the dinosaurs had already turned into piles of bones (regardless of whether their skeletons were inside or outside the burrow at the time of the event).\nline 06 | Woodruff and Varricchio modeled the different ways the bones could have found their way into the den by running a variety of tests. In some trials the bones were placed in the burrow, while in others they were included in the sediment mix used to fill the artificial den. Each setup produced a different distribution of bones in the PVC chamber.\nline 07 | Six different trials with differing conditions all created the kind of elevated, dispersed assemblage of bones found in the Oryctodromeus burrow. Bones were initially inside the chamber for four of these trials, but were outside the burrow and contained within the sediment, respectively, in the other two. While this evidence supports the idea that the dinosaur bones may have been inside the den when it was flooded, it remains possible that the bones were washed in from outside.\nline 08 | If the dinosaur skeletons really were washed into the burrow from outside, however, Woodruff and Varricchio argue, it is strange that the bones of an adult and two juveniles should be found together. Furthermore, bones transported by sediment-filled floods are often broken and abraded, and there are no signs of such destructive transport on the Oryctodromeus fossils. The hypothesis that the Oryctodromeus bones were already inside the den remains the best-supported idea. Woodruff and Varricchio caution that further investigations are required to understand how these dinosaurs—and other den-dwelling fossil vertebrates—became preserved.\nline 09 | WOODRUFF, D., & VARRICCHIO, D. (2011). EXPERIMENTAL MODELING OF A POSSIBLE ORYCTODROMEUS CUBICULARIS (DINOSAURIA) BURROW PALAIOS, 26 (3), 140-151 DOI: 10.2110/palo.2010.p10-001r\n</context>\n\n<phrases>\n- \"Hmm\"\n- \"Something in my gut says no\"\n- \"It's almost like\"\n- \"Perhaps\"\n- \" is key here\"\n- \"Okay, pros and cons\"\n- \"Ah...\"\n- \"Consider this possibility\"\n- \"I'm mulling over\"\n- \"Let's break this down into parts\"\n- \"When I sit with this idea\"\n- \"What keeps nagging at me is\"\n- \"I'm not sure, but\"\n- \"So what I’m trying to say is\"\n- \"Let's think step by step\"\n- \"Something doesn't add up\"\n- \"Let me break this down\"\n- \"I'm curious about\"\n- \"No, actually\"\n- \"Maybe I’m overcomplicating it\"\n- \"Let me see\"\n- \"The pros and cons are\"\n- \"I need a clearer view of this\"\n- \"First things first\"\n- \"This connects to something else\"\n- \"This might explain the pattern\"\n- \"What if the reason is\"\n- \"The thing is\"\n- \"Right, so\"\n- \"Building on that\"\n- \"If we follow this logic\"\n- \"I'm starting to see a pattern\"\n- \"Where did I put that...?\"\n- \"Now, wait just a second\"\n- \"I'm not entirely sure, but\"\n- \"I'm pondering\"\n- \" is striking \"\n- \"Alternatively\"\n- \"Ummm, actually\"\n- \"So far, it looks like\"\n- \"Let me see if\"\n- \"What if I flip it around?\"\n- \"Okay, so\"\n- \"I'm seeing a connection between\"\n- \"Well\"\n- \"Let’s weigh the options\"\n- \"Maybe if I try it this way\"\n- \"You know\"\n- \"I’m almost there\"\n- \"Follow me here\"\n- \"Not set in stone, but\"\n- \"I'm struck by\"\n- \"On the other hand\"\n- \"I’m trying to connect the dots here\"\n- \"If A is true, then\"\n- \"I'm trying to untangle this\"\n- \"Let me play devil's advocate\"\n- \"That makes sense because\"\n- \"This connects to\"\n- \"I'm wondering if\"\n- \"The crucial thing seems to be\"\n- \"In essence\"\n- \"This brings to mind\"\n- \"I'm intrigued by\"\n- \"This makes me reflect on\"\n- \"Okay, so if I do this\"\n- \"Wait, no\"\n- \"Actually, no\"\n- \"That’s an interesting angle, but\"\n- \"So the main idea is\"\n- \"This makes me think of\"\n- \"What if I tried...?\"\n- \"Let me untangle this\"\n- \"But then again\"\n- \"Basically\"\n- \"What’s the best way to explain this?\"\n- \"Let me work through this\"\n- \"Oh! That reminds me\"\n- \"Hang on a second\"\n- \"Picture this\"\n- \"Okay, let's break this down\"\n- \"Roughly speaking\"\n- \"If I take this apart step by step\"\n- \"On one hand... but on the other\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | IS A LAGOON?\nline 02 | Lagoons are shallow coastal bodies of water separated from the ocean by a series of barrier\nline 03 | islands which lie parallel to the shoreline. Inlets, either natural or\nline 04 | man-made, cut through\nline 05 | barrier islands and permit tidal currents to transport water into and out of\nline 06 | the lagoons. Because lagoons are characteristically shallow, they are strongly influenced by precipitation and\nline 07 | evaporation, which results in fluctuating water temperature and salinity.\nline 08 | Lagoons can also be fragile ecosystems susceptible to pollution effects from municipal, industrial and agricultural\nline 09 | are classified into 3 main types: leaky lagoons, choked lagoons, and\nline 10 | restricted lagoons. Leaky lagoons have wide tidal channels, fast currents\nline 11 | and unimpaired exchange of water with the ocean.\nline 12 | Choked lagoons occur\nline 13 | along high energy coastlines and have one or more long narrow\nline 14 | channels which restrict water exchange with the ocean. Circulation within this\nline 15 | type of lagoon is dominated by wind patterns. Restricted lagoons have\nline 16 | multiple channels, well defined exchange with the ocean, and tend to show a net\nline 17 | seaward transport of water. Wind patterns in restricted lagoons can also cause\nline 18 | surface currents to develop, thus helping to transport large volumes of water\nline 19 | downwind (Kjerfve 1986). The Indian River Lagoon is a restricted type\nline 20 | lagoon (Smith 1987, 1990).\nline 21 | A. Circulation patterns in a well mixed\nline 22 | Redrawn from Brown et al.\nline 23 | B. Vertical profile of salinity in a well mixed\nline 24 | estuary. Redrawn from Brown et al.\nline 25 | C. Inlets in the southern portion of the\nline 26 | delimit 3 sub-basins.\nline 27 | |Many restricted lagoons like the\nline 28 | IRL tend to be well mixed because they are heavily influenced by wind\nline 29 | patterns.\nline 30 | Winds enhance vertical mixing in the water column, and\nline 31 | also influence surface currents that insure lateral mixing of\nline 32 | estuarine water (Figure A). This results in a vertical profile of\nline 33 | the water column where virtually no change in salinity is observed from\nline 34 | the surface to the bottom. In contrast, salinity in\nline 35 | well mixed estuaries does decrease horizontally with distance from the\nline 36 | ocean (Figure B).\nline 37 | properties of lagoons may change depending on its size and physical\nline 38 | characteristics. The Indian River Lagoon, for example, is\nline 39 | significantly longer than it is wide. The\nline 40 | southern portion of the lagoon exchanges water with the ocean through\nline 41 | 3 jettied inlets (Sebastian, Fort\nline 42 | Pierce, St. Lucie), all of which differ in size. These and other\nline 43 | features have led researchers to delimit 3 sub-basins in the\nline 44 | IRL (Figure C). The southern sub-basin is defined as the area between St. Lucie\nline 45 | Inlet and Fort Pierce Inlet; the central sub-basin lies between Fort\nline 46 | Pierce Inlet and Sebastian Inlet; and the northern sub-basin is the\nline 47 | area north of Sebastian Inlet.\nline 48 | Each of the sub-basins\nline 49 | in the IRL experiences\nline 50 | somewhat different tidal amplitudes, current speeds, and tidal excursion (the horizontal\nline 51 | transport distance associated with either ebb or flood tide). Data\nline 52 | from studies by Pitts (1989), Smith (1990) and Liu (1992) have shown that\nline 53 | tidal amplitude, current speed and tidal excursion are all lowest in the\nline 54 | northern sub-basin, and increase to the south. One important exception to\nline 55 | this pattern occurs around inlets. In these areas, current speeds during\nline 56 | maximum ebb or flood tides can exceed 1 m/sec-1 due to the constricting\nline 57 | effects of narrow inlet channels.\nline 58 | is important to note that although tidal forcing is important near\nline 59 | inlets mouths, volume transport in the interior of the Indian River Lagoon\nline 60 | is principally a wind driven process (Pitts 1989; Smith 1990;\nline 61 | Liu 1992). The shallow nature of coastal lagoons, combined\nline 62 | with the constricting effects of inlets aid in decreasing tidal transport\nline 63 | as distance from the inlet increases.\nline 64 | Thus, wind becomes the primary\nline 65 | transport process in the interior of the Indian River Lagoon.\nline 66 | Report by: K. Hill,\nline 67 | Smithsonian Marine Station\nline 68 | Submit additional information, photos or comments to:\nline 69 | Page last updated: Aug. 1, 2001\n</context>\n\n<phrases>\n- \"Let me see\"\n- \"What if we\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"So what I’m trying to say is\"\n- \"First things first\"\n- \"Let me sum this up so far\"\n- \"I guess that works\"\n- \"Wait, no\"\n- \"If I take this apart step by step\"\n- \"Let me break this down\"\n- \"I feel like I’m close\"\n- \"Backing up for a second\"\n- \"I'm trying to untangle this\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me back up a second\"\n- \"Hmm\"\n- \"If I’m not mistaken\"\n- \"Let me untangle this\"\n- \"Wait a minute... Oh!\"\n- \"What I’m getting at is\"\n- \"The crucial thing seems to be\"\n- \"So far, it looks like\"\n- \"Let me make sure I got this\"\n- \"Let me work through this\"\n- \"I need to step back and rethink this\"\n- \"I need to reframe this\"\n- \"Basically\"\n- \"That reminds me\"\n- \"I know there’s a word for this\"\n- \"Wait a minute\"\n- \"Wait, that doesn’t add up\"\n- \"Okay, so\"\n- \"That makes sense because\"\n- \"I'm just throwing ideas around\"\n- \"I'm getting a sense that\"\n- \"Let me circle back to that\"\n- \"Wait, but if that’s true\"\n- \"Ah...\"\n- \"The pros and cons are\"\n- \"Actually, no\"\n- \"In essence\"\n- \"It's a bit murky\"\n- \"Something tells me I should\"\n- \"Let's think step by step\"\n- \"Let me see if\"\n- \"This makes me think of\"\n- \"Let me talk this through\"\n- \"What keeps nagging at me is\"\n- \"Would that even work?\"\n- \"Something's not quite right\"\n- \"There's a missing link here\"\n- \"I keep circling back to\"\n- \"What I'm getting at is\"\n- \"Bear with me while I\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"I'm still feeling my way through\"\n- \"Building on that\"\n- \"Something doesn't add up\"\n- \"On one hand... but on the other\"\n- \"Picture this\"\n- \"Ummm, actually\"\n- \"There’s a pattern here\"\n- \"I'm seeing a connection between\"\n- \"Still forming this thought\"\n- \"Hmm, that doesn’t sound right\"\n- \"It's almost like\"\n- \" is interesting\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"This isn't quite right, but\"\n- \"Let’s weigh the options\"\n- \"Something in my gut says no\"\n- \"Oh! That reminds me\"\n- \"Let me run through it again\"\n- \"Right, so\"\n- \"I'm starting to see a pattern\"\n- \"I’m trying to connect the dots here\"\n- \"Coming at this from another angle\"\n- \"There's a better way to phrase this\"\n- \"Still working it out\"\n- \"Let's break this down into parts\"\n- \"Well, let me see\"\n- \"I need to make sure this checks out\"\n- \"Okay, pros and cons\"\n- \"Anyway\"\n- \"Alright, where was I?\"\n- \"The more I think about it\"\n- \"No, actually\"\n- \"Let me just think 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 | Last week the Common’s Science and Technology Committee released their report looking at women in STEM careers. Despite recognising the efforts the UK government has made in increasing the number of women in science, technology and maths careers, the report warns that there is still much progress to be made if women are to be better represented in this sector.\nline 02 | Currently, women only account for 13% of all UK STEM jobs.\nline 03 | It is estimated, that if things are left as they are, it could take 50-80 years before gender equality is reached in the sector.\nline 04 | Clearly, as the committee’s report suggests, further action needs to be taken to increase the representation of women in science.\nline 05 | This is important for many reasons, including economic and business prosperity, and it can also result in more well-rounded research.\nline 06 | As a more basic argument, there should be more women in science to satisfy gender equality.\nline 07 | The report focuses upon those women in academia and the common problems relating to where these women go at each progressive career step and what happens to prevent them from reaching senior academic positions. This phenomenon, known as the leaky pipeline, varies depending on subject and it can be difficult to understand all the drivers which can affect their progression. For example, in Chemistry a key issue regards retaining women throughout their career, whilst in engineering and physics, recruiting girls in the first place means that there is already a lower number of women in these subjects. With regards to ecology, the problem is also most likely due to retention of women rather than getting them interested in the first place.\nline 08 | So what can be done? There have been many government initiatives aimed to ensure greater representation of women (see report), although there are criticisms that there has been more effort placed on encouraging girls at school to take up STEM subjects, and not enough actions in place to encourage and support women to stay. The committee particularly voiced its concerns over the almost virtual halving of the Department of Business, Innovation and Skills budget for the UK Research Centre for Women in Science, Engineering and Technology (which has now merged with WISE due to funding cuts), which provides much needed support for women higher up in the career ladder.\nline 09 | The committee called for the government to increase its efforts for retaining women in STEM careers, and encouraged that they should monitor the impact that this reduced funding could potentially have. Higher Education Institutions (HEI) that undertake STEM research were also urged to increase their actions regarding this issue, and the report highlighted that the short term nature of contracts within these institutes could be very off-putting for many women. Joining schemes such as the Athena Swan Charter was seen as an area all HEI should involve themselves in. With regards to enabling women to progress whilst having a family, the committee called for a review to be undertaken looking at how to support women taking maternity leave and how to integrate back into the workforce.\nline 10 | Interestingly, the report also mentioned the steps that learned societies should do to address these issues.\nline 11 | They called for an analysis to be undertaken to find out how more women can improve research findings within different STEM subjects, and generate guidance surrounding this.\nline 12 | They also suggest learned societies should promote women role models who have successfully balanced their career whilst having a family, and offer mentoring and support networks at research group levels.\nline 13 | Here at the BES, we are committed to promoting diversity and equality within ecological science. We have successfully run mentoring schemes in the past and this should continue into 2014 to support women starting out or wanting to progress to the next level within ecology. Our recent Education Intern, Christina Ravient, undertook a three month study regarding issues relating to equality and diversity within ecology and the results of her study, including recommendations for the Society into the future, should be published later this Spring.\n</context>\n\n<phrases>\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me untangle this\"\n- \"Something along those lines\"\n- \"Oh! I get it now\"\n- \" is striking \"\n- \"So the main idea is\"\n- \"Maybe I’m overcomplicating it\"\n- \"The more I think about it\"\n- \"What if I flip it around?\"\n- \"Let me make sure I got this\"\n- \"I think I can rule that out\"\n- \"It almost fits, but something’s off\"\n- \"This just clicked into place!\"\n- \"Roughly speaking\"\n- \"Hmm\"\n- \"Let me run through it again\"\n- \"So basically\"\n- \"Actually, no\"\n- \"This explains so much!\"\n- \"I'm mulling over\"\n- \"Right, so\"\n- \"I keep circling back to\"\n- \"I'm struck by\"\n- \"I'm pondering\"\n- \"Backing up for a second\"\n- \"Let me back up a second\"\n- \"What I'm getting at is\"\n- \"Oh, it all makes sense now!\"\n- \"That’s an interesting angle, but\"\n- \"I wonder if\"\n- \"Bear with me while I\"\n- \"Let's think step by step\"\n- \"That’s the answer I was looking for!\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"What I mean is\"\n- \"I'm curious about\"\n- \"Well\"\n- \"Wait, but if that’s true\"\n- \"There's a missing link here\"\n- \"When I sit with this idea\"\n- \"This brings to mind\"\n- \"That makes sense because\"\n- \"Let me play devil's advocate\"\n- \"Let me work through this\"\n- \"On one hand... but on the other\"\n- \"On the other hand\"\n- \"How do I put this\"\n- \"So what I’m trying to say is\"\n- \"I need to make sure this checks out\"\n- \"What keeps nagging at me is\"\n- \"Wait, does this contradict itself?\"\n- \"It's fuzzy, but\"\n- \"So what I'm trying to say is\"\n- \"What’s the best way to explain this?\"\n- \"This is just a first pass, but\"\n- \"Wait, I think I just cracked it!\"\n- \"That’s it!\"\n- \"Finally, it clicks!\"\n- \"Anyway\"\n- \"I need a clearer view of this\"\n- \"Hmm, let’s rewind a bit\"\n- \"No, actually\"\n- \"Hang on a second\"\n- \"You know\"\n- \"What’s the missing piece?\"\n- \"But then again\"\n- \"What I’m getting at is\"\n- \"I'm intrigued by\"\n- \"Something doesn't add up\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Am I missing something?\"\n- \"Ummm, actually\"\n- \"In other words\"\n- \"Alternatively\"\n- \"Going back to what I said about\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let me trace that logic back\"\n- \"This makes me reflect on\"\n- \"Uh...\"\n- \"That doesn’t sound right\"\n- \"Wait, no\"\n- \"I keep coming back to\"\n- \"Ah...\"\n- \"It's a bit murky\"\n- \"So that’s why it wasn’t working!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Have you ever sat down with your book and stared at the same words until you fall asleep? You know you should study but you just don't feel like it? Hopefully these ideas will help you get motivated to study.\nline 02 | Part 1 of 5: Prepare Your Study Space\nline 03 | 1Find a quiet space with few distractions. This could be a library, a cafe, a room in your house, or anywhere else that is free from excess noise and interruptions. Avoid places where you're likely to run into your friends.Ad\nline 04 | 2Stock up on study supplies. Make sure you have all the pens, pencils, paper, highlighters, and Post-Its you need. You don't want to interrupt your study time to get more.\nline 05 | 3Keep a small stash of water and snacks by your side.\nline 06 | People are more productive when they're hydrated and taking steady sips of water will help stave off thirst.\nline 07 | Small snacks like peanuts, granola bars, or fruit will help keep you energized.\nline 08 | - Avoid fast food and pastries.\nline 09 | This includes pizza, hamburgers, nachos, doughnuts, muffins, cinnamon rolls, and croissants.\nline 10 | These foods will give you a short energy rush that quickly turns into sleepiness.\nline 11 | Part 2 of 5: Remove Your Distractions\nline 12 | 1Wear comfortable clothing. Little things like having to pull up your trousers can eat away at your concentration. Wear clothes that are familiar, fit loosely, and don't constrict you.\nline 13 | - If you have long hair, tie it back so that it doesn't fall into your eyes.\nline 14 | 2Put your cellphone on silent. You do not want to be taking calls from friends and family members when you're trying to study. Let them know in advance that you need time to study, if you think they'll be concerned. Better yet, just place it on silent and keep it somewhere out of view so you won't be tempted to keep taking a sneak peek.\nline 15 | 3If possible, turn off your computer. Unless you absolutely need it for studying, turn the computer off. Likewise, stay away from public computers. It's a minefield of potential distractions. It's all too easy to tell yourself \"I just want to check my e-mail\" or \"Let me just look at this bit of celebrity gossip.\" Before you know it, you've wasted a whole hour.\nline 16 | - If you do need to use the computer as a research tool, consider printing out the information once you get it so that you're not tempted to open up another browser window and check your Facebook status. If you're really tempted to go on social sites, why not deactivate for a little while?\nline 17 | - If you need to use the computer solely as a word processor, think about temporarily turning off your Internet access.\nline 18 | Part 3 of 5: Set Study Goals\nline 19 | 1Set concrete goals for your study session.\nline 20 | Think in specific, achievable goals instead of vague generalities.\nline 21 | Instead of telling yourself, \"I have to get good at math,\" think of a specific goal such as, \"I will learn how to graph a quadratic equation.\"\nline 22 | Achieving this goal will make you feel accomplished at the end of your study session.\nline 23 | 2Reward yourself when you complete your goal. Think of a small way to reward yourself when you've met your goal. If you're in the middle of a study session, you can take a quick walk, eat a granola bar, or listen to a favorite song. If you've finished your study session, then feel free to have some fun by playing games, talking to friends, or watching a video.\nline 24 | - If you decide to reward yourself with a quick break from studying, remember that you will eventually have to get back to work. Set a time limit for your break and don't listen to the voice in your head saying, \"Just a few more minutes.\"\nline 25 | 3Think of what you will achieve by studying. In order to keep up a positive attitude, try to visualize the good things that will come to you by studying. Imagine getting a good score on a test, receiving praise from your teacher, or the good college you might be planning to attend. Although studying is sometimes boring and hard, thinking of the end result will keep you pushing ahead.\nline 26 | Part 4 of 5: Prepare Yourself\nline 27 | 1Make a study schedule. Set aside a specific block of time for studying for each day that you need it rather than telling yourself vaguely, \"I'll have to study sometime this week.\" Planning it out will make it easier to stick to your resolution.\nline 28 | 2Do not procrastinate. Don't wait until the last minute to study for a big exam or read a 90-page chapter. If it is assigned Monday and due Friday, start on Monday and finish early in the week so you don't have to worry about it at the last minute.\nline 29 | Part 5 of 5: Get Started\nline 30 | 1Just get started! Sometimes that can be the hardest part. If your study schedule looks too daunting, set a smaller goal. Consider reading half of the chapter today and half tomorrow. Just do one or two problems from the workbook. Remember that it is always better to do a little now than end up doing nothing at all.Ad\nline 31 | Are you an expert on clothing and style?\nline 32 | If so, share what you know about how to look skinnier in a bathing suit.\nline 33 | Thanks for sharing your knowledge.\nline 34 | We are a bit smarter today because of you.\nline 35 | - Using a cell phone is a big NO while studying.\nline 36 | Switch it off and put it away while you are studying!\nline 37 | A lot of people get distracted by their phone.\nline 38 | Put it in a drawer or give it to your parents and tell them at what time you want to get it back.\nline 39 | - Stick with it!\nline 40 | Sacrifice what you do today for what you will be in the future!\nline 41 | - Look at the reward of studying! If you want to be a doctor, artist, etc. you need to study now in order to get good grades to get the job you want.\nline 42 | - Get organized! Keep your desk or workplace clean and tidy, have your backpack free of papers you don't need, and keep all your papers in a binder with different tabs. When you are organized, you won't lose assignments, and working will be less painful.\nline 43 | - If you are a day dreamer then just stop thinking about everything for a moment except for studying. Put everything aside and just get started. Also think about all the burden of late day preparation for a big exam. The sooner the better!\nline 44 | - Be sure to take good notes during class and keep them in an organized binder or folder. Use these to help you with homework, projects and especially upcoming tests. If you're scared you might miss out on a few things the teacher is explaining while writing your notes, just scribble on your notebook with a pencil while listening. You can always erase your pencil writings and re-write it legibly in pen!\nline 45 | - If you need help, do not be afraid to ask your teacher! Teachers are paid to answer your questions. They want to help you, and if you ask them questions, it will help you in the long run because they know you are motivated and want to do well in their class. Don't worry about what other friends might think. It's better to know your stuff than to act all cool and showy and act as if you understand.\nline 46 | - A good night's sleep is essential to retain the facts that you have studied. This is because your brain consolidates what you have learnt while you are sleeping. At the very least, 8 hours is necessary to help retain the knowledge learnt.\nline 47 | - Tell yourself that after you achieve a particular goal you will be free to have fun. Also get a strong will and don't get easily distracted, if some noise disturbs you or someone distracts you use ear plugs or cotton and face away from the person.\nline 48 | - Think about your smart friends. Try to be like them, study like them, follow the way they do their work. But please do not go to the extreme!\nline 49 | - If you're easily distracted, face a wall when you're studying.\nline 50 | - If you want to get an athletic scholarship, you don't just need talent on the field, court, mat, or track, you need the grades too. If you are a hard worker out of the classroom for your sport that's great, but in order to receive a scholarship you need the GPA and SAT scores to.\nline 51 | - Sometimes studying with a friend can keep you from getting bored. If this person is in your class, its more useful because they can help you with your work. But don't get too distracted by talking to him/her, remember, you're supposed to study!\nline 52 | - Some people find listening to music in the background also helps their studies.\nline 53 | - Think about getting a tutor. Tutors can be fun and they definitely help in subjects you are not too keen on. If a tutor is too expensive, you could always ask a family member with good knowledge of the subjects you are weak on to help tutor you.\nline 54 | - Try not to think of things you would rather be doing. This will make you want to give up thinking that you don't need to be studying.\nline 55 | - Don't cram or otherwise study a load of material at once. Depending on your schedule, consider giving yourself a 10-15 minute break for every hour of studying.\nline 56 | - If you are really into music, do not listen to it because you will be so focused on the song you will not be able to focus on studying.\nline 57 | Categories: Homework Skills\nline 58 | Recent edits by: Lutherus, NikkyJ, Abhi\nline 59 | In other languages:\nline 60 | Português: Como Ficar Motivado Para Estudar, Deutsch: Wie man sich zum Lernen motiviert, Français: Comment se motiver pour étudier, Español: Cómo animarte a estudiar, Italiano: Come Trovare la Motivazione per Studiare, 中文: 寻求学习的动力, Русский: мотивировать себя учиться, Nederlands: Jezelf motiveren om te gaan studeren\nline 61 | Thanks to all authors for creating a page that has been read 838,094 times.\n</context>\n\n<phrases>\n- \"Wait, no\"\n- \"What if we\"\n- \"I'm starting to see a pattern\"\n- \"Something doesn't add up\"\n- \"Now I'm stuck on\"\n- \"There's probably more to it\"\n- \"This connects to\"\n- \" is striking \"\n- \"There’s a better way to phrase this\"\n- \"Let's think step by step\"\n- \"I wonder if\"\n- \"Would I regret this later?\"\n- \"Let me chew on this\"\n- \"Actually, no\"\n- \"So what I’m trying to say is\"\n- \"Ummm, actually\"\n- \"This might sound weird, but\"\n- \"Not set in stone, but\"\n- \"I could be wrong, but\"\n- \"Let me throw this out there\"\n- \" is key here\"\n- \"When I sit with this idea\"\n- \"It's hard to pin down\"\n- \"Okay, let's break this down\"\n- \"On one hand... but on the other\"\n- \"But then again\"\n- \"It finally adds up!\"\n- \"Wait, I think I’ve got it!\"\n- \"There's something here about\"\n- \"So far, it looks like\"\n- \"Wait, I think I just cracked it!\"\n- \"This makes me reflect on\"\n- \"This makes me think of\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"It's fascinating how\"\n- \"I'm mulling over\"\n- \"The thing is\"\n- \"In the end\"\n- \"There’s a pattern here\"\n- \"Let me break this down\"\n- \"Building on that\"\n- \"I'm struck by\"\n- \"It suggests that\"\n- \"What if I flip it around?\"\n- \"What I mean is\"\n- \"On the other hand\"\n- \"Oh, it all makes sense now!\"\n- \"Oh! That reminds me\"\n- \"What keeps nagging at me is\"\n- \"I'm trying to untangle this\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"The pros and cons are\"\n- \"It's almost like\"\n- \"No, actually\"\n- \"That changes everything\"\n- \"I should have known that!\"\n- \"Let’s weigh the options\"\n- \"Let's break this down into parts\"\n- \"If I take this apart step by step\"\n- \"So, the bottom line is\"\n- \"I'm just throwing ideas around\"\n- \"I guess there’s no perfect solution\"\n- \"Let me play devil's advocate\"\n- \"That reminds me\"\n- \"I'm pondering\"\n- \"Alternatively\"\n- \"What’s the best way to explain this?\"\n- \"Let me work through this\"\n- \"That’s an interesting angle, but\"\n- \"Brainstorming here, but\"\n- \"So what I'm trying to say is\"\n- \"I'm curious about\"\n- \"Still working it out\"\n- \"That makes sense because\"\n- \"I think I found the solution!\"\n- \"Oh, I see what’s happening here!\"\n- \"What was I about to say?\"\n- \"Might be\"\n- \"Let me untangle this\"\n- \"Picture this\"\n- \"I'm intrigued by\"\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 | Technically, anxiety is apprehension over an upcoming event. We anticipate the future with sometimes scary predictions that don’t necessarily have any basis in truth. In everyday life, anxiety’s physical and emotional symptoms can mean an increased heart rate (and even heart attack), poor concentration at work and school, sleeping problems, and just being a total Crankasaurus Rex to family, friends, and co-workers.\nline 02 | Anxiety and stress are physical and emotional responses to perceived dangers (that aren’t always real). And since most of us aren’t running from tigers or hunting and gathering in the woods, it’s often the little things that put us over the edge: an over-loaded email inbox, morning rush hour, or losing those keys before running out the door. Luckily, it’s easy to beat this kind of stress with just a few easy changes added throughout the day.\nline 03 | Note: If you feel like you might be dealing with a serious anxiety disorder, please talk to a medical professional about treatment. There are lots of options available to manage your symptoms. But if you’re looking to reduce daily anxiety, these 15 tips will get you on your way to being calm and collected in no time.\nline 04 | Cool as a Cucumber—Your Action Plan\nline 05 | 1. Get enough sleep. Inconsistent sleep can have some serious consequences. Not only does it affect our physical health, but lack of sleep can also contribute to overall anxiety and stress. And sometimes it turns into a vicious cycle, since anxiety often leads to disruptions in sleep. Especially when feeling anxious, try to schedule a full seven to nine hours of snooze time and see what a few nights of sweet slumber do for those anxiety levels throughout the day.\nline 06 | 2. Smile. When work has got us down, it’s a good idea to take a quick break to get some giggles on. Research suggests that laughter can reduce symptoms of depression and anxiety, so consider checking out a funny YouTube clip to calm those jittery nerves.\nline 07 | 3.\nline 08 | De-clutter the brain.\nline 09 | Physical clutter = mental clutter.\nline 10 | A messy workspace can make it more difficult to relax and make it seem like our work is never-ending.\nline 11 | So take 15 minutes or so to tidy up the living space or work area, and then make a habit of keeping things clean and anxiety-free.\nline 12 | It’ll help us think rationally, and there won’t be as much room for anxiety.\nline 13 | 4. Express gratitude. Studies have found expressing gratitude helps reduce anxiety, especially when we’re well-rested. Start a gratitude journal to get in the mindset of appreciation, and out of the mindset of being overwhelmed.\nline 14 | 5. Eat right. Anxiety can throw our bodies totally out of whack: Our appetite might change, or we might crave certain foods. But to give the body the support it needs, try eating more of foods that contain nutrients such as vitamin B and omega-3s, plus some healthy whole-grain carbohydrates. Studies have linked vitamin B with good mental health, and omega-3s may help reduce symptoms of depression and anxiety. Whole-grain carbs help regulate levels of serotonin, the “feel-good” neurotransmitter that helps us remain calm. And even though our cravings might be telling us otherwise, research suggests that eating sugary and processed foods can increase symptoms of anxiety.\nline 15 | 6. Learn to breathe. A useful tool to prevent panic attacks, the breath is also a great marker of where your anxiety level is at throughout the day. Short, shallow breaths signify stress and anxiety in the brain and body. On the flip side, consciously breathing, plus lengthening and strengthening the breath helps send signals to the brain that it’s okay to relax.\n</context>\n\n<phrases>\n- \"In the end\"\n- \"But then again\"\n- \"Let me put this another way\"\n- \"What if I flip it around?\"\n- \"I was just about to say\"\n- \"Wait a minute... Oh!\"\n- \"Let me see\"\n- \"Ah...\"\n- \"It feels like the right move, but\"\n- \"No, actually\"\n- \"Where does that leave me?\"\n- \"Wait, I think I’ve got it!\"\n- \"Oh, that clears everything up!\"\n- \"In other words\"\n- \"I’m not sure, but\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"I need to reframe this\"\n- \"Maybe I’m overcomplicating it\"\n- \"So that’s why it wasn’t working!\"\n- \"We've completely overlooked [blank]\"\n- \"Wait, but if that’s true\"\n- \"I need to step back and rethink this\"\n- \"Aha! That’s what I was missing!\"\n- \"Finally, it clicks!\"\n- \"So far, it looks like\"\n- \"Now, wait just a second\"\n- \"This just clicked into place!\"\n- \"Something doesn't add up\"\n- \"Okay, let's break this down\"\n- \"On one hand... but on the other\"\n- \"Actually, no\"\n- \"Let me trace that logic back\"\n- \"Let me play devil's advocate\"\n- \"That’s an interesting angle, but\"\n- \"How do I put this\"\n- \"What I mean is\"\n- \"I'm trying to untangle this\"\n- \"Alternatively\"\n- \"On the other hand\"\n- \"Let me break this down\"\n- \"Let me run through it again\"\n- \"First things first\"\n- \"Let's break this down into parts\"\n- \"That doesn’t sound right\"\n- \"Let me make sure I got this\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"It almost fits, but something’s off\"\n- \"Bear with me while I\"\n- \"Okay, so\"\n- \"This is pretty rough\"\n- \"I think\"\n- \"Let’s weigh the options\"\n- \"Let's think step by step\"\n- \"I should have known that!\"\n- \" is striking \"\n- \"Okay, pros and cons\"\n- \"Wait, no\"\n- \"You know\"\n- \"Okay, walking through it again\"\n- \"Alright, where was I?\"\n- \"The crucial thing seems to be\"\n- \"If I take this apart step by step\"\n- \"Going back to what I said about\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Should I...? No, wait\"\n- \"Something's not clicking\"\n- \"Let me untangle this\"\n- \"Hold that thought\"\n- \"The tricky part is\"\n- \"The more I think about it\"\n- \"So what I'm trying to say is\"\n- \"Follow me here\"\n- \"Would this be worth the risk?\"\n- \"I think I found the solution!\"\n- \"In essence\"\n- \"Ummm, actually\"\n- \"So basically\"\n- \"I’m torn between two choices\"\n- \"What keeps nagging at me is\"\n- \"I think I can rule that out\"\n- \"I’m almost there\"\n- \"Let me work through this\"\n- \"Basically\"\n- \"Something's not quite right\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Parallel of latitude approximately 66°30' south of the Equator that circumscribes the southern frigid zone. It marks the northern limit of the area within which, for one day or more each year, the sun does not set or rise. The length of continuous day or night increases southward from the Antarctic Circle, mounting to six months at the South Pole.\nline 02 | Learn more about Antarctic Circle with a free trial on Britannica.com.\nline 03 | The Antarctic Circle is one of the five major circles (or parallels) of latitude that mark maps of the Earth.\nline 04 | As of 2000, it lies at latitude 66° 33′ 39″ (or 66.56083°) south of the equator.\nline 05 | The area south of the Antarctic Circle is known as the Antarctic, and the zone immediately to the north is called the Southern Temperate Zone.\nline 06 | The equivalent line of latitude in the northern hemisphere is the Arctic Circle.\nline 07 | Every place south of the Antarctic Circle experiences a period of twenty-four hours' continuous daylight at least once per year, and a period of twenty-four hours' continuous night time at least once per year.\nline 08 | That is to say, there is at least one whole day during which the sun does not set, and at least one whole day during which the sun does not rise.\nline 09 | On the Antarctic Circle these events occur, in principle, exactly once per year, at the December solstice and June solstice respectively.\nline 10 | This happens because the earth's axis is tilted, by approximately 23.5 degrees, relative to ecliptic (the plane of the earth's orbit around the sun).\nline 11 | At the June solstice the southern hemisphere is tilted away from the Sun to its maximum extent, and the region of permanent darkness reaches its northern limit; at the December solstice the southern hemisphere is tilted towards the Sun to its maximum extent, and the region of permanent sunlight reaches its northern limit.\nline 12 | In practice several other factors affect the appearance of continuous day or night, the most important being atmospheric refraction, the altitude of the observer above sea level, mirages, and the fact that the sun is a disc rather than a point. Mirages on the Antarctic continent tend to be even more spectacular than in Arctic regions, creating, for example, a series of apparent sunsets and sunrises while in reality the sun remains under the horizon.\nline 13 | Due to gradual changes in the tilt of the Earth's axis, the Antarctic Circle is slowly moving..\nline 14 | Starting at the Prime Meridian and heading eastwards, the Arctic Circle passes through:\nline 15 | |long||Territory or sea||Notes|\nline 16 | |0°||Southern Ocean||north of Queen Maud Land|\nline 17 | |30° E||Southern Ocean||north of Queen Maud Land|\nline 18 | |60°||Southern Ocean||north of Queen Maud Land, Amery Ice Shelf|\nline 19 | |150° E||Southern Ocean||north of Victoria Land|\nline 20 | |180°||Southern Ocean||Ross Sea|\nline 21 | |150° W||Southern Ocean||north of Marie Byrd Land|\nline 22 | |120°||Southern Ocean||Amundsen Sea|\nline 23 | |90°||Southern Ocean||Peter Island|\nline 24 | |30° W||Weddell Sea|\n</context>\n\n<phrases>\n- \"On the other hand\"\n- \"The thing is\"\n- \"Let me dig into that a little deeper\"\n- \"That makes sense because\"\n- \"Wait, no\"\n- \"What if I flip it around?\"\n- \"I'm trying to untangle this\"\n- \"But then again\"\n- \"This makes me reflect on\"\n- \"I could be wrong, but\"\n- \"What I'm getting at is\"\n- \"I'm struck by\"\n- \"So what I'm trying to say is\"\n- \"Am I overcomplicating this?\"\n- \"One way to look at it is\"\n- \"Let's think step by step\"\n- \"When I sit with this idea\"\n- \"First things first\"\n- \"I'm pondering\"\n- \"You know\"\n- \"This is just a hunch\"\n- \"Actually, no\"\n- \"What happens if we change this part?\"\n- \"On one hand... but on the other\"\n- \"Now we're cooking\"\n- \"Kind of\"\n- \"Let me see if\"\n- \"What if I tried...?\"\n- \"Bear with me while I\"\n- \"Let me talk this through\"\n- \"Ah...\"\n- \"Okay, let's break this down\"\n- \"I wonder if\"\n- \"I have a theory about this\"\n- \"Let me chew on this\"\n- \"This brings to mind\"\n- \"If I take this apart step by step\"\n- \"I'm mulling over\"\n- \"It's fascinating how\"\n- \"Ummm, actually\"\n- \"Might be\"\n- \"Let me see\"\n- \"I'm wondering if\"\n- \"Now, if I think about it differently\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"There’s a better way to phrase this\"\n- \"What I’m getting at is\"\n- \"Picture this\"\n- \"Something doesn't add up\"\n- \"Possibly\"\n- \"Uh...\"\n- \"No, actually\"\n- \"Okay, so\"\n- \"Let me break this down\"\n- \"What if we\"\n- \"Hmm\"\n- \"Maybe I’m overcomplicating it\"\n- \"Still working it out\"\n- \"Okay, so if I do this\"\n- \"Let's break this down into parts\"\n- \"Let me just think this through\"\n- \"I need a clearer view of this\"\n- \"Let’s weigh the options\"\n- \"What I mean is\"\n- \"What keeps nagging at me is\"\n- \"Alternatively\"\n- \"Let me untangle this\"\n- \"That’s an interesting angle, but\"\n- \"Maybe if I try it this way\"\n- \"Perhaps\"\n- \"Let me throw this out there\"\n- \"Hold on a second\"\n- \"Let me play devil's advocate\"\n- \"I'm curious about\"\n- \"The pros and cons are\"\n- \"Just thinking out loud but\"\n- \"This might sound weird, but\"\n- \"Let me work through this\"\n- \" is key here\"\n- \"It’s on the tip of my tongue\"\n- \"If we follow this logic\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | In most ways students with disabilities are just like other\nline 02 | students.\nline 03 | They have the same needs and desires.\nline 04 | They need to be\nline 05 | challenged, to be part of a group, to be accepted, and to succeed.\nline 06 | Most students with disabilities wish to be treated as individuals\nline 07 | and do not wish to be singled out or stereotyped because of their\nline 08 | disabilities. The following general considerations may assist\nline 09 | students with disabilities and help to ensure that they have\nline 10 | equitable access to educational opportunities.\nline 11 | Language plays a key role in creating and maintaining\nline 12 | attitudinal barriers that are harmful to persons with disabilities.\nline 13 | There are specific words used to describe individuals with\nline 14 | disabilities (cripple, moron, Mongoloid, junkie, victim, etc.) that\nline 15 | have extremely negative connotations and are very stigmatizing.\nline 16 | Such language has a devaluing or dehumanizing effect because it\nline 17 | focuses on the disability rather than the person with a\nline 18 | The following is a list of unacceptable and preferred language\nline 19 | to use when referring to persons with disabilities.\nline 20 | ||Person with a disability\nline 21 | ||Person with Down's syndrome\nline 22 | |Blind, deaf, retard\nline 23 | ||Person with a visual impairment, hearing disability Person with\nline 24 | an Intellectual Disability\nline 25 | ||Client, individual, consumer\nline 26 | |Confined to a wheelchair\nline 27 | |Person who uses a wheelchair\nline 28 | Deaf and dumb, deaf-mute\nline 29 | |Person with a hearing and/or speech impairment\nline 30 | ||Person with Cerebral Palsy\nline 31 | ||Person with a Seizure Disorder\nline 32 | In general, try to mention the person first, and then, if\nline 33 | necessary, the disability. Think about your language and how it\nline 34 | impacts the person to whom you are referring. Does it suggest a\nline 35 | victim or an object of sympathy? Does it focus on a person's\nline 36 | disability?\nline 37 | If either is true, you need to revise your language\nline 38 | choice. ( Disabling Myths , Altman, et. Al.)\nline 39 | We may hold attitudes that distort our relations with people who\nline 40 | have disabilities.\nline 41 | Such attitudes often derive from fears, guilt,\nline 42 | or inexperience in working with individuals who have disabilities.\nline 43 | These forms of prejudice, distortions and fears can be devastating\nline 44 | to the person with a disability. These perceptions reduce our\nline 45 | expectations of an individual's performance. Negative perceptions\nline 46 | may also lead to the isolation and segregation of people with\nline 47 | disabilities.\nline 48 | Such actions can hurt a person's pride and damage\nline 49 | their confidence. In fact, these incorrect attitudes may be more\nline 50 | disabling than any other condition.\nline 51 | Stereotyping is prevalent throughout society. Its presence on\nline 52 | college campuses is not surprising. While stereotypes of all kinds\nline 53 | can be destructive, stereotypes within the college environment may\nline 54 | undermine the scholastic performance of the student. In addition,\nline 55 | such misconceptions may reinforce negative attitudes the student is\nline 56 | working hard to overcome. Because of the detrimental role\nline 57 | stereotyping can play in the experience of a disabled student, we\nline 58 | must become more aware of such misconceptions and work to eliminate\nline 59 | them from the system.\nline 60 | Three stereotypes or myths are common regarding\nline 61 | people with disabilities:\nline 62 | - The Myth of the Helpless Invalid which assumes\nline 63 | that the person with a disability is unable to do anything without\nline 64 | - The Myth of the Heroic Cripple which places\nline 65 | the person with a disability on a pedestal, making it difficult for\nline 66 | him or her to assimilate and function.\nline 67 | - The \"Spread\" Phenomenon which generalizes from\nline 68 | a single disability and assumes there are also intellectual,\nline 69 | social, and additional physical deficits.\nline 70 | An example would be\nline 71 | shouting at a person with a visual impairment.\n</context>\n\n<phrases>\n- \"Finally, it clicks!\"\n- \"I keep circling back to\"\n- \"Backing up for a second\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let me work through this\"\n- \"That’s an interesting angle, but\"\n- \"I think I can rule that out\"\n- \"Oh! That reminds me\"\n- \" is key here\"\n- \"Alright, where was I?\"\n- \"I keep coming back to\"\n- \"Okay, I think I’ve got it now!\"\n- \" is striking \"\n- \"Suppose we assume that\"\n- \"Let me break this down\"\n- \"Let's break this down into parts\"\n- \"Alternatively\"\n- \"This connects to\"\n- \"Coming at this from another angle\"\n- \"The pros and cons are\"\n- \"Let me propose something\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let’s weigh the options\"\n- \"That actually makes a lot of sense\"\n- \"Let's think step by step\"\n- \"Ohhh, now I see!\"\n- \"Ummm, actually\"\n- \"Oh, I see what’s happening here!\"\n- \"There’s a better way to phrase this\"\n- \"Let me throw this out there\"\n- \"Wait, I think I just cracked it!\"\n- \"I think I found the solution!\"\n- \"That reminds me\"\n- \"Am I missing something?\"\n- \"Let me make sure I got this\"\n- \"Actually, no\"\n- \"Let me run through it again\"\n- \"This makes me think of\"\n- \"It's fascinating how\"\n- \"I’m trying to connect the dots here\"\n- \"Okay, walking through it again\"\n- \"It's almost like\"\n- \"I need to reframe this\"\n- \"No, actually\"\n- \"I'm trying to untangle this\"\n- \"First things first\"\n- \"On the other hand\"\n- \"We've completely overlooked [blank]\"\n- \"On one hand... but on the other\"\n- \"If we follow this logic\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Building on that\"\n- \"Let me play devil's advocate\"\n- \"I have a theory about this\"\n- \"Okay, pros and cons\"\n- \"The thing is\"\n- \"The crucial thing seems to be\"\n- \"That doesn’t sound right\"\n- \"If I take this apart step by step\"\n- \"What keeps nagging at me is\"\n- \"What if I flip it around?\"\n- \"It almost fits, but something’s off\"\n- \"What I'm getting at is\"\n- \"So the main idea is\"\n- \"So what I'm trying to say is\"\n- \" is interesting\"\n- \"Maybe if I try it this way\"\n- \"I need to make sure this checks out\"\n- \"Let me trace that logic back\"\n- \"Something doesn't add up\"\n- \"Is it possible that...?\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"I'm seeing a connection between\"\n- \"I'm starting to see a pattern\"\n- \"What if the reason is\"\n- \"The tricky part is\"\n- \"But then again\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Oh! I get it now!\"\n- \"Aha! That’s what I was missing!\"\n- \"This could explain why\"\n- \"That makes sense because\"\n- \"Wait, no\"\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 | Purpura hemorrhagica is a noncontagious, type III immune-mediated vasculitis of horses that is characterized by subcutaneous edema of the head, ventral abdomen, and limbs and by petechial hemorrhages of the mucous membranes.\nline 02 | Purpura hemorrhagica most often occurs as a rare complication of Streptococcus equi infection but can also develop after infection with other bacterial and viral organisms, particularly those that cause formation of purulent or necrotic foci. Purpura hemorrhagica has also reportedly occurred after vaccination or drug administration as well as idiopathically. Most of the clinical signs of the disease result from deposition of antigen-antibody complexes in the small blood vessels of the skin. Treatment includes the use of immunosuppressive drugs as well as removal of the underlying antigenic stimulus.\nline 03 | Immune-mediated vasculitis is often called secondary vasculitis to distinguish it from vasculitis that is not immune-mediated and that results directly from inflammation induced by infectious disease, trauma, or photosensitization.\nline 04 | The pathogenesis of purpura hemorrhagica in horses has primarily been investigated in connection with Streptococcus equi infection (Strangles). Purpura hemorrhagica secondary to strangles reportedly occurs in 1% to 17% of cases, and clinical signs typically appear 1 to 2 weeks after presumed recovery from a strangles episode. There seem to be two prerequisites for the development of purpura hemorrhagica: a large amount of antigenic material and an exaggerated immune response.\nline 05 | Draining abscesses probably often serve as the source of this material because purpura hemorrhagica has been reported as a sequela to a variety of bacterial and viral organisms associated with formation of purulent foci. The antigen within these foci is M-like protein, the major streptococcal antigen in cases of purpura hemorrhagica caused by strangles infection.\nline 06 | Recovery following a bout of strangles is normally mediated by production of both mucosal and humoral antibodies against M-like protein. These antibodies, which consist primarily of IgA and a variety of IgG subtypes, bind to circulating M-like protein to form limited quantities of large antigen-antibody complexes. Because of their size, these complexes are easily removed by the reticuloendothelial system and do not cause problems. However, when the quantity of antigen greatly exceeds that of circulating antibody, such as when draining abscesses are present, much smaller immune complexes tend to form. These small aggregates are not removed by the reticuloendothelial system and travel through the general circulation until they are eventually deposited in the endothelial basement membranes of capillaries and other small blood vessels of the skin.\nline 07 | Once deposited, these antigen-antibody complexes activate complement, including the neutrophil chemoattractant C5a. As neutrophils penetrate the vessel walls and phagocytose the antigen-antibody complexes, they release lysosomal enzymes and radical oxygen species into their immediate environment. These chemicals compromise the integrity of the vessel walls and allow fluid and erythrocytes to leak into the extracellular space. C5a is an anaphylatoxin that causes increased vascular permeability and induces mast cell and basophil activity. In purpura hemorrhagica, the characteristic histologic finding of a leukocytoclastic vasculitis (i.e., vasculitis characterized by fragmented neutrophils) is caused by these events and leads to the resulting edema and petechial hemorrhages that create the clinical appearance of purpura hemorrhagica.\nline 08 | Because purpura hemorrhagica involves production of antigen-antibody complexes under a specific set of conditions, it is classified as a Type III hypersensitivity reaction. This is an allergic response to antigen belonging to the same category of immune-mediated diseases as serum sickness and systemic lupus erythematosus. However, purpura hemorrhagica is somewhat unusual in that IgA appears to be the primary immunoglobulin involved, whereas in most Type III reactions, IgG predominates. In fact, IgG is absent in serum during the acute phase of purpura hemorrhagica, although its levels rise significantly during the recovery phase. Some authors have speculated that its initial absence is due to temporary suppression of IgG production or to incorporation of IgG into immune complexes, causing its depletion in serum.\nline 09 | However, production of large amounts of IgA is probably related to the other requirement for the development of purpura hemorrhagica — a greatly magnified immune response. Reasons for this are not well understood. One possibility is that horses with purpura hemorrhagica are innately predisposed to having increased immune system activity. This idea is supported by the finding that the serum of affected horses contains higher-than-normal plasma concentrations of the complement component C3, an activator of both the classic and alternate complement pathways, a stimulus for phagocytosis, and both a direct and indirect target of M-protein activity. Other explanations for elevated IgA levels include the inability of the liver to clear IgA from the circulation and unrestrained growth of IgA-specific B-cell populations. However, liver disease is rarely reported in purpura hemorrhagica and, thus far, no data support the latter hypothesis. Because 10% to 20% of all cases of purpura hemorrhagica occur in the absence of a history of previous illness or antigenic exposure and the disease is very difficult to reproduce experimentally, additional systemic immune processes that have not been identified are probably involved.\nline 10 | Although the capillaries, arterioles, and venules of the skin are most commonly affected in purpura hemorrhagica, antigen-antibody complexes can also settle in a variety of organs (e.g., the lungs, kidneys, and liver), the gastrointestinal (GI) tract, or skeletal muscle and can cause vascular inflammation and hemorrhage. Although there is only one definitive report of purpura hemorrhagica-induced glomerulonephritis, many purpuric horses present with azotemia, hematuria, and other signs of renal injury. Unfortunately, because there is no way to determine where the immune complexes may be deposited, the course of the disease is difficult to predict. Likewise, its often very wide-ranging clinical appearance, representing the involvement of any number of organ systems, can make diagnosis challenging.\nline 11 | Purpura hemorrhagica most commonly affects young adult horses, although the disease has been identified in yearlings as well as geriatric horses. There appears to be no breed or sex predilection. Affected horses most often initially present with depression and anorexia followed by urticaria and swelling around the nares—the earliest signs of vasculitis. Localized swelling quickly progresses to severe subcutaneous edema of the head, ventral abdomen, and limbs. The edema, which can cause significant discomfort to the horse, causes pitting, is nonpruritic, and can be either warm or cool. It is also usually sharply demarcated and can develop into large plaques, especially on the abdomen.\nline 12 | In mild cases, edema may be more localized to the legs. Severe edema of the head often leads to respiratory stridor due to occlusion of the upper airway. Dyspnea can result from swelling around the upper or lower respiratory tract or from pulmonary edema. Dysphagia is another complication. On the proximal and distal limbs, edema can lead to skin necrosis, which initially appears as ulcerative lesions that leak serum, crust over, and ultimately slough. The necrosis can cause horses to become unwilling to move and extremely footsore, especially if ulceration occurs around the coronary bands. Although edema is almost always a consistent finding in purpura hemorrhagica, there is one report of a miniature horse with leukocytoclastic vasculitis confirmed via skin biopsy, a history of exposure to S. equi, and petechiated mucous membranes without subcutaneous edema. The authors of the report speculate that very rapid development of ischemia and damage to end-arteries caused this highly unusual presentation of purpura hemorrhagica.\nline 13 | Although petechial or ecchymotic hemorrhages of the mucosal, nasal, and conjunctival membranes are common, they can occasionally be entirely absent in horses with mild forms of the disease. Epistaxis is a less commonly reported clinical sign and is probably due to submucosal hemorrhage in the nasal cavity. Tachycardia occurs frequently and is probably the result of decreasing circulating fluid volume as well as discomfort. Many horses demonstrate concurrent signs of strangles, such as lymphadenopathy, draining abscesses, coughing, and nasal discharge. Pyrexia may or may not be present.\nline 14 | Signs of specific organ disease can occur if the immune complexes are deposited in sites other than skin.\nline 15 | Hematuria associated with glomerulonephritis has been reported, as have severe colic and diarrhea resulting from ulcerative necrosis of the GI mucosa.\nline 16 | In addition, lameness due to polyarthralgia, synovitis, or joint infections is possible.\nline 17 | Immune-mediated myopathies, including a particularly severe and usually fatal form called infarctive purpura hemorrhagica, have also been described.\nline 18 | Affected horses presented with muscle swelling, stiffness, or colic and, at necropsy, were found to have widespread muscle infarctions as well as multifocal sites of pulmonary hemorrhage.\nline 19 | Thrombophlebitis, cellulitis, and pneumonia are further complications of purpura hemorrhagica.\nline 20 | The results of complete blood cell counts and serum clinical chemistry tests are often nonspecific. Hematologic changes include mild to moderate anemia and leukocytosis with pronounced neutrophilia and a mild left shift. In general, horses with purpura hemorrhagica have normal clotting profiles and platelet counts. Thrombocytopenia is extremely rare in patients with purpura hemorrhagica, and its absence in the presence of petechial and ecchymotic lesions should arouse suspicion of purpura hemorrhagica. Common biochemical abnormalities include hyperproteinemia, hyperfibrinogenemia, and hyperglobulinemia. Elevated muscle enzymes, including aspartate aminotransferase and creatine kinase, can occur in association with S. equi-induced myopathy.\nline 21 | Diagnosis of purpura hemorrhagica is typically based on the results of skin biopsy evaluation, a history of recent respiratory infection or vaccination, relevant clinical signs, and the absence of other causes of vasculitis. Full-thickness, 6-mm skin biopsy samples should be taken using a punch biopsy tool within 10 hours of the appearance of urticaria or localized edema and before drug treatment, particularly steroid use. After this period of time, skin biopsy is often inconclusive. Similarly, ulcerated lesions are rarely useful diagnostically. To obtain the sample, a small bleb of lidocaine should be injected subcutaneously, but the skin should not be scrubbed or clipped beforehand. Samples should be submitted in formalin for histopathology. Immunofluorescence testing for equine globulins requires that samples be placed in solution,a an ammonium sulfate transport medium, rather than formalin.\nline 22 | The characteristic histopathologic finding is necrotizing leukocytoclastic vasculitis distinguished by fragmented neutrophils and nuclear debris surrounding small blood vessels.\nline 23 | Edematous blood vessel walls, dermal and subcutaneous hemorrhage, inflammation, and thrombi may be visible as well.\nline 24 | Because treatment of the disease requires removal of any antigenic stimulus, it is essential for clinicians to look for an underlying cause of the disease.\nline 25 | Careful history taking, with special emphasis on possible exposure to other animals, recent vaccination, and current medications, is important.\nline 26 | Purpura hemorrhagica generally develops within 2 weeks after a bout of strangles, but delays as long as 3 months before the onset of clinical signs have been reported.\nline 27 | Although the incidence and timing of purpura hemorrhagica following vaccination have been poorly studied, in one study26 using a commercially available intramuscular M-like protein vaccine, two of 1,300 foals developed purpura hemorrhagica within 6 weeks after vaccination, and purpura hemorrhagica-like signs have been reported following use of the intranasal vaccine as well.\nline 28 | Diagnosis of S. equi infection has been discussed in detail elsewhere, but a summary of diagnostic methods includes culture of draining abscesses and visible wounds, endoscopy of the guttural pouches with accompanying bacterial culture and polymerase chain reaction (PCR) testing, and bacterial cultures and PCR testing of nasal swabs or washes.\nline 29 | The specific finding of S. equi (streptococcal spp are commensals in horses' upper airways) in a horse with ventral edema and petechiated mucous membranes is strongly suggestive of purpura hemorrhagica.\nline 30 | Testing via ELISA for antibodies to S. equi M-like protein in serum is also helpful.\nline 31 | However, some animals may not produce a significant antibody response and, as discussed earlier, acute-stage patients with purpura hemorrhagica may not have measurable serum IgG levels.\nline 32 | Other causes of vasculitis should be ruled out.\nline 33 | Several diseases, including equine granulocytic anaplasmosis (Anaplasma phagocytophilum infection; formerly Ehrlichia equi infection), babesiosis, equine infectious anaemia, equine viral arteritis (EVA), equine herpesvirus infection, and immune-mediated thrombocytopenia, can produce vasculitic syndromes, but affected animals are usually thrombocytopenic.\nline 34 | However, because in rare cases purpuric horses present with low platelet counts, testing for these diseases is still important because they can serve as the source of the antigenic stimuli rather than as a primary cause of vasculitis.\nline 35 | An agar gel immunodiffusion test (Coggins test) or ELISA can identify equine infectious anemia.\nline 36 | Equine granulocytic anaplasmosis and babesiosis can be identified in blood smears of leukocytes or by serology.\nline 37 | EVA and equine herpesvirus infection can be ruled out by serologic testing using paired serum samples or by virus isolation.\nline 38 | Antinuclear antibody testing and the Coombs' test do not appear to be clinically useful in diagnosing purpura hemorrhagica, although some horses may test weakly positive for antinuclear antibody.\nline 39 | Unfortunately, no underlying disease or exposure to antigenic stimulus is found in 10% to 20% of all cases. In these situations, purpura hemorrhagica becomes a diagnosis of exclusion based on clinical signs and biopsy results. Connective tissue diseases, neoplasia, and congenital deficiencies in complement have been recognized as endogenous sources of antigen in immune-mediated vasculitis in humans. These have not been identified in conjunction with purpura hemorrhagica.\nline 40 | Treatment of purpura hemorrhagica is threefold:\nline 41 | - Removal of the antigenic stimulus (if identified)\nline 42 | - Reduction of the immune response\nline 43 | - Supportive care\nline 44 | Eradication of antigenic stimuli requires drainage of abscesses and exploration of wounds. As mentioned earlier, endoscopy of the guttural pouches is also important, and flushing should be repeated if needed.\nline 45 | Most animals presenting with purpura hemorrhagica are treated with intravenous broad-spectrum systemic antibiotics. Potassium or sodium penicillin at an initial dosage of 22,000 to 44,000 IU/kg IV q6h is recommended because of the efficacy of this class of drugs against streptococcal organisms. Additional antibiotics for gram-negative organisms should be added if warranted. Intramuscular injections should be avoided because inflamed muscle tissue may be further aggravated. Because thrombophlebitis is a complication of purpura hemorrhagica, careful attention to aseptic placement of intravenous catheters and daily examination of the catheter site are important. Switching to oral antibiotics such as trimethoprim sulfadiazine (15 to 30 mg/kg PO q6h) to avoid complications of long-term catheter use or for financial reasons is also an option. Antibiotic use should continue throughout treatment of the disease.\nline 46 | If no bacterial cause is identified, antibiotic use is debatable.\nline 47 | Antibiotic use can induce immune-mediated reactions, including cutaneous vasculitis.\nline 48 | Thus if a horse develops purpura hemorrhagica while receiving antibiotic treatment, the drug should be discontinued immediately and a different class of antimicrobials should be used.\nline 49 | If cellulitis, pneumonia, or septic thrombophlebitis is present, antibiotics are clearly indicated.\nline 50 | However, even when no definitive infectious organism is identified, the high probability of an underlying infection representing the antigenic stimulus generally warrants antibiotic use.\nline 51 | Suppressing the immune response by using glucocorticoids is the second essential component of treatment. Current recommendations include the use of dexamethasone (0.05 to 0.2 mg/kg IV q24h initially). Prednisolone is thought to be less effective during the acute stage of purpura hemorrhagica. As clinical signs improve, the dose of dexamethasone should be slowly decreased over a 2- to 3-week period. When the dose of dexamethasone is 0.04 mg/kg or lower, it can be replaced by oral prednisolone at 10 times the final dose of dexamethasone (i.e., if the final dose of dexamethasone is 0.04 mg/kg, switch to prednisolone at 0.4 mg/kg). As the horse recovers, the dose of prednisolone should be gradually decreased to alternate-day dosing to allow recovery of the hypothalamo-pituitary-adrenal axis.\nline 52 | Although prolonged steroid use can lead to concerns about laminitis and reduced immune system activity when simultaneously treating bacterial infection, early discontinuation of steroid therapy has been associated with relapses. Similarly, switching from dexamethasone to prednisolone too early in the course of the disease can cause treatment failure. Most horses with purpura hemorrhagica receive dexamethasone for at least 10 days and glucocorticoids for 3 to 4 weeks. In our experience, the development of laminitis secondary to administration of aqueous forms of corticosteroids is extremely rare. Because this drug class is essential in treating purpura hemorrhagica, the benefit of its use far outweighs the potential risk for complications.\nline 53 | Use of NSAIDs may also be beneficial because of their ability to alter leukocyte chemotaxis and prevent leukocyte adhesion to the already-damaged endothelium, which may avert further damage to vessel walls. Although flunixin meglumine (1.1 mg/kg IV q12h) or phenylbutazone (2.2 mg/kg IV or PO q12h) is indicated to provide analgesia to patients with colic, foot pain, or discomfort from edema, these drugs also exacerbate the risk for GI ulceration and renal injury, particularly in animals also receiving high doses of glucocorticoids. Therefore, clinicians should consider administering antiulcer medications (omeprazole [1 to 4 mg/kg PO q24h] or ranitidine [6.6 mg/kg PO q6h]) to horses being treated for purpura hemorrhagica and should be alert to clinical signs of ulceration.\nline 54 | Creatinine and blood urea nitrogen levels as well as urine specific gravity should be carefully monitored for evidence of dehydration and azotemia.\nline 55 | Prerenal azotemia, which is common because of continuing third-space fluid losses, should be treated with appropriate amounts of intravenous isotonic fluids.\nline 56 | Hypoalbuminemic animals with edema may benefit from judicious use of colloids, such as plasma or hetastarch (10 ml/kg).\nline 57 | Changes in urine specific gravity or the presence of pigmenturia or urine casts should alert clinicians to the possibility of purpura hemorrhagica-induced glomerulonephritis or renal compromise stemming from NSAID administration.\nline 58 | Ancillary diagnostic testing (e.g., sequential urinalysis, measurement of urine output, fractional clearance of electrolytes, renal ultrasonography and biopsy) and blood pressure monitoring are recommended if renal disease is suspected.\nline 59 | Unfortunately, the prognosis probably worsens for animals with purpura hemorrhagica-induced glomerulonephritis.\nline 60 | After therapy has been initiated, the effects of glucocorticoids (including hyperglycemia, neutrophilia, and lymphopenia) on blood work may complicate interpretation of complete blood cell counts. Resolution of edema and petechiation as well as improvement in attitude and appetite are probably more important clinical clues of recovery than are alterations in clinical chemistry and hematologic values.\nline 61 | Supportive therapy includes hydrotherapy, thick bedding, counter-pressure leg wraps, and protective dressings for weeping skin lesions. Some clinicians advocate the use of furosemide (0.3 mg/kg IV q6-8h) to decrease edema, particularly pulmonary edema. However, in animals that are already azotemic, furosemide use may cause further renal compromise. Light exercise for horses that are not laminitic or too sick to move can also help dissipate edema. Animals with severe head edema may require tracheostomy. Supplemental oxygen is beneficial in horses with pulmonary edema. Arterial blood gases should be used to assess oxygenation status in horses that are dyspneic or have severe respiratory stridor. The nutritional needs of dysphagic horses must be addressed as well. Some horses may be able to lap gruel. Partial parenteral nutrition should be considered in horses able to ingest small amounts of food but not enough to meet metabolic requirements. An indwelling nasogastric tube can be used to assist enteral feeding if the severity of nasal and pharyngeal edema does not preclude passage of a tube. Esophagostomy can be considered as long as neck edema is not severe. Total parenteral nutrition is an extremely expensive and time-consuming option in adult horses but may be the only alternative for some patients.\nline 62 | In humans, Henoch-Schönlein Purpura, an immune-mediated disease in children that bears a remarkable similarity to purpura hemorrhagica and is characterized by IgA deposition in small vessels, is treated with dapsone, azathioprine, cyclophosphamide, and plasmapheresis in addition to corticosteroids. Cyclophosphamide and corticosteroids were also used to treat three shar-peis presenting with acute febrile neutrophilic vasculitis resembling purpura hemorrhagica. None of these additional therapies has been reported in horses with vasculitis.\nline 63 | Because both intramuscular and intranasal vaccination against strangles may increase the risk for developing purpura hemorrhagica if a horse concurrently has a high S. equi antibody titer, use of these vaccines on horses recovering from purpura hemorrhagica is contraindicated. However, it is unclear whether horses that have survived purpura hemorrhagica should ever be vaccinated against S. equi. Vaccination against strangles using intramuscular M-like protein vaccines has not been shown to be particularly efficacious or long-lasting, which is probably a function of these vaccines' failure to induce a mucosal antibody response. However, the attenuated intranasal vaccine is associated with side effects such as nasal discharge, enlarged lymph nodes, and lymph node abscessation. Thus the risks of using these vaccines, including induction of purpura hemorrhagica, have to be weighed against the need for protection.\nline 64 | - ↑ Knottenbelt DC (2002) Vasculitis: Just what does it mean? Equine Vet Educ 14(5):247-251\nline 65 | - ↑ Uppal PK, Yadav MP, Manchanda VP (1990) Observations on strangles and purpura haemorrhagica as sequelae to equine influenza infection. Ind J Anim Sci 60(10):1149-1153\nline 66 | - ↑ Jennings AR, Highet DR (1994) Some cases of purpura haemorrhagica in the horse.\nline 67 | Vet J 103:369-379\nline 68 | - ↑ Biggers JD, Ingram PL (1948) Studies on equine purpura haemorrhagica. Vet J 104:214-220\nline 69 | - ↑ Galan JE, Timoney JF (1985) Immune complexes in purpura hemorrhagica of the horse contain IgA and M antigen of Streptococcus equi. J Immunol 135(5): 3134-3137\nline 70 | - ↑ Sheoran AS, Sponseller BT, Holmes MA, Timoney JF (1997) Serum and mucosal antibody isotype responses to M-like protein (SeM) of Streptococcus equi in convalescent and vaccinated horses. Vet Immunol Immunopathol 59:239-251\nline 71 | - ↑ Lunn DP, Horohov DW (1998) Hypersensitivity and autoimmunity, in Reed SM, Bayly WM (eds): Equine Internal Medicine. Philadelphia, WB Saunders, pp:29-36\nline 72 | - ↑ Swiderski CE (2000) Hypersensitivity disorders in horses. Vet Clin North Am Equine 16(1):131-151\nline 73 | - ↑ Morello KA, Deboer DJ, Semrad SD (1998) Vasculitis and purpura hemorrhagica, in Reed SM, Bayly WM (eds): Equine Internal Medicine. Philadelphia, WB Saunders, pp:550-551\nline 74 | - ↑ Timoney JF (1993) Strangles. Vet Clin North Am Equine 9(2):365-375\nline 75 | - ↑ Roberts MC, Kelly WR (1982) Renal dysfunction in a case of purpura haemorrhagica in a horse. Vet Rec 110:144-146\nline 76 | - ↑ Sweeney CR, Whitlock RH, Meirs DA, et al (1987) Complications associated with Streptococcus equi infection on a horse farm. JAVMA 191(11):1446-1448\nline 77 | - ↑ Varshney JP, Uppal PK (1990) Some clinico-pathological studies in purpura haemorrhagica in a mare. Centaur 7(2):38-41\nline 78 | - ↑ Kaese HJ, Valberg SJ, Hayden DW, et al (2005) Infarctive purpura hemorrhagica in five horses. JAVMA 226(11):1893-1898\nline 79 | - ↑ Manning T, Sweeney C (1986) Immune-mediated equine skin diseases. Compend Contin Educ Pract Vet 8(12):979-987\nline 80 | - ↑ Pusturla N, Watson JL, Affolter VK, et al (2003) Purpura haemorrhagica in 53 horses. Vet Rec 153:118-121\nline 81 | - ↑ Sweeney CR, Benson CE, Whitlock RH, et al (1987) Streptococcus equi infection in horses, part II. Compend Contin Educ Pract Vet 9(8):845-850\nline 82 | - ↑ Evans AG, Stannard AA (1986) Diagnostic approach to equine skin disease. Compend Contin Educ Pract Vet 9(8):652-661\nline 83 | - ↑ Hofer B, Steck F, Gerber H, et al (1973) An investigation of the etiology of viral respiratory disease in a remount depot, in Bryans JT, Gerber H (eds): Equine Infectious Diseases III. Basel, Switzerland, Karger, pp:527-545\nline 84 | - ↑ Chanter N (2002) Bacterial infections including Mycoplasmas, in Lekeux P (ed): Equine Respiratory Diseases. Ithaca, NY, International Veterinary Information Service\nline 85 | - ↑ Verheyen K, Newton JR, Talbot NC, et al (2000) Elimination of guttural pouch infection and inflammation in asymptomatic carriers of Streptococcus equi. Equine Vet J 32(6):527-532\nline 86 | - ↑ Newton JR, Verheyen K, Talbot NC, et al (2000) Control of strangles outbreaks by isolation of guttural pouch carriers identified using PCR and culture of Streptococcus equi. Equine Vet J 32(6):515-526\nline 87 | - ↑ Timoney JF, Sheoran A, Artiushin S (1998) Detection of strangles carriers.\nline 88 | Vet Rec 142:648\nline 89 | - ↑ Chanter N, Newton JR, Wood JL, et al (1998) Detection of strangles carriers.\nline 90 | Vet Rec 142:496\nline 91 | - ↑ Fauci AS (2001) The vasculitis syndromes, in Braunwald E, Fauci AS, Kasper DL, et al (eds): Harrison's Principles of Internal Medicine, ed 15. New York, McGraw Hill, pp:1956-1958\nline 92 | - ↑ Sellon DC (2004) Disorders of the hematopoetic system, in Reed SM, Bayly WM, Sellon DC (eds): Equine Internal Medicine, ed 2. Philadelphia, WB Saunders, pp:754-755\nline 93 | - ↑ Giguere S (1997) Vasculitis, in Current Therapy in Equine Medicine, ed 4. Philadelphia, WB Saunders, pp:292-295\nline 94 | - ↑ Carlson GP (2002) Diseases of the hematopoietic and hemolymphatic systems, in Smith BP (ed): Large Animal Internal Medicine, ed 3. Philadelphia, Mosby, pp:1042-1043\nline 95 | - ↑ Boothe DM (2001) The analgesic, antipyretic, anti-inflammatory drugs, in Adam HR (ed): Veterinary Pharmacology and Therapeutics, ed 8.\nline 96 | Ames, Iowa State University Press, pp:433-437\nline 97 | - ↑ Biervliet JV, Divers TJ, Porter B, Huxtable C (2002) Glomerulonephritis in horses. Compend Contin Educ Pract Vet 24(11):892-902\nline 98 | - ↑ Rostoker G (2001) Schonlein-Henoch purpura in children and adults: Diagnosis, pathophysiology and management. Biodrugs 15(2):99-138\nline 99 | - ↑ Malik R, Foster SF, Martin P, et al (2002) Acute febrile neutrophilic vasculitis of the skin of young shar-pei dogs. Aust Vet J 80(4):200-206\nline 100 | - ↑ Sweeney CR, Benson CE, Whitlock RH, et al (1989) Description of an epizootic and persistence of Streptococcus equi infections in horses. JAVMA 194(9):1281-1289\nline 101 | - ↑ Hamlen HJ, Timoney JF, Bell RJ (1994) Epidemiologic and immunologic characteristics of Streptococcus equi infection in foals. JAVMA 204(5):768-775\n</context>\n\n<phrases>\n- \"Ah...\"\n- \"I'm starting to see a pattern\"\n- \"That would explain why\"\n- \"In essence\"\n- \"That reminds me\"\n- \"Right, so\"\n- \"Coming at this from another angle\"\n- \"Would I regret this later?\"\n- \"Let’s weigh the options\"\n- \"This connects to something else\"\n- \"In other words\"\n- \"Of course! That’s the answer!\"\n- \"So far, it looks like\"\n- \"Okay, so\"\n- \"The pros and cons are\"\n- \"Oh! That reminds me\"\n- \"Now, wait just a second\"\n- \"On the other hand\"\n- \"That’s an interesting angle, but\"\n- \"There's something here about\"\n- \"So that’s why it wasn’t working!\"\n- \"Let me just think this through\"\n- \" is key here\"\n- \"There's got to be something about\"\n- \"Wait, no\"\n- \"Let me work through this\"\n- \"Let me see\"\n- \"But then again\"\n- \"So the main idea is\"\n- \"There’s a better way to phrase this\"\n- \"Let me untangle this\"\n- \"Okay, pros and cons\"\n- \"Do I go with my gut or\"\n- \"I know there’s a word for this\"\n- \"Let me throw this out there\"\n- \"Now it makes sense!\"\n- \"Wait, I think I’ve got it!\"\n- \"Bear with me while I\"\n- \"Basically\"\n- \"That makes sense because\"\n- \"Wait a minute... Oh!\"\n- \"Let's break this down into parts\"\n- \"Let me play devil's advocate\"\n- \"What if I flip it around?\"\n- \"Something doesn't add up\"\n- \"It finally adds up!\"\n- \"No, actually\"\n- \"It was staring me in the face\"\n- \"Hold that thought\"\n- \"If I take this apart step by step\"\n- \"I knew I was forgetting something!\"\n- \"On one hand... but on the other\"\n- \"Hold on a second\"\n- \"It's a bit murky\"\n- \"Wait, I think I just cracked it!\"\n- \"Let's think step by step\"\n- \"I’m not sure if that’s the right approach\"\n- \"There’s a pattern here\"\n- \"It's fascinating how\"\n- \"Actually, no\"\n- \"Let me make sure I got this\"\n- \"I’m torn between two choices\"\n- \"Okay, let's break this down\"\n- \"Brainstorming here, but\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"What if we\"\n- \"I’m trying to connect the dots here\"\n- \"Alternatively\"\n- \"In a way\"\n- \"Let me break this down\"\n- \" is striking \"\n- \"How can I approach this?\"\n- \"There's probably more to it\"\n- \"This makes me think of\"\n- \"That’s the piece of the puzzle!\"\n- \"That’s it!\"\n- \"So what does this mean in the bigger picture?\"\n- \"It's almost like\"\n- \"Wait a minute\"\n- \"I'm seeing a connection between\"\n- \"I'm trying to untangle this\"\n- \"Don't hold me to 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 | Urinary tract infection (UTI) is the term for an infection that begins in the kidney, bladder, or urethra.\nline 02 | The kidneys filter and remove waste products and water from the body, and produce urine.\nline 03 | Urine travels from the kidneys through two narrow tubes called ureters down to the bladder, where it is stored.\nline 04 | When the bladder becomes full, it empties the urine through the urethra to the outside of the body.\nline 05 | The urethra is a small tube at the bottom of the bladder.\nline 06 | The opening of the urethra is at the tip of the penis in boys and in front of the vagina in girls.\nline 07 | The urinary tract is normally free of germs.\nline 08 | When bacteria do get in, they can infect and inflame the urethra, bladder, ureters, or kidneys.\nline 09 | UTIs are usually caused by bacteria that enter the urinary tract through the urethra and bladder.\nline 10 | The bacteria can come from the skin around the genital area and anus.\nline 11 | Some children may be prone to UTIs, just as some are prone to colds or ear infections.\nline 12 | Sometimes UTIs are a sign of an abnormality in the urinary tract. Normally, urine flows from the kidneys down the ureters and into the bladder. If the urine flow is blocked, the urinary tract can get infected. This kind of obstruction can be caused by kidney stones or by a narrow urethra or ureters.\nline 13 | UTIs can also occur if the urine flows up the ureters as well as down.\nline 14 | This is usually caused by an abnormality in the way the ureters are inserted into the bladder.\nline 15 | The condition is called vesicoureteral reflux.\nline 16 | Girls are more likely to get UTIs because they have shorter urethras than boys. Boys that are uncircumcised may also be at risk for UTIs.\nline 17 | The symptoms of urinary tact infections can vary with a child's age. Babies and very young children can't tell anyone where the discomfort is. They may have:\nline 18 | Older children's symptoms may include:\nline 19 | After doing a physical examination on the child and listening to the history of symptoms, the healthcare provider will order tests on the child's urine. Different methods are used to collect the urine, depending on the child's age. Urine must be collected in as sterile, or bacteria-free, a manner as possible.\nline 20 | Children who are toilet-trained are asked to urinate into a sterile container after cleaning themselves.\nline 21 | In younger children, it may be necessary to pass a small tube, or catheter, into the urethra to get a sterile urine sample.\nline 22 | Sometimes, a needle is inserted directly into the bladder through the skin of the lower abdomen to get a sample.\nline 23 | On occasion, a collection bag is used in children who are not yet toilet-trained.\nline 24 | The collection bag is placed over the genital area until the child urinates.\nline 25 | A urinalysis is first done on the urine.\nline 26 | This test checks for abnormal blood cells and for bacteria in the urine.\nline 27 | After a urinalysis, a urine culture may also be done.\nline 28 | This test can identify the specific type of bacteria causing the infection.\nline 29 | The urine is left on a special dish to allow the bacteria to multiply.\nline 30 | The larger number of bacteria makes it easier to identify them.\nline 31 | Different antibiotics can be used on the bacteria to figure out which one works best.\nline 32 | This helps the healthcare provider choose the best medication to treat that particular infection.\nline 33 | There are several ways to decrease the spread of bacteria in the urinary tract. Girls should be taught to wipe from front to back, especially after a bowel movement. Children should drink plenty of fluids during the day, especially water. This helps to wash out the kidneys and bladder. Children should empty their bladders at least once every 3 to 4 hours. It may also help to avoid bubble baths and tight-fitting clothes.\nline 34 | Unless UTIs are treated promptly, serious long-term kidney damage can result. The damage may include scarring, poor function and growth of the kidneys, and high blood pressure.\nline 35 | UTIs are not contagious and pose no risks to others.\nline 36 | Antibiotics are given to treat urinary tract infections.\nline 37 | A child may begin to feel better soon after starting the antibiotic.\nline 38 | But it is very important to finish taking the full course of antibiotics.\nline 39 | If kidney abnormalities are found, further treatment may be needed.\nline 40 | Some children have to be admitted to the hospital for treatment. This is needed if a child is extremely ill, or is unable to keep down liquids or take antibiotics. Very young children may need to be admitted for intravenous antibiotics. Sometimes an older child does not get better on antibiotics by mouth and will also need an intravenous antibiotic.\nline 41 | Side effects of antibiotics include stomach upset and allergic reactions, such as rash and difficulty breathing.\nline 42 | Further testing will be needed in children with a UTI if the child:\nline 43 | Several different tests may be done:\nline 44 | Children with UTIs are monitored to make sure the treatment has worked. Untreated UTIs can lead to very serious kidney damage. It's very important to let the healthcare provider know if symptoms continue or come back.\nline 45 | Author:Eileen McLaughlin, RN, BSN\nline 46 | Editor:Duff, Ellen, BA\nline 47 | Reviewer:Lama Rimawi, MD\nline 48 | Mayo Clinic Family Health Book, Larson, 1996.\nline 49 | Nelson's Essentials of Pediatrics, Behrman and Kliegman, 1994, p. 608-10.\n</context>\n\n<phrases>\n- \"This is starting to take shape\"\n- \"Let me make sure I got this\"\n- \"Wait, no\"\n- \"Something's not clicking\"\n- \"What’s the next step?\"\n- \"Uh, where was I?\"\n- \"If I follow this through\"\n- \"What if we\"\n- \"What happens if we change this part?\"\n- \"Wait a minute... Oh!\"\n- \"One way to look at it is\"\n- \"Uh...\"\n- \"Let me break this down\"\n- \"There's something off here\"\n- \"No, actually\"\n- \"This brings to mind\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Let me just think this through\"\n- \"Let’s weigh the options\"\n- \"The more I think about it\"\n- \"I need to fill in the gaps\"\n- \"What keeps nagging at me is\"\n- \"There's probably more to it\"\n- \"I think I found the solution!\"\n- \"Let me trace that logic back\"\n- \"Oh! I get it now\"\n- \"This explains so much!\"\n- \"On one hand... but on the other\"\n- \"Okay, so\"\n- \"Let me throw this out there\"\n- \"Ummm, actually\"\n- \"Just thinking out loud but\"\n- \"Of course! That’s the answer!\"\n- \"Oh! I get it now!\"\n- \"Let me chew on this\"\n- \"Coming at this from another angle\"\n- \"Hold on a second\"\n- \"I'm just throwing ideas around\"\n- \"So, the bottom line is\"\n- \"You know\"\n- \"So that’s why it wasn’t working!\"\n- \"Okay, pros and cons\"\n- \"Let me see\"\n- \"Let's think step by step\"\n- \"This makes me reflect on\"\n- \"Actually, no\"\n- \"First things first\"\n- \"Going back to what I said about\"\n- \"What's the best way to explain this?\"\n- \"I'm curious about\"\n- \"Oh, that clears everything up!\"\n- \"Wait, does this contradict itself?\"\n- \"Suppose we assume that\"\n- \"Anyway\"\n- \"Wait, but if that’s true\"\n- \"I'm trying to untangle this\"\n- \"I wonder if\"\n- \"There's something here about\"\n- \"Let's see\"\n- \"I'm struck by\"\n- \"Let's break this down into parts\"\n- \"Now it makes sense!\"\n- \"When I sit with this idea\"\n- \"There's got to be something about\"\n- \"Let me untangle this\"\n- \"I'm intrigued by\"\n- \"I keep circling back to\"\n- \"I'm still feeling my way through\"\n- \"Wait, why does that happen?\"\n- \"This might sound weird, but\"\n- \"Okay, backtrack a bit\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Something doesn't add up\"\n- \"What’s the best way to explain this?\"\n- \"I'm wondering if\"\n- \"The pros and cons are\"\n- \"Let me work through this\"\n- \"If I take this apart step by step\"\n- \"If A is true, then\"\n- \"That’s the piece of the puzzle!\"\n- \"Okay, so if I do this\"\n- \"Right, so\"\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 | Odorless, colorless and dangerous, radon gas poses a real risk in Oregon homes.\nline 02 | TOWARD THE END of the last ice age—between 15,000 and 18,000 years ago—one of the most cataclysmic events in Pacific Northwest history reshaped the upper Willamette Valley. As a result, it gave certain areas of modern-day Portland a lung cancer risk that is second only to smoking.\nline 03 | The culprit is radon.\nline 04 | It’s an odorless, colorless radioactive gas emitted by all types of rocks, but especially granite.\nline 05 | It becomes harmful when it seeps up through the soil and into residential basements.\nline 06 | Every year, 20,000 people in the United States die of radon-caused lung cancer, according to the U.S. Environmental Protection Agency.\nline 07 | Portland State geology professor Scott Burns has spent the past 20 years mapping the radon levels of locations throughout the Portland metro area.\nline 08 | His first study in 1993 took radon data from 1,100 Portland homes, and mapped low, moderate and high levels of risk.\nline 09 | The study changed the way government officials, homeowners, builders, and real estate agents looked at radon, and eventually helped to create new building laws to guard against radon exposure.\nline 10 | That initial study turned out to be the tip of the iceberg. In January, Burns and his student research team came out with a report from a much broader sampling: 32,000 homes in the Portland area and another 22,000 from around the state. It showed more places in the Portland area with a high risk of radon exposure, and for the first time, pointed out other hot spots in the state with dangerous levels of radon, including Milton-Freewater, Lakeview, Sandy, Silverton, and parts of Baker County.\nline 11 | Suddenly Burns was on the front page of Oregon newspapers and was being interviewed by radio and TV reporters. Not long after, Salem’s Statesman Journal reported hardware stores in Silverton were having a hard time keeping home radon test kits on the shelves. That’s because Burns wasn’t just talking about the newfound prevalence of radon, but the fact that it’s something homeowners can do something about. Homeowners can perform an inexpensive test in their homes, and if levels are high, they can fix the problem by repairing basement walls and installing ventilation.\nline 12 | “It’s the cheapest of all the geological hazards out there,” he says.\nline 13 | But how did it get here?\nline 14 | MOST OF THE RADON danger in the Portland area and, in fact, much of Portland’s topography, can be traced to the Missoula Floods, which occurred several thousand years ago.\nline 15 | During the last ice age, a glacier in Idaho blocked a major river coming out of Montana.\nline 16 | Water behind the blockage rose to a depth of 2,100 feet and contained the equivalent of half of Lake Michigan.\nline 17 | The ice dam broke, creating a flood of biblical proportions.\nline 18 | It scoured the eastern half of Washington, then filled up the Columbia Gorge, traveling at speeds of up to 60 miles an hour.\nline 19 | “If you take the flows of all the rivers in the world measured in cubic meters per second, add them up and multiply by 10, you have the flow rate of the Missoula Floods,” Burns says.\nline 20 | The floodwaters filled the Willamette Valley to a depth of 400 feet all the way to present-day Eugene, and then receded north, joined the Columbia River, and drained into the Pacific.\nline 21 | The water carried granite sediment from Montana, and deposited it at various spots along its course. All rocks are radioactive to some extent, because they all contain trace levels of uranium, but some have more than others. Basalt, coming from the Northwest’s volcanoes, doesn’t have much; granite does. Radon is a product of the breakdown of that uranium. A house built on soils containing granite sediments—especially porous soils that allow the radon gasses to rise and dissipate—is subject to dangerous levels of radon exposure.\nline 22 | Portland’s Alameda Ridge is one such place, and has one of the highest radon levels in the city.\nline 23 | The ridge was formed when the Missoula floodwaters encountered Rocky Butte.\nline 24 | There, the waters slowed and changed course, depositing several cubic miles of granite-rich sediment.\nline 25 | Burns has known about radon levels on Alameda Ridge since his first study came out 20 years ago, and his most recent study backed it up. The surprises came when areas that were not really affected by the Missoula Floods cropped up as being high in radon: Sandy, for example.\nline 26 | “Sandy is my mystery city. It was above the Missoula Floods, so I can’t figure out why the levels are high.”\nline 27 | Newberg also doesn’t fit the same profile as other high-radon areas.\nline 28 | The soils there are not very porous—which seems to be a prerequisite for high readings.\nline 29 | However, it sits on top of major faults, which enable the release of radon from deep in the earth, Burns says.\nline 30 | DATA FOR THE STUDY came from tests people throughout the state performed in their homes. For as little as $12, you can get a test kit from your local hardware or home improvement store. You just open the kit and place it in your basement. Material in the kit reacts to radon in the air. After a week, you send the kit to a lab, and the lab sends back a reading, measured in picocuries per liter. Anything over 4 picocuries per liter is considered high. Testing is included in the price of the kit.\nline 31 | For $25, you can get a longer-term, more accurate test kit. It’s made of a different material, and it’s placed in a home for three months.\nline 32 | “It gives you a better picture of what’s going on,” Burns says.\nline 33 | Brett Sherry, the state radon officer with the Oregon Health Authority gathers test results from the manufacturers of the kits, and that’s where Burns got the data for the recent mapping study. Sherry says his office is too small to do the mapping work. As a result, Burns plays a valuable role in the state’s effort to get the word out about radon.\nline 34 | Burns enlisted students Tamara Linde, Kassie Lindsey, and Hilary Whitney to crunch the test numbers, sort them by zip code, and plot the results on a map. The experience was eye-opening for Whitney, who talked with the owners of private radon testing companies in Portland. Their test results showed that one house could test radically different than one next door. The difference is often the result of the home’s condition. A home with cracked basement walls that let in radon gas can have a much higher reading than one with no cracks, even if they’re right next to each other.\nline 35 | “So the risk of being exposed to radon is really not guaranteed to be distributed evenly in a given neighborhood or area, and that’s why the EPA, local radon testing companies, and those of us who are studying radon at PSU recommend that every home be tested for radon gas. Because you never know,” Whitney says.\nline 36 | Burns couldn’t agree more. He says the data his team gathered showed that Portland in general had twice the national average of homes with radon levels higher than 4 picocuries per liter, and that it’s in everyone’s best interest to do a home test.\nline 37 | “We will probably generate another 20,000 to 30,000 tests in the Portland area as a result of our findings,” he says.\nline 38 | John Kirkland, a staff member in the PSU Office of University Communications, wrote “Stop-Motion Magic” in the winter 2013 Portland State Magazine.\n</context>\n\n<phrases>\n- \"This makes me reflect on\"\n- \"Anyway\"\n- \"Hold that thought\"\n- \"Let me see\"\n- \"This could explain why\"\n- \"I'm trying to untangle this\"\n- \"Now, if I think about it differently\"\n- \"Kind of\"\n- \"First things first\"\n- \"Hmm\"\n- \"Backing up for a second\"\n- \"Now, wait just a second\"\n- \"I need to step back and rethink this\"\n- \"What if I just flip this around?\"\n- \"Let me untangle this\"\n- \"Uh...\"\n- \"I'm just throwing ideas around\"\n- \" is interesting\"\n- \"This might sound weird, but\"\n- \"In essence\"\n- \"Let's think step by step\"\n- \"Let's break this down into parts\"\n- \"Maybe I should sleep on it\"\n- \"If I'm not mistaken\"\n- \"Okay, pros and cons\"\n- \"This is just a first pass, but\"\n- \"That makes sense because\"\n- \"I keep coming back to\"\n- \"Let me chew on this\"\n- \"Hang on a second\"\n- \"Wait, no\"\n- \"I'm wondering if\"\n- \"Let me trace that logic back\"\n- \"Let me circle back to that\"\n- \"This might explain the pattern\"\n- \"Let me throw this out there\"\n- \"I'm struck by\"\n- \"If I follow this through\"\n- \"This brings to mind\"\n- \"Actually, no\"\n- \"Just thinking out loud but\"\n- \"I think I’ve lost my train of thought\"\n- \"How can I approach this?\"\n- \"What I mean is\"\n- \"The pros and cons are\"\n- \"What’s the best way to explain this?\"\n- \"What I’m getting at is\"\n- \"I wonder if\"\n- \"There’s a better way to phrase this\"\n- \"Still forming this thought\"\n- \"How do I put this\"\n- \"Still working it out\"\n- \"I’m almost there\"\n- \"So basically\"\n- \"I need to reframe this\"\n- \"Ummm, actually\"\n- \"No, actually\"\n- \"Let me work through this\"\n- \"Coming at this from another angle\"\n- \"What's the best way to explain this?\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I need to make sure this checks out\"\n- \"Basically\"\n- \"If I take this apart step by step\"\n- \"Let’s weigh the options\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \"Here's what I'm thinking\"\n- \"There's something here about\"\n- \"Something doesn't add up\"\n- \"Well, let me see\"\n- \"I'm still feeling my way through\"\n- \"I'm pondering\"\n- \"If we follow this logic\"\n- \"I'm intrigued by\"\n- \"The more I think about it\"\n- \"So what I'm trying to say is\"\n- \"Let's see\"\n- \"Maybe if I try it this way\"\n- \"So what I’m trying to say is\"\n- \"I'm curious about\"\n- \"Do I go with my gut or\"\n- \"What keeps nagging at me is\"\n- \"Does that sound right to you?\"\n- \"I guess that works\"\n- \"I’m still on the fence about this\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Education opportunities grow in student gardens\nline 02 | August 23, 2011\nline 03 | By Laura Geggel\nline 04 | Inch by inch, row by row, students are planting lettuce, herbs and broccoli in their school gardens.\nline 05 | This fall, teachers are transforming gardens into outdoor classrooms as students pick up trowels and learn about drip irrigation systems.\nline 06 | Dozens of schools incorporate gardening into their curriculum or have gardening clubs, including Apollo, Cascade Ridge, Challenger, Clark, Creekside, Discovery, Endeavour, Grand Ridge, Issaquah Valley, Maple Hills and Sunny Hills elementary schools; Issaquah and Pine Lake middle schools; and Liberty and Tiger Mountain Community high schools.\nline 07 | “I think the outdoors is just a natural place that kids want to be,” Sunny Hills fourth-grade teacher Jane Ulrich said.\nline 08 | Preschoolers watch seeds grow\nline 09 | “Peter, Peter, pumpkin eater,” goes the nursery rhyme chanted by many a preschool student.\nline 10 | Apollo 3- to 5 year-old preschool students get hands-on experience when it comes to planting seeds. In April, early childhood education teacher Janie Cantwell installed two raised garden beds, one full of flower bulbs and the other polka-dotted with vegetables.\nline 11 | The garden teaches students about “taking care of the environment and learning that what we put in the environment also comes out of the environment,” Cantwell said.\nline 12 | She wanted her preschoolers to see the growing process, so they planted seeds in a Ziploc bag filled with a wet paper towel, “so they could watch the seeds sprout and grow and watch the roots grow,” she said.\nline 13 | When the sprouts matured, she told her students about the importance of the sun, explaining why they needed to plant them outside in the garden.\nline 14 | For the culminating project, students decorated flowerpots and birdhouses — they had learned that birds enjoy worms and bugs living in the garden — and sold them to parents.\nline 15 | The project gave the children a tactile learning experience about how plants grow.\nline 16 | “They really enjoy the actual activity of digging in the dirt and finding worms and bugs,” Cantwell said.\nline 17 | Students eat their greens\nline 18 | Elementary school teachers are taking inside lessons outside into the garden.\nline 19 | At Grand Ridge, teachers connect math and science lessons to nature. After Cedar Grove Composting donated gardening materials to the learning garden, students planted corn, beans and squash.\nline 20 | “They learn that food comes from the ground, not from a box,” parent volunteer Julie Hart said.\nline 21 | Many elementary school students don’t like eating vegetables, but school gardens are changing greens from something gross into something cool.\nline 22 | In June, Issaquah Valley first-grade students ate salads made with vegetables they grew in their school garden.\nline 23 | At Sunny Hills, students not only eat produce — they have entire lessons outside.\nline 24 | Ulrich’s fourth-grade class partners with first-graders and together they explore their respective gardens, measuring plants and entering information into a national data base about ecology and climate change.\nline 25 | Every year, Ulrich’s students adopt a plant and care for it the entire year.\nline 26 | “The ultimate goal is to help them become stewards of natural places,” she said.\nline 27 | When she wasn’t satisfied with her student’s drawings of their plants, she introduced a photography unit.\nline 28 | Now, students take black-and-white photos in the garden, and many pay more attention to detail in order to get that winning shot.\nline 29 | Students, especially boys, race through their environments, she said. When they’re carrying cameras, they slow down and look for good photos.\nline 30 | Ulrich said she lives for moments such as “having boys coming to school in the morning and say, ‘Mrs. Ulrich, did you see the sunrise? I took my camera,’ or ‘Mrs. Ulrich, can I go to the garden? I saw a spider web on the shore pine and I want to photograph it.’”\nline 31 | Sunny Hills’ third-grade students learn about geology in the garden. Marenakos Rock Center in Preston donated a pile of rocks to the school’s millennium garden, and students can tour the area, scribbling down notes about rocks and minerals along the way.\nline 32 | The gardens are so popular, Ulrich encourages teachers to post successful lesson plans on a bulletin board so the entire school can excel in the gardens.\nline 33 | Middle school students learn how to irrigate, harvest\nline 34 | Since last year, the Issaquah Middle School Garden Club has focused its efforts on a sustainable school garden.\nline 35 | “We started out by pulling out all of the weeds and by putting in compost,” seventh-grader Julia Cochran said.\nline 36 | “After the planting, we made signs for the different vegetables and we put in worms,” seventh-grader Gaby Creaver said.\nline 37 | They installed three planters and an irrigation drip system connected to rain barrels. In the future, science teacher and club adviser Olga Haider hopes students can use solar panels to power the water pump from the barrels to the drip irrigation.\nline 38 | “They learned a little hard work and working with the land and tools,” Haider said.\nline 39 | Before long, the Issaquah Middle students had planted seeds for radishes, kale, pumpkins, strawberries, peas and onions.\nline 40 | Cascade Water Alliance supplied the club with aerators to lessen the water flow for sinks and water-efficient showerheads.\nline 41 | “The whole idea is if we teach our young people now — because they will be the consumers, the decision-makers of the future — if you have this quiet cultural revolution within the school system, then when these young people grow up, at least they’ll have that knowledge,” Haider said.\nline 42 | Education is key, Cascade Water Alliance Water Resources Manager Michael Brent said.\nline 43 | “Even a small-scale project like ours introduces important concepts that can be applied on a larger scale,” he said. “As the IMS students grow up and become decision-makers, I hope this experience will help guide them in making wise, sustainable choices for their communities and the planet.”\nline 44 | The garden would not have bloomed were it not for a generous community. Triangle Associates, a company working with the King County Solid Waste Division, awarded the school a $500 grant for supplies; Cedar Grove Composting donated the soil; and the Issaquah Home Depot donated bark, tools and strawberries.\nline 45 | High school students gain skills\nline 46 | Tiger Mountain Community High school students are learning how to raise geraniums from cuttings and how to get rid of aphids using soapy water.\nline 47 | The school already has a flourishing greenhouse, and this fall students will install an outdoor, raised-bed garden, thanks to a $500 grant from the Lake Washington Garden Club.\nline 48 | Students at Tiger Mountain tend to favor hands-on activities, and gardening allows them to design, cultivate and harvest, according to science and botany teacher Sanghamitra “Mitra” Kundu.\nline 49 | During one science experiment, she had students care for tulips using hydroponics. Students compared the growth of the soil-less plants to the potted ones. They found that the hydroponics didn’t have pests, like aphids.\nline 50 | The tulips in the dirt pots were not as lucky.\nline 51 | “We don’t use any spray or pesticides in the greenhouse, so we got some ladybugs,” Kundu said. “One of the plants, it was heavily affected by aphids, so they got some soapy water.”\nline 52 | Diluted soapy water kills aphids.\nline 53 | In early summer, after much of their crop had matured, students threw a barbecue for their school, sharing their lettuce, basil and cilantro with their classmates.\nline 54 | The garden helps students learn about the food chain, photosynthesis and the environment, in addition to teaching them about empathy for living things.\nline 55 | “They get a greater concern and willingness to care for living things,” Kundu said. “I can see an improvement of their attitude toward the school and improvement of interpersonal relationships.”\nline 56 | Across the district, at Liberty, special-needs students are growing potatoes, squash, cucumbers and peas in the student greenhouse.\nline 57 | Teacher Denise Vogel said students learn a variety of skills, including following directions, weeding and how to use garden tools, such as a wheelbarrow.\nline 58 | “This also teaches them work skills,” Vogel said. “It can start with the kids taking a handful of weeds to the compost, or it can move up to kids using Weed Eaters, shovels and rakes, so they can be a landscape assistant.”\nline 59 | One student who has cerebral palsy can’t talk but lets out a delighted holler every time she pulls a weed.\nline 60 | At the end of the school year, students take home their crop.\nline 61 | “I said, ‘You can take it home and plant it or take it home and eat it.’” Vogel said.\n</context>\n\n<phrases>\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Wait, does this contradict itself?\"\n- \"This brings to mind\"\n- \"That reminds me\"\n- \"I think\"\n- \"Basically\"\n- \"I wonder if\"\n- \"This connects to\"\n- \"Let me chew on this\"\n- \"Let me break this down\"\n- \"I'm wondering if\"\n- \"It's almost like\"\n- \"This makes me think of\"\n- \"It finally adds up!\"\n- \"What am I overlooking?\"\n- \"This connects to something else\"\n- \"There's a missing link here\"\n- \"Let me talk this through\"\n- \"I'm intrigued by\"\n- \"What keeps nagging at me is\"\n- \"That changes everything\"\n- \"This is tricky, but\"\n- \"Still forming this thought\"\n- \"I think I’ve lost my train of thought\"\n- \"Something's not clicking\"\n- \"Actually, no\"\n- \"Let me approach this from another angle\"\n- \"That makes sense because\"\n- \"Oh, that clears everything up!\"\n- \"Maybe\"\n- \"Okay, pros and cons\"\n- \"I'm not entirely sure, but\"\n- \"In the end\"\n- \"Just thinking out loud but\"\n- \"Let's think step by step\"\n- \"I'm just throwing ideas around\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Let me work through this\"\n- \"When I sit with this idea\"\n- \"On one hand... but on the other\"\n- \"That’s the piece of the puzzle!\"\n- \"Finally, it clicks!\"\n- \"This feels half-right, but\"\n- \"I don’t want to jump to conclusions, but\"\n- \"So what I’m trying to say is\"\n- \"Still working it out\"\n- \"Does that sound right to you?\"\n- \"I'm struck by\"\n- \"There’s a better way to phrase this\"\n- \"The pros and cons are\"\n- \"Something tells me I should\"\n- \"Oh! That reminds me\"\n- \"Let me put this another way\"\n- \"In other words\"\n- \"I need more time with [blank], it's not fully formed\"\n- \" is striking \"\n- \"No, actually\"\n- \"Let me untangle this\"\n- \"I'm curious about\"\n- \"Something doesn't add up\"\n- \"Okay, let's break this down\"\n- \"Let me connect the dots\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Something's not quite right\"\n- \"What if we\"\n- \"This makes me reflect on\"\n- \"Wait, no\"\n- \"The relationship between [blank] and [blank] feels important, but I can't articulate why yet\"\n- \"I'm pondering\"\n- \"This isn't quite right, but\"\n- \"Building on that\"\n- \"Let's break this down into parts\"\n- \"It's fascinating how\"\n- \"If I follow this through\"\n- \"Am I missing something?\"\n- \"I'm trying to untangle this\"\n- \"I’m trying to connect the dots here\"\n- \"What I'm getting at is\"\n- \"Ohhh, now I see!\"\n- \"If I take this apart step by step\"\n- \"First things first\"\n- \"Let me sum this up so far\"\n- \"Ummm, actually\"\n- \"There's probably more to it\"\n- \"Aha! That’s what I was missing!\"\n- \"That’s it!\"\n- \"That actually makes a lot of sense\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | After the sun, the most noticeable celestial object is the moon. Its motions, phases, and occasional eclipses add delightful variety to our sky. It's also the closest astronomical object by far.\nline 02 | The moon's motion through our sky is similar to that of the sun, but different:\nline 03 | This simulated multiple-exposure image shows the positions of the sun and moon with respect to the stars over a nine-day period. While the sun moves eastward (from right to left) only one degree per day, the moon moves eastward by 13 degrees per day. The yellow line is the ecliptic, from which the moon never strays by more than about five degrees. (The sizes of both the sun and moon are exaggerated for emphasis.)\nline 04 | Question: Suppose, for the purpose of this question, that a month is exactly 30 days. How many minutes later, on each successive day, would you expect the moon to rise, on average? Remember that after a full month (30 days), the moon should rise at the same time as originally (neglecting seasonal variations).\nline 05 | Besides moving around the sky, the moon is famous for its phases: its variety of apparent shapes, from crescent to half to gibbous to full.\nline 06 | There is also a \"new\" phase, when we don't see the moon at all for a few days.\nline 07 | What causes these striking changes in the moon's appearance?\nline 08 | Here are some big clues:\nline 09 | The simple explanation of all these observations is that the moon shines by reflected sunlight. It's spherical in shape, with half of the sphere illuminated by the sun at any given time. How much of this half we see, however, depends on our viewing direction. When the moon and sun are near each other in our sky, we're looking at the moon's dark side so we don't see it at all (\"new moon\"). When the moon is opposite the sun in our sky, we're looking at the moon's illuminated side so we see a full moon. At other angles we see part, but not all, of the moon's illuminated side. The illustration below shows how you can simulate the moon's phases using a ball and a strong directional light source to simulate the sun.\nline 10 | Simulation of moon phases using a styrofoam ball illuminated by a strong, directional light source.\nline 11 | The four photos were taken with different angles between the \"moon\" and the light source.\nline 12 | The moon's new and crescent phases occur when the sun is more or less behind the moon, from our perspective. Just looking at these phases, therefore, tells us immediately that the moon must be closer to us than the sun. There's even a way to estimate how much closer it is, as I'll explain below.\nline 13 | Question: Assuming you live at a mid-northern latitude, where would you look in the sky to see a crescent moon at sunset?\nline 14 | Question: At what time of day or night does the moon rise when it's full?\nline 15 | Question: Many scenic photographs of the moon are faked, by combining two separate photos. Think of some ways you can tell when the moon has been artificially added to a photo.\nline 16 | By an amazing coincidence, the moon's apparent size in our sky is almost exactly the same as the sun's: about half a degree. This means that it's possible, as the new moon passes by the sun in its monthly trip around the ecliptic, for the moon's disc to completely cover the sun. When it does, our sky becomes dark for a few minutes and we can see the thin, hot gases surrounding the sun, called the solar corona. This dramatic event is called a total solar eclipse.\nline 17 | Left: Total solar eclipse, showing the solar corona and several red prominences around the edge (Luc Viatour). Center: Partial solar eclipse (Michael Mortensen). Right: Annular solar eclipse, when the moon is too far away to completely cover the sun (Sancho Panza).\nline 18 | A solar eclipse occurs when the moon passes between the sun and the earth.\nline 19 | Only a small part of the earth, at most, is covered by the moon's shadow.\nline 20 | (Diagram not to scale.)\nline 21 | Remember, though, that the moon can wander as much as five degrees to either side of the ecliptic.\nline 22 | In most months, therefore, the new moon misses the sun (from our perspective) by a few degrees, to one side or the other, as it passes.\nline 23 | But the moon's path crosses the ecliptic roughly twice each month, and a solar eclipse occurs when the sun happens to be there during the crossing.\nline 24 | There's a good chance of this about once every six months.\nline 25 | Even then, however, perfect alignment requires that you be somewhere along a narrow path across earth's surface, usually less than 300 km wide.\nline 26 | And even then, the moon's disc isn't always quite big enough to cover the sun, because both of their apparent sizes vary as their distances from earth vary slightly.\nline 27 | When the moon is too far and/or the sun is too close, yet the alignment is good, we call the event an annular eclipse.\nline 28 | Otherwise, if the moon covers only part of the sun, we call it a partial solar eclipse.\nline 29 | Whether the eclipse is total (or annular) or not, a partial solar eclipse is usually visible over a wide area about twice each year. I've seen several partial solar eclipses over the years, and if you're old enough, you probably have as well. I've never been in the right place to see a total solar eclipse, but I'm looking forward to the one that will come through much of the U.S. on August 21, 2017.\nline 30 | An equally interesting, if less dramatic, event occurs when the sun and moon are exactly opposite each other in our sky. This is when the moon is normally full, and very bright. But if the alignment is precise enough, the earth will block the sun's light from reaching the moon. This event is called a lunar eclipse. As with solar eclipses, there's a good chance for a lunar eclipse to occur about once every six months. Some are only partial, with the earth's shadow never covering more than part of the moon, because the alignment is imperfect.\nline 31 | A lunar eclipse occurs when the moon and sun are on opposite sides of the earth. Often the entire moon is covered by earth's shadow. (Diagram not to scale.)\nline 32 | A sequence of three photos of the total lunar eclipse of August 16-17, 1989, taken over a time period of about half an hour. The exposure time was shortest for the bright partial phase (left), and longest for the dark red total phase (right). The middle photo shows how the eclipsed portion of the moon is much darker than the small sliver that's receiving direct sunlight.\nline 33 | Your chances of having seen a total lunar eclipse are pretty good, because they're visible from everywhere on the night side of the earth, and the totality can last over an hour. Clouds can get in the way, of course, and you sometimes need to be willing to get up in the middle of the night. The next lunar eclipse as of this writing will be a total one on December 10, 2011; best viewed from the Asia-Pacific region, it will also be visible in the morning, as the moon is setting, from western North America. For the next two years the lunar eclipses will be only partial, with the next total lunar eclipse not occurring until April 15, 2014.\nline 34 | Although you might expect the moon to become totally dark during a lunar eclipse, in fact a little sunlight still gets to it—by bending around the earth, through earth's atmosphere. The same thing happens to us every evening after the sun sets, when we still see light in the western sky. And just as with sunsets, it's the red component of the sunlight that best penetrates earth's atmosphere and reaches the eclipsed moon.\nline 35 | The earth's shadow, at the moon's location, is nearly three times as wide as the moon itself.\nline 36 | Besides just being a cool sight to watch, a lunar eclipse gives us a way to determine the moon's true size.\nline 37 | As shown at right, the curvature of earth's shadow on the partially eclipsed moon tells us the size of earth's shadow, in comparison to the moon. Specifically, the diameter of earth's shadow is a little less than three times the diameter of the moon. In other words, the moon's diameter is a little more than one third that of the shadow.\nline 38 | If earth's shadow were the same size as the earth itself, we could immediately conclude that the moon's diameter is a little over a third that of the earth. But it's not that simple, because earth's shadow tapers off, getting narrower as you get farther and farther away (as shown in the lunar eclipse diagram above). To take this tapering into account, you have to do a rather intricate calculation using several principles of geometry and algebra. The bottom line is that the earth's shadow, at the moon's location, is about 3/4 as wide as the earth itself. Therefore, since the moon is a little over 1/3 as wide as the shadow, it must be a little over 1/4 as wide as the earth. In miles, the earth's diameter is about 8000 so the moon's diameter is about 2000.\nline 39 | This ingenious method of determining the moon's size was devised by the Greek astronomer Aristarchus of Samos, in the third century B.C. Although the method is absolutely sound, Aristarchus used rather inaccurate measurements so his numerical answer for the moon's size wasn't especially good. But later Greek astronomers repeated the calculation, using better measurements.\nline 40 | Even without doing any calculations, however, you can just look at a partial lunar eclipse and see that the moon is probably just a few times smaller than the earth. Of course, you can also see that earth's shadow is curved. Aristotle, the great Greek philosopher, used this observation to argue that the earth must be a sphere.\nline 41 | The closer an object is, the greater its angular size.\nline 42 | Knowing the moon's true diameter (1/4 that of the earth), we can use its measured angular diameter (half a degree) to determine its distance. Qualitatively, the idea is this: For a given true size, a larger angular diameter would mean that the moon must be closer; whereas a smaller angular diameter would mean that the moon must be farther away. Because we know the moon's angular diameter, we can calculate just how far it is.\nline 43 | The calculation takes a few steps, and requires some effort and practice to fully understand. But similar calculations come up so often in astronomy that it's a good investment to start practicing now.\nline 44 | Big circle diagram for calculating the moon's distance.\nline 45 | (The half-degree angle has been greatly exaggerated.)\nline 46 | A useful trick for visualizing the calculation is to sketch a big, imaginary circle, centered on you (the observer), passing through the moon. Then label the angle that represents the moon's measured angular width (half a degree in reality, but it's fine to exaggerate it in the picture as I have). Also label the moon's known diameter, 1/4 (in units of earth's diameter).\nline 47 | The calculation proceeds in three steps:\nline 48 | I like to call these kinds of calculations big circle problems. The general idea is that if you know the angular size and the true size of an object, you can calculate its distance by drawing a big circle and going through these three steps. A slight variation, which comes up just as often, is when you already know the distance and the angle, and want to calculate the true size. Please make sure you understand each step of the calculation, and practice until you can put them together and do a whole big circle problem on your own.\nline 49 | Question: Imagine that you live on an alien world with a moon that appears only half as wide as ours: 1/4 degree. You also know that the true diameter of this moon is 500 miles. Sketch a big circle, centered on you and passing through the moon, and label it with the angle and true diameter. How many hypothetical moons would fit around the full circle?\nline 50 | Next step: What is the circumference of the circle, in miles?\nline 51 | Final step: Using the approximation π = 3, what is your estimate of the distance to this moon, in miles?\nline 52 | The next two questions are harder, so you may want to skip them the first time your read this. Be sure to come back and work them, for practice, when you have time!\nline 53 | Question: Bruno the Bully is chasing you across the playground. Being the nerdy type, you decide to stop running away and figure out just how far from you he is (so you can then calculate how long you have to live). You know that Bruno is 6 feet tall, and, holding up your outstretched fist, you estimate his angular height to be five degrees. Using the approximation π = 3, what is your estimate of Bruno's distance in feet?\nline 54 | Question: According to your map, the mountain on the horizon is 30 kilometers away. Holding out your fist, you estimate its angular height to be three degrees. How tall is the mountain, in kilometers? (Again, please use the approximation π = 3.)\nline 55 | Coming back to the moon, our calculation gave a distance of 30 earth diameters (or 60 earth radii, or about a quarter million miles). Here is a picture of the earth and moon, to scale:\nline 56 | Scale drawing of the earth and the moon, showing that the moon is 1/4 the earth's diameter, and 30 earth diameters away.\nline 57 | Comprehending this enormous distance is a challenge even today, when automobile odometer mileages often exceed a quarter million.\nline 58 | But imagine how astonishing this distance must have been to the ancient Greeks, who traveled only by the power of muscle and wind.\nline 59 | Equally astonishing is that the Greeks could determine this distance without the benefit of space travel or even a telescope.\nline 60 | As we'll see over and over again, the human intellect can reach out to measure things that are far beyond our physical reach.\nline 61 | Besides calculating the moon's distance, Aristarchus also devised an equally ingenious method to estimate the distance to the sun.\nline 62 | When the moon is half full, the sun must be somewhere directly to its side. By measuring the observed angle between the moon and the sun, you can tell that the sun is many times farther away than the moon.\nline 63 | Wait until the moon is exactly half full, then look up at it. If the illuminated half of the moon's sphere is on your right, this means that the sunlight must be coming directly from the right, at a 90-degree angle to your line of sight. So on the diagram, you know that the sun must lie somewhere along the dashed orange line.\nline 64 | To determine where along the dashed orange line, all you have to do is measure the angle between the moon and the sun, from your perspective. Point to the moon with one hand and the sun with the other, and estimate the angle between your arms. Then, on the diagram, measure out the same angle and extend a line from you toward the sun. Draw the sun where that line intersects the dashed orange line.\nline 65 | If you actually try this procedure, though, you'll find that the angle is indistinguishable from 90°. It has to be slightly less, of course, but you can't tell how much less because it's impossible to tell when the moon is exactly half full. But you can see, at least, that since the angle is close to 90°, the sun must be many times farther away than the moon.\nline 66 | Aristarchus wrote that the angle between the half-moon and the sun was 87°, and from this, estimated that the sun is about 19 times as far away as the moon. What he probably should have said is that the sun is at least 19 times as far away. And since the sun and moon have about the same angular size, this means that the sun's true diameter is at least 19 times that of the moon. Thus, Aristarchus was able to prove that the sun must be much bigger than the earth—a result that must have been hard for anyone to believe at the time.\nline 67 | We now know that the sun is almost 400 times as far away as the moon—an even more astonishing result.\nline 68 | Because this distance is so large, nobody was able to measure it until after the invention of the telescope, 1900 years after the time of Aristarchus.\nline 69 | But even without a telescope, you can use the method of Aristarchus to see that the sun must be many times farther away than the moon.\nline 70 | Next time you see a half-full moon, look at where the sun is and then try to visualize them in three dimensions!\nline 71 | Question: Suppose you see a half-full moon in the southern sky, about half-way between the horizon and zenith.\nline 72 | As you look toward it, the illuminated half is on the right.\nline 73 | What time of day or night is it?\nline 74 | Copyright ©2010-2011 Daniel V. Schroeder. Some rights reserved.\n</context>\n\n<phrases>\n- \"I'm seeing a connection between\"\n- \"Okay, walking through it again\"\n- \"Let me work through this\"\n- \"I’m trying to connect the dots here\"\n- \"Let me play devil's advocate\"\n- \"On the other hand\"\n- \"I just had it, what was it?\"\n- \"Let me chew on this\"\n- \"Hmm, let’s rewind a bit\"\n- \"Picture this\"\n- \"What’s the missing piece?\"\n- \"Building on that\"\n- \"This connects to something else\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"There’s a pattern here\"\n- \"Here's what I'm thinking\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Maybe I'm way off, but\"\n- \"I'm intrigued by\"\n- \"I know there’s a word for this\"\n- \"Ummm, actually\"\n- \"What if I flip it around?\"\n- \"Backing up for a second\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"Suppose we assume that\"\n- \"This makes me reflect on\"\n- \"More or less\"\n- \"It's almost like\"\n- \"Let's think step by step\"\n- \"That’s an interesting angle, but\"\n- \"I keep circling back to\"\n- \"Let me talk this through\"\n- \"Oh! That reminds me\"\n- \"There's something here about\"\n- \"No, actually\"\n- \"Don't hold me to this\"\n- \"Alright, where was I?\"\n- \"Now, if I think about it differently\"\n- \"Coming at this from another angle\"\n- \"I could be wrong, but\"\n- \"Let's test this idea\"\n- \"What am I overlooking?\"\n- \"There's got to be something about\"\n- \"Let me untangle this\"\n- \"What if I just flip this around?\"\n- \"Maybe if I try it this way\"\n- \"I need to step back and rethink this\"\n- \"Uh, where was I?\"\n- \"Let me back up a second\"\n- \"The tricky part is\"\n- \"This might explain the pattern\"\n- \"Actually, no\"\n- \"What’s the best way to explain this?\"\n- \"Let me make sure I got this\"\n- \"Sort of like\"\n- \"Let me connect the dots\"\n- \"I'm pondering\"\n- \"If A is true, then\"\n- \"Would I regret this later?\"\n- \"Something doesn't add up\"\n- \"I'm struck by\"\n- \"Something tells me I should\"\n- \"This is starting to take shape\"\n- \"I'm mulling over\"\n- \"Let me run through it again\"\n- \"Still forming this thought\"\n- \"Alternatively\"\n- \"This makes me think of\"\n- \"I wonder if\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"On one hand... but on the other\"\n- \"Here's where it gets interesting\"\n- \"I have a theory about this\"\n- \"This brings to mind\"\n- \"But then again\"\n- \"What keeps nagging at me is\"\n- \"What’s the next step?\"\n- \"Something about [blank] is still bothering me\"\n- \"I'm wondering if\"\n- \"What if I tried...?\"\n- \"This might sound weird, but\"\n- \"We've completely overlooked [blank]\"\n- \"What if we\"\n- \"Wait, no\"\n- \"I'm starting to see a 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 | Secure Design Principles\nline 02 | Secure by Default\nline 03 | When you design a system, it should, by default, be optimized for security wherever possible. One problem that some software vendors have had in the past is that when they deploy their software, they turn on every possible feature, and make every service available to the user by default. From a security standpoint, the more features that are built into a piece of software, the more susceptible it is going to be to an attack. For example, if an attacker is trying to observe the behavior of the application, the more features and functionality one makes available, the more the bad guy can observe. There is a higher probability that the attacker is going to find some potential security vulnerability within any of those given features. A rule of thumb when figuring out what features to make available to the user population by default is that you should only enable the 20 percent of the features that are used by 80 percent of the users. That way, most of the users are very happy with the initial configuration that the software will have. The other 20 percent-the power users-that take advantage of the extra functionality in the product will have to explicitly turn those features on, but that is acceptable because they are the power users anyway, and will not have any problem doing so!\nline 04 | Another related idea you should be familiar with is the term hardening a system. An operating system, for instance, can contain a lot of features and functionality when it is shipped by the OS vendor, but the amount of functionality available should be reduced. The reduction involves turning off all unnecessary services by default. For instance, in our book Foundations of Security: What Every Programmer Needs to Know, we describe how a malicious program called the Morris worm took advantage of unhardened UNIX systems that had an unnecessary \"debugging\" feature enabled in its mail routing program. The high-level idea here is that because there are more features enabled, there are more potential security exploits. By default, you should turn off as many things as you can and have the default configuration be as secure as it possibly can.\nline 05 | In newer versions of Windows, Microsoft has turned IIS, as well as many other features in the operating system, off by default. This drastically reduces the ability of a worm to spread over the network. Code Red and Nimda were able to infect thousands of computers within hours because the IIS web server was on by default. Hardening the initial configuration of Windows is one example of how keeping features off by default helps reduce the security threat posed by worms.\nline 06 | Keeping software as simple as possible is another way to preserve software security. Complex software is likely to have many more bugs and security holes than simple software. Code should be written so that it is possible to test each function in isolation.\nline 07 | One example of a large, complicated piece of software that has had many security holes is the UNIX sendmail program (www.sendmail.org). The sendmail program is installed on many UNIX servers deployed on the Internet, and its goal is to route mail from a sender to a recipient.\nline 08 | The simpler the design of a program and the fewer lines of code, the better. A simpler design and fewer lines of code can mean less complexity, better understandability, and better auditability. That does not mean that you should artificially make code compact and unreadable. It means that you should avoid unnecessary mechanisms in your code in favor of simplicity.\nline 09 | In order to keep software simple and security checks localized, you can take advantage of a concept called a choke point. A choke point is a centralized piece of code through which control must pass. You could, for instance, force all security operations in a piece of software to go through one piece of code. For example, you should only have one checkPassword() function in your system-all password checks should be centralized, and the code that does the password check should be as small and simple as possible so that it can be easily reviewed for correctness. The advantage is that the system is more likely to be secure as long as the code is correct. This is all built on the concept that the less functionality one has to look at in a given application, the less security exposure and vulnerability that piece of software will have. Software that is simple will be easier to test and keep secure.\nline 10 | Usability is also an important design goal. For a software product to be usable, its users, with high probability, should be able to accomplish tasks that the software is meant to assist them in carrying out. The way to achieve usable software is not to build a software product first, and then bring in an interaction designer or usability engineer to recommend tweaks to the user interface. Instead, to design usable software products, interaction designers and usability engineers should be brought in at the start of the project to architect the information and task flow to be intuitive to the user.\nline 11 | There are a few items to keep in mind regarding the interaction between usability and security:\nline 12 | - Do not rely on documentation. The first item to keep in mind is that users generally will not read the documentation or user manual. If you build security features into the software product and turn them off by default, you can be relatively sure that they will not be turned on, even if you tell users how and why to do so in the documentation.\nline 13 | - Secure by default. Unlike many other product features that should be turned off by default, security features should be turned on by default, or else they will rarely be enabled at all. The challenge here is to design security features that are easy enough to use that they provide security advantages, and are not inconvenient to the point that users will shut them off or work around them in some way. For instance, requiring a user to choose a relatively strong but usable password when they first power up a computer, and enter it at the time of each login might be reasonable. However, requiring a user to conduct a two-factor authentication every time that the screen locks will probably result in a feature being disabled or the computer being returned to the manufacturer. If the users attempt to do something that is insecure, and they are unable to perform the insecure action, it will at least prevent them from shooting themselves in the foot. It may encourage them to read the documentation before attempting to conduct a highly sensitive operation. Or it may even encourage them to complain to the manufacturer to make the product easier to use.\nline 14 | - Remember that users will often ignore security if given the choice.\nline 15 | If you build a security prompt into a software product, such as a dialog box that pops up in front of the users saying, \"The action that you are about to conduct may be insecure.\nline 16 | Would you like to do it anyway?\"\nline 17 | a user will most likely ignore it and click \"Yes.\"\nline 18 | Therefore, you should employ secure-by-default features that do not allow the user to commit insecure actions.\nline 19 | These default features should not bother asking the user's permission to proceed with the potentially insecure action.\nline 20 | The usability of the application may be negatively impacted, but it will also lead to better security.\nline 21 | It also probably means that the product should be redesigned or refactored to assist users in carrying out the task they seek to accomplish in a more secure fashion.\nline 22 | Remember that if users are denied the ability to carry out their work due to security restrictions, they will eventually find a way to work around the software, and that could create an insecure situation in itself.\nline 23 | The balance between usability and security should be carefully maintained.\nline 24 | The usability challenge for security software products seems to be greater than for other types of products. In a seminal paper entitled \"Why Johnny Can't Encrypt,\" Alma Whitten and Doug Tygar conducted a usability study of PGP (a software product for sending and receiving encrypted e-mail) and concluded that most users were not able to successfully send or receive encrypted e-mail, even if the user interface for the product seemed \"reasonable.\" Even worse, many of the users in their tests conducted actions that compromised the security of the sensitive e-mail with which they were tasked to send and receive. Whitten and Tygar concluded that a more particular notion of \"usability for security\" was important to consider in the design of the product if it were to be both usable and secure (Whitten and Tygar 1999).\nline 25 | Quoting from their paper, \"Security software is usable if the people who are expected to be using it: (1) are reliably made aware of the security tasks they need to perform; (2) are able to figure out how to successfully perform those tasks; (3) don't make dangerous errors; and (4) are sufficiently comfortable with the interface to continue using it.\"\nline 26 | Page 4 of 5\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"Let’s weigh the options\"\n- \"I'm seeing a connection between\"\n- \"I could be wrong, but\"\n- \"I'm wondering if\"\n- \"Let me play devil's advocate\"\n- \"What if I flip it around?\"\n- \"Let me back up a second\"\n- \"On one hand... but on the other\"\n- \"If we follow this logic\"\n- \"I need to step back and rethink this\"\n- \"What if we\"\n- \"This is starting to take shape\"\n- \"Now we're cooking\"\n- \"Okay, I think I’ve got it now!\"\n- \"I’m not convinced, but it might work\"\n- \"Something doesn't add up\"\n- \"It suggests that\"\n- \"I'm pondering\"\n- \"Now it makes sense!\"\n- \"Oh! I get it now\"\n- \"Now, if I think about it differently\"\n- \"If I follow this through\"\n- \"One way to look at it is\"\n- \"It’s on the tip of my tongue\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This makes me reflect on\"\n- \"Well, let me see\"\n- \"Not set in stone, but\"\n- \"Hmm\"\n- \"That’s what I was trying to say!\"\n- \"Alternatively\"\n- \"I was just about to say\"\n- \"Here's what I'm thinking\"\n- \"That actually makes a lot of sense\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"Ah...\"\n- \"That’s an interesting angle, but\"\n- \"That would explain why\"\n- \"Picture this\"\n- \"What’s the best way to explain this?\"\n- \"Okay, so if I do this\"\n- \"On the other hand\"\n- \"Let me work through this\"\n- \"I'm intrigued by\"\n- \"So, the bottom line is\"\n- \"What was I about to say?\"\n- \"Not sure if this fits, but\"\n- \"But then again\"\n- \"Now I'm stuck on\"\n- \"Possibly\"\n- \"I'm struck by\"\n- \"First things first\"\n- \"Does that sound right to you?\"\n- \"Let's think step by step\"\n- \"Oh, that clears everything up!\"\n- \"You know\"\n- \"Okay, pros and cons\"\n- \"Ummm, actually\"\n- \"I'm curious about\"\n- \"What if we looked at it like\"\n- \"Now it all comes together!\"\n- \"What keeps nagging at me is\"\n- \"Let me run through it again\"\n- \"I'm mulling over\"\n- \"Backing up for a second\"\n- \"Oh! I get it now!\"\n- \"If I take this apart step by step\"\n- \"Let's break this down into parts\"\n- \"Okay, let's break this down\"\n- \"This brings to mind\"\n- \"Let's see\"\n- \"I wonder if\"\n- \"Hold that thought\"\n- \"I need to make sure this checks out\"\n- \"No, actually\"\n- \"Bear with me while I\"\n- \"Alright, where was I?\"\n- \"Actually, no\"\n- \"Uh...\"\n- \"The pros and cons are\"\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 | Behind the buzz and beyond the hype:\nline 02 | Our Nanowerk-exclusive feature articles\nline 03 | Posted: Aug 04, 2006\nline 04 | Quantum dot nanodevices with carbon nanotubes\nline 05 | (Nanowerk Spotlight) Carbon nanotubes are attractive materials as the building block of quantum-dot based nanodevices. In particular, single-wall carbon nanotubes (SWCNTs) are interesting because they become metallic and semiconducting, depending on how they are rolled up from the graphene sheet, and they could be applied to various devices such as ultrasmall field-effect transistors, single-electron devices, quantum computing devices, and light-emitting devices. A research group at the Japanese Institute of Physical and Chemical Research (RIKEN) has made extensive experimental efforts to apply SWCNTs to single-electron devices and quantum computing devices (spin qubit) with a single quantum dot as a basic structure.\nline 06 | A single electron transistor (SET) is a device in which a quantum dot (QD) is connected with source and drain contacts through small tunnel junctions.\nline 07 | A QD is a small metallic island in which electrons are confined.\nline 08 | Therefore, it is sometimes compared with a natural atom, where electrons are confined in the Coulomb potential in a much smaller scale.\nline 09 | When the discrete levels and the shell structure are clearly formed, the quantum dot is called an artificial atom.\nline 10 | In the SWCNT QD, electrons are confined in a length direction as well as a circumference direction.\nline 11 | The researchers at RIKEN demonstrated the artificial-atom nature of the SWCNT QD, with observations of shell structures and the Zeeman splitting of the single particle states.\nline 12 | The operation of the SET is determined by the two external voltages, the source-drain voltage and the gate voltage. Its operation is well characterized by the so-called Coulomb diamond and the Coulomb oscillations. The RIKEN team's data indicate that the ideal single electron transistor or the single quantum dot is realized in the SWCNT.\nline 13 | (top) Coulomb diamonds and (bottom) Coulomb oscillations of the SWCNT single quantum dot at 1.5°K. The two-electron periodicity is observed with a larger diamond and a larger peak-to-peak spacing in the Coulomb oscillations, as indicated by the circles. (Source: RIKEN Advanced Device Laboratory)\nline 14 | \"In our experiments we have shown that a SWCNT QD behaves as an one-dimensional artificial atom with two or four electron shell structure\" Dr. Koji Ishibashi, Chief Scientist and Head of the Advanced Device Laboratory at RIKEN, explained to Nanowerk. \"We also observed the simple Zeeman splitting of single particle states, which is good for spin-based quantum bit, an elementary device for quantum computing devices.\"\nline 15 | Examples of single-electron devices that Ishibashi's group fabricated are the single-electron inverter and the single-electron XOR gate.\nline 16 | (left) The CMOS-type single electron inverter is one of the simplest examples of the single electron logic devices. It consists of the two SETs connected in series. The CMOS-type single electron inverter makes use of the Coulomb peak of each SET as a complementary switch. The device fabricated with a multi-wall carbon nanotube is shown here. The group has also fabricated and demonstrated the device with SWCNTs. (right) The single electron XOR gate takes advantage of the periodic oscillation of the current as a function of the gate voltage. It has two identical input gates to the dot. The operation principle relies on the fact that the Coulomb peak as a function of one gate can be shifted by the other gate. (Source: RIKEN Advanced Device Laboratory)\nline 17 | The performance of these two single-electron devices was demonstrated at liquid-helium temperature. Ishibashi expects the operation temperature to reach room temperature, judging from the single-electron charging energy, but it is limited to ∼10°K in their current devices because of the low tunnel-barrier height.\nline 18 | Ishibashi points out that the SWCNT has advantages for single-electron devices especially in two points: first, they only need a small charging energy Ec; second, the possible isolated device structure may be immune to the background-charge problem that is always a concern for the SET fabricated in or on the substrate.\nline 19 | SWCNT quantum-dot devices may open other device designs and may have interfaces to outside electronic circuits.\nline 20 | \"In our current work\" concludes Ishibashi, \"we show that carbon nanotubes are a promising building block for extremely small quantum-dot-based nanodevices that are not easily fabricated by standard microfabrication techniques. My view is that, although nanoelectronics is not exactly defined yet, it could take various forms with various functions which should be complementary to silicon electronics. For nanoelectronics, the CNT is one of the most attractive materials to realize it.\"\n</context>\n\n<phrases>\n- \"Now it all comes together!\"\n- \"I have a theory about this\"\n- \"That would explain why\"\n- \"This makes me reflect on\"\n- \"What’s the next step?\"\n- \"In the end\"\n- \"That’s an interesting angle, but\"\n- \"Ohhh, now I see!\"\n- \"Of course! That’s the answer!\"\n- \"What if I flip it around?\"\n- \"In other words\"\n- \"Is it possible that...?\"\n- \"Hang on a second\"\n- \"What I'm getting at is\"\n- \"Just spitballing here\"\n- \" is striking \"\n- \"I’m not convinced, but it might work\"\n- \"Why didn’t I think of that sooner?\"\n- \"That actually makes a lot of sense\"\n- \"Wait, I think I just cracked it!\"\n- \"On the other hand\"\n- \"What’s the worst that could happen?\"\n- \"Sort of like\"\n- \"I wonder if\"\n- \"Let me chew on this\"\n- \"Let me untangle this\"\n- \"Hold that thought\"\n- \"I guess there’s no perfect solution\"\n- \"If we follow this logic\"\n- \"But then again\"\n- \"Brainstorming here, but\"\n- \"Let me play devil's advocate\"\n- \"Alternatively\"\n- \"The thing is\"\n- \"Here's a possible explanation\"\n- \"Do I go with my gut or\"\n- \"Well\"\n- \"Let me just think this through\"\n- \"Ah...\"\n- \"Now it makes sense!\"\n- \"Something tells me I should\"\n- \"Wait, no\"\n- \"So basically\"\n- \"Let's think step by step\"\n- \"I'm pondering\"\n- \"How do I put this\"\n- \"On one hand... but on the other\"\n- \" is key here\"\n- \"Actually, no\"\n- \"I could be wrong, but\"\n- \"Let me approach this from another angle\"\n- \"That would mean\"\n- \"What I mean is\"\n- \"There's something here about\"\n- \"Ummm, actually\"\n- \"Okay, so\"\n- \"Picture this\"\n- \"When I sit with this idea\"\n- \"Okay, so if I do this\"\n- \"So what does this mean in the bigger picture?\"\n- \"This might sound weird, but\"\n- \"This brings to mind\"\n- \"I'm curious about\"\n- \"No, actually\"\n- \"I'm intrigued by\"\n- \"Hold on a second\"\n- \"I just had it, what was it?\"\n- \"There's probably more to it\"\n- \"Bear with me while I\"\n- \"It's fascinating how\"\n- \"Let me work through this\"\n- \"What’s the best way to explain this?\"\n- \"Okay, I think I’ve got it now!\"\n- \"If A is true, then\"\n- \"Now, if I think about it differently\"\n- \"So the main idea is\"\n- \"What keeps nagging at me is\"\n- \"I'm wondering if\"\n- \"Hmm\"\n- \"Maybe if I try it this way\"\n- \"Not quite there yet\"\n- \"Let me talk this through\"\n- \"Something doesn't add up\"\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 | From the Blog Rogue Jew comes this perenial question: Was Christopher Columbus Jewish?\nline 02 | Was explorer Christopher Columbus Jewish?\nline 03 | There is extraordinary evidence pointing to that conclusion.\nline 04 | On March 31, 1492 the Edict of Expulsion (also called the Alhambra Decree) Every Jew in Spain was forced to shoose between conversion to Christianity or leaving the country forever leaving their possessions behind.\nline 05 | 150,000 Jews left Spain, many went to Portugal where they received a short welcome before being asked to convert, die or leave as in Spain.\nline 06 | On July 31, 1492 (7th of Av), the last Jew left Spain. Columbus sailed on August 3, 1492. He did insist that all of his crew be onboard August 2nd.\nline 07 | His historic voyage was financed by wealthy and influential Jews-many themselves converts-rather than a magnanimous King and Queen of Spain.\nline 08 | Columbus’s voyage was not financed by Isabella selling her jewels as is often stated.\nline 09 | The major financiers were two court officials – both Jewish conversos – Louis de Santangel, chancellor of the royal household, and Gabriel Sanchez, treasurer of Aragon.\nline 10 | The Jews in Spain became the target of pogroms and religious per-secution. Many were forced to renounce Judaism and embrace Catholicism. These were known as Conversos, or converts.\nline 11 | In response to a petition to Rome to introduce the Inquisition and find a final solution to their Jewish Problem, in 1487 Spain obtained a Papal Bull. The introduction of the Inquisition was motivated by the greed of King Ferdinand attempting to seize all the power and wealth in Spain. It was an instrument of avarice and political absolutism. Four years later tens of thousands of Jews, Marranos, and even Conversos were suffering under the Spanish Inquisition. According to the Christians of the day, Jews were considered “Infidels” (Sound familiar?)\nline 12 | As Spain and Portugal was killing and expelling the Jewish people, Turkey had accepted the Chosen people of G-d and was rewarded. Spain and Portugal’s economies declined, while the Ottoman Empire became one of the greatest powers in the world. The next two sultans, Selim I and Suleiman I, expanded the empire as far as Vienna, Austria.\nline 13 | God had given Abraham and his descendants a special blessing:\nline 14 | “I will bless those who bless you, and curse those who curse you, and through you, will be blessed all the families of the earth.” (Genesis 12:3)\nline 15 | Christopher Columbus may or may not have been a Jew, but he paved the way for a country that would be accepting of the Jewish people, and keeping with G-d’s blessing, has been a nation abundant in liberty, wealth, and opportunity for all people.\nline 16 | Several sites explain the evidence and possibilites.\nline 17 | Check them out!\nline 18 | Just do a google search\nline 19 | Happy Columbus day all!\nline 20 | Meanwhile, over at Beliefnet.org, Rabbi Brad Hirschfield asks, “Why does it matter?”:\nline 21 | Beyond the pride which many Jews feel at being able to claim Columbus as a Member of the Tribe, there are real lessons to be learned from his story - spiritual lessons which can help all of us on our own journeys, even if they are not as historic.\nline 22 | First, if any of the stories of Columbus’ Jewishness are accurate, they remind us that we can be many things at the same time, and that having those multiple, even conflicting, identities can be a real advantage under certain circumstances. Columbus, according to the Jewish versions of his biography was a Catholic-Jewish-Spanish-Italian, and in all likelihood it was being all of those things at the same time which positioned him to be who he was. His boundary crossing identity was certainly pivotal historically, and probably psychologically, in propelling him toward a life of boundary-crossing.\nline 23 | Second, if there really was a connection between his decision to set sail in August 1492 and that day being on or about Tisha B’Av, the ninth day of the Hebrew month of Av (a day classically associated with destruction and bad fortune for Jews), he figured out how to turn a tragedy into a triumph. That’s no small spiritual lesson for any of us.\nline 24 | Third, while the implications of his “discovering” the New World would takes generations to unfold, the shores upon which Columbus landed would turn out to be the healthiest, safest and most vibrant Jewish Diaspora communities in the history of the Jewish people. Columbus’ journey, like most of ours’ could not be fully appreciated within the context of his own time. He planted seeds which would take years to bear fruit. I hope that among the things people celebrate today is the fact that our own lives are like that as well.\nline 25 | Whoever Christopher Columbus was, and however he is remembered, this much we know: he was a boundary crossing explorer who drew on multiple identities and traditions in ways that empowered him to take incredible chances when others would not, see remarkable opportunities where others could not, and accomplish things big enough that their full implications were beyond anyone’s understanding. That is the stuff of spiritual greatness\nline 26 | We welcome your feedback.\nline 27 | Your information will not be shared or sold without your consent.\nline 28 | Get all the details.\nline 29 | Terms of Service\nline 30 | JewishJournal.com has rules for its commenting community.Get all the details.\nline 31 | JewishJournal.com reserves the right to use your comment in our weekly print publication.\n</context>\n\n<phrases>\n- \"Hmm\"\n- \"Ummm, actually\"\n- \"What’s the best way to explain this?\"\n- \"Let's break this down into parts\"\n- \"Let me sum this up so far\"\n- \"Hang on a second\"\n- \"The pros and cons are\"\n- \"I know there’s a word for this\"\n- \"You know\"\n- \"In other words\"\n- \"Let me break this down\"\n- \"When I sit with this idea\"\n- \"That doesn't seem to add up... Let me think\"\n- \"What if we looked at it like\"\n- \"Alright, where was I?\"\n- \"Hmm, let’s rewind a bit\"\n- \"Let's think step by step\"\n- \"Picture this\"\n- \"Let's test this idea\"\n- \"This makes me reflect on\"\n- \"Let’s weigh the options\"\n- \"I keep circling back to\"\n- \"I might be missing something\"\n- \"Let me run through it again\"\n- \"Why didn’t I think of that sooner?\"\n- \"It's fascinating how\"\n- \"We've completely overlooked [blank]\"\n- \"I guess that works\"\n- \"Okay, pros and cons\"\n- \"If I take this apart step by step\"\n- \"I could do this, or maybe that\"\n- \"Something doesn't add up\"\n- \"Where did I put that...?\"\n- \"[blank] is still a black box to me\"\n- \"I'm getting a sense that\"\n- \"I'm curious about\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"I'm struck by\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Wait, no\"\n- \"I'm wondering if\"\n- \"Ah...\"\n- \"I wonder if\"\n- \"No, actually\"\n- \"I need to make sure this checks out\"\n- \"Okay, let's break this down\"\n- \"What keeps nagging at me is\"\n- \"I have a theory about this\"\n- \"Hold on a second\"\n- \" is key here\"\n- \"Actually, no\"\n- \"Let me chew on this\"\n- \"Let me see if\"\n- \"Let me make sure I got this\"\n- \"On one hand... but on the other\"\n- \"Okay, so if I do this\"\n- \"This brings to mind\"\n- \"The crucial thing seems to be\"\n- \"That makes sense because\"\n- \"So the main idea is\"\n- \"Uh, where was I?\"\n- \"I'm not entirely sure, but\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"I'm trying to reconcile\"\n- \"Maybe if I try it this way\"\n- \"What if we\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me circle back to that\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I'm pondering\"\n- \"I was just about to say\"\n- \"Let me see\"\n- \"Coming at this from another angle\"\n- \"I think I’ve lost my train of thought\"\n- \"Bear with me while I\"\n- \"Let me untangle this\"\n- \"I'm trying to untangle this\"\n- \"Let me work through this\"\n- \"If we follow this logic\"\n- \"The thing is\"\n- \"Right, so\"\n- \"Now, wait just a second\"\n- \"There’s a better way to phrase this\"\n- \"Follow me here\"\n- \"What happens if we change this part?\"\n- \"First things first\"\n- \"Something’s not clicking\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Okay, walking through it again\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context 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 Conference of the Parties to the United Nations Framework Convention on Climate Change (UNFCCC) is currently holding its 18th meeting in Doha, Qatar. The two-week conference ending on December 7 is intended to jump-start the stalled negotiations on a successor agreement to the Kyoto Protocol to reduce greenhouse gas emissions. Midway through the meetings, it is clear that very little of substance will transpire, which has been the case for years.\nline 02 | The past four years have demonstrated conclusively that there is no international consensus for action.\nline 03 | The U.S. should refuse to attend future U.N. conferences on climate change, call for a moratorium on future conferences unless there is a fundamental shift in position among key countries, and focus its efforts on alternative forums involving key countries.\nline 04 | Further, the U.S. should prevent and remove unilateral attempts to address climate change that have adverse economic effects and no environmental benefit.\nline 05 | Talking in Circles\nline 06 | The U.N. has been the central forum for discussing climate change issues for more than two decades.\nline 07 | The U.N. led the effort to create the Intergovernmental Panel on Climate Change (IPCC) in 1988, which released its first report in 1990 and, unsurprisingly, confirmed the global warming theory and laid the foundation for an international agreement to address the issue.\nline 08 | The 1992 Rio Earth Summit produced the UNFCCC, wherein countries pledged to consider actions to limit global temperature increases and cope with the resulting impact of climate change.\nline 09 | The high point of UNFCCC efforts was the adoption of the Kyoto Protocol in 1997, which established binding restrictions on greenhouse gas emissions in 37 industrialized countries, including principally the European Community, by an average of 5 percent against 1990 levels over the five-year period 2008–2012.\nline 10 | The U.S. is not a party to the Kyoto Protocol, and supporters of the pact point to this fact to justify its failure. In reality, even accepting all IPCC model assumptions, shortcomings of the agreement—particularly the exemption of major developing country sources of greenhouse gas emissions, loopholes, and other ruses that allow some developed countries to largely avoid emissions reductions—ensured that the Kyoto Protocol would do virtually nothing to reduce emissions and have no detectable impact on climate change. The bottom line is that even with perfect compliance and U.S. participation, Kyoto would not significantly arrest projected global warming.\nline 11 | The past four years have seen successive annual U.N. conferences (Copenhagen in 2009, Cancun in 2010, Durban in 2011, and Doha this year) frantically trying to reach agreement among nearly 200 countries on a successor to the Kyoto Protocol. In essence, these conferences have succeeded only in wresting vague pledges from developed countries to reduce emissions, contribute funds to help developing countries adapt to climate change, and meet again to try to negotiate a binding treaty by 2015.\nline 12 | An Unworkable Premise\nline 13 | The problem is that the basic approach is unworkable. The Kyoto Protocol essentially placed the entire economic burden of addressing climate change on a few dozen countries while asking nothing from more than 150 countries. Perhaps this makes sense if the industrialized countries alone could address the issue by reducing emissions, but that is impossible.\nline 14 | The primary source of greenhouse gas emissions is increasingly the developing world.\nline 15 | For a number of reasons—including sluggish economies and a shift toward energy sources (such as natural gas, nuclear, or renewable energy) that emit fewer greenhouse gas emissions—most industrialized countries have seen their emissions stabilize or fall.\nline 16 | In fact, U.S. emissions are at their lowest level since 1996, according to the U.N. China surpassed the U.S. as the largest source in 2006, and its emissions were 45 percent higher than America’s in 2009 (the most recent year available).\nline 17 | Other developing countries are also rapidly increasing their emissions as their economies develop.\nline 18 | Developing countries, primarily India and China, have made it quite clear that they have no appetite to slow economic growth or stop using fossil fuels to curb emissions. In fact, according to a recent report from the World Resources Institute, there are proposals to build nearly 1,200 coal-fired power plants worldwide totaling over 1.4 million megawatts. China and India alone account for 76 percent of the proposed build.\nline 19 | For this reason, Canada, Japan, and Russia refused to sign onto a new agreement committing them to emissions reductions unless major developing country emitters were also included. Understandably, they see little benefit in undermining their economic growth and their citizens’ prosperity for the sake of a symbolic gesture that, in the end, would not significantly alter the trajectory of emissions growth.\nline 20 | All of this leaves aside, of course, outstanding uncertainty about the accuracy of UNFCCC claims on climate change, the magnitude and pace at which the climate is changing, its causes, and whether the costs of emissions reductions might be better used in other ways. Specifically, the famous “hockey stick” used by the UNFCCC for years to illustrate global warming has been proven to be fabricated, the models used to predict future temperatures have been unable to replicate past temperatures, and global temperatures have stabilized over the past 15 years. Environmentalist Bjorn Lomborg and other experts suggest that the costs of emissions mitigation are prohibitive and that countries should focus on other, more urgent development problems.\nline 21 | Should Be a Leader\nline 22 | Proponents of the U.S. taking action to reduce greenhouse gas emissions often argue that if the U.S. acts, the rest of the world will follow suit.\nline 23 | As the developing world has made it clear, this is not the case.\nline 24 | Instead, the U.S. is wasting millions of taxpayer dollars attending and financing these conferences and, ironically, encouraging unnecessary emissions from those sent to represent their countries, industries, or interests at these unproductive meetings.\nline 25 | Instead, the U.S. should demonstrate real leadership by:\nline 26 | - Undertaking independent efforts to more accurately determine the severity of climate change and verify U.N. claims.\nline 27 | - Working with a smaller group of nations through informal arrangements such as the Major Economies Forum to undertake appropriate steps that are both cost effective and effective in reducing warming.\nline 28 | - Refraining from attending future U.N. climate change conferences and calling for a moratorium on conferences that emphasize financial transfers and reinforce the flawed, ineffective Kyoto methodology of differentiated responsibilities.\nline 29 | - Resisting and ceasing attempts to address climate change unilaterally. This includes removing onerous and unnecessary regulations on fossil fuels that are driving up the cost of energy, stopping wasteful and ineffective attempts to subsidize carbon-free energy sources, and preventing an implementation of a carbon tax. Attempting to address greenhouse gases unilaterally comes at great cost to the taxpayer and energy consumer for no meaningful environmental impact.\nline 30 | A More Effective Way\nline 31 | Efforts to address climate change do not need to be hammered out at a U.N. conference.\nline 32 | Indeed, by working with a smaller group of key players, the U.S. is far more likely to negotiate a more effective and less costly strategy to address climate change without the tangents that bog down U.N. negotiations.\nline 33 | Instead of letting the U.N. funnel negotiations toward an unrealistic, grossly expensive agreement, the U.S. and other key nations should work outside the U.N. to hash out a realistic, effective strategy by which they are prepared to abide.\nline 34 | —Brett D. Schaefer is Jay Kingham Fellow in International Regulatory Affairs in the Margaret Thatcher Center for Freedom, a division of the Kathryn and Shelby Cullom Davis Institute for International Studies, and Nicolas D. Loris is the Herbert and Joyce Morgan Fellow in the Thomas A. Roe Institute for Economic Policy Studies at The Heritage Foundation.\n</context>\n\n<phrases>\n- \"On one hand... but on the other\"\n- \"Oh, I see what’s happening here!\"\n- \"I think I’ve lost my train of thought\"\n- \"If I’m not mistaken\"\n- \" is interesting\"\n- \"What’s the best way to explain this?\"\n- \"Actually, no\"\n- \"Okay, I think I’ve got it now!\"\n- \"I wonder if\"\n- \"I need to reframe this\"\n- \"What keeps nagging at me is\"\n- \"I'm struck by\"\n- \"That’s the answer I was looking for!\"\n- \"I’m trying to connect the dots here\"\n- \"This makes me think of\"\n- \"Let me sum this up so far\"\n- \"I’m almost there\"\n- \"Something doesn't add up\"\n- \"Let me connect the dots\"\n- \"Let me chew on this\"\n- \"Maybe I should sleep on it\"\n- \"That’s it!\"\n- \"What if I just flip this around?\"\n- \"If A is true, then\"\n- \"Basically\"\n- \"Perhaps\"\n- \"When I sit with this idea\"\n- \"I should have known that!\"\n- \"So, the bottom line is\"\n- \"I'm trying to untangle this\"\n- \"The more I think about it\"\n- \"This connects to\"\n- \" is striking \"\n- \"What if the reason is\"\n- \"Ohhh, now I see!\"\n- \"I'm wondering if\"\n- \"If I take this apart step by step\"\n- \"Okay, so if I do this\"\n- \"What I mean is\"\n- \"Let me work through this\"\n- \"Coming at this from another angle\"\n- \"This might sound weird, but\"\n- \"So the main idea is\"\n- \"This is rough, but\"\n- \"Here's what I'm thinking\"\n- \"Oh! I get it now!\"\n- \"First things first\"\n- \"Something in my gut says no\"\n- \"Let me put this another way\"\n- \"Let's break this down into parts\"\n- \"So far, it looks like\"\n- \"Let’s weigh the options\"\n- \"Okay, let's break this down\"\n- \"Am I overcomplicating this?\"\n- \"No, actually\"\n- \"I'm intrigued by\"\n- \"That would explain why\"\n- \"Let me untangle this\"\n- \"Let me break this down\"\n- \"Let me propose something\"\n- \"So basically\"\n- \"This might explain the pattern\"\n- \"Now it all comes together!\"\n- \"This connects to something else\"\n- \"I need to make sure this checks out\"\n- \"Let me circle back to that\"\n- \"It's fascinating how\"\n- \"I'm starting to see a pattern\"\n- \"That makes sense because\"\n- \"Hmm, let’s rewind a bit\"\n- \"I keep coming back to\"\n- \"Wait, no\"\n- \"Maybe if I try it this way\"\n- \"That reminds me\"\n- \"The pros and cons are\"\n- \"There’s a pattern here\"\n- \"I'm pondering\"\n- \"It's almost like\"\n- \"Okay, pros and cons\"\n- \"Let me make sure I got this\"\n- \"This is tricky, but\"\n- \"Let's think step by step\"\n- \"This makes me reflect on\"\n- \"Ummm, actually\"\n- \"I’m still on the fence about this\"\n- \"I'm curious about\"\n- \"Now, if I think about it differently\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I keep circling back to\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Prisoners of War\nline 02 | Handbook of Texas Online\nline 03 | When the United States went to war in 1941,\nline 04 | what to do with enemy prisoners of war was among the last\nline 05 | considerations of a country reeling from a Japanese\nline 06 | attack and preparing for war in Europe.\nline 07 | The nation had\nline 08 | never held large numbers of foreign prisoners and was\nline 09 | unprepared for the many tasks involved, which included\nline 10 | registration, food, clothing, housing, entertainment, and\nline 11 | But prepared or not, the country suddenly found itself on\nline 12 | the receiving end of massive waves of German and Italian\nline 13 | prisoners of war. More than 150,000 men arrived after the\nline 14 | surrender of Gen. Erwin Rommel's Afrika Korps in April\nline 15 | 1943, followed by an average of 20,000 new POWs a month.\nline 16 | From the Normandy invasion in June 1944 through December\nline 17 | 30,000 prisoners a month arrived; for the last few months\nline 18 | of the war 60,000 were arriving each month. When the war\nline 19 | was over, there were 425,000 enemy prisoners in 511 main\nline 20 | and branch camps throughout the United States.\nline 21 | Texas had approximately twice as many POW camps as any\nline 22 | other state, first because of the available space, and\nline 23 | second, curiously, because of the climate. The Geneva\nline 24 | Convention of 1929 requires that prisoners of war be\nline 25 | moved to a climate similar to that where they are\nline 26 | captured; apparently it was thought that the climate of\nline 27 | Texas is similar to that of North Africa.\nline 28 | In August 1943\nline 29 | there were already twelve main camps in Texas, and by\nline 30 | June 1, 1944, there were thirty-three.\nline 31 | At the end of the war Texas held 78,982 enemy prisoners,\nline 32 | mainly Germans, at fourteen military installations: Camp\nline 33 | Barkeley (Taylor County), Camp Bowie (Brown County), Camp\nline 34 | Fannin (Smith County), Camp Hood (Bell County), Camp\nline 35 | Howze (Cooke County), Camp Hulen (Matagorda County), Camp\nline 36 | Maxey (Lamar County), Camp Swift (Bastrop County), Camp\nline 37 | Wolters (Palo Pinto County), Fort Bliss (El Paso County),\nline 38 | Fort Brown (Cameron County), Fort Crockett (Galveston\nline 39 | County), Fort D. A. Russell (Presidio County), and Fort\nline 40 | Sam Houston (Bexar County).\nline 41 | In addition, seven base camps were set up especially for\nline 42 | POWs: Brady (McCulloch County), Hearne (Robertson\nline 43 | County), Hereford (Deaf Smith County), Huntsville (Walker\nline 44 | County), McLean (Gray County), Mexia (Limestone County),\nline 45 | and Wallace (Galveston County). The Hereford camp alone\nline 46 | contained Italian POWs (2,580 men), and a few Japanese\nline 47 | POWs were kept in Hearne (323), Huntsville (182), and\nline 48 | The main camps were generally built to standard\nline 49 | specifications: they were military barracks covered by\nline 50 | tar paper or corrugated sheet iron; inside were rows of\nline 51 | cots and footlockers. A potbellied stove sat in the\nline 52 | center aisle. Each camp held an average of 3,000 to 4,000\nline 53 | In fact, the only real differences between these POW\nline 54 | camps and any normal army training installation were the\nline 55 | watchtowers located along a double barbed-wire fence,\nline 56 | floodlights, and, at some camps, dog patrols. Guards were\nline 57 | kept to a minimum number and were usually GIs who, for\nline 58 | reasons of health, lack of training, or psychological\nline 59 | makeup, were not needed overseas.\nline 60 | The actual discipline among the prisoners was rigidly\nline 61 | enforced by German officers and sergeants themselves.\nline 62 | However uncomfortable, the POW camps were sometimes\nline 63 | considered too good for the captive Germans, and many a\nline 64 | Texas community called its local camp the \"Fritz\nline 65 | Since the war had drawn most of the nation's young men\nline 66 | overseas, the War Department authorized a major program\nline 67 | to allow labor-starved farmers to utilize the POWs.\nline 68 | Consequently, in addition to the base camps, Texas had\nline 69 | twenty-two branch camps, some containing as few as\nline 70 | thirty-five or forty prisoners, to provide labor to farms\nline 71 | and factories located too far from the main POW camps.\nline 72 | The branch camps, like the labor program, were temporary\nline 73 | and often housed in school buildings, old Civilian\nline 74 | Conservation Corps facilities, fairgrounds, even circus\nline 75 | tents like those erected for the Navasota branch camp.\nline 76 | Grateful farmers paid the government the prevailing wage\nline 77 | of $1.50 per day, and the prisoner was paid eighty cents\nline 78 | in canteen coupons.\nline 79 | The difference went to the federal treasury to pay for\nline 80 | the POW program. German officers, like their American\nline 81 | counterparts in enemy hands, were not required to work,\nline 82 | and few volunteered. German POWs worked on such projects\nline 83 | as the Denison Dam reservoir and the construction of\nline 84 | state roads; they also served as orderlies at Harmon\nline 85 | General Hospital (now LeTourneau College in Longview).\nline 86 | Their greatest contribution, however, was to agriculture.\nline 87 | From 1943, when the POWs arrived in large numbers, until\nline 88 | the end of the war in 1945, the POWs in Texas picked\nline 89 | peaches and citrus fruits, harvested rice, cut wood,\nline 90 | baled hay, threshed grain, gathered pecans, and chopped\nline 91 | records amounts of cotton.\nline 92 | Many Texas farmers recalled their POW laborers with\nline 93 | admiration and even affection; indeed, many farmers\nline 94 | maintained warm friendships with them, and periodic\nline 95 | reunions often saw entire communities turn out to renew\nline 96 | Daily life for the prisoners was basically the same at\nline 97 | all base camps. Reveille was at 5:45 A.M., and lights\nline 98 | were turned off at 10:00 P.M. Between those times, the\nline 99 | prisoners worked, took care of their own needs, and\nline 100 | entertained themselves with a large variety of handicraft\nline 101 | and educational programs.\nline 102 | Every camp had an impressive selection of POW-taught\nline 103 | courses, ranging from English to engineering, a POW\nline 104 | orchestra, a theater group, a camp newspaper, and a\nline 105 | soccer team.\nline 106 | Some prisoners even took correspondence\nline 107 | courses through local colleges and universities, and\nline 108 | their academic credits were accepted by the Germans upon\nline 109 | their return. Apparently the majority of German prisoners\nline 110 | who spent the war years in Texas remembered their\nline 111 | experience as one of the greatest adventures of their\nline 112 | A few prisoners wanted to escape despite the\nline 113 | insurmountable odds against success-the vast countryside,\nline 114 | the language difference, and the absence of an\nline 115 | underground railroad or safe haven. The records indicate\nline 116 | that only twenty-one POWs escaped, the majority from\nline 117 | Hearne and Mexia, and that every escapee was caught\nline 118 | within three weeks, most of them much sooner.\nline 119 | Motivated by boredom, the need for privacy, or a desire\nline 120 | to meet girls, the prisoners often simply wandered away\nline 121 | from their work parties and were picked up within a few\nline 122 | hours, confused and helpless. Most escapes were comical\nline 123 | affairs: a prisoner from Mexia calling for help after\nline 124 | having been chased up a tree by an angry Brahman bull;\nline 125 | three from Hearne who were found on the Brazos River in a\nline 126 | crude raft hoping somehow to sail back to Germany; and\nline 127 | another from Hearne who was picked up along U.S. Highway\nline 128 | 79, near Franklin, heartily singing German army marching\nline 129 | songs.\nline 130 | There is no evidence that any of the escapees\nline 131 | committed any act of sabotage while on the loose.\nline 132 | After World War II ended, the prisoners were readied for\nline 133 | repatriation. They were moved from the smaller branch\nline 134 | camps to the base camps, and from there to the military\nline 135 | installations at forts Bliss, Sam Houston, and Hood.\nline 136 | Beginning in November 1945 the former POWs were returned\nline 137 | to Europe at the rate of 50,000 a month, though most were\nline 138 | used to help rebuild war-damaged France and Britain\nline 139 | before their ultimate return to Germany.\nline 140 | As the POWs left Texas by the trainload, the camps began\nline 141 | to close.\nline 142 | In Hearne the campsite and its 200 buildings\nline 143 | were put up for public auction; in the 1980s the space\nline 144 | comprised a small municipal airport and a proposed\nline 145 | The camp in Huntsville became part of Sam Houston State\nline 146 | Teachers College (now Sam Houston State University); in\nline 147 | April 1946 Camp Mexia became the site of Mexia State\nline 148 | School for the Mentally Retarded; and Camp Swift in\nline 149 | Bastrop later comprised scattered housing developments, a\nline 150 | University of Texas cancer research center, a unit of the\nline 151 | Texas National Guard, and an $11 million medium-security\nline 152 | prison for first offenders.\nline 153 | BIBLIOGRAPHY: Arnold Krammer, Nazi Prisoners of War in\nline 154 | America (New York: Stein and Day, 1979).\nline 155 | Arnold P.\nline 156 | Krammer, \"When the Afrika Korps Came to Texas,\"\nline 157 | Southwestern Historical Quarterly 80 (January 1977).\nline 158 | Robert Tissing, \"Stalag Texas, 1943-1945,\"\nline 159 | Military History of Texas and the Southwest 13 (Fall\nline 160 | 1976). Richard Paul Walker, Prisoners of War in Texas\nline 161 | during World War II (Ph.D. dissertation, North Texas\nline 162 | State University, 1980).\nline 163 | Richard P. Walker, \"The\nline 164 | Swastika and the Lone Star: Nazi Activity in Texas POW\nline 165 | Camps,\" Military History of the Southwest 19 (Spring\nline 166 | 1989). Weekly and Semi-Monthly Reports on Prisoners of\nline 167 | War, June 1942-30 June 1946, Office of the Provost\nline 168 | Marshall General (U.S. National Archives, Washington).\nline 169 | Arnold P. Krammer\nline 170 | (information from The Handbook of\nline 171 | Texas Online --\nline 172 | a multidisciplinary encyclopedia of Texas history,\nline 173 | geography, and culture.)\n</context>\n\n<phrases>\n- \"Wait, but if that’s true\"\n- \"I’m trying to connect the dots here\"\n- \"That’s an interesting angle, but\"\n- \"Let me work through this\"\n- \"Let me approach this from another angle\"\n- \"Let’s weigh the options\"\n- \"Still working it out\"\n- \" is striking \"\n- \"If I follow this through\"\n- \"Alternatively\"\n- \"What keeps nagging at me is\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Where did I put that...?\"\n- \"Let me put this another way\"\n- \"This is just a hunch\"\n- \"I feel like I'm close\"\n- \"This is tricky, but\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Oh! That reminds me\"\n- \"Let me dig into that a little deeper\"\n- \"What I mean is\"\n- \"Would I regret this later?\"\n- \"I'm pondering\"\n- \"I'm seeing a connection between\"\n- \"I'm wondering if\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Okay, let's break this down\"\n- \"It almost fits, but something’s off\"\n- \"Something doesn't add up\"\n- \"This might sound weird, but\"\n- \"That doesn’t sound right\"\n- \"That makes sense because\"\n- \"Is this the hill I want to die on?\"\n- \"Just thinking out loud but\"\n- \"Am I overcomplicating this?\"\n- \"Okay, pros and cons\"\n- \"It's almost like\"\n- \"I'm intrigued by\"\n- \"It's fascinating how\"\n- \"I'm trying to reconcile\"\n- \"First things first\"\n- \"This connects to\"\n- \"What if I flip it around?\"\n- \"But then again\"\n- \"Let me connect the dots\"\n- \"There’s a better way to phrase this\"\n- \"If I take this apart step by step\"\n- \"No, actually\"\n- \"Building on that\"\n- \"What I’m getting at is\"\n- \"I wonder if\"\n- \"I'm curious about\"\n- \"Let's break this down into parts\"\n- \"Let me play devil's advocate\"\n- \"Something's not clicking\"\n- \"I'm starting to see a pattern\"\n- \"On the other hand\"\n- \"Wait, no\"\n- \" is interesting\"\n- \"Let me break this down\"\n- \"I could go either way on this\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Actually, no\"\n- \"When I sit with this idea\"\n- \"On one hand... but on the other\"\n- \"This makes me think of\"\n- \"Ummm, actually\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"This makes me reflect on\"\n- \"Let me untangle this\"\n- \"Am I missing something?\"\n- \"What’s the best way to explain this?\"\n- \"So what I’m trying to say is\"\n- \"The pros and cons are\"\n- \"I'm mulling over\"\n- \"This brings to mind\"\n- \"I'm still feeling my way through\"\n- \"Could be wrong here\"\n- \"What’s the next step?\"\n- \"The crucial thing seems to be\"\n- \"There's a missing link here\"\n- \"Let me throw this out there\"\n- \"Let's think step by step\"\n- \"What I'm getting at is\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Department of Plant Pathology\nline 02 | U.S. Department of Agriculture, Oklahoma State University, Stillwater, OK 74078\nline 03 | In the late summer of 1982 clear plastic mulch was used to solarize field plots known to contain a natural infestation of Verticillium dahliae. Soil temperatures exceeding 37 C were achieved and maintained in the solarized plots to a depth of at least 15 cm for 9-10 hr. Post-solarization assay for microsclerotia of Verticillium dahliae indicated an absence or reduction of these propagules in the solarized treatments compared to pretreatment levels.\nline 04 | Soilborne diseases caused by certain genera of fungi can be major limiting factors to plant productivity. Such fungi may be difficult to control owing to their production of resistant structures known as chlamydospores or sclerotia. Crop rotation is inadequate to control such fungi, and fumigation, while it destroys the fungi, is often not economical. Recently (1-3), there has been widespread interest in utilizing solar energy and clear plastic mulch to create soil temperatures sufficient to reduce populations of these fungi.\nline 05 | Preliminary evaluation of solarization was done at the O.S.U. Vegetable Research Station at Bixby, OK (Conway, personal communication). Temperatures were recorded daily, between 1-2 pm, using a digital readout thermometer. In July 1982, under clear plastic mulch, maximum temperatures of 45, 42, and 36 C were recorded at soil depths of 20, 30 and 40 cm, respectively. The length of time that these temperatures were maintained under the plastic mulch could not be determined with the instrumentation available. Baker and Cook (4) illustrated that in compost, temperatures of 54-66 C held for 30-min periods controlled most damping-off organisms and plant pathogenic fungi. Pullman et al. (3) showed that at lower temperatures, longer exposures were necessary to achieve an LD90 for Pythium ultimum Trow. and Verticillium dahliae Kleb. Their research indicated that a temperature of at least 37 C for 18 - 28 days would be necessary to provide an effective control. However, a temperature of 50 C would reduce the time interval needed for an LD90 to 27 - 33 minutes. Our study was carried out to determine if soil temperatures effective in controlling V. dahliae could be achieved by solarization in Oklahoma.\nline 06 | A field that had previously been planted to cotton for a number of years, and was known to have a high incidence of Verticillium wilt, was selected for solarization studies. The field was roto-tilled to a depth of 10 cm to loosen the soil. Six plots (3.0 × 3.8 m) were arranged in a single tier with each plot separated from the next by a 1.0-m alley. Three plots were to be covered with the plastic mulch and three would be untreated. Soil samples (to 15 cm depth) were taken randomly from each plot prior to any treatment to determine the density of V. dahliae microsclerotia in each plot.\nline 07 | On July 21, 1982, temperature probes were buried in the center of each plot at 2.5, 7.5, 15.0, and 30.0 cm below the soil surface. Soaker-type garden hoses were arranged over the three treated plots and clear 4-mil plastic was stretched over the hoses. Edges of the plastic were buried to prevent movement by the wind. Treated plots were watered twice during the experiment.\nline 08 | From July 21 - August 31, soil temperatures were recorded daily between 2 - 4 p.m. using a digital readout Trendicator Model 400A (Omega Engineering, Inc., Box 4047, Stamford, Conn. 06907).\nline 09 | On September 1, four probes from each of two solarized plots and two probes at 2.5 and 30 cm, from a nontreated plot were attached to a 10-channel continuous chart recorder.\nline 10 | Chart speed was calibrated to give two readouts/hr/channel.\nline 11 | Temperature was recorded for a 48-hr period.\nline 12 | Maxium air temperature for September 1 - 3 was 38 C.\nline 13 | Plastic was removed from the solarized plots on September 7 and post-treatment soil samples (0 - 15 cm depth) were taken randomly from each of the six plots. Densities of V. dahliae microsclerotia were determined for each plot (pre- and post-treatment) according to the procedure of Martin, et al. (5) except that ethanol-agarstreptomycin medium was used (6). Bulk soil samples from each plot were thoroughly mixed and air dried. Three 10-g soil samples were taken from each treatment. Each 10-g sample from each treatment was washed through nested sieves with 125-µm and 37-µm openings. The residue on the 37-µm sieve was surface-sterilized for 10 sec in 0.5% NaOCl, rinsed, and washed into a 50-ml beaker to give a volume of 15-20 ml. This suspension was distributed onto the surface of ten petri dishes containing the selected medium. The alcohol-agar was prepared by first autoclaving 10 g agar in 1000 ml water. When the agar had cooled to 45 C the following ingredients were added; 0.3 g streptomycin sulfate, 0.03 g tetracycline hydrochloride and 6 ml 95% ethyl alcohol. The cultures were incubated in dark at room temperature for 10 - 14 days, after which time soil was washed from the surface of the medium. Each colony of V. dahliae in the agar was presumed to have originated from a single microsclerotium. The numbers of colonies were totaled from the ten petri dish cultures and this equalled the number of microsclerotia in the original 10-g soil sample (5).\nline 14 | Daily temperature recordings showed that temperatures under the plastic were usually 6 - 10 C higher than in the nontreated plots. These recordings gave only relative temperature differentials and did not indicate either maximums or the time at which maximum temperatures occurred at each soil depth. Temperature recordings from September 1 - 3 showed diurnal fluctuations with maximum soil temperatures occurring at 3 - 4 p.m., 3 - 5 p.m., 5 - 9 p.m., and 6 p.m. - 4 a.m. at 2.5, 7.5, 15.0 and 30.0 cm respectively for the solarized plots. Max-\nline 15 | imum temperatures were approximately 7 C and 4 C higher at 2.5 cm and 30.0 cm respectively, in solarized compared to nontreated plots. Table 1 shows the number of hours that a temperature of 37 C was maintained at the various levels. Although maximum soil temperature under the plastic was lower at 15.0 cm than at 2.5 cm in the nontreated plot, the number of hours at 37 C or above was greater in solarized plots at 15.0 cm than at 2.5 cm in the non-treated plot. Threshold temperature of 37 C was maintained almost twice as long as the 2.5-cm depth in the solarized plots as in the nontreated plots.\nline 16 | Average densities of viable V. dahliae microsclerotia prior to solarization from three 10-g soil samples were 3, 4, and 5 microsclerotia/10 g of soil in nontreated plots and 6, 9.3, and 3 microsclerotia/10 g of soil in plots to be solarized (Table 2).\nline 17 | Number of microsclerotia/10 g of soil recovered from the postsolarization assays were reduced 100% in two solarized plots and 56.7% in the third.\nline 18 | Number of microsclerotia/10 g of soil decreased 10% and 66% in 2 nontreated plots and increased 42.5% in the third.\nline 19 | Although solarization using plastic mulch appears to have more utility for small garden areas, it has been used in California to commercially treat 4 - 8 × 103 acres of young pistachio orchards to control Verticillium wilt (7). Other researchers (1) are using soil solarization in integrated control programs to reduce the economic losses caused by soilborne diseases.\nline 20 | Results from this experiment are preliminary; however, there are good indications that solarization of field soil with clear plastic mulch can be successfully used in Oklahoma to control V. dahliae. In addition, the maintenance of 37 C temperatures to depths of at least 15 cm (September 1 - 3) indicates that solarization has application during several months under Oklahoma conditions.\nline 21 | The authors thank Bryan Brown, Christine Fisher, David Ferris, Zohreh Zoofan and Nancy Stacey for their technical assistance.\nline 22 | 1. Y. ELAD, J. KATAN and I. CHET, Phytopathology 70:418-422 (1980).\nline 23 | 2. G. S. PULLMAN, J. E. DeVAY, R. H. GARBER and A. R. WEINHOLD, Phytopathology 71:954-959 (1981).\nline 24 | 3. G. S. PULLMAN, J. E. DeVAY and R. H. GARBER, Phytopathology 71:959-964 (1981).\nline 25 | 4.\nline 26 | K. R. BAKER and R. J. COOK, Biological control of plant pathogens, W. H. Freeman and Co., San Francisco, 1974, p. 113.\nline 27 | 5. M. J. MARTIN, R. M. RIEDEL and R. C. ROWE, Phytopathology 72:640-644 (1982).\nline 28 | 6. M. J. NADAKAVUKAREN and C. E. HORNER, Phytopathology 49:527-528 (1959).\nline 29 | 7. L. J. ASHWORTH, JR., D. P. MORGAN, S. A. GAONA, and A. H. McCAIN, California Agric. 36:17-18 (1982).\n</context>\n\n<phrases>\n- \"I’m trying to connect the dots here\"\n- \"This brings to mind\"\n- \"In the end\"\n- \"Let's test this idea\"\n- \"Let me play devil's advocate\"\n- \"Let me chew on this\"\n- \"There’s a better way to phrase this\"\n- \"What if the reason is\"\n- \"This makes me reflect on\"\n- \"This just clicked into place!\"\n- \"I'm mulling over\"\n- \"No, actually\"\n- \"It finally adds up!\"\n- \"Let’s weigh the options\"\n- \"I wonder if\"\n- \"Oh! I get it now\"\n- \"On the other hand\"\n- \"Alternatively\"\n- \"Let me put this another way\"\n- \"Actually, no\"\n- \"If I take this apart step by step\"\n- \"One way to look at it is\"\n- \"Let's think step by step\"\n- \"That’s what I was trying to say!\"\n- \"Okay, I think I’ve got it now!\"\n- \"Oh, it all makes sense now!\"\n- \"Suppose we assume that\"\n- \"Wait, I think I’ve got it!\"\n- \"But then again\"\n- \"Something doesn't add up\"\n- \"The thing is\"\n- \"Oh! That reminds me\"\n- \"It's hard to pin down\"\n- \"When I sit with this idea\"\n- \"Finally, it clicks!\"\n- \"That’s an interesting angle, but\"\n- \"Let me untangle this\"\n- \"It's almost like\"\n- \"I need a clearer view of this\"\n- \"Let me throw this out there\"\n- \"Basically\"\n- \"In essence\"\n- \"I'm struck by\"\n- \"What if we\"\n- \"There’s a pattern here\"\n- \"Don't hold me to this\"\n- \"On one hand... but on the other\"\n- \"This makes me think of\"\n- \"Not set in stone, but\"\n- \"Building on that\"\n- \"Let's break this down into parts\"\n- \"I'm curious about\"\n- \"I'm starting to see a pattern\"\n- \"If we follow this logic\"\n- \"Let me work through this\"\n- \"Okay, let's break this down\"\n- \"Kind of\"\n- \"I might be missing something\"\n- \"That reminds me\"\n- \"What if I flip it around?\"\n- \"What I’m getting at is\"\n- \"This is just a hunch\"\n- \"That makes sense because\"\n- \"This feels half-right, but\"\n- \"What if we looked at it like\"\n- \"Am I thinking about this all wrong?\"\n- \"What keeps nagging at me is\"\n- \"I'm intrigued by\"\n- \"So what I’m trying to say is\"\n- \"Wait, no\"\n- \"I'm trying to untangle this\"\n- \"Ummm, actually\"\n- \"Ohhh, now I see!\"\n- \"I'm seeing a connection between\"\n- \"First things first\"\n- \"If I follow this through\"\n- \"The crucial thing seems to be\"\n- \" is key here\"\n- \"What’s the best way to explain this?\"\n- \"Let me break this down\"\n- \"It's a bit murky\"\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 | While older people wonder if modern connectivity behavior is leading to a lack of coherent thinking, they tend to forget previous generations worried over that too - because the next to come along couldn't use a slide rule.\nline 02 | A new study has found that, in younger workers, short breaks that include non-work browsing - Workplace Internet Leisure Browsing (WILB) - can potentially improve attention to work tasks.\nline 03 | Concentration during workplace tasks is of the upmost importance; however, it declines over time as mental resources are expended, with cited research from the study finding that subjects begin to lose concentration after 5 to 15 minutes before needing a break.\nline 04 | According to the study, “WILB is the act of using the company Internet for personal reasons during work hours, which might include watching YouTube movies, engaging in social media sites such as Facebook, or doing any other activity that might be construed as personal Internet use outside of organizationally set tasks.”\nline 05 | Based on the constructs, the researcher theorized that WILB will have positive effects on a worker’s attention to a task by reducing vigilance decrement – a psychological term meaning a decline in attention to a task as time progresses – and workers under the age of 30 recognize WILB as having a more positive effect on their workplace productivity than older workers because they grew up in the “technology age.”\nline 06 | To test these hypotheses, two separate studies were conducted.\nline 07 | The first study assessed the overall task vigilance of four separate groups receiving a different kind of short break while at work: WILB break (surfing Facebook for five minutes), Internet break (comparing separate insurance policies for best deal), stationary break (remaining in place), and no break. The results indicated that task vigilance did not decay as much for those in the WILB group compared to the other three groups.\nline 08 | The second study utilized online surveys to a nationwide sample of 2700 office workers to determine the differing attitudes towards WILB among separated age groups. The results indicated that younger workers reap attitudinal and attention benefits from WILB that older workers do not.\nline 09 | “The implication of this research for managers is that WILB should not necessarily be treated as ‘cyberloafing,’ whereby perpetrators should be punished. Although excessive WILB may negatively impact worker performance by consuming time that would otherwise be spent performing work-related tasks, the present research suggests positive benefits within reasonable limits,” wrote the researcher in the discussion. “An interesting avenue for future research would be to examine how motivational factors might moderate any effects of WILB productivity.”\nline 10 | Citation: Brent L. S. Coker, Workplace Internet Leisure Browsing, Human Performance, Volume 26, Issue 2, 2013, DOI: 10.1080/08959285.2013.765878.\nline 11 | - PHYSICAL SCIENCES\nline 12 | - EARTH SCIENCES\nline 13 | - LIFE SCIENCES\nline 14 | - SOCIAL SCIENCES\nline 15 | Subscribe to the newsletter\nline 16 | Stay in touch with the scientific world!\nline 17 | Know Science And Want To Write?\nline 18 | - M60-UCD1: Tiny Galaxy, Supermassive Black Hole\nline 19 | - Life After The 125 GeV Higgs: What Is Left Of Two-Higgs Doublet Models\nline 20 | - Longer Telomeres And Genetic Determinant For Melanoma Risk\nline 21 | - Ig Nobel Prizes 2014: From Jesus On Toast To Baby Feces In Sausages\nline 22 | - Phase-Change Materials Set New Speed Limit For Silicon\nline 23 | - Watching Neurons Learn: Learning New Ideas Is More Difficult\nline 24 | - Witness The Singularity AI Nanotech Co-Evolutionary Merger\nline 25 | - \"If being very restrained brings you to write stuff as AFAIK he has never talked about the gaps...\"\nline 26 | - \"Hi Mephisto,we do have a similar problem to the one you mention in high-energy physics - when we...\"\nline 27 | - \"Concerning his political opinions, Lubos is a deluded annoying crank, but credit has to be given...\"\nline 28 | - \"Right on, and I have written articles on that issue in the past - by preventing uptake in wealthy...\"\nline 29 | - \"Genetic algorithms would be a step back toward (simulation of) evolution in isolated testbeds (computer)...\"\n</context>\n\n<phrases>\n- \"I'm pondering\"\n- \"If A is true, then\"\n- \"Is it possible that...?\"\n- \"Building on that\"\n- \"Let me connect the dots\"\n- \"I need to make sure this checks out\"\n- \"Backing up for a second\"\n- \"You know\"\n- \"This is pretty rough\"\n- \"That makes sense because\"\n- \"Okay, walking through it again\"\n- \"Going back to what I said about\"\n- \"What if I just flip this around?\"\n- \"I'm curious about\"\n- \"Ummm, actually\"\n- \"This makes me reflect on\"\n- \"Let me trace that logic back\"\n- \"Maybe if I try it this way\"\n- \"That doesn’t sound right\"\n- \"This brings to mind\"\n- \"I'm trying to reconcile\"\n- \"It’s on the tip of my tongue\"\n- \" is striking \"\n- \"Something doesn't add up\"\n- \" is interesting\"\n- \"So far, it looks like\"\n- \"I wonder if\"\n- \"Hang on a second\"\n- \"What keeps nagging at me is\"\n- \"Something's not quite right\"\n- \"Anyway\"\n- \"The crucial thing seems to be\"\n- \"Coming at this from another angle\"\n- \"There’s a pattern here\"\n- \"Actually, no\"\n- \"Let me chew on this\"\n- \"I'm struck by\"\n- \"I'm wondering if\"\n- \"I could go either way on this\"\n- \"Why did I do that?\"\n- \"I'm intrigued by\"\n- \"This makes me think of\"\n- \"This might explain the pattern\"\n- \"I'm seeing a connection between\"\n- \"Alright, where was I?\"\n- \"I need to reframe this\"\n- \"Hold that thought\"\n- \"What’s the worst that could happen?\"\n- \"It's fuzzy, but\"\n- \"What I'm getting at is\"\n- \"That reminds me\"\n- \"Let's see\"\n- \"I keep circling back to\"\n- \"Let me work through this\"\n- \"Let's think step by step\"\n- \"Maybe I should sleep on it\"\n- \"I guess that works\"\n- \"What’s the missing piece?\"\n- \"No, actually\"\n- \"This connects to something else\"\n- \"Let me see\"\n- \"Okay, so\"\n- \"What’s the best way to explain this?\"\n- \"Let me untangle this\"\n- \"Okay, backtrack a bit\"\n- \"Here's what I'm thinking\"\n- \"I keep coming back to\"\n- \"Well\"\n- \"Let me put this another way\"\n- \"Follow me here\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"I’m trying to connect the dots here\"\n- \"Hold on a second\"\n- \"Could be wrong here\"\n- \"Basically\"\n- \"This isn't quite right, but\"\n- \"It's fascinating how\"\n- \"This connects to\"\n- \"In other words\"\n- \"Let me propose something\"\n- \"What I’m getting at is\"\n- \"[blank] is still a black box to me\"\n- \"On one hand... but on the other\"\n- \"Wait, does this contradict itself?\"\n- \"Wait, no\"\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 | The grant will be used to fit-out the museum, the learning centre and the museum displays. It will also fund specialist conservation work to the important historic fabric and to the collection of artefacts within the Grade II* listed building.\nline 02 | The project will provide a vibrant museum with broad appeal that will tell the fascinating story of Bentley Priory’s history and, particularly, its significant role during the Battle of Britain.\nline 03 | The project will include the recruitment and training for volunteers who will have a wide range of important roles in running the museum, ranging from hosting visitors care to horticulture in the stunning Italianate gardens.\nline 04 | The Bentley Priory Battle of Britain Trust will also work with community groups and other charities, including the Shaw Trust, to provide work-experience and a venue for their own activities in this iconic building.\nline 05 | The project will include employment of a full-time learning officer who will lead a programme for schools covering curriculum areas including history, science, community cohesion and leadership.\nline 06 | The house was significantly extended in 1788 by Sir John Soane, one of the most important architects of the period; the Priory is one of his most significant buildings. It has had a long and rich social and political history, including time as a royal palace when Queen Adelaide (the widow of William IV and aunt of Queen Victoria) lived there from April 1846 until her death in 1849. The Priory’s compelling role as Headquarters Fighter Command in the Battle of Britain makes it a site of national and international importance.\nline 07 | In 1940 when Britain stood alone against Nazi Germany and with invasion imminent, Air Chief Marshal Dowding, Commander of Fighter Command, masterminded the air defence of the country from Bentley Priory. The ensuing victory in the Battle of Britain enabled the nation to fight on for the rest of the war and allowed the Allies to achieve ultimate victory. Defeat in the Battle of Britain would have altered the course of world history.\nline 08 | Air Chief Marshal Sir Brian Burridge, Chair of Trustees, said: \"We have worked hard for seven long years to provide a sustainable future for Bentley Priory that befits its enormous significance. Many would say that if the Battle of Trafalgar saved England, the Battle of Britain saved the World. We are delighted that the Heritage Lottery Fund has endorsed our plans with this award. We now look forward to fitting out the museum and telling the important stories of the Priory to a broad audience.\"\nline 09 | Sue Bowers, Head of Heritage Lottery Fund London, said: \"This important listed building is associated with many historic figures and events in British history and this project will create a sustainable, vibrant museum and education centre that will attract a wide audience. The pinnacle of its fame is of course as the nerve centre from where the Battle of Britain was directed in 1940 so this project will secure the future of a building which made a major contribution to the outcome of the Second World War.\"\nline 10 | Notes to editors\nline 11 | In 2005, at the request of the Battle of Britain Fighter Association, the Bentley Priory Battle of Britain Trust was set up to ensure the preservation of key features of the site. Amongst the Trust's members are the survivors of 'The Few', aircrew who fought in the Battle of Britain, who regard the Priory as their spiritual home.\nline 12 | Their aim is to establish an exciting museum and centre of education that will attract a wide range of visitors with a state-of-the art programme about the significance of the Battle of Britain and the example set by those involved in terms of leadership, courage and technological foresight.\nline 13 | A special programme for schools will support the Citizenship, History and Wider Community Cohesion aspects of the National Curriculum.\nline 14 | For further information about the Bentley Priory Battle of Britain Trust, visit their website.\nline 15 | Images and interviews, please contact Erica Ferguson, Project Manager for the Bentley Priory Museum on 07813 856 719, email: [email protected]\n</context>\n\n<phrases>\n- \"That’s an interesting angle, but\"\n- \"Okay, so if I do this\"\n- \"Oh! That reminds me\"\n- \"That actually makes a lot of sense\"\n- \"Actually, no\"\n- \"So, the bottom line is\"\n- \"That reminds me\"\n- \"I'm starting to see a pattern\"\n- \"Ummm, actually\"\n- \"I keep circling back to\"\n- \"Something doesn't add up\"\n- \"Let me propose something\"\n- \"There’s a better way to phrase this\"\n- \"What keeps nagging at me is\"\n- \" is striking \"\n- \"Consider this possibility\"\n- \"This makes me think of\"\n- \"Let me dig into that a little deeper\"\n- \"Hmm\"\n- \"So what I'm trying to say is\"\n- \"Backing up for a second\"\n- \"There’s a pattern here\"\n- \"There's got to be something about\"\n- \"It's almost like\"\n- \"Still forming this thought\"\n- \"Uh...\"\n- \"I was just about to say\"\n- \"One way to look at it is\"\n- \"So what does this mean in the bigger picture?\"\n- \"Right, so\"\n- \"What I'm getting at is\"\n- \"But then again\"\n- \"Let me circle back to that\"\n- \"What happens if we change this part?\"\n- \"Here's a possible explanation\"\n- \"Let me see if\"\n- \"Alright, where was I?\"\n- \"Let me play devil's advocate\"\n- \"Picture this\"\n- \"Let me connect the dots\"\n- \"If we follow this logic\"\n- \"This might sound weird, but\"\n- \"Just spitballing here\"\n- \"Let me sum this up so far\"\n- \"Hang on a second\"\n- \"Basically\"\n- \"You know\"\n- \"That’s what I was trying to say!\"\n- \"That makes sense because\"\n- \"On the other hand\"\n- \"Let me work through this\"\n- \"No, actually\"\n- \"Let me untangle this\"\n- \"Wait, no\"\n- \"Wait a minute... Oh!\"\n- \"I'm seeing a connection between\"\n- \"Oh! I get it now!\"\n- \"That would mean\"\n- \"Hold that thought\"\n- \"This is starting to take shape\"\n- \"On one hand... but on the other\"\n- \"I’m trying to connect the dots here\"\n- \"Now, wait just a second\"\n- \"I should have known that!\"\n- \"This could explain why\"\n- \" is interesting\"\n- \"Suppose we assume that\"\n- \"Of course! That’s the answer!\"\n- \"The more I think about it\"\n- \"Aha! That’s what I was missing!\"\n- \"Let's think step by step\"\n- \"Let's see\"\n- \"Coming at this from another angle\"\n- \"The thing is\"\n- \"Let me trace that logic back\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"What if I flip it around?\"\n- \"Brainstorming here, but\"\n- \"Ohhh, now I see!\"\n- \"Now it all comes together!\"\n- \"Let me run through it again\"\n- \"Alternatively\"\n- \"Here's where it gets interesting\"\n- \"I keep coming back to\"\n- \"The crucial thing seems to be\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Home 2015 – literature survey guidelines\nline 02 | Literature survey is background work that is made in groups as a part of the assignment.\nline 03 | It is based on books and academic publications.\nline 04 | The topics of literature surveys are selected so that they support the assignment.\nline 05 | NOTICE! Even though the literature survey is a group work, every student must contribute a part to the survey. The name of the author must be written in the beginning of the part he or she has contributed.\nline 06 | The main goal of a literature survey is to gather a basis for the practical work and to show that the student is familiar with existing literature and research on the topic. It is crucial to be familiar with the field, i.e. the concepts, methods and their applications, in order to be able to apply them correctly in one's own assignment. The literature survey will give the context and rationale of your work to you and your readers.\nline 07 | Example of the content of a literature survey\nline 08 | - Title and author\nline 09 | - name, student id and other information as usual\nline 10 | - Abstract (summary)\nline 11 | - Brief presentation of the content\nline 12 | - Give a list of names of essential concepts, approaches and methods that you have covered in your work\nline 13 | - Do not just collect some words that just sound nice\nline 14 | - What is the topic and why it is important\nline 15 | - To what larger wholeness the survey topic belongs\nline 16 | - What you plan to accomplish in your literature survey\nline 17 | - Definitions of concepts\nline 18 | - Description of the meaning of the concept\nline 19 | - Possible competiting definitions\nline 20 | - Concepts that might cause misunderstandings and confusion\nline 21 | - Possiple methods and approaches\nline 22 | - The actual content with appropriate titles\nline 23 | - E.g. description and comparison of approaches, methods and models and examples.\nline 24 | - Most important discoveries and conclusions\nline 25 | - Initial ideas or plans on how to apply in the assignment.\nline 26 | - Proposals for further research\nline 27 | - A good list of reference is important\nline 28 | - Has to follow some known referencing practice (E.g.\nline 29 | Harvard referencing)\nline 30 | Important! When writing a literature survey, remember that it will be part of your assignment documentation. Write it keeping in mind the wholeness of how you will write the final report.\nline 31 | The idea is to write an informative abstract. The abstract must show the reader very quickly whether the full report is valuable for further study. It must function as an individual text, and not be worthless even if it is not accompanied by the report itself. The abstract must be short, concise (give a lot of information in few words, brief but comprehensive), but completely self-explanatory. (Abstracted from Davis, M:Scientific papers and presentations, 1997, p. 101). The abstract should be from a half of a page to three quarters of a page long.\nline 32 | It is crucial that you spend much effort on the conclusions, as that contributes to the work of the next stage. Conclusions part is the best place to present your own ideas in a literature survey. Otherwise, a literature survey is meant to cover the work done by others in the research field. As always, avoid mixing your opinions with the opinions of the other authors. And as always remember to write a reference, if you cite or use an opinion that is not your own.\nline 33 | Always remember to include also corresponding explanatory text in your literature survey when including a figure, image, picture etc. The caption is simply not enough, it does not tell the reader unambiguously why the element is there, what you are planning to say with it and what does it tell.\nline 34 | It is not necessary to directly follow the previous example. Please do apply it according to your topic! However, if you decide to deviate from these guidelines, consider what you are doing thoroughly - these guidelines are found to be a best practice.\nline 35 | Additional information about technical writing can be found from the library. You can also ask for more guidance.\nline 36 | Please notice also!\nline 37 | - English is strongly recommended as a writing language!\nline 38 | - Please supply copies of the references.\nline 39 | - Remember that the literature survey will be a part of your project document!\nline 40 | - It is required that the language of the literature survey is the same as the language of the rest of the documentation.\nline 41 | Guidelines for presenting the survey\nline 42 | - Concentrate on the keypoints of the survey.\nline 43 | - The group has to make a difference between own thoughts and thoughts of others (references).\nline 44 | - Write references in the slides also (remember references for the pictures).\nline 45 | Use this word template for the documentation. The documents will be processed into a seminar publication.\nline 46 | Please also review the presentation guidelines for general tips about presentations.\nline 47 | Updated: 09.01.2006, page maintained by PM&RG\n</context>\n\n<phrases>\n- \"First things first\"\n- \"What I mean is\"\n- \"Let's think step by step\"\n- \"Let me untangle this\"\n- \"What I’m getting at is\"\n- \"That’s the answer I was looking for!\"\n- \"Coming at this from another angle\"\n- \"In essence\"\n- \"The crucial thing seems to be\"\n- \"So far, it looks like\"\n- \"Consider this possibility\"\n- \"What’s the missing piece?\"\n- \"What if we looked at it like\"\n- \"Let me circle back to that\"\n- \" is striking \"\n- \"Okay, pros and cons\"\n- \"I need to fill in the gaps\"\n- \"I think I found the solution!\"\n- \"So what does this mean in the bigger picture?\"\n- \"Let me break this down\"\n- \"Oh, that clears everything up!\"\n- \"I think I can rule that out\"\n- \"Okay, I think I’ve got it now!\"\n- \"Wait, no\"\n- \"Something's not clicking\"\n- \"But then again\"\n- \"Basically\"\n- \"Something about [blank] is still bothering me\"\n- \"I need to step back and rethink this\"\n- \"Of course! That’s the answer!\"\n- \"Ummm, actually\"\n- \"Let me throw this out there\"\n- \"What if the reason is\"\n- \"Let me put this another way\"\n- \"Backing up for a second\"\n- \"So basically\"\n- \"Just spitballing here\"\n- \"On one hand... but on the other\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"What keeps nagging at me is\"\n- \"Let's break this down into parts\"\n- \"Oh! I get it now\"\n- \"What's the best way to explain this?\"\n- \"Alternatively\"\n- \"What if I flip it around?\"\n- \"On the other hand\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"I'm trying to untangle this\"\n- \"Let me play devil's advocate\"\n- \"Uh, where was I?\"\n- \"Let me work through this\"\n- \"This might sound weird, but\"\n- \"Wait, why does that happen?\"\n- \"What if I just flip this around?\"\n- \"I keep circling back to\"\n- \"Now, if I think about it differently\"\n- \"That’s the piece of the puzzle!\"\n- \"Now it all comes together!\"\n- \"That’s an interesting angle, but\"\n- \"Let me run through it again\"\n- \"No, actually\"\n- \"Let me trace that logic back\"\n- \"The more I think about it\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Okay, walking through it again\"\n- \"If we follow this logic\"\n- \"What if we\"\n- \"So what I’m trying to say is\"\n- \"Let’s weigh the options\"\n- \"Okay, let's break this down\"\n- \"If I take this apart step by step\"\n- \"If I follow this through\"\n- \"What’s the next step?\"\n- \"Let's test this idea\"\n- \"Alright, where was I?\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Picture this\"\n- \"This explains so much!\"\n- \"I'm just throwing ideas around\"\n- \"Something doesn't add up\"\n- \"Actually, no\"\n- \"Let me propose something\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The following answer was provided by Alvaro Garcia, professor and extension dairy specialist at South Dakota State University.\nline 02 | Q: What impact is ethanol having on corn prices and, ultimately, the dairy industry?\nline 03 | A: The recent history of U.S. ethanol for fuel can be divided in two periods: the last decade of the 20th century and the first decade of the current century.\nline 04 | During these two decades, ethanol production grew by 60 and 780 percent, respectively. Estimated production in 2011 was 13,900 million gallons of ethanol. According to the Renewable Fuels Association (2012), U.S. farmers harvested in 2011 almost 12.4 billion bushels of corn. In the same publication, the demand for ethanol production was estimated at 40 percent of the crop or roughly five billion bushels.\nline 05 | During a recent news conference held by the RFA, however, it was suggested that this 40 percent does not take into account the distillers grains co-product, which goes back into the marketplace as animal feed, and that ethanol only utilizes 14.5 million acres of the total 88.2 million acres of corn planted, ending up with 16 percent net corn acres used up by ethanol. During the last decade, corn prices have increased by nearly three-fold. Other factors that influenced corn prices were energy prices, exchange rates, and adverse weather.\nline 06 | Dairy cow rations in the U.S.\nline 07 | In the U.S., diets for dairy cows in confinement consist largely of forage and concentrates. Before the recent expansion of the corn-to-ethanol industry, diets were formulated to contain approximately 50:50 forage-to-concentrate ratio on a dry basis. Alfalfa and corn silage have been the forages of choice, mainly because of their adaptability to the U.S. climate and their potential to sustain higher milk production. Alfalfa (ensiled or hay) has ranged from 35 to 74 percent of the diet dry matter, whereas corn silage from 43 to 60 percent (Mowrey and Spain. 1999). More than half of the cows in the Midwest are fed these two forages at variable concentrations in the diet.\nline 08 | Corn has been by far the most popular grain (93 percent of the cows) because of its high energy density and yield. Corn grain, because of its high starch content, allows formulation of energy-dense rations required by high-producing cows. Although the low protein content in corn could be considered a disadvantage, it turns out to work in favor of the nutritionist. Corn protein is deficient in the amino acid lysine and as a result, there is a need for high-quality forages (e.g. alfalfa) and co-products to supply additional lysine in the diet. If low-protein corn did not dilute the higher protein in alfalfa and other byproducts; the excess protein fed would be excreted as nitrogen, severely “taxing” the environment. Corn inclusion in lactating dairy cow rations has ranged from 35 to 45 percent of the diet dry matter (Mowrey and Spain. 1999).\nline 09 | Soybean meal and whole cottonseeds complete the list of most popular feeds and were fed to 90 and 38 percent of the cows in the Midwest, respectively. Taking into consideration a typical 50-pound (dry matter basis) lactating dairy cow ration used to comprise on a dry basis approximately 13 pounds of alfalfa forage, 13 pounds of corn silage, 19 pounds of corn grain, and five pounds of “other feedstuffs” to make for a nutritionally balanced diet. This shows corn and corn-derived feedstuffs constituted, on average, 64 percent of the dry weight of Midwest lactating dairy cow ration, and thus had a high economic weight on the cost of production.\nline 10 | Supply and demand\nline 11 | Modern economic theories state other factors beyond supply and demand affect price, such as government regulations, speculation, as well as modern techniques of marketing and advertising. Even acknowledging these a quick look at ethanol production and corn prices shows the noticeable relationship of supply and demand that unarguably operates in free markets (figure 1).\nline 12 | If there is such a tight relationship between supply and demand, why didn’t corn prices increase between 2002 and 2004?\nline 13 | Why are the graphed lines between ethanol production and corn prices diverging between 2002 and 2004 in spite of ethanol production increasing by 60 percent?\nline 14 | This is again explained by supply and demand.\nline 15 | Corn harvested for grain during that period increased by five million acres and corn production in million bushels by almost 24 percent (table 2).\nline 16 | From 2005 to 2009, ethanol production started to grow exponentially and we also had an increase in corn from roughly 11 to 13 million bushels, or 18 percent, which was reflected in corn prices around $4 per bushel.\nline 17 | From 13 million bushels in 2009, corn production dropped to 12.4 and 12.3 million bushels in 2009 and 2010, respectively.\nline 18 | As one would expect, corn prices per bushel were 5.2 and 6.2 for both years, respectively.\nline 19 | The U.S. is a major world food supplier, and any significant changes in its crop market impact the rest of the world.\nline 20 | According to the United Nations' monthly Food Price Index released Aug. 9 this year, food prices jumped 6 percent in July, after three months of declines.\nline 21 | Corn price was the main driver behind this increase with a 23-percent surge in July alone, topping $8 per bushel in the Chicago Board of Trade.\nline 22 | There is no question that this sudden increase has to be attributed to the drought and prospects of a reduced corn crop.\nline 23 | Nevertheless, a 23-percent increase in corn prices due to the drought would have a different impact in the U.S. and worldwide if corn base prices were lower.\nline 24 | Corn prices were at $4.2 per bushel right before the drastic surge in ethanol production (figure 1) and a 23-percent price increase due to the drought will put corn at around $5, not $8 as it is currently.\nline 25 | Impact on feed prices and income over feed costs\nline 26 | Toward the end of the last decade of the 20th century and the first decade of the 21st century, corn prices per bushel were $1.85 and $6.20 during 2000 and 2011, respectively. Although numerous formulas are used to price corn silage from corn grain prices, they all yield similar results.\nline 27 | One method is to price each ton of stored corn silage (30 percent dry matter) as corn price per bushel times 10 (Hendrix. 2002). Using this calculation, we can estimate corn silage price per ton was $18.50 ($61.6 on dry basis) and $6.2 ($206.7 on dry basis) in 2000, and 2011, respectively. Prices per pound were thus $0.0009 and $0.003 for corn grain, versus $ 0.03 and $0.10 for corn silage for 2000 and 2011, respectively. For average inclusion rates of 38.4 and 51.5 percent, and 50 pounds of estimated total feed intake, the amounts fed for dried corn grain and silage were 19.2 and 25.8 pounds, respectively. The cost of corn grain inclusion per cow daily was $0.017 and $0.058 for 2000 and 2011, respectively. Similarly, the cost of corn silage inclusion per cow daily was $0.77 and $2.58 for 2000 and 2011, respectively. All these prices are estimated under normal years and average yields. If weather events such as the 2012 drought threaten crop yields, corn prices increase accordingly.\nline 28 | The basic law of supply and demand is the most important aspect of modern economics theory. In very simple terms, it states that the relationship of two factors determines the price of a commodity. As demand for an item increases, its price rises ― it works for corn grain, corn distillers grains, ethanol, etc.\nline 29 | Figure 1 shows that from 2008 to 2009 ethanol production jumped from 6.94 to 10.94, whereas corn price actually dropped from 4.06 to 3.55, the reason being an exceptional corn crop with 11 more bushels per acre for the U.S. as a whole (from 153.9 to 164.7).\nline 30 | The following two seasons ― 2010 and 2011 ― had more “average” corn crops with 152.80 and 147.20 and, as a result, corn prices jumped again to $5.18 (2010) and $6.20 (2011) per bushel.\nline 31 | What this shows again is that the corn-ethanol interface is in a very delicate equilibrium that once broken by increased supply (i.e. more bushels per acre) or demand (i.e. lower crop yields due to weather) immediately results in a modification of the price per bushel.\nline 32 | The corn/ethanol interface is extremely vulnerable as it not only depends on internal but also external factors. Market globalization has resulted in higher price volatility of dairy inputs and outputs. Dairy production needs to be economically competitive if there is going to be sustained growth and secured dairy product-based foods in the future. With today’s milk and feed prices, forward contracting either one is not economically viable.\nline 33 | At the moment, there seem to be two long-term strategy options that could be pondered. One would be to change the current U.S. dependence on corn as a feed for livestock and prioritize corn to ethanol. With our current knowledge, this approach will more than likely reduce livestock production, increase food prices, and threaten food security. The other approach is to simply link corn prices to animal products. In the current economic environment, dairy producers cannot afford anymore to have a set milk price and a floating feed price.\nline 34 | CNN. Accessed August 9 2012.\nline 35 | Ethanol producer’s magazine. August 3, 2012.\nline 36 | Hendrix, K. S. 2002. Determining a Value For Silage. Department of Animal Sciences. Purdue University. Crops\nline 37 | Mowrey, A. and J. N. Spain. 1999. Results of a Nationwide Survey to Determine Feedstuffs Fed to Lactating Dairy Cows. Journal of Dairy Science. Volume 82, Issue 2 , Pages 445-451, February 1999.\nline 38 | Renewable Fuels Association.\nline 39 | Accessed July 2012.\n</context>\n\n<phrases>\n- \"What am I overlooking?\"\n- \"I need to step back and rethink this\"\n- \"Why didn’t I think of that sooner?\"\n- \"Is this the hill I want to die on?\"\n- \"Anyway\"\n- \"This isn't quite right, but\"\n- \"It's fascinating how\"\n- \"[blank] is still a black box to me\"\n- \"I'm intrigued by\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Let me make sure I got this\"\n- \"Oh, I see what’s happening here!\"\n- \"What keeps nagging at me is\"\n- \"Of course! That’s the answer!\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me work through this\"\n- \"I'm pondering\"\n- \"Actually, no\"\n- \"Wait, does this contradict itself?\"\n- \"That would mean\"\n- \"So what I'm trying to say is\"\n- \"Coming at this from another angle\"\n- \"Ummm, actually\"\n- \"This brings to mind\"\n- \"Let's think step by step\"\n- \"I have a theory about this\"\n- \"That doesn’t sound right\"\n- \"It finally adds up!\"\n- \"This is just a first pass, but\"\n- \"I keep coming back to\"\n- \"Uh, where was I?\"\n- \"Maybe\"\n- \"Wait, no\"\n- \"Okay, I think I’ve got it now!\"\n- \"In essence\"\n- \"There's a better way to phrase this\"\n- \"I'm wondering if\"\n- \"I'm curious about\"\n- \"I'm getting stuck on\"\n- \"I wonder if\"\n- \"Let me untangle this\"\n- \"The more I think about it\"\n- \"Where does that leave me?\"\n- \"Let me chew on this\"\n- \"I need to make sure this checks out\"\n- \"That’s what I was trying to say!\"\n- \"Wait a minute\"\n- \"I was making this more complicated than it needed to be\"\n- \"I think I found the solution!\"\n- \"On one hand... but on the other\"\n- \"Let me sum this up so far\"\n- \"This makes me reflect on\"\n- \"Now, wait just a second\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"This is tricky, but\"\n- \"No, actually\"\n- \"Okay, so\"\n- \"That makes sense because\"\n- \"Maybe if I try it this way\"\n- \"What if we\"\n- \"Let me think\"\n- \"Now, if I think about it differently\"\n- \"What if we looked at it like\"\n- \"So, the bottom line is\"\n- \"Let me propose something\"\n- \"When I sit with this idea\"\n- \"What’s the best way to explain this?\"\n- \"Wait a minute... Oh!\"\n- \"So what I’m trying to say is\"\n- \"This explains so much!\"\n- \"Well, let me see\"\n- \"Hold that thought\"\n- \"Wait, I think I just cracked it!\"\n- \"Something doesn't add up\"\n- \" is key here\"\n- \"So far, it looks like\"\n- \"Uh...\"\n- \"The crucial thing seems to be\"\n- \"Maybe I'm way off, but\"\n- \"Here's a possible explanation\"\n- \"Let me trace that logic back\"\n- \"Let me put this another way\"\n- \"More or less\"\n- \"I was just about to say\"\n- \"What’s the worst that could happen?\"\n- \"Here's what I'm thinking\"\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 | Lets Really OPEN the Window!\nline 02 | The WindowView metaphor is among other things a place holder for seeing unique thoughts and ideas. This is not mere whimsical thinking. Consider this: No one yet knows where the mind is or memory is stored. And, no one yet knows where the blueprints are that direct the assembly of all those proteins and lipids and other molecules that make up your body. No one yet knows where the body plan is stored. Think about it!\nline 03 | An Interesting Thought on Memory:\nline 04 | The more we see of modern research on the brain the more we encounter the presumption that the mind is wholly located within the brain. We see an organ that interacts with thoughts, but with little to no real evidence that the brain does nothing more than serve as a processor. Here’s a twist. A two-way radio receives and sends signals. When researchers use nuclear magnetic resonance (NMR) to explore the brain, they see areas ‘light up’ with brain activity. During an operation the surgeon can place a probe on or in the brain and stimulate activity. Might the brain be like the radio ‘transceiver.’ With no real tangible evidence that the mind and memories are actually stored in the brain as a whole, we are then faced with the radio analogy pointing to mind beyond the physical location of the brain.\nline 05 | We’d like to see comments regarding the material brain and the more non-material aspects of mind. Current research may be pointing to a mind and memory that is being tapped by the two-way radio-like function of a brain. It’s possible. And if so, the brain and mind become more a marvel than ever. If the mind is outside, then where is that!\nline 06 | Inheritance Beyond DNA:\nline 07 | Equally interesting is the notion that DNA is not the sole source of inherited biological information. In recent time science has discovered that the DNA does account for genes that direct protein production. Some stretches of DNA with no known function were originally called junk DNA. This is often referred to as leftovers from prior steps in evolution. But the marvel here is that more and more of the junk is being ascribed to information processing tasks. This is more like instruction code in a computer program.\nline 08 | The real challenge is the finding the location of the instructions, the blueprints, that put all the proteins and other biological molecules into their proper place in three dimensions. And it turns out that certain physical locations in the egg cell and in membranes may be part of the blueprint.\nline 09 | What comes to mind is the criticism that apes and humans had to have evolved from one another because the DNA and genes are so similar. But the sum total of biological information is just not the genes that make proteins! The blueprints, where ever they end up being located, may prove to truly distinguish man from ape … and distinguish in a way that is orders of magnitude more complex than the apparent similarity in genes.\nline 10 | The Marvel of it ALL\nline 11 | We assume things way too often without knowing the real story. Might the mind reside in extra-cranial space? Might the instructions that direct the construction of an ape body be in fact dwarfed by the complexity of the blueprints for a human. Or, at the very least, let us add the differences in blue print complexity to the known differences in the DNA of ape and human. The sum of these differences is far greater than just in the genes in DNA alone.\nline 12 | In amidst all the talk of origins we forget the brain is a marvel of complexity that really defies an evolutionary explanation. Something happens in an organ beyond its physical structure that requires as much exploration and explanation than cell or tissue structure alone. Inherited information that makes the brain (that supports the mind) is also a marvel and we have yet to learn more about this aspect of the complexity of our being.\nline 13 | Time at this window reminds us to consider our being here as the potential product of an act of intelligence. This comes with some interesting prospects. Some of which science cannot yet explain–if ever! We think being here, living today, is a marvel and an opportunity to think of what purpose life offers. And if we are purposed into being, then the location of the mind and blueprints of our body plan may be a wondrous bit of evidence in support of our being here by design.\n</context>\n\n<phrases>\n- \"What if I flip it around?\"\n- \"That actually makes a lot of sense\"\n- \"In essence\"\n- \"Let me propose something\"\n- \"Here's what I'm thinking\"\n- \"Hmm, let’s rewind a bit\"\n- \"Something doesn't add up\"\n- \"In other words\"\n- \"I just had it, what was it?\"\n- \"Let's break this down into parts\"\n- \"I'm seeing a connection between\"\n- \"This is pretty rough\"\n- \"No, actually\"\n- \"Let me see\"\n- \"Let me make sure I got this\"\n- \"That makes sense because\"\n- \"What I'm getting at is\"\n- \"So, the bottom line is\"\n- \"Aha! That’s what I was missing!\"\n- \"So what I'm trying to say is\"\n- \"Let me circle back to that\"\n- \"Actually, no\"\n- \"Let me run through it again\"\n- \"Okay, let's break this down\"\n- \"I could go either way on this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Wait, no\"\n- \"Hmm\"\n- \"Let me throw this out there\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"Might be\"\n- \"Could be wrong here\"\n- \"Going back to what I said about\"\n- \"Wait, I think I’ve got it!\"\n- \"Let’s weigh the options\"\n- \"I think I found the solution!\"\n- \"Right, so\"\n- \"On the other hand\"\n- \"I think I can rule that out\"\n- \"I have a theory about this\"\n- \"Okay, backtrack a bit\"\n- \"Let me sum this up so far\"\n- \"Let me untangle this\"\n- \"That’s an interesting angle, but\"\n- \"Maybe I'm way off, but\"\n- \"What if we looked at it like\"\n- \"That’s what I was trying to say!\"\n- \"Now, wait just a second\"\n- \"Let me work through this\"\n- \"Let's think step by step\"\n- \"I keep coming back to\"\n- \"First things first\"\n- \"What keeps nagging at me is\"\n- \"Let's see\"\n- \"You know\"\n- \"Wait a minute\"\n- \"What if I just flip this around?\"\n- \"Alternatively\"\n- \"Okay, so if I do this\"\n- \"I'm trying to untangle this\"\n- \"Hold that thought\"\n- \"Let me break this down\"\n- \" is key here\"\n- \"It's a bit murky\"\n- \"But then again\"\n- \"Would I regret this later?\"\n- \"Okay, pros and cons\"\n- \"I don’t know, maybe I’m overthinking it\"\n- \"Well, let me see\"\n- \"This is starting to take shape\"\n- \"This explains so much!\"\n- \"What if we\"\n- \"If I take this apart step by step\"\n- \"That would mean\"\n- \"Wait, I think I just cracked it!\"\n- \"So far, it looks like\"\n- \"Uh, where was I?\"\n- \"Uh...\"\n- \"Let me play devil's advocate\"\n- \"Basically\"\n- \" is interesting\"\n- \"Here's a possible explanation\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Managing gunshot wounds and serious bite wounds (Proceedings)\nline 02 | Gunshot wounds can be a common injury in veterinary medicine varying from shotgun and rifle injuries in rural areas to handguns and air powered weapons in cosmopolitan areas. The severity of injury resulting from gunshots is variable as well based on the type and composition of the bullet, the projectile (flight) characteristics, kinetic energy absorbed on impact and tissues involved. A basic understanding in ballistics and tissue reaction can be helpful in determining the extent of injury and the appropriate treatment necessary for a given projective wound.\nline 03 | The characteristics of the bullet and weapon influence the type and severity of injury inflicted.\nline 04 | These can be classified into Internal Ballistics, External Ballistics, and Terminal Ballistics.\nline 05 | Internal Ballistics refers to the characteristics within the weapon such as bullet design (bullet, shotgun pellets, air-powered pellets), weapon design, and barrel effects.\nline 06 | External Ballistics refers to the in flight projectile characteristics such as projectile design, wind velocity, drag, and gravity.\nline 07 | Terminal Ballistics are the characteristics that affect impact including the projectile velocity, kinetic energy of the projectile and absorption by the particular tissue, and projectile movement/ position on impact.Bullets typically have a lead core, however they vary in size, shape, and weight.\nline 08 | The shape and casing of the bullets (fully jacketed, partially jacketed, hollow point) affects the degree the bullet is deformed/ fragmented on impact, which slows the velocity of the projectile causing soft tissue destruction along its path as well as increasing the kinetic energy absorbed by the soft tissues and thereby increasing the amount of soft tissue destruction.\nline 09 | For example, a partially jacketed hunting bullet designed to deform and mushroom on impact can create 40X more soft tissue destruction than a military bullet of similar size and mass.\nline 10 | The bullet and barrel design also affects the flight characteristics of the projectile.\nline 11 | Typically, most modern bullets are fired though barrels which are rifled with helical grooves which elicits a spin on the bullet improving its motion through flight and accuracy.\nline 12 | Bullets can become unstable during flight resulting in a yaw or tumble of the bullet as it travels through the air.\nline 13 | This altered motion slows the velocity of the projectile but overall increases the soft tissue damage by increasing the area of the bullet on contact and may facilitate fragmentation of the bullet further enhancing the amount of tissue destruction.\nline 14 | Shotgun pellets are available in steel and lead and come in a variety of pellet sizes and number. BB and pellet guns fire low mass and low velocity projectiles. Shotguns pellets are designed to disperse increasing the target area. The pattern of dispersion can be changed by modifying the barrel length and diameter with a cone shaped dispersion of pellets extending from the barrel. Even though they are fired at a low velocity, the typical hourglass or cone shape of these pellets can incur severe soft tissue injury at a close range. The closer the range the more destructive this pattern becomes as a concentrated density of pellets with high kinetic energy strikes a small target area.\nline 15 | The Kinetic Energy of a projectile is a measure of its destructive potential as is measured by its mass and velocity.\nline 16 | Kinetic energy (KE) = Mass X Velocity 2 / 2\nline 17 | Looking at this equation, doubling the mass of the projectile doubles its kinetic energy whereas doubling the velocity will quadruple its kinetic energy.\nline 18 | As a result, a smaller projectile with a higher velocity may have a greater kinetic energy and destructive potential compared to a slower projectile with greater mass at impact.\nline 19 | This is important, as the velocity of a projectile is the most important factor or determinant for wound severity.\nline 20 | Wound Severity is determined also by the target tissue type and its ability to absorb or resist kinetic energy, which is a function of the tissues specific gravity, elasticity, and relative cohesive properties.\nline 21 | Tissues with a lower specific gravity and greater elasticity, such as skin and lung, are better able to absorb a portion of the kinetic energy of a projectile, compared to bone.\nline 22 | Although liver and muscle have similar specific gravities, liver has more relative tissue destruction because the tissue is less cohesive and less resilient.\nline 23 | Dense tissues with limited compliance, such as bone, absorb a larger amount of kinetic energy and can shatter.\nline 24 | When a bullet interacts with tissues several mechanisms of tissue injury can occur including Lacerations and Crushing injuries, Shockwaves, Cavitation, and Secondary Missiles. Crushing injuries and lacerations are the primary method of injury with low velocity projectiles. Shockwaves are waves of high energy and short duration which propagate in all directions and tend to move ahead of the projectile causing not only adjacent but tissue damage distant to the path of the projectile. Cavitation refers to the transient rapid expansion of tissues adjacent to the bullet. This distension can be up to 30X the diameter of the bullet. The marked tissue distension creates a negative pressure resulting in a vacuum into which debris can be sucked deep into the wound it its entry and exit points. The result of this rapid expansion of tissues is a permanent cavity that can harbor necrotic and contaminated tissues. Tissues that have a lower specific gravity and greater elasticity are less affected by cavitation. Secondary Missiles are either primary projectile fragments or bone fragments that arise from the shattering of bone and these missiles are driven into adjacent tissues resulting in further tissue injury.\n</context>\n\n<phrases>\n- \"I'm pondering\"\n- \"Ummm, actually\"\n- \"First things first\"\n- \"Let me just think this through\"\n- \"I'm trying to untangle this\"\n- \"I wonder if\"\n- \"This might sound weird, but\"\n- \"This makes me think of\"\n- \"Oh! That reminds me\"\n- \"No, actually\"\n- \"The pros and cons are\"\n- \"Still working it out\"\n- \"I'm curious about\"\n- \"Okay, pros and cons\"\n- \"What if I flip it around?\"\n- \"So what I’m trying to say is\"\n- \"Let me chew on this\"\n- \"Let me sum this up so far\"\n- \"I’m trying to connect the dots here\"\n- \"Let me back up a second\"\n- \"Alright, where was I?\"\n- \"Building on that\"\n- \"Basically\"\n- \"Oh, it all makes sense now!\"\n- \"When I sit with this idea\"\n- \"But then again\"\n- \"Let me untangle this\"\n- \" is interesting\"\n- \"What keeps nagging at me is\"\n- \"I'm intrigued by\"\n- \"It's almost like\"\n- \"That changes everything\"\n- \"There's probably more to it\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"That’s an interesting angle, but\"\n- \"So what does this mean in the bigger picture?\"\n- \"I keep coming back to\"\n- \"This connects to something else\"\n- \"Let's think step by step\"\n- \"I should have known that!\"\n- \"Something doesn't add up\"\n- \"I'm mulling over\"\n- \"This brings to mind\"\n- \"I think I found the solution!\"\n- \"Let me put this another way\"\n- \"Backing up for a second\"\n- \"Wait, I think I’ve got it!\"\n- \"Wait, no\"\n- \"Let me break this down\"\n- \"Just spitballing here\"\n- \"What I’m getting at is\"\n- \"On the other hand\"\n- \"Aha! That’s what I was missing!\"\n- \"There’s a better way to phrase this\"\n- \"This makes me reflect on\"\n- \"Let me make sure I got this\"\n- \"Let's break this down into parts\"\n- \"Okay, let's break this down\"\n- \"Now it all comes together!\"\n- \"If I take this apart step by step\"\n- \"Actually, no\"\n- \"Let me throw this out there\"\n- \"I'm seeing a connection between\"\n- \"So what I'm trying to say is\"\n- \"I was just about to say\"\n- \"Alternatively\"\n- \"So the main idea is\"\n- \"Hmm, let’s rewind a bit\"\n- \"There’s a pattern here\"\n- \"That’s it!\"\n- \"Let me dig into that a little deeper\"\n- \"I'm struck by\"\n- \"I need to step back and rethink this\"\n- \"What if we\"\n- \"Let me work through this\"\n- \"Now, if I think about it differently\"\n- \"Let me play devil's advocate\"\n- \"Wait, I think I just cracked it!\"\n- \"On one hand... but on the other\"\n- \"That makes sense because\"\n- \"That reminds me\"\n- \"It was staring me in the face\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Practical Nursing (LPN) Diploma\nline 02 | Licensed practical nurses, or LPNs, work under the direction of registered nurses and physicians and may help with basic nursing duties such as replacing bandages and inserting catheters, keeping track of patient health, and discussing care with professionals more involved in treatment, according to the Bureau of Labor Statistics (bls.gov/ooh, 2012). An LPN diploma program available through a community college or technical school may help students gain the skills and abilities to be able to pursue work as an LPN.\nline 03 | In fact, the Bureau of Labor Statistics (bls.gov/ooh, 2012) notes that job opportunities for LPNs are expected to increase 22 percent nationwide from 2010 to 2020. This translates into potential creation of 168,500 new jobs during this time. As well, a large number of LPNs are expected to retire, helping to create new opportunities, according to the BLS. Finally, the aging U.S. population is also anticipated to contribute to the rising need for health care services. The mean annual nationwide wage for LPNs was $42,040 as of May 2011, according to the BLS.\nline 04 | Considering a Diploma in Practical Nursing\nline 05 | Completing an LPN diploma, or a similar LPN certificate program, could help prepare students to take the National Council Licensure Examination for Licensed Practical/Vocational Nurses, or NCLEX-PN. Passage of this test is needed to qualify for a license, which is required to work as an LPN (bls.gov/ooh, 2012).\nline 06 | Classes in a diploma program might focus on child health nursing, health science, nursing skills, pharmacology and more (vistacollege.edu). Other basic coursework could focus on biology, nutrition, and anatomy and physiology (davenport.edu). Students in one of the LPN diploma programs might also learn how to work with other medical professionals, safely administer medicine and monitor patients' vital signs. An LPN diploma may offer both hands-on training and classroom learning.\nline 07 | Students could look for LPN diploma programs at community colleges and vocational schools. They also might find them through high schools or at hospitals, according to the BLS. Length of time needed to complete a program can vary, but the National Federation of Licensed Practical Nurses (nflpn.org) notes a LPN diploma program may take as little as seven months or up to two years or more to complete.\nline 08 | Admission requirements for Practical Nursing Diploma\nline 09 | Typically, students need to have a high school diploma or GED to be able to apply for an LPN diploma program. These requirements can vary from one program to another, but letters of recommendation, a copy of a resume, and ACT scores could be part of the application process (oakland.edu). Other LPN diploma programs might require a specific high school GPA, achievement on the NLN Pre-Admission Examination, or a certifying letter from a doctor or similar source attesting to student health. The NLN Pre-Admission Exam, or PAX, is a standardized test used to gauge basic math, science and verbal skills as well as health and first aid knowledge (nln.org). An admissions counselor to one of the LPN diploma programs could provide more details on specific admission requirements.\nline 10 | Possible careers for LPN diploma graduates\nline 11 | LPNs could look for career opportunities in a variety of settings. These include employment in a doctor's office, extended care facility, nursing home, hospital or even private homes, according to the BLS. Students might choose to begin employment while also pursuing more advanced academic training. For example, they might look for a bachelor's degree program that could help prepare them to test for the National Council Licensure Examination for Registered Nurses, or NCLEX-RN. These programs might be called LPN to RN bridge programs or LPN to BSN bridge programs.\nline 12 | Industries offering high levels of employment for LPNs include nursing care facilities, home health care services and community care facilities for the aging, according to the BLS (bls.gov/oes, 2011). A few of the top paying industries for LPNs include grantmaking and giving services, junior colleges, and employment services, the BLS notes.\nline 13 | LPNs interested in advancement might look to additional opportunities for on-the-job training or specific certification. The National Association for Practical Nurse Education and Service, Inc., (napnes.org) offers certification in IV therapy, long-term care and pharmacology. These certificates or others could be advantageous when it comes to exploring new opportunities or simply in working with specific health care populations, such as the elderly.\nline 14 | Potential steps after an LPN diploma program\nline 15 | An LPN diploma program can be a way for students to begin exploring the fundamentals of nursing and on deciding what steps, if any, might be next.\nline 16 | A program can introduce the student to a variety of nursing fields, help them to network and meet health care professionals and role models, and even experience what it can be like to work in health care and with patients.\nline 17 | An LPN diploma, however, may be just the first step of a nursing career for some.\nline 18 | These students may want to advance their education and see what opportunities could be available to them with more training, more skills and more knowledge.\nline 19 | \"Certifications,\" National Association for Practical Nurse Education and Service, Inc.\nline 20 | \"Education,\" National Federation of Licensed Practical Nurses\nline 21 | \"Licensed Practical and Licensed Vocational Nurses,\" Occupational Employment Statistics, Bureau of Labor Statistics, 2012\nline 22 | \"Licensed Practical and Licensed Vocational Nurses,\" Occupational Outlook Handbook (2012-13 Edition), Bureau of Labor Statistics\nline 23 | \"Practical Nursing,\" South Florida State College\nline 24 | \"Practical Nursing, Diploma,\" Davenport University\nline 25 | \"Practical Nursing Program (LPN Certification),\" Oakland University\nline 26 | \"Testing Services,\" National League for Nursing\nline 27 | \"Vocational/Practical Nurse Diploma,\" Vista College\n</context>\n\n<phrases>\n- \"There’s a pattern here\"\n- \"Maybe I should sleep on it\"\n- \"That reminds me\"\n- \"What I’m getting at is\"\n- \"In essence\"\n- \"I'm starting to see a pattern\"\n- \"I need to reframe this\"\n- \"I have a theory about this\"\n- \"Now it makes sense!\"\n- \"Oh, I see what’s happening here!\"\n- \"Let’s weigh the options\"\n- \"What keeps nagging at me is\"\n- \"If A is true, then\"\n- \"There’s a better way to phrase this\"\n- \"Let me throw this out there\"\n- \"I could go either way on this\"\n- \"Finally, it clicks!\"\n- \"Let me break this down\"\n- \"Something doesn't add up\"\n- \"Okay, let's break this down\"\n- \"Suppose we assume that\"\n- \"The more I think about it\"\n- \"Wait, no\"\n- \"On one hand... but on the other\"\n- \"So what I'm trying to say is\"\n- \"Now, if I think about it differently\"\n- \"It's almost like\"\n- \"Let's think step by step\"\n- \"Let me put this another way\"\n- \"I should have known that!\"\n- \"I just had it, what was it?\"\n- \"No, actually\"\n- \"Actually, no\"\n- \"Let me trace that logic back\"\n- \"Let me sum this up so far\"\n- \"Let me approach this from another angle\"\n- \"Let me run through it again\"\n- \"This makes me think of\"\n- \"Let's break this down into parts\"\n- \"First things first\"\n- \" is key here\"\n- \"Let me work through this\"\n- \"I’m almost there\"\n- \"I’m not sure if that’s the right approach\"\n- \"Okay, pros and cons\"\n- \"That makes sense because\"\n- \"Just spitballing here\"\n- \"That’s what I was trying to say!\"\n- \"If I’m not mistaken\"\n- \"Let me talk this through\"\n- \"I'm seeing a connection between\"\n- \"Let me propose something\"\n- \"I think I can rule that out\"\n- \"Let me connect the dots\"\n- \"Uh, where was I?\"\n- \"This might sound weird, but\"\n- \"Okay, backtrack a bit\"\n- \"Oh! That reminds me\"\n- \"I’m trying to connect the dots here\"\n- \"Sort of like\"\n- \"So the main idea is\"\n- \"I need more time with [blank], it's not fully formed\"\n- \" is interesting\"\n- \"I’m torn between two choices\"\n- \"Don't hold me to this\"\n- \"What’s the next step?\"\n- \"Let me untangle this\"\n- \"Okay, walking through it again\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me just think this through\"\n- \"I think I found the solution!\"\n- \"Now it all comes together!\"\n- \"Backing up for a second\"\n- \"Here's what I'm thinking\"\n- \"If I take this apart step by step\"\n- \"Let me make sure I got this\"\n- \"Picture this\"\n- \"This might explain the pattern\"\n- \"What's the best way to explain this?\"\n- \"I'm just throwing ideas around\"\n- \"Would that even work?\"\n- \"This explains so much!\"\n- \"Ummm, actually\"\n- \"What if we\"\n- \"I'm trying to untangle this\"\n- \"I need to circle back to [blank], there's something important there\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Mission accomplished for Galileo's pathfinder GIOVE-A\nline 02 | With the initial satellites of the Galileo constellation working well in orbit, it has been decided to end the mission of ESA’s pioneering GIOVE-A navigation satellite.\nline 03 | Launched on 28 December 2005, this first experimental satellite performed the vital task of securing the radio frequencies provisionally set aside for Galileo by the International Telecommunications Union.\nline 04 | It also flight-tested Galileo atomic clocks and other equipment in space for the very first time and investigated the radiation environment of medium-altitude orbits, never used before by a European mission.\nline 05 | ESA formally ended GIOVE-A’s mission at the end of June, although it will go on being operated for now by prime contractor Surrey Satellite Technology Ltd of Guildford, UK, to gather radiation data and performance results from a GPS receiver.\nline 06 | “GIOVE-A had a design life of only 27 months, so to continue operating for 78 months is impressive,” said Valter Alpe, managing GIOVE activities for ESA.\nline 07 | “In August 2009, the satellite was moved into a graveyard orbit around 100 km above its normal 23 222 km to make way for the Galileo validation satellites.\nline 08 | “The first two of these were launched on 21 October 2011 and are performing well, so while GIOVE-A has served ESA well it no longer has a job to do.”\nline 09 | Built to a tight deadline by SSTL, GIOVE-A carries a rubidium atomic clock accurate to three seconds in a million years.\nline 10 | On 27 April 2008 it was joined by GIOVE-B, built by an Astrium-led consortium, which carries an even more accurate passive hydrogen maser clock – the first to be flown in space for navigation, accurate to one second in three million years – as well as a second rubidium clock. Operational Galileo satellites carry two pairs of both kinds of clock, for redundancy.\nline 11 | They are very different missions in other ways too. The GIOVEs were modified from existing satellite platforms: a prototype geostationary minisatellite for GIOVE-A, and a commercial French Proteus platform typically used for Earth observation for GIOVE-B.\nline 12 | Galileo satellites are based on an entirely new platform and improved payload, specifically engineered for extremely high reliability, only intended to go into safe mode for a few days over their planned 12 years of operation thanks to a robust design based on reconfigurable redundancy.\nline 13 | Even when entering ‘intermediate safe mode’ they can continue to supply navigation signals, although without the usual service guarantee.\nline 14 | GIOVE-B, with an orbital lifetime of 50 months and counting, will be used in payload fine calibration tests this summer with the two Galileo satellites.\nline 15 | Then, in September, it will be manoeuvred into a graveyard orbit 300 km higher. At this point, GIOVE-B’s own mission will end.\nline 16 | “Early October will see the launch of the next two Galileo satellites by Soyuz rocket from Europe’s Spaceport in French Guiana,” added Valter.\nline 17 | “This will be an important step forward because four satellites are the minimum to perform navigation measurements, so Galileo system testing can proceed.”\nline 18 | A follow-up batch of full operational capability Galileo satellites is being built by Germany’s OHB and SSTL, with initial Galileo services forecast to be available by 2014.\n</context>\n\n<phrases>\n- \"But then again\"\n- \"Ah...\"\n- \"How do I put this\"\n- \"That’s an interesting angle, but\"\n- \"Wait a minute... Oh!\"\n- \"I need to make sure this checks out\"\n- \"If we follow this logic\"\n- \"Not set in stone, but\"\n- \"I'm starting to see a pattern\"\n- \"No, actually\"\n- \"Let me work through this\"\n- \"If I take this apart step by step\"\n- \"The more I think about it\"\n- \"First things first\"\n- \"Uh...\"\n- \"Wait, I think I’ve got it!\"\n- \"What if I flip it around?\"\n- \"Anyway\"\n- \"Let’s weigh the options\"\n- \"I keep coming back to\"\n- \"I was just about to say\"\n- \"I'm getting stuck on\"\n- \"On the other hand\"\n- \"What happens if we change this part?\"\n- \"That makes sense because\"\n- \"Alternatively\"\n- \"Let me play devil's advocate\"\n- \"This connects to something else\"\n- \"I need to reframe this\"\n- \"On one hand... but on the other\"\n- \"Let me untangle this\"\n- \"The pros and cons are\"\n- \"Now we're cooking\"\n- \"Now it all comes together!\"\n- \"It's almost like\"\n- \"That would explain why\"\n- \"Well\"\n- \"Let me break this down\"\n- \"Actually, no\"\n- \"What if we\"\n- \"Okay, let's break this down\"\n- \"If I follow this through\"\n- \"Wait, no\"\n- \"Well, let me see\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me back up a second\"\n- \"Consider this possibility\"\n- \"What if we looked at it like\"\n- \"Something in my gut says no\"\n- \"Of course! That’s the answer!\"\n- \"Let’s not rush this\"\n- \"What if I tried...?\"\n- \"Uh, where was I?\"\n- \"Okay, pros and cons\"\n- \"It's hard to pin down\"\n- \"Let me see\"\n- \"Now it makes sense!\"\n- \"Let me connect the dots\"\n- \"This makes me think of\"\n- \"Maybe\"\n- \"Ummm, actually\"\n- \"Take this with a grain of salt\"\n- \"In the end\"\n- \"What keeps nagging at me is\"\n- \"Coming at this from another angle\"\n- \"Picture this\"\n- \"So that’s why it wasn’t working!\"\n- \"Maybe if I try it this way\"\n- \"That changes everything\"\n- \"Roughly speaking\"\n- \"Let's break this down into parts\"\n- \"Building on that\"\n- \"Let me trace that logic back\"\n- \"I need to step back and rethink this\"\n- \"Hmm\"\n- \"Something doesn't add up\"\n- \"This just clicked into place!\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let's think step by step\"\n- \"I’m trying to connect the dots here\"\n- \"It's fuzzy, but\"\n- \"This is rough, but\"\n- \"There’s a pattern here\"\n- \"This connects to\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Humankind's mess stems from a lack of meaningful, sustainable work, says painter Robert Bateman.\nline 02 | How will our children cope with the bursting cheap energy bubble of the developed world? Photo by jenny downing, Creative Commons licensed.\nline 03 | This is a story I have watched unfold since the midpoint of the 20th century. The total transformation of planet Earth has happened due to cheap energy. Has this been a good idea? Perhaps even if we could find a new, cheap energy source, it might be a bad idea. Do we need to change our goals?\nline 04 | At the beginning of the 21st century, the modern world of developed countries is living in a beautiful bubble. The luxury and conveniences of this bubble are prodigious and would have been unimaginable at the beginning of the 20th century.\nline 05 | As luck would have it, I was born outside the bubble in 1930.\nline 06 | From a toddler in the Depression years, to a youth in the Second World War and in the post-war boom, I watched the bubble form around me.\nline 07 | Of course, like millions of others I am enjoying the luxuries and conveniences of the bubble because I also am in the middle of it.\nline 08 | Needless to say, even more millions of people, especially in the developing world, do not enjoy these luxuries and conveniences because they are not in the middle of it.\nline 09 | It is my belief that they never will be.\nline 10 | This is because the bubble cannot grow forever.\nline 11 | In fact, it is most likely that it will either shrink or burst.\nline 12 | Most people alive today were either born in the bubble or wish they were.\nline 13 | They think that it is a permanent condition.\nline 14 | Well, no condition is permanent.\nline 15 | Convenience of slaves\nline 16 | This beautiful bubble I have watched grow in my lifetime has been due to the power of commercialized petroleum. Andrew Nikiforuk, in his book The Energy of Slaves, has used slave power as a metaphor for petroleum power. Throughout history slaves were necessary to do much of the work that permitted great empires to grow. This applied to the Assyrians, Greeks, Romans, Aztecs and even the British Empire. In the 19th century, coal and steam power did much of the work that humans and animals used to do.\nline 17 | But that was nothing compared to the punch of petroleum power once it was harnessed in the early 20th century. Human slavery was almost totally supplanted. It is said that a Roman citizen's family had an average of six slaves as help. At present, the average North American family has the equivalent of 400 slaves powered mostly by petroleum or its energy equivalent.\nline 18 | The purpose of this essay is to show that although using slaves (of whatever kind) to do our work has enormous benefit and offers convenience, slavery does have its downsides and unfortunate unintended consequences.\nline 19 | In the early 19th century Alexis de Tocqueville, a French historian and explorer, travelled all over America. This was before the Civil War, so there was still slavery in the south. He observed that the south was characterized by \"grandeur, luxury, pleasure-seeking and prone to idleness.\" The anti-slavery north on the other hand, was \"self-sufficient, enterprising and tolerant.\" A southern slave owner was quoted as saying, \"Even if owning a slave is sinful, it certainly has its conveniences.\"\nline 20 | Sins of petroleum power\nline 21 | The conveniences and luxuries of our petroleum-powered world are overwhelmingly obvious.\nline 22 | But what we need to consider as part of the package are the sins.\nline 23 | The petroleum power problems are grievous sins indeed, and they have grown to become seemingly unmanageable issues.\nline 24 | Here is a brief list of them.\nline 25 | The details could fill an entire library.\nline 26 | I have watched them come about in my lifetime.\nline 27 | - The planet has been turned into a man-influenced sphere, and not in a good way.\nline 28 | - The atmosphere has been changed due to the addition of carbon dioxide and other pollutants. Hundreds of thousands of people die every year from air pollution.\nline 29 | - The oceans have changed and become degraded. Most large fish have gone; many species are commercially or actually extinct. Coral reefs are doomed and carbon dioxide has acidified the oceans, threatening oxygen-giving plankton.\nline 30 | - Life on land has also been degraded. Many birds, amphibians and mammals are gone or threatened with extinction. Untold damage has been done to lower forms of animal life. Forests are a tiny fraction of what they were when I was a boy.\nline 31 | - Human population has exploded. It took all of history until the time of my birth (1930) for the Earth to be inhabited by its first two billion people. Human population is now about seven billion. The first billion took half a million years. The last billion took 13 years. This has been made possible by petroleum driven conveniences and tools.\nline 32 | - Human occupations and ways of life have been destroyed. I have watched farms and farming communities vanish. Many jobs have disappeared due to labour-saving devices. Our jobs have been shipped overseas because of cheap petroleum-powered shipping costs. Many cultures have disappeared. In the 1950s and '60s, I visited peoples in Africa and Asia whose cultures are no more.\nline 33 | - If anything is sinful, I consider wiping out natural and human heritage to be sinful. Petroleum power is responsible, albeit in an unintended way.\nline 34 | True power is meaningful work\nline 35 | Humans throughout the world face a tragic dilemma. We have dug ourselves into a deep hole of underemployment and overproduction, entirely due to petroleum power. When we ask the experts how to get out of the hole they say, \"Dig deeper, downsize and fire more people. Increase production.\" We don't need to increase production. We have plenty of manufactured stuff. In fact, in almost every category we have too much inventory. We also have overcapacity in manufacturing sitting idle due to lack of demand. And we have so-called \"dead money,\" sitting around waiting for something meaningful in which to invest.\nline 36 | Underemployment is like a growing plague on society. One in three university graduates end up in low-skilled jobs. More than half of new Ontario teachers are unemployed or underemployed. On the other hand, Switzerland has only two per cent youth unemployment. They have systems in place to address the problem.\nline 37 | I feel almost overwhelming sadness when I view the oppressively gargantuan quantity of retail available. How many shopping malls, how many airport retail outlets, how many online retail opportunities exist? Even in villages, as well as cities in Africa and Asia, I see masses of goods and hopeful salespeople but not much buying. Is shopping the purpose in life?\nline 38 | We don't need more production; we need more meaningful work. But that has been taken away by machines or by being shipped overseas. I think that meaningful work, not shopping, is the purpose in life. E.F. Schumacher said, \"Next to the family, it is work and the relationships established by work that are the true foundations of society. If these foundations are unsound, how can society be sound?\"\nline 39 | In spite of the way people complain about work, I have observed that even teenagers seem happier when they are accomplishing things. Leisure often leads to mopiness. Our educational institutions pump out thousands of hopeful graduates every year, but our society for the most part cannot offer them meaningful work in their field.\nline 40 | Instead we offer them \"McJobs\" and entertainment. This reached a crescendo in the 1980s when Neil Postman wrote Amusing Ourselves to Death. We now have a large part of the younger generation drowning in a cacophony of narcissism with social media or video games. Escapism has turned to fantasy such as vampires and the Walking Dead or depressing dystopias full of explosions or breakdown. Is this great fodder for the young minds of the future? Blaise Pascal said, \"Small minds are fascinated by the extraordinary, great minds are interested in the ordinary.\" Are we training a generation of small minds?\nline 41 | The leisure to be immersed in self-indulgent entertainment applies largely to the developed world that is unable to find meaningful work. On the other hand, half of the less developed world still does meaningful work, and it is often not easy. This is the female half. Throughout history, except for the affluent population, women have done much of the work, and they still do. Since the 1950s, when I travelled in Africa and Asia, I noticed that it was the women who looked after the children, worked the land and marketed their produce. Traditionally the men did the hunting and warfare (both now mostly illegal). In some cultures they did the weaving, but that is now facilitated by machines from overseas.\nline 42 | Young men in the developing world have every reason to be frustrated and disappointed in future prospects. At the same time, they can see in magazines, television and now other electronic devices the luxury and conveniences of the developed world. When this frustration is combined with testosterone, ambition and resentment, it can provide fuel for crime and rioting and potentially religious extremism. A warm gun, fellowship and a promise of heaven can bring meaning when meaningful work is missing.\nline 43 | It is not exaggerating to blame the convenience of petroleum \"slaves\" for the disappearance of meaningful work in the 20th century. After all, what does \"labour-saving\" mean?\nline 44 | A good new life\nline 45 | The conclusion of the list of \"sins\" is that perhaps having so many energy slaves is not only bad for the planet and in many ways for mankind, but it may be bad for the soul. Maybe luxury, leisure and shopping should not be the great goal of mankind. Maybe actually earning our life through work is a good idea. Or at least there should be a balance. First should come the values, then should come the technology.\nline 46 | Is there a way forward? There may be miracles in our future, but the only way to a better world that I can see is to lessen our dependence on petroleum and other fossil fuels and so reduce our dependence on those \"slaves\". It is unlikely that people will voluntarily give up on conveniences, especially if they are cheap. A few good-hearted citizens making sacrifices to lower our dependence on fossil fuels will not make a real difference. However, if fossil fuels become more expensive, then market forces will reduce their use. Northern Europe has made some difference through legislation and carbon taxes.\nline 47 | My mother was born in 1900 into an upper middle class family in Springhill, Nova Scotia. She was born into a world with very little petroleum influence. Her family cooked on a flame, lit with a flame and travelled on foot, by horse or by sail. How long had mankind had those things as a normal part of life? Four thousand years? Since the days of the early Mesopotamians? Yet my mother, who had her daily life in common with ancient times, saw a man walk on the moon and fully benefited from our 20th century bubble of luxury and leisure.\nline 48 | I was, as I said, born in 1930 before the bubble. During the Second World War we had rationing in Canada. We had enough gasoline to drive to our rented cottage twice each year. We were very short of sugar, flour, butter and meat. At our cottage the running water was me pouring from a pail. We had no electricity for light, refrigeration or a stove. Television and jet travel were not even dreams of the future. Yet I would venture we were just as happy or happier in those days than folks in our modern world.\nline 49 | Painter and Salt Spring Islander Robert Bateman: 'On any scale of history our bubble is but a flash in the pan.'\nline 50 | It would seem to be possible to have a good life with less petroleum and other energy slaves. In fact, the good news is that it might be inevitable. The experts in studying peak oil tell us that we have used up all of the \"low hanging fruit\" of cheap, high quality oil. We are now resorting to desperate extraction measures: tar sand extraction or hydraulic fracturing that is expensive, dangerous and polluting.\nline 51 | In his books Why Your World is Going to Get a Whole Lot Smaller and The End of Growth, Jeff Rubin predicts the end of our petroleum orgy.\nline 52 | The former chief economist of world markets for the Canadian Imperial Bank of Commerce's research indicates that market forces will bring about a great reduction of petroleum dependency.\nline 53 | Legislation and good-heartedness will not drive people away from oil, but the market will.\nline 54 | If Canadians wish to have fresh strawberries in January in the future, they can do so for perhaps $125 a box.\nline 55 | Higher transportation costs will change the world.\nline 56 | Manufacturing will return to local areas and so will agriculture.\nline 57 | Canadian shops will once again see \"made in Canada\" on product labels.\nline 58 | Jobs in manufacturing and farming should return to North America.\nline 59 | China will become dependent on its own domestic market.\nline 60 | In fact, this is already starting to happen.\nline 61 | Communities the world over will become more cohesive and self-reliant.\nline 62 | End of cheap growth\nline 63 | Perhaps my grandchildrens' lives at the end of the 21st century, when they are close to my present age, will be more like my grandparents' lives than they will be like mine. Of course, the end of this century should still have many of the electronic gadgets we now find amusing and useful. It is hard to predict exactly the shape of society, but a less energy-intensive world could be much more satisfying. It will certainly be better for nature.\nline 64 | Let us hope that in desperation to maintain growth and new energy sources that we don't have a catastrophic bursting of the bubble. I suspect that the 2008 recession is not a temporary phase. It is the beginning of the end of growth triggered of course by Wall Street.\nline 65 | The sooner we stop perpetrating the silly myth of infinite growth on a finite planet, the better. There is currently optimism about huge supplies of shale oil and gas below ground in the United States. Experts who look at the economics of this potential say that this will not change the picture of the imminent end of the age of oil. We will always have petroleum products and the uses will extend to the distant future. However, we will not have cheap oil to maintain this beautiful bubble. Those days will soon be over.\nline 66 | A profound and sobering view of this situation is in the report \"Perfect Storm\" by Dr. Tim Morgan of the Tullett Prebon Group, one of the world's largest financial brokers in London. He states that a key element in the end of growth is the \"killer equation\". This is the \"Energy Return on Energy Invested\" (EROEI). In 1930, at the beginning of the commercialization of petroleum, it was 100 units of energy for every one unit invested. By 1970 it was 30:1. By 2010 it was 17:1. Tar sands and shale fracking are expensive. Their EROIE is 5:1 to 3:1. This huge jump in the cost of obtaining energy has giant implications in inflation and reduction of growth. We need to join together for plans for \"life after growth\".\nline 67 | Jeremy Grantham of Global Investment Management tells mostly the same story. He says that he is a numbers guy and the numbers tell a story of the end of growth. Politicians, corporations and markets ignore numbers they don't like. They are congenital dispensers of comfort.\nline 68 | We are at or near \"peak oil\" and what comes next is \"peak water\". Experts say that we will be there in a few decades. According to the World Bank, wars of the 21st century will be fought over water. The amount of potable water is finite. We can live without oil for a week. Try living without water for a week.\nline 69 | Good enough is not good enough\nline 70 | In working with and observing young people, I am struck by a deep pessimism and anxiety. The attitude that \"the world has been ruined and there is no use\" seems to be pervasive. Many of the most popular films for teenagers and 20-somethings are about dystopias and apocalypse. This is not only tragic, it could become a self-fulfilling prophecy.\nline 71 | Making the world of nature a meaningful part of our lives is healing for the body and for the soul. We need to imagine new cities and a new countryside that is healthy and organic rather than industrial. Our society needs CPR; not cardiovascular resuscitation, but conservation, preservation and restoration.\nline 72 | Sustainable is not good enough. Would you like your marriage to be merely sustainable? Good enough is not good enough. Richard Louv says we need to look forward to a new, better world, rich in nature.\nline 73 | It is possible to have a \"small is beautiful\" planet.\nline 74 | E. F. Schumacher, who wrote the book of that title, suggests the holy trinity of \"Health, Beauty and Permanence\" as the goal for humankind.\nline 75 | It will be helpful to have a rich and fulfilling life in a smaller bubble through engagement with nature.\nline 76 | It does promote health and appreciation of beauty and it is not expensive.\nline 77 | In fact, progressive places like Norway have been engaged with the \"Friluftsliv\" (free air life) for generations.\nline 78 | Rob Hopkins has described possible ways forward in his Transition Handbook -- from oil dependency to local resilience.\nline 79 | We have been burning, in a wasteful and destructive way, 50 million years worth of carbon in a scant one or two hundred years. The luxury and leisure, although very convenient, have turned out to be not worth the problems created by our over-dependence on energy slaves. Even if we did discover a new, cheap energy source, it could cause more damage to nature and to meaningful work. Serious energy conservation will unquestionably be better for nature and the planet.\nline 80 | It would seem as though it will also be better for humanity. Perhaps a future of \"less\" will indeed be \"more\". On any scale of history our bubble is but a flash in the pan. I have watched its luxury and its sins grow in the last 50 or 60 years. I can now see its end, which will be either gradual or catastrophic. We need new goals, and if handled with wisdom and grace, our future can be beautiful.\n</context>\n\n<phrases>\n- \"What if I just flip this around?\"\n- \"Something doesn't add up\"\n- \"What if we looked at it like\"\n- \"Okay, so if I do this\"\n- \"Wait, does this contradict itself?\"\n- \"Let me see if\"\n- \"If we follow this logic\"\n- \"Well\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"The tricky part is\"\n- \" is interesting\"\n- \"Here's a possible explanation\"\n- \"Okay, so\"\n- \"What I’m getting at is\"\n- \"Just thinking out loud but\"\n- \"Let me just think this through\"\n- \"This is starting to take shape\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"What’s the worst that could happen?\"\n- \"But then again\"\n- \"This might sound weird, but\"\n- \"What if I flip it around?\"\n- \"So far, it looks like\"\n- \"Let me throw this out there\"\n- \"Ummm, actually\"\n- \"Wait, no\"\n- \"Still forming this thought\"\n- \"Alternatively\"\n- \"Now, if I think about it differently\"\n- \" is key here\"\n- \"Hold on a second\"\n- \"So what I’m trying to say is\"\n- \"You know\"\n- \"No, actually\"\n- \"This feels half-right, but\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Actually, no\"\n- \"Uh...\"\n- \"Does that even make sense?\"\n- \"Let me put this another way\"\n- \"Follow me here\"\n- \"What if I tried...?\"\n- \"Right, so\"\n- \"Am I overcomplicating this?\"\n- \"There's probably more to it\"\n- \"Well, let me see\"\n- \"In other words\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Let me dig into that a little deeper\"\n- \"Let me untangle this\"\n- \"It's a bit murky\"\n- \"Let me play devil's advocate\"\n- \"Okay, backtrack a bit\"\n- \"Let me back up a second\"\n- \"Maybe if I try it this way\"\n- \"Coming at this from another angle\"\n- \"That’s an interesting angle, but\"\n- \"This might explain the pattern\"\n- \"I knew I was forgetting something!\"\n- \"We've completely overlooked [blank]\"\n- \"Let me sum this up so far\"\n- \"On the other hand\"\n- \"So the main idea is\"\n- \"Going back to what I said about\"\n- \"What if we\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Uh, where was I?\"\n- \"Ah...\"\n- \"Bear with me while I\"\n- \"On one hand... but on the other\"\n- \"What keeps nagging at me is\"\n- \"Let me work through this\"\n- \"Wait, that doesn’t add up\"\n- \"I need to make sure this checks out\"\n- \"Still working it out\"\n- \"I know there’s a word for this\"\n- \"I'm just throwing ideas around\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let's think step by step\"\n- \"I was just about to say\"\n- \"Might be\"\n- \"Okay, walking through it again\"\n- \"What I'm grappling with is\"\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 | Hedgerows enhance beneficial insects on farms in California's Central Valley\nline 02 | California Agriculture 65(4):197-201. DOI: 10.3733/ca.v065n04p197.\nline 03 | L. Morandin is Postdoctoral Fellow, UC Berkeley; R.F. Long is Farm Advisor, UC Cooperative Extension, Yolo County; C. Pease is former Staff Research Associate, UC Davis, and currently Agronomist, Oregon Vineyard Supply, McMinnville, Ore. C. Kremen is Associate Professor, UC Berkeley.\nline 04 | Hedgerows of native California shrubs and perennial grasses bordering field crops were examined for the abundance of beneficial and pest insects compared with adjacent weedy areas. During 2 years of sampling in the Sacramento Valley, hedgerows attracted more beneficial than pest insects, while weedy areas showed the opposite trend, attracting significantly more pest than beneficial insects. We conclude that replacing weedy areas at field crop edges with managed hedgerow plantings will sustain or increase beneficial rather than pest insects on farms.\nline 05 | Hedgerows are rows of trees, shrubs, forbs and grasses that surround farm fields. They may be remnants of existing vegetation from cleared lands, a result of natural plant dispersal, or established via direct plantings (CAFF 2004;Long and Anderson 2010). Their many benefits include enhanced weed control, soil fauna, erosion control, sediment retention, game hunting, biodiversity, and air- and water-quality protection (Hannon and Sisk 2009; Kleijn et al. 2006; Kort et al. 1998; Smith et al. 2008). There also is evidence that hedgerows may increase the abundance of beneficial insects such as pollinators and natural enemies, possibly improving crop pollination and biological pest control in adjacent crops (Griffiths et al. 2007; Hopwood 2008; Thomas and Marshall 1999).\nline 06 | The enhanced biodiversity and potential ecosystem service benefits of hedgerows have prompted the USDA Natural Resource Conservation Service (NRCS) and Resource Conservation Districts to support growers in planting native shrubs and perennial grasses on their farms. Thirteen miles of hedgerows were established on California farms in 2009, compared to 3 miles in 2005. However, the adoption of hedgerows on farms is constrained by a lack of information about how they will alter pest and natural enemy communities in field edges as well as the benefits they may provide, including biocontrol of pests in adjacent crops (Brodt et al. 2009).\nline 07 | Hedgerows of California native shrubs and perennial grasses, including at Fong Farms in Yolo County, were compared to weedy field margins for the abundance of beneficial and pest insects.\nline 08 | The type of field edge habitat around farmlands influences the abundance and diversity of insects they attract, including pests that may be of concern to growers in adjacent crops (Pease and Zalom 2010).\nline 09 | Our study evaluated how hedgerows of California native shrubs and perennial grasses affect beneficial and pest insect abundance in comparison to weedy field edges.\nline 10 | Beneficial and pest insects were examined in four hedgerows in Yolo County for 2 years.\nline 11 | Hedgerows at each site consisted of a row of perennial shrubs bordered by native perennial grasses. They ranged from 1,000 to 1,800 feet (305 to 550 meters) long and were established in 1996. Plant species composition for each site varied slightly, but all contained California lilac (Ceanothus griseus), coffeeberry (Rhamnus californica), California buckwheat (Eriogonum fasciculatum), toyon (Heteromeles arbutifolia), elderberry (Sambucus mexicana) and coyote brush (Baccharis pilularis). These are drought-tolerant native California shrubs that provide pollen and nectar for beneficial insects (Bugg et al. 1998; Long et al. 1998) and have successive and overlapping bloom periods (table 1).\nline 12 | The perennial grass stands were planted 10 feet (3 meters) wide along one or both sides of the shrubs to help suppress weeds and create overwintering habitat for natural enemies. The grasses included purple needlegrass (Nassella pulchra), nodding needlegrass (N. cernua), California melic (Melica californica), onesided bluegrass (Poa secunda), blue wildrye (Elymus glaucus) and creeping wildrye (Leymus triticoides).\nline 13 | All four hedgerows were adjacent to approximately 80 acres (32 hectares) of rotational field crops typical of crop production in this region, including wheat, processing tomatoes and alfalfa. At each hedgerow site, insect populations were monitored in an adjacent weedy, relatively unmanaged area (mowed or sprayed once or twice a year) of about 1,000 square feet. The primary herbaceous weeds in these adjoining weedy areas were wild mustard (Sinapis arvensis), black mustard (Brassica nigra), wild radish (Raphanus raphanistrum) and knotweed (Polygonum spp.).\nline 14 | Insects on hedgerow shrubs were monitored every 2 weeks from April to November 1999 and March to November 2000. At each sampling, two plants from each of the shrub species were randomly chosen within each hedgerow and visually inspected for insects. To assess the more mobile insect groups, such as syrphids, tachinids, lacewings and wasps, the number of visitors to each plant was observed and recorded for 2 minutes. Small insects that were not readily visible inside the flower heads were sampled by shaking all the flower heads on each shrub over a white sheet of paper and counting the number of insects dislodged. Weather conditions were monitored, and insects were sampled when temperatures were generally between 75°F to 85°F (25°C to 30°C) with sunny or bright overcast skies, and the fields were dry. In the early spring and fall samplings, temperatures were cooler and samples were taken as long as the temperature did not fall below 60°F (16°C).\nline 15 | Insects were identified to the taxonomic levels feasible from visual observation, by experienced observers who had carried out preliminary sampling in the hedgerows during 1997 and 1998. The UC Davis Bohart Entomology Museum also helped with species identification. The types and numbers of insects observed were recorded (table 2; fig. 1). The pest insects sampled were those of concern in adjacent field crops; the beneficial insects sampled were those that feed on major field crop pests. Few caterpillars (Lepidoptera), aphids, spider mites or leafminers were found in the hedgerows, so they were not included in our insect counts or data analyses. Thrips were not included because at the time of this study they were not considered a major field crop pest in this region. However, due to the introduction of new thrips-transmitted viruses since this study, our current research is focusing on monitoring thrips in hedgerows.\nline 16 | TABLE 1. Flowering periods of California native shrubs monitored in hedgerow study, Yolo County\nline 17 | TABLE 2. Beneficial and pest insects sampled in hedgerows of native shrubs and perennial grasses and in weedy areas, Yolo County\nline 18 | Fig.\nline 19 | 1.\nline 20 | Total number of (A) beneficial and (B) pest insects on shrub species, collected over 2 years during the growing season in four hedgerows, Yolo County.\nline 21 | To standardize the counts from visual observations and flower shake samples among plants, the size of each shrub sampled was estimated by measuring the average length and width of each plant (most plants were relatively circular) multiplied by height, giving an approximate square area in meters. Insect numbers were divided by plant size (which varied considerably, particularly in height), providing a measurement of insect abundance per square meter.\nline 22 | The perennial grasses in the hedgerows and adjacent weedy areas were also sampled every 2 weeks from April to November 1999 and March to November 2000 using a standard sweep net (UC IPM 2006). At each site, 10 sweeps were taken in each of four different areas of both the hedgerow grasses and weedy areas.\nline 23 | The abundance of beneficial insects was consistently greater than pests in the hedgerow shrubs compared with weedy areas during each season.\nline 24 | Statistical analysis. Beneficial and pest insect abundances within each vegetation type (shrub, grass and weed) were compared from spring to fall using a full factorial mixed model ANOVA (SAS 1999). Sample period was a repeated factor; insect type (pest or beneficial), year (1 and 2) and plant species (1 to 6) were fixed effects; site (1 to 4) was a random factor; and abundance of insects was the response variable.\nline 25 | For post hoc comparisons, we coded sample period by season (spring, summer and fall) and included season and its interactions as fixed effects. Abundance data were Poisson-distributed and square-root (plus constant of one) transformed before analyses. To compare shrub data (collected by surveys of plants) to grass and weed data (collected by standardized sweep samples), we compared the proportion of beneficial insects among vegetation types using a general linear model with a binary distribution and a logit link function (SAS 1999).\nline 26 | Of 8,045 beneficial insects collected in the four hedgerows over 2 years, 31% were minute pirate bugs, 17% syrphid flies, 13% assassin bugs, 13% tachinid flies, 10% big-eyed bugs, 6% lacewings, 6% wasps, 3% lady beetles and 0.4% damsel bugs. The greatest abundance of beneficial insects was collected on California buckwheat, followed, in decreasing amounts, by coyote brush, elderberry, coffeeberry, toyon and California lilac. The greatest beneficial insect abundance on each shrub species coincided with the bloom period of that species, when nectar and/or pollen were available (fig. 1A).\nline 27 | Of 2,278 pests collected in the four hedgerows over 2 years, 42% were spotted cucumber beetles, 25% Lygus bugs, 18% flea beetles and 14% stink bugs, with the greatest abundance also occurring during plant bloom (fig.\nline 28 | 1B).\nline 29 | The increased number of pests on California buckwheat during summer was caused primarily by Lygus bugs.\nline 30 | Similarly, spotted cucumber beetles were the primary cause of the pest population increase in coyote brush during the fall bloom.\nline 31 | Flea beetles were most numerous on the hedgerow plants during summer, and stink bugs were most abundant during summer and fall, when the shrub berries were ripening.\nline 32 | Of 10,323 total insects collected in the hedgerows during the growing seasons over 2 years, 78% were beneficial insects and 22% were pests. The abundance of beneficial insects was consistently greater than pests in the hedgerow shrubs compared to weedy areas during each season (P < 0.0001 Bonferroni; fig. 2). Overall, a greater abundance of insects was collected in year one than year two (F1,11.3 = 7.92, P = 0.0164). But there was no difference in relative abundances of pest and beneficial insects between the two years (year by insect type interaction; F2,1252 = 0.01, P = 0.940) or interaction among year, insect type and season (F2,1252 = 2.18, P = 0.114).\nline 33 | Fig. 2. Mean number of beneficial and pest insects per square meter collected over two growing seasons on six shrub species in four hedgerows, Yolo County. P values for differences between beneficial and pest insect abundance were < 0.0001 in all three seasons.\nline 34 | Examination of sweep sample collections showed that pests were more abundant in the weeds than in the native perennial grass stands in spring (t317 = −6.17, P < 0.0001 Bonferroni), summer (t317 = −13.20, P < 0.0001 Bonferroni) and fall (t317 = −5.32, P < 0.0001 Bonferroni; fig. 3). Beneficial insect abundance increased on weeds during summer but not to the same extent as the pest insects. In summer, the grasses dried and few insects were found.\nline 35 | Fig. 3. Mean number of beneficial and pest insects per 10 sweeps in four native perennial grass stands and adjacent weedy areas, collected over two growing seasons, Yolo County. Different letters above bars indicate differences in beneficial and pest abundance within each season (P < 0.05).\nline 36 | In this study, hedgerows enhanced the ratio of beneficial to pest insects compared with weedy areas. Plantings at Sierra Orchards in Solano County include deer grass, California lilac and elderberry. Inset left to right, the beneficial insects identified included lady beetles, syrphid flies and their larvae (feeding on aphids).\nline 37 | Across seasons (χ21 = 384.11, P < 0.0001) and within each season, there was a greater proportion of beneficial to total (beneficial plus pest) insects in shrubs than in weeds, with grasses having a proportion of beneficial to pest insects intermediate to shrubs and weeds (fig. 4).\nline 38 | Fig. 4. Mean proportion of beneficial to total (beneficial plus pest) insects in native shrubs and grasses in four hedgerows and adjacent weedy areas, collected over two growing seasons, Yolo County. Different letters above bars indicate significantly different values within seasons (P < 0.05).\nline 39 | Our results show that field edge plantings of native California shrubs and perennial grasses can enhance beneficial insect abundance. The enhancement of beneficial insects may occur in several ways. First, most beneficial insects require or benefit from nectar or pollen sources from flowering plants that hedgerows provide, helping them survive and reproduce, especially during times of prey scarcity (Bugg et al. 1998). This was apparent in our study; beneficial insect abundance was greatest on shrubs during bloom, suggesting that insects were using floral resources. Second, hedgerows provide some beneficial insects with alternative prey or hosts, which may also be most important during wintertime (Corbett and Rosenheim 1996). Third, hedgerows provide beneficial insects with overwintering habitat, which is important when neighboring fields are cultivated and fallow for the winter, and there are few other refuges (Dennis et al. 1994).\nline 40 | Our study provides evidence that hedgerow plantings can enhance ratios of beneficial to pest insects compared with weedy areas, where pests were found in significantly greater abundance than beneficial insects. The extent to which this enhanced abundance of beneficial insects in hedgerows will improve biological pest control in adjacent crops is largely unknown. Previous research showed that beneficial insects used floral resources provided by hedgerows and moved into adjacent crops (Long et al. 1998). In a review of natural pest control, 74% of cases studied showed that landscapes with high proportions of noncrop habitat had enhanced natural enemy populations in crop fields (Bianchi et al. 2006). Further, eliminating edge weeds (by mowing or spraying) or replacing them with managed vegetation such as native perennial grasses has led to reduced pest pressure in adjacent crops (Ehler 2000; Mueller et al. 2005; Pease and Zalom 2010).\nline 41 | Compared with weedy areas, hedgerows did not increase populations of insects such as redshouldered, consperse and southern green stink bugs, pests of tomatoes and other crops.\nline 42 | Current studies are examining insect populations in crops adjacent to hedgerows and weedy field edges, such as, above, black mustard near an agricultural field.\nline 43 | For improved biocontrol through hedgerow plantings on farms, it is important that plants enhance beneficial insects without increasing pest populations (Fiedler and Landis 2007). In our study, the native shrubs and perennial grasses, though used by pests, were not as preferred as the weeds were, as noted by the significantly greater proportion of beneficial insects compared with pests in the hedgerow plantings. Although California buckwheat attracted Lygus bugs during summer and coyote brush attracted spotted cucumber beetles during fall, beneficial insect abundance was far greater than pests on those plants.\nline 44 | As noted earlier, one of the impediments to growers adopting hedgerows is the concern that they will harbor and enhance pest insect populations in adjacent crops. Our data show that hedgerow plantings can sustain or enhance beneficial insects and serve as replacement vegetation for weedy field edges, which harbor pests.\nline 45 | Recently, more hedgerows have been adopted in the Sacramento Valley. In our current studies, we are standardizing the crop adjacent to hedgerows and examining insect populations and pest control in the crop. These studies will address the question of whether hedgerows are concentrating existing populations of beneficial insects or whether they are increasing beneficial populations for enhanced pest control in adjacent crops. The study reported here and our current evaluations of the economic benefits of hedgerows on pest control may lead to the wider adoption of hedgerow plantings on farms, helping to enhance the many ecosystem service benefits they provide in agricultural landscapes.\nline 46 | We thank the UC Davis Sustainable Agriculture Research and Education Program, Yolo County growers, the Yolo County Resource Conservation District and Irene Wibawa for assistance with this study.\n</context>\n\n<phrases>\n- \"Ummm, actually\"\n- \"Backing up for a second\"\n- \"Let me make sure I got this\"\n- \"What happens if we change this part?\"\n- \"Let me work through this\"\n- \"Let me break this down\"\n- \"Wait a minute\"\n- \"That actually makes a lot of sense\"\n- \"On one hand... but on the other\"\n- \"Okay, so if I do this\"\n- \"Don't quote me on this\"\n- \"Where did I put that...?\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me think\"\n- \"Hmm\"\n- \"Is it possible that...?\"\n- \"Here's what I'm thinking\"\n- \"The more I think about it\"\n- \"I'm trying to untangle this\"\n- \"What if we\"\n- \"Alright, where was I?\"\n- \"Finally, it clicks!\"\n- \"Basically\"\n- \"No, actually\"\n- \"Coming at this from another angle\"\n- \"How do I put this\"\n- \"Let’s weigh the options\"\n- \"Now we're cooking\"\n- \"Of course! That’s the answer!\"\n- \"What was I about to say?\"\n- \"Possibly\"\n- \"Okay, let's break this down\"\n- \"Okay, pros and cons\"\n- \"Oh, I see what’s happening here!\"\n- \"That’s the answer I was looking for!\"\n- \"Okay, so\"\n- \"This is slipping through my fingers\"\n- \"So what I'm trying to say is\"\n- \"This explains so much!\"\n- \"This might sound weird, but\"\n- \"It's fascinating how\"\n- \" is striking \"\n- \"This just clicked into place!\"\n- \" is interesting\"\n- \"Let's break this down into parts\"\n- \"Let's think step by step\"\n- \"Am I thinking about this all wrong?\"\n- \"Let me see\"\n- \"The pros and cons are\"\n- \"It feels like the right move, but\"\n- \"Would this be worth the risk?\"\n- \"So the main idea is\"\n- \"Let me propose something\"\n- \"In other words\"\n- \"Let me just think this through\"\n- \"Uh, where was I?\"\n- \"Let me untangle this\"\n- \"So what I’m trying to say is\"\n- \"What keeps nagging at me is\"\n- \"Bear with me while I\"\n- \"Still forming this thought\"\n- \"Here's where it gets interesting\"\n- \"Picture this\"\n- \"Something doesn't add up\"\n- \"I think I can rule that out\"\n- \"Uh...\"\n- \"Wait, no\"\n- \"First things first\"\n- \"I need to reframe this\"\n- \"I'm still feeling my way through\"\n- \"Let me approach this from another angle\"\n- \"Aha! That’s what I was missing!\"\n- \"Okay, backtrack a bit\"\n- \"Let me throw this out there\"\n- \"What if we looked at it like\"\n- \"I'm still fuzzy on how [blank] relates to everything else\"\n- \"Let me circle back to that\"\n- \"It suggests that\"\n- \"What I’m getting at is\"\n- \"Now, if I think about it differently\"\n- \"Consider this possibility\"\n- \"That’s it!\"\n- \"Let me see if\"\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 | If you want to plan for a good story, this article is for you.\nline 02 | 1Brainstorm. Think of a story that will have an impact on the audience. Some super story plot, A story that may change the way that people think about a certain subject. The story must contain twists and turns and unexpected endings. Build up on that creative story of yours. Head start by thinking about what happened to you yesterday or maybe what will happen in the future. Any subject will do.Ad\nline 03 | 2Choreograph your plot. Arrange the series of events in the order that you favour most. Which one will happen first? What is the ending? Know that your story need not start from something conventional, like brushing your teeth, or going to work. Start from something very sudden and tragic, such as somebody slapped you in the face or something. Write down all ideas of what will happen on a piece of paper.\nline 04 | 3Assign roles.\nline 05 | Think of the fates of your characters, in relation to the story, of course.\nline 06 | Will they suffer from a terrible disease?\nline 07 | Or will they live a normal life after a tragic incident?\nline 08 | Pen down all the characteristics of the characters on that sheet of paper.\nline 09 | Remember, you have power over the characters because they are created by you, not others.\nline 10 | And also, there are no general rules for creating a good character.\nline 11 | 4Start spelling your first word. Write a rough draft of your story. Put all the ideas together to form a story. Never mind about minor mistakes like punctuation or grammar. Focus on your plot instead.\nline 12 | 5Run through and edit. During run through just underline all minor mistakes so that you will not overlook it later. Also take note and edit of the parts that you don't like or feel not worthy or just plain confusing. After checking, start on the real thing.\nline 13 | 6Finish your masterpiece. Yes, your masterpiece. Next, after writing it, just confirm once again because, as you all know, people make mistakes.\nline 14 | 7Share it. Bring it to your friends to read and ask what they think about it. Or you could bring it to your newspaper publisher so that the whole country can have a good read on your fantabulous story - you might only want to do a bit if you're going to sell it because otherwise everyone will know the story.Ad\nline 15 | Are you an expert on birthday celebrations?\nline 16 | If so, share what you know about how to celebrate an 18th birthday.\nline 17 | Thanks for sharing your knowledge.\nline 18 | We are a bit smarter today because of you.\nline 19 | - Remember, reading books will help to give you ideas - but you can't copy the ideas exactly.\nline 20 | - Write a checklist of things to include in the story.\nline 21 | - Write about something that you're interested in. It's much easier to write a story about things you enjoy.\nline 22 | - Listening to music can help you write effectively too. Listen to a song that fits your theme (if it's a horror story, listen to dark and scary music. Or, if it's a romance, listen to slow, calming music)\nline 23 | - Learn to keep working on your stories.\nline 24 | - Find inspiration (family, friends etc.)\nline 25 | Categories: Ideas and Inspiration\nline 26 | Recent edits by: Bobtheballistic, Jamie, Rock20000\nline 27 | In other languages:\nline 28 | Thanks to all authors for creating a page that has been read 83,838 times.\n</context>\n\n<phrases>\n- \"This makes me think of\"\n- \"Hmm, let’s rewind a bit\"\n- \"It's fascinating how\"\n- \"Let me think\"\n- \"Well\"\n- \"Okay, I think I’ve got it now!\"\n- \"I need to step back and rethink this\"\n- \"Let me throw this out there\"\n- \"This connects to something else\"\n- \"If A is true, then\"\n- \"I need to make sure this checks out\"\n- \"Maybe if I try it this way\"\n- \"I'm seeing a connection between\"\n- \"I need to reframe this\"\n- \"I keep circling back to\"\n- \"Let's test this idea\"\n- \"I’m trying to connect the dots here\"\n- \"Uh, where was I?\"\n- \"We've completely overlooked [blank]\"\n- \"There’s a better way to phrase this\"\n- \"I'm wondering if\"\n- \"That would explain why\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This connects to\"\n- \"Let's think step by step\"\n- \"The thing is\"\n- \"There's a better way to phrase this\"\n- \"Building on that\"\n- \"Ohhh, now I see!\"\n- \"This explains so much!\"\n- \"Hmm\"\n- \"Let me untangle this\"\n- \"I'm intrigued by\"\n- \"Let me work through this\"\n- \"This brings to mind\"\n- \"Let me chew on this\"\n- \"Wait, does this contradict itself?\"\n- \"Wait, why does that happen?\"\n- \" is interesting\"\n- \"Wait a minute... Oh!\"\n- \"Let me put this another way\"\n- \"I'm trying to reconcile\"\n- \"This makes me reflect on\"\n- \"Okay, walking through it again\"\n- \"What if we\"\n- \"No, actually\"\n- \"That’s the answer I was looking for!\"\n- \"What keeps nagging at me is\"\n- \"Let me back up a second\"\n- \"Uh...\"\n- \"What’s the best way to explain this?\"\n- \"What if the reason is\"\n- \"I wonder if\"\n- \"It's almost like\"\n- \"So what I'm trying to say is\"\n- \"On one hand... but on the other\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Wait, no\"\n- \" is key here\"\n- \"Ummm, actually\"\n- \"What I mean is\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Actually, no\"\n- \"That would mean\"\n- \"This just clicked into place!\"\n- \"Something doesn't add up\"\n- \"Follow me here\"\n- \"What happens if we change this part?\"\n- \"I'm curious about\"\n- \"I'm starting to see a pattern\"\n- \"Well, let me see\"\n- \"Wait a minute\"\n- \"Hmm, that doesn’t sound right\"\n- \"Suppose we assume that\"\n- \"Now, if I think about it differently\"\n- \"I'm mulling over\"\n- \"Okay, so\"\n- \"So the main idea is\"\n- \"Wait, I think I’ve got it!\"\n- \"That makes sense because\"\n- \"Oh, I see what’s happening here!\"\n- \"When I sit with this idea\"\n- \"Here's what I'm thinking\"\n- \"In the end\"\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 | Of all the men who have been president, Harry Truman has to be the unlikeliest. Maybe Gerald Ford could give him a run for his money, but even into his vice presidency, no one could imagine this unassuming man from a small town in Missouri becoming the most powerful man in the world. No one was more surprised than Harry Truman himself.\nline 02 | Born near Independence, Missouri during the Chester Arthur administration, Truman came from a long line of Midwestern farmers. Until the 1920’s, he showed no interest in politics beyond what anyone in rural Grandview or small town Independence might have shown. He was a farmer. He struggled, occasionally doing well working for a bank and making a half-hearted attempt to become a lawyer, but Truman was essentially the common man. He did, however, have a deep sense of duty and a love of history. A farmer he might have been, but Harry Truman was also well-read for someone of his modest background.\nline 03 | His sense of duty led him to join the Army in 1918 when America entered World War I. It was while in Europe that he met future business partner Eddie Jacobson and Jim Pendergast, son of Kansas City machine boss Tom Pendergast. It was this and several other associations he made while in France that convinced him to run for office. His father had been road overseer for Jackson County, and Truman decided to follow in his footsteps. Surprisingly, Pendergast tapped him to run for County Judge (similar to a county commissioner in other states). In that role, Truman proved to be that most surprising asset to a party machine: The honest politician. Pendergast, a cement company owner, had to bid on Truman’s pet highway projects.\nline 04 | Truman proved a better politician than a businessman. He and Jacobson owned a haberdashery that succumbed to bad timing in the early 1920’s. Yet he proved very effective in working a political system he found corrupt. Under Truman’s leadership, Independence and Kansas City saw its roads expanded and paved, and two new courthouses built. But Truman could only serve two terms as presiding judge. Lamenting that his career was probably over, he found himself the surprise candidate for junior senator from Missouri.\nline 05 | In the Senate, though, Truman had to overcome a preconceived notion of him as the “Senator from Pendergast.” Truman was loyal to Pendergast, considering him a product of the party system no different than Roscoe Conkling of an earlier era, but he also had his scruples. He built relationships with Jack Garner, FDR’s original vice president, as well as Speaker Sam Rayburn and his own future VP, Alben Barkley.\nline 06 | In 1940, he gave the world a preview of how he would win election in his own right in 1948. Largely abandoned by his party, Truman called in all his chips to finance a shoe string campaign to win reelection to the senate. Up until election day, without support from his party or FDR, he won reelection to the Senate. And he was not quiet second time around. As America geared up for an inevitable war that even isolationists could not deny was coming, the Army and Navy found itself gouged and bleeding cash from every corner. The Truman Commission, a bipartisan committee formed to investigate wrong-doing by suppliers and contractors, trimmed billions in waste (though he was quietly told to ignore the mysterious “Manhattan Project”) and exposed several deficiencies in war production. As a result, American industry was better prepared to supply the military for the total war that began on December 7, 1941.\nline 07 | In 1944, the ailing Franklin Roosevelt opted to run for an unprecedented fourth term, mainly out of a sense of duty to the nation. However, Vice President Henry Wallace proved to be somewhat erratic for Democratic (not to mention Republican) tastes. The party told Roosevelt he would need a new running mate. Original VP Garner had left Washington in a huff after two terms with Roosevelt. Wallace was seen as borderline communist while southern candidates proved to be too racist for northern and western voters. Truman, a man not without prejudice but capable of setting them aside, was the compromise candidate. Ironically, Truman was actively campaigning for Democratic stalwart Jimmy Byrnes and did not want the job. Roosevelt shamed him into it. The ticket defeated the GOP’s unlikeable Thomas Dewey.\nline 08 | Yet Roosevelt was sicker than realized. Stalin had noted at Yalta that FDR could not survive more than six months in his current condition. Less than three months into his new term, the president died of a cerebral hemorrhage. Truman likened his sudden elevation to the White House as “the moon, the stars, and all the planets falling on me.” When he asked Eleanor Roosevelt if he could do anything for the newly widowed First Lady, she replied, “Is there anything we can do for you? Harry, you’re the one who’s in trouble now.”\nline 09 | The idea of this small-town politician ascending to the presidency scared a lot of people. How would he handle the end of World War II? Could he handle the massive egos of Churchill and Stalin? At Potsdam, he made friends quickly with Churchill, as well as his successor, Clement Atlee. He also sized up Stalin and found him the most amiable evil man he’d ever met. Despite early attempts to work with the Soviets, it became clear the bulk of the Cold War’s blame could be laid squarely at Stalin’s feet, a man more interested in expansion and domination than world peace.\nline 10 | Truman found himself at the center of a growing Cold War with the Soviets.\nline 11 | And yet at home, he took advantage of America’s new prosperity to press from unemployment assistance, national healthcare, and student aid.\nline 12 | As Roosevelt’s advisors resigned or retired, Truman began surrounding himself first with old Missouri hands, raising the specter of his machine past, then with those he had befriended during the war, including Omar Bradley, James Forrestal, George Marshall, and, later, Dean Acheson.\nline 13 | In 1948, though, his popularity had ebbed. Both parties wrote him off, despite the Democrats nominating him. Yet Dewey, running again for a second time, arrogantly assumed the election was a formality while Truman criss-crossed the country shaking hands and reminding people that he was one of them. As a result, Dewey lost the election in an upset the news media failed to see coming.\nline 14 | He spent most of his second term in Blair House, the residence across the street from the White House. The Executive Mansion suffered catastrophic structural failures, including the collapse of the floor in Margaret Truman’s bedroom. Truman had the White House gutted and renovated “to last a thousand years.” The foundation was shored up, something not possible when George Washington helped lay the cornerstone. The interior was faithfully replicated.\nline 15 | But it was Korea that dominated his second term.\nline 16 | Initially, the public and Congress, already fearful of communists abroad and at home, supported Truman’s decision to call for United Nations action against the government of Kim il-Sung.\nline 17 | Initially, the war was a disaster, not helped by General Douglas MacArthur’s chronic insubordination.\nline 18 | Truman relieved him of command.\nline 19 | Firing a hero in the minds of many, caused his approval ratings to plummet.\nline 20 | It was not helped by the drunken rants dressed up as aggressive patriotism on the part of Senator Joseph McCarthy.\nline 21 | Truman managed to bring the war nearly to a close (Eisenhower would finish the job.\nline 22 | ), but he and the Democratic Party were drained and finished by 1952.\nline 23 | America was ready for a change, and Eisenhower provided Republicans with an alternative to the ravings of McCarthy and the isolationist retreat of Senator Robert Taft.\nline 24 | Truman left Washington to become something most presidents can only dream of: A private citizen.\nline 25 | Many are divided on Truman. Some see him as an honest, decisive president who didn’t stand on the usual pretense of DC. Others see him as a hot head whose rash decisions led to Republican dominance in the 1950’s and deeper hostilities than might have been necessary with the Soviets. However, our three most recent presidents probably needed to take a page from his playbook. Bill Clinton did, to some extent, pressing his agenda in spite of the Monica Lewinsky scandal. George W. Bush seems to be the most Truman-like, though not nearly as successful. Barack Obama probably could stand to give his opponents a little more hell like Harry. But Clinton and Obama are Harvard grads, while Bush is a product of Yale. Two governors, one of them an oil man, with a Chicago lawyer precludes the common touch that, at best made Truman successful and at worst allowed him to function more effectively than other embattled presidents in recent times.\n</context>\n\n<phrases>\n- \"It's a bit murky\"\n- \"Uh...\"\n- \"I’m trying to connect the dots here\"\n- \"I need a clearer view of this\"\n- \"This makes me reflect on\"\n- \"So basically\"\n- \"Am I missing something?\"\n- \"Well\"\n- \"Let me make sure I got this\"\n- \"Building on that\"\n- \"That reminds me\"\n- \"Is this the right call?\"\n- \"This just clicked into place!\"\n- \"Well, let me see\"\n- \"Wait, does this contradict itself?\"\n- \"Something's not quite right\"\n- \"Let me trace that logic back\"\n- \"Oh, it all makes sense now!\"\n- \"Wait, I think I just cracked it!\"\n- \"The more I think about it\"\n- \"I'm mulling over\"\n- \"There's something off here\"\n- \"What’s the missing piece?\"\n- \"It's fuzzy, but\"\n- \"This connects to\"\n- \"Actually, no\"\n- \"I wonder if\"\n- \"I feel like I’m close\"\n- \"The crucial thing seems to be\"\n- \"This brings to mind\"\n- \"What I mean is\"\n- \"What’s the best way to explain this?\"\n- \"I need to make sure this checks out\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"What I'm getting at is\"\n- \"Oh! That reminds me\"\n- \"Let me see\"\n- \"On one hand... but on the other\"\n- \"I'm struck by\"\n- \"Let's think step by step\"\n- \"Here's what's bugging me\"\n- \"Let me chew on this\"\n- \"So what I’m trying to say is\"\n- \"Ummm, actually\"\n- \"I'm starting to see a pattern\"\n- \"Wait, why does that happen?\"\n- \"What I’m getting at is\"\n- \"Don't quote me on this\"\n- \"Uh, where was I?\"\n- \"Right, so\"\n- \"Let me connect the dots\"\n- \"I think I found the solution!\"\n- \"That’s it!\"\n- \"Let me think\"\n- \"Where did I put that...?\"\n- \"I need to reframe this\"\n- \"In the end\"\n- \"Something’s not clicking\"\n- \"So that’s why it wasn’t working!\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me untangle this\"\n- \"I'm wondering if\"\n- \"Hold that thought\"\n- \"Let me work through this\"\n- \"Now it makes sense!\"\n- \"I'm curious about\"\n- \"Wait, no\"\n- \"In other words\"\n- \" is key here\"\n- \"Something doesn't add up\"\n- \"What keeps nagging at me is\"\n- \"It's fascinating how\"\n- \"This connects to something else\"\n- \"What was I thinking?\"\n- \"No, actually\"\n- \"It's almost like\"\n- \"Alright, where was I?\"\n- \"Okay, walking through it again\"\n- \"This is just a hunch\"\n- \"There’s a better way to phrase this\"\n- \"Okay, backtrack a bit\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Hmm\"\n- \"Anyway\"\n- \"This makes me think of\"\n- \"Now I'm stuck on\"\n- \"Okay, I think I’ve got it now!\"\n- \"When I sit with this idea\"\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 | Justification for Violence in Islam: III: Jih_d as a Defensive Strategy or a Means of \"Calling\"?\nline 02 | Previous: Justification for\nline 03 | Violence in Islam, Part II: The Interplay between Religion and\nline 04 | Power in Islam\nline 05 | Long before the Muslim jurists undertook to provide religious rationale for the historical practice of jih_d by developing political-legal terminology like d_r al-isl_m (the sphere of \"submission\" [to God]) and d_r al-harb (the sphere of war), the Qur'an had implicitly divided the world into d_r al-im_n (the sphere of belief) and d_r al-kufr (the sphere of disbelief). There is, however, a difference in the way the revealed law, the Shari'a, defined the two spheres and the way the Qur'an projected the realm of \"belief\" and \"disbelief.\" For Islamic law the division of the world into the spheres of \"submission to God\" and \"war\" was in terms of spatial-temporal as well as religious hegemony of Islam; whereas for the Qur'an the spatial division was simply in terms of spiritual and moral distinction between the spheres of \"belief\" and \"disbelief.\"\nline 06 | Mecca was regarded as the sphere of \"disbelief\" as long as the people of Mecca had not accepted Islam. The \"submission\" of the people to the Islamic order brought about the conversion of Mecca to the sphere of \"belief.\" The religious distinction is thus attached to the spiritual-moral condition of the people, and not necessarily to the land where everyone should aspire to return as part of the divine promise. There are no prophetic promises in Islam, resembling those in Judaism, for instance, that would make Muslims undertake jih_d to return from the \"diaspora\" to their \"holy land\" located somewhere in Arabia. Moreover, there are no divine guarantees that once the sphere of \"belief\" is established it will not revert to the sphere of \"disbelief.\" The maintenance of the sphere of \"belief\" from turning into a corrupt and tyrannical sphere of \"disbelief\" is a human responsibility. Furthermore, there is no covenant between God and Muslims that certain parts of earth will be immune from becoming corrupt and unjust. Ultimately, human response to the divine challenge of becoming morally and spiritually attentive would decide the sacredness or otherwise of any part of earth. It was in such a conception of Islam as a political ideology for the entire world that the tension between the Qur'anic sanction of jih_d as a defensive strategy in the face of persecution, and jih_d as a means of \"calling\" (al-da'wa) people to divine path was discernible.1 The tension is between the religious destiny of humanity which must be negotiated between God and individuals without coercion from any human agency, including that of the Prophet, and the moral responsibility of living as a member of a society with well defined rights and obligations. Muslim jurists and exegetes were engaged in legitimizing the jih_d for purposes of \"calling\" persons to Islam - thus rendering the jih_d a form of holy war. On the one hand, there was the problem of reconciling an evident discrepancy between the Qur'anic treatment of the jih_d as means to make \"God's cause succeed\" (8:39) and the manipulation of jih_d by the de facto Muslim authorities to increase the \"sphere of submission [to God]\" by engaging in territorial expansion. There is, further, the tension between religious and moral justifications for the jih_d, which although not explicitly distinguished in Islamic jurisprudence are, at any rate, alluded to in the Qur'an. Undoubtedly, tangible political circumstances forced the jurists to be pragmatic and realistic in their formulation of the justifications for undertaking jih_d, especially if the de facto rulers were willing to uphold the supremacy of Islamic law in a Muslim public order. In the process of providing a religious legitimation for the territorial expansionism of the Muslim rulers, the jurists preferred on many occasions to overlook those passages of the Qur'an that point toward moral justifications of jih_d ('fight until there is no persecution'). Consequently, their rationalization of the jih_d as the means by which the entire world might be converted to the \"sphere of Islam\" obscures the Qur'anic concept of the jih_d in the meaning of a defensive war fought to stop persecution.\nline 07 | The difficulty of keeping the moral and religious justifications for engaging in jih_d separate in Islamic jurisprudence was inevitable because at no point did Muslim jurists ever undertake to distinctly define the ethical and religious foundations of the Islamic legal thought. Moreover, because of the interdependence between religion and politics in the creation of an Islamic world order, Muslim legal authority was envisaged as a comprehensive power that exacted moral and civil obedience in the name of God. The promise of the creation of a just and equitable public order under the normative Shari'a that embodied the will of God was central to Islamic revelation and also to the social, political, and economic activity of the Muslim community. The connection between the divine will and the creation of such an order was fundamental in the jurists' regarding of the jih_d as an instrument in the fulfillment of the ideal Muslim society. Thus, it was not difficult to interpret the Qur'an in such a way that the relatively limited justification for jih_d contained in the sacred text was broadened to associate jih_d with the concept of justice and divine guidance and with the desire to secure the well-being of the entire humanity.\nline 08 | In the wake of the phenomenal conquests achieved by Muslims during the 1st/7th century, the jurists began to apply the term jih_d to military action and to efforts to expand the \"sphere of Islam\" through the extension of the boundaries of the Islamic polity. The juridical works produced during the 2nd/8th century provide the evidence that the treatment of the jih_d in connection with the task of converting the \"sphere of war\" (d_r al-harb) to the sphere of Islam was, in effect, an ex post facto legitimation of the early conquests. In fact, the division of the world into two spheres of \"war\" and \"peace (isl_m)\" was a legal construct based on the Muslim jurists' inference from the implicit Qur'anic division of the world into the spheres of \"belief\" (im_n) and \"disbelief\" (kufr).\nline 09 | That there is a relationship between the \"call to faith\" (al-da'wa) and the undertaking of jih_d is supported by the insistence of the Qur'an that it has been revealed for the purpose of making the entire world aware of the divine path, and of requiring humanity to obey God and the Prophet. But what are the means that the Prophet may use to exact this obedience? Does the Qur'an justify jih_d in this connection?\nline 10 | The Qur'an gives the Prophet, in his capacity as the leader of the Muslim community, the right to control \"discord on earth\" by means of jih_d.\nline 11 | This right points to the possibility -even obligation- for the Prophet to resort to jih_d when, in his judgement, such action is necessary as a means to combat a breakdown of the public order.\nline 12 | In particular, the Prophet may resort to the sword in response to a situation of general lawlessness that results from someone's \"taking up arms against God and His messenger\" (9:33-34), that is, from a rebellion against the established Islamic order.\nline 13 | The repeated injunction to eradicate \"corruption on earth,\" taken together with the Qur'anic justification of a human institution that has the power to carry out the function of \"enjoining the good and forbidding the evil,\" (3:104, 110; 9:71) represents a religiously sanctioned basic moral-civil requirement to protect the well-being of a human community.\nline 14 | In the light of the need to eradicate \"corruption on earth\" and to \"command the good and forbid the evil,\" the Qur'an provides a sort of rationally derived moral basis for jih_d in Islam. To be sure, the permission to use force in any form occurred, according to the jurists, during the Medina period of the Prophet's ministry (622 CE) when Muslims were given permission to fight back against the \"folk who broke their solemn pledges\":\nline 15 | Will ye not fight a folk who broke their solemn pledges, and purposed to drive out the Messenger and did attack you first? (9:13)\nline 16 | If they withdraw not from you, and offer you not peace, and refrain not their hand take them, and slay them wherever you come to them; against them We have given you a clear authority. (4:91-93)\nline 17 | It is not difficult to adduce strictly defensive warfare, justified on moral grounds (breach of contract, retaliation, self-defense and so on), from this permission given to the Muslims to use force.\nline 18 | That is, the permission is to respond to the rationally derived obligation to fight in retaliation for attacks upon Muslims.\nline 19 | Hence, the Qur'an justifies defensive jih_d, allowing the Muslims to fight against and subdue hostile unbelievers who are dangerous to the community, and whose actions show them to be inimical to the success of God's cause.\nline 20 | My categorization of the Qur'anic jih_d as strictly a \"defensive\" jihad is based on the absolute absence of any reference in the Qur'an that would justify an \"offensive\" jih_d, that is, a jih_d undertaken to \"convert\" all of humanity to Islam.\nline 21 | As I shall demonstrate, the Muslim jurists, especially the Shi'ites, had great difficulty in justifying the \"offensive\" jih_d without the presence of a legitimate, divinely designated authority of the infallible Imam who could protect against the shedding of innocent blood.\nline 22 | However, if the Qur'an had stopped at this duty of self-defense against hostile forces, then the possibility of offensive jih_d would have been altogether out of question. It also requires the Prophet to strive to make \"God's cause succeed.\" At this point, the jih_d (the \"struggle\") becomes an offensive endeavor in connection with efforts to bring about the kind of world order that the Qur'an envisions.\nline 23 | The possibility of offensive jih_d as a means in the creation of the Islamic world order gives rise to the tension between the tolerance advocated in the matters of religious destiny of human beings, on the one hand, and active response encouraged and even required against unbelievers \"until there is no persecution (fitna) and the religion be only for God,\"(8:39), on the other.\nline 24 | If the divine commandment in 8:39 is interpreted in the context provided by the general Qur'anic justification for engaging in jih_d (as a response to aggression or moral wrong), it can be construed in terms of a moral-civil duty to fight \"persecution\" which, according to 2:191 \"is worse than slaughter.\"\nline 25 | On the other hand, if the verse is interpreted in terms of the development of Muslim political power, then it may be said to provide a warrant for wars of expansion.\nline 26 | Undoubtedly, Sunni jurists, in providing the legitimacy of the Muslim conquests, duly regarded them as the outcome of a Qur'anic jih_d.\nline 27 | However, Muslim political history clearly demonstrates that these conquests were undertaken with the explicit aim of expanding Islamic hegemony, not with the goal, as stated in the Qur'an, of ensuring that \"the religion be only for God.\"\nline 28 | (8:39-40) This verse clearly states that fighting cannot be started until the adversaries are first invited to come to the right path.\nline 29 | If they accept the call, there will be no fighting; but if they reject it then \"know that God is your Master; the most excellent Master, and most excellent Helper.\"\nline 30 | That means their rejection of responding to the call of religion is beyond human remedy.\nline 31 | Only God can guide them to the right path.\nline 32 | Further evidence that the injunction to fight in this verse was morally restricted is provided by the fact that some Muslim commentators regarded it as abrogated by the more general command that requires Muslims to fight in the verse 9:29, against \"those who believe not in God and the Last Day...\" However, this verse refers to an entirely different group of unbelievers.\nline 33 | It speaks about the Peoples of the Book.\nline 34 | And, as pointed out earlier, offensive jih_d against the Jews and the Christians \"until they pay jizya (poll-tax)\" (9:29) points more to the complex relationship and interdependence of religious and moral considerations in the treatment of the \"Peoples of the Book\" than to their conversion to \"God's religion,\" Islam.\nline 35 | To recapitulate, if jih_d is understood within the notion\nline 36 | of human responsibility to strive for the success of God's cause,\nline 37 | consistently maintained by the Qur'an (9:41), then legitimizing the\nline 38 | use of force against moral and political offenses cannot be\nline 39 | regarded as contradicting the Qur'anic dictum of 2:256: \"No\nline 40 | compulsion is there in religion.\" The Qur'an justifies the use of\nline 41 | force in the establishment of an order that protects the basic\nline 42 | welfare of the Muslim community against \"internal\" and \"external\"\nline 43 | enemies. The \"internal\" enemies include \"tyrants\" who, according to\nline 44 | the Qur'an, \"fight against God and His messenger, and hasten about\nline 45 | the earth, to do corruption there\" (5:33). \"Fight\" or \"take up\nline 46 | arms\" as the Arabic verb suggests, is taken to mean \"subverting a\nline 47 | Muslim public order under God and His Messenger\" leading to \"chaos\nline 48 | and lawlessness.\" Hence, \"tyrants\" are those engaged in seditious\nline 49 | activity against the Muslim public order. The \"external\" enemies\nline 50 | include the \"leaders of unbelief\" who \"break their oaths after\nline 51 | their covenant and thrust at your religion\" (9:12) (i.e.,\nline 52 | non-Muslim Arabs) and the Peoples of the Book (i.e., Jews and\nline 53 | Christians), who \"do not forbid what God and His messenger have\nline 54 | forbidden\" (9:29), thereby obstructing the struggle to make \"God's\nline 55 | Next: Justification for Violence in Islam, Part IV: The Need for Legitimate Authority to Sanction Violence in the Name of God\nline 56 | Journal of Lutheran Ethics\nline 57 | Volume 3, Issue 2\n</context>\n\n<phrases>\n- \"What if the reason is\"\n- \"What if I just flip this around?\"\n- \"There's a missing link here\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Bear with me while I\"\n- \"This connects to something else\"\n- \"Hang on a second\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"How do I put this\"\n- \"This makes me think of\"\n- \"Finally, it clicks!\"\n- \"Well\"\n- \"Let's think step by step\"\n- \"The tricky part is\"\n- \"What’s the best way to explain this?\"\n- \"No, actually\"\n- \"Okay, I think I’ve got it now!\"\n- \"Maybe if I try it this way\"\n- \"This might explain the pattern\"\n- \"So that’s why it wasn’t working!\"\n- \"Oh! That reminds me\"\n- \"When I sit with this idea\"\n- \"Here's what's bugging me\"\n- \"Ummm, actually\"\n- \"I'm intrigued by\"\n- \"Hmm\"\n- \"It finally adds up!\"\n- \"I'm pondering\"\n- \"That makes sense because\"\n- \"Wait, no\"\n- \"I'm seeing a connection between\"\n- \"So basically\"\n- \"Something doesn't add up\"\n- \"But then again\"\n- \"I need to reframe this\"\n- \"Follow me here\"\n- \"What if we looked at it like\"\n- \"Alternatively\"\n- \"Oh, that clears everything up!\"\n- \"This brings to mind\"\n- \"This could explain why\"\n- \"It almost fits, but something’s off\"\n- \"Building on that\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"The crucial thing seems to be\"\n- \"Wait a minute... Oh!\"\n- \"I'm starting to see a pattern\"\n- \"Actually, no\"\n- \"I'm wondering if\"\n- \"On one hand... but on the other\"\n- \"I'm trying to reconcile\"\n- \"Consider this possibility\"\n- \"Let me chew on this\"\n- \"So what I'm trying to say is\"\n- \"Let me play devil's advocate\"\n- \"Basically\"\n- \"Let me work through this\"\n- \"Now it makes sense!\"\n- \"That reminds me\"\n- \"Let me untangle this\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Hold on a second\"\n- \"What if I flip it around?\"\n- \"I'm curious about\"\n- \"So the main idea is\"\n- \"This explains so much!\"\n- \"This connects to\"\n- \"I'm struck by\"\n- \"That changes everything\"\n- \"Is it possible that...?\"\n- \"That would explain why\"\n- \"There’s a pattern here\"\n- \"What I'm getting at is\"\n- \"Okay, so\"\n- \"What I’m getting at is\"\n- \"Of course! That’s the answer!\"\n- \"Uh...\"\n- \"One way to look at it is\"\n- \"Let me put this another way\"\n- \"That’s an interesting angle, but\"\n- \"What keeps nagging at me is\"\n- \"Let me sum this up so far\"\n- \"I wonder if\"\n- \"Here's a possible explanation\"\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 | - Prison Planet.com - http://www.prisonplanet.com -\nline 02 | Is the world’s largest super-volcano set to erupt for the first time in 600,000 years, wiping out two-thirds of the U.S.?\nline 03 | Posted By admin On January 25, 2011 @ 5:19 am In World News | Comments Disabled\nline 04 | UK Daily Mail\nline 05 | Jan 25, 2011\nline 06 | It would explode with a force a thousand times more powerful than the Mount St Helens eruption in 1980.\nline 07 | Spewing lava far into the sky, a cloud of plant-killing ash would fan out and dump a layer 10ft deep up to 1,000 miles away.\nline 08 | Two-thirds of the U.S. could become uninhabitable as toxic air sweeps through it, grounding thousands of flights and forcing millions to leave their homes.\nline 09 | This is the nightmare that scientists are predicting could happen if the world’s largest super-volcano erupts for the first time in 600,000 years, as it could do in the near future.\nline 10 | Yellowstone National Park’s caldera has erupted three times in the last 2.1million years and researchers monitoring it say we could be in for another eruption.\nline 11 | They said that the super-volcano underneath the Wyoming park has been rising at a record rate since 2004 – its floor has gone up three inches per year for the last three years alone, the fastest rate since records began in 1923.\nline 12 | Article printed from Prison Planet.com: http://www.prisonplanet.com\nline 13 | URL to article: http://www.prisonplanet.com/is-the-worlds-largest-super-volcano-set-to-erupt-for-the-first-time-in-600000-years-wiping-out-two-thirds-of-the-u-s.html\nline 14 | URLs in this post:\nline 15 | UK Daily Mail: http://www.dailymail.co.uk/sciencetech/article-1350123/Worlds-largest-volcano-Yellowstone-National-Park-wipe-thirds-US.html\nline 16 | Stock up with Fresh Food that lasts with eFoodsDirect: http://www.efoodsdirect.com/\nline 17 | Image: http://www.stansberryresearch.com/pro/1011PSIENDVD/PPSILC35/PR\nline 18 | The underground plume that feeds the world’s largest super-volcano is even BIGGER than scientists thought: http://www.prisonplanet.com/the-underground-plume-that-feeds-the-worlds-largest-super-volcano-is-even-bigger-than-scientists-thought.html\nline 19 | Volcano Erupts 100 Miles From Alaskan City: http://www.prisonplanet.com/volcano-erupts-100-miles-from-alaskan-city.html\nline 20 | Iceland volcano: and you thought the last eruption was bad…: http://www.prisonplanet.com/iceland-volcano-and-you-thought-the-last-eruption-was-bad.html\nline 21 | Scientists predict eruption of undersea volcano: http://www.prisonplanet.com/scientists-predict-eruption-of-undersea-volcano.html\nline 22 | Icelandic Volcano ‘Set to Erupt’: http://www.prisonplanet.com/icelandic-volcano-set-to-erupt.html\nline 23 | Copyright © 2013 PrisonPlanet.com. All rights reserved.\n</context>\n\n<phrases>\n- \"Let me play devil's advocate\"\n- \"Let's break this down into parts\"\n- \"There’s a pattern here\"\n- \"Let me chew on this\"\n- \"No, actually\"\n- \"Let me sum this up so far\"\n- \"Let me work through this\"\n- \"On one hand... but on the other\"\n- \"Let me see\"\n- \"Something along those lines\"\n- \"I'm curious about\"\n- \"Hmm\"\n- \"Follow me here\"\n- \"I'm getting a sense that\"\n- \"On the other hand\"\n- \"I need to make sure this checks out\"\n- \"Let me untangle this\"\n- \"That reminds me\"\n- \"What’s the best way to explain this?\"\n- \"What happens if we change this part?\"\n- \"Where does that leave me?\"\n- \"This might explain the pattern\"\n- \" is striking \"\n- \"Wait a minute\"\n- \"So what I’m trying to say is\"\n- \"Something doesn't add up\"\n- \"The pros and cons are\"\n- \"First things first\"\n- \"This connects to\"\n- \"I have a theory about this\"\n- \"Okay, pros and cons\"\n- \"Let's think step by step\"\n- \"Alternatively\"\n- \"There’s a better way to phrase this\"\n- \"What keeps nagging at me is\"\n- \"That’s an interesting angle, but\"\n- \"Actually, no\"\n- \"Wait, no\"\n- \"But then again\"\n- \"I'm seeing a connection between\"\n- \"Bear with me while I\"\n- \"If I take this apart step by step\"\n- \"What if I flip it around?\"\n- \"I'm mulling over\"\n- \"Let’s weigh the options\"\n- \"This is rough, but\"\n- \"Here's what I'm thinking\"\n- \"It's fuzzy, but\"\n- \"Oh! That reminds me\"\n- \"Let me throw this out there\"\n- \"Something tells me I should\"\n- \"Let's see\"\n- \"I know there’s a word for this\"\n- \"I wonder if\"\n- \"I'm trying to untangle this\"\n- \"This makes me think of\"\n- \"What if I just flip this around?\"\n- \"Okay, so\"\n- \"Right, so\"\n- \"What if we looked at it like\"\n- \"It's almost like\"\n- \"I'm starting to see a pattern\"\n- \"So far, it looks like\"\n- \"Let me see if\"\n- \"I'm wondering if\"\n- \"Let me propose something\"\n- \"Ummm, actually\"\n- \"Maybe if I try it this way\"\n- \"This is pretty rough\"\n- \"When I sit with this idea\"\n- \"Let me break this down\"\n- \"This connects to something else\"\n- \"Well, let me see\"\n- \"Hold that thought\"\n- \"Let me put this another way\"\n- \"It's fascinating how\"\n- \"This brings to mind\"\n- \"Basically\"\n- \"Building on that\"\n- \" is interesting\"\n- \"I’m trying to connect the dots here\"\n- \"I feel like I’m close\"\n- \"This makes me reflect on\"\n- \"I'm intrigued by\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Many mental health professionals have long conceded that while temperament is inborn, personality can change a bit over time. Factors that can influence this susceptibility to change include variables such as family, genetics, environment and circumstances, which all serve to contribute to the shaping of an individual’s unique personality over the course of a lifetime.\nline 02 | One’s environment — which largely is controllable — is a major factor in achieving and sustaining happiness.\nline 03 | In Spontaneous Happiness, holistic health pioneer Dr. Andrew Weil shares his secrets to finding happiness based on his own lifelong battle with depression.\nline 04 | Women often find the male mind hard to understand. Why can’t men ask for directions when they are lost? Why can’t they read an instructional manual when they don’t know how to do something? Why can’t they pore over a self-help book on relationships when it can help them enhance their skills?\nline 05 | An old adage is that women are emotional and men are logical.\nline 06 | So how come men don’t operate rationally when they don’t know something?\nline 07 | I am reading The Three P’s of Parenting by Jennifer Jones, Ph.D. Are you thinking patience, potty training or poop?\nline 08 | Those elusive P’s are: power, protection and prediction. Jones explains that the P’s correspond with the chief insecurities that plague children.\nline 09 | She states that “when a child lacks power, he feels helpless, so he will assert himself or try to control others. [...] When a child cannot predict what will happen or what those around him will do, he will focus his energy on controlling the behavior and responses of others so that his world feels more certain.”\nline 10 | Sounds like common sense, right? How come, as parents, we don’t follow these models? Why do only formally trained mental health professionals and doctors look deep into our children’s behaviors when the reasons behind the behavior seem so simplistic?\nline 11 | A common cause of relapse in schizophrenia is “difficulty managing high levels of stress,” according to Susan Gingerich, MSW, a psychotherapist who works with individuals with schizophrenia and their families.\nline 12 | Learning to manage stress isn’t just important for preventing relapse; it’s also important because stress is an inevitable part of facing new challenges and working to accomplish personal goals — “what recovery is all about,” write Gingerich and clinical psychologist Kim T. Mueser, Ph.D, in their book The Complete Family Guide to Schizophrenia.\nline 13 | Learning to navigate stress healthfully is key for family and friends, too.\nline 14 | Having a loved one with schizophrenia can be stressful.\nline 15 | Taking care of yourself enhances your well-being and daily functioning.\nline 16 | And it means you’re in a better, healthier place to help your loved one.\nline 17 | He will have read a host of books on various topics, from sleep strategies to marital advice, so he knows what he is recommending. My psychiatrist has compiled the following list of recommended books for patients. It may be helpful to you too.\nline 18 | Most of us use some kind of to-do list, whether it’s tasks scribbled on a sticky note (like me), projects typed into a computer or an app on your phone, or a snapshot of your day written into a planner.\nline 19 | Author Sam Bennett finds to-do lists to be “too dictatorial.” It makes her feel like a high schooler who’s being told to do her homework.\nline 20 | Instead, she prefers creating a could-do list.\nline 21 | These very words, “could do,” remind her that she has a choice about the tasks she works on.\nline 22 | There have been stories of folks falling asleep in the chairs outside the emergency room of a hospital because it is there that they must do the opposite — stay awake – in order to articulate the severity of their insomnia. Trying too hard can surely backfire with sports, public speaking, any type of performance, dating, and just about everything at which you want to succeed.\nline 23 | Resolving the paradox of trying not to try, or securing relaxation in order to succeed, has engaged great thinkers throughout history.\nline 24 | “You think your pain and your heartbreak are unprecedented in the history of the world, but then you read. It was books that taught me that the things that tormented me most were the very things that connected me with all the people who were alive, or who had ever been alive.”\nline 25 | ~James Baldwin, American author (1924-1987)\nline 26 | In The Power of Myth, the late scholar and famous mythologist Joseph Campbell explains that stories help give us relevance and meaning to our lives and that “… in popular novels, the main character is a hero or heroine who has found or done something beyond the normal range of achievement and experience.”\nline 27 | In response to Campbell’s discussion about how the hero’s journey in myth and literature is about creating a more mature — and better — version of oneself, the distinguished journalist Bill Moyers pointed out how everyday people — “who may not be heroes in the grand sense of redeeming society” — can still relate to a protagonist’s transformation, allowing even the most outwardly meek of us to embark on an inner kind of hero’s journey.\nline 28 | The simple act of reading a novel, then, can give us a psychological shot of courage, encouraging personal growth while reducing anxiety.\nline 29 | Imagine the following scenario: A husband and wife are in a session with their therapist. She says that he’s always angry with her and makes mean comments. When the therapist asks her husband why he’s constantly mad, he replies that it’s because his wife tries to control him.\nline 30 | According to the wife, she tries to exert control because her husband doesn’t give her any time or attention. He says that’s because she’s always nagging him. She says she nags because he won’t do anything she wants.\nline 31 | It’s a prime illustration of not taking responsibility for your own actions, attitudes, thoughts or feelings. And that’s where boundaries come in.\nline 32 | The concept of validation comes from Marsha Linehan, Ph.D, a clinical psychologist and creator of dialectical behavior therapy (DBT).\nline 33 | In her 1993 book Cognitive Behavioral Treatment of Borderline Personality Disorder, Linehan notes the essence of validation:\nline 34 | The therapist communicates to the client that her responses make sense and are understandable within her current life context or situation. The therapist actively accepts the client and communicates this acceptance to the client. The therapist takes the client’s responses seriously and does not discount or trivialize them.\nline 35 | Validation is also a powerful parenting tool.\nline 36 | As the founder of one of the most influential schools of psychological thought — analytical psychology — Carl Jung (also known as CG Jung) experienced what today we might call a form of psychosis.\nline 37 | It probably wasn’t a complete psychotic break, because Jung still functioned in his daily life.\nline 38 | His psychosis began when he was 38 years old, when he started finding himself haunted by visions in his head and started hearing voices. Jung himself worried about this “psychosis” — things that today we’d might say were consistent with symptoms of schizophrenia (a term he also used to describe himself during this period).\nline 39 | Jung didn’t let these visions and hallucinations slow him down, and continued seeing patients and actively engaging in his professional life. In fact, he so enjoyed the unconscious mind he had unleashed, he found a way to summon it whenever he wanted.\n</context>\n\n<phrases>\n- \"Wait, why does that happen?\"\n- \"Something doesn't add up\"\n- \"Am I overcomplicating this?\"\n- \"Something along those lines\"\n- \"Oh, it all makes sense now!\"\n- \"I keep coming back to\"\n- \"There’s a pattern here\"\n- \"That’s the answer I was looking for!\"\n- \"Wait, that doesn’t add up\"\n- \"I need to step back and rethink this\"\n- \"Let me make sure I got this\"\n- \"What keeps nagging at me is\"\n- \"Oh, that clears everything up!\"\n- \"I think I can rule that out\"\n- \"What's the best way to explain this?\"\n- \"What’s the best way to explain this?\"\n- \"Let's break this down into parts\"\n- \"Oh, I see what’s happening here!\"\n- \"This explains so much!\"\n- \"I'm curious about\"\n- \"Let me untangle this\"\n- \"On one hand... but on the other\"\n- \"I guess that works\"\n- \"I'm seeing a connection between\"\n- \"It's hard to pin down\"\n- \"This connects to\"\n- \"This makes me reflect on\"\n- \"Oh! That reminds me\"\n- \"No, actually\"\n- \"Does that sound right to you?\"\n- \"Wait, no\"\n- \"Let’s weigh the options\"\n- \"Backing up for a second\"\n- \"There's got to be something about\"\n- \"Let's think step by step\"\n- \"This brings to mind\"\n- \"Let me connect the dots\"\n- \"I'm getting stuck on\"\n- \"Something's not quite right\"\n- \"Wait, I think I just cracked it!\"\n- \"That reminds me\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Okay, let's break this down\"\n- \"I'm starting to see a pattern\"\n- \"What if we\"\n- \"Now, if I think about it differently\"\n- \"I'm trying to untangle this\"\n- \"I wonder if\"\n- \"I need to make sure this checks out\"\n- \"I'm intrigued by\"\n- \"Okay, pros and cons\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"Still forming this thought\"\n- \"When I sit with this idea\"\n- \"This is starting to take shape\"\n- \"I think I’ve lost my train of thought\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"There's this whole aspect of [blank] we haven't explored\"\n- \"Actually, no\"\n- \"Let me talk this through\"\n- \"I'm wondering if\"\n- \"I was just about to say\"\n- \"I knew I was forgetting something!\"\n- \"Just thinking out loud but\"\n- \"Let me break this down\"\n- \"It's almost like\"\n- \"Ummm, actually\"\n- \"That would mean\"\n- \"First things first\"\n- \"Building on that\"\n- \"Let me circle back to that\"\n- \"I'm mulling over\"\n- \"Let me work through this\"\n- \"The pros and cons are\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"This makes me think of\"\n- \"I'm still feeling my way through\"\n- \"I think I found the solution!\"\n- \"Alright, where was I?\"\n- \"Let me throw this out there\"\n- \"Picture this\"\n- \"I'm struck by\"\n- \"It feels like the right move, but\"\n- \"[blank] is still a black box to me\"\n- \"What was I about to say?\"\n- \"It was staring me in the face\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | \"I learned a long time ago the wisest thing I can do is be on my own side, be an advocate for myself and others like me.\"\nline 02 | - Maya Angelou\nline 03 | Developing self-knowledge is the first step in self-advocacy skills. Learning about one's self involves the identification of learning styles, strengths and weakness, interests, and preferences. For students with mild disabilities, developing an awareness of the accommodations they need will help them ask for necessary accommodations on a job and in postsecondary education. Students can also help identify alternative ways they can learn. Self-advocacy refers to: an individual's ability to effectively communicate, convey, negotiate or assert his or her own interests, desires, needs, and rights. It involves making informed decisions and taking responsibility for those decisions. (VanReusen et al., 1994)\nline 04 | Self-advocacy is not a new concept in disability services. Enabling and empowering students to direct their own lives has been an underpinning of federal legislation for some time. For example, the Workforce Investment Act of 1998, Title 1, Vocational Rehabilitation Program, describes the philosophy of independent living as including consumer control, peer support, self-help, self-determination, equal access, and individual and system advocacy, in order to maximize the leadership empowerment, independence, and productivity of persons with disabilities.\nline 05 | Students need opportunities to practice newly acquired self-advocacy skills. Teachers may wish to have students role play various situations, in which they can practice skills such as the following:\nline 06 | Students apply self-advocacy skills by calling and requesting information about a service they need for transition from high school.\nline 07 | Students can prepare to visit an adult service provider by compiling a list of questions to ask and request for services.\nline 08 | By: Lynda L. West, Stephanie Corbey, Arden Boyer-Stephens, and Bonnie Jones, et al. (1999) http://www.Idonline.org/article/7757/\nline 09 | Once your child knows he has autism (or a disability), it’s important to teach him how, and when to disclose that information and advocate for what he needs. We recently wrote about how parents of children with autism can talk to their children about their disability. Once the child has a label for her differences, though, there’s another important thing to talk to her about: When and how to share that information with others, and how to express her own needs.\nline 10 | When our children are young, one of our biggest jobs is to advocate for them.\nline 11 | And for those with disabilities, that takes the form of fighting with health insurance companies to get the therapy he needs or working with the school system to make sure she is in a setting that works for her.\nline 12 | We become warriors on behalf of our kids.\nline 13 | As they get older, though, it’s important for them to take on some of that responsibility.\nline 14 | \"I'm not going to always be here,” said Sharon Fuentes, a blogger in Northern Virginia and the mom of a boy with Asperger syndrome. “My main goal in life, for any child, is to raise an independent, responsible adult who is able to function in the world and be able to contribute to society. We all have to advocate for ourselves. The reality is that with special needs kids, if they were able to learn these skills just by watching, they would. But they can’t, so we have to teach them.\"\nline 15 | So what steps should parents take?\nline 16 | \"First, the child needs to be aware,\" said Fuentes, co-author of \"The Don't Freak Out Guide to Parenting Kids with Asperger's.\"\nline 17 | \"You have to be aware of your own strengths, your own needs.\nline 18 | You can’t advocate for yourself until you know what it is that you need.\"\nline 19 | Once they’re armed with information about their specific challenges, they can advocate for themselves. But often, children with autism lack the ability to filter how much they share, and with whom. So in addition to teaching them how to speak up for themselves, it’s important to make sure they know there are times that they might want to keep information private, said Jim Ball, the executive chairman for the national board of the Autism Society.\nline 20 | \"They are so trusting of people and so open and honest about who they are, which is one of qualities I love most about them, that they express it and tell everyone,\" Ball said. \"They are like that with other things, like sexuality, so you have to teach them that there is a time and place to discuss it. It's the same with self-advocacy.\"\nline 21 | Here are suggestions from Ball and Fuentes on teaching your child when and how to disclose a diagnosis, and how to express what she needs:\nline 22 | By Mari-Jane Williams June 5 at 3:34 pm The Washington Post For the full article; http://www.washingtonpost.com/news/parenting/wp/2014/06/05/teaching-children-with-autism-the-fine-art-of-self-advocacy/\nline 23 | The most important place to start the transition process is with your child, who is now an adolescent with autism. His or her hopes, dreams, and desires should drive the transition process. Some individuals with autism can verbally communicate their goals and ideas for their adult lives. These conversations should serve as starting points to develop their transition plans. Transition planning is not a single conversation, but rather a process that will evolve over time. Some adolescents may not be developmentally ready to tackle the transition process. Others may be unable to express their wants and needs for the coming years due to limited communication skills. This is particularly challenging for families, as many want to provide their adolescent with the life that he or she wants. The transition process will take time. It is important that you work with your adolescent to provide the communication, self-help, and self-advocacy skills that he or she needs in order to be an active participant in the process.\nline 24 | It is never too early to begin to teach self-advocacy skills.\nline 25 | When helping individuals to learn self-advocacy skills, both parents and educators can still assist them in decision making, help to explain things, and guide them. Teaching self-advocacy skills will be a process, and it will take time to acquire these skills.\nline 26 | There are many opportunities for teaching self-advocacy skills throughout the day. It starts with making choices – choices for meals, choices for leisure activities, even choices for which chores to do around the house. You may want to consider the following ways to further promote an individual’s preferences as well as his or her ability to be more independent:\nline 27 | For the full article; http://www.autismspeaks.org/family-services/tool-kits/transition-tool-kit/self-advocacy\nline 28 | Every society wants the best for its children, and the United States is no exception. We love our kids and want them to have the brightest possible future.\nline 29 | But, then, why we do so little on their behalf when it comes to public policy?\nline 30 | Visiting scholar William T. Gormley delivered a lecture on this topic at the Columbia University School of Social Work.\nline 31 | Gormley is a University Professor and professor of government and public policy at Georgetown University, where he co-directs the Center for Research on Children in the US (CROCUS). He focused his remarks on the findings of his new book, Voices for Children: Rhetoric and Public Policy (Brookings, 2012), in which he compares the effectiveness of difference \"issue frames\" on persuading voters of the worth of government initiatives focused on the well-being of children.\nline 32 | It seems like a paradox: Children are beloved in the United States, but this does not translate into government policy. For instance, Gormley pointed out, we have a 22 percent child poverty rate, and we spend seven times as much on our senior citizens as we do on our children.\nline 33 | \"If you look at a wide range of public policy and public policy outcomes, you see that children are not faring well in the United States,\" he said.\nline 34 | What explains the low priority given to children’s issues in this country? For Gormley, the reasons are innate and complicated. For a start, he said, children are not the only beloved group in this country. They must compete for limited resources with the disabled and senior citizens, for example. And, whereas members of these other groups have voting rights as well as their own advocacy organizations, children are unable to vote and require \"surrogates\" to advocate on their behalf.\nline 35 | Then there is the media coverage of children, Gormley noted. It is generally episodic—covering one particular human interest story about a single child-rather than thematic, connecting many stories to a larger political issue such as child poverty or vulnerability to gun violence.\nline 36 | \"It can be difficult for us as a society to galvanize around children as an issue,\" said Gormley, \"except when something really dramatic and exceptionally awful happens, as in the case of the Newtown Massacre.\"\nline 37 | In Gormley's view, the \"issue frames\" we use for children's causes radically affect their legislative prospects. In his book, he identifies four of these:\nline 38 | Gormley went on to note that while in the 1960s children’s issues were framed primarily in moralistic terms, the past fifty years have seen a shift towards framing children’s issues almost exclusively in economic terms.\nline 39 | \"Without our fully noticing it, there has been a change in the kind of rhetoric used to advocate for children's issues,\" he said.\nline 40 | This is a positive development, he added, as according to both university and national studies, economic arguments on behalf of child programs are more consistently persuasive than moralistic arguments, especially to wealthy and independent voters whose influence matters the most.\nline 41 | But there is room for improvement, he stressed. In particular, advocates for pro-children institutions should seek to sharpen their rhetoric. Every pro-child policy needs to have a full explanation, an intermediate explanation, and one that \"fits on a bumpersticker,\" Gormley said, adding that child advocates must choose their words carefully because \"sometimes all people will hear are the sound bites.\"\nline 42 | -- Contributed by Julien M. Hawthorne Note: If you would like to watch Professor Gormley's presentation in full, please go to YouTube video.\nline 43 | The Pathfinder Parent Center is located in the Arrowhead Shopping Center, 1600 2nd Ave SW, Suite 30, Minot ND 58701-3459. You may contact us at: 701-837-7500, 1-800-245-5840 or via email: [email protected].\nline 44 | Looking for resources to support youth? CPIR Resource Library offers excellent resources under K-12 issues/Self-Advocacy on transition, independent living, self-determination, juvenile justice, and more.\nline 45 | West Virginia Advocates, Inc. (WVA) is the federally mandated protection and advocacy system for people with disabilities in West Virginia. WVA is a private, nonprofit agency. Our services are confidential and free of charge. (800) 950-5250; http://wvadvocates.org\nline 46 | WVPTI received a wonderful outpouring of support of our application for renewal of grant funding. A very special THANK YOU goes out to all those who wrote support letters and expressed appreciation of WVPTI’s efforts toward meeting the needs of individuals with disabilities and the families of children receiving special education services.\nline 47 | The First Annual Abilities Fair\nline 48 | Huntington Mall invited Mountain State Centers for Independent Living to partner with them to bring the Abilities Fair to the tri-state area. There will be vendors and other information and resources available to the disability community at the Huntington Mall during the three days of the Fair. There will also be several fun event and activities throughout the weekend that you won't want to miss.\nline 49 | If your business provides services, products, information or resources to the disability community and you are interested in becoming a vendor at the Fair, please contact the Huntington Mall office for details at, 304-733-0492 ext 109 or [email protected].\nline 50 | The Huntington Mall\nline 51 | 500 Mall Road\nline 52 | Barboursville, WV 25504\nline 53 | Mountain State Centers for Independent Living\nline 54 | Walk / Run for Independence 2014\nline 55 | Ritter Park, Huntington, WV\nline 56 | The date to register for the Walk / Run AND get a t-shirt has been extended to Monday, June 16 at 4 p.m. To register for the Walk, print the registration form Web site: www.mtstcil.org and submit with your check or for more information, call Nina Webb at 304-525-3324, Voice/TTY: 304-525-3324 or email: [email protected]\nline 57 | Jefferson Whitney's FAN Night - Celebrating People with Disabilities\nline 58 | Appalachian Power Park,– stay for the fireworks!\nline 59 | Bringing Awareness for the Special Needs Community\nline 60 | Meet a variety of professionals and organizations available that serve the Special Needs Community\nline 61 | ADA parking available at Plaza East (across from ball park)\nline 62 | For additional information regarding this event call 877-309-1021 or visit our website www.jeffersonwhitneyfoundation.org\n</context>\n\n<phrases>\n- \"No, actually\"\n- \"This connects to\"\n- \"Wait, no\"\n- \"Let me work through this\"\n- \"Alternatively\"\n- \"I think I can rule that out\"\n- \"So what does this mean in the bigger picture?\"\n- \"Building on that\"\n- \"When I sit with this idea\"\n- \"I'm intrigued by\"\n- \"Let’s weigh the options\"\n- \"That makes sense because\"\n- \"Now, if I think about it differently\"\n- \"There’s a better way to phrase this\"\n- \"This makes me reflect on\"\n- \"Am I thinking about this all wrong?\"\n- \"I know there’s a word for this\"\n- \"Let's think step by step\"\n- \"What if we\"\n- \"The crucial thing seems to be\"\n- \"I'm trying to untangle this\"\n- \"In other words\"\n- \"On one hand... but on the other\"\n- \"Let me break this down\"\n- \"Now it makes sense!\"\n- \"First things first\"\n- \"What if I flip it around?\"\n- \"This connects to something else\"\n- \"It's fascinating how\"\n- \"The pros and cons are\"\n- \"That’s it!\"\n- \"So, the bottom line is\"\n- \"What’s the best way to explain this?\"\n- \"Let me play devil's advocate\"\n- \"On the other hand\"\n- \"Actually, no\"\n- \"I'm still feeling my way through\"\n- \"This feels half-right, but\"\n- \"But then again\"\n- \"Okay, let's break this down\"\n- \"If I had to choose right now\"\n- \"I'm wondering if\"\n- \"I'm struck by\"\n- \"The thing is\"\n- \"I’m trying to connect the dots here\"\n- \"That reminds me\"\n- \"What keeps nagging at me is\"\n- \"Maybe\"\n- \"Okay, pros and cons\"\n- \"It's almost like\"\n- \"Just spitballing here\"\n- \"That would explain why\"\n- \"Let me untangle this\"\n- \"There's got to be something about\"\n- \"That’s an interesting angle, but\"\n- \" is key here\"\n- \"Aha! That’s what I was missing!\"\n- \"Let me talk this through\"\n- \"Something doesn't add up\"\n- \"Something along those lines\"\n- \"This just clicked into place!\"\n- \"Of course! That’s the answer!\"\n- \"Ummm, actually\"\n- \"This brings to mind\"\n- \"In a way\"\n- \"I'm seeing a connection between\"\n- \"What's the best way to explain this?\"\n- \"How can I approach this?\"\n- \"Let me chew on this\"\n- \"So that’s why it wasn’t working!\"\n- \"So far, it looks like\"\n- \"I’m not convinced, but it might work\"\n- \"Picture this\"\n- \"If I take this apart step by step\"\n- \"So the main idea is\"\n- \"That actually makes a lot of sense\"\n- \"I think\"\n- \"I'm curious about\"\n- \"I'm starting to see a pattern\"\n- \"I'm pondering\"\n- \"Does that sound right?\"\n- \"There’s a pattern here\"\n- \" is striking \"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | What is Reactive Arthritis?\nline 02 | Reactive arthritis is an uncommon, but potentially debilitating group of symptoms that can follow Salmonella, Campylobacter, and other foodborne illnesses.\nline 03 | Reactive Arthritis refers to a group of arthritic diseases that includes a subset formally known as “Reiter’s Syndrome” The old term Reiter’s syndrome has fallen into disfavor. In recent medical literature Reiter’s Syndrome is simply referred to as Reactive Arthritis which may or may not be accompanied by extraintestinal manifestations.\nline 04 | Reactive Arthritis is the name used to describe an uncommon, but potentially debilitating group of symptoms that follows a gastrointestinal, genitourinary, or viral infection. The most common gastrointestinal bacteria involved are Salmonella, Campylobacter, Yersinia, Shigella, E. coli, and Vibrio. The most common genitourinary causes are sexually transmitted diseases such as Chlamydia and Gonorrhea. The most common viral causes are the common flu, HIV, and Parvovirus.\nline 05 | The specific triad of arthritis, conjunctivitis, and urethritis was known as Reiter’s Syndrome.\nline 06 | In many patients, however, only one or two of these symptoms many be present, such as arthritis and urethritis or arthritis and conjunctivitis.\nline 07 | A reactive arthritis may develop after a person eats food that has been tainted with the pathogenic bacteria.\nline 08 | Many patients will get severe bloating, abdominal pain, and watery diarrhea.\nline 09 | However in some patients, the initial infection may be milder and not easily recognized, but the reactive arthritis may still occur.\nline 10 | Reactive arthritis typically involves inflammation of one joint (monoarthritis) or several joints (oligoarthritis), preferentially affecting those of the lower extremities.\nline 11 | The most common joints affected are the knees and ankles.\nline 12 | The pattern of joint involvement is usually asymmetric.\nline 13 | Inflammation can also be commonly seen at an enthesis (a place where ligaments and tendons attach to bone), especially the front of the knee or the back of the ankle where the Achilles attaches to the calcaneal bone.\nline 14 | This is referred to as an enthesopathy.\nline 15 | It causes local swelling and pain with walking or exercise.\nline 16 | Salmonella has been the most frequently studied bacterium associated with reactive arthritis. Overall, studies have found rates of Salmonella-associated reactive arthritis to vary between 6% and 30%. The frequency of post-infectious Reiter’s syndrome specifically, however, has not been well described. In a Washington State study of an outbreak of foodborne Salmonella gastroenteritis, 29% of patients developed arthritis, but only 3% developed the triad of symptoms associated with Reiter’s syndrome. In addition, individuals of Caucasian descent may be more likely than those of Asian descent to develop reactive arthritis, and children may be less susceptible than adults to reactive arthritis following infection with Salmonella.\nline 17 | The frequency of acute reactive arthritis from other bacteria varies widely. The occurrence of new joint pain alone after enteric infection is reported to be between 1 and 4% in adults with Campylobacter or Shigella infections. In another study, it has been reported to occur in 0.6% to 24% of Campylobacter gastroenteritis patients. After Shigella infection the percentage of patients who exhibit subsequent reactive arthritis ranges from 1.5% to 7%.\nline 18 | A clear association has been made between reactive arthritis and a genetic marker called the Human Leukocyte Antigen (HLA) B27 genotype. HLA is a major histocompatibility complex in humans; these are proteins present on the surface of all body cells that contain a nucleus, and are in especially high concentrations in white blood cells (leukocytes). It is thought that HLA-B27 may affect the elimination of the infecting bacteria or an individual’s immune response. HLA-B27 has been shown to be a predisposing factor in one-half to over two-thirds of individuals with reactive arthritis. [8,1] While HLA-B27 does not appear to predispose to the initial infection itself, it increases the risk of developing arthritis that is more likely to be severe and prolonged. This risk may be slightly greater for Salmonella and Yersinia-associated arthritis than with Campylobacter, but more research is required to clarify this.\nline 19 | Why Have Some Forms of Reactive Arthritis Been Called Reiter’s Syndrome?\nline 20 | One could also ask, “Why isn’t Reiter’s syndrome called Reiter’s syndrome anymore?” The answer is that the syndrome, or group of symptoms, is named for Hans Reiter who described a soldier with the triad of urethritis (burning and pain with urination), conjunctivitis (redness and pain of the eye), and arthritis (swelling and pain of the joints) after having bloody diarrhea in 1916. However, the history of this constellation of signs actually predates his description. And what is disturbing is that Reiter was a high-ranking Nazi official who was responsible for medical experiments in concentration camps. [9, 10] As a result, the term Reiter’s syndrome has fallen out of favor and Reactive Arthritis is preferred to describe the post-infectious arthritis which may be accompanied by extra-articular manifestations (such as urethritis and conjunctivitis). .\n</context>\n\n<phrases>\n- \"Let me trace that logic back\"\n- \"When I sit with this idea\"\n- \"Here's what I'm thinking\"\n- \"How do I put this\"\n- \"Let me throw this out there\"\n- \"This makes me reflect on\"\n- \"Let's think step by step\"\n- \"Let me put this another way\"\n- \"Now, wait just a second\"\n- \" is key here\"\n- \"This makes me think of\"\n- \"I think I can rule that out\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"No, actually\"\n- \"Going back to what I said about\"\n- \"That doesn't seem to add up... Let me think\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"I'm wondering if\"\n- \"This just clicked into place!\"\n- \"Coming at this from another angle\"\n- \"Wait a minute... Oh!\"\n- \"Well, let me see\"\n- \"Let me propose something\"\n- \"On one hand... but on the other\"\n- \"Let me sum this up so far\"\n- \"Hold that thought\"\n- \"What keeps nagging at me is\"\n- \"I'm seeing a connection between\"\n- \"If we follow this logic\"\n- \"So, the bottom line is\"\n- \"This brings to mind\"\n- \"There’s a better way to phrase this\"\n- \"What am I overlooking?\"\n- \"In the end\"\n- \"I’m trying to connect the dots here\"\n- \"Let me run through it again\"\n- \"That doesn’t sound right\"\n- \"So basically\"\n- \"Right, so\"\n- \"I'm intrigued by\"\n- \"Let me back up a second\"\n- \"I keep circling back to\"\n- \"This connects to something else\"\n- \" is interesting\"\n- \"Suppose we assume that\"\n- \"The thing is\"\n- \"This explains so much!\"\n- \"Hold on a second\"\n- \"Ummm, actually\"\n- \"That reminds me\"\n- \"There’s a pattern here\"\n- \"Let me untangle this\"\n- \"I need to step back and rethink this\"\n- \"I'm curious about\"\n- \"Okay, walking through it again\"\n- \"Actually, no\"\n- \"I'm pondering\"\n- \"Maybe if I try it this way\"\n- \"I wonder if\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"This connects to\"\n- \"I need to make sure this checks out\"\n- \"Wait, why does that happen?\"\n- \"That’s it!\"\n- \"Let me work through this\"\n- \"So far, it looks like\"\n- \"That changes everything\"\n- \"That would mean\"\n- \"Oh! That reminds me\"\n- \"Let me circle back to that\"\n- \"What if we\"\n- \"Something doesn't add up\"\n- \"What I mean is\"\n- \"Oh, it all makes sense now!\"\n- \"That’s the piece of the puzzle!\"\n- \"Wait, that doesn’t add up\"\n- \"What’s the best way to explain this?\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Follow me here\"\n- \"Wait, no\"\n- \"Let me chew on this\"\n- \"I'm starting to see a pattern\"\n- \"Building on that\"\n- \"I need to reframe this\"\n- \"Anyway\"\n- \"So the main idea is\"\n- \"That makes sense because\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | UC Berkeley Press Release\nline 02 | Mathematicians, computer scientists play key role in analysis of lab rat genome\nline 03 | (photo courtesy of NHGRI)\nline 04 | BERKELEY – The genome sequence of the common lab rat, announced this week in the journal Nature, would be a mere laundry list of genes if not for three teams of researchers - mostly mathematicians and computer scientists - whose alignment and comparison of rat, mouse and human genomes led to a greater understanding of evolutionary relationships among the three.\nline 05 | Lior Pachter, assistant professor of mathematics at the University of California, Berkeley, and a member of the California Institute for Quantitative Biomedical Research (QB3), led one team that developed computer programs to align the three genomes and compare them. Rats, mice and humans are the only three large vertebrates whose genomes have been determined.\nline 06 | \"This was less a competition than a collaboration, because we wanted to make definitive statements about these genomes, such as the neutral rate of evolution,\" Pachter said. \"Estimating the rate of mutation is going to be quite valuable.\"\nline 07 | The neutral rate of mutation is essentially the background rate of DNA mutation - how many sequence changes would occur over time in the DNA if none of them interfered with the workings of the genes.\nline 08 | This rate can be estimated by looking at regions of non-functional or junk DNA, Pachter said.\nline 09 | Genes that play critical roles, however, change much more slowly or not at all, because many mutations would incapacitate them.\nline 10 | Over generations, the random mutations that are beneficial or benign accumulate, leading eventually to new species.\nline 11 | Pachter was one of more than 220 co-authors, including the two other alignment teams, one from Stanford University and one a collaboration between UC Santa Cruz and Pennsylvania State University. They found that rodents have mutated about three times faster than humans over the past 80 million years or so, and that the rat is mutating slightly faster than the mouse. The rat genome also is larger than the mouse genome, but smaller than the human genome, though all encode about the same number of genes, between 25,000 and 30,000.\nline 12 | \"The goal of these papers is to emphasize what we can do with a third vertebrate genome,\" Pachter said. \"We can really start getting at phylogenetic questions you can't get at with only two genomes.\"\nline 13 | The laboratory rat is a strain of the brown Norway rat (Rattus novegicus) that appears to have originated in central Asia and followed humans as they spread around the globe. Because of the rat's importance in biomedical research and drug testing, knowledge of its genome will have enormous implications.\nline 14 | \"This is an investment that is destined to yield major payoffs in the fight against human disease,\" said Elias A. Zerhouni, M.D., director of the National Institutes of Health. \"For nearly 200 years, the laboratory rat has played a valuable role in efforts to understand human biology and to develop new and better drugs. Now, armed with this sequencing data, a new generation of researchers will be able to greatly improve the utility of rat models and thereby improve human health.\"\nline 15 | The generation and analysis of the high quality 'draft' sequence, which covers over 90 percent of the brown Norway rat genome, are presented in the April 1 issue of Nature and in an additional 30 manuscripts describing more detailed analyses in the April issue of Genome Research. The results were announced by the Rat Genome Sequencing Project Consortium, led by the Human Genome Sequencing Center at Baylor College of Medicine in Houston, in conjunction with the National Heart, Lung and Blood Institute and the National Human Genome Research Institute.\nline 16 | Pachter and his UC Berkeley colleagues - recent graduate and soon-to-be graduate student Nicolas Bray and postdoctoral researcher Von Bing Yap of the Department of Mathematics; graduate students Colin Dewey and Sourav Chatterji and undergraduate Kushal Chakrabarti of the Department of Electrical Engineering and Computer Science; and graduate student Anat Caspi of the Bioengineering Graduate Group - are co-authors of the Nature paper and authored four of the papers in Genome Research.\nline 17 | Among the major findings reported in the Nature paper is that almost all human genes known to be associated with diseases have counterparts in the rat genome and appear highly conserved through mammalian evolution. A select few families of genes have been expanded in the rat, including smell receptors and genes for dealing with toxins, and these give clues to the distinctive physiology of the species.\nline 18 | The rat data also show that about 40 percent of the modern mammalian genome derives from the last common mammalian ancestor. These 'core' one billion bases encode nearly all the genes and their regulatory signals, accounting for the similarities among mammals.\nline 19 | \"The sequencing of the rat genome constitutes another major milestone in our effort to expand our knowledge of the human genome,\" said Francis S. Collins, M.D., Ph.D., director of the National Human Genome Research Institute. \"As we build upon the foundation laid by the Human Genome Project, it's become clear that comparing the human genome with those of other organisms is the most powerful tool available to understand the complex genomic components involved in human health and disease.\"\nline 20 | UC Berkeley's Pachter and his team came into play after the draft sequence was completed under the leadership of the Baylor sequencing center. Bray and Pachter developed a computer program called MAVID to align multiple genomes, used initially last year for a comparative analysis of the mouse and human genomes. They've shown it can work with large numbers of genomes, such as the many sequences of the AIDS virus or even hundreds of mitochrondrial DNA sequences. Chakrabarti and Pachter also created a visualization tool, dubbed K-BROWSER, that will allow biologists to browse multiple vertebrate genomes.\nline 21 | In addition, Yap and Pachter developed a way to search for evolutionary hot spots in the rodent genomes, which should be of biological interest. Dewey and Pachter also collaborated with scientists from Baylor on gene prediction, developing computational software called SLAM to identify novel human genes using both the rat and mouse genomes.\nline 22 | \"We discovered a few new genes in the human genome by using the rat, but it doesn't appear as if we've missed an enormous number of genes,\" Pachter said.\nline 23 | Pachter currently is working on a comparative analysis of the chicken (Gallus\nline 24 | gallus) genome, which was recently completed in draft form, and is enthusiastic about the six other vertebrate genomes scheduled to be completed this year: the chimpanzee, three kinds of fish, the frog and the dog.\nline 25 | Soon to follow will be the macaque, cow and opossum genomes.\nline 26 | \"We are really going from two genomes to ten in one year,\" Pachter said. \"Each of these genomes is yielding distinct insights. The rat was very important because it's a disease model organism. The chicken is at a good evolutionary distance for doing comparative genomics. And while the chimp is going to be very bad in terms of looking for what genes are conserved or for identifying functional DNA, the differences will be very interesting to look at.\"\nline 27 | Funding for the Rat Genome Sequencing Project was largely provided by the National Heart Lung and Blood Institute and the National Human Genome Research Institute, with additional private funding provided by the Kleberg Foundation.\n</context>\n\n<phrases>\n- \"That’s an interesting angle, but\"\n- \"I need to reframe this\"\n- \"Let's think step by step\"\n- \"No, actually\"\n- \"Let me talk this through\"\n- \"If I take this apart step by step\"\n- \"I'm still feeling my way through\"\n- \"Okay, let's break this down\"\n- \"So basically\"\n- \"What I’m getting at is\"\n- \"Backing up for a second\"\n- \"Let me work through this\"\n- \"So far, it looks like\"\n- \"Going back to what I said about\"\n- \"So what I’m trying to say is\"\n- \"But then again\"\n- \"What happens if we change this part?\"\n- \"Uh...\"\n- \"Okay, so\"\n- \"Alternatively\"\n- \"Is it possible that...?\"\n- \"What if we looked at it like\"\n- \"First things first\"\n- \"I knew I was forgetting something!\"\n- \"How do I put this\"\n- \"Let me sum this up so far\"\n- \"What’s the worst that could happen?\"\n- \"Follow me here\"\n- \"What’s the next step?\"\n- \"Hmm\"\n- \"Let me trace that logic back\"\n- \"Let me play devil's advocate\"\n- \"Uh, where was I?\"\n- \"Wait, no\"\n- \"Now, if I think about it differently\"\n- \"On one hand... but on the other\"\n- \"Still working it out\"\n- \"Ah...\"\n- \"What if I flip it around?\"\n- \"Let me make sure I got this\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"It's fascinating how\"\n- \"Might be\"\n- \"Okay, backtrack a bit\"\n- \"There's got to be something about\"\n- \"Let me run through it again\"\n- \"Let me propose something\"\n- \"Okay, pros and cons\"\n- \"Does that even make sense?\"\n- \"There’s a better way to phrase this\"\n- \"Consider this possibility\"\n- \"The pros and cons are\"\n- \"Let’s weigh the options\"\n- \"Let me back up a second\"\n- \"This might explain the pattern\"\n- \"Would this be worth the risk?\"\n- \"Let me think\"\n- \"Let me put this another way\"\n- \"Hold that thought\"\n- \"If we follow this logic\"\n- \"Do I go with my gut or\"\n- \"Let me just think this through\"\n- \"How can I approach this?\"\n- \"Should I...? No, wait\"\n- \"What keeps nagging at me is\"\n- \"What I mean is\"\n- \"Let me break this down\"\n- \"I can't quite put my finger on\"\n- \"This is slipping through my fingers\"\n- \"Let me see\"\n- \"I'm trying to untangle this\"\n- \"In essence\"\n- \"Let me dig into that a little deeper\"\n- \"Let me throw this out there\"\n- \"Actually, no\"\n- \"Something doesn't add up\"\n- \"On the other hand\"\n- \"I'm seeing a connection between\"\n- \"Let me untangle this\"\n- \"Let's test this idea\"\n- \"Let's break this down into parts\"\n- \"I think\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | A Model Policy for Bullying, Cyberbullying, Harassment, Hazing and Retaliation has been developed by USOE. You can find it under the Law and Legislation web page at http://www.schools.utah.gov/law/Model-Policies-and-Procedures/USOE-MODEL-POLICY-ON-BULLYING,-CYBERBULLYING,-HARA.aspx.\nline 02 | Research indicates that a school-wide process, such as School-wide Positive Behavioral Interventions and Supports (SWPBIS or PBIS), http://www.pbis.org/school/what_is_swpbs.aspx is the best approach to bullying intervention and prevention.\nline 03 | In a meta-analysis of 213 School-wide Positive Behavioral Interventions and Supports (SWPBIS or PBIS) programs, the average effect size was 0.69 on social-emotional skill performance.\nline 04 | Prevention Dimensions (PD) is a collection of age-appropriate lessons developed by the Utah State Office of Education provided free of charge to Utah pre-kindergarten through twelfth grade teachers. PD provides students with a strong foundation of effective skills based on risk and protective factor research. Students and teachers who apply PD objectives reduce risk factors associated with violence, substance abuse and other antisocial skills. Embracing PD objectives enhances protective factors of peer support and positive relationships, appropriate and smart decision making, and healthy living. The PD lessons have been designed to decrease risk factors and promote protective factors. The USOE conducts teacher trainings on the use of the PD resource lessons to enhance and develop teacher skills to teach proven prevention strategies, provide current evidence of effectiveness, and help teachers create a positive teaching climate in their classrooms.\nline 05 | Trauma Sensitive Schools\nline 06 | “With a school-wide strategy, trauma-sensitive approaches are woven into the school’s daily activities: the classroom, the cafeteria, the halls, buses, the playground. “This enables children to feel academically, socially, emotionally and physically safe wherever they go in the school. And when children feel safe, they can calm down and learn,” says Cole. “The district needs to support the individual school to do this work. With the district on board, principals can have the latitude to put this issue on the front burner, where it belongs.”\nline 07 | Why We Should Stop Chasing Self-Esteem and Start Developing Self-Compassion (Kristen Neff, Associate professor of human development, The Blog, Huffington Post, April 6, 2011) http://www.huffingtonpost.com/kristin-neff/self-compassion_b_843721.html.\nline 08 | Kindness curriculum study expanding to more schools (Center for Investigating Healthy Minds)\nline 09 | Can we train children to demonstrate more kindness? Can we introduce techniques that teach students how to pay attention better? Can we develop a school curriculum that nurtures emotional health as well as academic success?\nline 10 | These are some of the guiding questions that researchers at the Center for Investigating Healthy Minds are exploring through the Kindness Curriculum study. This unique research endeavor involves four-year-old kindergarten (4K) students in self-selected classrooms within the Madison Metropolitan School District.\nline 11 | The curriculum, based on the Mindfulness-Based Stress Reduction (MBSR) program for adults, is progressive in nature and incorporates children’s literature, music, movement and play to teach concepts related to kindness and compassion.\nline 12 | The curriculum provides 24 lessons over 12 weeks (each about 20 minutes long).\nline 13 | - Mindful Bodies and Planting Seed of Peace and Kindness\nline 14 | - I feel emotions on the inside\nline 15 | - How I feel on the inside shows on the outside\nline 16 | - Taking care of strong emotions on the inside and outside\nline 17 | - Calming and working out problems\nline 18 | - All people depend on each other and the world\nline 19 | - Gratitude and Caring for our world\nline 20 | Researchers are assessing the effects of implementing this Kindness Curriculum.\nline 21 | Initial findings indicate that children who took part in the Kindness Curriculum showed improved performance on computer measures of attention from before to after the curriculum and larger gains in pro-social behavior and emotion regulation as compared to the children who did not receive the curriculum training.\nline 22 | This fall, the study is expanding to additional Madison schools and tracking children into their Kindergarten year to look at whether benefits of training are sustained over time.\nline 23 | Researchers hope to expand the study into additional cities in the future, contingent on funding support. The Kindness Curriculum study relies on philanthropic support from individuals and foundations.\nline 24 | Our thanks to the administrators, teachers and parents of the Madison Metropolitan School District for their partnership with this project!\n</context>\n\n<phrases>\n- \"I need to circle back to [blank], there's something important there\"\n- \"You know\"\n- \"I'm wondering if\"\n- \"Let me play devil's advocate\"\n- \"Let me break this down\"\n- \"Building on that\"\n- \"I need to fill in the gaps\"\n- \"Let me just think this through\"\n- \"I'm mulling over\"\n- \"I'm struck by\"\n- \"It's almost like\"\n- \"Okay, let's break this down\"\n- \"Well, let me see\"\n- \"What keeps nagging at me is\"\n- \"This might sound weird, but\"\n- \"On one hand... but on the other\"\n- \"I keep coming back to\"\n- \"I'm starting to see a pattern\"\n- \"Now, if I think about it differently\"\n- \"How do I put this\"\n- \"Something’s not clicking\"\n- \"Uh...\"\n- \"Here's what's bugging me\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Let me work through this\"\n- \"Alright, where was I?\"\n- \"I'm trying to reconcile\"\n- \"I'm trying to untangle this\"\n- \"Backing up for a second\"\n- \"Something doesn't add up\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"What’s the best way to explain this?\"\n- \"Something about [blank] is still bothering me\"\n- \"This connects to something else\"\n- \"Still forming this thought\"\n- \"This makes me think of\"\n- \"Ah...\"\n- \"Well\"\n- \"Wait, no\"\n- \"Hmm, let’s rewind a bit\"\n- \"The pros and cons are\"\n- \"Alternatively\"\n- \"Let me run through it again\"\n- \"Wait, does this contradict itself?\"\n- \"First things first\"\n- \"Let me chew on this\"\n- \"Okay, pros and cons\"\n- \"No, actually\"\n- \"If I take this apart step by step\"\n- \"That reminds me\"\n- \"This makes me reflect on\"\n- \"Oh! That reminds me\"\n- \"I'm pondering\"\n- \"What am I overlooking?\"\n- \"Let’s weigh the options\"\n- \"I'm intrigued by\"\n- \"Right, so\"\n- \"I'm curious about\"\n- \"That’s an interesting angle, but\"\n- \"Let me connect the dots\"\n- \"What's the best way to explain this?\"\n- \"I need to make sure this checks out\"\n- \"Wait a minute... Oh!\"\n- \"Ummm, actually\"\n- \"I'm seeing a connection between\"\n- \"Picture this\"\n- \"Let me see\"\n- \"Okay, backtrack a bit\"\n- \"[blank] and [blank] seem contradictory, need to resolve that\"\n- \"What if I flip it around?\"\n- \"On the other hand\"\n- \"Just spitballing here\"\n- \"Actually, no\"\n- \"Hold that thought\"\n- \"Let me throw this out there\"\n- \"I wonder if\"\n- \"But then again\"\n- \"I keep circling back to\"\n- \"There’s a pattern here\"\n- \"Let me trace that logic back\"\n- \"Let me untangle this\"\n- \"I'm just throwing ideas around\"\n- \"Let's think step by step\"\n- \"Coming at this from another angle\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Events of 2010\nline 02 | Benigno Aquino III, the son of the late president Corazon Aquino, swept to power in the May presidential elections on a platform of fighting corruption and promoting justice for victims of crime. The national and local elections were considered largely free and fair, though marred by violence, including dozens of killings prior to election day. Political violence continued after the elections as more than 20 activists, journalists, party members, and politicians were killed since Aquino took office on June 30.\nline 03 | The Philippines is a multiparty democracy with an elected president and legislature, a thriving civil society sector, and a vibrant media.\nline 04 | But several key institutions, including law enforcement agencies and the justice system, remain weak and the military and police commit human rights violations with impunity.\nline 05 | In September Andal Ampatuan Jr. and 18 others went on trial for the November 23, 2009, massacre of 58 people, including more than 30 media workers in Maguindanao on the southern island of Mindanao. Several witnesses to the massacre and their family members were killed in late 2009 and 2010.\nline 06 | Extrajudicial Killings and Enforced Disappearances\nline 07 | Hundreds of leftist politicians and political activists, journalists, and outspoken clergy have been killed or abducted since 2001. So far only 11 people have been convicted of these killings-none in 2010-and no one has been convicted of the abductions. While soldiers, police, and militia members have been implicated in many of these killings, no member of the military active at the time of the killing has been brought to justice.\nline 08 | In December 2009 the Philippines enacted the Crimes Against International Humanitarian Law, Genocide, and Other Crimes Against Humanity Act (Republic Act 9851), which defines and penalizes war crimes, genocide, and crimes against humanity. It provides for senior officers to be held criminally liable for abuses committed by subordinates if they knew or should have known of the abuses and did not take the necessary steps to stop them.\nline 09 | At least five witnesses and family members of witnesses to Ampatuan family abuses, including the Maguindanao massacre have been killed since December 2009. On June 14 an unidentified gunman shot and killed Suwaib Upahm, an Ampatuan militia member who had participated in the massacre and had offered to testify for the government if afforded witness protection. Three months before he was killed, Human Rights Watch had raised concerns with Justice Department officials in Manila about his protection. The department was still considering his request for protection at the time of his killing.\nline 10 | President Aquino has proposed an 80 percent budget increase for the witness protection program, but his administration has not taken steps to make the program independent and accessible and to extend protection from the onset of a police investigation until it is no longer necessary, including after the trial.\nline 11 | Optimism over Supreme Court writs to compel military and other officials to release information on people in their custody and take steps to protect people at risk continued to be dampened by hesitancy to grant inspection orders and difficulty in enforcing them. In two cases, the Supreme Court held that investigations had been inadequate, but simply referred the case to the national Commission on Human Rights for further investigation and monitoring-a role that the commission should already be carrying out. One of these cases involved the 2007 abduction of leftist activist Jonas Burgos who remains missing.\nline 12 | In numerous provinces, ruling families continue to use paramilitary forces and local police as their private armies. By recruiting, arming, and paying members of these various militias, often with national government support, local officials ensure their continued rule, eliminate political opponents, and engage in corruption. The Maguindanao massacre, the most egregious atrocity implicating a ruling family in recent years, was allegedly carried out by a private army consisting of government-endorsed paramilitary members, as well as police officers and soldiers.\nline 13 | In 2010 the government created task forces to dismantle private armies in Masbate and Abra provinces, but they continue to operate.\nline 14 | In July President Aquino directed the police and military to take control of paramilitary forces, properly train them, and ensure that all forces are insulated from political entities.\nline 15 | Aquino continues to defend the use of these forces, which often provide manpower for private armies and have a history of perpetrating rights abuses.\nline 16 | The August release of a cell phone video showing a Manila precinct chief pulling on a rope tied around a suspect's genitals and beating him during interrogation focused public attention on police torture. Investigators have filed charges of torture against nine of the police officers involved in the video. The victim, Darius Evangelista, is thought to be dead.\nline 17 | The 2009 Anti-Torture Act criminalizes torture and introduces mechanisms to prevent against torture. For example, it requires the police and military to declare each month the location of all detention facilities to the Commission on Human Rights. The police and military conducting trainings on the law but have yet to declare the location of detention facilities.\nline 18 | Targeted Killings of Petty Criminals and Street Youths\nline 19 | So-called death squads operating in Davao City, General Santos City, Digos City, Tagum City, and Cebu City continued to target alleged petty criminals, drug dealers, gang members, and street children. The number of killings has declined following a Commission on Human Rights investigation.\nline 20 | In January the Ombudsman preventatively suspended 26 police officers for failing to solve the summary killings in Davao City, but this order was reversed by the Court of Appeals in July.\nline 21 | At this writing the Commission on Human Rights has not reported on the outcome of the investigations of the multi-agency task force into summary killings in Davao City, which commenced in April 2009.\nline 22 | Armed Conflict in Mindanao\nline 23 | A ceasefire remained in place between the Philippine government and the Moro Islamic Liberation Front and peace talks are expected. However, at this writing more than 100,000 people remained displaced after the escalation of the conflict in 2008 and 2009.\nline 24 | The army continued to fight Abu Sayyaf, an armed group implicated in numerous attacks and abductions against civilians, particularly in Sulu and Basilan.\nline 25 | Conflict with the New People's Army\nline 26 | Military clashes between government forces and the communist New People's Army (NPA) continued in 2010, especially in Central and Northern Luzon, Southern Tagalog, Bicol, Eastern Visayas, Negros, and on Mindanao. Around 1,100 people in Surigao del Sur, Mindanao, were displaced twice this year for several days each time after government forces moved into their area.\nline 27 | On February 6 the military and police arrested 43 men and women on firearms charges, and accused them of being NPA members.\nline 28 | All but five of the detainees say they are health workers and deny links to the armed group.\nline 29 | The arresting officers detained them blindfolded and without access to communication for the initial 36 hours, and refused them legal counsel during this time.\nline 30 | Rather than investigating these allegations of abuse, the military granted awards to the two officers that led the arrests.\nline 31 | The NPA continued to kill civilians and extort \"taxes\" from individuals and businesses. For example, on July 13, NPA members killed the former mayor of Giporlos, Mateo Biong, Jr., in Eastern Samar province. The NPA said that it killed Biong after he was sentenced to death by a rebel \"people's court.\"\nline 32 | Reproductive Rights and Access to Condoms\nline 33 | Restricted access to condoms continues to impede HIV/AIDS prevention efforts in the Philippines, where more than 90 percent of HIV transmission occurs through unsafe sexual contact and both rates of transmission and overall HIV prevalence have increased sharply in recent years, particularly among the most at-risk populations. In September President Aquino pledged to enhance access to all forms of family planning, including condoms. At this writing the Philippines continues to prohibit abortion.\nline 34 | Filipino Workers Abroad\nline 35 | Approximately 2 million Filipinos work abroad, including hundreds of thousands of women who serve as domestic workers in other parts of Asia and the Middle East. While the Philippine government has made some effort to support and protect migrant domestic workers, many women continue to experience abuses abroad including unpaid wages, food deprivation, forced confinement in the workplace, and physical and sexual abuse (see Saudi Arabia, United Arab Emirates, Lebanon, Kuwait, and Malaysia chapters).\nline 36 | Key International Actors\nline 37 | The United States remains the most influential ally of the Philippines and, together with Australia and Japan, one of its three largest bilateral donors. The US military has access to Philippine lands and seas under a Visiting Forces Agreement, and the two militaries hold annual joint exercises. The United States Senate appropriated US$32 million for the Philippines in fiscal year 2009-2010 under Foreign Military Financing for procurement of US military equipment, services, and training. Of that sum $2 million is contingent on the Philippine government showing progress in addressing human rights violations, including extrajudicial killings. In September the Millennium Challenge Corporation granted a five-year economic development compact to the Philippines, totaling $434 million.\nline 38 | Implementation continued on the 2009-11 European Union €3.9 million (US$5.3 million) program to address extrajudicial killings and strengthen the criminal justice system by providing training and technical assistance.\nline 39 | Relations with China, particularly Hong Kong, have remained strained since a dismissed police officer took a busload of Hong Kong tourists hostage in Manila.\nline 40 | The police response was incompetent and eight tourists were killed, plus the hostage taker, and nine tourists were injured.\n</context>\n\n<phrases>\n- \"I'm curious about\"\n- \"I was looking at this all wrong!\"\n- \"No, actually\"\n- \"There's a better way to phrase this\"\n- \"What if we\"\n- \"Okay, walking through it again\"\n- \"On one hand... but on the other\"\n- \"Wait a minute... Oh!\"\n- \"Here's where it gets interesting\"\n- \"If I follow this through\"\n- \"Actually, no\"\n- \"Let me play devil's advocate\"\n- \"Let me talk this through\"\n- \"I need to fill in the gaps\"\n- \"This connects to\"\n- \"Picture this\"\n- \"Uh...\"\n- \"That reminds me\"\n- \"What if I flip it around?\"\n- \"Wait, no\"\n- \"Wait a minute\"\n- \"Something doesn't add up\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Let me untangle this\"\n- \"Let me throw this out there\"\n- \"This could explain why\"\n- \"I'm pondering\"\n- \"Brainstorming here, but\"\n- \"Here's a possible explanation\"\n- \"That’s an interesting angle, but\"\n- \"Let me connect the dots\"\n- \"I'm wondering if\"\n- \"I need to make sure this checks out\"\n- \"On the other hand\"\n- \"This might sound weird, but\"\n- \"This makes me think of\"\n- \"Bear with me while I\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"I need to reframe this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"This connects to something else\"\n- \"This brings to mind\"\n- \"One way to look at it is\"\n- \"Oh! That reminds me\"\n- \"Let me see\"\n- \"Suppose we assume that\"\n- \"But then again\"\n- \"Ummm, actually\"\n- \"Now, wait just a second\"\n- \"Let's think step by step\"\n- \"Uh, where was I?\"\n- \"I wonder if\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Okay, so\"\n- \"Wait, does this contradict itself?\"\n- \"Backing up for a second\"\n- \"That makes sense because\"\n- \"It almost fits, but something’s off\"\n- \"This is tricky, but\"\n- \"Let me back up a second\"\n- \"What’s the best way to explain this?\"\n- \"Now, if I think about it differently\"\n- \"Okay, so if I do this\"\n- \"I'm seeing a connection between\"\n- \"Let me work through this\"\n- \"What keeps nagging at me is\"\n- \"There's probably more to it\"\n- \"Let me chew on this\"\n- \"I’m trying to connect the dots here\"\n- \"I'm mulling over\"\n- \"I'm intrigued by\"\n- \"I'm struck by\"\n- \"I keep circling back to\"\n- \"Let me approach this from another angle\"\n- \"Hmm\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I'm just throwing ideas around\"\n- \"You know\"\n- \"It's almost like\"\n- \"Let me trace that logic back\"\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 | NRSI: Computers & Writing Systems\nline 02 | Microsoft VOLT Tutorial (VOLT – Visual OpenType Layout Tool)\nline 03 | VOLT is Microsoft’s tool for adding OpenType tables to fonts. It provides a graphical UI that enables a person to visualize what is going to happen with the substitutions and positioning lookups when they are created. VOLT also includes a proofing tool that permits the functionality of the font to be tested without having to install the font in the system.\nline 04 | An explanation of VOLT menus and window layout are found in the article “Microsoft VOLT UI Overview”.\nline 05 | Information on obtaining VOLT can be found here.\nline 06 | Process of using VOLT\nline 07 | Before starting to add OpenType tables to a font it is important to understand what features will be used with which glyphs in the font.\nline 08 | The glyph repertoire in the font will guide the implementation of OpenType tables for the font.\nline 09 | The process of adding OpenType tables for VOLT is:\nline 10 | For the tutorial we will step through the process of using VOLT. Each step is a module in the tutorial. The SILDoulosUnicodeIPA font is used for this tutorial. The original font, before OpenType tables are added, is provided. There is a version of the font to compare your work with after each module is completed.\nline 11 | Step 1 – Set Glyph Properties\nline 12 | The following glyphs are marks.\nline 13 | The following glyphs are marks.\nline 14 | Step 2 – Create Glyph Groups\nline 15 | Step 3 – Create Substitution Lookups\nline 16 | Create substitution lookups for the font.\nline 17 | The lookup type will be automatically assigned based on the lookups that are entered.\nline 18 | Process Marks should be set to “ALL” if marks have an impact on shaping and to “NONE” if the marks should be ignored when doing substitutions. For example, the Arabic lam alef ligature should be formed correctly even if there is a mark above the lam.\nline 19 | The Text Flow setting only impacts the display of the substitutions.\nline 20 | All substitutions are entered in logical order.\nline 21 | When making lookups for ligatures, you need to make sure you do the lookups for the larger lookups before the smaller ones. This is because the first match when searching through a lookup will terminate the search process. For example: “uni02E5 uni02E7 uni02E9 -> uni02E502E9“ must come before “uni02E5 uni02E7 -> uni02E502E7“ or you will never have the possibility of forming the uni02E502E9 from the combination of uni02E5 uni02E7 uni02E9.\nline 22 | Substitution Lookup – dotless [this lookup changes the dotted form to dottless form of the glyph if an AboveMark is placed on the letter, e.g. i becomes dottless i.]\nline 23 | i -> dotlessi\nline 24 | j -> unitdb5\nline 25 | uni0286 -> unitdb4\nline 26 | Context (we will trigger this substitution if the letter is followed by an above combining mark)\nline 27 | Substitution Lookup – liga\nline 28 | f i -> fi\nline 29 | f l -> fl\nline 30 | Substitution Lookup – ipa\nline 31 | Step 4 – Create Positioning Lookups\nline 32 | Strategy for Anchor Attachments – A letter may have several anchor attachment points, depending on how various classes of marks interact with the character. Anchor attachment points for the base glyph must have unique anchor names.\nline 33 | The “Position First” column will contain a list of the base glyphs.\nline 34 | The “Position Second” will contain a list of the marks that will be anchored to the base glyphs.\nline 35 | To make the process of positioning marks on a glyph easier, it is best to put all members of a class of marks into a group.\nline 36 | For this tutorial, this was done when the AboveMarks and BelowMarks groups were created.\nline 37 | To use a group in VOLT, the name of the group is put between “<” and “>”, e.g.\nline 38 | “<AboveMarks>”.\nline 39 | All marks in the group should be adjusted first to allow for a single anchor on the base glyph to be used to correctly position the mark. After the mark is positioned, the mark should be locked in place.\nline 40 | Once the marks have been locked into place it will be straight forward to concentrate on positioning the anchor points on the base glyph.\nline 41 | Step 5 - Create language, script, and feature tree\nline 42 | This step will be the glue that allows the lookups you have defined to work when the font is called by an OpenType engine.\nline 43 | Step 6 - Test the features\nline 44 | Testing the features and lookups you have is important to make sure the font works as you have designed.\nline 45 | Learning how to debug your font with the VOLT Proofing tool will save a lot of time when tracking down a problem that might exist in your font.\nline 46 | Step 7 - Ship the font\nline 47 | When your font is sufficiently tested and you are ready to ship it to your user you can save a copy of your font that does not have the VOLT working tables.\n</context>\n\n<phrases>\n- \"It almost fits, but something’s off\"\n- \"This makes me think of\"\n- \"But then again\"\n- \"This could explain why\"\n- \"What I’m getting at is\"\n- \"Let me just think this through\"\n- \"What if I just flip this around?\"\n- \"This connects to something else\"\n- \"I keep circling back to\"\n- \"What’s the missing piece?\"\n- \"On the other hand\"\n- \"Okay, pros and cons\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me break this down\"\n- \"I need to make sure this checks out\"\n- \"Okay, let's break this down\"\n- \"Let’s weigh the options\"\n- \"In essence\"\n- \"What keeps nagging at me is\"\n- \"There’s a better way to phrase this\"\n- \"The pros and cons are\"\n- \"Let me put this another way\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"I'm still feeling my way through\"\n- \"That makes sense because\"\n- \"What if I flip it around?\"\n- \"If we follow this logic\"\n- \"I’m trying to connect the dots here\"\n- \"There's got to be something about\"\n- \"Let me run through it again\"\n- \"If A is true, then\"\n- \"One way to look at it is\"\n- \"Alright, where was I?\"\n- \"Wait, does this contradict itself?\"\n- \"That’s an interesting angle, but\"\n- \"What happens if we change this part?\"\n- \"If I take this apart step by step\"\n- \"First things first\"\n- \"Now, if I think about it differently\"\n- \"The tricky part is\"\n- \"Alternatively\"\n- \" is interesting\"\n- \"On one hand... but on the other\"\n- \"Let me play devil's advocate\"\n- \"If I follow this through\"\n- \"Suppose we assume that\"\n- \"What if we\"\n- \"There’s a pattern here\"\n- \"I need to step back and rethink this\"\n- \"So what I'm trying to say is\"\n- \"Actually, no\"\n- \"Wait, no\"\n- \"Here's where it gets interesting\"\n- \"Let's think step by step\"\n- \"What’s the next step?\"\n- \"I'm trying to reconcile\"\n- \"Let me work through this\"\n- \"What I'm getting at is\"\n- \"Coming at this from another angle\"\n- \"Oh! That reminds me\"\n- \"What if the reason is\"\n- \"Ummm, actually\"\n- \"I was just about to say\"\n- \"So basically\"\n- \"Let me untangle this\"\n- \"Let me trace that logic back\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"No, actually\"\n- \"That reminds me\"\n- \"This connects to\"\n- \"In other words\"\n- \"Building on that\"\n- \"Something doesn't add up\"\n- \"Let's break this down into parts\"\n- \"Let me dig into that a little deeper\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Uh, where was I?\"\n- \"I keep coming back to\"\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 | For the fertile couple, conception is possible at any time during the fertile phase. Fertility awareness, helps women understand the changes in their bodies and become aware of the optimal time to achieve a pregnancy.\nline 02 | An increasing number of women choose a natural method of managing their fertility for health reasons. Couples wishing to use a natural method to plan pregnancy need to learn to accurately identify the phases of fertility and infertility by observing and recording the indicators of fertility. This process needs to be assisted by a trained Fertility and Wellbeing practitioner. ACCORD fertility and wellbeing practitioners use modern methods of Natural Family Planning which do not rely on ‘Rhythm’ or ‘Calendar Calculations,’ but are based on a scientific and accurate understanding of fertility.\nline 03 | Natural Family Planning\nline 04 | It is important to be aware of factors, which may affect the cycle or disturb the recordings.\nline 05 | - Alcohol Holidays Stress\nline 06 | - Late Night Travel Illness\nline 07 | - Disturbed Night Time Zones Gynaecological Disorders\nline 08 | - Oversleeping Shift work Medication\nline 09 | Advantages of Natural Family Planning\nline 10 | What are the advantages of natural methods of family planning ?\nline 11 | - The method is totally natural and does not involve chemicals\nline 12 | - It can be used to assist or prevent pregnancy\nline 13 | - Encourages shared responsibility by the woman and her spouse, which can enhance the relationship\nline 14 | - Enables a couple to be independent and in control of their fertility\nline 15 | - Does not rely on regular cycles\nline 16 | - Can be used at all stages of reproductive life\nline 17 | - Is up to 98% effective against pregnancy, when used by motivated couples and taught by experienced teachers. (FPA 1995)\nline 18 | - It is inexpensive, convenient and is free of side effects\nline 19 | Are There Any Disadvantages to Natural Family Planning?\nline 20 | What are the Disadvantages of Natural Methods of Family Planning?\nline 21 | - It may take up to six cycles to learn effectively\nline 22 | - There are periods when sex is avoided and this may coincide with the time the woman has her strongest desire\nline 23 | - Daily records need to be documented\nline 24 | - Indicators of fertility may be changed by events such as illness, stress, shift work, medication etc\nline 25 | - Both the woman and her partner need to co-operate with the process\nline 26 | - There is no protection against sexually transmitted diseases\nline 27 | Effectiveness of Natural Family Planning\nline 28 | - A couple’s motivation has a crucial influence on the effectiveness of a number of methods of family planning. The first year’s use always carries the highest risk of unplanned pregnancy due to the time taken for a couple to learn to use the method efficiently.\nline 29 | - A high degree of motivation is essential if a couple are to use natural methods of family planning successfully. They should both be in agreement about their goals of family spacing or limiting. It is interesting to note that the family-spacers, those who plan more children but at a later date, are less effective in preventing pregnancy. They are prepared to take risks; whereas family limiters, those who have completed their family, are more conscientious and determined, and more successful in preventing pregnancy. This is illustrated by a 1976 Canadian sympto-thermal study, which showed an effectiveness rate of 85 per cent for the family spacers, but around 99 per cent for those limiting their families. (Parrenteau-Carreau, Lanctot and Rice)\nline 30 | - The effectiveness of any form of family planning depends on the method being well taught, well understood and well applied, but this is of particular importance for natural family planning. With experience, the sympto-thermal method is a highly effective method.\n</context>\n\n<phrases>\n- \"There’s a better way to phrase this\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"But then again\"\n- \"Let me untangle this\"\n- \"I’m trying to connect the dots here\"\n- \"Okay, walking through it again\"\n- \" is striking \"\n- \"It finally adds up!\"\n- \"I'm struck by\"\n- \"Basically\"\n- \"Let me work through this\"\n- \"Alternatively\"\n- \"Let me play devil's advocate\"\n- \"That’s the answer I was looking for!\"\n- \"On one hand... but on the other\"\n- \"What if I tried...?\"\n- \"What if I flip it around?\"\n- \"Let me chew on this\"\n- \"Wait, no\"\n- \"That’s an interesting angle, but\"\n- \"I'm wondering if\"\n- \"So basically\"\n- \"The thing is\"\n- \"I was just about to say\"\n- \"Something's not quite right\"\n- \"What if we looked at it like\"\n- \"That makes sense because\"\n- \"That’s the piece of the puzzle!\"\n- \"Backing up for a second\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"This just clicked into place!\"\n- \"I need to make sure this checks out\"\n- \"Actually, no\"\n- \"Something doesn't add up\"\n- \"This makes me reflect on\"\n- \"Here's what I'm thinking\"\n- \"I have a theory about 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- \"Ummm, actually\"\n- \"What happens if we change this part?\"\n- \"It's almost like\"\n- \"Let me see if\"\n- \"What I’m getting at is\"\n- \"This connects to\"\n- \"What am I overlooking?\"\n- \"So the main idea is\"\n- \"Something's not clicking\"\n- \"Oh! That reminds me\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Consider this possibility\"\n- \"What if the reason is\"\n- \"I'm seeing a connection between\"\n- \"If I follow this through\"\n- \"I'm pondering\"\n- \"Let me sum this up so far\"\n- \"Wait, I think I just cracked it!\"\n- \"I keep coming back to\"\n- \"I need to step back and rethink this\"\n- \"Let me trace that logic back\"\n- \"The crucial thing seems to be\"\n- \"Here's what's bugging me\"\n- \"Alright, where was I?\"\n- \"That reminds me\"\n- \"This makes me think of\"\n- \"Building on that\"\n- \"I'm mulling over\"\n- \"I'm intrigued by\"\n- \"That would explain why\"\n- \"No, actually\"\n- \"What if we\"\n- \"What’s the best way to explain this?\"\n- \"On the other hand\"\n- \"I keep circling back to\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"What keeps nagging at me is\"\n- \"Oh! I get it now\"\n- \"I wonder if\"\n- \"This explains so much!\"\n- \"Am I missing something?\"\n- \"Oh! I get it now!\"\n- \"This connects to something else\"\n- \"Now it all comes together!\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I'm curious about\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Bryn Mawr Classical Review 2006.04.14\nline 02 | Julia Valeva, The Painted Coffers of the Ostrusha Tomb. Sofia, Bulgaria: Bulgarski houdozhnik Publ., 2005. Pp. 200; color pls. 18, b/w figs. 140. ISBN 954-406-127-4. €40.00 (pb).\nline 03 | Reviewed by Stella Miller-Collett, Bryn Mawr College ([email protected])\nline 04 | Word count: 1842 words\nline 05 | The tomb under the so-called Ostrusha tumulus, discovered in 1993, is a remarkable addition to the growing corpus of Thracian material culture. The paintings preserved on its coffered ceiling, the subject of the present monograph, place it in a very small group of painted tombs of Hellenistic Thrace whose two best-known representatives lie, one near Sveshtari, the other in the valley of Kazanlak (map, fig. 1).1 These tombs, each part of an extensive necropolis, mark the burials of élite members of the Odrysian Kingdom. The Odrysians are best known among the Thracian tribes, thanks to a relative abundance of Greek literary sources that speak to their interaction with the Greeks and in particular with their neighbors, the Macedonians. Thucydides has this to say: \"... it became a very powerful kingdom. Indeed, in financial resources and general prosperity [the Odrysian kingdom] was the greatest of all European powers between the Ionian Gulf and the Euxine\". Indeed, it is the hoards of gold and silver vessels and jewelry that currently characterize Thracian society (much of it, strictly speaking, Odrysian) through an ongoing parade of constantly updated exhibitions criss-crossing much of the western world.2 The paintings of the Ostrusha Tomb will never intrigue the public at large in similar fashion; nothing compares to gold. But their publication forms a most welcome addition to the scholarly literature on Thracian material culture, mercifully translated by the author into English, that will interest a wide range of specialists, particularly those interested in \"Homeric\" themes.\nline 06 | Archaeological excavation in Bulgarian Thrace began in the late nineteenth century. It was followed by a burst of digging activity after World War II and then finally, by today's phase of investigation that currently forms a booming enterprise shared by energetic archaeologists vying with their grubbing counterparts, the omnipresent looters. It was unfortunately the latter who found the Ostrusha Tomb (beaten to it by the Romans), though excavation was subsequently carried out under the direction of Giorgi Kitov. In view of a potentially narrow distribution of this monograph on its coffers, an introductory description of the tomb and its paintings seems in order.\nline 07 | Valeva (henceforth V.) in her first chapter gives an overview of the unusual architecture of the funerary complex in anticipation of its final publication by the excavator. The complex consists first and foremost of a rectangular monolithic burial chamber (measuring outside ca. 3.53 by 2.47 by 3.37 m. in height) resting on a three-stepped podium with east-west orientation. Above is a monolithic gabled roof, dentilated on three sides, and on its long south side a framed doorway. The chamber was looted in antiquity but V. plausibly dates its occupancy on stylistic grounds to \"the years around 330-310\" (p. 166). Inside, against the chamber's north wall, is a stone-built kline with carved legs whose front face is carved and painted with various motifs, now invisible but described by the excavator as a \"lion's paw, bucrania, ivy leaves and floral motifs\" (p. 12, n. 7). The burial chamber was subsequently incorporated, perhaps soon after, into a rectangular, multi-room complex (measuring ca. 14.19 by 7.94 m.) that consists of three rectangular chambers (one of which contained a horse burial in addition to iron weapons, silver harness fittings, and silver and bronze vessels, unpublished) plus a circular room, possibly a heroon. A deposit of five terracotta antefixes and a jumble of coarse wares (storage jars, stamped amphorae, and other pots, also unpublished, but see Chapter 1, figs. 8, 10-12) was laid just outside the monument before it was covered over by the tumulus. To round out her first chapter, V. discusses the various affinities the burial chamber shares with building traditions of the Thracians, Achaemenids, and Greeks, noting particularly its marked similarity with the well-known tomb of Cyrus the Great at Pasargadae. But it is the coffered ceiling, carved and painted on the underside of the roof, that occupies the remainder of the monograph.\nline 08 | The rectangular stone ceiling was carved, then plastered and painted in imitation of wooden joists separated by the painted coffer panels.\nline 09 | Damage to the surface of the coffers is extensive.\nline 10 | Vandalism in antiquity only began the destruction that has led to severe loss of painted surfaces, entirely on the south and east perimeters, intermittently elsewhere.\nline 11 | As to decoration, a sequence along the perimeter consists of twenty-two square coffers (ca.\nline 12 | 0.20 m. on a side) including a flower at each corner to separate mythological scenes (preserved only on the north and west sides).\nline 13 | This outer sequence surrounds a recessed inner rectangle consisting of a central roundel (fully destroyed) encircled by sirens and Nereids and, at either end, a series of six smaller square coffers (ca.\nline 14 | 0.155 m. on a side) arranged each in two rows that depict male and predominantly female busts and flowers.\nline 15 | The coffers are decorated in colors that include light and dark blue, red, pink, ochre, white, and brown plus a touch of gilding noted at time of discovery on the necklace of one of the busts.\nline 16 | An egg-and-dart band in ochre appears against a red background to frame the coffers' dark blue backgrounds.\nline 17 | At the corners of each frame are white palmettes against blue squares.\nline 18 | And finally, a painted guilloche surrounds the larger divisions (the inner and outer rectangles and the central roundel) while painted rinceaux appear on vertical borders separating the groupings of coffers.\nline 19 | V. allots a chapter to each of the motifs in the coffering (Chapters 3-16) with two more for the subsidiary designs of rinceaux and guilloche (Chapters 17 and 18, respectively).\nline 20 | In each chapter she offers a detailed description that is followed by a virtually exhaustive collection of related material, visual and literary, from throughout the ancient world.\nline 21 | Only highlights of V.'s detailed discussion may be touched upon here.\nline 22 | A convincing case is made for postulating a Homeric theme for the six figured coffers on the north perimeter once Thetis at the forge of Hephaistos is recognized in a vignette showing a seated woman facing a shield propped on a stool (Chapter 6). Other identifications are by themselves less readily apparent and V. judiciously acknowledges as much in her careful argumentation. This reviewer, however, can readily accept her hypothesis of a mourning Achilles and the Embassy to Achilles in the adjoining two spaces (Chapters 7 and 8, respectively) and finds the same milieu perfectly appropriate for the next three showing, respectively, a monomachia, a standing male with armor (Ajax?), followed by a seated male with armor where Achilles is again suggested (Chapters 9-11, respectively). Each segment, in other words, must be understood as an abridged variant of standard scenes known primarily from Attic vases and Pompeian wall paintings. Particularly striking is the supposed embassy where a crowned and bearded standing male (Phoenix?) approaches a semi-reclining young male with averted head (Chapter 8 and cover photo). To all appearances, the three figured coffers on the west side lack the inherent thematic unity suggested by the sequence on the north. One is surely a Dionysiac figure and very possibly Silenus as postulated by V. (Chapter 13). The adjoining scene is clearly Bellerophon and V.'s case for recognizing Cybele next in the long-skirted rider on a feline is compelling, although she admits Dionysos as a strong alternative (Chapters 14 and 15, respectively).\nline 23 | Less can be said about the dozen smaller coffers representing prosopa and flowers (Chapter 5), apart from highlighting the single well preserved female bust with once-gilded necklace whose image has been widely disseminated (p. 54 and pl. 5-9). V. wisely leaves open to discussion whether the busts represent chthonic divinities, initiates in the Eleusinian mysteries, or characters derived from the Dionysian thiasos. Each would be appropriate in funerary context as are the sirens and Nereids in the fields at the ceiling's center, a subject V. explores at length (Chapters 3 and 4, respectively). The Nereids, in addition, tie in nicely with the theme of Achilles in the preserved series on the north perimeter, that hero being here for the first time represented in the Thracian iconographic repertoire.\nline 24 | In sum, the subject matter of the ceiling is closely allied with the world of Dionysos and Achilles. And collectively, the visual program clearly derives from Greek metaphors appropriate to the ancient funerary vocabulary. V. cautiously avoids speculating on the nature of missing parts of the program. Fair enough, but it could be worth at least contemplating possibilities. One might, for instance, be tempted to posit an Ilioupersis on the south to balance the preserved figures apparently from the Iliad on the north by analogy to the sculptural program of the Temple of Apollo Smintheus at Hellenistic Chryse.3\nline 25 | Stylistically, V. relates the paintings to a purely Greek milieu. Though carefully sidestepping the trap of proposing a so-called great master, V. does see the hand of \"a good and possibly also a renowned author\" deriving from some unknown Greek workshop (p. 162). It is by no means unusual for a scholar to grow enamored of the subject matter at hand. In this case, however, a slightly more objective outsider might quibble at referring to the \"perfect\" drawing and \"exquisite style\" of the paintings (pp. 162-163). To this reviewer, at least, they have a distinctly provincial look. Further study of stylistic affinities with certain of the Macedonian and Thessalian painted monuments could be profitable in this regard.\nline 26 | The book concludes with an extensive bibliography, index, and a most welcome set of color plates. It is further illustrated in each chapter by numerous figures of black and white photographs and drawings, mostly by the author. A few points remain for consideration. The schematic layout of numbered coffers (p. 32, fig. 1) might handily have included a key to decoration as a guide in the iconographical tour. By the same token, V. could have avoided potential confusion by using a consistent name for the tomb which appears indiscriminately with three different names: Ostrusha, Shipka, or Shipka-Ostrusha. And a brief historiographic chapter would have been a welcome addition for those not deeply initiated into Thracian history and scholarship. Finally and on a quite different level, we may hope for technical studies at some auspicious time in the future that should include examination of application and treatment of plaster as well as pigment analysis to add to the growing database in the ancient world.4\nline 27 | V. has profited from extended leaves of absence to permit research in Europe and the U.S. where her access to substantial libraries and collegial advice is graciously acknowledged at the outset. Partly in consequence, V. is able to steer clear of modern Bulgarian ideology that has informed so much scholarship on Thracian cultural history. The overall production of her book is remarkably good despite a sprinkling of typos, misspellings, and linguistic slips. V. and her publisher are to be congratulated. The careful publication of this important sequence of paintings is an enormous boon to western scholars who might otherwise be hard-pressed to visit the monument. In sum, The Painted Coffers adds significantly to our understanding of cultural history on the fringes of what we today call core cultures of antiquity.\nline 28 | 1.\nline 29 | A. Fol, M. Chichikova, T. Ivanov, and T. Teofilov, The Thracian Tomb near the Village of Sveshtari.\nline 30 | Translated by N. Chakalova .\nline 31 | Sofia, Bulgaria: Syvat Publishers, 1986; L. Zhivkova, Das Grabmal von Kasanlak.\nline 32 | Recklinghausen: A. Bongers, 1973.\nline 33 | 2. See, for instance, the catalogue for an exhibition that traveled widely in 1998 and 1999: I. Marazov, ed., Ancient Gold: the Wealth of the Thracians. Treasures from the Republic of Bulgaria. New York: Harry N. Abrams, 1998. Fundamental on the Odrysians is now Z. H. Archibald, The Odrysian Kingdom of Thrace. Orpheus Unmasked. Oxford: Clarendon Press, 1998.\nline 34 | 3. C. A. Özgünel, \"Das Heiligtum des Apollon Smintheion und die Ilias,\" Studia Troica 13 (2003), pp. 261-91.\nline 35 | 4. For convenience, one may refer to recent studies of painted surfaces and sources of pigment, some of which have been presented in M. A. Tiverios and D. S. Tsifakis, eds., Color in Ancient Greece. The Role of Color in Ancient Greek Art and Architecture (700-31 B.C.). Thessaloniki: Aristotelian University of Thessaloniki, 2002, pp. 111-115, 117-127, 147-154, 155-159, 179-189, 201-209, and 245-257.\n</context>\n\n<phrases>\n- \"In the end\"\n- \"So basically\"\n- \"Let’s weigh the options\"\n- \"Alternatively\"\n- \"But then again\"\n- \"What’s the best way to explain this?\"\n- \"I wonder if\"\n- \"I'm pondering\"\n- \"Let me break this down\"\n- \"The pros and cons are\"\n- \"I'm curious about\"\n- \"I'm struck by\"\n- \"That makes sense because\"\n- \"Now it all comes together!\"\n- \"This is starting to take shape\"\n- \"Basically\"\n- \"I'm seeing a connection between\"\n- \" is striking \"\n- \"Okay, I think I’ve got it now!\"\n- \"I'm trying to untangle this\"\n- \"Wait, why does that happen?\"\n- \"Here's what's bugging me\"\n- \"It almost fits, but something’s off\"\n- \"So what I'm trying to say is\"\n- \"Let me see if\"\n- \"Okay, pros and cons\"\n- \"The crucial thing seems to be\"\n- \"The more I think about it\"\n- \"There’s a pattern here\"\n- \"First things first\"\n- \"I'm mulling over\"\n- \"Building on that\"\n- \"On the other hand\"\n- \"This connects to\"\n- \"What if I flip it around?\"\n- \"On one hand... but on the other\"\n- \"That’s it!\"\n- \"Wait, but if that’s true\"\n- \"I'm wondering if\"\n- \"Let me play devil's advocate\"\n- \"I'm intrigued by\"\n- \"Let's think step by step\"\n- \"I need to step back and rethink this\"\n- \"Oh! I get it now!\"\n- \"Let me untangle this\"\n- \"There’s a better way to phrase this\"\n- \"Wait, no\"\n- \"Let's break this down into parts\"\n- \"The thing is\"\n- \"Let me work through this\"\n- \"Let me make sure I got this\"\n- \"No, actually\"\n- \"That’s the answer I was looking for!\"\n- \"Actually, no\"\n- \"When I sit with this idea\"\n- \"Ummm, actually\"\n- \"Now it makes sense!\"\n- \"That doesn’t sound right\"\n- \"What keeps nagging at me is\"\n- \"Let me chew on this\"\n- \"I was just about to say\"\n- \"Backing up for a second\"\n- \"That reminds me\"\n- \"Hmm, let’s rewind a bit\"\n- \"Going back to what I said about\"\n- \"This just clicked into place!\"\n- \"That’s an interesting angle, but\"\n- \"This makes me think of\"\n- \"Okay, let's break this down\"\n- \"What’s the missing piece?\"\n- \"Let me trace that logic back\"\n- \"Of course! That’s the answer!\"\n- \"I’m trying to connect the dots here\"\n- \"Something's not clicking\"\n- \"This connects to something else\"\n- \"I need to make sure this checks out\"\n- \"I'm starting to see a pattern\"\n- \"It was staring me in the face\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Something doesn't add up\"\n- \"In essence\"\n- \"The connection between [blank] and [blank] needs more 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 | Research Shows Damaging Influence Of Media On Public Perceptions Of Chimpanzees\nline 02 | How influential are mass media portrayals of chimpanzees in television, movies, advertisements and greeting cards on public perceptions of this endangered species? That is what researchers based at Chicago’s Lincoln Park Zoo sought to uncover in a new nationwide study published in PLoS ONE, an open-access scientific journal. Their findings reveal the potential role that media plays in creating widespread misunderstandings about the conservation status and nature of this great ape.\nline 03 | Study respondents were more likely to believe that chimpanzees are not endangered after seeing them portrayed with humans. They were also more likely to falsely believe that the apes would make an appropriate pet even though in reality their massive strength and aggressive nature makes them highly dangerous. The researchers used composite digital images to experimentally test survey respondents’ reactions to chimpanzees in different circumstances. For instance, survey respondents shown a photograph of a young chimpanzee standing next to a person were significantly less likely to think that chimpanzees were endangered in the wild, compared to respondents that viewed the exact same picture with the human digitally removed.\nline 04 | According to lead scientist, Steve Ross, PhD, founder of Project ChimpCARE and assistant director of the Lester Fisher Center for the Study and Conservation of Apes at Lincoln Park Zoo, “the findings are particularly relevant considering the public popularity of advertisements, movies and television programs featuring chimpanzee actors,” he said. “These practices have received broad criticism based on animal welfare concerns.”\nline 05 | Ross explained that the active “acting” careers of these animals are typically only a few short years, after which they become too large, strong and unmanageable. “Because chimpanzees can live 50 to 60 years, those deemed no longer useful to the media may end up in suboptimal housing for the next several decades,” he explained.\nline 06 | The research findings demonstrate that the negative outcomes of media use of chimpanzees likely extends beyond individual animal welfare issues and potentially undermines important conservation efforts for this endangered species. According the International Union for the Conservation of Nature, wild chimpanzees are severely endangered and could become extinct within 10 ““ 50 years if current trends continue.\nline 07 | “Displaying chimpanzees with humans isn’t the only way in which public viewers were affected. Those seeing images of chimpanzees in human-like settings, such as a typical office space, were also less likely to think that chimpanzees are endangered,” said Ross.\nline 08 | Purchasing and owning chimpanzees as pets is legal in most of the United States, but is a practice with considerable animal welfare and public safety risk.\nline 09 | In 2009, a pet chimpanzee named Travis in Connecticut attacked and seriously injured a friend of its owner and was subsequently killed by police officers.\nline 10 | Project ChimpCARE, an initiative based at Lincoln Park Zoo, estimates that up to 100 privately-owned chimpanzees live across the country in basements, garages and backyards, often living in unsafe and unsuitable environments.\nline 11 | “The inaccurate and frivolous portrayal of these complex and endangered primates should be of serious concern to anyone interested in animal care and safety,” said Ross. “Whether intentional or not, these images are resulting in significant effects on perceptions of chimpanzees that may hinder critical conservation and welfare initiatives that much of the general public supports.”\nline 12 | Funding: The funding for this project came from the Arcus Foundation. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.\nline 13 | Citation: Ross SR, Vreeman VM, Lonsdorf EV (2011) Specific Image Characteristics Influence Attitudes about Chimpanzee Conservation and Use as Pets. PLoS ONE 6(7): e22050. doi:10.1371/journal.pone.0022050\nline 14 | Competing Interests: The authors have declared that no competing interests exist.\nline 15 | On the Net:\n</context>\n\n<phrases>\n- \"Okay, pros and cons\"\n- \"That reminds me\"\n- \"I’m trying to connect the dots here\"\n- \"I'm seeing a connection between\"\n- \"Still working it out\"\n- \"Oh, I see what’s happening here!\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"On one hand... but on the other\"\n- \"One way to look at it is\"\n- \"If A is true, then\"\n- \"Still forming this thought\"\n- \"I should have known that!\"\n- \"There's probably more to it\"\n- \"Let me throw this out there\"\n- \"Consider this possibility\"\n- \"Oh! I get it now!\"\n- \"This might explain the pattern\"\n- \"I know there’s a word for this\"\n- \"The thing is\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Of course! That’s the answer!\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let’s weigh the options\"\n- \"There’s a better way to phrase this\"\n- \"There's something here about\"\n- \"Let's think step by step\"\n- \"Something doesn't add up\"\n- \"How can I approach this?\"\n- \" is interesting\"\n- \"Let me untangle this\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"I'm trying to untangle this\"\n- \"Let me work through this\"\n- \"I'm trying to reconcile\"\n- \"What I'm grappling with is\"\n- \"Am I overcomplicating this?\"\n- \"So basically\"\n- \"Ohhh, now I see!\"\n- \"Let me sum this up so far\"\n- \"If I take this apart step by step\"\n- \"This is pretty rough\"\n- \"That’s the piece of the puzzle!\"\n- \"This connects to something else\"\n- \"Okay, I think I’ve got it now!\"\n- \"That doesn’t sound right\"\n- \"Actually, no\"\n- \"Wait, no\"\n- \"Coming at this from another angle\"\n- \"I guess there’s no perfect solution\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"So what I'm trying to say is\"\n- \"What’s the next step?\"\n- \"Let's break this down into parts\"\n- \"This connects to\"\n- \"What keeps nagging at me is\"\n- \"Let's test this idea\"\n- \"Maybe I'm way off, but\"\n- \"Now it all comes together!\"\n- \"If we follow this logic\"\n- \"There's a missing link here\"\n- \"Here's where it gets interesting\"\n- \"Here's a possible explanation\"\n- \"The pros and cons are\"\n- \"What if I just flip this around?\"\n- \"What I'm getting at is\"\n- \"This is just a hunch\"\n- \"Something tells me I should\"\n- \"It suggests that\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"There’s a pattern here\"\n- \"Where did I put that...?\"\n- \"Just spitballing here\"\n- \"It's almost like\"\n- \"It was staring me in the face\"\n- \"That makes sense because\"\n- \"First things first\"\n- \"If I follow this through\"\n- \"No, actually\"\n- \"In other words\"\n- \"So that’s why it wasn’t working!\"\n- \"Oh! That reminds me\"\n- \"This makes me think of\"\n- \"What I’m getting at is\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Oxford English Dictionary defines a “Utopia” as “[a] place, state, or condition ideally perfect in respect of politics, laws, customs, and conditions.” The original terms, of course, derives from Sir Thomas More’s 1516 book, Utopia, which describes how such a place would be run.\nline 02 | Today, when we talk about utopian spaces, we generally refer to safe-havens perfectly suited for people who have been given a raw deal by society. Early in Mormon history, Joseph Smith and his followers attempted to build utopian spaces in Ohio, Missouri, and Illinois. Later, Brigham Young and the pioneers tried again in Utah and its surrounding regions. In each case, the Saints tragically came up short.\nline 03 | Today, the Mormon utopian dream is a dream deferred, although remnants of it still exist prominently in practices like tithing, temple work, service, Church welfare, and home and visiting teaching. While these practices do much to ease the burdens of the persecuted and create a more utopian space, they are not perfect. Zion is yet to be redeemed.\nline 04 | In “realistic” fiction, utopian spaces occasionally pop up. For instance, in John Steinbeck’s classic Depression-era novel The Grapes of Wrath, the Joad family visits the Weedpatch Camp, an idyllic government-run haven for migrant workers in California. For the Joads, as well as for Steinbeck’s readers, the Weedpatch Camp presents the perfect remedy for the squalid living conditions, abuses, and exploitations that workers were then subjected to. The suggestion is that if there were more places like the Weedpatch Camp, families like the Joads would be able to stay together and survive.\nline 05 | In many ways, the Weedpatch Camp episode injects much needed hope and idealism in an otherwise bleak novel. At the same time, however, something about Steinbeck’s depiction of it makes it seem a little too perfect and idyllic—and that kind of perfection is suspicious to me. As a reader, I’m happy that the Joads find a clean, safe place to stay for a while. But, at the same time, I also want a whole picture. What’s the other side to the Weedpatch Camp?\nline 06 | My point is this: perfect places don’t exist in this life—not since the days of Enoch, at least—and safe-havens are impermanent and not without dangers of their own. When we begin to believe otherwise, the pessimist in me says, we take our first steps toward disillusionment. I think this is true in real life and in realistic fiction. In my opinion, unproblematic utopian spaces in fiction are usually cop-outs, easy-outs for authors who wish to avoid complexity.\nline 07 | As Mormons, following the words of Lehi, we believe that nothing exists—at least for now—without opposition. Our goal for mortal life, therefore, is not to be rid of opposition, but to exist well despite of it. This means that everything we do or are, every space we make, will be imperfect, subject to dissolution. Real spaces are flawed.\nline 08 | Although I recognize that writers often use utopian spaces powerfully in fiction, particularly in political works, I think realistic Mormon fiction ought to avoid them—especially when they’re meant to be uniquely Mormon. Otherwise, it runs the risk of becoming the worst kind of fiction—propaganda that seeks to “pacify, and lull [readers] away into carnal security,” leading them to believe either that “All is well in Zion” or that “All is Well but in Zion.” I’ve read Mormon fiction of both types.\nline 09 | Besides, I think the longing and striving for Utopia or Zion is far more interesting than the achievement of it–at least in fiction. The Bellamysian Utopia at the end of Added Upon is nice, and fascinating in a lot of ways, but not as compelling as the flawed utopian efforts depicted in novels like Virginia Sorensen’s A Little Lower than the Angels and Margaret Young’s Salvador.\nline 10 | Note: A slightly shorter, slightly different version of this post appeared about a year ago on my personal Mormon literature blog.\n</context>\n\n<phrases>\n- \"In the end\"\n- \"If we follow this logic\"\n- \"I'm intrigued by\"\n- \"It's almost like\"\n- \"Still forming this thought\"\n- \"Wait a minute\"\n- \"Bear with me while I\"\n- \"I'm starting to see a pattern\"\n- \"Oh, that clears everything up!\"\n- \"On one hand... but on the other\"\n- \"Let me dig into that a little deeper\"\n- \"Oh! I get it now!\"\n- \"This connects to\"\n- \"Actually, no\"\n- \"What’s the best way to explain this?\"\n- \"I'm pondering\"\n- \"In essence\"\n- \"Something doesn't add up\"\n- \"There's got to be something about\"\n- \" is striking \"\n- \"That would explain why\"\n- \"Building on that\"\n- \"Wait a minute... Oh!\"\n- \"Basically\"\n- \" is key here\"\n- \"I should have known that!\"\n- \"One way to look at it is\"\n- \"Ah...\"\n- \"What if we\"\n- \"This brings to mind\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"I'm trying to untangle this\"\n- \"Let me chew on this\"\n- \"What’s the next step?\"\n- \"If I take this apart step by step\"\n- \"Maybe if I try it this way\"\n- \"This makes me reflect on\"\n- \"Now it makes sense!\"\n- \"I'm struck by\"\n- \"So basically\"\n- \"Uh...\"\n- \"Hmm\"\n- \"Brainstorming here, but\"\n- \"There’s a better way to phrase this\"\n- \"That changes everything\"\n- \"Picture this\"\n- \"I'm seeing a connection between\"\n- \"Consider this possibility\"\n- \"I wonder if\"\n- \"Let me propose something\"\n- \"Let me break this down\"\n- \"Okay, let's break this down\"\n- \"Oh! That reminds me\"\n- \"Ummm, actually\"\n- \"I'm wondering if\"\n- \"Let me throw this out there\"\n- \"It finally adds up!\"\n- \"Let's break this down into parts\"\n- \"This makes me think of\"\n- \"Wait, no\"\n- \"I think I found the solution!\"\n- \"Let me see if\"\n- \"Well, let me see\"\n- \"So far, it looks like\"\n- \"I’m trying to connect the dots here\"\n- \"That makes sense because\"\n- \"I'm still feeling my way through\"\n- \"I'm mulling over\"\n- \"There's something here about\"\n- \"I have a theory about this\"\n- \"What keeps nagging at me is\"\n- \"The pros and cons are\"\n- \"No, actually\"\n- \"The crucial thing seems to be\"\n- \"Let me work through this\"\n- \"Okay, pros and cons\"\n- \"Let's think step by step\"\n- \"Let me untangle this\"\n- \"You know\"\n- \"This might sound weird, but\"\n- \"Let’s weigh the options\"\n- \"Let me put this another way\"\n- \"Now, wait just a second\"\n- \"Finally, it clicks!\"\n- \"Follow me here\"\n- \"This connects to something else\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | “Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.”\nline 02 | —Dr. Maria Montessori\nline 03 | Lower Elementary Curriculum\nline 04 | Work and Social\nline 05 | The academic and social mission of the Lower Elementary is to respond to the six to nine year olds' changing needs, abilities, and sensitivities at this profoundly new and dynamic stage of development. The presence of age old tendencies to explore, to orient oneself, to order the environment, to imagine, to think in abstract terms, to be exact, to communicate, and to work with the hands all suggest inherent movement towards both social and intellectual independence. Consequently, the boundaries of the Lower Elementary child's environment are expanded to accommodate the great strides being made toward the ability to reason, both cognitively and morally, as well as the irresistible pull to seek one another's company and form groups of all kinds. Students develop self-esteem and learn to think for themselves by becoming fully engaged in the process of their own learning: through the nurturing of lasting individual and community-oriented habits of heart and mind.\nline 06 | Mathematics in the Lower Elementary is presented in a scope and sequence prepared to match the developing abilities of the six to nine year old. Initially, the elementary child builds upon the vocabulary of math and the understanding of numeration, counting, size, and shape introduced in the primary classroom. Familiarity with the four basic operations -- addition, subtraction, multiplication, and division -- is also methodically expanded through the use of a progression of manipulatives. Through extensive practice, the maturing lower elementary student develops the ability to perform arithmetic abstractions independent of the materials. In turn, mathematical learning at this level concerns the acquisition of facts and the facilitation of numbers, but more importantly, the preparation for abstract reasoning and calculation at the Upper Elementary level.\nline 07 | Montessori education uses a holistic approach to reading. The 6 - 9 year old classroom is a language rich environment in which literacy is developed through phonemic awareness, cultural studies, reading groups, and the research process. Reading instruction takes place in small groups or on an independent basis. Strategies for comprehension are emphasized and imparted across the curriculum. Writing development includes direct attention to the writing process as practiced through journaling, research writing, and creative writing in all its forms.\nline 08 | In the Lower Elementary program the child is given a cosmic vision of the origin and interdependence of life, of partnership and cooperation, and of each part of creation possessing its unique and critically important task. While being introduced to, and developing an appreciation for, the vast array of human differences -- cultural, geographic, political, and economic - the six to nine year old also comes to see that humanity is rooted in a common set of fundamental needs. The Montessori cultural curriculum strives to nurture reverence and instill a sense of wonder for the grandeur and mystery of life, and assist the child in gaining an appreciation for his or her special role therein.\nline 09 | The goals of the lower elementary art program are to foster visual awareness, aesthetic appreciation, creative expression, and imaginative thinking. Students learn technical skills while they create unique and personal works of art. They learn the language of visual design (line, shape, color, etc.) to help them develop fluency of expression. Art is also an integral part of the academic program, with projects deigned to enhance classroom studies. The art program also includes the exposure to and discussion of reproductions of works of art, and an annual visit to the Brattleboro Museum. These activities help students connect their own art making to wider social and historical context. Finally, the art classes implicitly and explicitly promote awareness of the natural work as a source of imagery and inspiration, establishing a bridge to issues of environmental protection.\nline 10 | In Lower Elementary music class the primary focuses is singing, dancing and movement, listening, singing and rhythm games, percussion and improvisation.\nline 11 | Simple rhythm instruments are used to accompany songs, experience ensemble playing, and develop rhythmic skills.\nline 12 | Weekly \"sustained silent listening\" helps students understand different styles, instrumentation, and improvisation in recorded music.\nline 13 | The goal of the class is to combine musical skills building with elements of spontaneity, improvisation and creativity.\nline 14 | In addition to the general classes, third graders also participate in a recorder class.\nline 15 | Here students develop skills in small group musical interaction, improvisation, ensemble playing and musical reading.\nline 16 | This allows for stronger connections with individual students, and better assessment of the students' progress, strengths and weaknesses.\nline 17 | The Physical Education program at Hilltop is guided by the seven components of physical fitness: speed, agility, strength, power, endurance, flexibility and coordination. Within the scope of a semester all P.E. activities address one or more of these components. Careful focus on attaining competency in all areas over time will ensure that a student is successful in achieving a healthy fitness level. For as fitness improves so does the level of skill development. For the 6-9 year olds these skills include tumbling, dancing, ball skills and manipulating a wide variety of small equipment.\n</context>\n\n<phrases>\n- \"What if I flip it around?\"\n- \"But then again\"\n- \"Bear with me while I\"\n- \"Coming at this from another angle\"\n- \"Well\"\n- \"I'm seeing a connection between\"\n- \"Wait a minute\"\n- \"Something doesn't add up\"\n- \"Let me back up a second\"\n- \"I keep circling back to\"\n- \"I was looking at this all wrong!\"\n- \"Let me play devil's advocate\"\n- \"Let me work through this\"\n- \"Let me just think this through\"\n- \"Let me talk this through\"\n- \"Finally, it clicks!\"\n- \"Okay, I think I’ve got it now!\"\n- \"I should have known that!\"\n- \"Let me dig into that a little deeper\"\n- \"First things first\"\n- \"Backing up for a second\"\n- \"Let’s weigh the options\"\n- \"You know\"\n- \"Let me circle back to that\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Hold on a second\"\n- \"This might sound weird, but\"\n- \"That’s the piece of the puzzle!\"\n- \"Okay, so\"\n- \"Building on that\"\n- \"Uh...\"\n- \"On one hand... but on the other\"\n- \"Now we're cooking\"\n- \"Wait, no\"\n- \"Alright, where was I?\"\n- \"Let's break this down into parts\"\n- \"That doesn't seem to add up... Let me think\"\n- \"That’s the answer I was looking for!\"\n- \"Actually, no\"\n- \"Ah...\"\n- \"It's almost like\"\n- \"Oh! I get it now\"\n- \"What keeps nagging at me is\"\n- \"That actually makes a lot of sense\"\n- \"I'm trying to untangle this\"\n- \"If I take this apart step by step\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"If I follow this through\"\n- \"Alternatively\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"What am I overlooking?\"\n- \"Let me connect the dots\"\n- \"There's something here about\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Let me break this down\"\n- \"I was just about to say\"\n- \"I’m trying to connect the dots here\"\n- \"Let me untangle this\"\n- \"Wait, does this contradict itself?\"\n- \"Picture this\"\n- \"I'm still feeling my way through\"\n- \"So, the bottom line is\"\n- \"No, actually\"\n- \"Oh! That reminds me\"\n- \"That reminds me\"\n- \"The more I think about it\"\n- \"That’s an interesting angle, but\"\n- \"Wait, but if that’s true\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Okay, pros and cons\"\n- \"Ohhh, now I see!\"\n- \"That’s what I was trying to say!\"\n- \"The pros and cons are\"\n- \"On the other hand\"\n- \"Okay, backtrack a bit\"\n- \"Let's see\"\n- \"This makes me think of\"\n- \"I'm starting to see a pattern\"\n- \"Let me trace that logic back\"\n- \"Going back to what I said about\"\n- \"Ummm, actually\"\n- \"Okay, let's break this down\"\n- \"Let's think step by step\"\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 | Internet Emergency Preparedness (ieprep)Last Modified: 2006-03-24\nline 02 | Additional information is available at tools.ietf.org/wg/ieprep\nline 03 | Real-time Applications and Infrastructure Area Director(s):\nline 04 | Real-time Applications and Infrastructure Area Advisor:\nline 05 | Mailing Lists:General Discussion: [email protected]\nline 06 | To Subscribe: [email protected]\nline 07 | In Body: subscribe ieprep\nline 08 | Description of Working Group:Effective telecommunications capabilities are imperative to facilitate\nline 09 | immediate recovery operations for serious disaster events, such as,\nline 10 | hurricanes, floods, earthquakes, and terrorist attacks. Disasters can\nline 11 | happen any time, any place, unexpectedly. Quick response for recovery\nline 12 | operations requires immediate access to any public telecommunications\nline 13 | capabilities at hand. These capabilities include: conventional\nline 14 | telephone, cellular phones, and Internet access via online terminals,\nline 15 | IP telephones, and wireless PDAs. The commercial telecommunications\nline 16 | infrastructure is rapidly evolving to Internet-based technology.\nline 17 | Therefore, the Internet community needs to consider how it can best\nline 18 | support emergency management and recovery operations.\nline 19 | Three examples of emergency communications include:\nline 20 | 1. Conveying information about the priority of specific phone calls\nline 21 | that originate in a VoIP environment through gateways to the PSTN.\nline 22 | 2. Access and transport for database and information distribution\nline 23 | applications relevant to managing the crisis. One example of this\nline 24 | is the I am Alive (IAA) system that can be used by people in a\nline 25 | disaster zone to register the fact that they are alive so that\nline 26 | their friends and family can check on their health.\nline 27 | 3. Interpersonal communication among crisis management personnel using\nline 28 | electronic mail and instant messaging.\nline 29 | Initial documents will describe the problem space and its salient\nline 30 | characteristics. In particular the working group will devlop a\nline 31 | Requirements for Internet Emergency Preparedness in the Internet RFC\nline 32 | which will detail the specific functions and technologies needed to\nline 33 | provide support for Emergency Preparedness systems in the Internet.\nline 34 | The\nline 35 | working group may also develop a Framework for Supporting Internet\nline 36 | Emergency Preparedness in IP Telephony RFC if it is determined that IP\nline 37 | telephony requires special treatment above what would be in the\nline 38 | The international community needs advice as to what standards to rely\nline 39 | on, in the form of a BCP. This BCP needs to identify mechanisms to\nline 40 | provide deterministic behavior of applications, mechanisms for\nline 41 | authentication and authorization, and recommendations for application\nline 42 | design with existing protocols. In the IETF considerations for\nline 43 | treatment and security of emergency communications stretch across a\nline 44 | number of Areas and Working Groups, notably including the various\nline 45 | telephony signaling working groups, Differentiated Services, Protocol\nline 46 | for carrying Authentication for Network Access (pana), and various\nline 47 | operational groups, so the IEPREP working group will have to cooperate\nline 48 | closely with these groups and with groups outside of the IETF such as\nline 49 | various ITU-T study groups.\nline 50 | The working group will develop a BCP RFC or set of RFCs, regarding\nline 51 | operational implementation of services for Emergency Preparedness using\nline 52 | existing Internet protocols. The RFC may include identification of gaps\nline 53 | in existing protocols and requirements for use in new protocol or\nline 54 | protocol feature design. It is out of scope for this working group to\nline 55 | do protocol or protocol feature development.\nline 56 | The working group will\nline 57 | not focus on particular national regulations.\nline 58 | Best Current Practice:\nline 59 | IETF Recommendations for the Emergency Telecommunications Service\nline 60 | using existing protocols - what can be done with existing protcols\nline 61 | and what can not be done.\nline 62 | Requirements for Internet Emergency Preparedness in the Internet.\nline 63 | Framework for Supporting Internet Emergency Preparedness in IP\nline 64 | Goals and Milestones:\nline 65 | No Current Internet-Drafts\nline 66 | Request For Comments:Requirements for Resource Priority Mechanisms for the Session Initiation Protocol (SIP) (RFC 3487) (39615 bytes)\nline 67 | Internet Emergency Preparedness (IEPREP)Telephony Topology Terminology (RFC 3523) (10190 bytes)\nline 68 | IP Telephony Requirements for Emergency Telecommunication Service (RFC 3690) (13919 bytes)\nline 69 | General Requirements for Emergency Telecommunication Service (RFC 3689) (21680 bytes)\nline 70 | Framework for Supporting Emergency Telecommunications Service (ETS) in IP Telephony (RFC 4190) (69447 bytes)\nline 71 | Emergency Telecommunications Services (ETS) Requirements for a Single Administrative Domain (RFC 4375) (17037 bytes)\nline 72 | A Framework for Supporting Emergency Telecommunications Services (ETS) Within a Single Administrative Domain (RFC 4958) (44008 bytes)\n</context>\n\n<phrases>\n- \"Let's think step by step\"\n- \"Here's a possible explanation\"\n- \"On the other hand\"\n- \"Consider this possibility\"\n- \"This just clicked into place!\"\n- \"How can I approach this?\"\n- \"Wait, does this contradict itself?\"\n- \"There's a missing link here\"\n- \"On one hand... but on the other\"\n- \"Let me circle back to that\"\n- \"Ah...\"\n- \"Wait, that doesn’t add up\"\n- \"That actually makes a lot of sense\"\n- \"I need to step back and rethink this\"\n- \"Okay, let's break this down\"\n- \"This is tricky, but\"\n- \"Anyway\"\n- \"Follow me here\"\n- \"Okay, pros and cons\"\n- \"The pros and cons are\"\n- \"What if I just flip this around?\"\n- \"This might sound weird, but\"\n- \"Ummm, actually\"\n- \"Wait, I think I just cracked it!\"\n- \"Let me just think this through\"\n- \"The more I think about it\"\n- \"Okay, walking through it again\"\n- \"Alright, where was I?\"\n- \"If I take this apart step by step\"\n- \"Just spitballing here\"\n- \"Let me break this down\"\n- \"No, actually\"\n- \"Picture this\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"There's probably more to it\"\n- \"Hold that thought\"\n- \"Wait, no\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"Let me see\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"Let’s weigh the options\"\n- \"But then again\"\n- \"Uh, where was I?\"\n- \"That’s an interesting angle, but\"\n- \"I think I can rule that out\"\n- \"That would explain why\"\n- \"What if we\"\n- \"Now, wait just a second\"\n- \"Let me untangle this\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"Coming at this from another angle\"\n- \"What if I flip it around?\"\n- \"If A is true, then\"\n- \"Actually, no\"\n- \"I'm trying to reconcile\"\n- \"Wait, I think I’ve got it!\"\n- \"Something doesn't add up\"\n- \"Let me approach this from another angle\"\n- \"I keep coming back to\"\n- \"There's got to be something about\"\n- \"First things first\"\n- \"Oh, I see what’s happening here!\"\n- \"Hmm, that doesn’t sound right\"\n- \"I need to make sure this checks out\"\n- \"If we follow this logic\"\n- \"This might explain the pattern\"\n- \"Let me play devil's advocate\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm still feeling my way through\"\n- \"How do I put this\"\n- \"Let's see\"\n- \"What happens if we change this part?\"\n- \"What’s the next step?\"\n- \"Well, let me see\"\n- \"So, the bottom line is\"\n- \"Let me work through this\"\n- \"Alternatively\"\n- \"Let's break this down into parts\"\n- \"What keeps nagging at me is\"\n- \"Oh! I get it now!\"\n- \"Let's test this idea\"\n- \"Backing up for a second\"\n- \"It finally adds 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 | Written by dentistry.co.uk Monday, 04 October 2010 14:31\nline 02 | Dentaid’s mission is to improve the oral health of disadvantaged communities around the world. It does this primarily by inviting donations of dental equipment from dentists in the United Kingdom and redistributing them in the countries in need.\nline 03 | Since the charity began, Dentaid has helped establish almost 200 charitable dental treatment clinics in more than 50 countries around the world.\nline 04 | For the last five years, one complete dental surgery has left Dentaid’s workshops for overseas every 10 working days.\nline 05 | Hundreds of smaller shipments have also been dispatched, including instrument kits to equip health workers to provide dental care in remote rural communities.\nline 06 | The flipside of this is that, at times, the dental equipment donations are worth more as collectables or antiques than as equipment that can be recycled and used out in the field.\nline 07 | Here, we take a look at some old dental curiosities lurking in the warehouse of Dentaid and suggest that there may be a novel Christmas present or two among them.\nline 08 | The pedal-operated dental drill, circa 1910, was used for dental treatment of patients at Ballarat Hospital for the Insane, Victoria, Australia but, more interestingly, was also used by the United States army during the World War II due to the shortage of dental equipment.\nline 09 | Its engine has the drill on the end of a 98-cm elbowed arm and is connected to a tall, thin, vertical pole, the lower part of which supports a 30-cm diameter vertical flywheel, which is operated by a foot pedal.\nline 10 | The pedal has two round rubber foot grips and is slim with elegant cutout design.\nline 11 | The piston connects to the axel of the wheel (which has curved, petal-shaped spokes) and a fly-belt leads from the wheel to two small cogwheels at the top of the pole, and then to two more at the elbow of the arm.\nline 12 | Dentaid also has a wooden portable cabinet containing equipment needed for dealing with less significant oral problems. It is difficult to determine the time period during which it was used due to the limitations in the research area. However, it is likely that this was used somewhere in early 20th century.\nline 13 | A spokesperson said: “This guess is based on some of the contents of the box. For example, we were able to find some products made by Parke, Davis & Co, which was a subsidiary of the pharmaceutical company Pfizer, which patented substances such as cocaine and PCP and used them as medicine. One of their products was adrenalin cocaine (containing almost pure adrenaline and cocaine), which could be obtained and used by anyone. However, cocaine was eventually made illegal, meaning that this kind of product could not be used in a portable dental cabinet.\nline 14 | “Some of the items within the box included a dental or tooth key with an ivory handle. The pattern on the handle had been carved manually and was made in England; most likely in the mid-19th century. The dental key is an instrument that was used in dentistry to extract diseased teeth.\nline 15 | Modeled on a door key, the dental key was used by first inserting the instrument horizontally into the mouth. Its claw would then be tightened over a tooth. The instrument was rotated to loosen the tooth. This often resulted in the tooth breaking, causing jaw fractures and soft tissue damage.\nline 16 | Diane Platt, head of fundraising at Dentaid, said: “Dentaid is planning on selling these items and the cash raised will help support many of the projects we have waiting for funding.\nline 17 | “Many of these items would make such an unusual present for anyone with an interest in dentistry or would make a fun talking point if used as a display in your practice waiting room.”\nline 18 | If you are interested in any of the items, then visit dentaid.org.\n</context>\n\n<phrases>\n- \"There's something here about\"\n- \"I keep circling back to\"\n- \"Let me play devil's advocate\"\n- \"I'm seeing a connection between\"\n- \"I just had it, what was it?\"\n- \"Maybe I should sleep on it\"\n- \"There’s a better way to phrase this\"\n- \"Something doesn't add up\"\n- \"That would mean\"\n- \"It's almost like\"\n- \"Oh! That reminds me\"\n- \"Let me work through this\"\n- \"Just spitballing here\"\n- \"Of course! That’s the answer!\"\n- \"I'm still feeling my way through\"\n- \"Oh, that clears everything up!\"\n- \"That’s it!\"\n- \"Alternatively\"\n- \"I keep coming back to\"\n- \"I’m trying to connect the dots here\"\n- \"Actually, no\"\n- \"Let me untangle this\"\n- \"This brings to mind\"\n- \"This connects to something else\"\n- \"That actually makes a lot of sense\"\n- \"This connects to\"\n- \"On the other hand\"\n- \"Building on that\"\n- \"I need to step back and rethink this\"\n- \"This might sound weird, but\"\n- \"Alright, where was I?\"\n- \"This makes me reflect on\"\n- \"Still working it out\"\n- \"So basically\"\n- \"This explains so much!\"\n- \"What if we\"\n- \"If I'm not mistaken\"\n- \"I'm pondering\"\n- \"I'm curious about\"\n- \"It feels like the right move, but\"\n- \"Now, if I think about it differently\"\n- \"That reminds me\"\n- \"That’s an interesting angle, but\"\n- \"But then again\"\n- \"The more I think about it\"\n- \"That makes sense because\"\n- \"Let me dig into that a little deeper\"\n- \"Ohhh, now I see!\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm struck by\"\n- \"When I sit with this idea\"\n- \"So what I'm trying to say is\"\n- \"I'm not entirely sure, but\"\n- \"I need to reframe this\"\n- \"No, actually\"\n- \"What keeps nagging at me is\"\n- \"Ummm, actually\"\n- \"Picture this\"\n- \"Let me sum this up so far\"\n- \"Let's think step by step\"\n- \"I'm mulling over\"\n- \"I'm intrigued by\"\n- \"On one hand... but on the other\"\n- \"I need to make sure this checks out\"\n- \"The thing is\"\n- \"I think I can rule that out\"\n- \"It's fascinating how\"\n- \"It's a bit murky\"\n- \"Should I...? No, wait\"\n- \"Let me put this another way\"\n- \"Here's where it gets interesting\"\n- \"Okay, walking through it again\"\n- \"I don’t want to jump to conclusions, but\"\n- \"So, the bottom line is\"\n- \"What if I flip it around?\"\n- \"I'm wondering if\"\n- \"Might be\"\n- \"What I’m getting at is\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"I'm not sure, but\"\n- \"What's the best way to explain this?\"\n- \"What’s the best way to explain this?\"\n- \"Wait, no\"\n- \"I'm starting to see a pattern\"\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 | |First official king of the Persians|\nline 02 | |Place of death||Achaemenid Kingdom|\nline 03 | As the eponymous ancestor of the clan, Achaemenes is very often held to be legendary. Achaemenes is generally known as the leader of one of the clans, known to the Greeks as the Pasargadae (although this identification may been due to a confusion with the Persian Imperial capital city Pasargadae begun by Cyrus the Great around 546 BC), that was one of the some ten to fifteen Persian tribes. Persian royal inscriptions such as the Behistun Inscription place him five generations before Darius the Great. Therefore, according to the Inscriptions, Achaemenes may have lived around 700 BC. The inscriptions do label him as a \"king\", which may mean that he was the first official king of the Persians.\nline 04 | Apart from Persian royal inscriptions, there are very limited historical sources on Achaemenes; therefore very little, if anything at all, is known for certain about him. It has been proposed that Achaemenes may merely have been a \"mythical ancestor of the Persian royal house\". The \"Babylonian\" Cyrus Cylinder, ascribed to Cyrus the Great, does not mention Achaemenes in an otherwise-detailed genealogy. Some historians hold that perhaps Achaemenes was a retrograde creation of Darius the Great, made in order to legitimize his connection with Cyrus the Great, after Darius rose to the position of Shah (i.e. King) of Persia in 522 BC (by killing the usurper Gaumata, the so-called \"False Smerdis\", who had proclaimed himself King upon the death of Darius' predecessor, Cambyses II; according to Darius, Gaumata was an impostor pretending to be Cambyses II's younger, deceased brother Bardiya). Darius certainly had much to gain in having an ancestor shared by Cyrus and himself, and may have felt the need for a stronger connection than that provided by his subsequent marriage to Cyrus' daughter Atossa. An inscription from Pasargadae, also ascribed to Cyrus, does mention Cyrus' descent from Achaemenes; however, historian Bruce Lincoln has suggested that these inscriptions of Cyrus in Pasargadae were engraved during the reign of Darius in c. 510.\nline 05 | In any case, the Persian royal dynasty from Darius onward revered Achaemenes and credited him as the founder of their dynasty. Very little, however, was remembered about his life or actions. Assuming he existed, Achaemenes was most likely a 7th-century BC warrior-chieftain, or the probable first king, who led the Persians, or a tribe of Persians, as a vassal of the Median Empire. An Assyrian inscription from the time of King Sennacherib in 691 BC, mentions that the Assyrian king almost repelled an attack by Parsuamash and Anzan, with the Medians and others on the city of Halule. Historians contend that if he existed, Achaemenes had to be one of the commanders, leading his Persians with the independent troops of Anshan, during the indecisive Battle of Halule in 691 BC.\nline 06 | Ancient Greek writers provide some legendary information about Achaemenes: they call his tribe the Pasargadae, and say that he was \"raised by an eagle\". Plato, when writing about the Persians, identified Achaemenes with Perses, ancestor of the Persians in Greek mythology. According to Plato, Achaemenes/Perses was the son of the Ethiopian queen Andromeda and the Greek hero Perseus, and a grandson of Zeus. Later writers believed that Achaemenes and Perses were different people, and that Perses was an ancestor of the king.\nline 07 | Persian and Greek sources state that Achaemenes was succeeded by his son Teispes, who would lead the Persians to conquer and settle in the Elamite city of Anshan in southern Iran.\nline 08 | Teispes' great-grandson Cyrus conquered the Medes and established the Persian Empire.\nline 09 | Teispes is referred to as a son of Achaemenes in the Old Persian texts at Behistun.\nline 10 | - Akbarzadeh, D.; A. Yahyanezhad (2006).\nline 11 | The Behistun Inscriptions (Old Persian Texts) (in Persian).\nline 12 | Khaneye-Farhikhtagan-e Honarhaye Sonati.\nline 13 | p. 56.\nline 14 | ISBN 964-8499-05-5.\nline 15 | - Schmitt Achaemenid dynasty (i. The clan and dynasty.)\nline 16 | - Aminisam, M.H., Pictorial History of IRAN, Ancient Persia Before Islam 15,000 B.C. --- 652 A.D., AuthorHouse Press, Bloomington, Indiana, (2006) p. 114. ISBN 1-4259-6722-1\nline 17 | - Schlerath p. 36, no.\nline 18 | 9.\nline 19 | See also Iranica in the Achaemenid Period p. 17.\nline 20 | - Behistun Inscribtion, c. 4\nline 21 | - Jamie Stokes (2009). Encyclopedia of the Peoples of Africa and the Middle East, Volume 1. Infobase Publishing. pp. 2–3. ISBN 978-0-8160-7158-6.\nline 22 | - Livius Picture Archive: Pasargadae\nline 23 | - Bruce Lincoln. Religion, empire, and torture: the case of Achaemenian Persia, 2007, University of Chicago Press, Page 4-5\nline 24 | - David Sacks, Oswyn Murray, Lisa R. Brody (2005). Encyclopedia of the ancient Greek world. Infobase Publishing. pp. 256 (at the bottom left portion).\nline 25 | - DB, column I, lines 5 and 6, from Kent Kent, Ronald Grubb (1384 AP).\nline 26 | Old Persian: Grammar, Text, Glossary (in Persian).\nline 27 | translated into Persian by S. Oryan.\nline 28 | pp.\nline 29 | 394 and 492.\nline 30 | ISBN 964-421-045-X.\nline 31 | - Schmitt, Rüdiger. \"Achaemenid dynasty\". Encyclopaedia Iranica. vol. 3. Routledge & Kegan Paul.\nline 32 | - Dandamayev, M. \"Achaemenes\". Encyclopaedia Iranica. vol. 3. Routledge & Kegan Paul.\nline 33 | - Schlerath, Bernfried (1973). Die Indogermanen. Inst. f. Vergl. Sprachwiss. ISBN 3-85124-516-4.\nline 34 | - Tavernier, Jan (2007). Iranica in the Achaemenid Period (ca. 550-330 B.C.): Linguistic Study of Old Iranian Proper Names and Loanwords, Attested in Non-Iranian Texts. Peeters Publishers. ISBN 90-429-1833-0.\nline 35 | AchaemenesBorn: 8th century BC Died: 7th century BC\nline 36 | |King of Persia||Succeeded by\n</context>\n\n<phrases>\n- \"That doesn’t seem to add up... Let me think\"\n- \"Actually, no\"\n- \"Why didn’t I think of that sooner?\"\n- \"Could I be second-guessing myself?\"\n- \"Alternatively\"\n- \"That reminds me\"\n- \"I'm struck by\"\n- \"That’s an interesting angle, but\"\n- \"Coming at this from another angle\"\n- \" is interesting\"\n- \"What’s the best way to explain this?\"\n- \"This might sound weird, but\"\n- \"Just spitballing here\"\n- \"Let me chew on this\"\n- \"Something doesn't add up\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Brainstorming here, but\"\n- \"In other words\"\n- \"So what does this mean in the bigger picture?\"\n- \"What I'm getting at is\"\n- \"I need a clearer view of this\"\n- \"Still working it out\"\n- \"That would explain why\"\n- \"Wait, but if that’s true\"\n- \"I'm intrigued by\"\n- \"There’s a pattern here\"\n- \"I'm wondering if\"\n- \"I’m still on the fence about this\"\n- \"What am I overlooking?\"\n- \"Let me work through this\"\n- \"I'm pondering\"\n- \"It was staring me in the face\"\n- \"So far, it looks like\"\n- \"Let me untangle this\"\n- \"I wonder if\"\n- \"I'm mulling over\"\n- \"Possibly\"\n- \"This brings to mind\"\n- \"Wait, no\"\n- \"Let me approach this from another angle\"\n- \" is striking \"\n- \"In the end\"\n- \"It's almost like\"\n- \"What if I flip it around?\"\n- \"In essence\"\n- \"Here's where it gets interesting\"\n- \"Let me connect the dots\"\n- \"That’s the piece of the puzzle!\"\n- \"What I’m getting at is\"\n- \"This connects to something else\"\n- \"Wait, does this contradict itself?\"\n- \"Let me play devil's advocate\"\n- \"I need to fill in the gaps\"\n- \"Something along those lines\"\n- \"What keeps nagging at me is\"\n- \"But then again\"\n- \"That doesn't sound right, let me rephrase\"\n- \"Let me put this another way\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"On one hand... but on the other\"\n- \"Maybe I should sleep on it\"\n- \"There's got to be something about\"\n- \"Let's think step by step\"\n- \"I guess that works\"\n- \"I'm starting to see a pattern\"\n- \"I'm seeing a connection between\"\n- \"So, the bottom line is\"\n- \"Oh! That reminds me\"\n- \"What's the best way to explain this?\"\n- \"Oh! I get it now!\"\n- \"I’m not sure, but\"\n- \"What I mean is\"\n- \"Ummm, actually\"\n- \"No, actually\"\n- \"When I sit with this idea\"\n- \"I need to reframe this\"\n- \"Wait, I think I’ve got it!\"\n- \"That’s the answer I was looking for!\"\n- \"Let me sum this up so far\"\n- \"I’m trying to connect the dots here\"\n- \"This makes me think of\"\n- \"Now it all comes together!\"\n- \"This explains so much!\"\n- \"Would this be worth the risk?\"\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 | CORVALLIS, Ore. – The “colony collapse disorder” that has alarmed beekeepers and agricultural experts all over the United States is, in all likelihood, a normal variation on problems already known to plague North American honeybees, one expert says. It is not a new and mysterious syndrome.\nline 02 | The cause of unusual levels of bee colony die-offs at specific locations probably relates to local weather issues, bee colony management, pesticide effectiveness, or locally severe concerns with known bee pests, said Michael Burgett, a professor emeritus of entomology at Oregon State University.\nline 03 | Looked at in a broader geographical and historical concept, Burgett said, the existing situation is neither unprecedented nor particularly severe, and certainly not a cause for repeated claims that American agriculture is facing a crisis.\nline 04 | Burgett is one of the world’s leading experts on honeybees.\nline 05 | He has done research on them for decades in many locations including their ancestral homes in Asia, Africa and Europe, and was the first scientist in the world to warn 25 years ago of the oncoming plague of tracheal and varroa mites that now are a major threat to U.S. honeybees.\nline 06 | The self-professed old-timer said he is unconvinced that the new problems are, in fact, anything new.\nline 07 | “Calling something a new syndrome or disorder makes for good headlines, but it’s probably not true,” Burgett said. “This field is full of rumor and innuendo, but I haven’t seen any verified statistics or data that would persuade me this is anything but a variation on existing problems. It’s almost certainly something we can address with research, better beekeeper education and colony management.”\nline 08 | In recent months, numerous stories have filled the news with alarming stories of bee colony die-offs, an estimate of 25 percent losses in the nation’s honeybee population, billion dollar crop loss concerns, and other issues.\nline 09 | Some documented losses have clearly been severe, Burgett noted. But in a larger context, they aren’t all that unusual, compared to the last couple decades since parasitic mites spread across the country.\nline 10 | “Some losses have clearly been related to unusually severe winter weather in certain locations, especially in the East,” Burgett said.\nline 11 | “And I think there may be some other issues we’re dealing with, mainly variations on known problems that we can address with research and bee colony management.\nline 12 | But the losses overall are just slightly higher than normal.”\nline 13 | A regular Pacific Northwest survey of winter bee colony losses was begun in the late 1980s following the invasion of tracheal and varroa mites, Burgett said, and it shows 22 percent average colony losses; the 1998 figure was 27 percent for commercial bee colonies. Some experts are now calling the national losses of 25 percent a “colony collapse disorder,” when on a broader basis those losses are often typical.\nline 14 | A leading suspect for any increased problem, Burgett said, is growing resistance to the pesticides used to control tracheal and varroa mites, and also the increasing use of “softer,” less toxic pesticides that have a lighter environmental touch. They can be effective, but only if used by highly knowledgeable beekeepers in a fairly sophisticated management program.\nline 15 | “When the tracheal and varroa mites first arrived in the 1980s, there were huge losses early on, and the first thing we saw was a lot of marginal operators, who didn’t really know what they were doing, go out of business,” Burgett said.\nline 16 | Other possible concerns, Burgett said, include rising levels of stress from some over-worked bee colonies being moved too often, sometimes to crops that don’t give them adequate nutrition. There’s a theory about pesticide buildup in beeswax that may have some validity, he said, and deserves further research. And a new pathogen called “Nosema ceranae” has been found in a few U.S. honeybees, which might raise some concerns.\nline 17 | The best approach to the issue, Burgett said, is continued research programs and effective Extension outreach to beekeepers and farmers, to make sure they learn the latest techniques needed to keep colonies healthy.\nline 18 | The world of U.S. beekeepers, Burgett said, changed permanently with the arrival two decades ago of two types of parasitic mites that can impact the health of bee colonies or lead to their death.\nline 19 | The mites pose an ongoing challenge to commercial beekeepers and are slowly wiping out wild honeybee colonies all over North America.\nline 20 | Some of the reported evidence of colony collapse disorder, Burgett said, such as bee hives with lots of honey but no bees, are in fact the most common symptom of a severe varroa mite infection.\nline 21 | “In the late 1970s we had another scare similar to this, they called it ‘disappearing disease’ at the time,” Burgett said. “But we never found a specific cause for it, we continued to improve our bee management programs, and ‘disappearing disease’ disappeared.”\nline 22 | In the Pacific Northwest, Burgett said, aggressive programs of farmer and beekeeper education have been implemented through many years of university Extension programs, trade journals and other approaches; coincidentally, there is no current problem in the Northwest with “colony loss syndrome.” Winter colony losses this past year were about normal.\nline 23 | “I’m not suggesting this is much ado about nothing,” Burgett said. “But it’s pretty close. Higher levels of colony loss in specific places are probably the result of various causes that can be identified and dealt with. It’s always good to see some funding for bee research and to keep that industry healthy, because it’s important. But the sky is not falling on American agriculture.”\n</context>\n\n<phrases>\n- \"What’s the missing piece?\"\n- \"I wonder if\"\n- \"Coming at this from another angle\"\n- \"I'm starting to see a pattern\"\n- \"That reminds me\"\n- \"What keeps nagging at me is\"\n- \"That’s what I was trying to say!\"\n- \"So, the bottom line is\"\n- \"What if we looked at it like\"\n- \"Alright, where was I?\"\n- \"I'm pondering\"\n- \"Now it all comes together!\"\n- \"I can see we haven't addressed [blank] yet\"\n- \"Where did I put that...?\"\n- \"Just spitballing here\"\n- \"That would mean\"\n- \"The more I think about it\"\n- \"Something doesn't add up\"\n- \"I'm mulling over\"\n- \"This is slipping through my fingers\"\n- \"It’s on the tip of my tongue\"\n- \"Let me untangle this\"\n- \"I'm curious about\"\n- \"I keep circling back to\"\n- \"Maybe\"\n- \"No, actually\"\n- \"When I sit with this idea\"\n- \"Okay, backtrack a bit\"\n- \"I'm trying to reconcile\"\n- \"I'm not sure, but\"\n- \"Let me approach this from another angle\"\n- \"Let me trace that logic back\"\n- \"I feel like we're missing something crucial about [blank]\"\n- \"Let me work through this\"\n- \"Okay, so if I do this\"\n- \"Let me chew on this\"\n- \"I have a theory about this\"\n- \"There's probably more to it\"\n- \"One way to look at it is\"\n- \"How can I approach this?\"\n- \"Ummm, actually\"\n- \"I need to reframe this\"\n- \"This connects to something else\"\n- \"That would explain why\"\n- \"This makes me reflect on\"\n- \"Wait, I think I’ve got it!\"\n- \"Oh! That reminds me\"\n- \"This is just a first pass, but\"\n- \"This might sound weird, but\"\n- \"This explains so much!\"\n- \"Let me make sure I got this\"\n- \"If I follow this through\"\n- \"I was just about to say\"\n- \"Aha! That’s what I was missing!\"\n- \"I'm wondering if\"\n- \"Uh, where was I?\"\n- \"I’m trying to connect the dots here\"\n- \"What if we\"\n- \"What’s the best way to explain this?\"\n- \"There’s a pattern here\"\n- \"Finally, it clicks!\"\n- \"Does that sound right to you?\"\n- \"Oh, that clears everything up!\"\n- \"I might be missing something\"\n- \"Let me connect the dots\"\n- \"That makes sense because\"\n- \"Here's where it gets interesting\"\n- \"Now, if I think about it differently\"\n- \"Suppose we assume that\"\n- \"It's almost like\"\n- \"I need to step back and rethink this\"\n- \"On one hand... but on the other\"\n- \"What's the best way to explain this?\"\n- \"Building on that\"\n- \"Okay, walking through it again\"\n- \"I'm struck by\"\n- \"Let's think step by step\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"I was making this more complicated than it needed to be\"\n- \"Something's not quite right\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"What if I tried...?\"\n- \"There's something here about\"\n- \"Something about [blank] is still bothering me\"\n- \"Actually, no\"\n- \"Let me just think this through\"\n- \"Wait, no\"\n- \"There's a missing link 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 | Blender 3D: Noob to Pro/Halo Materials\nline 02 | |Applicable Blender version: 2.63.|\nline 03 | Halos are a neat effect. Instead of giving a colour/texture to the faces of a mesh, like normal Surface materials do, the Halo material ignores the faces and renders representations of the vertices instead. This can produce all kinds of ethereal, even ghostly, fantasy effects, of objects that look like they’re made out of light rather than ordinary solid matter.\nline 04 | A halo material can also produce a flare effect. This is the “lens flare” that happens when a physical camera is aimed at a very bright light source; the spillage of light bouncing around inside the optics produces coloured rings and other interesting artifacts on top of the image. This has become such an accepted part of photography that computer graphics programs like Blender, which do not suffer the imperfections of physical lenses, go to a great deal of trouble to offer a realistic flare effect.\nline 05 | This tutorial will show you how to create an image representing a flare effect in a picture of the Sun.\nline 06 | Setting The Scene\nline 07 | Open a new default Blender document. Get rid of the default cube. Insert a new UV Sphere mesh in its place, and set the number of segments and rings to 24 each. Also set Smooth shading. This will be your Sun. Create a new material for it, set the Diffuse colour to a suitable yellow. Under the Shading panel in the material settings, look for the “Emit:” slider and give it a value of 1.0 to make it look bright. Since the Sun emits its own light, you don’t need the separate default light, so get rid of that.\nline 08 | If you do a render now, you should see your bright yellow orb, but without any flare effect.\nline 09 | Adding The Flare\nline 10 | Now add a new Circle mesh; the default 16 vertices should be enough. By default it lies in the X-Y plane, which again is fine. Move it along the Y-axis a little closer to the camera (negative-Y direction), until it lies outside your Sun sphere, but still close to it. Scale its size down by 0.5. (It will probably be invisible when first created, because it is initially inside your Sun sphere, but it will be initially selected, so you can immediately pressand start moving the mouse without pressing any buttons, and make it appear from inside the Sun). Create a new material for it, and set the type to Halo.\nline 11 | In the Halo panel in the Material settings, increase the size to 3.0—this is the size of the fuzzy image that is rendered around each vertex, and this value is sufficient for them all to run together into a continuous ring. Reduce the Alpha to 0.05 to avoid overpowering the image with the halo effect.\nline 12 | Go further down the halo Material settings, and find the Flare panel. Check the title box to enable this. Set the number of Subflares to, say, 8 (this controls the number of separate halo reflections that will be generated, though you probably won’t be able to distinguish that many). Set the Boost to 10 to make the subhalos brighter than the original parent halo.\nline 13 | The Seed value in the Flare panel controls the particular flare pattern that you see; each number produces a different effect. I chose the value 3 for this example.\nline 14 | Where did the circle go? Like any object with a halo material, the circle object can be quite hard to see when it’s not selected. If you lose track of it, there are a couple of ways to find it again:\nline 15 | - Select everything with . Now you can look for the ring of dots and on it to select it exclusively.\nline 16 | - Use the outliner window at the upper right. You should see it listed here under its default name of “Circle”; click with to select it, and you should see the ring of dots appear in the 3D view.\nline 17 | If the circle object is still inside the Sun, then wireframeor bounding-box view modes may be helpful to find it again.\nline 18 | The Final Result\nline 19 | Now hitto render, and you should see something like this (the flare effect may not appear immediately with the rest of the image, give it a few more seconds to appear):\nline 20 | Exercises: Try different positions for the circle mesh; move it near to the Sun (even partly in it), far from it, move it around to different sides. How does this affect the flare pattern? Also try changing the size of the circle mesh.\n</context>\n\n<phrases>\n- \"Now, wait just a second\"\n- \"Let's think step by step\"\n- \"The more I think about it\"\n- \"Alright, where was I?\"\n- \"That doesn't seem to add up... Let me think\"\n- \"If I follow this through\"\n- \"The tricky part is\"\n- \"The pros and cons are\"\n- \"What’s the best way to explain this?\"\n- \"Something's not clicking\"\n- \"Uh, where was I?\"\n- \"How can I approach this?\"\n- \"Here's what's bugging me\"\n- \"Let me make sure I got this\"\n- \"I should have known that!\"\n- \"I need to step back and rethink this\"\n- \"Let me run through it again\"\n- \"Okay, pros and cons\"\n- \"I'm still feeling my way through\"\n- \"Coming at this from another angle\"\n- \"I'm struck by\"\n- \"Okay, let's break this down\"\n- \"Let me break this down\"\n- \"Wait a minute\"\n- \"Let me work through this\"\n- \"On one hand... but on the other\"\n- \"Let’s weigh the options\"\n- \"Let me circle back to that\"\n- \"Wait a minute... Oh!\"\n- \"What about [blank]? We haven't even touched on that\"\n- \"Anyway\"\n- \"What am I overlooking?\"\n- \"Wait, I think I just cracked it!\"\n- \"No, actually\"\n- \"I'm pondering\"\n- \"I'm mulling over\"\n- \"This is starting to take shape\"\n- \"This just clicked into place!\"\n- \"Okay, so\"\n- \"Oh, it all makes sense now!\"\n- \"Let's break this down into parts\"\n- \"Something doesn't add up\"\n- \"What if we\"\n- \"Oh, I see what’s happening here!\"\n- \"Now it makes sense!\"\n- \"I'm curious about\"\n- \"Here's a possible explanation\"\n- \"I'm wondering if\"\n- \"When I sit with this idea\"\n- \"Bear with me while I\"\n- \"This might sound weird, but\"\n- \"What if the reason is\"\n- \"Hold that thought\"\n- \"Now it all comes together!\"\n- \"Oh! I get it now\"\n- \"Ummm, actually\"\n- \"I was just about to say\"\n- \"This makes me reflect on\"\n- \"I'm trying to untangle this\"\n- \"I'm seeing a connection between\"\n- \"Let me chew on this\"\n- \"Something about [blank] is still bothering me\"\n- \"What keeps nagging at me is\"\n- \"Brainstorming here, but\"\n- \"Let me throw this out there\"\n- \"Let's see\"\n- \"Hmm\"\n- \"Let me untangle this\"\n- \"I'm just throwing ideas around\"\n- \"There's probably more to it\"\n- \"Oh! I get it now!\"\n- \"First things first\"\n- \"Something's not quite right\"\n- \"Finally, it clicks!\"\n- \"Wait, no\"\n- \"I wonder if\"\n- \"Just spitballing here\"\n- \"Picture this\"\n- \"Actually, no\"\n- \"It almost fits, but something’s off\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Uh...\"\n- \"Okay, so if I do this\"\n- \"Going back to what I said about\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Disability and modern-day Nazism?\nline 02 | |Last night, disabled activist Liz Crow sat in her wheelchair on the Fourth Plinth in Trafalgar Square dressed as a Nazi as part of the One and Another art project. It was a shocking image. Kind of like when Samuel L. Jackson dressed up as a Nazi in The Spirit (a terrible film, memorable only for putting a black man in a Nazi uniform). And then this morning, Nick Dupree shows us Donald Duck as a Nazi! But of course Liz Crow had far more dignity than either.|\nline 03 | Liz Crow's brave and startling protest was to commemorate the victims of Aktion T4 and to draw attention to the relevance of those events for disabled people today.\nline 04 | She says in the press release available here;\nline 05 | Today, the development of pre-natal screening and a rush to legal rights for newly disabled people to assisted suicide, show that disabled people’s right to life still needs to be defended. With a rise in hate crime, disabled children still excluded from mainstream schools, and over 340,000 disabled people (more than the population of Cardiff) living in institutions, disabled people still experience those historical values as a daily threat.”Clair Lewis put it even more strongly;\nline 06 | \"The values that the Nazis used to justify murdering quarter of million disabled people are just as strong today.\"Now Nazism is over-rated. Nazism itself has become synonymous with total uncomplicated evil, the worst thing ever. It was, at the very least, a rather complicated evil and hardly the worst thing ever - very many times more people suffered and died in the Atlantic slave trade, for example, because of similarly nationalist and racist ideas.\nline 07 | These days the concept of Nazism is a touchstone of hyperbole. My favourite Nazi-related portmanteaus are econazi and feminazi. Environmentalism and feminism having exactly what in common with the far-right? Telling people to change their behaviour, apparently. The first Nazis took away people's freedom of speech, freedom of movement, the right to a private life and in many cases, life itself. These days, exactly the same kinds of people are making us feel ashamed for using plastic bags. Vee have ways of making your recycle und respect vimen!\nline 08 | But calling someone a Nazi is a good way of shutting them up. It's an insult, it turns people off and it silences debate. Nobody is going to engage with you in you compare them to the forces of tyranny and genocide. And clearly that's often way people are after. If nobody you disagree with engages with you, you can pretend that nobody (who isn't an evil Nazi) has any other arguments. I don't believe that of Liz Crow, Clair Lewis and other disabled activists for whom I have the utmost respect, and so I want to challenge their assertion.\nline 09 | The idea that modern disablism and the disablism of the Nazis are connected is not without merit. Personally, I've never heard anyone suggest that disabled people should be killed off but I do occasionally hear or read someone state that disabled people are an economic and social burden to everyone else, and it is imperative for current society and future populations that we abort foetuses which are likely to result in a disabled baby (even if the vast majority of disabled people could not be \"screened-out\"). But this isn't many people, certainly not most.\nline 10 | I have met, hear or read very many more people who think that disabled people are an economic and social burden but that, out of compassion, we should be looked after. They see reasonable accommodation as an act of charity, state benefits as alms. This causes no end of problems for us and it does leave us in a vulnerable position should the former rhetoric grow stronger. But is this comparable to Nazism?\nline 11 | I have written two lengthy posts on euthanasia if anyone wants to read my ultimately ambivalent views here and here. I'm not making an argument for one side or another here, just asking questions about some questions about the comparison, focusing on the most controversial issues of euthanasia and abortion.\nline 12 | Are the abortion of disabled foetuses and calls for the decriminalisation of assisted suicide driven by the same motives as the Nazi Aktion T4 programme?\nline 13 | As far as abortion is concerned, I'm afraid there is an echo. The individual decisions of pregnant women are always individual, but broader social attitudes are clear. Parents of disabled children (and disabled parents or non-disabled children) report the judgment of others that having their child was somehow irresponsible. Sarah Palin's choice to continue with her pregnancy when her unborn child screened positive for Down Syndrome has been presented both as an act of saintliness and profound selfishness - it was neither. I've written a lot about prevention here and here, but yeah, it's the same old. Don't subject your child to this half-life, don't burden society with this half-person.\nline 14 | But does that mean we shouldn't screen for impairments and we shouldn't allow women to have abortions on those grounds, just because the rhetoric stinks? Does the only way to make disabled people equal involve restricting women's reproductive freedoms? Would it not be better to focus on the creation of a world in which having a disabled child was not seen as a disaster?\nline 15 | Assisted-suicide is quite a different matter. Calls for decriminalisation are driven by ideas around compassion, the relief from tremendous suffering or simply freedom - the freedom for people with severe impairments to make the same self-destructive choices that the rest of us can.\nline 16 | Whether these ideas are misguided is up for debate. Point is, the non-disabled people most vocal about assisted suicide do not so much as imply that this is about disabled people being a burden to others. Tragically, some of the disabled people talking about assisted suicide consider themselves a burden, but that's not really how this argument is popularly made.\nline 17 | Are there similarities between legal assisted suicide as it might exist in the UK, the abortion of disabled foetuses and what the Nazis did to disabled people?\nline 18 | No. There's a very important word here and that's consent.\nline 19 | This was the biggest reason that T4 was ultimately abandoned. The Nazis didn't act with the consent of disabled people's families, let alone the disabled people themselves. There is a tremendous moral difference between an abortion which a woman consents to and a forced sterilisation. There is a similarly enormous difference between assisted suicide and murder. And whilst alas, many Germans could turn a blind eye when the Jewish family down the street disappeared, when it was their child, their parent or their sibling, it could not be born.\nline 20 | Being murdered, or having your reproductive choices violently removed are perhaps the greatest imaginable crimes against your person. Not that everything that may be consented to is necessarily okay, but at least there's some room for debate when there is consent.\nline 21 | And I think it is possible to increase the degree to which a person can give their consent. The more information a person has, the less pressure they are under, the more freedom they really have. Whatever the choice they have to make.\nline 22 | Could assisted-suicide be the first step on a slippery slope towards the persecution and genocide of disabled people?\nline 23 | Slippery slope arguments can be made about any change and are therefore best avoided.\nline 24 | In any case, it is very unlikely. I have plenty to say about the disablism that exists in the world today - as do others - but I still reckon that we're winning the battle. In general, things are better for disabled people in the UK now than they were five years ago, and even better than they were ten years ago. There are increasing reports of disability hate crime in the UK, but that may be because we've only very recently started talking about hate crime towards disabled people. Like any kind of crime against an oppressed group of people, reporting patterns and offending patterns may not completely coincide.\nline 25 | What is a real danger is unintended consequences.\nline 26 | In the same way that women report feeling under increased pressure to abort a disabled foetus, there will be some severely ill people who will feel under pressure to opt out – or, perhaps even worse, some people with physical impairments and depression may find that their irrational suicidal thoughts are given some legitimacy by the society in which they live.\nline 27 | This is a long way from genocide, but it would still be very very bad news.\nline 28 | The one thing I do feel really strongly about in all this is that there is no moral difference between the suicide of any two people who are not actually dying. The life of a young man who wants to die because he has a spinal injury is no less valuable than that of a young man who wants to die because he failed his exams or broke up with a beloved girlfriend.\nline 29 | But there may be ways of decriminalising assisted-suicide to prevent unnecessary suffering in death and preventing tragedy. If perhaps we think and talk about it for long enough?\nline 30 | Whatever happens, disabled people who consider themselves equal to non-disabled people need to be talking about this stuff and applying a little imagination. These are grey areas of morality; people have abortions or end their lives because they regard their chosen course as the lesser of two evils. I believe that we can and must decide which shade of grey is preferable for everyone, but seeing the matter in black and white missing the point entirely.\n</context>\n\n<phrases>\n- \"Okay, so\"\n- \"Let me put this another way\"\n- \"I think I can rule that out\"\n- \"Let me throw this out there\"\n- \"On one hand... but on the other\"\n- \"I'm wondering if\"\n- \"That’s the piece of the puzzle!\"\n- \"Maybe I'm way off, but\"\n- \"Going back to what I said about\"\n- \"Just spitballing here\"\n- \"Actually, no\"\n- \" is striking \"\n- \"Ah...\"\n- \"Let me just think this through\"\n- \"I'm just throwing ideas around\"\n- \"Let me circle back to that\"\n- \"Brainstorming here, but\"\n- \"There's probably more to it\"\n- \"Not set in stone, but\"\n- \"Does that sound right to you?\"\n- \"What's the best way to explain this?\"\n- \"That changes everything\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Let's think step by step\"\n- \"How do I put this\"\n- \"I'm curious about\"\n- \"This is starting to take shape\"\n- \"What’s the best way to explain this?\"\n- \"Should I...? No, wait\"\n- \"I'm struck by\"\n- \"The crucial thing seems to be\"\n- \"If I follow this through\"\n- \"Let me make sure I got this\"\n- \"Ummm, actually\"\n- \"I could do this, or maybe that\"\n- \"I'm seeing a connection between\"\n- \"Let’s not rush this\"\n- \"So that’s why it wasn’t working!\"\n- \"This makes me reflect on\"\n- \"What keeps nagging at me is\"\n- \"This is slipping through my fingers\"\n- \"Let me work through this\"\n- \"What I'm grappling with is\"\n- \"It was staring me in the face\"\n- \"Well\"\n- \"Let me see\"\n- \"Okay, backtrack a bit\"\n- \"Hang on a second\"\n- \"Oh, that clears everything up!\"\n- \"Something doesn't add up\"\n- \"What’s the worst that could happen?\"\n- \"Suppose we assume that\"\n- \"I keep coming back to\"\n- \"If A is true, then\"\n- \"Consider this possibility\"\n- \"Basically\"\n- \"One way to look at it is\"\n- \"Oh! I get it now!\"\n- \"Still working it out\"\n- \"Okay, walking through it again\"\n- \"Uh, where was I?\"\n- \"Something in my gut says no\"\n- \"The thing is\"\n- \"This brings to mind\"\n- \"Wait, no\"\n- \"Let me untangle this\"\n- \"I'm intrigued by\"\n- \"When I sit with this idea\"\n- \"Let me chew on this\"\n- \"Now it all comes together!\"\n- \"In essence\"\n- \"Uh...\"\n- \"I wonder if\"\n- \"Is it possible that...?\"\n- \"No, actually\"\n- \"Right, so\"\n- \"There’s a better way to phrase this\"\n- \"This might sound weird, but\"\n- \"Let me see if\"\n- \"Backing up for a second\"\n- \"I need to step back and rethink this\"\n- \"In other words\"\n- \"Aha! That’s what I was missing!\"\n- \"Wait, I think I’ve got it!\"\n- \"Coming at this from another angle\"\n- \"Anyway\"\n- \"What I mean is\"\n- \"Let me think\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Two thick steel doors shut softly behind me.\nline 02 | I'm not locked into this boxy, cell-like \"quiet lab\" deep in the bowels of Bristol University's new Centre for Nanoscience and Quantum Information, but it feels like I might as well be.\nline 03 | A journalist could disappear here: no sound penetrates, and no one would hear my screams …\nline 04 | A constant stream of traffic drives past the centre, but the springs and dampers upon which this new building has been constructed ensure that very little noise, and virtually no vibration whatsoever, impinges on the finely tuned experiments on nanoparticles taking place in a series of quiet labs all along the basement corridor.\nline 05 | This small lab, however, is the stillest of them all: having been given the tour of the basement, I'm now standing in the quietest room in the quietest building in the world, and I can almost hear my heart beat.\nline 06 | Losing all auditory references does funny things to your balance, and I lurch slightly as the double doors open to let me out. It's a relief to hear the faint underlying buzz that indicates life as we know it.\nline 07 | I've come to meet Dr Neil Fox who's going to tell me how sunlight shining on diamonds can generate electricity. It's theoretically possible, but doing it cheaply and consistently is the tricky bit. The heat contained in the sun's rays, clearly, comes for free, but the problem with solar power to date, explains Fox, has been the cost and logistics involved in generating usable electricity on a large scale.\nline 08 | Storing the sun's power tends to be done by using its rays to heat oil or a special salt mixture to a high temperature. This provides a store of heat that is used to drive steam turbine generators just like any conventional power station. Although the principle is sound, the construction and operating costs of utility-scale plants are not cheap, making this kind of electrical power more expensive than nuclear, coal or gas.\nline 09 | Nanodiamonds, Fox explains, are one of the few materials that can absorb heat, and, while barely red-hot, emit thermionic electrons. By arranging for this thermionic current to be harvested, electrical power can be generated directly. Job done, it might seem. Well, not quite.\nline 10 | \"They're not very efficient,\" he explains, kindly sketching a vastly simplified picture to illustrate for me the problems currently taxing his team. \"Normally, when electrons move to the surface of a diamond particle, it's as if they arrive at a brick wall. But if we fix certain impurities in the diamond surface it's no longer a brick wall to all of them, more like a cliff they can fall off. Then, because they're heated, it's more like they're kicked off. That's great, and you've got electricity, but we want more of them to do that.\"\nline 11 | Various elements of what is clearly a difficult and multifaceted experiment are being worked on at any one time. Chemists, physicists and engineers in the departments nearby are currently trying to concoct a nanodiamond material that's stable enough to act predictably.\nline 12 | The potential for generating clean power cheaply and easily would be an amazing breakthrough, and it's the central reason why Fox and his research assistant, Dr Kane O'Donnell, spend much of their lives closeted in a quiet lab in the basement getting up close and personal with a shiny silver scanning probe microscope that cost their sponsor, E.ON, around half a million euros.\nline 13 | It looks rather like an old-fashioned diver's helmet. Curious, I peer through a little window into its innards. I don't know what I'm expecting – given that a nanoparticle of diamond is unimaginably tiny, I'm hardly likely to see anything sparkly, much less an emitted electron dancing around. Images from the microscope are sent to O'Donnell's computer: auditory and vibrational quiet is essential, he explains, to the accuracy of their results.\nline 14 | \"There's a similar microscope at UCL, but their lab is next to a tube line, so things can sometimes go wrong,\" he says with a small grin. \"What we're doing is probing at the atomic scale. It's like trying to position a needle above a particle at a distance of about an atom.\"\nline 15 | The most infinitesimal shake can make the tiny diamond particles under scrutiny appear to jump the nano-equivalent of a continent's width to the left or right, up or down. To prevent this, the section of the room where the microscope sits is a solid block of concrete several metres thick, which can be suspended on jets of air to isolate it from any noise or vibration. There are no phones in these labs, special non-buzzing lighting has been installed, and the only copper wiring permitted is that required to power the computers.\nline 16 | \"We need to be confident that if we take a measure, it's accurate,\" says O'Donnell.\nline 17 | \"If it's a controversial point, our careers are on the line.\nline 18 | And misleading results hold up the research.\"\nline 19 | Without this facility, adds Fox, it wouldn't have been worth spending half a million euros on such a super-specified instrument. But the laboratory environment here allows his team to achieve a precision available nowhere else.\nline 20 | It's rare, explains O'Donnell, for researchers in the physical sciences to be doing fundamental science and applied science in the same project, but the results of combining their brainpower could potentially make solar energy viable on a major scale. If nanodiamonds can be manipulated to make the cost per kilowatt cheaper, conventional energy companies would be far more willing to invest in solar power.\nline 21 | \"E.ON may well be interested because of energy-scavenging technology,\" says Fox. This is waste heat created by an industrial plant, which could be used just like the infrared heat from sunlight to make nanodiamonds emit electrons.\nline 22 | \"An energy company might never have a solar plant, but they would dearly love to have 5% extra capacity that they could set alongside their conventional generation model.\"\nline 23 | But couldn't you just build a massive diamond electricity-generating solar array that works solely off the sun's clean energy? \"Yes, you could, but the benefit of bolting it on to other forms of solar thermal energy generation is that you can use surplus or waste heat to increase the overall efficiency of the plant, making it commercially more competitive,\" says Fox. \"And if any piece of equipment is going to answer the questions to make that a possibility, it's this microscope, in this building.\"\n</context>\n\n<phrases>\n- \"Let me chew on this\"\n- \"Just thinking out loud but\"\n- \"Okay, so if I do this\"\n- \"Let me throw this out there\"\n- \"That doesn’t sound right\"\n- \"What if the reason is\"\n- \"This brings to mind\"\n- \"Wait a minute\"\n- \"No, actually\"\n- \"Ohhh, now I see!\"\n- \"What happens if we change this part?\"\n- \"Okay, I think I’ve got it now!\"\n- \"This feels half-right, but\"\n- \"This makes me reflect on\"\n- \"Something doesn't add up\"\n- \" is striking \"\n- \"Let me dig into that a little deeper\"\n- \"I'm pondering\"\n- \"We keep dancing around [blank] but haven't really dug into it\"\n- \"Hold on a second\"\n- \"What's the best way to explain this?\"\n- \"That changes everything\"\n- \"I feel like I’m close\"\n- \"I guess that works\"\n- \"That actually makes a lot of sense\"\n- \"Now, if I think about it differently\"\n- \"Bear with me while I\"\n- \"Maybe\"\n- \"I'm struck by\"\n- \"Ummm, actually\"\n- \"What if we looked at it like\"\n- \"Coming at this from another angle\"\n- \"I wonder if\"\n- \"That doesn't seem to add up... Let me think\"\n- \"What keeps nagging at me is\"\n- \"Let me see\"\n- \"Well, let me see\"\n- \"There's got to be something about\"\n- \"Let me work through this\"\n- \"There's a missing link here\"\n- \"This is tricky, but\"\n- \"Sort of like\"\n- \"Let me put this another way\"\n- \"What’s the best way to explain this?\"\n- \"Now we're cooking\"\n- \"I'm mulling over\"\n- \"Oh! I get it now!\"\n- \"Wait a minute... Oh!\"\n- \"So basically\"\n- \"What if I tried...?\"\n- \"What I mean is\"\n- \"So, the bottom line is\"\n- \"Let's think step by step\"\n- \"Suppose we assume that\"\n- \"Could I be second-guessing myself?\"\n- \"What if we\"\n- \"Picture this\"\n- \"Let me untangle this\"\n- \"There's something here about\"\n- \"Wait, no\"\n- \"I'm wondering if\"\n- \"Actually, no\"\n- \"Not sure if this fits, but\"\n- \"That’s it!\"\n- \"That doesn't sound right, let me rephrase\"\n- \"The crucial thing seems to be\"\n- \"I'm curious about\"\n- \"I'm just throwing ideas around\"\n- \"Wait, why does that happen?\"\n- \"Why didn’t I think of that sooner?\"\n- \"This might sound weird, but\"\n- \"Wait, I think I’ve got it!\"\n- \"You know\"\n- \"If I follow this through\"\n- \"So the main idea is\"\n- \"Wait, that doesn’t add up\"\n- \"Not quite there yet\"\n- \"Hang on a second\"\n- \"I know there’s a word for this\"\n- \" is key here\"\n- \"Basically\"\n- \"Now it makes sense!\"\n- \"Still working it out\"\n- \"On one hand... but on the other\"\n- \"It's fascinating how\"\n- \"So what I’m trying to say is\"\n- \"Oh, that clears everything up!\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Overview of Services at the Swain Library\nline 02 | Document Delivery |\nline 03 | Request It Online |\nline 04 | Alerting Services |\nline 05 | Printing, Photocopying & Scanning |\nline 06 | Reference & Instruction |\nline 07 | Course Reserves |\nline 08 | Chemistry 24N: Freshman Seminar on Nutrition and History\nline 09 | Selected Library Resources\nline 10 | Style Manuals |\nline 11 | Before starting to do research for a paper, it is helpful to understand the structure and\nline 12 | organization of scientific information.\nline 13 | Please see:\nline 14 | - Socrates: Stanford’s Online Catalog\nline 15 | Socrates contains books and titles of journals owned by the Stanford Libraries. To\nline 16 | find journal articles, you need to search Indexes and Abstracts.\nline 17 | When searching Socrates, it is helpful to put your “ideal” keywords into\nline 18 | the title field. Then, view the long record for titles that look relevant. Included in\nline 19 | the description are subject headings. Clicking on subject headings will help you find\nline 20 | more items on the same topic that may have not used the keyword you searched.\nline 21 | For example, below are the titles and subjects that were used for some of the books\nline 22 | placed on reserve for this class:\nline 23 | |Guns, germs, and steel: the fates of human societies\nline 24 | Human beings--Effect of environment on.\nline 25 | |The Vitamin hunters\nline 26 | |Seed to civilization: the story of food\nline 27 | |Seeds of change: five plants that transformed mankind\nline 28 | ||Plants and civilization.\nline 29 | |On food and cooking: the science and lore of the kitchen\nline 30 | |Plagues and peoples\nline 31 | |The great hunger: Ireland 1845-1849.\nline 32 | Ireland--Emigration and immigration.\nline 33 | |Rats, lice and history / being a study in biography, which\nline 34 | after twelve preliminary chapters indispensable for the preparation\nline 35 | of the lay reader, deals with the life history of typhus fever.\nline 36 | Rats as carriers of disease.\nline 37 | |The potato: how the humble spud rescued the western world\nline 38 | Plants and history.\nline 39 | - Most books are available only in printed form, however there is a growing number\nline 40 | of books available on the internet. Some online nutrition books can be found at\nline 41 | Indexes to the Journal Literature\nline 42 | - The ACS Style Guide: A Manual for Authors and Editors, 2nd Edition.\nline 43 | Washington, DC: American Chemical Society, c1997.\nline 44 | Location: Swain Permanent Reserves QD8.5 .A25 1997\nline 45 | Selected Web Sites\nline 46 | Searching the Internet\nline 47 | - Search Engines Workshop\nline 48 | Focuses on using Google, AllTheWeb, and Alta Vista. Also includes criteria on how to\nline 49 | evaluate a web site. The web comprises a wide range of materials that may contain\nline 50 | authoritative, biased, or incorrect information.\nline 51 | Quick tip for using Google: add “site:.edu” or “site:.org” to\nline 52 | limit a search to educational or organization sites.\nline 53 | Many times organizations dedicated to a\nline 54 | particular topic will have links to other resources.\n</context>\n\n<phrases>\n- \"Maybe\"\n- \"This is starting to take shape\"\n- \"Okay, let's break this down\"\n- \"This connects to something else\"\n- \"There’s a pattern here\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"I'm trying to untangle this\"\n- \"Here's where it gets interesting\"\n- \"If I take this apart step by step\"\n- \"Let's break this down into parts\"\n- \"It's hard to pin down\"\n- \"Now, if I think about it differently\"\n- \"Let me work through this\"\n- \"Alright, where was I?\"\n- \"Let me connect the dots\"\n- \"But then again\"\n- \"I was just about to say\"\n- \"What's the best way to explain this?\"\n- \"That reminds me\"\n- \"That doesn’t sound right\"\n- \"Okay, pros and cons\"\n- \"Just spitballing here\"\n- \"There's probably more to it\"\n- \"I'm mulling over\"\n- \"This is tricky, but\"\n- \"We've completely overlooked [blank]\"\n- \"Let’s weigh the options\"\n- \"What if I flip it around?\"\n- \"I was looking at this all wrong!\"\n- \"This makes me reflect on\"\n- \"I feel like I'm close\"\n- \"I can't quite put my finger on\"\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- \"Ummm, actually\"\n- \"Why didn’t I think of that sooner?\"\n- \"I feel like I’m close\"\n- \"I'm intrigued by\"\n- \"When I sit with this idea\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Let me untangle this\"\n- \"Let me play devil's advocate\"\n- \"I'm getting a sense that\"\n- \"I'm wondering if\"\n- \"First things first\"\n- \"Oh! That reminds me\"\n- \"Let's think step by step\"\n- \"Let me back up a second\"\n- \"I’m trying to connect the dots here\"\n- \"I'm still feeling my way through\"\n- \"Hmm, let’s rewind a bit\"\n- \"I think\"\n- \"Let me make sure I got this\"\n- \"I could be wrong, but\"\n- \"Uh, where was I?\"\n- \"Alternatively\"\n- \"I'm curious about\"\n- \"The pros and cons are\"\n- \"I wonder if\"\n- \"That’s an interesting angle, but\"\n- \"I'm struck by\"\n- \"This brings to mind\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Actually, no\"\n- \"I keep coming back to\"\n- \"It's almost like\"\n- \"On one hand... but on the other\"\n- \"On the other hand\"\n- \"Still working it out\"\n- \"Something doesn't add up\"\n- \"I'm seeing a connection between\"\n- \"Backing up for a second\"\n- \"Wait, that doesn’t add up\"\n- \"No, actually\"\n- \"If I'm not mistaken\"\n- \"This makes me think of\"\n- \"Picture this\"\n- \"What’s the best way to explain this?\"\n- \"Let me break this down\"\n- \"What’s the next step?\"\n- \"Wait, no\"\n- \"This connects to\"\n- \"How can I approach this?\"\n- \"It almost fits, but something’s off\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | From time to time, Education World updates and reposts an archived article that we think might be of interest to administrators. We hope you find this recently updated article to be of valueDoes it make sense, educationally and developmentally, to eliminate recess for students in elementary school? That question is the subject of debate among educators. What do teachers and parents have to say?\nline 02 | \"What's your favorite subject?\" asks the ancient joke.\nline 03 | \"Recess!\"\nline 04 | is the reply.\nline 05 | But, today, some students -- and teachers -- might not find the joke funny. That's because some cities, like Atlanta, have eliminated or cut back on recess in elementary school to free more time for instruction.\nline 06 | So why cut recess? With widespread stress being put on standardized tests throughout the United States, students need to prepare by spending more time on academics, the general argument goes. The extra time has to come from somewhere, and recess seems like a good place to trim.\nline 07 | \"The big thing in this country now is standards,\" Marie Diamond, president of the Connecticut Association for Supervision and Curriculum Development, stated in a recent Hartford Courant interview.\nline 08 | \"We've raised the bar; our standards are higher,\" says Diamond. At the same time, she adds, \"The majority of kids need some time for recess, just like people in offices need coffee breaks.\"\nline 09 | But the key to success in school and in life, many education experts say, is academic learning. Shaving a few minutes from recess, or even eliminating it altogether, they argue, won't hurt children. Play has educational value, they admit, but play can occur outside of school; school should be devoted to academics.\nline 10 | Even as eliminating recess has become something of a trend, some other schools are reversing the trend by reinstating recess. In Berkeley Hall School in Los Angeles, recess had been replaced with physical education classes. But first- and second-graders weren't ready to give up some free time each day. Teachers reinstated recess for them.\nline 11 | \"Recess is different from PE,\" said Vicki Murphy, a second-grade teacher, in an interview with the Christian Science Monitor. \"The kids need unstructured time where they can make up their own rules.\"\nline 12 | MORE TEACHER REACTIONS\nline 13 | Responses on the TeachTalk listserv to the question \"Has anyone tried [doing away with recess] and how are teachers and children coping?\" drew responses that mostly favored staying with traditional recess.\nline 14 | \"When I read in the paper this summer about many schools abandoning recess, I couldn't believe my eyes,\" Diane McElroy told Education World. That's when McElroy, a veteran second-grade teacher at Rio del Mar School in Aptos, California, posted the question on the Net.\nline 15 | One teacher responded that 30 years ago she was in school and never had recess, so she didn't see the trend as that significant. But the majority of teachers who responded favored keeping recess. Several said cutting recess was forced on teachers and students with no input from them.\nline 16 | McElroy concluded, \"When I told my class that many schools were doing away with recess, you'd think they were hearing about the Grinch That Stole Christmas!\"\nline 17 | WHY TRIM RECESS?\nline 18 | Abolishing free time during the school day, observers say, began with pressure from international competition.\nline 19 | \"It all began with the 'Nation at Risk' report in 1983,\" Charles Doyle, assistant dean of the School of Education at Chicago's DePaul University, told the Christian Science Monitor. The federal report cast light on American schoolchildren's poor standing internationally and led to a call for standardized testing.\nline 20 | In other countries -- such as Russia, and Japan -- students have little free time, defenders of the anti-recess movement say.\nline 21 | But -- some educators point out -- in Japan, teachers, parents, and Education Ministry officials actually talk about building more free time into students' days.\nline 22 | But talk is all they seem to do. Except for brief breaks between classes, most Japanese students still have no recess at school.\nline 23 | \"Completely free time?\nline 24 | I think it's impossible in Japan,\" says Sumie Kakemizu, a former elementary schoolteacher who is now a politician.\nline 25 | \"Most teachers are too afraid of doing something different from others, something not written in their teaching manuals.\"\nline 26 | A built-in contradiction in attitudes toward education influences educators in Japan. On the one hand, educators are criticized for putting too much pressure on students for academic excellence. On the other hand, educators are criticized if students don't excel academically.\nline 27 | WHAT PARENTS SAY\nline 28 | An online Parent Soup poll on the question \"Do you think recess should be eliminated in elementary schools?\" drew this response from parents: Of 1,506 total votes, 3 percent said yes, and 97 percent answered no.\nline 29 | Right now, it seems the verdict is out on whether increasing numbers of schools will trim or eliminate recess. But if parents and teachers have a voice, recess isn't going to disappear anytime soon.\nline 30 | Parents Say It Pays to Play\nline 31 | The American playground is now also a battleground for parents, educators, and policymakers -- with many struggling to defend the tradition of recess against the incursion of tight budgets. (Christian Science Monitor - November 16, 2004)\nline 32 | Value of School Recess and Outdoor Play\nline 33 | It is a widely held view that unstructured physical play is a developmentally appropriate outlet for reducing stress in childrens lives, and research shows that physical activity improves childrens attentiveness and decreases restlessness.\nline 34 | The Case for Elementary School\nline 35 | The American Association for the Child's Right to Play (IPA/USA) believes that recess is vital to the child's overall healthy development. They offer parents, teachers, and school administrators information to support the need for elementary school recess.\nline 36 | the Elimination of Recess\nline 37 | In this Education Week column, Katherine Schultz (an assistant professor of literacy and teacher education in the graduate school of education of the University of Pennsylvania in Philadelphia) speaks eloquently about the foolishness of considering recess \"wasted\" time in a child's life and education.\nline 38 | No Play At School\nline 39 | A Christian Science Monitor news story examines how recess is handled in countries such as Japan, Germany, and Russia.\nline 40 | Recess for Elementary School Students\nline 41 | A position paper from the National Association for Sport and Physical Education.\nline 42 | Parents Aren't Sitting Still as Recess Disappears\nline 43 | From Parents in Action, speaking up on an issue that matters to them.\nline 44 | Article by Sharon Cromwell\nline 45 | Copyright © 2009 Education World\nline 46 | Originally published 10/09/1998\nline 47 | Last updated 11/26/2009\n</context>\n\n<phrases>\n- \"I'm trying to untangle this\"\n- \"The pros and cons are\"\n- \"Oh, that clears everything up!\"\n- \"Hold that thought\"\n- \"Well\"\n- \"This connects to something else\"\n- \"Let me break this down\"\n- \"That reminds me\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"I'm seeing a connection between\"\n- \"The more I think about it\"\n- \"Wait a minute... Oh!\"\n- \"Okay, let's break this down\"\n- \"So what I’m trying to say is\"\n- \"Building on that\"\n- \"First things first\"\n- \"Wait, but if that’s true\"\n- \"Okay, pros and cons\"\n- \"The tricky part is\"\n- \"Let me think\"\n- \"Okay, so\"\n- \"This makes me think of\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Backing up for a second\"\n- \"Let me play devil's advocate\"\n- \"On the other hand\"\n- \"This explains so much!\"\n- \"Actually, no\"\n- \"That changes everything\"\n- \"I'm starting to see a pattern\"\n- \"Let me work through this\"\n- \"Wait a minute\"\n- \"This is starting to take shape\"\n- \"Let's think step by step\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Now we're cooking\"\n- \"What if I flip it around?\"\n- \"What keeps nagging at me is\"\n- \"Wait, does this contradict itself?\"\n- \"Okay, I think I’ve got it now!\"\n- \"Let me untangle this\"\n- \"There's something off here\"\n- \" is key here\"\n- \"Okay, walking through it again\"\n- \"I was looking at this all wrong!\"\n- \"That’s the answer I was looking for!\"\n- \"Uh, where was I?\"\n- \"That makes sense because\"\n- \"That actually makes a lot of sense\"\n- \"Let me put this another way\"\n- \"I need to reframe this\"\n- \"Let me sum this up so far\"\n- \"So what I'm trying to say is\"\n- \"Oh, it all makes sense now!\"\n- \"This connects to\"\n- \"Alternatively\"\n- \"It finally adds up!\"\n- \"But then again\"\n- \"I’m trying to connect the dots here\"\n- \"Bear with me while I\"\n- \"Let me trace that logic back\"\n- \"Let's break this down into parts\"\n- \"No, actually\"\n- \"It almost fits, but something’s off\"\n- \"Ah...\"\n- \"In the end\"\n- \"Let me circle back to that\"\n- \"It's almost like\"\n- \"Follow me here\"\n- \"If I take this apart step by step\"\n- \"That’s an interesting angle, but\"\n- \"Something doesn't add up\"\n- \" is striking \"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"Wait, no\"\n- \"So far, it looks like\"\n- \"Let me connect the dots\"\n- \"So basically\"\n- \"Basically\"\n- \"That’s what I was trying to say!\"\n- \"That doesn’t sound right\"\n- \"Am I missing something?\"\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 | Diabetes Series: Control Your Diabetes for Life\nline 02 | Circular 569I: Preventing Complications\nline 03 | Authors: Karen Halderson, MPH, RD, CDE Extension Diabetes Coordinator; and Martha Archuleta, PhD, RD Extension Food and Nutrition Specialist.\nline 04 | - Health problems associated with diabetes can be prevented.\nline 05 | - Too much glucose in the blood can damage blood vessels and nerves.\nline 06 | - Eyes, kidneys, heart, and feet are most commonly affected by diabetes.\nline 07 | - Regular visits to your health care provider can reveal damage from diabetes before you notice problems.\nline 08 | - Diabetes complications develop earlier if you smoke or drink alcoholic beverages.\nline 09 | - High blood pressure makes damage from diabetes to eyes and kidneys worse.\nline 10 | People who have diabetes often experience other health problems. The most common problems (or complications) people with diabetes experience are vision loss, kidney disease, heart disease, and amputations. High glucose levels in the blood over time can damage nerves and blood vessels. Complications occur as blood vessels become blocked, or break and bleed, and nerves lose the ability to transmit impulses through parts of the body.\nline 11 | The most important actions you can take to prevent or postpone diabetes complications include:\nline 12 | - controlling your blood glucose levels\nline 13 | - eating a healthy diet\nline 14 | - getting regular physical activity\nline 15 | - visiting your health care provider regularly to check for problems with your eyes, kidneys, heart, and feet.\nline 16 | People with diabetes are at risk for developing eye disease. Many people do not notice symptoms—there is no pain, no blurred vision in the early stages of the disease. Vision problems often are not noticed until the disease is well advanced and vision cannot be restored. Early detection and treatment is important to prevent vision loss. You can reduce your risk of vision loss by having a dilated eye exam annually to detect problems early. If you have high blood pressure, damage to small blood vessels in the eyes from diabetes can worsen. Keep your blood pressure under control and don’t smoke to help prevent further damage to fragile blood vessels in the eyes.\nline 17 | High blood glucose levels and a diet with too much protein can damage kidneys over time. The kidneys will lose their ability to filter blood and may fail altogether. When kidneys fail, waste products need to be artificially filtered from the blood (dialysis) to stay alive. Each year, your health care provider should check your kidneys by testing blood and urine. Early stages of kidney problems can be treated with medications and by decreasing protein in the diet. High blood pressure also is linked to kidney disease. Your provider may prescribe blood pressure medicine to help protect your kidneys.\nline 18 | Heart disease is the most common cause of death for people who have diabetes. If you have diabetes, you are more likely to have too much fat (lipids, cholesterol and triglycerides) in the blood. These fats can clog blood vessels, blocking blood flow throughout the body, including to the heart. The heart muscle can be damaged (heart attack) when there is not enough blood flowing to it. High blood pressure often occurs with heart disease.\nline 19 | You can help prevent heart disease by:\nline 20 | - eating a healthy diet (low in fat and sodium, high in fiber).\nline 21 | - getting daily physical activity.\nline 22 | - maintaining a healthy weight.\nline 23 | - quitting smoking.\nline 24 | - asking your health care provider to check your blood pressure and weight at every visit and your blood cholesterol and triglycerides at least once a year.\nline 25 | Legs and Feet\nline 26 | Damage to nerves and blood vessels from uncontrolled diabetes can affect many different parts of the body. Most often, damage occurs in the legs and feet, causing numbness, tingling, cramping, burning, or pain. Nerve damage in other parts of the body can affect the heart, stomach and digestive tract, veins and arteries, bladder, and sexual function. Smoking and alcohol use can worsen circulation and nerve problems.\nline 27 | Amputations often result from foot injuries that you do not even feel. These injuries can quickly become infected and are difficult to heal. Check your feet daily for swelling, redness, or breaks in the skin. Wear comfortable shoes that fit well to protect your feet from injury. Call your health care provider if you notice any problems with your feet.\nline 28 | Where to Go for More Information\nline 29 | - Your health care provider\nline 30 | - American Diabetes Association: 1-800-DIABETES www.diabetes.org\nline 31 | - National Diabetes Education Program: 1-800-438-5383 or visit the World Wide Web at ndep.nih.gov or www.cdc.gov\nline 32 | - New Mexico Diabetes Prevention and Control Program www.diabetesnm.org\nline 33 | - Your county Extension office\nline 34 | Original author: Raylene McCalman, Extension Diabetes Coordinator\nline 35 | This publication was made possible by grants from New Mexico State University’s Cooperative Extension Service and the New Mexico Department of Health Diabetes Prevention and Control Program.\nline 36 | New Mexico State University is an equal opportunity/affirmative action employer and educator. NMSU and the U.S. Department of Agriculture cooperating.\nline 37 | Revised and electronically distributed December 2007, Las Cruces, NM.\n</context>\n\n<phrases>\n- \"That reminds me\"\n- \"That’s an interesting angle, but\"\n- \"Okay, I think I’ve got it now!\"\n- \"I'm starting to see a pattern\"\n- \"It almost fits, but something’s off\"\n- \"Let me sum this up so far\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"How do I put this\"\n- \"Wait, does this contradict itself?\"\n- \"I'm seeing a connection between\"\n- \"Follow me here\"\n- \"The crucial thing seems to be\"\n- \"What if I flip it around?\"\n- \"In the end\"\n- \"Okay, pros and cons\"\n- \"Actually, no\"\n- \"Wait a minute\"\n- \"Let me work through this\"\n- \"What I’m getting at is\"\n- \"This makes me think of\"\n- \"What’s the best way to explain this?\"\n- \"Let's see\"\n- \"This brings to mind\"\n- \"Now it makes sense!\"\n- \"Let’s weigh the options\"\n- \"Ummm, actually\"\n- \"Oh, it all makes sense now!\"\n- \"Right, so\"\n- \"So basically\"\n- \"I'm struck by\"\n- \"Let me play devil's advocate\"\n- \"On the other hand\"\n- \"On one hand... but on the other\"\n- \"There’s a better way to phrase this\"\n- \"Okay, let's break this down\"\n- \" is striking \"\n- \"Now we're cooking\"\n- \"The thing is\"\n- \"Alternatively\"\n- \"Something's not quite right\"\n- \"Let's think step by step\"\n- \"The connection between [blank] and [blank] needs more thought\"\n- \"That would mean\"\n- \"Am I missing something?\"\n- \"This explains so much!\"\n- \"The pros and cons are\"\n- \"Hang on a second\"\n- \"In essence\"\n- \"Let me chew on this\"\n- \"Let me break this down\"\n- \"I’m trying to connect the dots here\"\n- \" is interesting\"\n- \"First things first\"\n- \"Wait, no\"\n- \"So, the bottom line is\"\n- \"Something doesn't add up\"\n- \"I think I can rule that out\"\n- \"No, actually\"\n- \"Finally, it clicks!\"\n- \"Let me connect the dots\"\n- \"Hold that thought\"\n- \"I'm wondering if\"\n- \"It's almost like\"\n- \"That doesn’t sound right\"\n- \"What keeps nagging at me is\"\n- \"In other words\"\n- \"Wait a minute... Oh!\"\n- \"That makes sense because\"\n- \"If I take this apart step by step\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"I'm pondering\"\n- \"That’s what I was trying to say!\"\n- \"I wonder if\"\n- \"When I sit with this idea\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Let's break this down into parts\"\n- \"I'm curious about\"\n- \"Oh! That reminds me\"\n- \"Building on that\"\n- \"But then again\"\n- \"Hold on a second\"\n- \"Let me untangle this\"\n- \"I'm mulling over\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | Latest photos on AncientFaces\nline 02 | No one from the Missbach community has shared photos.\nline 03 | Here are new photos on AncientFaces:\nline 04 | Missbach Surname History\nline 05 | The family history of the Missbach last name is maintained by the AncientFaces community. Join the community by adding to to this genealogy of the Missbach:\nline 06 | - Missbach family history\nline 07 | - Missbach country of origin, nationality, & ethnicity\nline 08 | - Missbach last name meaning & etymology\nline 09 | - Missbach spelling & pronunciation\nline 10 | - genealogy and family tree\nline 11 | Missbach Country of Origin, Nationality, & Ethnicity\nline 12 | No one has submitted information on Missbach country of origin, nationality, or ethnicity. Add to this section\nline 13 | No content has been submitted about the Missbach country of origin. The following is speculative information about Missbach. You can submit your information by clicking Edit.\nline 14 | The nationality of Missbach may be very difficult to determine in cases which regional boundaries change over time, leaving the nation of origin indeterminate.\nline 15 | The original ethnicity of Missbach may be in dispute based on whether the family name came about naturally and independently in multiple locales; for example, in the case of last names that come from a profession, which can come into being in multiple regions independently (such as the name \"Gardener\" which was given to people of that profession).\nline 16 | Missbach Meaning & Etymology\nline 17 | No one has submitted information on Missbach meaning and etymology. Add to this section\nline 18 | No content has been submitted about the meaning of Missbach. The following is speculative information about Missbach. You can submit your information by clicking Edit.\nline 19 | The meaning of Missbach come may come from a trade, such as the name \"Miller\" which referred to the profession of working in a mill. Some of these profession-based last names can be a profession in some other language. For this reason it is essential to understand the country of origin of a name, and the languages spoken by its ancestors. Many names like Missbach originate from religious texts such as the Bhagavadgītā, the Quran, the Bible, and so forth. Often these names are shortened versions of a religious phrase such as \"Favored of God\".\nline 20 | Missbach Pronunciation & Spelling Variations\nline 21 | No one has added information on Missbach spellings or pronunciations. Add to this section\nline 22 | No content has been submitted about alternate spellings of Missbach. The following is speculative information about Missbach. You can submit your information by clicking Edit.\nline 23 | In times when literacy was uncommon, names such as Missbach were transcribed based on how they were heard by a scribe when people's names were recorded in public records. This could have led to misspellings of Missbach. Researching spelling variations and alternate spellings of the Missbach last name are important to understanding the history of the name. Last names like Missbach change in how they're said and written as they travel across communities, family branches, and countries over generations.\nline 24 | Last names similar to MissbachMißbach Missbachan Mißbach beate Missbach-brzek Missbach-dethlefs Mißbach-drahn Mißbach rene Missback Mißback Missbah Missbarth Missbauer Missbaugh Missbaum Missbaumer Missberger Mißberger Missbichler Mißbichler Missbock\nline 25 | Missbach Family Tree\nline 26 | Here are a few of the Missbach genealogies shared by AncientFaces users. Click here to see more Missbaches\nline 27 | - Elizabeth F Missbach 1894 - 1990\nline 28 | - Edwin Missbach 1923 - 1998\nline 29 | - Richard Missbach 1917 - 1984\nline 30 | - Henrietta K Missbach 1918 - 2002\nline 31 | - Max Missbach 1892 - 1966\nline 32 | - Yvonne H Missbach 1925 - 2003\nline 33 | - Loraine Missbach 1895 - 1976\nline 34 | - Lewis Missbach 1910 - 1963\nline 35 | - Pauline Missbach 1873 - 1965\nline 36 | - Thomas Missbach 1911 - 1978\n</context>\n\n<phrases>\n- \"What keeps nagging at me is\"\n- \"Let me work through this\"\n- \"On the other hand\"\n- \"I'm still feeling my way through\"\n- \"What if I just flip this around?\"\n- \"Might be\"\n- \"I need to reframe this\"\n- \"Uh, where was I?\"\n- \"Something doesn't add up\"\n- \"Not quite there yet\"\n- \"Well, let me see\"\n- \"This is starting to take shape\"\n- \"Brainstorming here, but\"\n- \"The pros and cons are\"\n- \"No, actually\"\n- \"I can't quite put my finger on\"\n- \"You know\"\n- \"What if we\"\n- \"What’s the next step?\"\n- \"On one hand... but on the other\"\n- \"I just had it, what was it?\"\n- \"Let’s weigh the options\"\n- \"There’s a pattern here\"\n- \"What’s the worst that could happen?\"\n- \"Okay, backtrack a bit\"\n- \"Let me make sure I got this\"\n- \"Okay, let's break this down\"\n- \"That makes sense because\"\n- \"I’m trying to connect the dots here\"\n- \"Take this with a grain of salt\"\n- \"Let's think step by step\"\n- \"There's got to be something about\"\n- \"Anyway\"\n- \"Let's break this down into parts\"\n- \"This makes me think of\"\n- \"Okay, so\"\n- \"I’m not sure if that’s the right approach\"\n- \"Still working it out\"\n- \"Let me play devil's advocate\"\n- \"First things first\"\n- \"Picture this\"\n- \"Actually, no\"\n- \"There's something here about\"\n- \"I was just about to say\"\n- \"Let me untangle this\"\n- \"Is it possible that...?\"\n- \"This might sound weird, but\"\n- \"Let me throw this out there\"\n- \"Building on that\"\n- \"Just thinking out loud but\"\n- \"Let me back up a second\"\n- \"Okay, pros and cons\"\n- \"Ah...\"\n- \"But then again\"\n- \"This connects to\"\n- \"I'm trying to untangle this\"\n- \"There's probably more to it\"\n- \"Let me break this down\"\n- \"Wait a minute\"\n- \"Wait, no\"\n- \"I keep circling back to\"\n- \"Wait a minute... Oh!\"\n- \"Now, if I think about it differently\"\n- \"I feel like I’m close\"\n- \"That reminds me\"\n- \"Let me connect the dots\"\n- \"What if I flip it around?\"\n- \"I'm starting to see a pattern\"\n- \"Well\"\n- \"This feels half-right, but\"\n- \"What if the reason is\"\n- \"Alternatively\"\n- \"Let's see\"\n- \"Coming at this from another angle\"\n- \"Ummm, actually\"\n- \"I'm seeing a connection between\"\n- \"If we follow this logic\"\n- \"That’s an interesting angle, but\"\n- \"Let me just think this through\"\n- \"What was I thinking?\"\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 | Chinese Customs & Festivals\nline 02 | Chinese Lunar Calendar\nline 03 | In much of the countryside, Spring Festival is still the term used for New Year's Day. The year of 2008 marked the start of the \"Year of the Rat\" according to the Chinese lunar calendar.\nline 04 | Why rat? The ancient Chinese called each succeeding year by the name of an animal. They had 12 such names and after they had run through the list they start over again.\nline 05 | By the Shang Dynasty, from 16th to 11th century BC, unearthed oracle bones show that the Chinese had devised a complicated method of counting time - first days, then hours, months and years - called the ganzhi meaning stems and branches. There are a total of 10 heavenly stems and 12 earthly branches. The stems are named jia, yi, bing, ding, wu, ji, geng, xin, ren and gui, but expressed in written Chinese characters. Think of them as the 12 letters of the alphabet (A through L). Combining them allows you to count to 60 in this way: Jiazi (1-A); yichou (2-B); bingyin (3-C), etc. When you reach gui (10), you start over with jia (1), but you still have two more branches to go before repeating them; so 11 is jiaxu (1-K), 13 is bingzi (3-A), 35 is wuxu (5-K) and 60 is guihai (10-L).\nline 06 | In time, various animals had become identified with the earthly branches. And various superstitions, like checking to see if proposed marriage partners had been born under compatible signs, came to be as well. For instance, a dragon and a tiger should not marry, nor should a cock and a tiger. If that sounds like Western astrology, there is something to it. Even more remarkable is the coincidence between the ancient Greek's circular representation of the zodiac with its 12 pictorial symbols around the rim and the ancient Chinese’s drawing of the earthly branches, also round and circled by 12 animals. By 1,400 BC, the Shang Dynasty had established that the year, a complete cycle of the seasons, is 365 1/4 days long, that the time between two new moons is 29 days, but that a lunar year (12 \"moons\" or months) is only 354 days long. To compensate for this discrepancy, they began to repeat a month whenever the officials in charge decided they were a month out of sync. Thus, there might be two \"seventh month\" in one year.\nline 07 | But this practice was soon abandoned and a 13th month was added periodically at the end of the year.\nline 08 | In the early years of the Spring and Autumn Period, from 770 to 476 BC, the Chinese had figured out the length of the year so accurately that they were adding seven extra months to every 19 years.\nline 09 | By 475 BC, this calculation had been honed to 144 extra months for every 391 years.\nline 10 | In the meantime, however, the first system – the one repeating various months – had again gained favour but with an addition: a set method of determining which months should be repeated.\nline 11 | Between 300-200 BC, a new procedure of dividing the year into weather cycles was adopted. Called the 24 Seasonal Points, this new system was designed to help farm work. With colourful names like \"Excited Insects\", \"Clear and Bright\", \"Grain Rains\", \"a Little Cold\", the points were 15 or 16 days apart. Usually, each solar month would contain two points. This was not always so with the lunar months because two such periods would extend over an average of 30.4 days and the lunar month is only 29 1/2 days. Months containing only one point would be repeated.\nline 12 | How the ganzhi cycle of 60 works out using\nline 13 | numbers and letters in place of the characters\nline 14 | or words for the 10 heavenly stems (top row) and the 12 earthly branches (bottem row).\nline 15 | Revised June 2, 2011\n</context>\n\n<phrases>\n- \"Coming at this from another angle\"\n- \"I wonder if\"\n- \"If we follow this logic\"\n- \"I was looking at this all wrong!\"\n- \"I'm seeing a connection between\"\n- \"What keeps nagging at me is\"\n- \"This connects to\"\n- \"Oh! That reminds me\"\n- \"That doesn't seem to add up... Let me think\"\n- \"Could be wrong here\"\n- \"I feel like I’m close\"\n- \"I'm intrigued by\"\n- \"Brainstorming here, but\"\n- \"Hmm, let’s rewind a bit\"\n- \"How can I approach this?\"\n- \"It's almost like\"\n- \"Backing up for a second\"\n- \"Let me work through this\"\n- \"The more I think about it\"\n- \"That doesn't sound right, let me rephrase\"\n- \"I'm curious about\"\n- \"Still forming this thought\"\n- \"Let me propose something\"\n- \"Let me untangle this\"\n- \"Do I go with my gut or\"\n- \"I'm mulling over\"\n- \"We touched on [blank] briefly, but there's more there\"\n- \"I’m trying to connect the dots here\"\n- \"I'm pondering\"\n- \"I could be wrong, but\"\n- \"Building on that\"\n- \"Something doesn't add up\"\n- \"Now, if I think about it differently\"\n- \"I have a theory about this\"\n- \"I was just about to say\"\n- \"Am I missing something?\"\n- \"Maybe\"\n- \"I could do this, or maybe that\"\n- \"When I sit with this idea\"\n- \"I'm trying to untangle this\"\n- \"Let’s weigh the options\"\n- \"I'm wondering if\"\n- \"If I take this apart step by step\"\n- \"Let's break this down into parts\"\n- \"Let's think step by step\"\n- \"What if we\"\n- \"I'm still feeling my way through\"\n- \"Okay, pros and cons\"\n- \"That reminds me\"\n- \"This makes me think of\"\n- \"Let me circle back to that\"\n- \"This makes me reflect on\"\n- \"Let me back up a second\"\n- \"This brings to mind\"\n- \"This might sound weird, but\"\n- \"Here's a possible explanation\"\n- \"This is starting to take shape\"\n- \"The pros and cons are\"\n- \"Suppose we assume that\"\n- \"There's a missing link here\"\n- \"Okay, let's break this down\"\n- \"If I'm not mistaken\"\n- \"Let me trace that logic back\"\n- \"No, actually\"\n- \"I was making this more complicated than it needed to be\"\n- \"I'm struck by\"\n- \"Let me break this down\"\n- \"Picture this\"\n- \"Let me connect the dots\"\n- \"Just thinking out loud but\"\n- \"I'm starting to see a pattern\"\n- \"There's probably more to it\"\n- \"Let me talk this through\"\n- \"I could go either way on this\"\n- \"Wait, does this contradict itself?\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"Wait, no\"\n- \"Okay, so if I do this\"\n- \"Actually, no\"\n- \"Where did I put that...?\"\n- \"Ummm, actually\"\n- \"If I follow this through\"\n- \"First things first\"\n- \"I need to step back and rethink this\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Wait, but if that’s true\"\n- \"On one hand... but on the other\"\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 | Such a machine sounds absurd, and physicists I talked to disagreed over whether we have the technology to build something sturdy and energy-efficient enough to withstand such a deep expanse of time. I was at a dinner with a couple of plasma physicists a few weeks ago who thought we could create one right now if the funding came through. Others think we don't yet have the necessary know-how—though most concede we could figure it out down the line—but say that such a device wouldn't violate any steadfast physical law. In any case, a group of serious scientists has already started to attack the problems associated with building an ultra-long-term beacon.\nline 02 | The most fruitful work takes place on the blog Centauri Dreams, which is affiliated with a foundation that promotes interstellar travel.\nline 03 | The charge is led by a pair of twin brothers, physicists James and Gregory Benford (the latter is also a science fiction author), who approach the field of alien-directed beacon-design first from an economic approach.\nline 04 | In a paper in the journal Astrobiology, they lay out how one might build such a device without spending the whole GDP.\nline 05 | No technology available in the near-term will allow us to deliver powerful signals every minute of the day over a span of multiple epochs, they argue.\nline 06 | But we might be able to make a beacon that works more efficiently, by targeting only those star systems where life seems most likely, and then pinging them each in turn, repeating the cycle every few months or so.\nline 07 | Presumably, if a curious civilization caught one transmission, it would train its telescopes on that exact spot until the next part of the beacon's message arrived.\nline 08 | This more sensible approach—a sort of Energy Star specification for SETI—would save enough power to keep the beacon running for millions of years.\nline 09 | The question of how much power you can feed a beacon, however, depends a lot on where you put it.\nline 10 | When I spoke with Gregory Benford, he proposed sticking the “funeral pyre” in a broad orbit around the sun, at a radius that's roughly half the distance to the Earth.\nline 11 | That would provide plenty of energy for the beacon's solar cells but not so much heat that the equipment would be in jeopardy.\nline 12 | This degree of solar energy could probably sustain the sort of Energy Star beacon Benford imagines, but there’s also the possibility that you could augment the cells with the sort of generator used on the Voyager 2 spacecraft, which generates heat from radioactive decay.\nline 13 | This would function as a backup system, said Benford.\nline 14 | “You never build in a single point of failure.”\nline 15 | Even if the beacon had enough juice to blast out its signals until the year 100 million, it would face a constant and recurring threat from micrometeorites and man-made space debris. Such hazards could be dealt with, said Benford, by installing some advanced robotics—which don’t necessarily exist yet—that would repair the regular damage to the solar cells and other wear-and-tear of any mechanical device. Of course, there's robotics we can imagine that would protect a beacon from a major collision, but this is a risk with anything you put in space, and the odds are in the favor of small objects. If you figure that the planet Earth has sustained only a few disastrous impacts over its 4.5 billion-year lifetime (albeit with an atmosphere to fry many otherwise dangerous asteroids), then a tiny beacon stands a decent chance of staying out of trouble.*\nline 16 | The technology we'd need to build a Benfordian beacon would seem to be mere decades in the future, not centuries, said senior SETI astronomer Seth Shostak. “There’s an engineering challenge here, no doubt. But we could build such a thing.”\nline 17 | Still, given the present state of geopolitics, the prospects of our ever coming around to such an idea seem dismal.\nline 18 | But the concept of erecting monuments to outlive our civilization is not new.\nline 19 | From the pyramids to the Easter Island statues, one might call this the Ozymandias syndrome, in honor of the poem by Percy Bysshe Shelley.\nline 20 | There is, of course, the danger with all such projects of falling victim to the hubris of Shelley’s pharaoh, that all we’d leave behind would be some crumbled statue to our glory, “two vast and trunkless legs of stone.” That’s why I’ve left aside the question of what message to send to the aliens.\nline 21 | The content of any beacon signal would have to be a matter of intense international deliberations.\nline 22 | It wouldn’t have to be anything simple, necessarily—when we’re dealing with thousands and millions of years, you can take your time and say your piece.\nline 23 | But frankly, I don’t really care.\nline 24 | It’s the thought of total silence that frightens me.\nline 25 | To break that silence, all we’d really need to say is “Earth was here.”\nline 26 | This is the second half of a two-part article on Earth's legacy and the search for extraterrestrial life. (Read Part 1.)\nline 27 | Correction, Nov. 29, 2011: This article originally referred to Earth's age as 4.5 million years. (Return to the corrected sentence.)\nline 28 | TODAY IN SLATE\nline 29 | More Than Scottish Pride\nline 30 | Scotland’s referendum isn’t about nationalism. It’s about a system that failed, and a new generation looking to take a chance on itself.\nline 31 | iOS 8 Comes Out Today. Do Not Put It on Your iPhone 4S.\nline 32 | Why Greenland’s “Dark Snow” Should Worry You\nline 33 | Three Talented Actresses in Three Terrible New Shows\nline 34 | The Human Need to Find Connections in Everything\nline 35 | It’s the source of creativity and delusions.\nline 36 | It can harm us more than it helps us.\nline 37 | Happy Constitution Day!\nline 38 | Too bad it’s almost certainly unconstitutional.\n</context>\n\n<phrases>\n- \"That doesn't seem to add up... Let me think\"\n- \"Something tells me I should\"\n- \"If I take this apart step by step\"\n- \"Let me think\"\n- \"Uh...\"\n- \"The pros and cons are\"\n- \"What am I overlooking?\"\n- \"First things first\"\n- \"Let's see\"\n- \"Something in my gut says no\"\n- \"Coming at this from another angle\"\n- \"Something about [blank] is still bothering me\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"Actually, no\"\n- \"Hmm, let’s rewind a bit\"\n- \"That reminds me\"\n- \"It's almost like\"\n- \"Wait a minute\"\n- \"That’s an interesting angle, but\"\n- \"Anyway\"\n- \"On the other hand\"\n- \"Take this with a grain of salt\"\n- \"Let me just think this through\"\n- \"Let me see\"\n- \"Ummm, actually\"\n- \"On one hand... but on the other\"\n- \"That makes sense because\"\n- \"Let me work through this\"\n- \"What keeps nagging at me is\"\n- \"Am I missing something?\"\n- \"Okay, walking through it again\"\n- \"Would this be worth the risk?\"\n- \"Let me play devil's advocate\"\n- \"I need to reframe this\"\n- \"[blank] seems important but I can't quite see how yet\"\n- \"If I follow this through\"\n- \"That doesn’t seem to add up... Let me think\"\n- \"Still forming this thought\"\n- \"Alternatively\"\n- \"I'm starting to see a pattern\"\n- \"Now, wait just a second\"\n- \"I'm getting stuck on\"\n- \"What if I flip it around?\"\n- \"It suggests that\"\n- \"Okay, so\"\n- \"Okay, backtrack a bit\"\n- \"I'm just throwing ideas around\"\n- \"Now we're cooking\"\n- \"Let me untangle this\"\n- \"Let's break this down into parts\"\n- \"This connects to something else\"\n- \"Now, if I think about it differently\"\n- \"Okay, pros and cons\"\n- \"Hold on a second\"\n- \"Wait, no\"\n- \"This makes me think of\"\n- \"Let me throw this out there\"\n- \"I keep coming back to\"\n- \"Oh! That reminds me\"\n- \"I'm trying to untangle this\"\n- \"Let's think step by step\"\n- \"No, actually\"\n- \"Building on that\"\n- \"I'm still feeling my way through\"\n- \"Let me connect the dots\"\n- \"This is rough, but\"\n- \"Let me approach this from another angle\"\n- \"But then again\"\n- \"I need to step back and rethink this\"\n- \"Backing up for a second\"\n- \"Hmm, that doesn’t sound right\"\n- \"I was looking at this all wrong!\"\n- \"Uh, where was I?\"\n- \"There's probably more to it\"\n- \"Okay, let's break this down\"\n- \"If I’m not mistaken\"\n- \"Just thinking out loud but\"\n- \"Let me break this down\"\n- \"Wait, that doesn’t add up\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let’s weigh the options\"\n- \"I’m trying to connect the dots here\"\n- \"The intersection of [blank] and [blank] keeps nagging at me\"\n- \"Something doesn't add up\"\n- \"It's hard to pin 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 | Meditation is the practice of getting in touch with your soul. It is a source of peace and relaxation for the mind. Moreover, it is also a good exercise, which keeps the body healthy.\nline 02 | You can therefore classify the benefits of meditation into three major categories; spiritual benefits, psychological benefits and physiological benefits.\nline 03 | They are discussed in more detail below.\nline 04 | Meditation is often carried out for the purpose of establishing a closer relationship with God. It, therefore, leads to the following benefits.\nline 05 | - Meditation leads to the attainment of inner peace.\nline 06 | - It helps in strengthening your faith and enlightening the mind.\nline 07 | - You can attain the purity of character through this practice.\nline 08 | Following are some of the numerous psychological benefits of meditation\nline 09 | - When you meditate, your mind feels absolutely peaceful. Therefore, it is one of the most effective ways of alleviating your stress.\nline 10 | - It makes you feel calm and relaxed.\nline 11 | - You can learn to focus through meditation. Therefore, it boosts your power to concentrate.\nline 12 | - You will learn to close your mind to negative thoughts during the practice of meditation.\nline 13 | Therefore, it will help you get rid of pessimistic thoughts.\nline 14 | As a result, you will see things optimistically in your life.\nline 15 | - It is a great anti-aging technique for the brain. You can maintain the youth of your brain by meditating on a regular basis. This is because the strength of the mind is increased. Moreover, stress is one of the leading causes behind aging of the brain. So, as you alleviate your stress through meditation, you maintain the youth of your brain.\nline 16 | - Meditation induces more patience in your nature.\nline 17 | - You feel emotionally healthy as your emotional stress is released through this mind exercise.\nline 18 | You can maintain the health of your body through meditation. Here is how your body is affected in a positive way by practising meditation regularly.\nline 19 | - The conventional posture adopted for meditation is kind of physical exercise for the body.\nline 20 | - The breathing rate is lowered. As a result, the consumption of oxygen is reduced.\nline 21 | - Patients of high blood pressure will find it to be very effective for regulating a normal blood pressure.\nline 22 | - Meditation stimulates the production of a hormone called serotonin. This hormone is responsible for regulating your mood and preventing depression. Low levels of this hormone are associated with many problems, such as obesity and difficulty falling asleep.\nline 23 | - Women can find it to be useful for alleviating pre-menstrual syndrome.\nline 24 | - Meditation strengthens the immune system of the body.\nline 25 | Scientists have proved that through this practice, the body produces cells which are responsible for killing bacteria.\nline 26 | - The overall aging process is slowed down.\nline 27 | - The endocrine system of the body is regulated. This system is associated with the secretion of hormones and their transport throughout the body. Therefore, a hormonal balance is maintained.\nline 28 | - People suffering from insomnia can carry out meditation since once their stress is alleviated and their mind and body feel relaxed, they will find it easier to fall asleep.\nline 29 | Until Next Time,\nline 30 | Love and Light\n</context>\n\n<phrases>\n- \"What am I overlooking?\"\n- \"No, actually\"\n- \"It's almost like\"\n- \"First things first\"\n- \"If I take this apart step by step\"\n- \"I need to reframe this\"\n- \"This isn't quite right, but\"\n- \"How do I put this\"\n- \"That actually makes a lot of sense\"\n- \"Let me see\"\n- \"I'm struck by\"\n- \"I'm mulling over\"\n- \"I was just about to say\"\n- \"Something doesn't add up\"\n- \"There’s a pattern here\"\n- \"That doesn’t sound right\"\n- \"Wait, no\"\n- \"I'm curious about\"\n- \"Let me work through this\"\n- \"We're missing something about [blank] and how it connects to [blank]\"\n- \"Let's break this down into parts\"\n- \"Let me play devil's advocate\"\n- \"There's a gap between what we know about [blank] and what we assume about [blank]\"\n- \"That reminds me\"\n- \"I should have known that!\"\n- \"Okay, walking through it again\"\n- \"That’s an interesting angle, but\"\n- \"Oh, that clears everything up!\"\n- \"I'm wondering if\"\n- \"Oh! That reminds me\"\n- \"Let's think step by step\"\n- \"This brings to mind\"\n- \"Let me untangle this\"\n- \"I keep circling back to\"\n- \"Wait a minute\"\n- \"I'm pondering\"\n- \"Let me circle back to that\"\n- \"That would mean\"\n- \"Uh, where was I?\"\n- \"Well, let me see\"\n- \"Wait, I think I just cracked it!\"\n- \"I wonder if\"\n- \"Ummm, actually\"\n- \"I'm trying to untangle this\"\n- \"What keeps nagging at me is\"\n- \"On the other hand\"\n- \"Okay, pros and cons\"\n- \"Oh! I get it now!\"\n- \"Uh...\"\n- \"Alternatively\"\n- \"That makes sense because\"\n- \"I'm starting to see a pattern\"\n- \"This connects to\"\n- \"The pros and cons are\"\n- \"What if I flip it around?\"\n- \"I'm seeing a connection between\"\n- \"On one hand... but on the other\"\n- \"Actually, no\"\n- \"That’s what I was trying to say!\"\n- \"Oh, I see what’s happening here!\"\n- \"Hmm, let’s rewind a bit\"\n- \"Okay, let's break this down\"\n- \"Let me break this down\"\n- \"I'm intrigued by\"\n- \"This connects to something else\"\n- \"Am I missing something?\"\n- \"What’s the missing piece?\"\n- \"That would explain why\"\n- \"Now we're cooking\"\n- \"But then again\"\n- \"Let me think\"\n- \"Let me chew on this\"\n- \"Wait a minute... Oh!\"\n- \"Anyway\"\n- \"This is starting to take shape\"\n- \"I keep coming back to\"\n- \"What’s the best way to explain this?\"\n- \"Building on that\"\n- \"Let me make sure I got this\"\n- \"We've completely overlooked [blank]\"\n- \"It was staring me in the face\"\n- \"Going back to what I said about\"\n</phrases>\n</input>", "role": "user" } ]

[ { "content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\nSpecifically, you are required to use phrases from a specific list of phrases.\n\nKeep your format as follows:\n```\n<sketch>\n{a sketch of the thought process using the phrases from the list along with a count of the number of tokens in each line}\n</sketch>\n<output>\n{the *entire* context interspersed with thoughts according to the sketch}\n</output>\n```\n\nDo it for the following input:\n\n<input>\n<context>\nline 01 | The Insect and the Image\nline 02 | Visualizing Nature in Early Modern Europe, 1500-1700\nline 03 | Publication Year: 2011\nline 04 | Once considered marginal members of the animal world (at best) or vile and offensive creatures (at worst), insects saw a remarkable uptick in their status during the early Renaissance.\nline 05 | This quickened interest was primarily manifested in visual images—in illuminated manuscripts, still life paintings, the decorative arts, embroidery, textile design, and cabinets of curiosity.\nline 06 | In The Insect and the Image, Janice Neri explores the ways in which such imagery defined the insect as a proper subject of study for Europeans of the early modern period.\nline 07 | It was not until the sixteenth century that insects began to appear as the sole focus of paintings and drawings—as isolated objects, or specimens, against a blank background.\nline 08 | The artists and other image makers Neri discusses deployed this “specimen logic” and so associated themselves with a mode of picturing in which the ability to create a highly detailed image was a sign of artistic talent and a keenly observant eye.\nline 09 | The Insect and the Image shows how specimen logic both reflected and advanced a particular understanding of the natural world—an understanding that, in turn, supported the commodification of nature that was central to global trade and commerce during the early modern era.\nline 10 | Revealing how sixteenth- and seventeenth-century artists and image makers shaped ideas of the natural world, Neri’s work enhances our knowledge of the convergence of art, science, and commerce today.\nline 11 | Published by: University of Minnesota Press\nline 12 | Download PDF (941.0 KB)\nline 13 | Download PDF (63.6 KB)\nline 14 | Introduction: Specimen Logic\nline 15 | Download PDF (866.8 KB)\nline 16 | In 1475 a woodcut illustration of insects appeared in Konrad von Megenberg’s Buch der Natur, the earliest natural history book in the German language (Figure I.1). By present-day standards of scientific illustration, and more importantly by the image-making standards that would be established by the end of the sixteenth century, this woodcut image can only be ...\nline 17 | I. Insects as Objects and Insects as Subjects: Establishing Conventions for Illustrating Insects\nline 18 | 1. Joris Hoefnagel’s Imaginary Insects: Inventing an Artistic Identity\nline 19 | Download PDF (1.4 MB)\nline 20 | During the late fifteenth and early sixteenth centuries, insects emerged as objects of study for artists, naturalists, and other practitioners as part of the rising interest in classifying, collecting, and representing the natural world in early modern Europe. The Flemish artist Joris Hoefnagel (1542–1601), whose exquisite miniatures were much sought after by northern and central ...\nline 21 | 2. Cutting and Pasting Nature into Print: Ulisse Aldrovandi’s and Thomas Moffet’s Images of Insects\nline 22 | Download PDF (4.2 MB)\nline 23 | During the last quarter of the sixteenth century, insects were a rich subject around which the many and varied interests of naturalists, physicians, artists, and other practitioners coalesced. It was during these years that two naturalists, working separately, began assembling the materials that would lead to two major publications on insects. Ulisse Aldrovandi’s ...\nline 24 | 3. Suitable for Framing: Insects in Early Still Life Paintings\nline 25 | Download PDF (2.1 MB)\nline 26 | As I described in chapters 1 and 2, insects emerged as new subject matter during the 1580s and 1590s for European artists and naturalists in courtly, academic, and medical contexts.\nline 27 | In this chapter I examine representations of insects in European still life painting from circa 1590 to 1620 and the establishment of insects as subject matter during the formative period of ...\nline 28 | II. New Worlds and New Selves\nline 29 | 4. Between Observation and Image: Representations of Insects in Robert Hooke’s Micrographia\nline 30 | Download PDF (2.6 MB)\nline 31 | The English polymath Robert Hooke (1635–1703) can be credited with a number of mathematical and mechanical inventions, including originating the term “cell” in biology and composing the equation describing elasticity known as Hooke’s Law. But it is Hooke’s Micrographia, published in London in 1665, that is considered a landmark in the history of scientific ...\nline 32 | 5.\nline 33 | Stitches, Specimens, and Pictures: Maria Sibylla Merian and the Processing of the Natural World\nline 34 | Download PDF (3.8 MB)\nline 35 | By all accounts, including those written during her own lifetime, Maria Sibylla Merian was a remarkable woman who led an extraordinary life.\nline 36 | Born in Frankfurt, Germany, in 1647 into the eminent artistic and publishing family of Matthäus Merian the Elder, Maria Sibylla demonstrated an early passion and talent for the subjects that would come to dominate her ...\nline 37 | Conclusion: Discipline and Specimenize\nline 38 | Download PDF (1.2 MB)\nline 39 | In this book I have traced the development of the insect as subject matter and the use of insects by artists and other practitioners to construct professional personae through making, circulating, and displaying insects as three-dimensional objects and as two-dimensional images. When the insect emerged as a subject of interest in the sixteenth century, Joris Hoefnagel ...\nline 40 | Download PDF (58.7 KB)\nline 41 | My investigation of the networks of artists, naturalists, collectors, and other practitioners who made up the world of insect illustration in early modern Europe has been made possible by the encouragement, support, and assistance of an equally diverse and intellectually stimulating network of scholars and friends. I am grateful to George and Linda Bauer for their ...\nline 42 | Download PDF (140.4 KB)\nline 43 | Download PDF (451.3 KB)\nline 44 | Page Count: 280\nline 45 | Publication Year: 2011\n</context>\n\n<phrases>\n- \"First things first\"\n- \"Now we're cooking\"\n- \"But then again\"\n- \"That would mean\"\n- \"Let me see if\"\n- \"Now, if I think about it differently\"\n- \"Now it all comes together!\"\n- \"What I mean is\"\n- \"Let me run through it again\"\n- \"That reminds me\"\n- \"I keep circling back to\"\n- \"If I take this apart step by step\"\n- \"So far, it looks like\"\n- \"Follow me here\"\n- \"Let me trace that logic back\"\n- \"Going back to what I said about\"\n- \"Wait, no\"\n- \"I'm not convinced we've fully understood [blank]'s role here\"\n- \"There’s a pattern here\"\n- \"Okay, walking through it again\"\n- \"I should have known that!\"\n- \"Let’s weigh the options\"\n- \"So the main idea is\"\n- \"Something doesn't add up\"\n- \"That’s an interesting angle, but\"\n- \"Here's what's bugging me\"\n- \"Let me make sure I got this\"\n- \"Let's think step by step\"\n- \"Let me untangle this\"\n- \"That’s the answer I was looking for!\"\n- \"Of course! That’s the answer!\"\n- \"Okay, pros and cons\"\n- \"The crucial thing seems to be\"\n- \"Let me break this down\"\n- \"This connects to\"\n- \"That makes sense because\"\n- \"It's almost like\"\n- \"Now, wait just a second\"\n- \"Right, so\"\n- \"In essence\"\n- \"Hmm, that doesn’t sound right\"\n- \" is interesting\"\n- \"In other words\"\n- \"What keeps nagging at me is\"\n- \"Ohhh, now I see!\"\n- \"Hold on a second\"\n- \"Oh! I get it now!\"\n- \"Alternatively\"\n- \"Wait a minute\"\n- \"The pros and cons are\"\n- \"Oh! That reminds me\"\n- \"Hmm\"\n- \"Let me work through this\"\n- \"Let me connect the dots\"\n- \"How does [blank] factor into what we discussed about [blank]?\"\n- \"Wait, where does [blank] fit into all this?\"\n- \"On the other hand\"\n- \"This is starting to take shape\"\n- \"This makes me think of\"\n- \"Wait, why does that happen?\"\n- \"I'm trying to untangle this\"\n- \"I'm seeing a connection between\"\n- \"I’m trying to connect the dots here\"\n- \"Actually, no\"\n- \"On one hand... but on the other\"\n- \"It finally adds up!\"\n- \"Let me see\"\n- \"This explains so much!\"\n- \"The relationship between [blank] and [blank] isn't clear yet\"\n- \"What I'm getting at is\"\n- \"In the end\"\n- \"Uh...\"\n- \"What if I flip it around?\"\n- \"Ummm, actually\"\n- \"The more I think about it\"\n- \"Let me play devil's advocate\"\n- \"Alright, where was I?\"\n- \"Wait, does this contradict itself?\"\n- \"No, actually\"\n- \"That doesn’t seem to add up... Let me think\"\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 | The number alone is staggering: Over 4 million babies born in the US in 2007 — exceeding levels seen during the baby boom, more live births than ever in our recorded history. This statistic and its accompanying data, released by the US Department of Health and Human Services, seems to tell several stories. For example: More single women had babies than ever, and the same holds true for older women. Caesarean births rose by 2%, marking the 11th consecutive year that these rates have increased. Latinos had more babies than any other ethnic group, and the states with the highest birth rates are border states: California, Texas, Arizona, New Mexico.\nline 02 | It would seem logical to infer, then, that the country is undergoing several tectonic shifts: the potential advent of a new, bigger baby boom. A dearth of husbands and fathers. More women opting for voluntary C-sections over natural childbirth. A dramatic spike in legal and illegal immigration, largely by Mexicans crossing into border states, and a country that, by 2042, will be comprised of a Latino majority.\nline 03 | In fact, what is most surprising about this data is that it supports none of these theories. There is much it can’t tell us — the statistics are not broken down into such specifics as education level, income earned, whether single mothers are cohabiting with a partner — but what they can tell us dispels many myths about our present and likely future.\nline 04 | MYTH #1: SINGLE MOTHERS ARE AN EPIDEMIC\nline 05 | On this, there is debate. The Health and Human Services study reports historic birth levels to unmarried women: over 1.7 million, up 4% from 2006. We don’t know if these women are cohabitating with a partner; divorced, widowed, or separated; highly-educated career women or high-school drop-outs living in poverty; surrogates, etc.\nline 06 | But what we do know is that the increase in much older mothers indicates deliberative thought and family planning. The number of births to women between ages 45-54 increased 5% from 2006, to 7,349. For women 40-44, it went up 1%, to 9.5 births per 1,000 women — the highest number since 1968. The rate for births among women ages 35-39 rose for the 29th straight year and was at its highest point since 1964. The number of women having their first child rose 2%, to 27.9 per 1,000 births, and though this includes women ages 15-44, teenagers account for only 23% of unmarried births (continuing a pattern of decline).\nline 07 | “This is no blip,” says Carl Haub of the Population Reference Bureau in Washington, DC. “Over the last 30 years, the number of single mothers has risen. A lot of this is due to women having the possibility of economic freedom.” Experts believe that this is as much an employment story — working women who have the resources to have a child are having children, with ever-lessening stigma.\nline 08 | Haub posits that, for much of the 20th century, marriage was a default decision. “You were expected to get married and have a kid in the 1950s,” he says. “Why is June the trend month for weddings? Because that’s when school got out.”\nline 09 | No more. American women are increasingly following the European model, which has a comparably low marriage rate but highly stable nuclear families — men and women opt out of marriage, but have lengthier, sturdier relationships. Marriage itself is not treated as the goal, a trend that is nascent but emergent here.\nline 10 | “There are changing attitudes in the need to get married,” says Alan Auerbach, professor of economics and law director at UC Berkeley. “I guarantee there’s a whole generation that doesn’t know what a shotgun marriage is.” (Hello, Bristol Palin!)\nline 11 | Kelly Musick, an associate professor at Cornell University conducting research on childbearing by non-marital families, takes a more cautious approach to these stats. She counters that the preliminary data shown in the HHS report needs to be burrowed through and explored via detailed surveys. “That these are Murphy Browns — highly educated career women striking out on their own — the numbers aren’t telling us that,” she maintains.\nline 12 | Musick, however, agrees that marriage has become a far more complicated construct in America than it was even 20 years ago. “What people are struggling to understand is why women are putting off marriage,” she says. Musick theorizes that it’s due to opposing cultural urges: “We place a high premium on individualism, self-fulfillment and religion. So you have this strange combination of marriage being valued far more highly than cohabitating, but women not wanting to get married till you find your soulmate.” But economist Paul Menchik, like Auerbach and Haub, has a more pragmatic interpretation: “There’s an employment story here,” he says. “Women in the workforce, from 1957 to now. And the stigma of single motherhood is gone.”\nline 13 | This stat, by the way, is made more compelling when placed in context: Every year since 1900 has seen a steady increase in births to unmarried women.\nline 14 | MYTH #2: WOMEN PREFER C-SECTIONS\nline 15 | Delivery by Caesarean section accounted for 31.8% of all births, a 2% increase and the 11th consecutive year that number rose.\nline 16 | This historic high, coupled with the increase in highly educated, well-off older mothers, would seem to support the notion that more women are voluntarily opting for Caesareans over natural childbirth.\nline 17 | Yet “maternal request is a fraction of 1% of all Caesareans,” says Eugene Declercq, professor of maternal and child health at Boston University. (He also worked with HHS on this report.) So why the dramatic and continued spike? Declercq says many women buy into the myth that “once a C-section, always a C-section,” and that this is aided and abetted by the medical community.\nline 18 | “If I’m your doctor, I’ve got a lot of incentives to give you a C-section,” says Declercq. The pitch, he says, goes like this: ” ‘It’s safe. I can do it well. I can get the baby out quickly and safely. I can control my life better, and you can control yours.’ Doctors want lives too.” He also points to the level of fear and attention surrounding labor pains, and the absence of real discussion about the extent of post-surgical pain caused by Caesareans. “Some women report pain at the point of incision six months after giving birth,” he says. Recovery time for natural childbirth is much shorter. Declercq says he is most interested to see — if, as he suspects — this trend reversing. Despite the increase, he says, the rates for C-sections are slowing. “I think people are finally getting concerned,” he says. “Mothers, public health advocates, and obstetricians are all asking the same question: What’s the need for such a high rate?”\nline 19 | MYTH #3: IMMIGRATION IS OUT OF CONTROL\nline 20 | In the context of this study, there’s a disturbing subtext to this inference: Hispanics had the highest birth rate (3.1 children per woman), with more babies were born in border states than anywhere else in the US. Couple this with recent non-stop coverage of the border drug wars and the national debate over immigration reform, and one can see the makings of an unpleasant argument.\nline 21 | What is often not discussed: The high rates of immigration to the US has historically been an economic boon, helping to compensate for eras in which the birth rate plummeted and keeping us well ahead in the world. “Pretty much all of Europe has lower birth rates than we do,” says economist Paul Menchik. “That does not bode well for them.”\nline 22 | “There is a crisis in Japan and much of Europe over declining birth rates,” says Jeff Passel, senior demographer at the Pew Hispanic Center. “They are worried about the future of their countries. In the US, we’ve had no such concerns.”\nline 23 | Continued growth can, for example, help to keep Social Security from going bankrupt, some experts say.\nline 24 | Though Passel, who spent two years on an advisory panel for Social Security, thinks that the 2007 birth numbers has little to no impact on the future of this entitlement.\nline 25 | “Social Security presents more of a technical and philosophical problem,” he says.\nline 26 | “Even if, in 35 years, we run out of money, there are a lot of assumptions about the economy and productivity.\nline 27 | We’d still be able to pay benefits at 75-80% of projected levels.” (He thinks Medicare is the larger looming crisis, with increased life expectancy and the need for long-term medical care taxing that entitlement.)\nline 28 | As for the burgeoning Latino population: “It is a myth that immigration is increasing the number of Hispanics and Latinos in the population,” says William Frey, a demographer at the Brookings Institute. Instead, he says, it’s the birth rate. “Immigration is not as big an aspect of growth as the fertility rate is,” he says. “People typically look at these numbers and think of Mexicans running across the border.”\nline 29 | The high birth rate among Hispanics, Frey says, is due to the number of well-established immigrant families — who, culturally, tend to be more family-oriented and more religious than the general population. But the flip side is that this group follows the trend established by all immigrant groups: Birth rates decline with each successive generation, which tends to become exponentially better educated and better off.\nline 30 | It is worth noting here, too, that it is the Hispanic community that made up for the decreasing rates among non-Hispanic whites, thereby keeping the country on track: The 2.1 replacement rate (births vs. deaths) comes from the rate of 1.9 live births for whites and 3.1 for Hispanics. It is also interesting to note that among minorities, American Indian and Alaskan Native teenagers had the largest single-year increase, up 12% from 2005-2007. The only minority group that saw a decline in teen births: Hispanics.\nline 31 | “The immigration component is never as big as people think,” says Frey. “Newer minorities tend to be younger and contribute more to the economy.” That said, there has already been a drop-off — small, but telling — in the number of immigrants attempting to relocate to the US due to the economy.\nline 32 | MYTH #4: LATINOS ARE GOING TO BE THE MAJORITY IN 30 YEARS\nline 33 | It is projected that, by 2042, Hispanics will make up about 29% of the population. Whites will comprise less than 50% of the US (they already comprise less than 50% in the border states). But this is a broad, broad projection. It does not take into account intermarriage as well as intra-marriage — Mexicans marrying Venezuelans marrying Spaniards, etc.\nline 34 | And, as the Pew Hispanic Center’s Passel points out, these projections “depend on what ‘Hispanic’ ends up meaning. How will children of Hispanic parents identify, especially one parent is not Hispanic? We have a third generation — American-born, to American parents, who identify as Hispanic,” he says. He theorizes that more people may choose to identify as Hispanic because it is a minority group that is still considered “protected class.”\nline 35 | “We will become more nuanced in our definition of Hispanic,” says demographer Frey, especially as immigrants and their offspring integrate into American society. “When people think of comprehensive immigration reform, they tend to think about numbers,” he says. “But in addition to that, there should be federal support for education at state and local levels to help with integration.” The notion that Hispanic immigrants, especially those who live in border states, are particularly resistant to assimilation, says Frey, is another myth: “What we’re seeing now is a lot like the turn of the previous century’s attitudes to Irish and Italians.” As for what happens to the white man: “We’re talking about a country that’s more diverse in some states than others,” says demographer Frey. “In 2042, Vermont, North Dakota and West Virginia will still be extremely white.”\nline 36 | MYTH # 5: THIS IS A BABY BOOM\nline 37 | At best, this is a boomlet — but even that may be hyperbolic. The Baby Boom, from about 1946-1964, saw the birth of over 78 million Americans. Birth rates tend to spike in economically healthy and optimistic times, and to decline steeply during times of economic crisis (although the decline during the 1970s is also attributed to the increasing number of women entering the workforce and the legalization of abortion). And there are simply more people living in the US now due to immigration — which didn’t spike until 1965, with the signing of the Immigration and Nationality Act.\nline 38 | “A lot has been made about these numbers being indicative of a baby boom, but I would caution against that,” says Brady Hamilton, lead author of the government study. What is noteworthy, he says, is that between 1972-2005, the national birth rate was below replacement levels. (He attributes this to higher levels of education and employment along with increasing economic and social status for women.)\nline 39 | “The average birth rate is 2.1, which is where it’s been,” says Henry Aaron, senior fellow at the Brookings Institute.\nline 40 | “But these numbers aren’t indicative of a sweeping change.\nline 41 | It’s not about the number of women having kids — it’s about the number of kids women are having.”\nline 42 | What all of our experts confidently predict: The number of kids women are having is about to decline, as it historically has. “I just saw a report on CNN,” says population expert Haub. “More men are coming in for vasectomies.”\n</context>\n\n<phrases>\n- \"I'm struck by\"\n- \"Let me break this down\"\n- \"I need to make sure this checks out\"\n- \"It feels like the right move, but\"\n- \"This makes me reflect on\"\n- \"I'm intrigued by\"\n- \"Now, if I think about it differently\"\n- \"What I'm getting at is\"\n- \"Could I be second-guessing myself?\"\n- \"Let's think step by step\"\n- \"Let me throw this out there\"\n- \"On one hand... but on the other\"\n- \"I have a theory about this\"\n- \"Is it possible that...?\"\n- \"Let's break this down into parts\"\n- \"Okay, pros and cons\"\n- \"I keep coming back to\"\n- \"Wait, no\"\n- \" is interesting\"\n- \"Let me untangle this\"\n- \"So basically\"\n- \"I guess maybe\"\n- \"Let me trace that logic back\"\n- \"This connects to something else\"\n- \"If I take this apart step by step\"\n- \"If we follow this logic\"\n- \"In essence\"\n- \"Let’s weigh the options\"\n- \"I need to step back and rethink this\"\n- \" is striking \"\n- \"What keeps nagging at me is\"\n- \"What's the best way to explain this?\"\n- \"What happens if we change this part?\"\n- \"There’s a pattern here\"\n- \"Let me run through it again\"\n- \"I'm pondering\"\n- \"I'm mulling over\"\n- \"Does that sound right?\"\n- \"Here's what I'm thinking\"\n- \"When I sit with this idea\"\n- \"Picture this\"\n- \"What’s the best way to explain this?\"\n- \"If I follow this through\"\n- \"Let me approach this from another angle\"\n- \"Let me work through this\"\n- \"Something doesn't add up\"\n- \"This makes me think of\"\n- \"The pros and cons are\"\n- \"Building on that\"\n- \"So what I'm trying to say is\"\n- \"What if we looked at it like\"\n- \"Okay, backtrack a bit\"\n- \"Let me connect the dots\"\n- \"So the main idea is\"\n- \"That reminds me\"\n- \"Coming at this from another angle\"\n- \"There's something here about\"\n- \"No, actually\"\n- \"I need to circle back to [blank], there's something important there\"\n- \"[blank], [blank], and [blank] seem connected somehow, but I'm not sure how\"\n- \"The thing is\"\n- \"So what does this mean in the bigger picture?\"\n- \"I'm starting to see a pattern\"\n- \"I'm trying to untangle this\"\n- \"This brings to mind\"\n- \"I'm still feeling my way through\"\n- \"Going back to what I said about\"\n- \"That makes sense because\"\n- \"I'm not sure, but\"\n- \"Still forming this thought\"\n- \"Okay, let's break this down\"\n- \"I need to reframe this\"\n- \"I need more time with [blank], it's not fully formed\"\n- \"Actually, no\"\n- \"Roughly speaking\"\n- \"Ummm, actually\"\n- \"I'm wondering if\"\n- \"I wonder if\"\n- \"I'm seeing a connection between\"\n- \"I’m trying to connect the dots here\"\n- \"What I’m getting at is\"\n- \"What if we\"\n- \"This is starting to take shape\"\n- \"In a way\"\n- \"This is pretty rough\"\n</phrases>\n</input>", "role": "user" } ]