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A few days ago we talked about how some researchers are countering the ISIS threat to preserved history through digital archaeology. And now as the terror outfit/state is slowly but surely losing out on many of its territories (especially in northern Iraq), conventional archaeologists are getting back into the conflict zones to resume their study of the rich cultural history of the region. Now of course, this scope of studying is not only limited to analysis of the sites, but also pertains to reclamation and preservation of several looted and partially destroyed artifacts – the latter part being fueled by ISIS and even some private antiquity dealers who took advantage of the ensuing chaos. And one of the first positive steps in such a ambit, was taken by a team of archaeologists, who had recently returned and successfully reassessed the Shanidar Cave, a site located on Bradost Mountain in Iraqi Kurdistan, that was originally inhabited by Neanderthals.
Originally excavated and studied by a team from Smithsonian Institution in Washington, D.C, led by Ralph Solecki from 1952-60, the Shanidar Cave was an impressive find, given its rarity that pertained to Neatherthal burial systems. Furthermore, the researchers back then found some pretty interesting clues related to the skeletal remains of the ten Neanderthals buried inside. For example, in one of the specimens officially denoted as Shanidar 1 (nicknamed ‘Nandy’), the experts assessed that the old male suffered numerous injuries and deformations over his long lifetime. And yet many of his physical conditions had seemingly healed over time, which suggested that Neanderthals ‘medically’ cared for each other.
This time around, the new team of researchers found additional bones, and are also looking forth to locate additional skeletons that might still exist inside the ancient cave. As one of the passages of a research article recently published in the Antiquity journal, read –
Around the findspot of the Neanderthal individual—Shanidar V—discovered by Solecki, we have found further Neanderthal remains including a hamate, the distal ends of the right tibia and fibula, and some articulated ankle bones, scattered fragments of two vertebrae, a rib and long bone fragments. The tibia and fibula were in articulation with the ankle bones and lay, foot uppermost, on an approximately 45ᵒ slope. These elements are missing from the list presented by Trinkhaus (1983), making it probable that they belong to Shanidar V, although a new individual cannot be ruled out.
Interestingly, the intriguing scope of the Shanidar Cave is not just limited to the healing part or even the actual habitation zone of the Neanderthals. It also pertains to how experts initially believed that the Neanderthal people possibly followed a ritualistic protocol for their funerals that entailed fresh flowers being buried alongside the dead. However later studies, including a recently conducted one, found that the pollen might have been carried naturally into the caves. The usual suspects are the bees; but researchers have additionally hypothesized that native rodents like the the Persian jird, might also played their part in depositing the pollen inside, which may have resulted in flowers.
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | \nline 03 | A few days ago we talked about how some researchers are countering the ISIS threat to preserved history through digital archaeology. And now as the terror outfit/state is slowly but surely losing out on many of its territories (especially in northern Iraq), conventional archaeologists are getting back into the conflict zones to resume their study of the rich cultural history of the region. Now of course, this scope of studying is not only limited to analysis of the sites, but also pertains to reclamation and preservation of several looted and partially destroyed artifacts – the latter part being fueled by ISIS and even some private antiquity dealers who took advantage of the ensuing chaos. And one of the first positive steps in such a ambit, was taken by a team of archaeologists, who had recently returned and successfully reassessed the Shanidar Cave, a site located on Bradost Mountain in Iraqi Kurdistan, that was originally inhabited by Neanderthals.\nline 04 | Originally excavated and studied by a team from Smithsonian Institution in Washington, D.C, led by Ralph Solecki from 1952-60, the Shanidar Cave was an impressive find, given its rarity that pertained to Neatherthal burial systems. Furthermore, the researchers back then found some pretty interesting clues related to the skeletal remains of the ten Neanderthals buried inside. For example, in one of the specimens officially denoted as Shanidar 1 (nicknamed ‘Nandy’), the experts assessed that the old male suffered numerous injuries and deformations over his long lifetime. And yet many of his physical conditions had seemingly healed over time, which suggested that Neanderthals ‘medically’ cared for each other.\nline 05 | This time around, the new team of researchers found additional bones, and are also looking forth to locate additional skeletons that might still exist inside the ancient cave.\nline 06 | As one of the passages of a research article recently published in the Antiquity journal, read –\nline 07 | Around the findspot of the Neanderthal individual—Shanidar V—discovered by Solecki, we have found further Neanderthal remains including a hamate, the distal ends of the right tibia and fibula, and some articulated ankle bones, scattered fragments of two vertebrae, a rib and long bone fragments.\nline 08 | The tibia and fibula were in articulation with the ankle bones and lay, foot uppermost, on an approximately 45ᵒ slope.\nline 09 | These elements are missing from the list presented by Trinkhaus (1983), making it probable that they belong to Shanidar V, although a new individual cannot be ruled out.\nline 10 | Interestingly, the intriguing scope of the Shanidar Cave is not just limited to the healing part or even the actual habitation zone of the Neanderthals.\nline 11 | It also pertains to how experts initially believed that the Neanderthal people possibly followed a ritualistic protocol for their funerals that entailed fresh flowers being buried alongside the dead.\nline 12 | However later studies, including a recently conducted one, found that the pollen might have been carried naturally into the caves.\nline 13 | The usual suspects are the bees; but researchers have additionally hypothesized that native rodents like the the Persian jird, might also played their part in depositing the pollen inside, which may have resulted in flowers.\nline 14 | \n```",
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Pain is the intense feeling that arises due to the activation of nociceptors, sensory neurons which provide signals of pain to the brain in case of damaging stimuli. If pain lasts for more than 12 weeks, then it is considered to be chronic pain. In chronic pain, pain signals are generated without physiologic significance and the pain relieving mechanism may be defective or deactivated due to this pain lasting longer than usual. Donald Abrams, MD, defined the relationship of marijuana for pain as, “Pain is one of the major functions of the [body’s] endocannabinoid and cannabinoid receptor system, so it makes sense that cannabis is useable for pain syndromes”
Prevalence of the use of Marijuana for Pain:
Chronic pain is widely distributed and it is estimated that approximately 38 million people in the U.S. suffer from chronic pain out of which 12 million have used cannabis in its treatment .
Endocannabinoid (EC) System:
The Endocannabinoid system in the body regulates the internal system related to pain, inflammation, chronic neurological conditions and immune responses. Two types of receptor systems are present in the Endocannabinoid (CB1 and CB2) that regulate a variety of functions as described in the following diagram [3, 4].
Mechanism of Cannabis action:
CB1 receptors present in the central and peripheral systems regulated by neurons and CB2 receptors present in central and peripheral systems having non-neuronal tissues like an immune system. Activation of these receptors decrease the perception of pain due to deactivation of nociceptors or antinociception activity and block the EC system signalling to the brain and spinal cord (Figure 1). In the case of chronic pain the activation of these receptors are diminished due to physiological changes and the perception of pain remains for a longer duration. Cannabinoids present in cannabis act as agonists of these receptors and activate them to decrease the perception of pain .
Figure 1: Schematic representation of supraspinal structures involved in cannabinoid-mediated antinociception: Simplified connection pattern between supraspinal structures involved in EC modulation of the nociceptive signal and the spinal cord.
Cannabinoids Useful in Pain Management:
The most useful cannabinoids in chronic pain management is tetrahydrocannabinol (THC) due to its increasing ability to activate the CB1 and CB2 receptors. The other common cannabinoids also show activity on cannabinoids receptors are cannabidiol (CBD) and cannabichromene (CBC). These cannabinoids are also active, but less potent in nature. They show better activity for CB1 receptors, but less than THC . Beta-caryophyllene, not only present in cannabis, but also in other plants, has anti-inflammatory and pain management properties with no side effects . Beta-sitosterol, a non-cannabinoid component present in cannabis also show activity in pain and inflammation .
Uses of Cannabis in Various Form of Chronic Pain:
Cannabis is useful in different forms of chronic pain as described below :
- HIV-related peripheral neuropathy
- Diabetes related neuropathy
- Orthopedic injuries
- Central pain syndrome
- Neuropathic pain syndrome
- Rheumatoid arthritis
- Spinal cord injury
- Phantom pain
- Malignant pain
- Fibromyalgia syndrome
In the case of HIV-related neuropathy, chronic pain results due to the damage of the nerve supply to peripheral tissues. The inhalation of cannabis is useful in this condition because of its immediate absorption and effects on specific peripheral CB1 receptors. Cannabis also providesimmune modulation in HIV due to its agonist action on CB2 receptors associated with the immune system. Similar types of effects seen in case of diabetic neuropathy by cannabis inhalation, which is a very common pain syndrome now-a-day affecting nearly 600,000 people in U.S. .
Chronic type of pain is present in migraines which are effectively treated by the use of the active ingredient in cannabis (THC) by the activation of CB1 receptors [8, 9]. In inflammatory disorders like rheumatoid arthritis, Beta-caryophyllene, is an effective component because of its dual action. It decreases the perception of pain due to its action on CB1 and decrease the inflammation due to its action on prostaglandin receptors (PGR). Using marijuana for pain is superior than other form of treatments first because of its effective pain and inflammation management and secondly due to its less side effects like nausea, vomiting and dizziness mostly associated with opioids .
- Calabro, S. Medical Marijuana for Chronic Pain. 2011 9 October 2015]; Available from: http://www.everydayhealth.com/pain-management/medical-marijuana-for-chronic-pain.aspx.
- American for Safe Access. Chronic Pain & Medical Cannabis. 2013; Available from: http://www.safeaccessnow.org/chronic_pain_booklet.
- Makriyannis, A., R. Mechoulam, and D. Piomelli, Therapeutic opportunities through modulation of the endocannabinoid system. Neuropharmacology, 2005. 48(8): p. 1068-1071.
- Grant, I. and B.R. Cahn, Cannabis and endocannabinoid modulators: Therapeutic promises and challenges. Clinical Neuroscience Research, 2005. 5(2-4): p. 186-199.
- Starowicz, K., N. Malek, and B. Przewlocka, Cannabinoid receptors and pain. Wiley Interdisciplinary Reviews: Membrane Transport and Signaling, 2013. 2(3): p. 121-132.
- Gertsch, J., Anti-inflammatory Cannabinoids in Diet. Communicative & Integrative Biology, 2008. 1(1): p. 26-28.
- Gómez, M.A., et al., Study of the topical anti-inflammaotry activity of achillea ageratum on chronic and acute inflammation models. Zeitschrift für Naturforschung C., 1999. 54(11): p. 937-941.
- Greco, R. and A.S. Mangione, Activation of CB2 receptors as a potential therapeutic target for migraine: evaluation in an animal model Journal of Headache Pain, 2014. 15(1): p. 14.
- Greco, R., et al., The endocannabinoid system and migraine. Experimental Neurology. Experimental Neurology, 2010. 224(1): p. 85-91.
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | \nline 03 | No products in the cart.\nline 04 | Pain is the intense feeling that arises due to the activation of nociceptors, sensory neurons which provide signals of pain to the brain in case of damaging stimuli. If pain lasts for more than 12 weeks, then it is considered to be chronic pain. In chronic pain, pain signals are generated without physiologic significance and the pain relieving mechanism may be defective or deactivated due to this pain lasting longer than usual. Donald Abrams, MD, defined the relationship of marijuana for pain as, “Pain is one of the major functions of the [body’s] endocannabinoid and cannabinoid receptor system, so it makes sense that cannabis is useable for pain syndromes” \nline 05 | Prevalence of the use of Marijuana for Pain:\nline 06 | Chronic pain is widely distributed and it is estimated that approximately 38 million people in the U.S. suffer from chronic pain out of which 12 million have used cannabis in its treatment .\nline 07 | Endocannabinoid (EC) System:\nline 08 | The Endocannabinoid system in the body regulates the internal system related to pain, inflammation, chronic neurological conditions and immune responses.\nline 09 | Two types of receptor systems are present in the Endocannabinoid (CB1 and CB2) that regulate a variety of functions as described in the following diagram [3, 4].\nline 10 | Mechanism of Cannabis action:\nline 11 | CB1 receptors present in the central and peripheral systems regulated by neurons and CB2 receptors present in central and peripheral systems having non-neuronal tissues like an immune system. Activation of these receptors decrease the perception of pain due to deactivation of nociceptors or antinociception activity and block the EC system signalling to the brain and spinal cord (Figure 1). In the case of chronic pain the activation of these receptors are diminished due to physiological changes and the perception of pain remains for a longer duration. Cannabinoids present in cannabis act as agonists of these receptors and activate them to decrease the perception of pain .\nline 12 | Figure 1: Schematic representation of supraspinal structures involved in cannabinoid-mediated antinociception: Simplified connection pattern between supraspinal structures involved in EC modulation of the nociceptive signal and the spinal cord.\nline 13 | Cannabinoids Useful in Pain Management:\nline 14 | The most useful cannabinoids in chronic pain management is tetrahydrocannabinol (THC) due to its increasing ability to activate the CB1 and CB2 receptors. The other common cannabinoids also show activity on cannabinoids receptors are cannabidiol (CBD) and cannabichromene (CBC). These cannabinoids are also active, but less potent in nature. They show better activity for CB1 receptors, but less than THC . Beta-caryophyllene, not only present in cannabis, but also in other plants, has anti-inflammatory and pain management properties with no side effects . Beta-sitosterol, a non-cannabinoid component present in cannabis also show activity in pain and inflammation .\nline 15 | Uses of Cannabis in Various Form of Chronic Pain:\nline 16 | Cannabis is useful in different forms of chronic pain as described below :\nline 17 | - HIV-related peripheral neuropathy\nline 18 | - Diabetes related neuropathy\nline 19 | - Orthopedic injuries\nline 20 | - Central pain syndrome\nline 21 | - Neuropathic pain syndrome\nline 22 | - Rheumatoid arthritis\nline 23 | - Spinal cord injury\nline 24 | - Phantom pain\nline 25 | - Malignant pain\nline 26 | - Fibromyalgia syndrome\nline 27 | In the case of HIV-related neuropathy, chronic pain results due to the damage of the nerve supply to peripheral tissues. The inhalation of cannabis is useful in this condition because of its immediate absorption and effects on specific peripheral CB1 receptors. Cannabis also providesimmune modulation in HIV due to its agonist action on CB2 receptors associated with the immune system. Similar types of effects seen in case of diabetic neuropathy by cannabis inhalation, which is a very common pain syndrome now-a-day affecting nearly 600,000 people in U.S. .\nline 28 | Chronic type of pain is present in migraines which are effectively treated by the use of the active ingredient in cannabis (THC) by the activation of CB1 receptors [8, 9]. In inflammatory disorders like rheumatoid arthritis, Beta-caryophyllene, is an effective component because of its dual action. It decreases the perception of pain due to its action on CB1 and decrease the inflammation due to its action on prostaglandin receptors (PGR). Using marijuana for pain is superior than other form of treatments first because of its effective pain and inflammation management and secondly due to its less side effects like nausea, vomiting and dizziness mostly associated with opioids .\nline 29 | - Calabro, S. Medical Marijuana for Chronic Pain. 2011 9 October 2015]; Available from: http://www.everydayhealth.com/pain-management/medical-marijuana-for-chronic-pain.aspx.\nline 30 | - American for Safe Access. Chronic Pain & Medical Cannabis. 2013; Available from: http://www.safeaccessnow.org/chronic_pain_booklet.\nline 31 | - Makriyannis, A., R. Mechoulam, and D. Piomelli, Therapeutic opportunities through modulation of the endocannabinoid system.\nline 32 | Neuropharmacology, 2005.\nline 33 | 48(8): p. 1068-1071.\nline 34 | - Grant, I. and B.R. Cahn, Cannabis and endocannabinoid modulators: Therapeutic promises and challenges. Clinical Neuroscience Research, 2005. 5(2-4): p. 186-199.\nline 35 | - Starowicz, K., N. Malek, and B. Przewlocka, Cannabinoid receptors and pain. Wiley Interdisciplinary Reviews: Membrane Transport and Signaling, 2013. 2(3): p. 121-132.\nline 36 | - Gertsch, J., Anti-inflammatory Cannabinoids in Diet.\nline 37 | Communicative & Integrative Biology, 2008.\nline 38 | 1(1): p. 26-28.\nline 39 | - Gómez, M.A., et al., Study of the topical anti-inflammaotry activity of achillea ageratum on chronic and acute inflammation models. Zeitschrift für Naturforschung C., 1999. 54(11): p. 937-941.\nline 40 | - Greco, R. and A.S. Mangione, Activation of CB2 receptors as a potential therapeutic target for migraine: evaluation in an animal model Journal of Headache Pain, 2014.\nline 41 | 15(1): p. 14.\nline 42 | - Greco, R., et al., The endocannabinoid system and migraine. Experimental Neurology. Experimental Neurology, 2010. 224(1): p. 85-91.\nline 43 | \n```",
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The Go-Between The story ‘The Go-Between’ is a short story written by Ali Smith in 2009. The story was written for a collection of short stories written to celebrate the 60th anniversary of the United Nations’ adoption of the Universal Declaration of Human Rights. The story is inspired by Article 13, which stands for the right to freedom of movement. In the story we read about a 33-year-old man who’s name is not revealed. The 33-year old man is a former microbiologist and has worked in a university.
In the text we follow this man who gives the reader a directly insight in how it’s like to be an African refugee trying to cross the border between Morocco and Spain. The narrator of the story has tried several times to cross the border illegally without any luck, only a part of his finger and ear made it to Europe, due to the tall fence with barbed wire at the border. The narrator has for unknown reasons left his homeland Cameroon and writes with a lot of details about how he tried to enter Europe and how the government was treating him.
Need essay sample on "The Go-Between" ? We will write a custom essay sample specifically for you for only $12.90/page
The narrator lives in a Spanish town in Morocco in a small hotel room with 3 other people, where they plan their next attempt to cross the border. The narrator works as a go-between guide, referring to the tittle, for these people in the hotel. He is a guide because he speaks a lot of different languages. He contacts doctors in Europe who may be able to help those who need it, when they are past the border. The story gives a good insight in how dreadful the refugees from North Africa are being treated and how they are lacking human rights.
The text ‘The Go-between’ is indeed a story that is critical to the society and it raises some questions about human rights. The themes I found in the story are; being invisible, Africa vs. Europe, limited opportunities, refugees and human rights. The narrator of the story is a well-educated man. He is a microbiologist and has worked in a university “I was a microbiologist, before. I worked in the university. ” (P. 3, l . 32- 33) He speaks a lot of different languages ”The French doctors can be Italian, Spanish, French, English, for in- stance.
I speak these, and also some others. ” (P. 3, ll. 31-32) Even with all these qualifications it is not possible for the narrator to enter Europe. He is simply limited because of his origin and the color of his skin. The narrator feels that he and the other refugees are invisible and not wanted, it’s almost like he doesn’t exist. ”A flower will be planted for every single person in Tangier. But not us. Not me. I’m not here… I’m speaking to you and I’m not really here. ” (P. 5, l. 16-118) The refugees wish so desperately to enter Europe that the narrator describes it as the Spanish blindness. From the coast of Morocco you are able to see the lights from Spain and the Spanish border and all the refugees can think of is how much they want to leave Morocco and enter Europe. The refugees also pay all their money to a Network that promises them a boat, but the Network only takes advantage of the desperate refugees so the boat never arrives. ”All the men in this building suffer from it, Spanish Blindness. All you can see is Spain.
All you can think is Spain tonight, Spain tonight. They have paid all their money to the Network, and the Network has prom- ised a boat, maybe tonight. This boat never comes. ” (P. 4, l. 73-75) The narrator claims that he does not have this Spanish blindness anymore, that belongs to the past and he actually says that he wishes he could go back, but that’s not a possibility, he have to move forward. ”My blindness is for what’s behind me. I would like to go back. But I have to go forward. I can’t go back. Back’s not possible for me. ” (P. 4, l. 6-77) The narrator does not at any point tell exactly why he can’t go back, but it’s clearly because he’s in danger, if he returns to his homeland “Nobody leaves home unless home is the mouth of a shark. ” (P. 4, l. 80) Another thing in the story I find quite ironic is that prostitutes have a better opportunity to get into Europe, than a well-educated person like the narrator. ”Girls get to Spain a lot easier. (If they’re not pregnant and don’t have TB). (P. 3, l. 66-67) Is it easier to enter Europe as a girl, if you are not pregnant or don’t have tuberculosis?
I interpret that as it is easier as a prostitute. One thing is sure, human rights have nothing to do with this and it’s actually a really depressing perspective. Human rights in general are a lacking subject in the text. Especially when it comes to the government’s treatment of refugees “They were meant to process us, even if we didn’t have the papers. They were meant to give us new expulsion papers… What they did in-stead, was they chased us with dogs, sticks, electric shock sticks and guns… ” (P. 2, ll. 21-24)
Ali Smith uses a first person narrator in the story ‘The-Go-Between’. This makes the story more intense, and gives you the feeling that you are sitting in front of the narrator. Smith also uses a lot of short sentences, this can also help the story to get more exiting. The short sentences make the story less emotional despite it’s a very serious topic. Ali also uses humor and irony to make the subject less depressing and easier to read, even though there is absolutely nothing to laugh about. ”I landed in no man’s land!
Wise Professor Me. ” (p. 4, ll. 87-88)“The Cameroon swimmer. Philosophical Proffessor Me. Border Crosser Extraordinaire. ” (P. 5, l. 123-124). There are a lot of personal experiences in the story but Ali Smith do not use any names in the story. I believe that Smith have chosen to do so because the persons in the story represent more than themselves. Ali Smith intensions with the short story are to highlight human rights and show the rest of the world that some people are invincible and ‘don’t exist’.
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | \nline 03 | The Go-Between The story ‘The Go-Between’ is a short story written by Ali Smith in 2009. The story was written for a collection of short stories written to celebrate the 60th anniversary of the United Nations’ adoption of the Universal Declaration of Human Rights. The story is inspired by Article 13, which stands for the right to freedom of movement. In the story we read about a 33-year-old man who’s name is not revealed. The 33-year old man is a former microbiologist and has worked in a university.\nline 04 | In the text we follow this man who gives the reader a directly insight in how it’s like to be an African refugee trying to cross the border between Morocco and Spain. The narrator of the story has tried several times to cross the border illegally without any luck, only a part of his finger and ear made it to Europe, due to the tall fence with barbed wire at the border. The narrator has for unknown reasons left his homeland Cameroon and writes with a lot of details about how he tried to enter Europe and how the government was treating him.\nline 05 | Need essay sample on \"The Go-Between\" ?\nline 06 | We will write a custom essay sample specifically for you for only $12.90/page\nline 07 | The narrator lives in a Spanish town in Morocco in a small hotel room with 3 other people, where they plan their next attempt to cross the border. The narrator works as a go-between guide, referring to the tittle, for these people in the hotel. He is a guide because he speaks a lot of different languages. He contacts doctors in Europe who may be able to help those who need it, when they are past the border. The story gives a good insight in how dreadful the refugees from North Africa are being treated and how they are lacking human rights.\nline 08 | The text ‘The Go-between’ is indeed a story that is critical to the society and it raises some questions about human rights. The themes I found in the story are; being invisible, Africa vs. Europe, limited opportunities, refugees and human rights. The narrator of the story is a well-educated man. He is a microbiologist and has worked in a university “I was a microbiologist, before. I worked in the university. ” (P. 3, l . 32- 33) He speaks a lot of different languages ”The French doctors can be Italian, Spanish, French, English, for in- stance.\nline 09 | I speak these, and also some others. ” (P. 3, ll. 31-32) Even with all these qualifications it is not possible for the narrator to enter Europe. He is simply limited because of his origin and the color of his skin. The narrator feels that he and the other refugees are invisible and not wanted, it’s almost like he doesn’t exist. ”A flower will be planted for every single person in Tangier. But not us. Not me. I’m not here… I’m speaking to you and I’m not really here. ” (P. 5, l. 16-118) The refugees wish so desperately to enter Europe that the narrator describes it as the Spanish blindness. From the coast of Morocco you are able to see the lights from Spain and the Spanish border and all the refugees can think of is how much they want to leave Morocco and enter Europe. The refugees also pay all their money to a Network that promises them a boat, but the Network only takes advantage of the desperate refugees so the boat never arrives. ”All the men in this building suffer from it, Spanish Blindness. All you can see is Spain.\nline 10 | All you can think is Spain tonight, Spain tonight. They have paid all their money to the Network, and the Network has prom- ised a boat, maybe tonight. This boat never comes. ” (P. 4, l. 73-75) The narrator claims that he does not have this Spanish blindness anymore, that belongs to the past and he actually says that he wishes he could go back, but that’s not a possibility, he have to move forward. ”My blindness is for what’s behind me. I would like to go back. But I have to go forward. I can’t go back. Back’s not possible for me. ” (P. 4, l. 6-77) The narrator does not at any point tell exactly why he can’t go back, but it’s clearly because he’s in danger, if he returns to his homeland “Nobody leaves home unless home is the mouth of a shark. ” (P. 4, l. 80) Another thing in the story I find quite ironic is that prostitutes have a better opportunity to get into Europe, than a well-educated person like the narrator. ”Girls get to Spain a lot easier. (If they’re not pregnant and don’t have TB). (P. 3, l. 66-67) Is it easier to enter Europe as a girl, if you are not pregnant or don’t have tuberculosis?\nline 11 | I interpret that as it is easier as a prostitute. One thing is sure, human rights have nothing to do with this and it’s actually a really depressing perspective. Human rights in general are a lacking subject in the text. Especially when it comes to the government’s treatment of refugees “They were meant to process us, even if we didn’t have the papers. They were meant to give us new expulsion papers… What they did in-stead, was they chased us with dogs, sticks, electric shock sticks and guns… ” (P. 2, ll. 21-24)\nline 12 | Ali Smith uses a first person narrator in the story ‘The-Go-Between’. This makes the story more intense, and gives you the feeling that you are sitting in front of the narrator. Smith also uses a lot of short sentences, this can also help the story to get more exiting. The short sentences make the story less emotional despite it’s a very serious topic. Ali also uses humor and irony to make the subject less depressing and easier to read, even though there is absolutely nothing to laugh about. ”I landed in no man’s land!\nline 13 | Wise Professor Me.\nline 14 | ” (p. 4, ll.\nline 15 | 87-88)“The Cameroon swimmer.\nline 16 | Philosophical Proffessor Me.\nline 17 | Border Crosser Extraordinaire.\nline 18 | ” (P. 5, l. 123-124).\nline 19 | There are a lot of personal experiences in the story but Ali Smith do not use any names in the story.\nline 20 | I believe that Smith have chosen to do so because the persons in the story represent more than themselves.\nline 21 | Ali Smith intensions with the short story are to highlight human rights and show the rest of the world that some people are invincible and ‘don’t exist’.\n```",
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Do You Know Nutrition?: Syndrome X mysteries explored
Nov. 8, 2011 at 5:08 a.m.
By Phylis Canion
I have been told that I have Syndrome X, and I would like some dietary suggestions that can help regulate my sugar levels.
Syndrome X refers to a combination of health problems that may include insulin resistance, abnormalities of blood clotting, abnormal blood fats (cholesterol and triglycerides), abdominal obesity and high blood pressure.
The letter "X" in syndrome X was so named because researchers in the past did not completely understand this syndrome, and "X" represented the unknown.
This association between certain metabolic disorders and cardiovascular disease has been known since the 1940s and is now often referred to as metabolic syndrome.
Foods to avoid are simple sugars (i.e. candy, cookies, sodas), white/refined breads, alcohol, caffeine, saturated fats (i.e. meats, dairy), all artificial sweeteners, and all foods that contain trans fatty acids (i.e. margarine, fried foods and most packaged foods).
It is best to avoid high glycemic foods, but unfortunately, food labeling is not required to contain the glycemic index of food at this time, so it is important to look at the carbohydrate content on all foods.
To maintain weight, eating approximately 55 carbohydrates daily is recommended (average daily American consumption is more than 300). Recommended foods include high fiber foods (vegetables, nuts, seeds) vegetable protein (i.e. legumes, peas), lean animal protein (i.e. all natural turkey, chicken, fish) and quality fats like those found in coconut oil.
Eat three meals a day including breakfast, and as I always recommend, chew your food properly and drink plenty of good, clean water.
Would you please tell me again about the half moons that I should have on my fingernails?
The half-moons on our fingernails are also referred to as the lunula, the crescent-shaped, whitish area on the base of the fingernail by the cuticle.
It is best if you have these half-moons on all fingers, except your pinky.
The appearance and color of your nail not only reflects the status of our health, but also can give valuable information about underlying disease conditions.
Different disorders of the nails associated with health conditions are Beau's lines, Mee's lines, Terry's nail, vertical ridges, clubbing of the fingernails, pitting, spoon nails, oncholysis (lifting of the nail bed), nail hypertrophy, nail atrophy, nail patella syndrome and cyanosis to name some.
Absence of half-moons can indicate poor circulation and nutritional deficiencies. According to ancient Chinese doctors, the thumb nail represents the brain, index finger represents the liver, the middle fingernail represents the heart, the ring fingernail represents hormones and the pinky represents digestion.
The next free nutrition class is Nov. 14 at Organic Emporium. Seating is limited, so call today to make your reservation at 361-576-2100.
Phylis B. Canion is a doctor of naturopathic medicine and is a certified nutritional consultant; email her at firstname.lastname@example.org. This column is for nutritional information only and is not intended to treat, diagnose or cure.
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | Do You Know Nutrition?: Syndrome X mysteries explored\nline 03 | Nov. 8, 2011 at 5:08 a.m.\nline 04 | By Phylis Canion\nline 05 | I have been told that I have Syndrome X, and I would like some dietary suggestions that can help regulate my sugar levels.\nline 06 | Syndrome X refers to a combination of health problems that may include insulin resistance, abnormalities of blood clotting, abnormal blood fats (cholesterol and triglycerides), abdominal obesity and high blood pressure.\nline 07 | The letter \"X\" in syndrome X was so named because researchers in the past did not completely understand this syndrome, and \"X\" represented the unknown.\nline 08 | This association between certain metabolic disorders and cardiovascular disease has been known since the 1940s and is now often referred to as metabolic syndrome.\nline 09 | Foods to avoid are simple sugars (i.e. candy, cookies, sodas), white/refined breads, alcohol, caffeine, saturated fats (i.e. meats, dairy), all artificial sweeteners, and all foods that contain trans fatty acids (i.e. margarine, fried foods and most packaged foods).\nline 10 | It is best to avoid high glycemic foods, but unfortunately, food labeling is not required to contain the glycemic index of food at this time, so it is important to look at the carbohydrate content on all foods.\nline 11 | To maintain weight, eating approximately 55 carbohydrates daily is recommended (average daily American consumption is more than 300). Recommended foods include high fiber foods (vegetables, nuts, seeds) vegetable protein (i.e. legumes, peas), lean animal protein (i.e. all natural turkey, chicken, fish) and quality fats like those found in coconut oil.\nline 12 | Eat three meals a day including breakfast, and as I always recommend, chew your food properly and drink plenty of good, clean water.\nline 13 | Would you please tell me again about the half moons that I should have on my fingernails?\nline 14 | The half-moons on our fingernails are also referred to as the lunula, the crescent-shaped, whitish area on the base of the fingernail by the cuticle.\nline 15 | It is best if you have these half-moons on all fingers, except your pinky.\nline 16 | The appearance and color of your nail not only reflects the status of our health, but also can give valuable information about underlying disease conditions.\nline 17 | Different disorders of the nails associated with health conditions are Beau's lines, Mee's lines, Terry's nail, vertical ridges, clubbing of the fingernails, pitting, spoon nails, oncholysis (lifting of the nail bed), nail hypertrophy, nail atrophy, nail patella syndrome and cyanosis to name some.\nline 18 | Absence of half-moons can indicate poor circulation and nutritional deficiencies. According to ancient Chinese doctors, the thumb nail represents the brain, index finger represents the liver, the middle fingernail represents the heart, the ring fingernail represents hormones and the pinky represents digestion.\nline 19 | The next free nutrition class is Nov. 14 at Organic Emporium.\nline 20 | Seating is limited, so call today to make your reservation at 361-576-2100.\nline 21 | Phylis B. Canion is a doctor of naturopathic medicine and is a certified nutritional consultant; email her at firstname.lastname@example.org. This column is for nutritional information only and is not intended to treat, diagnose or cure.\n```",
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Much research worldwide is now devoted to identifying bees with disease resistant traits, especially bees resistant to varroa. The mite levels can be reduced by selection practices i.e. breeding from colonies displaying evidence of hygienic behaviour rather than solely relying on chemical treatments. Hygienic behaviour refers to the tendency of some strains of bees to identify and remove diseased and dead larvae and pupae from the brood comb and the hive much more accurately and promptly than the norm. This hygienic behaviour is assuming increased importance, as it can greatly reduce the use of chemicals in bee management. The effective life of a chemical is limited as the mites gradually adapt to them and become resistant. There are many traits which are naturally found in the honey bee and are known to reduce mite infestation levels, such as:
– Grooming behaviour
– Hygienic behaviour
– Brood pheromone cues
– Reduced development times
– SMR bees (Suppressing Mite Reproduction). Bees with the SMR trait produce pupae on which for some unknown reason varroa mites are unable or reluctant to reproduce. The mother enters the cell, but when the bee emerges the mother emerges too but without offspring.
Identifying those characteristics and then selecting and breeding from stocks expressing them will eventually produce bees resistant to varroa. The goal is finding the natural balance of the host-parasite relationship of varroa and Apis mellifera mellifera, which already exists in Apis cerana, the original host of varroa. There are many methods of testing for varroa resistance, some of which can be adapted by beekeepers during colony management throughout the year:
1. Grooming Behaviour – Some bee stocks groom one another to remove varroa more thoroughly than other bees. Also, some bees chew up any varroa they find, thus ensuring the mite cannot climb onto another passing bee. The beekeeper investigates this grooming behaviour by examining the consequent damage to varroa mites, such as legs bitten off by the bees. Mites are examined for damage under a microscope of X20 or X30 magnification after collecting with an artist’s paintbrush size “0”, which is moistened with water. The mites are then mounted on a surface smeared with petroleum jelly for examination and the percentage of damaged mites calculated. Research has shown that colonies survived without treatment when 60% of dead mites on the floorboard are damaged by the bees. Furthermore, if a level of 45% is found selective breeding could increase this to 60% or 70% within a few generations (Ruttner 1993).
2. Hygienic Behaviour – This consists of three tasks: (i) Finding dead or damaged brood quickly, (ii) The uncapping of dead or damaged brood, and (iii) Removing dead or damaged brood from cells. This task, which is carried out by middle-aged worker bees, consists of detecting diseased brood and removing all such infected brood, thereby decreasing the incidence of infection. There are a number of ways we can investigate this property in bees:
(i) Pin-killing brood at the purple eye stage, i.e. piercing 25 cell cappings with a fine pin or needle and then removing the frame 48 hours later and recording the number of sealed cells remaining of the 25 tested. For a non-resistant strain, few cells will be uncapped and contents removed, whereas for a resistant strain, all cells will be uncapped and contents removed.
(ii) Freezing brood using liquid nitrogen. The liquid nitrogen is poured onto a specific spot on the brood using a tin soup can open on both ends. It freezes and kills the brood, and the amount of brood removed by the bees in a 48 hour period is recorded. Great care must be taken when handling liquid nitrogen. Freezing tests should be repeated and only colonies removing 95% of frozen brood for two consecutive tests should be bred from. Before the use of liquid nitrogen became the standard method, beekeepers screened colonies for hygienic behaviour by cutting out a section of comb (2’’ X 2.5’’) containing sealed brood, freezing it for 24 hours, then placing the frozen comb section in the colony to be tested. If the colony was hygienic, the bees would uncap and remove the freeze-killed brood within 48 hours when tested repeatedly. Although this method of cutting comb sections out of frames is relatively messy and damages the combs, it still can be used by those who want to test their bees for hygienic conduct and who do not have access to liquid nitrogen. In addition to the above hygienic behaviour, bees may vary in associated behaviours such as how well they polish cells and clean floorboards and frames. Some bees are even reputed to scrub off the paint dots on queens that beekeepers have applied to mark them for easy recognition.
3. Other ways of identifying disease resistant colonies during normal routine management:
(i) Noting any colonies free from chalk brood when it is present in other colonies in the same apiary.
(ii) Making a quick check of mite drop on floorboards after chemical treatment at the end of the season. Colonies that have a significantly lower mite drop should be noted; this should be obvious without counting. The beekeeper should make allowance for any variation in factors affecting the build up of the mite population, such as the size of the colony, queen performance and the number of frames with drone comb.
Course of Action:
1. Group involvement: For selective breeding to be effective, several hundred colonies are necessary as within GBBG or a local association. A group can achieve more in a shorter period of time than a single beekeeper.
2. Purity of strain: It is only in Pure Race Breeding that other characteristics, such as hygienic behaviour, can be reproduced with reliable and repeated results.
3. Fit all hives with open-mesh floors and trays to facilitate counting or collection of mites.
4. Use low efficiency treatments, such as Apiguard or oxalic acid as appropriate. If bees are seen in the brood nest with deformed wings immediate chemical treatment should be given to prevent colony loss.
5. Look for different levels of infestation by comparing the mite drop in different hives, and then queens and drones should be raised from the selected colonies showing the possibility of some degree of resistance, i.e. colonies with a low mite drop.
6. Tests for hygienic behaviour (pin test) and grooming behaviour (damaged mites) could be carried out with the assistance of neighbouring beekeepers or in association with a research project in a school or college under laboratory conditions.
We must keep a positive look out for bees that show any sign of resistance to varroa – It is really the only long term solution.
1. “The Quest for Bees Resistant to Varroa” by John E. Dews, Bee Improvement, 1998, No.1
2. “Minnesota Hygienic Queen” by M. Spivak and G. Reuter, www.beeculture.com/storyCMS
3. “Hygienic Behaviour by Honey Bees from Far Eastern Russia”, www.honeybeeworld.com/misc/hygiene.htm
4. “Bee Improvement in Cornwall” by J. Kilty and R. Dewhurst, www.kilty.demon.co.uk./beekeeping/improvement.htm
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | \nline 03 | Much research worldwide is now devoted to identifying bees with disease resistant traits, especially bees resistant to varroa. The mite levels can be reduced by selection practices i.e. breeding from colonies displaying evidence of hygienic behaviour rather than solely relying on chemical treatments. Hygienic behaviour refers to the tendency of some strains of bees to identify and remove diseased and dead larvae and pupae from the brood comb and the hive much more accurately and promptly than the norm. This hygienic behaviour is assuming increased importance, as it can greatly reduce the use of chemicals in bee management. The effective life of a chemical is limited as the mites gradually adapt to them and become resistant. There are many traits which are naturally found in the honey bee and are known to reduce mite infestation levels, such as:\nline 04 | – Grooming behaviour\nline 05 | – Hygienic behaviour\nline 06 | – Brood pheromone cues\nline 07 | – Reduced development times\nline 08 | – SMR bees (Suppressing Mite Reproduction). Bees with the SMR trait produce pupae on which for some unknown reason varroa mites are unable or reluctant to reproduce. The mother enters the cell, but when the bee emerges the mother emerges too but without offspring.\nline 09 | Identifying those characteristics and then selecting and breeding from stocks expressing them will eventually produce bees resistant to varroa. The goal is finding the natural balance of the host-parasite relationship of varroa and Apis mellifera mellifera, which already exists in Apis cerana, the original host of varroa. There are many methods of testing for varroa resistance, some of which can be adapted by beekeepers during colony management throughout the year:\nline 10 | 1. Grooming Behaviour – Some bee stocks groom one another to remove varroa more thoroughly than other bees. Also, some bees chew up any varroa they find, thus ensuring the mite cannot climb onto another passing bee. The beekeeper investigates this grooming behaviour by examining the consequent damage to varroa mites, such as legs bitten off by the bees. Mites are examined for damage under a microscope of X20 or X30 magnification after collecting with an artist’s paintbrush size “0”, which is moistened with water. The mites are then mounted on a surface smeared with petroleum jelly for examination and the percentage of damaged mites calculated. Research has shown that colonies survived without treatment when 60% of dead mites on the floorboard are damaged by the bees. Furthermore, if a level of 45% is found selective breeding could increase this to 60% or 70% within a few generations (Ruttner 1993).\nline 11 | 2.\nline 12 | Hygienic Behaviour – This consists of three tasks: (i) Finding dead or damaged brood quickly, (ii) The uncapping of dead or damaged brood, and (iii) Removing dead or damaged brood from cells.\nline 13 | This task, which is carried out by middle-aged worker bees, consists of detecting diseased brood and removing all such infected brood, thereby decreasing the incidence of infection.\nline 14 | There are a number of ways we can investigate this property in bees:\nline 15 | (i) Pin-killing brood at the purple eye stage, i.e. piercing 25 cell cappings with a fine pin or needle and then removing the frame 48 hours later and recording the number of sealed cells remaining of the 25 tested. For a non-resistant strain, few cells will be uncapped and contents removed, whereas for a resistant strain, all cells will be uncapped and contents removed.\nline 16 | (ii) Freezing brood using liquid nitrogen. The liquid nitrogen is poured onto a specific spot on the brood using a tin soup can open on both ends. It freezes and kills the brood, and the amount of brood removed by the bees in a 48 hour period is recorded. Great care must be taken when handling liquid nitrogen. Freezing tests should be repeated and only colonies removing 95% of frozen brood for two consecutive tests should be bred from. Before the use of liquid nitrogen became the standard method, beekeepers screened colonies for hygienic behaviour by cutting out a section of comb (2’’ X 2.5’’) containing sealed brood, freezing it for 24 hours, then placing the frozen comb section in the colony to be tested. If the colony was hygienic, the bees would uncap and remove the freeze-killed brood within 48 hours when tested repeatedly. Although this method of cutting comb sections out of frames is relatively messy and damages the combs, it still can be used by those who want to test their bees for hygienic conduct and who do not have access to liquid nitrogen. In addition to the above hygienic behaviour, bees may vary in associated behaviours such as how well they polish cells and clean floorboards and frames. Some bees are even reputed to scrub off the paint dots on queens that beekeepers have applied to mark them for easy recognition.\nline 17 | 3. Other ways of identifying disease resistant colonies during normal routine management:\nline 18 | (i) Noting any colonies free from chalk brood when it is present in other colonies in the same apiary.\nline 19 | (ii) Making a quick check of mite drop on floorboards after chemical treatment at the end of the season. Colonies that have a significantly lower mite drop should be noted; this should be obvious without counting. The beekeeper should make allowance for any variation in factors affecting the build up of the mite population, such as the size of the colony, queen performance and the number of frames with drone comb.\nline 20 | Course of Action:\nline 21 | 1. Group involvement: For selective breeding to be effective, several hundred colonies are necessary as within GBBG or a local association. A group can achieve more in a shorter period of time than a single beekeeper.\nline 22 | 2.\nline 23 | Purity of strain: It is only in Pure Race Breeding that other characteristics, such as hygienic behaviour, can be reproduced with reliable and repeated results.\nline 24 | 3.\nline 25 | Fit all hives with open-mesh floors and trays to facilitate counting or collection of mites.\nline 26 | 4.\nline 27 | Use low efficiency treatments, such as Apiguard or oxalic acid as appropriate.\nline 28 | If bees are seen in the brood nest with deformed wings immediate chemical treatment should be given to prevent colony loss.\nline 29 | 5. Look for different levels of infestation by comparing the mite drop in different hives, and then queens and drones should be raised from the selected colonies showing the possibility of some degree of resistance, i.e. colonies with a low mite drop.\nline 30 | 6. Tests for hygienic behaviour (pin test) and grooming behaviour (damaged mites) could be carried out with the assistance of neighbouring beekeepers or in association with a research project in a school or college under laboratory conditions.\nline 31 | We must keep a positive look out for bees that show any sign of resistance to varroa – It is really the only long term solution.\nline 32 | 1. “The Quest for Bees Resistant to Varroa” by John E. Dews, Bee Improvement, 1998, No.1\nline 33 | 2. “Minnesota Hygienic Queen” by M. Spivak and G. Reuter, www.beeculture.com/storyCMS\nline 34 | 3. “Hygienic Behaviour by Honey Bees from Far Eastern Russia”, www.honeybeeworld.com/misc/hygiene.htm\nline 35 | 4. “Bee Improvement in Cornwall” by J. Kilty and R. Dewhurst, www.kilty.demon.co.uk./beekeeping/improvement.htm\nline 36 | \n```",
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Longfin inshore squid - Loligo pealeii
Diagnostic characters: Mantle long, moderately slender, cylindrical, the posterior end bluntly pointed; fins rhomboid, their sides nearly straight. Gladius long, rather wide, feather-shaped, ratio of greatest width of vane of gladius to greatest width of rachis 2.7 to 3.7 in females, 2.4 to 2.9 in males; edge of vane curved (sometimes straight in males), thin, rarely ribbed. Eyes not unusually large, diameter of externally visible eyeball 8 to 18% mantle length, and diameter of dissected lens 2 to 6% mantle length. Left ventral arm of mature males hectocotylized by modification of the distal third to fourth of arm, but the modification does not extend to arm tip; fewer than 12 of the suckers in dorsal row usually smaller than half the size of their counterparts in the ventral row;bases or pedicels of some of the modified suckers rounded, narrowly triangular. Colour: reddish brown, darker and more vivid dorsally, lighter, less pigmented ventrally.
Size: Maximum: 47 cm mantle length (male); males grow larger than females; sizes in Western Central Atlantic are considerably smaller
than in northern waters - males: 30 cm maximum, less than 20 cm average; females: less than 13 cm mantle length.
Habitat, biology, and fisheries: Few data are available on biology of populations in the Western Central Atlantic. Optimum temperatures 10 to 14°C, minimum 8°C. North of Cape Hatteras there is a summer inshore- northerly spawning migration to shallow coastal and shelf waters, followed by an offshore-southerly retreat in autumn and winter to continental slopewaters; restricted in summer to surface and shallowwater, but from 28 to 366 m depth in winter (peak concentrations at 100 to 193 m); adults are found on the bottom during the day but leave the bottom at night, dispersing into the water column, and may appear at the surface (in summer or warm water). Eggs are laid in gelatinous finger-like strands, many of which are attached together in large masses (“sea mops”) to a solid substrate (rock, shells, shipwrecks) at depths from a few to 250 m; planktonic paralarvae and juveniles are abundant in surface waters. Food includes crustaceans (e.g. euphausids), fishes, and squids. Fished primarily north of Cape Hatteras. Caught principally by otter trawls and inshore trapnets. Catches occur in the northern Gulf of Mexico, Yucatán, Colombia and Venezuela. Reliable statistics
are unavailable because catch is not separated by species.
Distribution: Western Atlantic continental shelf and upper slope waters from Nova Scotia to Venezuela, including the Gulf of Mexico and the Caribbean Sea. Not occurring around islands, except as rare strays at islands close to continental shelf or slope.
Remarks: Utilized as food and for bait. Medical research conducted on giant nerve fibres.
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | Longfin inshore squid - Loligo pealeii\nline 03 | Diagnostic characters: Mantle long, moderately slender, cylindrical, the posterior end bluntly pointed; fins rhomboid, their sides nearly straight. Gladius long, rather wide, feather-shaped, ratio of greatest width of vane of gladius to greatest width of rachis 2.7 to 3.7 in females, 2.4 to 2.9 in males; edge of vane curved (sometimes straight in males), thin, rarely ribbed. Eyes not unusually large, diameter of externally visible eyeball 8 to 18% mantle length, and diameter of dissected lens 2 to 6% mantle length. Left ventral arm of mature males hectocotylized by modification of the distal third to fourth of arm, but the modification does not extend to arm tip; fewer than 12 of the suckers in dorsal row usually smaller than half the size of their counterparts in the ventral row;bases or pedicels of some of the modified suckers rounded, narrowly triangular. Colour: reddish brown, darker and more vivid dorsally, lighter, less pigmented ventrally.\nline 04 | Size: Maximum: 47 cm mantle length (male); males grow larger than females; sizes in Western Central Atlantic are considerably smaller\nline 05 | than in northern waters - males: 30 cm maximum, less than 20 cm average; females: less than 13 cm mantle length.\nline 06 | Habitat, biology, and fisheries: Few data are available on biology of populations in the Western Central Atlantic. Optimum temperatures 10 to 14°C, minimum 8°C. North of Cape Hatteras there is a summer inshore- northerly spawning migration to shallow coastal and shelf waters, followed by an offshore-southerly retreat in autumn and winter to continental slopewaters; restricted in summer to surface and shallowwater, but from 28 to 366 m depth in winter (peak concentrations at 100 to 193 m); adults are found on the bottom during the day but leave the bottom at night, dispersing into the water column, and may appear at the surface (in summer or warm water). Eggs are laid in gelatinous finger-like strands, many of which are attached together in large masses (“sea mops”) to a solid substrate (rock, shells, shipwrecks) at depths from a few to 250 m; planktonic paralarvae and juveniles are abundant in surface waters. Food includes crustaceans (e.g. euphausids), fishes, and squids. Fished primarily north of Cape Hatteras. Caught principally by otter trawls and inshore trapnets. Catches occur in the northern Gulf of Mexico, Yucatán, Colombia and Venezuela. Reliable statistics\nline 07 | are unavailable because catch is not separated by species.\nline 08 | Distribution: Western Atlantic continental shelf and upper slope waters from Nova Scotia to Venezuela, including the Gulf of Mexico and the Caribbean Sea.\nline 09 | Not occurring around islands, except as rare strays at islands close to continental shelf or slope.\nline 10 | Remarks: Utilized as food and for bait. Medical research conducted on giant nerve fibres.\nline 11 | \n```",
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Strasburg in Shenandoah County, Virginia — The American South (Mid-Atlantic)
Stop # 7
The Sonner House at 208 W. Queen Street is one of the oldest buildings in town. The original one-room cabin was built in 1757. As shareholders in the turnpike company, the Sonners collected tolls from their residence.
Original houses on this street were built primarily of logs and positioned very close to the road. They had simple lines and symmetrically spaced windows and doors with small or no porches. Early settlers heated with large fireplaces at one end or both ends of their homes. In the 1700's, chimneys were generally made entirely of stone. Brick topped chimneys came in the early 1800's, soon followed by all-brick construction.
Most surviving log houses are covered with weatherboard. The homes at 247 W. Queen Street (built 1797) and 267 W. Queen Street are well preserved examples of early log homes. As you walk along, look up and down to guess which houses seem to be the oldest by
The Bell Pottery was in the large house at 209 W. Queen Street. Brothers Samuel and Soloman Bell worked together from 1837 to 1882. They turned and fired their ware by hand and delivered it by wagon throughout the Shenandoah Valley. Their decorative fold pottery is highly sought by today's collectors.
As the main thoroughfare, this is where local artisans plied their trades in shops along the busy street. There were tanyards, an apothecary, gunsmiths, cabinetmakers, potters, blacksmiths, cobblers and other businesses. In 1842, the owner of a farm at the west end of Queen Street decided to cultivate his land, thus blocking the road. Fifty-one residents of Strasburg petitioned the Virginia General Assembly to reopen “…the direct road to the only convenient Grist-mill in the vicinity” (Spenger's Mill). The petition was not granted and King Street soon became the commercial preference.
Mt. Zion Methodist Church is located at 339 W. Queen Street. It sits where Strasburg's first school had been. Simon Harr was the instructor from 1764 until 1796. Classes were given in German, the primary language of most residents, which continued to be widely used until the 1860's.
Local African-Americans were not permitted to congregate until after the Civil War. In 1869 a small group obtained a log cabin near Fisher's
Directly behind the church is Mt. Zion Cemetery and to the left of the church (behind the iron fence) is the Old Community Cemetery. It has the oldest recorded grave in town, that of Brother Obadiah (Samuel) Funk, a leader of the early Sabbatarian settlers in this area. He died in 1779.
Erected by Strasburg Rotary. (Marker Number 7.)
Location. 38° 59.333′ N, 78° 21.885′ W. Marker is in Strasburg, Virginia, in Shenandoah County. Marker is on West Queen Street west of South Fort Street, on the right when traveling west. Touch for map. Marker is at or near this postal address: 208 W Queen Street, Strasburg VA 22657, United States of America.
Other nearby markers. At least 8 other markers are within walking distance of this marker. A different marker also named Historic Strasburg (about 800 feet away, measured in a direct line); a different marker also named Historic Strasburg (approx. 0.2 miles away); Saint Paul’s Lutheran Church (approx. 0.2 miles away); Signal Knob Stonewall’s Surprise (approx. 0.2 miles away); This Fertile Land (approx. 0.2 miles away); a different marker also named Historic Strasburg (approx. ¼ mile away); Banks’ Fort (approx. half a mile away). Touch for a list and map of all markers in Strasburg.
Categories. • African Americans • Industry & Commerce • Man-Made Features • Roads & Vehicles •
Credits. This page was last revised on June 16, 2016. This page originally submitted on May 23, 2014, by Allen C. Browne of Silver Spring, Maryland. This page has been viewed 429 times since then and 88 times this year. Last updated on May 24, 2014, by Keith S Smith of West Chester, Pennsylvania. Photos: 1, 2, 3, 4, 5, 6, 7, 8, 9. submitted on May 23, 2014, by Allen C. Browne of Silver Spring, Maryland. • Bill Pfingsten was the editor who published this page.
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | \nline 03 | Strasburg in Shenandoah County, Virginia — The American South (Mid-Atlantic)\nline 04 | Stop # 7\nline 05 | The Sonner House at 208 W. Queen Street is one of the oldest buildings in town. The original one-room cabin was built in 1757. As shareholders in the turnpike company, the Sonners collected tolls from their residence.\nline 06 | Original houses on this street were built primarily of logs and positioned very close to the road. They had simple lines and symmetrically spaced windows and doors with small or no porches. Early settlers heated with large fireplaces at one end or both ends of their homes. In the 1700's, chimneys were generally made entirely of stone. Brick topped chimneys came in the early 1800's, soon followed by all-brick construction.\nline 07 | Most surviving log houses are covered with weatherboard. The homes at 247 W. Queen Street (built 1797) and 267 W. Queen Street are well preserved examples of early log homes. As you walk along, look up and down to guess which houses seem to be the oldest by\nline 08 | The Bell Pottery was in the large house at 209 W. Queen Street. Brothers Samuel and Soloman Bell worked together from 1837 to 1882. They turned and fired their ware by hand and delivered it by wagon throughout the Shenandoah Valley. Their decorative fold pottery is highly sought by today's collectors.\nline 09 | As the main thoroughfare, this is where local artisans plied their trades in shops along the busy street.\nline 10 | There were tanyards, an apothecary, gunsmiths, cabinetmakers, potters, blacksmiths, cobblers and other businesses.\nline 11 | In 1842, the owner of a farm at the west end of Queen Street decided to cultivate his land, thus blocking the road.\nline 12 | Fifty-one residents of Strasburg petitioned the Virginia General Assembly to reopen “…the direct road to the only convenient Grist-mill in the vicinity” (Spenger's Mill).\nline 13 | The petition was not granted and King Street soon became the commercial preference.\nline 14 | Mt. Zion Methodist Church is located at 339 W. Queen Street. It sits where Strasburg's first school had been. Simon Harr was the instructor from 1764 until 1796. Classes were given in German, the primary language of most residents, which continued to be widely used until the 1860's.\nline 15 | Local African-Americans were not permitted to congregate until after the Civil War. In 1869 a small group obtained a log cabin near Fisher's\nline 16 | Directly behind the church is Mt. Zion Cemetery and to the left of the church (behind the iron fence) is the Old Community Cemetery. It has the oldest recorded grave in town, that of Brother Obadiah (Samuel) Funk, a leader of the early Sabbatarian settlers in this area. He died in 1779.\nline 17 | Erected by Strasburg Rotary.\nline 18 | (Marker Number 7.)\nline 19 | Location. 38° 59.333′ N, 78° 21.885′ W. Marker is in Strasburg, Virginia, in Shenandoah County. Marker is on West Queen Street west of South Fort Street, on the right when traveling west. Touch for map. Marker is at or near this postal address: 208 W Queen Street, Strasburg VA 22657, United States of America.\nline 20 | Other nearby markers. At least 8 other markers are within walking distance of this marker. A different marker also named Historic Strasburg (about 800 feet away, measured in a direct line); a different marker also named Historic Strasburg (approx. 0.2 miles away); Saint Paul’s Lutheran Church (approx. 0.2 miles away); Signal Knob Stonewall’s Surprise (approx. 0.2 miles away); This Fertile Land (approx. 0.2 miles away); a different marker also named Historic Strasburg (approx. ¼ mile away); Banks’ Fort (approx. half a mile away). Touch for a list and map of all markers in Strasburg.\nline 21 | Categories. • African Americans • Industry & Commerce • Man-Made Features • Roads & Vehicles •\nline 22 | Credits. This page was last revised on June 16, 2016. This page originally submitted on May 23, 2014, by Allen C. Browne of Silver Spring, Maryland. This page has been viewed 429 times since then and 88 times this year. Last updated on May 24, 2014, by Keith S Smith of West Chester, Pennsylvania. Photos: 1, 2, 3, 4, 5, 6, 7, 8, 9. submitted on May 23, 2014, by Allen C. Browne of Silver Spring, Maryland. • Bill Pfingsten was the editor who published this page.\nline 23 | \n```",
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Cricket and World Cup
Cricket is a bat-and-ball game played between two teams of 11 players each on a field at the centre of which is a rectangular 22-yard long pitch. Each team takes its turn to bat, attempting to score runs, while the other team fields. Each turn is known as an innings.
The bowler delivers the ball to the batsman who attempts to hit the ball with his bat away from the fielders so he can run to the other end of the pitch and score a run. Each batsman continues batting until he is out. The batting team continues batting until ten batsmen are out, or a specified number of overs of six balls have been bowled, at which point the teams switch roles and the fielding team comes in to bat.
In professional cricket the length of a game ranges from 20 overs per side to Test cricket played over five days. The Laws of Cricket are maintained by the International Cricket Council (ICC) and the Marylebone Cricket Club (MCC) with additional Standard Playing Conditions for Test matches and One Day Internationals.
Cricket was first played in southern England in the 16th century. By the end of the 18th century, it had developed to be the national sport of England. The expansion of the British Empire led to cricket being played overseas and by the mid-19th century the first international match was held. ICC, the game’s governing body, has 10 full members. The game is most popular in Australasia, England, the Indian subcontinent, the West Indies and Southern Africa.
The ICC Cricket World Cup is the international championship of One Day International (ODI) cricket. The event is organised by the sport’s governing body, the International Cricket Council (ICC), with preliminary qualification rounds leading up to a finals tournament held every four years. The tournament is one of the world’s most viewed sporting events and is considered the “flagship event of the international cricket calendar” by the ICC.
The first World Cup was organised in England in June 1975, with the first ODI cricket match having been played only four years prior. However, a separate Women’s Cricket World Cup had been held two years before the first men’s tournament, and a tournament involving multiple international teams had been held as early as 1912, when a triangular tournament of Test matches was played between Australia, England and South Africa. Each of the first three World Cups were held in England. From the 1987 tournament onwards, hosting has been shared between countries under an unofficial rotation system, with fourteen ICC members having hosted at least one match in the tournament.
The finals of the World Cup are contested by the ten full members of the ICC (all of which are Test-playing teams) and a number of teams made up from associate and affiliate members of the ICC, selected via the World Cricket League and a later qualifying tournament. A total of 19 teams have competed in the ten editions of the tournament, with 14 competing in the 2011 tournament. Australia has won the tournament four times, with the West Indies, India (twice each), Pakistan and Sri Lanka (once each) also having won the tournament. The best performance by a non-full-member team came when Kenya made the semi-finals of the 2003 tournament.
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | \nline 03 | Cricket and World Cup\nline 04 | Cricket is a bat-and-ball game played between two teams of 11 players each on a field at the centre of which is a rectangular 22-yard long pitch. Each team takes its turn to bat, attempting to score runs, while the other team fields. Each turn is known as an innings.\nline 05 | The bowler delivers the ball to the batsman who attempts to hit the ball with his bat away from the fielders so he can run to the other end of the pitch and score a run. Each batsman continues batting until he is out. The batting team continues batting until ten batsmen are out, or a specified number of overs of six balls have been bowled, at which point the teams switch roles and the fielding team comes in to bat.\nline 06 | In professional cricket the length of a game ranges from 20 overs per side to Test cricket played over five days. The Laws of Cricket are maintained by the International Cricket Council (ICC) and the Marylebone Cricket Club (MCC) with additional Standard Playing Conditions for Test matches and One Day Internationals.\nline 07 | Cricket was first played in southern England in the 16th century. By the end of the 18th century, it had developed to be the national sport of England. The expansion of the British Empire led to cricket being played overseas and by the mid-19th century the first international match was held. ICC, the game’s governing body, has 10 full members. The game is most popular in Australasia, England, the Indian subcontinent, the West Indies and Southern Africa.\nline 08 | The ICC Cricket World Cup is the international championship of One Day International (ODI) cricket.\nline 09 | The event is organised by the sport’s governing body, the International Cricket Council (ICC), with preliminary qualification rounds leading up to a finals tournament held every four years.\nline 10 | The tournament is one of the world’s most viewed sporting events and is considered the “flagship event of the international cricket calendar” by the ICC.\nline 11 | The first World Cup was organised in England in June 1975, with the first ODI cricket match having been played only four years prior. However, a separate Women’s Cricket World Cup had been held two years before the first men’s tournament, and a tournament involving multiple international teams had been held as early as 1912, when a triangular tournament of Test matches was played between Australia, England and South Africa. Each of the first three World Cups were held in England. From the 1987 tournament onwards, hosting has been shared between countries under an unofficial rotation system, with fourteen ICC members having hosted at least one match in the tournament.\nline 12 | The finals of the World Cup are contested by the ten full members of the ICC (all of which are Test-playing teams) and a number of teams made up from associate and affiliate members of the ICC, selected via the World Cricket League and a later qualifying tournament. A total of 19 teams have competed in the ten editions of the tournament, with 14 competing in the 2011 tournament. Australia has won the tournament four times, with the West Indies, India (twice each), Pakistan and Sri Lanka (once each) also having won the tournament. The best performance by a non-full-member team came when Kenya made the semi-finals of the 2003 tournament.\n```",
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Private, U.S. Army
George Shannon, youngest enlisted man of the permanent party, suffers from an exaggerated reputation as a fool who was always getting lost and losing things. Yes, he was separated from the men twice–the first of these setting the Corps' record for number of days alone –but the second time he did nothing wrong, and both times he made reasonable efforts not only for his own survival but also to rejoin the command. In 1807 he was seriously wounded in a battle with the Arikara Indians. He went on to a legal career, and while studying law on his own, he assisted Nicholas Biddle in preparing the latter's paraphrase of the journals.
Shannon, a Pennsylvanian whose family had moved to the Ohio frontier in 1800, was one of the first men to volunteer for the expedition. Along with John Colter, he joined Capt. Lewis on a trial basis when the keelboat stopped at Maysville, Kentucky, in early October 1803. Shannon formally enlisted in the army on October 19, 1803, four days after Colter.1
Shannon's solo 16-day adventure began on August 26, 1804, near present Vermillion, South Dakota, when he and George Drouillard were sent out to hunt for the expedition's few horses.
The captains had instructed the two men to keep to the high ground and follow the boats up the river. Drouillard came back the next day, saying he had not seen the horses and had lost track of Shannon. John Field and Joseph Shields were sent out to look for them, again with no results. Just when Shannon's footprints were found–ahead of the Corps and heading upstream from them–the Yankton Sioux were contacted, the expedition was not only behind him, but also had stopped.
On August 28, Colter was sent to track Shannon and bring him in. He spotted the, tracks of the young man as well as those of the two horses, but returned to the main party on September 6, after nine days, without Shannon or the horses. Meanwhile, Clark noted that Shannon, "not being a first rate Hunter"–a high standard among this select group of frontiersmen–created added concern.
The captains later learned that Shannon had found the horses, then "Shot away what fiew Bullets he had," but failed to get any meat. Eventually, he carved a bullet from a stick and got a rabbit–his only food other than wild grapes during more than two weeks. Also, one of the horses wandered away as Shannon slept.
Finally, on September 11, the keelboat crew spotted a starving Shannon sitting listlessly on the Missouri River bank, in hope of being rescued by some fur traders. Clark marveled that "thus a man had like to have Starved to death in a land of Plenty for want of bulletes or Something to kill his meat."
Thereafter, all the men understandably had reservations about Shannon's reliability as a woodsman. At White Bear Islands on 19 June 1805, while Clark was busy setting up the portage from the lower camp, Lewis dispatched Shannon, along with George Drouillard and Reubin Field to hunt elk on the Medicine River. Somehow Shannon got separated from the other two hunters, although five days late Lewis had no trouble finding his camp, from which Shannon had killed no elk but had bagged "seven deer and several buffaloe and dryed about 600 lbs. of buffaloe meat." Meanwhile Reubin Field had made his way to the lower portage camp and "informed Capt. Clark of the absence of Shannon, with rispect to whome they were extreemly uneasy." The apparent crisis had arisen simply because of the slowness of communication.
The next time Shannon was "lost," in early August 1805, Clark sent him hunting up the Big Hole River in southwestern Montana.2 Evidently Clark believed Shannon had improved his skills as a woodsman during the eleven months since his first misadventure. Clark mistakenly believed the Big Hole to be the Jefferson River's feeder source from higher in the Rockies. Shannon was to hunt a few miles up the Big Hole and watch for the canoes to catch up.
When Lewis subsequently arrived at the forks of the Jefferson, he correctly chose the Beaverhead River as the fork to follow. His main party connected with Clark's advance party, and the combined Corps prepared to move up the Beaverhead. On August 6, Lewis "had the trumpet sounded and fired several guns," but there was no response. On the 7th, Reubin Field was sent to inform Shannon of the route change; he returned later the same day, having seen nothing of the younger private.
But Shannon found the Corps on his own on August 9, arriving with the hides of three deer he had killed while trying to locate his comrades. When they did not catch up to him, he returned to the forks. Since they weren't there, he had turned back up the Big Hole again and "marched" for a full day, going high enough into the mountains to see that the Big Hole was unnavigable. Then he figured that everyone must have decided to follow the other fork, so he returned there and started up the Beaverhead. He had not been lost, just left out in the field without necessary information. Well fed, but very weary.
Shannon demonstrated the great improvement in his marksmanship, to Nathaniel Pryor's and Richard Windsor's relief, on July 26, 1806. Shannon was in Pryor's group of four (the fourth being Hugh Hall) herding Shoshone and Nez Perce horses toward Canada to trade for supplies and assistance. The horses had been taken by Indians the night before, and the men were now traveling by quickly-constructed bull boats—hoping to catch up with the expedition but content that the Missouri would take them to St. Louis. A wolf sneaked into their camp and bit Pryor's hand while he slept, then made to attack Windsor. Shannon shot the beast before more harm was done.
Funded in part by a grant from the National Park Service, Challenge Cost Share Program
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | \nline 03 | Private, U.S. Army\nline 04 | George Shannon, youngest enlisted man of the permanent party, suffers from an exaggerated reputation as a fool who was always getting lost and losing things.\nline 05 | Yes, he was separated from the men twice–the first of these setting the Corps' record for number of days alone –but the second time he did nothing wrong, and both times he made reasonable efforts not only for his own survival but also to rejoin the command.\nline 06 | In 1807 he was seriously wounded in a battle with the Arikara Indians.\nline 07 | He went on to a legal career, and while studying law on his own, he assisted Nicholas Biddle in preparing the latter's paraphrase of the journals.\nline 08 | Shannon, a Pennsylvanian whose family had moved to the Ohio frontier in 1800, was one of the first men to volunteer for the expedition. Along with John Colter, he joined Capt. Lewis on a trial basis when the keelboat stopped at Maysville, Kentucky, in early October 1803. Shannon formally enlisted in the army on October 19, 1803, four days after Colter.1\nline 09 | Shannon's solo 16-day adventure began on August 26, 1804, near present Vermillion, South Dakota, when he and George Drouillard were sent out to hunt for the expedition's few horses.\nline 10 | The captains had instructed the two men to keep to the high ground and follow the boats up the river. Drouillard came back the next day, saying he had not seen the horses and had lost track of Shannon. John Field and Joseph Shields were sent out to look for them, again with no results. Just when Shannon's footprints were found–ahead of the Corps and heading upstream from them–the Yankton Sioux were contacted, the expedition was not only behind him, but also had stopped.\nline 11 | On August 28, Colter was sent to track Shannon and bring him in. He spotted the, tracks of the young man as well as those of the two horses, but returned to the main party on September 6, after nine days, without Shannon or the horses. Meanwhile, Clark noted that Shannon, \"not being a first rate Hunter\"–a high standard among this select group of frontiersmen–created added concern.\nline 12 | The captains later learned that Shannon had found the horses, then \"Shot away what fiew Bullets he had,\" but failed to get any meat. Eventually, he carved a bullet from a stick and got a rabbit–his only food other than wild grapes during more than two weeks. Also, one of the horses wandered away as Shannon slept.\nline 13 | Finally, on September 11, the keelboat crew spotted a starving Shannon sitting listlessly on the Missouri River bank, in hope of being rescued by some fur traders. Clark marveled that \"thus a man had like to have Starved to death in a land of Plenty for want of bulletes or Something to kill his meat.\"\nline 14 | Thereafter, all the men understandably had reservations about Shannon's reliability as a woodsman. At White Bear Islands on 19 June 1805, while Clark was busy setting up the portage from the lower camp, Lewis dispatched Shannon, along with George Drouillard and Reubin Field to hunt elk on the Medicine River. Somehow Shannon got separated from the other two hunters, although five days late Lewis had no trouble finding his camp, from which Shannon had killed no elk but had bagged \"seven deer and several buffaloe and dryed about 600 lbs. of buffaloe meat.\" Meanwhile Reubin Field had made his way to the lower portage camp and \"informed Capt. Clark of the absence of Shannon, with rispect to whome they were extreemly uneasy.\" The apparent crisis had arisen simply because of the slowness of communication.\nline 15 | The next time Shannon was \"lost,\" in early August 1805, Clark sent him hunting up the Big Hole River in southwestern Montana.2 Evidently Clark believed Shannon had improved his skills as a woodsman during the eleven months since his first misadventure. Clark mistakenly believed the Big Hole to be the Jefferson River's feeder source from higher in the Rockies. Shannon was to hunt a few miles up the Big Hole and watch for the canoes to catch up.\nline 16 | When Lewis subsequently arrived at the forks of the Jefferson, he correctly chose the Beaverhead River as the fork to follow. His main party connected with Clark's advance party, and the combined Corps prepared to move up the Beaverhead. On August 6, Lewis \"had the trumpet sounded and fired several guns,\" but there was no response. On the 7th, Reubin Field was sent to inform Shannon of the route change; he returned later the same day, having seen nothing of the younger private.\nline 17 | But Shannon found the Corps on his own on August 9, arriving with the hides of three deer he had killed while trying to locate his comrades. When they did not catch up to him, he returned to the forks. Since they weren't there, he had turned back up the Big Hole again and \"marched\" for a full day, going high enough into the mountains to see that the Big Hole was unnavigable. Then he figured that everyone must have decided to follow the other fork, so he returned there and started up the Beaverhead. He had not been lost, just left out in the field without necessary information. Well fed, but very weary.\nline 18 | Shannon demonstrated the great improvement in his marksmanship, to Nathaniel Pryor's and Richard Windsor's relief, on July 26, 1806. Shannon was in Pryor's group of four (the fourth being Hugh Hall) herding Shoshone and Nez Perce horses toward Canada to trade for supplies and assistance. The horses had been taken by Indians the night before, and the men were now traveling by quickly-constructed bull boats—hoping to catch up with the expedition but content that the Missouri would take them to St. Louis. A wolf sneaked into their camp and bit Pryor's hand while he slept, then made to attack Windsor. Shannon shot the beast before more harm was done.\nline 19 | Funded in part by a grant from the National Park Service, Challenge Cost Share Program\nline 20 | \n```",
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Material: Air Dry Clay
Have you ever noticed that kids don’t need a lot of bells and whistles and fancy stuff to get creative, have fun, and feel on top of the world? Yesterday we foraged some cardboard boxes from a neighbor’s move because 4-year old Nutmeg has a vision of building a space station.
Today I’d like to introduce you to ONE material that helps build creative thinking, and share some tips on how to use it. The idea is to keep your life simple while supporting your child’s curiosities.
Crayola makes a wonderful product called Air Dry Clay. You can buy it in 2.5 or 5 pound containers. The 5 lb. container is about $10, and if you store it properly it will last for ages. I’ve had our 2.5 lb. tub for about 5 months, we use it about once/month, and it’s still in great shape.
But why buy clay, if you have play dough?
I’m an enormous fan of play dough (here’s the BEST play dough recipe if you’re looking for one), but there are some unique benefits to clay:
- In terms of squeezing, building, and inventing, clay and play dough serve similar purposes, but the texture of clay gives children a different sensory experience.
- Kids will enjoy learning that clay is a special kind of dirt that can be molded and dried at high temperatures to create dimensional objects
- Clay is more dense and requires stronger muscles to mold it and work with it.
- Adding water to clay creates a slippery material that many children love to play with. In the real “clay world” a mixture of water and clay is called “slip” and it’s used to attach one dry clay piece to another.
- Clay can be molded into sculptures and objects that can be saved and later painted: pinch pots, bowls, alligators, rockets, etc.
How we use it
We always pull all the clay from the bucket and divide it in two, so that each of my kids has a hefty piece. Our table is covered with a plastic table cloth,, and at the end of the project clean-up is easy with a few wipes of a rag or sponge.
To begin, I usually give my kids a pile of clay…and that’s it!
I like to scaffold my projects, meaning that I’ll slowly introduce materials to them. I do this because I find that extending a project like this improves their ability to fully explore phenomena and keeps them from being done in 3 minutes flat. You’ve had that happen right?!
Once that runs its course, I’ll give my kids a small bowl of water so that they can add it to the clay to moisten it. Older children will probably dab the water with their fingers and add it to the clay as needed. My monkeys, on the other hand, are champions of bowl-dumping. And that’s fine. If the table is getting too wet I’ll limit them to “x” number of bowls. They love playing with the clay when it’s wet…it’s a totally different sensory experience.
And finally, I’ll introduce them to a simple tool such as popsicle sticks, toothpicks, wooden knife, glass marbles, etc. Again, I usually try to keep this to one material so that they’re not overwhelmed by choices. Having one material to add to the clay invites them to push their imaginations and test multiple solutions to problems.
When they’re done, the clay goes back into the container. While this clay is designed to “air dry” we solely use it for the purpose of sensory play, fine motor development, and imagination-building.
I wipe the table down with a clean, damp terry cloth rag. Any clay that gets on the clothes should wash right out. Put clumps of clay back in the container or in the trash. It’s important that clay doesn’t go down your sink, or it will clog your pipes.
I’m planning to write about other art and exploration materials: is there anything that you’d like to see me write about?
Mr. Rogers Episode 1763: Celebrates the Arts. Mr. Rogers meets potter Dolly Naranjo who forages clay from a hillside, mixes it with volcanic ash (with her foot!), and shows us how to make a coil pot. If you have Amazon Prime, you can screen it for FREE by clicking on the link.
Clay and Children: The Natural Way to Learn. By Marvin Bartel at Goshen College Art Department. A wonderful resource by a potter on teaching children about clay.
What is clay? on KinderArt. Kid-friendly definition of clay, words used in the pottery studio (wedge, kiln, slip, glaze, etc.)
Make Air Dry Pendants, from Melissa at The Chocolate Muffin Tree
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"content": "Your task will be to intersperse thinking-out-loud phrases into a given piece of text.\n\nHere are some useful categories:\n```\n# Thinking-Out-Loud Markers categories:\n\n1. Pausing/Interjection <PI>\n - Purpose: Brief filler, hesitation, or mental pause; does *not* introduce a new idea or highlight a problem.\n - Key: Often short exclamations or mini-pauses that give the speaker time to think or pivot.\n - Examples:\n - Now we're cooking...\n - Well, let me see...\n - Wait a minute...\n - Follow me here...\n - Hmm... \n - Ah...\n - Hold that thought...\n - Let me work through this... \n - Bear with me while I... \n\n2. Problem/Gap Detection <PG>\n - Purpose: Identifies something amiss, incomplete, or contradictory; highlights a mismatch between expectations and reality.\n - Key: Explicitly calls out an error, inconsistency, or oversight.\n - Examples:\n - I can see we haven't addressed A yet...\n - What about D? We haven't even touched on that...\n - We're missing something about B and how it connects to C...\n - This isn't quite right, but... \n - We keep dancing around L but haven't really dug into it...\n - We've completely overlooked H...\n - There's this whole aspect of J we haven't explored... \n - Wait, where does K fit into all this?... \n - The connection between M and N needs more thought...\n - I'm not convinced we've fully understood O's role here...\n - P is still a black box to me...\n - How does Q factor into what we discussed about R?...\n - I feel like we're missing something crucial about S...\n - The intersection of T and U keeps nagging at me...\n - We touched on W briefly, but there's more there...\n - Something about C is still bothering me...\n - The relationship between F and G isn't clear yet...\n - E and F seem contradictory, need to resolve that...\n - There's a gap between what we know about G and what we assume about H...\n - What keeps nagging at me is...\n - I'm trying to reconcile... \n - Actually, no... \n - The tricky part is... \n - Here's what's bugging me...\n - Something doesn't add up...\n - Something's not quite right...\n\n3. Exploratory/Brainstorming <EB>\n - Purpose: Opens up possibilities, invites new ideas, or signals open-ended thinking without necessarily claiming the idea is correct.\n - Key: Suggests new directions or speculations *without* a firm conclusion.\n - Examples:\n - There's something here about...\n - Just thinking out loud but...\n - There's probably more to it...\n - I'm just throwing ideas around...\n - Let me throw this out there...\n - Just spitballing here...\n - Picture this... \n - There's got to be something about...\n - Still forming this thought...\n - I'm still feeling my way through...\n - This might sound weird, but... \n - What if we...\n - Here's where it gets interesting...\n - I need more time with D, it's not fully formed...\n - Coming at this from another angle...\n - Still working it out...\n\n4. Connecting/Linking <CL>\n - Purpose: Explicitly draws connections between ideas or references a related concept.\n - Key: The speaker points out a link between distinct items, rather than exploring or summarizing them.\n - Examples:\n - I'm seeing a connection between...\n - This connects to...\n - This makes me think of... \n - Building on that... \n - It's almost like... \n - Oh! That reminds me...\n - I'm starting to see a pattern... \n\n5. Summarizing/Highlighting <SH>\n - Purpose: Pinpoints a key point, conclusion, or essence of the discussion.\n - Key: Focuses on extracting or highlighting the main conclusion or theme from prior details.\n - Examples:\n - The thing is... \n - The crucial thing seems to be...\n - Basically...\n - Let me sum this up so far...\n - So the main idea is...\n - In essence\n - ... is interesting...\n - Let me see if...\n - It's fascinating how...\n - It's interesting how...\n - ... is striking ...\n - ... is key here\n\n6. Reflecting/Referring Back <RB>\n - Purpose: Revisits, re-checks, or further considers *previous* statements or earlier parts of the discussion.\n - Key: The speaker explicitly looks backward in the conversation (or in their thoughts) to re-evaluate or continue a prior thread.\n - Examples:\n - I keep circling back to...\n - The more I think about it... \n - I keep coming back to...\n - Going back to what I said about...\n - This is starting to take shape... \n - Backing up for a second...\n - I need to circle back to E, there's something important there...\n\n7. Uncertainty/Hedging <UH>\n - Purpose: Expresses doubt, lack of confidence, or partial knowledge about the idea.\n - Key: The main act is hedging or disclaiming certainty.\n - Examples:\n - Maybe I'm way off, but...\n - It's hard to pin down...\n - Not sure if this fits, but...\n - I'm getting a sense that...\n - Now I'm stuck on... \n - V seems important but I can't quite see how yet... \n - X, Y, and Z seem connected somehow, but I'm not sure how... \n - The relationship between A and B feels important, but I can't articulate why yet...\n - I'm still fuzzy on how I relates to everything else...\n - I can't quite put my finger on...\n - This is rough, but...\n - What I'm grappling with is... \n - I'm not entirely sure, but...\n - Could be wrong here...\n - Possibly...\n - Sort of like... \n - Kind of...\n - More or less...\n - I think... \n - Might be...\n - Perhaps...\n - Roughly speaking...\n - In a way...\n - It's fuzzy, but...\n - This is just a hunch...\n - Don't quote me on this...\n - Take this with a grain of salt...\n - This is just a first pass, but...\n - Not set in stone, but...\n - This is pretty rough...\n - I might be missing something...\n - Don't hold me to this...\n - I'm getting stuck on...\n - It's a bit murky...\n - Something along those lines...\n - Not quite there yet...\n - It suggests that...\n - I guess maybe...\n\n8. Hypothesis/Proposal <HP>\n - Purpose: Formally proposes or tests a possible explanation or viewpoint. (Often sounds more 'what if' plus some reasoning behind it.)\n - Key: The speaker is putting forward a potential explanation, scenario, or argument to test. While similar to exploration, a hypothesis is typically more structured—like offering a specific idea or 'devil’s advocate' approach.\n - Examples:\n - What if we...\n - Let me throw this out there...\n - I'm seeing a connection between...\n - This might sound weird, but...\n - Let me work through this...\n - Coming at this from another angle...\n - Picture this...\n - Here's what I'm thinking...\n - What if the reason is...\n - Consider this possibility...\n - I have a theory about this...\n - Let's test this idea...\n - This could explain why...\n - One way to look at it is...\n - Suppose we assume that...\n - If we follow this logic...\n - Here's a possible explanation...\n - What if we looked at it like...\n - This might explain the pattern...\n - Let me propose something...\n\n9. Contemplative <CT>\n - Purpose: Presents a contemplative thought or idea.\n - Key: The speaker is offering a contemplative thought or idea.\n - Examples:\n - I'm pondering...\n - I'm wondering if... \n - This makes me reflect on...\n - I'm mulling over...\n - When I sit with this idea...\n - This brings to mind...\n - I'm curious about...\n - I'm struck by...\n - I'm intrigued by...\n\n10. Adversery <AD>\n - Purpose: Presents a counterargument or opposing viewpoint.\n - Key: The speaker is offering a different perspective or challenge to the main idea.\n - Examples:\n - Let me play devil's advocate... \n\n11. Decomposition <DC>\n - Purpose: Breaks down or analyzes a complex idea into its component parts.\n - Key: The speaker is explicitly breaking down a concept into its constituent elements.\n - Examples:\n - Let me break this down...\n - I'm trying to untangle this...\n - Let's think step by step...\n```\n\nWhen thinking aloud, use a conversational, exploratory tone that emphasizes the process of reasoning. Incorporate a wide range of thinking-out-loud phrases that reveal the internal thought process, showing vulnerability, uncertainty, and intellectual curiosity. Use phrases that demonstrate ongoing analysis, tentative conclusions, and a willingness to revise thinking. Emphasize the journey of thought rather than presenting definitive statements, with language that sounds natural, slightly meandering, and genuinely reflective.\n\n\nPlease do it for the following text:\n```\nline 01 | \nline 02 | Material: Air Dry Clay\nline 03 | Have you ever noticed that kids don’t need a lot of bells and whistles and fancy stuff to get creative, have fun, and feel on top of the world? Yesterday we foraged some cardboard boxes from a neighbor’s move because 4-year old Nutmeg has a vision of building a space station.\nline 04 | Today I’d like to introduce you to ONE material that helps build creative thinking, and share some tips on how to use it. The idea is to keep your life simple while supporting your child’s curiosities.\nline 05 | Crayola makes a wonderful product called Air Dry Clay.\nline 06 | You can buy it in 2.5 or 5 pound containers.\nline 07 | The 5 lb.\nline 08 | container is about $10, and if you store it properly it will last for ages.\nline 09 | I’ve had our 2.5 lb.\nline 10 | tub for about 5 months, we use it about once/month, and it’s still in great shape.\nline 11 | But why buy clay, if you have play dough?\nline 12 | I’m an enormous fan of play dough (here’s the BEST play dough recipe if you’re looking for one), but there are some unique benefits to clay:\nline 13 | - In terms of squeezing, building, and inventing, clay and play dough serve similar purposes, but the texture of clay gives children a different sensory experience.\nline 14 | - Kids will enjoy learning that clay is a special kind of dirt that can be molded and dried at high temperatures to create dimensional objects\nline 15 | - Clay is more dense and requires stronger muscles to mold it and work with it.\nline 16 | - Adding water to clay creates a slippery material that many children love to play with. In the real “clay world” a mixture of water and clay is called “slip” and it’s used to attach one dry clay piece to another.\nline 17 | - Clay can be molded into sculptures and objects that can be saved and later painted: pinch pots, bowls, alligators, rockets, etc.\nline 18 | How we use it\nline 19 | We always pull all the clay from the bucket and divide it in two, so that each of my kids has a hefty piece. Our table is covered with a plastic table cloth,, and at the end of the project clean-up is easy with a few wipes of a rag or sponge.\nline 20 | To begin, I usually give my kids a pile of clay…and that’s it!\nline 21 | I like to scaffold my projects, meaning that I’ll slowly introduce materials to them. I do this because I find that extending a project like this improves their ability to fully explore phenomena and keeps them from being done in 3 minutes flat. You’ve had that happen right?!\nline 22 | Once that runs its course, I’ll give my kids a small bowl of water so that they can add it to the clay to moisten it. Older children will probably dab the water with their fingers and add it to the clay as needed. My monkeys, on the other hand, are champions of bowl-dumping. And that’s fine. If the table is getting too wet I’ll limit them to “x” number of bowls. They love playing with the clay when it’s wet…it’s a totally different sensory experience.\nline 23 | And finally, I’ll introduce them to a simple tool such as popsicle sticks, toothpicks, wooden knife, glass marbles, etc. Again, I usually try to keep this to one material so that they’re not overwhelmed by choices. Having one material to add to the clay invites them to push their imaginations and test multiple solutions to problems.\nline 24 | When they’re done, the clay goes back into the container. While this clay is designed to “air dry” we solely use it for the purpose of sensory play, fine motor development, and imagination-building.\nline 25 | I wipe the table down with a clean, damp terry cloth rag. Any clay that gets on the clothes should wash right out. Put clumps of clay back in the container or in the trash. It’s important that clay doesn’t go down your sink, or it will clog your pipes.\nline 26 | I’m planning to write about other art and exploration materials: is there anything that you’d like to see me write about?\nline 27 | Mr. Rogers Episode 1763: Celebrates the Arts. Mr. Rogers meets potter Dolly Naranjo who forages clay from a hillside, mixes it with volcanic ash (with her foot!), and shows us how to make a coil pot. If you have Amazon Prime, you can screen it for FREE by clicking on the link.\nline 28 | Clay and Children: The Natural Way to Learn. By Marvin Bartel at Goshen College Art Department. A wonderful resource by a potter on teaching children about clay.\nline 29 | What is clay?\nline 30 | on KinderArt.\nline 31 | Kid-friendly definition of clay, words used in the pottery studio (wedge, kiln, slip, glaze, etc.)\nline 32 | Make Air Dry Pendants, from Melissa at The Chocolate Muffin Tree\nline 33 | \n```",
"role": "user"
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] |
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