Split (1)

test · 374k rows

text stringlengths 563 39.3k	id stringlengths 47 47	dump stringclasses 8 values	url stringlengths 16 1.01k	file_path stringlengths 125 142	language stringclasses 1 value	language_score float64 0.65 1	token_count int64 601 7k	score float64 2.52 5.03	int_score int64 3 5	messages listlengths 1 1
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.	<urn:uuid:7bec52bc-1470-4ca3-8c8d-95716693a48a>	CC-MAIN-2017-43	http://www.hexapolis.com/2016/01/06/neanderthal-cave-in-iraq-assessed-after-isis-is-beaten-back/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824104.30/warc/CC-MAIN-20171020120608-20171020140608-00640.warc.gz	en	0.969641	649	2.875	3	[ { "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```", "role": "user" } ]
No products in the cart. 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.	<urn:uuid:734282ea-30ae-44a0-8e3e-8e8257664781>	CC-MAIN-2017-43	http://www.titanseeds.com/marijuana-for-pain-chronic-pain/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824104.30/warc/CC-MAIN-20171020120608-20171020140608-00640.warc.gz	en	0.88573	1,390	2.765625	3	[ { "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```", "role": "user" } ]
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’.	<urn:uuid:f0d18d13-c431-4159-b3e8-42ab0acd0c65>	CC-MAIN-2017-43	https://graduateway.com/the-go-between/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824570.79/warc/CC-MAIN-20171021043111-20171021063111-00540.warc.gz	en	0.963922	1,445	2.546875	3	[ { "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```", "role": "user" } ]
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.	<urn:uuid:9ca7097a-0b42-41a8-a960-2c8b7cafe827>	CC-MAIN-2017-43	https://www.victoriaadvocate.com/news/2011/nov/08/gl_phylis_canion_110611_157407/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825700.38/warc/CC-MAIN-20171023054654-20171023074654-00240.warc.gz	en	0.931395	707	2.984375	3	[ { "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```", "role": "user" } ]
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	<urn:uuid:fefc3a57-2122-4a79-9bea-8daa010c29a5>	CC-MAIN-2017-43	http://nihbs.org/about-us/four-seasons-magazine/identification-of-honeybees-with-resistance-to-varroa-dennis-ryan-spring-2007/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822513.17/warc/CC-MAIN-20171017215800-20171017235800-00240.warc.gz	en	0.92361	1,582	3.671875	4	[ { "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```", "role": "user" } ]
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.	<urn:uuid:37d241be-bd0f-4d0e-89f8-400b4d7fe57d>	CC-MAIN-2017-43	http://www.vims.edu/research/departments/fisheries/programs/multispecies_fisheries_research/species_data/longfin_inshore_squid/index.php	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822992.27/warc/CC-MAIN-20171018142658-20171018162658-00140.warc.gz	en	0.907407	657	3.140625	3	[ { "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```", "role": "user" } ]
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.	<urn:uuid:8da4a244-61dd-49ba-8153-934cf868f9e6>	CC-MAIN-2017-43	https://www.hmdb.org/marker.asp?marker=73937	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822992.27/warc/CC-MAIN-20171018142658-20171018162658-00140.warc.gz	en	0.961403	979	2.859375	3	[ { "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```", "role": "user" } ]
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.	<urn:uuid:a6e7f1a9-a1de-4881-a5fa-68c443b65408>	CC-MAIN-2017-43	https://skkbdms.wordpress.com/cricket-and-world-cup/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823255.12/warc/CC-MAIN-20171019065335-20171019085335-00040.warc.gz	en	0.97829	682	2.8125	3	[ { "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```", "role": "user" } ]
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	<urn:uuid:22ddf9a3-daf6-4faf-bcc0-1018e64fa13d>	CC-MAIN-2017-43	http://www.lewis-clark.org/article/2576	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824225.41/warc/CC-MAIN-20171020135519-20171020155519-00740.warc.gz	en	0.985105	1,266	2.71875	3	[ { "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```", "role": "user" } ]
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	<urn:uuid:93141fa3-bec0-4975-b4f2-debd876e495e>	CC-MAIN-2017-43	https://tinkerlab.com/clay/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824225.41/warc/CC-MAIN-20171020135519-20171020155519-00740.warc.gz	en	0.9349	1,066	2.96875	3	[ { "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" } ]
Information Quality Guideline Details The Federal Maritime Commission is a small (approximately 130 full-time equivalent employees), independent government agency responsible for regulating ocean shipping in the foreign trades of the United States and ensuring the financial responsibility of certain passenger vessel operators ("PVOs"). The principal statutes or statutory provisions administered by the Commission are the Shipping Act of 1984 ("Shipping Act"), the Foreign Shipping Practices Act of 1988 ("FSPA"), section 19 of the Merchant Marine Act, 1920 ("1920 Act"), and Pub. L. No. 89-777. All of these statutes were amended and modified by the Ocean Shipping Reform Act of 1998, which took effect on May 1, 1999. The Commission is authorized by the FSPA, section 19 of the 1920 Act, and section 13(b)(6) of the Shipping Act to act to ensure that U.S. foreign commerce is not burdened by non-market barriers to ocean shipping. The Commission may take countervailing action to correct unfavorable shipping conditions in U.S. foreign commerce and may impose penalties to address actions by carriers or foreign governments that adversely affect shipping in the U.S. foreign oceanborne trades or that impair access of U.S.-flag vessels to ocean trade between foreign ports. The Shipping Act applies to the operations of common carriers and other persons engaged in U.S. foreign ocean commerce. It exempts agreements between these entities that have become effective under the Shipping Act from the U.S. antitrust laws. The Commission reviews and evaluates these agreements to ensure that they do not exploit the grant of antitrust immunity, and to ensure that they do not otherwise violate the Shipping Act or result in an unreasonable increase in transportation cost or unreasonable reduction in service. In addition to monitoring relationships among carriers, between carriers and marine terminal operators ("MTOs"), and among MTOs, the Commission is also responsible for ensuring that individual carriers and MTOs, as well as those permitted by agreement to act concertedly, treat shippers and other members of the shipping public fairly. Pub. L. No. 89-777 requires the operators of passenger vessels with 50 or more berths, who embark passengers at U.S. ports, to establish financial coverage to indemnify passengers in cases of death, injury, or nonperformance of transportation. The Commission certifies such operators upon the submission of satisfactory evidence of financial responsibility. The Commission carries out its regulatory responsibilities by conducting informal and formal investigations and administering regulatory processes. It holds hearings, considers evidence and renders decisions, and issues appropriate orders and implementing regulations. The Commission also adjudicates disputes involving the regulated community, the general shipping public, and other affected individuals or interest groups. The Commission also offers alternative dispute resolution services to the entities it regulates, as well as to the members of the public who use entities subject to the Commission's jurisdiction. The Commission disseminates a variety of information about the agency's jurisdiction, programs, and operations. The primary recipients of this information are representatives of ocean common carriers; non-vessel-operating common carrier and freight forwarder ocean transportation intermediaries; MTOs; PVOs; shippers; trade associations representing these interests; and the press. This information includes notices of agency actions published in the Federal Register; rules and regulations promulgated in the Code of Federal Regulations; adjudicatory decisions of agency Administrative Law Judges and the Commission; the agency web site (at http://www.fmc.gov); staff reports on the industry; press releases; and speeches by the agency's Chairman, Commissioners or employees. The information disseminated by the Commission primarily consists of adjudicatory decisions and press releases, but these types of documents, as well as certain other documents defined below, are excluded from coverage under the OMB guidelines. Other information is available to the public, primarily by means of the agency web site, but usually as a by-product of dissemination of that information to target audiences, transmittal of reports to Congress and other agencies, transmittal of a variety of rules, regulations and regulatory notices to the Federal Register, filing of pleadings in litigation, and Congressional testimony. Nevertheless, to the extent that the Commission disseminates covered information to the public, agency guidelines will be in place pursuant to Public Law 106-554 and OMB's implementing guidelines. It should also be noted that most Commission regulatory issuances, such as rules, already afford opportunities for interested parties to comment pursuant to the Administrative Procedure Act, 5 U.S.C. 551 et seq. ("APA"). For purposes of the Commission's information quality guidelines, the following terms will have the meanings defined below, which follow or are derived from OMB's guidelines. Consistent with OMB's guidance, we have adapted OMB's definitions in ways appropriate to the Commission's particular practices and programs: (a) "Dissemination" means a Commission-initiated or sponsored distribution of information prepared for the public. Dissemination does not include distributions limited to: (i) government employees or agency contractors or grantees; (ii) intra- or inter-agency use or sharing of government information not disseminated to the public, including documents intended only for inter-agency and intra agency communications; (iii) responses to requests for agency records under the Freedom of Information Act, the Sunshine Act, the Privacy Act, the Federal Advisory Committee Act or other similar law; or (iv) correspondence with individuals or persons, press releases, archival records, public filings, subpoenas or adjudicative processes. (b) "Information" means any communication or representation of knowledge, such as facts or data, in any medium or form, including textual, numerical, graphic, cartographic, narrative, or audiovisual forms. "Information" includes data posted on the Commission's website, but does not include the provision of hyperlinks to information that others disseminate. "Information" also does not include opinions, where the Commission or the author makes clear that what is being offered is the author's opinion rather than either fact or the Commission's views. (c) "Influential" is a specialized term that means certain scientific, financial or statistical information with a substantial impact on one or more critical issues in a "major rule," as such term is defined in the Small Business Regulatory Enforcement Fairness Act of 1996, that will have or does have a clear and substantial impact on important public policies or important private sector decisions. (d) "Integrity" refers to the security of the Commission's information, i.e., protection of the information from unauthorized access or revision, to ensure that the information is not compromised through corruption or falsification. (e) "Objectivity" refers both to: (i) presenting information in a proper context to set out that information in a clear, complete and unbiased manner; and (ii) ensuring that the substance of the information is accurate, reliable and unbiased. (f) "Quality" is an encompassing term comprising utility, objectivity and integrity. (g) "Reproducibility" means that "influential" information is capable of being substantially reproduced, subject to an acceptable degree of imprecision. With respect to analytic results, "capable of being substantially reproduced" means that independent analysis of the original or supporting data using identical methods would generate similar analytic results, subject to an acceptable degree of imprecision or error. (h) "Utility" refers to the relative usefulness of the information to its intended users. The Commission has always maintained high standards of quality in the production of information disseminated outside the agency. In this regard, it should be noted that although the pre-dissemination review procedures outlined below will formally apply to information first disseminated by the Commission on or after October 1, 2002, the public should be assured that all information disseminated by the Commission will continue to be held to the highest qualitative standards up to the date that the below pre-dissemination review procedures become formally effective. It is the Commission's policy to ensure and maximize the quality, objectivity, utility, and integrity of the information that it disseminates to the public. The Commission will take appropriate steps to incorporate information quality criteria into its information dissemination practices, and will ensure the quality of information the agency disseminates in accordance with the standards set forth in these Guidelines. The Commission is committed to integrating the principle of information quality into every step of its development of information, including creation, collection, maintenance, and dissemination. The Commission will comply with all then-existing legal and policy rules, regulations, directives, and guidance at every step of the process. The Commission will demonstrate in its information collection clearance packages submitted to OMB that each such draft information collection will result in information that will be collected, maintained, and used in a way consistent with the OMB and agency information quality standards. In accordance with OMB's guidelines, the level of quality assurance appropriate for information will vary according to the information's relative importance and the costs and benefits of requiring additional assurances for the particular information. The following guidelines describe the Commission's quality standards and formalize a correction mechanism. (A) Basic Principles The Commission takes pride in the quality of its information and is committed to disseminating information that meets the Commission's rigorous standards for objectivity, integrity and utility. Before the Commission disseminates any information to the public, all aspects are thoroughly reviewed by expert staff and appropriate levels of management. The Commission's current internal review and approval policies and procedures ensure, to the Commission's best ability, that the information and data disseminated by the Commission are accurate and timely, appropriate for external consumption, uncompromised and useful to the public. The Commission has established policies for carrying out its information security program pursuant to the Computer Security Act of 1987, the Government Information Security Reform Act of 2000 and the Security of Federal Automated Information Resources, OMB Circular A-130 (February 8, 1996). The Commission's information security program encompasses those measures necessary to protect the Commission's information resources. These measures include providing, for each IT project: (i) the appropriate technical, personnel, physical, administrative, environmental and telecommunications safeguards; and (ii) continuity of operations through contingency or disaster recovery plans. The Commission's protective measures cover the following information resources: data, applications, software, hardware, physical facilities and telecommunications. The Commission's information security program assures that each automated information system has a level of security that is commensurate with the risk and magnitude of the harm that could result from the loss, misuse, unauthorized disclosure or improper modification of the information contained in the system. The Commission is committed to maximizing the utility of the information it disseminates to the public. To this end, information and the appropriate form and vehicle for its dissemination are evaluated and reviewed by the relevant subject matter experts on a given project, along with appropriate levels of management within the Commission, before it is disseminated to ensure its usefulness to the intended audience. This includes ensuring that it is organized and written in a manner that facilitates its understanding and use by the intended audience. The information also is reviewed to ensure its timeliness and continuing relevance for the intended audience. The Commission is committed to disseminating information that is accurate, reliable, and unbiased both in its content and in its presentation. The relevant subject matter experts and appropriate levels of management review information before it is disseminated to, among other things, ensure that it is accurate, reliable and unbiased. As appropriate, this review includes an assessment of the collection, generation, and analysis of relevant information and data. The review also considers the information's presentation to ensure that it is put in the proper context and presented in a clear, complete and unbiased manner. Where appropriate, in the context of regulatory studies for example, the Commission also identifies the sources of supporting data so that the public can assess for itself the objectivity of those sources. (5) Influential Information Any information deemed to be "influential" as defined in these guidelines will be reviewed by subject matter experts within the Commission and appropriate levels of management to ensure adequate disclosure about underlying data and methods of analysis to facilitate reproducibility of the information by qualified third parties. B. General Categories of Information Subject to the Guidelines (1) Information Disseminated through the Regulatory Process -- With Notice and Comment Before the Commission disseminates a proposed or final rule, expert staff prepare drafts of the rule, which, where appropriate, are circulated to other staff members having direct or complementary subject matter expertise. The drafts are also generally reviewed by the Office of the General Counsel, and finally are reviewed and approved by the Commission. Proposed rulemakings generally include a public comment process pursuant to the APA. These procedural safeguards assure a response to comments on the quality of the proposed rule's information and provide affected parties an opportunity to contest the final decision. The Commission will review any correction request about a pending rulemaking solely through the notice and comment process and not through the correction request procedures described below. (2) Information Disseminated through the Regulatory Process -- No Notice and Comment On occasion, the Commission disseminates information through its regulatory process that is not subject to APA's notice and comment requirements, including Commission interpretations of its statutory authority, circular letters to the industry and policy statements. These types of issuances memorialize the Commission's opinions on particular issues. They could also provide clarification of previous Commission issuances, or indicate a direction the Commission contemplates taking in the future with respect to various topics, including items that were the subject of prior rulemakings, once the Commission has had the opportunity to monitor a rule's actual effect. In instances of Commission interpretations of authority or policy statements, supporting information is gathered and analyzed, and then the interpretative statements are drafted, reviewed and revised by relevant Commission staff experts. In addition, further review is provided by appropriate levels of management and by complementary subject matter experts in other Commission bureaus or offices, as appropriate, and, finally, approval is required by the Commission before dissemination to the public. (3) Statistical and Other Numerical Information Disseminated Outside of the Regulatory Process From time to time, the Commission's staff prepares information that displays or relies on statistics and other data gathered by the staff. Sometimes the Commission staff gathers its own data and stores the data in databases that it controls and maintains. Data is also gathered by the staff from filings made with the Commission, some of which are confidential. The staff may also rely on data gathered from independent third parties and vendors who supply data that the staff, and when appropriate, the Commission, reviews, analyzes and disseminates. These data include maritime traffic and rate summaries; studies of maritime service contracts; information on carrier or marine terminal rates, charges and practices obtained from tariffs or schedules published by these entities, and various special studies and research reports pertinent to the matter under analysis. Both internally generated and externally obtained data are subjected to internal review and are reviewed by the appropriate levels of management in the Bureau responsible for preparing the reports. In addition, this information may be reviewed by other Commission bureaus and offices that may have complementary subject matter expertise. When appropriate, the data or the reports are also submitted to the Commission for review or approval. (4) Non-Statistical Information Disseminated Outside of the Regulatory Process Some information disseminated by the Commission does not rely on statistical analyses and quantitative foundations. This information includes matters such as consumer advisories to cruise passengers, outlines of the Commission's jurisdiction, and the role of its staff components, all of which are maintained on the Commission's website. Each document is drafted by the responsible staff member(s), reviewed by appropriate supervisory levels and, when necessary or appropriate, reviewed and approved by the Commission before dissemination. Because of the varied nature of these materials, the Commission and its staff use that level of quality assurance commensurate with the information's importance and the likelihood that it will be relied on by the public. (5) Information Outside the Guidelines' Scope Based on OMB's definitions of "dissemination" and "information," several types of information disseminated by the Commission and its staff do not formally fall under these guidelines. However, it should be emphasized that the Commission and its staff apply rigorous standards to all information disseminated, whether or not it formally falls under these guidelines. Excluded categories include: (a) Distributions intended to be limited to Commission employees or contractors, such as internal operating procedures, training manuals and requests for proposals. (b) Government information intended to be limited distribution or sharing on an Intra- or inter-agency basis, such as the Commission's Annual Report, the Commission's annual budget and the Commission's plans and reports pursuant to the Government Performance and Results Act of 1993. (c) Opinions of individual Commissioners and staff members, where the author's presentation states that the information is that person's opinion rather than fact or the Commission's views. These include articles, speeches, panel presentations, special studies and academic papers authored by staff members that state that the views expressed in their work are their own views and do not necessarily reflect the Commission's views. (d) Responses to requests for agency records under the Freedom of Information Act, the Sunshine Act, the Privacy Act, the Federal Advisory Committee Act or other similar law. (e) Correspondence with individual entities or persons, including staff comment letters and staff interpretive letters. (f) Commission and staff press releases, including litigation releases. (g) Archival records maintained by the Commission docket activity room and library. (h) Information from third parties, for which the Commission is merely a conduit, such as agreements filed by carriers and MTOs subject to the Commission's jurisdiction, and the locations of tariffs and schedules published by carriers and MTOs subject to the Commission's jurisdiction. (i) Distributions intended to be limited to subpoenas or adjudicative processes, including Commission orders, opinions, amicus and other briefs. Adjudicative processes also include factual allegations by the staff during the investigative and litigation phases of cases brought by the Commission's Bureau of Enforcement. Because there are well-established procedural safeguards and rights to address the quality of factual allegations and adjudicatory decisions, and to provide persons with an opportunity to contest decisions, these guidelines do not impose any additional requirements on the Commission during adjudicative proceedings and do not provide parties to such adjudicative proceedings any additional rights of challenge or appeal. VI. Requests for Correction The Commission has always stood ready to assist affected members of the public to obtain appropriate correction of information maintained and disseminated by the Commission. Accordingly, the Commission Information Quality Guidelines announced by this Notice formalize an administrative mechanism whereby affected members of the public may seek and obtain appropriate correction of information maintained and disseminated by the Commission if the information does not comply with OMB or agency guidelines. The correction process is designed to provide a mechanism for affected persons to seek correction of information disseminated by the Commission that does not comply with these guidelines. Information correction requests should be sent only after October 1, 2002. However, the Commission is always concerned about the quality of the information it disseminates, and requests that any information that may appear to be erroneous be brought to its attention at the earliest practicable date, even if that precedes the formal effectiveness of this mechanism. This process does not necessarily guarantee a correction in every instance. Rather, the decision of whether a correction is appropriate, and what degree of correction is appropriate, will be determined by the nature, completeness and timeliness of the information involved and such factors as the significance of the correction on the users of the information and the magnitude of the correction. Responses may be in the form of personal contacts by letter or telephone, form letters, press releases or mass mailings that correct widely disseminated errors or address a frequently raised request. With respect to proposed rules, the thorough consideration required by the APA process provides an adequate complaint and appeal process. A separate complaint and appeal process for information that is already subject to such a public comment process would be duplicative, burdensome, disruptive to the orderly conduct of the action and unfair to other public commenters who submitted comments during the applicable comment period. Accordingly, the notice and comment process is the exclusive means by which an affected person may address the quality of information in a proposed rulemaking.(1) In most instances, matters will be resolved at the appropriate bureau or office level within the Commission. Novel or highly complex matters may be sent to the Commission for review, at the staff's discretion. If the matter is resolved at the staff level, the staff will use reasonable efforts to send its response to the requestor within 30 days of filing. If the matter's resolution is particularly complicated or would benefit from consultation with other Commission offices, bureaus or other agencies, the staff will use reasonable efforts to send a response to the requestor within 45 days of filing. After it has completed its review of a request for correction, the Commission will determine whether a correction is warranted, and, if so, what corrective action it will take. Any corrective action will be determined by the nature and timeliness of the information involved and such factors as the significance of the error on the use of the information and the magnitude of the error. The Commission is not required to change, or in any way alter, the content or status of information simply based on the receipt of a request for correction. The Commission need not respond substantively to frivolous or repetitive requests for correction. Nor does the Commission have to respond substantively to requests that concern information not covered by the guidelines or from a person whom the information does not affect. (A) Information Correction Request To be treated as an information correction request under these guidelines, any affected person seeking correction of Commission-disseminated information should submit a request in writing (on paper or by email) including the following: (a) a description of the facts or data the requestor seeks to have corrected; (b) an explanation of how the requestor is an affected person with regard to those facts or data; (c) the factual basis for believing the facts or data to be corrected are inconsistent with Commission or OMB guidelines; (d) a proposed resolution, including the factual basis for believing the facts or data in the requestor's proposed resolution are correct; (e) the consequences of not implementing the proposed resolution; and (f) the requestor's contact information, including name, address, daytime telephone number and email address. Requests should be marked "Information Correction Request" on the first line of the envelope directly above the mailing address and on the correspondence itself, in the case of letters, or in the "Subject" line, in the case of email correspondence. Emails should be sent to the following address: email@example.com. Letters should be addressed to: Federal Maritime Commission Office of the Secretary Attn: Information Correction Washington, DC 20573-0001 (2) Processing Information Correction Requests The Office of the Secretary will route the request to the head of the appropriate bureau or office within the Commission who will ensure that: (i) the request is reviewed; (ii) any appropriate corrective action is taken; and (iii) a response to the request is made. The Commission will respond to the requestor in writing. If the request requires more than 30 calendar days to resolve, the Commission will inform the complainant that more time is required and indicate the reason why and an estimated decision date. (B) Requests for Staff Reconsideration If the requestor does not agree with the response, the requestor may request reconsideration of the staff's original response. Such a reconsideration request should be postmarked (or, in the case of email, date-stamped) within 30 days of the date of the initial response. The request for staff reconsideration should include a copy of the original request, a copy of the original response and the following: (a) A statement describing why the response to the original complaint did not comply with the information quality guidelines or why the requestor disagrees with the original response; and (b) The requestor's contact information, including name, address, daytime telephone number and email address. Requests for staff reconsideration should be marked "Request for Reconsideration of Information Correction" on the first line of the envelope directly above the mailing address and on the correspondence itself, in the case of letters, or in the "Subject" line, in the case of email correspondence. Emails should be sent to the following address: firstname.lastname@example.org. Letters should be addressed to: Federal Maritime Commission Office of the Secretary Attn: Information Correction Washington, DC 20573-0001 (2) Processing Staff Reconsideration Requests The Office of the Secretary will route the reconsideration request to the appropriate staff official. The designated official may seek the advice and counsel of other appropriate officials in rendering the decision. The designated official will review the original response, determine if additional action is appropriate, and use reasonable efforts to send the staff's response to the reconsideration request within 30 days of receipt of the filing of the request for reconsideration. If the request requires more than 30 calendar days to resolve, the Commission will inform the complainant that more time is required and indicate the reason why and an estimated decision date. VII. Reporting Procedures The Commission will send an annual report to OMB describing the number and type of complaints received about its compliance with OMB guidelines, and how such complaints were resolved. The Commission will submit its initial report by January 1, 2004. These agency guidelines are not intended to create any right or benefit, substantive or procedural, enforceable in any court by a party against the Commission, the federal government, or any individual, beyond any that may be established by section 515 of Public Law 106-554 or by implementing OMB guidelines. In particular, these agency guidelines do not impose any additional requirements on the Commission during adjudicative, rulemaking or other proceedings initiated under the Commission's statutory authority and conducted under the Commission's Rules of Practice and Procedure, and do not provide parties to such proceedings any additional rights of challenge or appeal. IX. Privacy Act Statement The Commission is authorized to collect the information provided by a requestor for information correction or for staff reconsideration under the Appropriations Act. The information is needed to process each request and to allow the Commission to reply appropriately. The requestor is not required to furnish the information, but failure to do so may prevent the request from being processed. The principal use is to process and respond to the request, but the Commission may disclose information to a Congressional office in response to an inquiry made on the requestor's behalf, to the Department of Justice, a court or other tribunal when the information is relevant and necessary to litigation, or to a contractor or another federal agency to help accomplish a function related to these guidelines. By the Commission Bryant L. VanBrakle 1. Should there be a concern that a factual premise or information otherwise supporting a proposed rule is erroneous or may otherwise inadvertently cause harm, the Commission will consider a correction request from potentially affected parties if such a request is brought to its attention through a comment or petition filed under APA procedures set forth in the Commission's rules.	<urn:uuid:34d7712f-8dc6-4ddb-9ea5-73f3e93b9736>	CC-MAIN-2017-43	https://www.fmc.gov/about/information_quality_guideline_details.aspx	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187827662.87/warc/CC-MAIN-20171023235958-20171024015958-00240.warc.gz	en	0.929572	5,621	2.53125	3	[ { "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 \| Information Quality Guideline Details\nline 04 \| The Federal Maritime Commission is a small (approximately 130 full-time equivalent employees), independent government agency responsible for regulating ocean shipping in the foreign trades of the United States and ensuring the financial responsibility of certain passenger vessel operators (\"PVOs\").\nline 05 \| The principal statutes or statutory provisions administered by the Commission are the Shipping Act of 1984 (\"Shipping Act\"), the Foreign Shipping Practices Act of 1988 (\"FSPA\"), section 19 of the Merchant Marine Act, 1920 (\"1920 Act\"), and Pub. L. No. 89-777. All of these statutes were amended and modified by the Ocean Shipping Reform Act of 1998, which took effect on May 1, 1999.\nline 06 \| The Commission is authorized by the FSPA, section 19 of the 1920 Act, and section 13(b)(6) of the Shipping Act to act to ensure that U.S. foreign commerce is not burdened by non-market barriers to ocean shipping. The Commission may take countervailing action to correct unfavorable shipping conditions in U.S. foreign commerce and may impose penalties to address actions by carriers or foreign governments that adversely affect shipping in the U.S. foreign oceanborne trades or that impair access of U.S.-flag vessels to ocean trade between foreign ports.\nline 07 \| The Shipping Act applies to the operations of common carriers and other persons engaged in U.S. foreign ocean commerce. It exempts agreements between these entities that have become effective under the Shipping Act from the U.S. antitrust laws. The Commission reviews and evaluates these agreements to ensure that they do not exploit the grant of antitrust immunity, and to ensure that they do not otherwise violate the Shipping Act or result in an unreasonable increase in transportation cost or unreasonable reduction in service.\nline 08 \| In addition to monitoring relationships among carriers, between carriers and marine terminal operators (\"MTOs\"), and among MTOs, the Commission is also responsible for ensuring that individual carriers and MTOs, as well as those permitted by agreement to act concertedly, treat shippers and other members of the shipping public fairly.\nline 09 \| Pub.\nline 10 \| L. No.\nline 11 \| 89-777 requires the operators of passenger vessels with 50 or more berths, who embark passengers at U.S. ports, to establish financial coverage to indemnify passengers in cases of death, injury, or nonperformance of transportation.\nline 12 \| The Commission certifies such operators upon the submission of satisfactory evidence of financial responsibility.\nline 13 \| The Commission carries out its regulatory responsibilities by conducting informal and formal investigations and administering regulatory processes.\nline 14 \| It holds hearings, considers evidence and renders decisions, and issues appropriate orders and implementing regulations.\nline 15 \| The Commission also adjudicates disputes involving the regulated community, the general shipping public, and other affected individuals or interest groups.\nline 16 \| The Commission also offers alternative dispute resolution services to the entities it regulates, as well as to the members of the public who use entities subject to the Commission's jurisdiction.\nline 17 \| The Commission disseminates a variety of information about the agency's jurisdiction, programs, and operations. The primary recipients of this information are representatives of ocean common carriers; non-vessel-operating common carrier and freight forwarder ocean transportation intermediaries; MTOs; PVOs; shippers; trade associations representing these interests; and the press. This information includes notices of agency actions published in the Federal Register; rules and regulations promulgated in the Code of Federal Regulations; adjudicatory decisions of agency Administrative Law Judges and the Commission; the agency web site (at http://www.fmc.gov); staff reports on the industry; press releases; and speeches by the agency's Chairman, Commissioners or employees.\nline 18 \| The information disseminated by the Commission primarily consists of adjudicatory decisions and press releases, but these types of documents, as well as certain other documents defined below, are excluded from coverage under the OMB guidelines. Other information is available to the public, primarily by means of the agency web site, but usually as a by-product of dissemination of that information to target audiences, transmittal of reports to Congress and other agencies, transmittal of a variety of rules, regulations and regulatory notices to the Federal Register, filing of pleadings in litigation, and Congressional testimony. Nevertheless, to the extent that the Commission disseminates covered information to the public, agency guidelines will be in place pursuant to Public Law 106-554 and OMB's implementing guidelines. It should also be noted that most Commission regulatory issuances, such as rules, already afford opportunities for interested parties to comment pursuant to the Administrative Procedure Act, 5 U.S.C. 551 et seq. (\"APA\").\nline 19 \| For purposes of the Commission's information quality guidelines, the following terms will have the meanings defined below, which follow or are derived from OMB's guidelines.\nline 20 \| Consistent with OMB's guidance, we have adapted OMB's definitions in ways appropriate to the Commission's particular practices and programs:\nline 21 \| (a) \"Dissemination\" means a Commission-initiated or sponsored distribution of information prepared for the public.\nline 22 \| Dissemination does not include distributions limited to: (i) government employees or agency contractors or grantees; (ii) intra- or inter-agency use or sharing of government information not disseminated to the public, including documents intended only for inter-agency and intra agency communications; (iii) responses to requests for agency records under the Freedom of Information Act, the Sunshine Act, the Privacy Act, the Federal Advisory Committee Act or other similar law; or (iv) correspondence with individuals or persons, press releases, archival records, public filings, subpoenas or adjudicative processes.\nline 23 \| (b) \"Information\" means any communication or representation of knowledge, such as facts or data, in any medium or form, including textual, numerical, graphic, cartographic, narrative, or audiovisual forms. \"Information\" includes data posted on the Commission's website, but does not include the provision of hyperlinks to information that others disseminate. \"Information\" also does not include opinions, where the Commission or the author makes clear that what is being offered is the author's opinion rather than either fact or the Commission's views.\nline 24 \| (c) \"Influential\" is a specialized term that means certain scientific, financial or statistical information with a substantial impact on one or more critical issues in a \"major rule,\" as such term is defined in the Small Business Regulatory Enforcement Fairness Act of 1996, that will have or does have a clear and substantial impact on important public policies or important private sector decisions.\nline 25 \| (d) \"Integrity\" refers to the security of the Commission's information, i.e., protection of the information from unauthorized access or revision, to ensure that the information is not compromised through corruption or falsification.\nline 26 \| (e) \"Objectivity\" refers both to: (i) presenting information in a proper context to set out that information in a clear, complete and unbiased manner; and (ii) ensuring that the substance of the information is accurate, reliable and unbiased.\nline 27 \| (f) \"Quality\" is an encompassing term comprising utility, objectivity and integrity.\nline 28 \| (g) \"Reproducibility\" means that \"influential\" information is capable of being substantially reproduced, subject to an acceptable degree of imprecision. With respect to analytic results, \"capable of being substantially reproduced\" means that independent analysis of the original or supporting data using identical methods would generate similar analytic results, subject to an acceptable degree of imprecision or error.\nline 29 \| (h) \"Utility\" refers to the relative usefulness of the information to its intended users.\nline 30 \| The Commission has always maintained high standards of quality in the production of information disseminated outside the agency. In this regard, it should be noted that although the pre-dissemination review procedures outlined below will formally apply to information first disseminated by the Commission on or after October 1, 2002, the public should be assured that all information disseminated by the Commission will continue to be held to the highest qualitative standards up to the date that the below pre-dissemination review procedures become formally effective.\nline 31 \| It is the Commission's policy to ensure and maximize the quality, objectivity, utility, and integrity of the information that it disseminates to the public. The Commission will take appropriate steps to incorporate information quality criteria into its information dissemination practices, and will ensure the quality of information the agency disseminates in accordance with the standards set forth in these Guidelines. The Commission is committed to integrating the principle of information quality into every step of its development of information, including creation, collection, maintenance, and dissemination. The Commission will comply with all then-existing legal and policy rules, regulations, directives, and guidance at every step of the process.\nline 32 \| The Commission will demonstrate in its information collection clearance packages submitted to OMB that each such draft information collection will result in information that will be collected, maintained, and used in a way consistent with the OMB and agency information quality standards.\nline 33 \| In accordance with OMB's guidelines, the level of quality assurance appropriate for information will vary according to the information's relative importance and the costs and benefits of requiring additional assurances for the particular information. The following guidelines describe the Commission's quality standards and formalize a correction mechanism.\nline 34 \| (A) Basic Principles\nline 35 \| The Commission takes pride in the quality of its information\nline 36 \| and is committed to disseminating information that meets the Commission's rigorous standards for objectivity, integrity and utility. Before the Commission disseminates any information to the public, all aspects are thoroughly reviewed by expert staff and appropriate levels of management. The Commission's current internal review and approval policies and procedures ensure, to the Commission's best ability, that the information and data disseminated by the Commission are accurate and timely, appropriate for external consumption, uncompromised and useful to the public.\nline 37 \| The Commission has established policies for carrying out its information security program pursuant to the Computer Security Act of 1987, the Government Information Security Reform Act of 2000 and the Security of Federal Automated Information Resources, OMB Circular A-130 (February 8, 1996). The Commission's information security program encompasses those measures necessary to protect the Commission's information resources. These measures include providing, for each IT project: (i) the appropriate technical, personnel, physical, administrative, environmental and telecommunications safeguards; and (ii) continuity of operations through contingency or disaster recovery plans. The Commission's protective measures cover the following information resources: data, applications, software, hardware, physical facilities and telecommunications. The Commission's information security program assures that each automated information system has a level of security that is commensurate with the risk and magnitude of the harm that could result from the loss, misuse, unauthorized disclosure or improper modification of the information contained in the system.\nline 38 \| The Commission is committed to maximizing the utility of the information it disseminates to the public.\nline 39 \| To this end, information and the appropriate form and vehicle for its dissemination are evaluated and reviewed by the relevant subject matter experts on a given project, along with appropriate levels of management within the Commission, before it is disseminated to ensure its usefulness to the intended audience.\nline 40 \| This includes ensuring that it is organized and written in a manner that facilitates its understanding and use by the intended audience.\nline 41 \| The information also is reviewed to ensure its timeliness and continuing relevance for the intended audience.\nline 42 \| The Commission is committed to disseminating information that is accurate, reliable, and unbiased both in its content and in its presentation. The relevant subject matter experts and appropriate levels of management review information before it is disseminated to, among other things, ensure that it is accurate, reliable and unbiased. As appropriate, this review includes an assessment of the collection, generation, and analysis of relevant information and data. The review also considers the information's presentation to ensure that it is put in the proper context and presented in a clear, complete and unbiased manner. Where appropriate, in the context of regulatory studies for example, the Commission also identifies the sources of supporting data so that the public can assess for itself the objectivity of those sources.\nline 43 \| (5) Influential Information\nline 44 \| Any information deemed to be \"influential\" as defined in these guidelines will be reviewed by subject matter experts within the Commission and appropriate levels of management to ensure adequate disclosure about underlying data and methods of analysis to facilitate reproducibility of the information by qualified third parties.\nline 45 \| B. General Categories of Information Subject to the Guidelines\nline 46 \| (1) Information Disseminated through the Regulatory Process -- With Notice and Comment\nline 47 \| Before the Commission disseminates a proposed or final rule, expert staff prepare drafts of the rule, which, where appropriate, are circulated to other staff members having direct or complementary subject matter expertise. The drafts are also generally reviewed by the Office of the General Counsel, and finally are reviewed and approved by the Commission. Proposed rulemakings generally include a public comment process pursuant to the APA. These procedural safeguards assure a response to comments on the quality of the proposed rule's information and provide affected parties an opportunity to contest the final decision. The Commission will review any correction request about a pending rulemaking solely through the notice and comment process and not through the correction request procedures described below.\nline 48 \| (2) Information Disseminated through the Regulatory Process -- No Notice and Comment\nline 49 \| On occasion, the Commission disseminates information through its regulatory process that is not subject to APA's notice and comment requirements, including Commission interpretations of its statutory authority, circular letters to the industry and policy statements. These types of issuances memorialize the Commission's opinions on particular issues. They could also provide clarification of previous Commission issuances, or indicate a direction the Commission contemplates taking in the future with respect to various topics, including items that were the subject of prior rulemakings, once the Commission has had the opportunity to monitor a rule's actual effect. In instances of Commission interpretations of authority or policy statements, supporting information is gathered and analyzed, and then the interpretative statements are drafted, reviewed and revised by relevant Commission staff experts. In addition, further review is provided by appropriate levels of management and by complementary subject matter experts in other Commission bureaus or offices, as appropriate, and, finally, approval is required by the Commission before dissemination to the public.\nline 50 \| (3) Statistical and Other Numerical Information Disseminated Outside of the Regulatory Process\nline 51 \| From time to time, the Commission's staff prepares information that displays or relies on statistics and other data gathered by the staff. Sometimes the Commission staff gathers its own data and stores the data in databases that it controls and maintains. Data is also gathered by the staff from filings made with the Commission, some of which are confidential. The staff may also rely on data gathered from independent third parties and vendors who supply data that the staff, and when appropriate, the Commission, reviews, analyzes and disseminates. These data include maritime traffic and rate summaries; studies of maritime service contracts; information on carrier or marine terminal rates, charges and practices obtained from tariffs or schedules published by these entities, and various special studies and research reports pertinent to the matter under analysis. Both internally generated and externally obtained data are subjected to internal review and are reviewed by the appropriate levels of management in the Bureau responsible for preparing the reports. In addition, this information may be reviewed by other Commission bureaus and offices that may have complementary subject matter expertise. When appropriate, the data or the reports are also submitted to the Commission for review or approval.\nline 52 \| (4) Non-Statistical Information Disseminated Outside of the Regulatory Process\nline 53 \| Some information disseminated by the Commission does not rely on statistical analyses and quantitative foundations.\nline 54 \| This information includes matters such as consumer advisories to cruise passengers, outlines of the Commission's jurisdiction, and the role of its staff components, all of which are maintained on the Commission's website.\nline 55 \| Each document is drafted by the responsible staff member(s), reviewed by appropriate supervisory levels and, when necessary or appropriate, reviewed and approved by the Commission before dissemination.\nline 56 \| Because of the varied nature of these materials, the Commission and its staff use that level of quality assurance commensurate with the information's importance and the likelihood that it will be relied on by the public.\nline 57 \| (5) Information Outside the Guidelines' Scope\nline 58 \| Based on OMB's definitions of \"dissemination\" and \"information,\" several types of information disseminated by the Commission and its staff do not formally fall under these guidelines. However, it should be emphasized that the Commission and its staff apply rigorous standards to all information disseminated, whether or not it formally falls under these guidelines.\nline 59 \| Excluded categories include:\nline 60 \| (a) Distributions intended to be limited to Commission employees or contractors, such as internal operating procedures, training manuals and requests for proposals.\nline 61 \| (b) Government information intended to be limited distribution or sharing on an Intra- or inter-agency basis, such as the Commission's Annual Report, the Commission's annual budget and the Commission's plans and reports pursuant to the Government Performance and Results Act of 1993.\nline 62 \| (c) Opinions of individual Commissioners and staff members, where the author's presentation states that the information is that person's opinion rather than fact or the Commission's views. These include articles, speeches, panel presentations, special studies and academic papers authored by staff members that state that the views expressed in their work are their own views and do not necessarily reflect the Commission's views.\nline 63 \| (d) Responses to requests for agency records under the Freedom of Information Act, the Sunshine Act, the Privacy Act, the Federal Advisory Committee Act or other similar law.\nline 64 \| (e) Correspondence with individual entities or persons, including staff comment letters and staff interpretive letters.\nline 65 \| (f) Commission and staff press releases, including litigation releases.\nline 66 \| (g) Archival records maintained by the Commission docket activity room and library.\nline 67 \| (h) Information from third parties, for which the Commission is merely a conduit, such as agreements filed by carriers and MTOs subject to the Commission's jurisdiction, and the locations of tariffs and schedules published by carriers and MTOs subject to the Commission's jurisdiction.\nline 68 \| (i) Distributions intended to be limited to subpoenas or adjudicative processes, including Commission orders, opinions, amicus and other briefs. Adjudicative processes also include factual allegations by the staff during the investigative and litigation phases of cases brought by the Commission's Bureau of Enforcement. Because there are well-established procedural safeguards and rights to address the quality of factual allegations and adjudicatory decisions, and to provide persons with an opportunity to contest decisions, these guidelines do not impose any additional requirements on the Commission during adjudicative proceedings and do not provide parties to such adjudicative proceedings any additional rights of challenge or appeal.\nline 69 \| VI. Requests for Correction\nline 70 \| The Commission has always stood ready to assist affected members of the public to obtain appropriate correction of information maintained and disseminated by the Commission. Accordingly, the Commission Information Quality Guidelines announced by this Notice formalize an administrative mechanism whereby affected members of the public may seek and obtain appropriate correction of information maintained and disseminated by the Commission if the information does not comply with OMB or agency guidelines.\nline 71 \| The correction process is designed to provide a mechanism for affected persons to seek correction of information disseminated by the Commission that does not comply with these guidelines. Information correction requests should be sent only after October 1, 2002. However, the Commission is always concerned about the quality of the information it disseminates, and requests that any information that may appear to be erroneous be brought to its attention at the earliest practicable date, even if that precedes the formal effectiveness of this mechanism.\nline 72 \| This process does not necessarily guarantee a correction in every instance. Rather, the decision of whether a correction is appropriate, and what degree of correction is appropriate, will be determined by the nature, completeness and timeliness of the information involved and such factors as the significance of the correction on the users of the information and the magnitude of the correction. Responses may be in the form of personal contacts by letter or telephone, form letters, press releases or mass mailings that correct widely disseminated errors or address a frequently raised request.\nline 73 \| With respect to proposed rules, the thorough consideration required by the APA process provides an adequate complaint and appeal process. A separate complaint and appeal process for information that is already subject to such a public comment process would be duplicative, burdensome, disruptive to the orderly conduct of the action and unfair to other public commenters who submitted comments during the applicable comment period. Accordingly, the notice and comment process is the exclusive means by which an affected person may address the quality of information in a proposed rulemaking.(1)\nline 74 \| In most instances, matters will be resolved at the appropriate bureau or office level within the Commission. Novel or highly complex matters may be sent to the Commission for review, at the staff's discretion. If the matter is resolved at the staff level, the staff will use reasonable efforts to send its response to the requestor within 30 days of filing. If the matter's resolution is particularly complicated or would benefit from consultation with other Commission offices, bureaus or other agencies, the staff will use reasonable efforts to send a response to the requestor within 45 days of filing.\nline 75 \| After it has completed its review of a request for correction, the Commission will determine whether a correction is warranted, and, if so, what corrective action it will take. Any corrective action will be determined by the nature and timeliness of the information involved and such factors as the significance of the error on the use of the information and the magnitude of the error. The Commission is not required to change, or in any way alter, the content or status of information simply based on the receipt of a request for correction. The Commission need not respond substantively to frivolous or repetitive requests for correction. Nor does the Commission have to respond substantively to requests that concern information not covered by the guidelines or from a person whom the information does not affect.\nline 76 \| (A) Information Correction Request\nline 77 \| To be treated as an information correction request under these guidelines, any affected person seeking correction of Commission-disseminated information should submit a request in writing (on paper or by email) including the following:\nline 78 \| (a) a description of the facts or data the requestor seeks to have corrected;\nline 79 \| (b) an explanation of how the requestor is an affected person with regard to those facts or data;\nline 80 \| (c) the factual basis for believing the facts or data to be corrected are inconsistent with Commission or OMB guidelines;\nline 81 \| (d) a proposed resolution, including the factual basis for believing the facts or data in the requestor's proposed resolution are correct;\nline 82 \| (e) the consequences of not implementing the proposed resolution; and\nline 83 \| (f) the requestor's contact information, including name, address, daytime telephone number and email address.\nline 84 \| Requests should be marked \"Information Correction Request\" on the first line of the envelope directly above the mailing address and on the correspondence itself, in the case of letters, or in the \"Subject\" line, in the case of email correspondence.\nline 85 \| Emails should be sent to the following address: email@example.com.\nline 86 \| Letters should be addressed to:\nline 87 \| Federal Maritime Commission\nline 88 \| Office of the Secretary\nline 89 \| Attn: Information Correction\nline 90 \| Washington, DC 20573-0001\nline 91 \| (2) Processing Information Correction Requests\nline 92 \| The Office of the Secretary will route the request to the head of the appropriate bureau or office within the Commission who will ensure that: (i) the request is reviewed; (ii) any appropriate corrective action is taken; and (iii) a response to the request is made.\nline 93 \| The Commission will respond to the requestor in writing. If the request requires more than 30 calendar days to resolve, the Commission will inform the complainant that more time is required and indicate the reason why and an estimated decision date.\nline 94 \| (B) Requests for Staff Reconsideration\nline 95 \| If the requestor does not agree with the response, the requestor may request reconsideration of the staff's original response. Such a reconsideration request should be postmarked (or, in the case of email, date-stamped) within 30 days of the date of the initial response. The request for staff reconsideration should include a copy of the original request, a copy of the original response and the following:\nline 96 \| (a) A statement describing why the response to the original complaint did not comply with the information quality guidelines or why the requestor disagrees with the original response; and\nline 97 \| (b) The requestor's contact information, including name, address, daytime telephone number and email address.\nline 98 \| Requests for staff reconsideration should be marked \"Request for Reconsideration of Information Correction\" on the first line of the envelope directly above the mailing address and on the correspondence itself, in the case of letters, or in the \"Subject\" line, in the case of email correspondence. Emails should be sent to the following address: firstname.lastname@example.org. Letters should be addressed to:\nline 99 \| Federal Maritime Commission\nline 100 \| Office of the Secretary\nline 101 \| Attn: Information Correction\nline 102 \| Washington, DC 20573-0001\nline 103 \| (2) Processing Staff Reconsideration Requests\nline 104 \| The Office of the Secretary will route the reconsideration request to the appropriate staff official. The designated official may seek the advice and counsel of other appropriate officials in rendering the decision. The designated official will review the original response, determine if additional action is appropriate, and use reasonable efforts to send the staff's response to the reconsideration request within 30 days of receipt of the filing of the request for reconsideration. If the request requires more than 30 calendar days to resolve, the Commission will inform the complainant that more time is required and indicate the reason why and an estimated decision date.\nline 105 \| VII. Reporting Procedures\nline 106 \| The Commission will send an annual report to OMB describing the number and type of complaints received about its compliance with OMB guidelines, and how such complaints were resolved. The Commission will submit its initial report by January 1, 2004.\nline 107 \| These agency guidelines are not intended to create any right or benefit, substantive or procedural, enforceable in any court by a party against the Commission, the federal government, or any individual, beyond any that may be established by\nline 108 \| section 515 of Public Law 106-554 or by implementing OMB guidelines. In particular, these agency guidelines do not impose any additional requirements on the Commission during adjudicative, rulemaking or other proceedings initiated under the Commission's statutory authority and conducted under the Commission's Rules of Practice and Procedure, and do not provide parties to such proceedings any additional rights of challenge or appeal.\nline 109 \| IX.\nline 110 \| Privacy Act Statement\nline 111 \| The Commission is authorized to collect the information provided by a requestor for information correction or for staff reconsideration under the Appropriations Act. The information is needed to process each request and to allow the Commission to reply appropriately. The requestor is not required to furnish the information, but failure to do so may prevent the request from being processed. The principal use is to process and respond to the request, but the Commission may disclose information to a Congressional office in response to an inquiry made on the requestor's behalf, to the Department of Justice, a court or other tribunal when the information is relevant and necessary to litigation, or to a contractor or another federal agency to help accomplish a function related to these guidelines.\nline 112 \| By the Commission\nline 113 \| Bryant L. VanBrakle\nline 114 \| 1. Should there be a concern that a factual premise or information otherwise supporting a proposed rule is erroneous or may otherwise inadvertently cause harm, the Commission will consider a correction request from potentially affected parties if such a request is brought to its attention through a comment or petition filed under APA procedures set forth in the Commission's rules.\n```", "role": "user" } ]
Health officials estimate that about 60 million people worldwide have been infected with the HIV virus and that about half of them have died. In the United States, just over a million people have been diagnosed with AIDS since the epidemic began in 1981 and almost 600,000 have died. HIV infections, which suppress the immune system so opportunistic infections can take hold, are responsible for the resurgence of tuberculosis, especially in Africa. And there’s still no HIV/AIDS vaccine, despite all the research into HIV and over two dozen ongoing trials of candidate agents. These aren’t the kind of facts and figures that engender a lot of hope or give cause for celebration. Reasons for optimism Yet there’s actually more reason now to be optimistic—cautiously optimistic, ever so cautiously, and with caveats—about the course of the HIV/AIDS epidemic than there has been in years. - The epidemic seems to have peaked (for now). Many of the important indices of the epidemic—new HIV infections, new AIDS diagnoses, AIDS-related deaths—have peaked and trend lines have a downward slope. UNAIDS, the special international agency created to deal with the epidemic, estimates there were 2.7 million new HIV infections worldwide in 2010, which is 21% fewer than the peak of 3.2 million in 1997. AIDS-related deaths fell to 1.8 million last year, according to the agency, down from a peak of 2.2 million during the mid-2000s. In the United States, the number of newly diagnosed cases of AIDS peaked in 1993, and the number of AIDS-related deaths has been decreasing since 1995. - Drug therapy has turned HIV/AIDS into a manageable chronic disease. The antiretroviral (ARV) drugs that were first introduced in 1996 have changed HIV/AIDS from being a veritable death sentence into a chronic infection that can be hemmed in and managed for decades. Danish researchers have calculated that HIV-infected men in developed countries with access to ARV drugs and health care now have a life expectancy of about 75 years, provided they start treatment when their immune systems are relatively intact. That’s about seven fewer years of life expectancy than among those who aren’t infected, so there’s still a morbidity and mortality price to be paid. But it’s a lot less than it was before today’s sophisticated ARV drug regimens became available. - Drug therapy prevents transmission of the virus. By reducing the amount of virus in an HIV-infected person’s body (“lowering the viral load”), ARV drugs also reduce transmission of the virus. “Treatment is prevention,” Dr. Thomas Frieden, director of the federal Centers for Disease Control and Prevention (CDC), said emphatically during a press conference this week. For anyone familiar with the old treatment vs. prevention dichotomy in HIV/AIDS, it was stunning to hear them equated—and by the director of the CDC, no less. But it makes sense. Early on, studies showed that treating HIV-infected mothers with ARV drugs dramatically reduced transmission of the virus to their newborn children. Now studies are showing that the drugs can prevent adult-to-adult transmission. In May of this year, results of a major international study of “serodiscordant” couples, nearly all of whom were heterosexual, were made public. The HPTN 052 study, as it is called, showed that if a person who is HIV positive starts taking antiretroviral drugs when his or her immune system is still strong, it reduces the chances of that person transmitting the virus to an uninfected partner by a stunning 96%. Another approach that uses drug therapy for prevention has been dubbed pre-exposure prophylaxis (PrEP): people take ARV medications on a preventive basis before they are infected so if they are exposed to HIV, the chances of becoming infected with the virus are reduced. CDC-sponsored studies have shown that PrEP works to substantially lower infection rates among gay and bisexual men in the United States and among heterosexual men and women in Africa. - HIV cures are under investigation. ARV drugs corral HIV, but even if virus levels get very low, some HIV continues to hide out in the body. An HIV cure would get rid of the virus altogether—or, more plausibly, drive it down to such low, weakened levels that the immune system could control it on its own. Hope that a cure is feasible has been kindled by the case of Timothy Brown, a leukemia patient whose HIV infection seems to have been cured (he stopped taking ARV drugs and tests can’t find the virus in his body) by the bone marrow transplants he received from a donor with a genetic mutation. This mutation is known to protect people from HIV infection by altering a protein on immune cells so they can resist the virus. Bone marrow transplants aren’t the answer, but researchers are investigating whether gene therapy might be used to modify the immune cells of HIV-infected individuals so they gain the resistance that some people have naturally. Other curative strategies under investigation involve early, aggressive treatment of HIV with ARV drugs in combination with other agents, with the goal of flushing the virus from its hiding spots in the body. Mission not accomplished Optimism is one thing. Foolish optimism is another. The AIDS epidemic is far from over, and the downward slope of those trend lines could plateau or head up if prevention and treatment efforts slack off. The overalI trends don’t apply to everybody. In this country, new HIV infections are still increasing among young black men, both gay and bisexual, and the CDC launched the Testing Makes Us Stronger campaign this week in response. And now the flip sides Moreover, every bit of good news about HIV/AIDS has a problem- and question-filled flip side. - If drug therapy has turned HIV/AIDS into a chronic condition, then what kind of side effects are HIV-infected people going to experience in their fourth, fifth, or even sixth decades of treatment? - If treatment is the new prevention, will people have access to it? The price of ARV drugs has dropped, and the number of people in sub-Saharan Africa who are taking them has climbed in recent years. Still, only about half of the approximately 15 million people worldwide who might benefit from ARV drugs (for both treatment and preventive purposes) are receiving them. The CDC estimates that only 336,000 (28%) of the 1.2 million Americans who are HIV-positive are getting the kind of care that keeps viral loads low. - Even if scientists were to find ways to cure people of HIV infections, will the cures be practical and affordable? The list goes on.	<urn:uuid:17f96589-664e-4516-8baa-35b8b4684ed1>	CC-MAIN-2017-43	https://www.health.harvard.edu/blog/world-aids-day-2011-is-the-hivaids-glass-finally-half-full-201112013891	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823016.53/warc/CC-MAIN-20171018161655-20171018181655-00240.warc.gz	en	0.965954	1,409	3.421875	3	[ { "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 \| Health officials estimate that about 60 million people worldwide have been infected with the HIV virus and that about half of them have died. In the United States, just over a million people have been diagnosed with AIDS since the epidemic began in 1981 and almost 600,000 have died.\nline 03 \| HIV infections, which suppress the immune system so opportunistic infections can take hold, are responsible for the resurgence of tuberculosis, especially in Africa.\nline 04 \| And there’s still no HIV/AIDS vaccine, despite all the research into HIV and over two dozen ongoing trials of candidate agents.\nline 05 \| These aren’t the kind of facts and figures that engender a lot of hope or give cause for celebration.\nline 06 \| Reasons for optimism\nline 07 \| Yet there’s actually more reason now to be optimistic—cautiously optimistic, ever so cautiously, and with caveats—about the course of the HIV/AIDS epidemic than there has been in years.\nline 08 \| - The epidemic seems to have peaked (for now).\nline 09 \| Many of the important indices of the epidemic—new HIV infections, new AIDS diagnoses, AIDS-related deaths—have peaked and trend lines have a downward slope.\nline 10 \| UNAIDS, the special international agency created to deal with the epidemic, estimates there were 2.7 million new HIV infections worldwide in 2010, which is 21% fewer than the peak of 3.2 million in 1997.\nline 11 \| AIDS-related deaths fell to 1.8 million last year, according to the agency, down from a peak of 2.2 million during the mid-2000s.\nline 12 \| In the United States, the number of newly diagnosed cases of AIDS peaked in 1993, and the number of AIDS-related deaths has been decreasing since 1995.\nline 13 \| - Drug therapy has turned HIV/AIDS into a manageable chronic disease.\nline 14 \| The antiretroviral (ARV) drugs that were first introduced in 1996 have changed HIV/AIDS from being a veritable death sentence into a chronic infection that can be hemmed in and managed for decades.\nline 15 \| Danish researchers have calculated that HIV-infected men in developed countries with access to ARV drugs and health care now have a life expectancy of about 75 years, provided they start treatment when their immune systems are relatively intact.\nline 16 \| That’s about seven fewer years of life expectancy than among those who aren’t infected, so there’s still a morbidity and mortality price to be paid.\nline 17 \| But it’s a lot less than it was before today’s sophisticated ARV drug regimens became available.\nline 18 \| - Drug therapy prevents transmission of the virus. By reducing the amount of virus in an HIV-infected person’s body (“lowering the viral load”), ARV drugs also reduce transmission of the virus. “Treatment is prevention,” Dr. Thomas Frieden, director of the federal Centers for Disease Control and Prevention (CDC), said emphatically during a press conference this week. For anyone familiar with the old treatment vs. prevention dichotomy in HIV/AIDS, it was stunning to hear them equated—and by the director of the CDC, no less. But it makes sense. Early on, studies showed that treating HIV-infected mothers with ARV drugs dramatically reduced transmission of the virus to their newborn children. Now studies are showing that the drugs can prevent adult-to-adult transmission. In May of this year, results of a major international study of “serodiscordant” couples, nearly all of whom were heterosexual, were made public. The HPTN 052 study, as it is called, showed that if a person who is HIV positive starts taking antiretroviral drugs when his or her immune system is still strong, it reduces the chances of that person transmitting the virus to an uninfected partner by a stunning 96%. Another approach that uses drug therapy for prevention has been dubbed pre-exposure prophylaxis (PrEP): people take ARV medications on a preventive basis before they are infected so if they are exposed to HIV, the chances of becoming infected with the virus are reduced. CDC-sponsored studies have shown that PrEP works to substantially lower infection rates among gay and bisexual men in the United States and among heterosexual men and women in Africa.\nline 19 \| - HIV cures are under investigation. ARV drugs corral HIV, but even if virus levels get very low, some HIV continues to hide out in the body. An HIV cure would get rid of the virus altogether—or, more plausibly, drive it down to such low, weakened levels that the immune system could control it on its own. Hope that a cure is feasible has been kindled by the case of Timothy Brown, a leukemia patient whose HIV infection seems to have been cured (he stopped taking ARV drugs and tests can’t find the virus in his body) by the bone marrow transplants he received from a donor with a genetic mutation. This mutation is known to protect people from HIV infection by altering a protein on immune cells so they can resist the virus. Bone marrow transplants aren’t the answer, but researchers are investigating whether gene therapy might be used to modify the immune cells of HIV-infected individuals so they gain the resistance that some people have naturally. Other curative strategies under investigation involve early, aggressive treatment of HIV with ARV drugs in combination with other agents, with the goal of flushing the virus from its hiding spots in the body.\nline 20 \| Mission not accomplished\nline 21 \| Optimism is one thing. Foolish optimism is another.\nline 22 \| The AIDS epidemic is far from over, and the downward slope of those trend lines could plateau or head up if prevention and treatment efforts slack off. The overalI trends don’t apply to everybody. In this country, new HIV infections are still increasing among young black men, both gay and bisexual, and the CDC launched the Testing Makes Us Stronger campaign this week in response.\nline 23 \| And now the flip sides\nline 24 \| Moreover, every bit of good news about HIV/AIDS has a problem- and question-filled flip side.\nline 25 \| - If drug therapy has turned HIV/AIDS into a chronic condition, then what kind of side effects are HIV-infected people going to experience in their fourth, fifth, or even sixth decades of treatment?\nline 26 \| - If treatment is the new prevention, will people have access to it? The price of ARV drugs has dropped, and the number of people in sub-Saharan Africa who are taking them has climbed in recent years. Still, only about half of the approximately 15 million people worldwide who might benefit from ARV drugs (for both treatment and preventive purposes) are receiving them. The CDC estimates that only 336,000 (28%) of the 1.2 million Americans who are HIV-positive are getting the kind of care that keeps viral loads low.\nline 27 \| - Even if scientists were to find ways to cure people of HIV infections, will the cures be practical and affordable?\nline 28 \| The list goes on.\n```", "role": "user" } ]
Food ingredients such as butylated hydroxyanisol, acesulfame potassium or methyl salicylate may sound scary, but the only thing threatening about them is their name, according to a new guidefrom the International Food Information Council which explains the names and purposes of common additives in order to make them less off-putting to consumers. The guide was inspired by a 2012 IFIC Food and Health survey which found that 90 percent of consumers pay attention to ingredients listed on food labels when grocery shopping. “With that in mind we wanted to find a way to help them with a resource,” explains Sarah Romotsky, R.D., Manager of IFIC’s Food Ingredients and Food Technology. “We understand that consumers may see these names and they’re long and unfamiliar and almost chemical sounding, so to them it may seem unappealing,” said Romotsky in an interview with Food Safety News. “But the truth is that the (U.S. Food and Drug Administration) requires that these ingredients be listed by their proper scientific names, so really a lot of these ingredients are regularly found in nature and are more common than consumers may think.” Examples provided by the guide include dihydrogen oxide, which “is really just water,” says Romotsky, and sodium chloride, which translates into salt. The guide hits on some of the most common ingredients listed by unfamiliar names, says Romotsky. The purpose of the two-page printable document is to explain to readers that these ingredients are not as foreign as they sound. They are often naturally occurring, says the guide, and are added to foods to improve their quality or safety by extending shelf life, improving flavor, texture, or preventing caking or clumping. The guide also explains that all ingredients added to foods in the U.S. are either an “additive” that has been approved by FDA as safe for human consumption, or have been deemed Generally Recognized as Safe (GRAS) by the agency. “Both must meet strict safety standards before being permitted for use in foods and beverages,” says the guide, which tells consumers that “Each ingredient serves a function in our food supply. It may not always be obvious, but it is nevertheless important.” For example, it says, preservatives help prevent food spoilage and can lower the risk of foodborne illness, and other additives provide a sweet alternative to sugar or enhance a food’s texture. The safety of many GRAS ingredients and additives has been questioned over the years. Some examples include food dyes that are thought to increase the risk of cancer, specifically Red 3, Yellow 5 and Yellow 6. Butylated hydroxyanisole, another GRAS ingredient, is “reasonably considered to be a human carcinogen,” according to a 2011 report by the National Toxicology Program. Other items on the list, while they haven’t been linked directly to adverse health effects, are considered contributors to obesity and heart disease. The “Fats and Oils” section describes items that provide “taste, aroma and texture,” according to the guide. According to the Centers for Disease Control and Prevention, hydrogenated oils – a category of food listed in this section – are an artificial source of trans fat, which is a risk factor that contributes to low-density protein, or “bad” cholesterol, which in turn contributes to heart disease. The guide is available for download here. It was created to be an easy reference for consumers to bring to the grocery store.© Food Safety News	<urn:uuid:6aac47bd-c712-42d6-9fa3-aeb85cc160b0>	CC-MAIN-2017-43	http://www.foodsafetynews.com/2012/09/new-guide-puts-unfamiliar-additive-names-in-consumer-friendly-terms/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824675.67/warc/CC-MAIN-20171021081004-20171021101004-00740.warc.gz	en	0.955998	761	3.40625	3	[ { "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 \| Food ingredients such as butylated hydroxyanisol, acesulfame potassium or methyl salicylate may sound scary, but the only thing threatening about them is their name, according to a new guidefrom the International Food Information Council which explains the names and purposes of common additives in order to make them less off-putting to consumers.\nline 04 \| The guide was inspired by a 2012 IFIC Food and Health survey which found that 90 percent of consumers pay attention to ingredients listed on food labels when grocery shopping.\nline 05 \| “With that in mind we wanted to find a way to help them with a resource,” explains Sarah Romotsky, R.D., Manager of IFIC’s Food Ingredients and Food Technology.\nline 06 \| “We understand that consumers may see these names and they’re long and unfamiliar and almost chemical sounding, so to them it may seem unappealing,” said Romotsky in an interview with Food Safety News.\nline 07 \| “But the truth is that the (U.S. Food and Drug Administration) requires that these ingredients be listed by their proper scientific names, so really a lot of these ingredients are regularly found in nature and are more common than consumers may think.”\nline 08 \| Examples provided by the guide include dihydrogen oxide, which “is really just water,” says Romotsky, and sodium chloride, which translates into salt.\nline 09 \| The guide hits on some of the most common ingredients listed by unfamiliar names, says Romotsky.\nline 10 \| The purpose of the two-page printable document is to explain to readers that these ingredients are not as foreign as they sound. They are often naturally occurring, says the guide, and are added to foods to improve their quality or safety by extending shelf life, improving flavor, texture, or preventing caking or clumping.\nline 11 \| The guide also explains that all ingredients added to foods in the U.S. are either an “additive” that has been approved by FDA as safe for human consumption, or have been deemed Generally Recognized as Safe (GRAS) by the agency.\nline 12 \| “Both must meet strict safety standards before being permitted for use in foods and beverages,” says the guide, which tells consumers that “Each ingredient serves a function in our food supply. It may not always be obvious, but it is nevertheless important.”\nline 13 \| For example, it says, preservatives help prevent food spoilage and can lower the risk of foodborne illness, and other additives provide a sweet alternative to sugar or enhance a food’s texture.\nline 14 \| The safety of many GRAS ingredients and additives has been questioned over the years. Some examples include food dyes that are thought to increase the risk of cancer, specifically Red 3, Yellow 5 and Yellow 6. Butylated hydroxyanisole, another GRAS ingredient, is “reasonably considered to be a human carcinogen,” according to a 2011 report by the National Toxicology Program.\nline 15 \| Other items on the list, while they haven’t been linked directly to adverse health effects, are considered contributors to obesity and heart disease. The “Fats and Oils” section describes items that provide “taste, aroma and texture,” according to the guide. According to the Centers for Disease Control and Prevention, hydrogenated oils – a category of food listed in this section – are an artificial source of trans fat, which is a risk factor that contributes to low-density protein, or “bad” cholesterol, which in turn contributes to heart disease.\nline 16 \| The guide is available for download here. It was created to be an easy reference for consumers to bring to the grocery store.© Food Safety News\nline 17 \| \n```", "role": "user" } ]
By Jeannette E. Warnert, University of California UC Cooperative Extension advisor Glenn Nader believes two problems could add up to one win-win solution. The California drought has ranchers desperate for inexpensive livestock feed. Air quality protection regulations that limit rice straw burning leave the rice industry with an abundance of typically low-quality straw to unload. Though it has rarely been done, Nader believes special treatment of rice straw will make it a nutritious cattle food. Two problems solved. Nader will introduce producers to this new way to get through the drought at a meeting from 9 a.m. to 12 noon July 29 at the Veterans Memorial Hall, 525 W. Sycamore St., Willows, Calif. When rice straw dries, its value as a forage declines dramatically. For 15 years, UC researchers have been trying to figure out why, but the reason for the significant change is not understood at this time. "At one time, we thought the problem was silica in the straw," Nader said. "We grew silica-free rice. That didn't work. We thought it was the crystallinity of molecules in the straw. We parsed apart the plant, and we still don't know." Ultimately, it was a rancher who suggested the scientists to put aside their desire to know why quality declines when rice straw dries and look for practical ways to get around it. Nader postponed his retirement to comply. Normally, rice growers bale the straw two to four days after harvest. Nader and his colleagues instead baled the straw immediately after it exited the grain harvester. They stacked the green straw bales and covered them with a tarp to retain moisture and prevent spontaneous combustion. The result is a product they named "strawlage." One worry is mold. The researchers found that treating the straw with propionic acid prevents fungus growth. "We haven't figured everything out, but with the drought conditions as serious as they are, we feel the time is right to share our research with growers," Nader said. "We invite producers to come to the meeting to see if this will work for their operations. Several producers who have already fed strawlage to their cattle will speak at the meeting about their experiences." Nader believes the UC research into using rice straw for livestock feed will be helpful throughout the world. Asian farmers produce rice straw in great abundance and their livestock would benefit significantly if the farmers worked to maintain the plant's moisture until it reaches cattle feeding troughs. The July 29 meeting will cover: - Nutritional advantages of strawlage over rice straw - The challenges of baling the straw at 50 to 60 percent moisture - Additives to prevent mold - How to stake and tarp strawlage - The costs associated with the practice - How cows that ate strawlage last year fared "Our goal is to give producers information that will allow them to make rice strawlage during this fall's harvest," Nader said. "Both cattle and rice producers are encouraged to attend." Want more? AgWeb readers are sharing fresh livestock insights every day. Click here to join the conversation, or to start your own.	<urn:uuid:2a4903c9-b38d-4fb6-b459-51f6266c36c4>	CC-MAIN-2017-43	https://www.agweb.com/livestock/beef/article/california_livestock_producers_and_rice_farmers_create_win-win_solution_naa_university_news_release/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824675.67/warc/CC-MAIN-20171021081004-20171021101004-00740.warc.gz	en	0.963225	659	2.65625	3	[ { "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 \| By Jeannette E. Warnert, University of California\nline 04 \| UC Cooperative Extension advisor Glenn Nader believes two problems could add up to one win-win solution.\nline 05 \| The California drought has ranchers desperate for inexpensive livestock feed.\nline 06 \| Air quality protection regulations that limit rice straw burning leave the rice industry with an abundance of typically low-quality straw to unload.\nline 07 \| Though it has rarely been done, Nader believes special treatment of rice straw will make it a nutritious cattle food.\nline 08 \| Two problems solved.\nline 09 \| Nader will introduce producers to this new way to get through the drought at a meeting from 9 a.m. to 12 noon July 29 at the Veterans Memorial Hall, 525 W. Sycamore St., Willows, Calif.\nline 10 \| When rice straw dries, its value as a forage declines dramatically.\nline 11 \| For 15 years, UC researchers have been trying to figure out why, but the reason for the significant change is not understood at this time.\nline 12 \| \"At one time, we thought the problem was silica in the straw,\" Nader said. \"We grew silica-free rice. That didn't work. We thought it was the crystallinity of molecules in the straw. We parsed apart the plant, and we still don't know.\"\nline 13 \| Ultimately, it was a rancher who suggested the scientists to put aside their desire to know why quality declines when rice straw dries and look for practical ways to get around it. Nader postponed his retirement to comply.\nline 14 \| Normally, rice growers bale the straw two to four days after harvest. Nader and his colleagues instead baled the straw immediately after it exited the grain harvester. They stacked the green straw bales and covered them with a tarp to retain moisture and prevent spontaneous combustion. The result is a product they named \"strawlage.\" One worry is mold. The researchers found that treating the straw with propionic acid prevents fungus growth.\nline 15 \| \"We haven't figured everything out, but with the drought conditions as serious as they are, we feel the time is right to share our research with growers,\" Nader said.\nline 16 \| \"We invite producers to come to the meeting to see if this will work for their operations.\nline 17 \| Several producers who have already fed strawlage to their cattle will speak at the meeting about their experiences.\"\nline 18 \| Nader believes the UC research into using rice straw for livestock feed will be helpful throughout the world.\nline 19 \| Asian farmers produce rice straw in great abundance and their livestock would benefit significantly if the farmers worked to maintain the plant's moisture until it reaches cattle feeding troughs.\nline 20 \| The July 29 meeting will cover:\nline 21 \| - Nutritional advantages of strawlage over rice straw\nline 22 \| - The challenges of baling the straw at 50 to 60 percent moisture\nline 23 \| - Additives to prevent mold\nline 24 \| - How to stake and tarp strawlage\nline 25 \| - The costs associated with the practice\nline 26 \| - How cows that ate strawlage last year fared\nline 27 \| \"Our goal is to give producers information that will allow them to make rice strawlage during this fall's harvest,\" Nader said. \"Both cattle and rice producers are encouraged to attend.\"\nline 28 \| Want more? AgWeb readers are sharing fresh livestock insights every day. Click here to join the conversation, or to start your own.\nline 29 \| \n```", "role": "user" } ]
Officially, the fall season starts today for countries in the Northern Hemisphere (the United States, Canada). We are enjoying the last of the sweet summer corn, and now see dried and decorative corn in the market. And I lament not savoring enough local cherries (yet again) this year. Pumpkins / Squashes of varying shapes and sizes are now in stores and market stands. And by the way, if you are wondering what the difference is between a pumpkin and a squash — or a gourd — the answer is at the end of this post. This year, there seems to be more varieties than ever, like the cream and orange pumpkins below. They look to me like designer pumpkins, and the texture and pattern could be on a sofa or chair fabric. There are white pumpkins There are also miniature white and orange pumpkins And beautiful, as well as crazy, alien looking squashes (at least what I call squash) My favorites are these turban squashes, for the unusual shape and color variety Here is the answer to the question, what is the difference between a pumpkin, squash and a gourd (from the Texas A&M Aggie Horticulture website). The genetic history of the pumpkin is so intertwined with the squash and the gourd that it’s sometimes difficult to tell them apart. Generally speaking a pumpkin is something you carve, a squash is something you cook and a gourd is something you look at. Though it’s really not that simple, it’s also not that difficult. The answer is in the stem. Pumpkins and squashes and gourds all belong to the same genetic family – Cucurbita. Within that family are several species or subgroups – Cucurbita pepo, Cucurbita maxima and Cucurbita moschata. The pepo species is usually recognized as the true pumpkin. Varieties within this group have bright orange skin and hard, woody, distinctly furrowed stems. But the group also includes gourds, vegetable marrow, Pattypan summer squash, scallop summer squash, gray and black zucchini and summer crookneck squash. The maxima species also contains varieties that produce pumpkin-like fruit but the skin is usually more yellow than orange and the stems are soft and spongy or corky, without ridges and without an enlargement next to the fruit. They don’t really make good handles for jack-o’-lanterns. Varieties such as Atlantic Giant, Big Max and Show King are often listed as pumpkins but are more properly called pumpkin-squash or squash- type pumpkins. Other members of the maxima group are Hubbard squashes, banana squashes, buttercup squashes and turban squashes – in short, most autumn and winter squash. Finally, there’s the moschata species. Varieties in this group are usually long and oblong instead of round and have tan rather than orange skin. The stems are deeply ridged and enlarged next to the fruit. Ironically, a member of this group is used for much of the canned pumpkin sold in this country. Other non-pumpkin members include the squash-like cushaw, winter crookneck squash and butternut squash. And if you are wondering where the Cucurbitas — photographed for this post — can be purchased, we found these at the Moss Landing Farm Fresh Produce Stand today, next to the The Whole Enchilada Marketplace off Hwy 1. Enjoy the fall…and your pumpkin pies. And remind me to eat more cherries (and maybe make a cobbler) next summer. This summer went by so quickly.	<urn:uuid:dcc6433a-a21a-4ab2-a4e2-87f703456037>	CC-MAIN-2017-43	http://lolako.com/category/plants/page/2/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825399.73/warc/CC-MAIN-20171022165927-20171022185927-00540.warc.gz	en	0.937477	791	2.703125	3	[ { "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 \| Officially, the fall season starts today for countries in the Northern Hemisphere (the United States, Canada).\nline 03 \| We are enjoying the last of the sweet summer corn, and now see dried and decorative corn in the market.\nline 04 \| And I lament not savoring enough local cherries (yet again) this year.\nline 05 \| Pumpkins / Squashes of varying shapes and sizes are now in stores and market stands.\nline 06 \| And by the way, if you are wondering what the difference is between a pumpkin and a squash — or a gourd — the answer is at the end of this post.\nline 07 \| This year, there seems to be more varieties than ever, like the cream and orange pumpkins below. They look to me like designer pumpkins, and the texture and pattern could be on a sofa or chair fabric.\nline 08 \| There are white pumpkins\nline 09 \| There are also miniature white and orange pumpkins\nline 10 \| And beautiful, as well as crazy, alien looking squashes (at least what I call squash)\nline 11 \| My favorites are these turban squashes, for the unusual shape and color variety\nline 12 \| Here is the answer to the question, what is the difference between a pumpkin, squash and a gourd (from the Texas A&M Aggie Horticulture website).\nline 13 \| The genetic history of the pumpkin is so intertwined with the squash and the gourd that it’s sometimes difficult to tell them apart.\nline 14 \| Generally speaking a pumpkin is something you carve, a squash is something you cook and a gourd is something you look at. Though it’s really not that simple, it’s also not that difficult. The answer is in the stem.\nline 15 \| Pumpkins and squashes and gourds all belong to the same genetic family – Cucurbita. Within that family are several species or subgroups – Cucurbita pepo, Cucurbita maxima and Cucurbita moschata.\nline 16 \| The pepo species is usually recognized as the true pumpkin.\nline 17 \| Varieties within this group have bright orange skin and hard, woody, distinctly furrowed stems.\nline 18 \| But the group also includes gourds, vegetable marrow, Pattypan summer squash, scallop summer squash, gray and black zucchini and summer crookneck squash.\nline 19 \| The maxima species also contains varieties that produce pumpkin-like fruit but the skin is usually more yellow than orange and the stems are soft and spongy or corky, without ridges and without an enlargement next to the fruit.\nline 20 \| They don’t really make good handles for jack-o’-lanterns.\nline 21 \| Varieties such as Atlantic Giant, Big Max and Show King are often listed as pumpkins but are more properly called pumpkin-squash or squash- type pumpkins.\nline 22 \| Other members of the maxima group are Hubbard squashes, banana squashes, buttercup squashes and turban squashes – in short, most autumn and winter squash.\nline 23 \| Finally, there’s the moschata species.\nline 24 \| Varieties in this group are usually long and oblong instead of round and have tan rather than orange skin.\nline 25 \| The stems are deeply ridged and enlarged next to the fruit.\nline 26 \| Ironically, a member of this group is used for much of the canned pumpkin sold in this country.\nline 27 \| Other non-pumpkin members include the squash-like cushaw, winter crookneck squash and butternut squash.\nline 28 \| And if you are wondering where the Cucurbitas — photographed for this post — can be purchased, we found these at the Moss Landing Farm Fresh Produce Stand today, next to the The Whole Enchilada Marketplace off Hwy 1.\nline 29 \| Enjoy the fall…and your pumpkin pies.\nline 30 \| And remind me to eat more cherries (and maybe make a cobbler) next summer.\nline 31 \| This summer went by so quickly.\nline 32 \| \n```", "role": "user" } ]
Embedded system design often requires not only an understanding of the hardware but also of how the software affects and interacts with it. Designing hardware requires a certain engineering paradigm that can be a complete polar opposite of designing software. When transitioning from hardware design to include software design, there are ten software tips that hardware engineers should keep in mind when they start developing software. Tip #1 – Flowchart First, Implement Second When an engineer first steps into the realm of developing software, there is an intense temptation to jump right in and start writing code. This mindset is the equivalent of trying to lay out a PCB before the schematics have been completed. It is critical when sitting down to develop software that the urge to start writing code be ignored and instead an architectural diagram of the software be developed using flowcharts. This will give the developer an idea of the different parts and components required for the application much like how a schematic tells an engineer what hardware components are required. By doing this the program overall will stand a better chance of being well organized and thought out which will save time and headaches in the long run by decreasing debugging time. Tip #2 – Use State Machines to Control Program Flow One of the great software inventions of the 20th century was the state machine. An application can often be broken up into multiple state machines each of which controls a specific component of the application. Each of these state machines has their own internal states and state transitions that dictate how the software reacts to various stimuli. Designing software using state machines will ease in the development of software that is modular, maintainable and easy to understanding. A wide variety of resources exist that demonstrate state machine theory and algorithms. Tip #3 – Avoid the Use of Global Variables In the old days of functional programming, function came before form with the programmers’ sole goal being to make the program operate as expected as quickly as possible without regard for program structure or reusability. This programming paradigm held no apprehension about using variables that were global in scope that any function within the program could modify. The result was an increased chance of variable corruption or misuse of variables. In the new recommended object-oriented paradigm, variables should be defined in the smallest possible scope and encapsulated to prevent other functions from misusing or corrupting the variables. It is therefore recommended that you limit the number of variables that use a global scope. These variables can be identified in the C language by the use of the extern keyword. Tip #4 – Take Advantage of Modularity If you ask any engineer the part of a project most likely to be delivered late and over budget the answer will be the software. Software is often complex and can be difficult to develop and maintain especially if the entire application resides in a single file or multiple files that are loosely correlated. To ease maintainability, reusability and complexity, it is highly recommended to take advantage of the modularity of modern programming languages and break common functionality into modules. By breaking the code up in this manner will allow the programmer to start building libraries of functions and features that can then be reused from one application to the next thus improving code quality through continuous testing in addition to decreasing time and development costs. Tip #5 – Keep Interrupt Service Routines Simple An interrupt service routine is used to interrupt the processor from the branch of code that is currently being executed in order to handle a peripheral whose interrupt has just been triggered. Whenever an interrupt is executed there is a certain amount of overhead required to save the current program state, run the interrupt and then return the processor to the original program state. Modern processors are much faster than they were years ago but this overhead still needs to be taken into account. In general, a programmer wants to minimize the time spent in interrupts in order to not interfere with the primary code branch. This means that interrupts should be short and simple. Functions should not be called from an interrupt. In addition, if an interrupt starts to get too complex or take too much time, the interrupt should be used to do the minimum required at the time such as loading data into a buffer and setting a flag to then allow the main branch to process the incoming data. By doing this it can be ensured that the majority of the processors cycles are being spent running the application and not just processing interrupts. Tip #6 – Use Processor Example Code to Experiment with Peripherals When designing hardware it is always helpful to build prototype test circuits to make sure that an engineers’ understanding of the circuit is correct before laying out a board. The same can be done when writing software. Silicon manufacturers usually have example code that can be used to test out parts of the microprocessor so that the engineer can get a feel for how the part works. This allows insights to be made into how the software architecture should be organized and any potential issues that could be encountered. Identifying potential road blocks early in the design process rather being found in the last hours before shipping a product. This is a great way to test code snippets out beforehand but be warned that manufacturer code is usually not modular and easily used in the actual application without considerable modification. Over time this has been changing and may one day result in production ready code right from the chip provider. Tip #7 – Limit Function Complexity There is an old saying in engineering called KISS; Keep It Simple Silly. When dealing with any complex task the simplest approach is to break it up into smaller and simpler tasks which are more manageable. As tasks or functions become more complex, it becomes harder for humans to keep track of all the details without errors slipping in. When a function is written the complexity may seem appropriate at the time but how an engineer will view the code when it needs to be maintained six months down the road should be considered. There are a number of techniques for measuring function complexity such as cyclomatic complexity. Tools exist that can automatically calculate the cyclomatic complexity of a function. General rule of thumb suggests that functions with a cyclomatic complexity below 10 are desired. Tip #8 – Use a Source Code Repository and Commit Frequently Making mistakes is part of being human and when humans write code they don’t miraculously change. That’s why it is critical that developers use a source code repository. A source code repository allows a developer to check-in a good version of code with a description of what changes were made to the code base. This allows the developer to not only revert or go back to an old version of code but also compare previous versions for changes. In the event a developer makes a bunch of changes that then break the system, going back to a good version of code is just a click away! Just remember that if code is not committed frequently the repository will not work as intended. Waiting two weeks to commit code and then going back will lose a lot of work and time if an irreversible change is made! Tip #9 – Document the Code Thoroughly When in the heat of software development battles it is very easy to focus just on getting the code written and debugged and ignoring documenting it. Documentation often becomes an end of project task as it is the last thing on a developers mind when the pressure is on. However, it is important to document the code when it is fresh in your mind so that a future developer or your future self can read the comments and understand how the code works. Tip #10 – Use an Agile Development Process When doing engineering of any kind it is always recommended that some sort of process be defined and followed whose result is consistent quality, costs and on-time delivery. Software developers have been successfully using the Agile development process to develop quality software. The process allows for requirements to be developed with priorities. The highest priority tasks are performed first within a scheduled period of time known as an iteration. The beauty of the process is that it allows the software development process to be fluid, allowing requirements and tasks to adapt and change with each iteration based on the results and needs of the client. Tip #10a – Stay on Top of Developing Technologies One of the greatest places to learn about the latest tools and techniques being used to develop embedded software is to attend one of the Embedded Systems Conferences that are held three times a year at various locations throughout the United These conferences draw engineers from around the world, providing the opportunity to interact, attend seminars and hands on exercises that will improve an engineer’s understanding of software development. In addition to attending conferences, EDN offers a wide variety of blogs ranging in hardware and software topics to keep an engineer always engaged and learning so that they are ready to apply cutting edge technologies on their next development project.	<urn:uuid:f368a5a6-e9f0-4a49-94dd-d8ca066da432>	CC-MAIN-2017-43	https://www.beningo.com/135-10-software-tips-for-hardware-engineers/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825399.73/warc/CC-MAIN-20171022165927-20171022185927-00540.warc.gz	en	0.942262	1,746	3.015625	3	[ { "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 \| Embedded system design often requires not only an understanding of the hardware but also of how the software affects and interacts with it. Designing hardware requires a certain engineering paradigm that can be a complete polar opposite of designing software. When transitioning from hardware design to include software design, there are ten software tips that hardware engineers should keep in mind when they start developing software.\nline 03 \| Tip #1 – Flowchart First, Implement Second When an engineer first steps into the realm of developing software, there is an intense temptation to jump right in and start writing code.\nline 04 \| This mindset is the equivalent of trying to lay out a PCB before the schematics have been completed.\nline 05 \| It is critical when sitting down to develop software that the urge to start writing code be ignored and instead an architectural diagram of the software be developed using flowcharts.\nline 06 \| This will give the developer an idea of the different parts and components required for the application much like how a schematic tells an engineer what hardware components are required.\nline 07 \| By doing this the program overall will stand a better chance of being well organized and thought out which will save time and headaches in the long run by decreasing debugging time.\nline 08 \| Tip #2 – Use State Machines to Control Program Flow One of the great software inventions of the 20th century was the state machine. An application can often be broken up into multiple state machines each of which controls a specific component of the application. Each of these state machines has their own internal states and state transitions that dictate how the software reacts to various stimuli. Designing software using state machines will ease in the development of software that is modular, maintainable and easy to understanding. A wide variety of resources exist that demonstrate state machine theory and algorithms.\nline 09 \| Tip #3 – Avoid the Use of Global Variables In the old days of functional programming, function came before form with the programmers’ sole goal being to make the program operate as expected as quickly as possible without regard for program structure or reusability. This programming paradigm held no apprehension about using variables that were global in scope that any function within the program could modify. The result was an increased chance of variable corruption or misuse of variables. In the new recommended object-oriented paradigm, variables should be defined in the smallest possible scope and encapsulated to prevent other functions from misusing or corrupting the variables. It is therefore recommended that you limit the number of variables that use a global scope. These variables can be identified in the C language by the use of the extern keyword.\nline 10 \| Tip #4 – Take Advantage of Modularity If you ask any engineer the part of a project most likely to be delivered late and over budget the answer will be the software.\nline 11 \| Software is often complex and can be difficult to develop and maintain especially if the entire application resides in a single file or multiple files that are loosely correlated.\nline 12 \| To ease maintainability, reusability and complexity, it is highly recommended to take advantage of the modularity of modern programming languages and break common functionality into modules.\nline 13 \| By breaking the code up in this manner will allow the programmer to start building libraries of functions and features that can then be reused from one application to the next thus improving code quality through continuous testing in addition to decreasing time and development costs.\nline 14 \| Tip #5 – Keep Interrupt Service Routines Simple An interrupt service routine is used to interrupt the processor from the branch of code that is currently being executed in order to handle a peripheral whose interrupt has just been triggered. Whenever an interrupt is executed there is a certain amount of overhead required to save the current program state, run the interrupt and then return the processor to the original program state. Modern processors are much faster than they were years ago but this overhead still needs to be taken into account. In general, a programmer wants to minimize the time spent in interrupts in order to not interfere with the primary code branch. This means that interrupts should be short and simple. Functions should not be called from an interrupt. In addition, if an interrupt starts to get too complex or take too much time, the interrupt should be used to do the minimum required at the time such as loading data into a buffer and setting a flag to then allow the main branch to process the incoming data. By doing this it can be ensured that the majority of the processors cycles are being spent running the application and not just processing interrupts.\nline 15 \| Tip #6 – Use Processor Example Code to Experiment with Peripherals When designing hardware it is always helpful to build prototype test circuits to make sure that an engineers’ understanding of the circuit is correct before laying out a board. The same can be done when writing software. Silicon manufacturers usually have example code that can be used to test out parts of the microprocessor so that the engineer can get a feel for how the part works. This allows insights to be made into how the software architecture should be organized and any potential issues that could be encountered. Identifying potential road blocks early in the design process rather being found in the last hours before shipping a product. This is a great way to test code snippets out beforehand but be warned that manufacturer code is usually not modular and easily used in the actual application without considerable modification. Over time this has been changing and may one day result in production ready code right from the chip provider.\nline 16 \| Tip #7 – Limit Function Complexity There is an old saying in engineering called KISS; Keep It Simple Silly. When dealing with any complex task the simplest approach is to break it up into smaller and simpler tasks which are more manageable. As tasks or functions become more complex, it becomes harder for humans to keep track of all the details without errors slipping in. When a function is written the complexity may seem appropriate at the time but how an engineer will view the code when it needs to be maintained six months down the road should be considered. There are a number of techniques for measuring function complexity such as cyclomatic complexity. Tools exist that can automatically calculate the cyclomatic complexity of a function. General rule of thumb suggests that functions with a cyclomatic complexity below 10 are desired.\nline 17 \| Tip #8 – Use a Source Code Repository and Commit Frequently Making mistakes is part of being human and when humans write code they don’t miraculously change. That’s why it is critical that developers use a source code repository. A source code repository allows a developer to check-in a good version of code with a description of what changes were made to the code base. This allows the developer to not only revert or go back to an old version of code but also compare previous versions for changes. In the event a developer makes a bunch of changes that then break the system, going back to a good version of code is just a click away! Just remember that if code is not committed frequently the repository will not work as intended. Waiting two weeks to commit code and then going back will lose a lot of work and time if an irreversible change is made!\nline 18 \| Tip #9 – Document the Code Thoroughly When in the heat of software development battles it is very easy to focus just on getting the code written and debugged and ignoring documenting it. Documentation often becomes an end of project task as it is the last thing on a developers mind when the pressure is on. However, it is important to document the code when it is fresh in your mind so that a future developer or your future self can read the comments and understand how the code works.\nline 19 \| Tip #10 – Use an Agile Development Process When doing engineering of any kind it is always recommended that some sort of process be defined and followed whose result is consistent quality, costs and on-time delivery. Software developers have been successfully using the Agile development process to develop quality software. The process allows for requirements to be developed with priorities. The highest priority tasks are performed first within a scheduled period of time known as an iteration. The beauty of the process is that it allows the software development process to be fluid, allowing requirements and tasks to adapt and change with each iteration based on the results and needs of the client.\nline 20 \| Tip #10a – Stay on Top of Developing Technologies One of the greatest places to learn about the latest tools and techniques being used to develop embedded software is to attend one of the Embedded Systems Conferences that are held three times a year at various locations throughout the United These conferences draw engineers from around the world, providing the opportunity to interact, attend seminars and hands on exercises that will improve an engineer’s understanding of software development.\nline 21 \| In addition to attending conferences, EDN offers a wide variety of blogs ranging in hardware and software topics to keep an engineer always engaged and learning so that they are ready to apply cutting edge technologies on their next development project.\nline 22 \| \n```", "role": "user" } ]
\|Picture sourced from internet\| Surprisingly, there were only very few articles that discussed the impact of exposure to microwave ovens radiation on human health, apart from a couple of old journal articles from the 1970s. Even then, these used data gained from investigating ovens with faulty hinges, gaskets and safety locks – presumably (at least one can hope) problems that have long been addressed and rectified. \|Photo sourced from internet\| “A female patient, 36-years-old, complained of bilateral palatal pain on the anatomical area of upper second molars. The painful condition of palatal mucosa erosion was observed. Palatal erosions or ulcerations may be caused by heated food cooked in microwave ovens. We present a case of a bilateral palatal burn caused by cheese-pie. Concluding, any food containing cheese, when heated in microwave oven, may cause palatal burn if eaten immediately” (Kafas & Stravrianos 2008). The bit that got me was this: “Any food containing cheese, when heated in microwave oven, may cause palatal burn if eaten immediately”… Ahh common sense?? It’s quite a cute little article though, if you’re inclined to have a read. Due to the cooking properties of microwave ovens, food containing soft/liquid material (e.g. cheese) has a higher internal temperature, relative to external. It appears that this a particular concern in cheese pies rather than, say pizzas, because the melty cheesey material is located in the centre of the food item. When we bite into such things, the hot melted cheese flows across the mucosa of our mouths, creating that ‘burning’ feeling I suppose. Fascinating, eh? “Microwave-heated food may cause serious injury if it is not allowed to cool before consumption” (Offer, Nanan & Marshall 1995). In the end, I love the microwave. It’s possible to make oatmeal, cakes, bake chicken, etc so until there’s some conclusive evidence, I’m going to continue to use one. That doesn’t mean I stand in front of it and gaze and sniff at the contents while it’s in operation… unlike somebody in our house: Kafas, P & Stavrianos 2008, ‘Thermal burn of palate caused by microwave heated cheese-pie: A case report’, Cases Journal, vol. 1, no. 191, <http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2564904/?tool=pmcentrez>. Merckel, C 1972, ‘Microwave and Man: The Direct and Indirect Hazards, and the Precautions’, California State Journal of Medicine, vol. 117, pp. 20-24, <http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1518465/pdf/califmed00115-0050.pdf>. Offer, GJ, Nanan, D & Marshall, JN 1995, ‘Thermal injury to the upper aerodigestive tract after microwave heating of food’, Journal of Accident and Emergency Medicine, vol. 12, pp. 216-217, <http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1342487/pdf/jaccidem00008-0056.pdf>.	<urn:uuid:4f61f59f-b8d1-4fa0-8335-019d56816032>	CC-MAIN-2017-43	http://countrybumpkinatheart.blogspot.com.au/2012/03/microwave-friend-or-foe.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825889.47/warc/CC-MAIN-20171023092524-20171023112524-00440.warc.gz	en	0.877248	742	2.671875	3	[ { "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 \| \|Picture sourced from internet\|\nline 04 \| Surprisingly, there were only very few articles that discussed the impact of exposure to microwave ovens radiation on human health, apart from a couple of old journal articles from the 1970s. Even then, these used data gained from investigating ovens with faulty hinges, gaskets and safety locks – presumably (at least one can hope) problems that have long been addressed and rectified.\nline 05 \| \|Photo sourced from internet\|\nline 06 \| “A female patient, 36-years-old, complained of bilateral palatal pain on the anatomical area of upper second molars. The painful condition of palatal mucosa erosion was observed. Palatal erosions or ulcerations may be caused by heated food cooked in microwave ovens. We present a case of a bilateral palatal burn caused by cheese-pie. Concluding, any food containing cheese, when heated in microwave oven, may cause palatal burn if eaten immediately” (Kafas & Stravrianos 2008).\nline 07 \| The bit that got me was this: “Any food containing cheese, when heated in microwave oven, may cause palatal burn if eaten immediately”… Ahh common sense??\nline 08 \| It’s quite a cute little article though, if you’re inclined to have a read. Due to the cooking properties of microwave ovens, food containing soft/liquid material (e.g. cheese) has a higher internal temperature, relative to external. It appears that this a particular concern in cheese pies rather than, say pizzas, because the melty cheesey material is located in the centre of the food item. When we bite into such things, the hot melted cheese flows across the mucosa of our mouths, creating that ‘burning’ feeling I suppose. Fascinating, eh?\nline 09 \| “Microwave-heated food may cause serious injury if it is not allowed to cool before consumption” (Offer, Nanan & Marshall 1995).\nline 10 \| In the end, I love the microwave. It’s possible to make oatmeal, cakes, bake chicken, etc so until there’s some conclusive evidence, I’m going to continue to use one. That doesn’t mean I stand in front of it and gaze and sniff at the contents while it’s in operation… unlike somebody in our house:\nline 11 \| Kafas, P & Stavrianos 2008, ‘Thermal burn of palate caused by microwave heated cheese-pie: A case report’, Cases Journal, vol. 1, no. 191, <http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2564904/?tool=pmcentrez>.\nline 12 \| Merckel, C 1972, ‘Microwave and Man: The Direct and Indirect Hazards, and the Precautions’, California State Journal of Medicine, vol.\nline 13 \| 117, pp.\nline 14 \| 20-24, <http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1518465/pdf/califmed00115-0050.pdf>.\nline 15 \| Offer, GJ, Nanan, D & Marshall, JN 1995, ‘Thermal injury to the upper aerodigestive tract after microwave heating of food’, Journal of Accident and Emergency Medicine, vol. 12, pp. 216-217, <http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1342487/pdf/jaccidem00008-0056.pdf>.\nline 16 \| \n```", "role": "user" } ]
Silent film to talkies From silent films to talkies – DMU leads international research into greatest ever change in British cinema The massive cultural and economic impact of introducing talking pictures, or ‘talkies’, into British cinema is to be investigated by experts from De Montfort University Leicester (DMU) after being awarded a £466,000 research grant. Laraine Porter, Senior Lecturer in Film within DMU’s Cinema and TV History research centre (CATH), will lead the investigation while working with prestigious organisations such as the British Film Institute and The Cinema Museum, London. A PhD researcher will also work on the project along with Steve Chibnall, DMU’s Professor of British Cinema. The research project was officially launched in October 2014 during the esteemed Pordenone Silent Film Festival in Italy, and DMU will work on the three-year project with the University of Stirling. The research will be the first of its kind to investigate how British cinema underwent a revolution, virtually overnight, with the screening of Alfred Hitchcock’s “Blackmail”. Mountains of books and research have been published on the introduction of the first-ever talkie in 1927, the Hollywood-produced Jazz Singer, starring Al Jolson, which contains the famous line “You Ain’t Heard Nothing Yet”. But no serious research has ever been conducted in how Britain was transformed by its own move from silent cinema to talkies in 1929 – the single greatest change in the history of the industry. Ms Porter said: “Our three years of research is going to be watched carefully throughout Europe and across America. I have been asked it many times since we started looking into this project but I don’t know the answer as to why this research has never been done before. “There is no doubt however that what happened in 1928 and 1929 sealed the fate of the industry as we know it today. It was the single biggest transformation that cinema has ever known.” Ms Porter says the changes in economics and culture were huge and these elements will be researched over the three year period. They include: - The change in the way films were made. For example, in the early years the sound recording equipment was so primitive that the camera had to stand still, muffled in a box - The change in architecture, as cinemas looked to be rebuilt to cope with the acoustics of talking pictures - The effect on employment, as tens of thousands of musicians who provided live soundtracks lost their jobs virtually overnight - The change in manufacturing, as studios and cinemas had to be re-equipped - The rise of the Musicians’ Union as its members suffered the triple whammy of talkies, gramophone and wireless - The fear that talkies would adulterate the English language - Criticism and praise for talking pictures by intellectuals. Playwright George Bernard Shaw was a big fan while author Aldous Huxley effectively said “if this is progress, count me out” - The change to European cinema. There were many joint projects between Britain, Germany, Italy, France and the Scandinavian countries. Once sound and dialogue was introduced, they went their own separate ways - The effect on the deaf and hard of hearing - The effect on actors. Many actors had to learn how to speak for the camera with demand for elocution lessons going through the roof - The need to turn to the banks for help with the massive investment needed to keep up with changing technology and its effect on the powerhouses of British Cinema. The grant money was awarded to DMU by the prestigious AHRC – the Arts and Humanities Research Council. DMU academic lifts the lid on British Trash Cinema Historians celebrate forgotten British cinema HITCHCOCK---BLACKMAIL-insetTHE MASTER AT WORK: Alfred Hitchcock on the set of the first British talkie, Blackmail, in 1929	<urn:uuid:31b852ff-5359-407e-9b7f-a53f7e0668fa>	CC-MAIN-2017-43	http://www.dmu.ac.uk/research/research-impact-and-ref2014/impact-and-areas/cinema-and-television-history/silent-film-to-talkies.aspx?ContensisTextOnly=true	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825889.47/warc/CC-MAIN-20171023092524-20171023112524-00440.warc.gz	en	0.968928	820	2.8125	3	[ { "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 \| Silent film to talkies\nline 04 \| From silent films to talkies – DMU leads international research into greatest ever change in British cinema\nline 05 \| The massive cultural and economic impact of introducing talking pictures, or ‘talkies’, into British cinema is to be investigated by experts from De Montfort University Leicester (DMU) after being awarded a £466,000 research grant.\nline 06 \| Laraine Porter, Senior Lecturer in Film within DMU’s Cinema and TV History research centre (CATH), will lead the investigation while working with prestigious organisations such as the British Film Institute and The Cinema Museum, London. A PhD researcher will also work on the project along with Steve Chibnall, DMU’s Professor of British Cinema.\nline 07 \| The research project was officially launched in October 2014 during the esteemed Pordenone Silent Film Festival in Italy, and DMU will work on the three-year project with the University of Stirling.\nline 08 \| The research will be the first of its kind to investigate how British cinema underwent a revolution, virtually overnight, with the screening of Alfred Hitchcock’s “Blackmail”. Mountains of books and research have been published on the introduction of the first-ever talkie in 1927, the Hollywood-produced Jazz Singer, starring Al Jolson, which contains the famous line “You Ain’t Heard Nothing Yet”.\nline 09 \| But no serious research has ever been conducted in how Britain was transformed by its own move from silent cinema to talkies in 1929 – the single greatest change in the history of the industry.\nline 10 \| Ms Porter said: “Our three years of research is going to be watched carefully throughout Europe and across America. I have been asked it many times since we started looking into this project but I don’t know the answer as to why this research has never been done before. “There is no doubt however that what happened in 1928 and 1929 sealed the fate of the industry as we know it today. It was the single biggest transformation that cinema has ever known.”\nline 11 \| Ms Porter says the changes in economics and culture were huge and these elements will be researched over the three year period. They include:\nline 12 \| - The change in the way films were made. For example, in the early years the sound recording equipment was so primitive that the camera had to stand still, muffled in a box\nline 13 \| - The change in architecture, as cinemas looked to be rebuilt to cope with the acoustics of talking pictures\nline 14 \| - The effect on employment, as tens of thousands of musicians who provided live soundtracks lost their jobs virtually overnight\nline 15 \| - The change in manufacturing, as studios and cinemas had to be re-equipped\nline 16 \| - The rise of the Musicians’ Union as its members suffered the triple whammy of talkies, gramophone and wireless\nline 17 \| - The fear that talkies would adulterate the English language\nline 18 \| - Criticism and praise for talking pictures by intellectuals. Playwright George Bernard Shaw was a big fan while author Aldous Huxley effectively said “if this is progress, count me out”\nline 19 \| - The change to European cinema. There were many joint projects between Britain, Germany, Italy, France and the Scandinavian countries. Once sound and dialogue was introduced, they went their own separate ways\nline 20 \| - The effect on the deaf and hard of hearing\nline 21 \| - The effect on actors. Many actors had to learn how to speak for the camera with demand for elocution lessons going through the roof\nline 22 \| - The need to turn to the banks for help with the massive investment needed to keep up with changing technology and its effect on the powerhouses of British Cinema.\nline 23 \| The grant money was awarded to DMU by the prestigious AHRC – the Arts and Humanities Research Council.\nline 24 \| DMU academic lifts the lid on British Trash Cinema\nline 25 \| Historians celebrate forgotten British cinema\nline 26 \| HITCHCOCK---BLACKMAIL-insetTHE MASTER AT WORK: Alfred Hitchcock on the set of the first British talkie, Blackmail, in 1929\n```", "role": "user" } ]
From Zirconia to Yttria The Quest for the YSZ Thin Film Phase Diagram - Fig. 1: Schematics of our self-built sputter source, and an illustration of the thin film preparation process: deposition on NaCl single crystals and subsequent floating off in water, after which the film can be collected via gold grids for transmission electron microscopy. - Fig. 2: Selected area electron diffraction (top) and the unit cell heights (bottom), which allowed us to distinguish between the tetragonal and cubic polymorphs due to the recession of the lattice parameter, c. Based on data from . - Fig. 3: AFM surface topology images of the unsupported thin films. Adapted from . By means of ion beam sputtering, unsupported yttria-stabilized zirconia thin films of various compositions are prepared on NaCl single crystal substrates, and are subsequently investigated using transmission electron microscopy and atomic force microscopy. Studies of the unit cell dimensions (by means of selected area electron diffraction) reveal the phase transition from the tetragonal to the cubic polymorph to lie between 8 and 20 mol% Y2O3. Towards a Greener Energy Future Yttria-stabilized zirconia (YSZ), a solid solution of yttrium oxide, Y2O3, in zirconium oxide, ZrO2, is a widely known compound that features a large ionic conductivity at elevated temperatures, and is hence used as an electrolyte in, for instance, oxygen sensors or solid oxide fuel cells. The latter application is especially promising for providing a more efficient and, thus, cleaner way of obtaining energy from hydrocarbons. There are, however, still some challenges like decreasing the operating temperature of these cells. One of the proposals to achieve this is to reduce the electrolyte thickness to the nanometer range. However, there are discrepancies in literature regarding the phase diagram of YSZ – i.e. when it comes to answering the question of which composition yields which crystal structure. In order to elucidate the crystallographic and morphologic properties of such thin films, which are detrimental to the final properties of the fuel cells, we decided to employ our model thin film approach to investigate YSZ samples with varying yttria contents (3, 8, 20 and 40 mol% Y2O3). No Contradiction: Unsupported, Yet Epitaxially Grown Thin Films The main challenge in creating an appropriate thin film is maintaining the composition while keeping the thickness to such a low level as to still be able to conduct high-resolution TEM and EELS studies. Additionally, it being a model system, a well-ordered, epitaxially grown thin film is favorable. While evaporation by resistive heating would yield the necessary low growth rates, it is not suitable to deposit films of complex oxide mixtures due to different vapor pressures of the constituents. Magnetron sputtering, as used in commercial setups, is able to retain the composition, but has a high deposition rate, not ideal to prepare very thin films (in the range of 25 nm). To overcome these problems, we developed our own sputtering source that works at much lower pressures (10-5 mbar instead of the 10 mbar range) by emitting electrons from a heated filament and consequently ionizing argon atoms that are then accelerated towards a target that is kept at a high negative voltage [1,2]. The setup is shown in figure 1. Due to the high temperatures reached in the vicinity of the target, it is possible to sputter oxidic films, although the voltage used is only DC, which is usually restricted to conductive targets. This source allows for very low deposition rates of about 0.1 nm min‑1. Furthermore, in order to be able to investigate the thin films using TEM without having to resort to FIB techniques to remove it from the deposition substrate, we deposit them on NaCl(001) single crystals at 573 K. This has the advantage that the crystals can be dissolved in water, leaving the unsupported, yet epitaxially grown thin film to float on the surface, ready to be collected using TEM gold grids (fig. 1). It’s Impossible to Distinguish Tetragonal and Cubic Phases using Diffraction – Is It Really? The problem with determining the crystallographic phases for zirconia and YSZ polymorphs is that the different crystal structures feature lattice planes with exactly the same spacings, meaning that a set of spacings obtained from a selected area diffraction pattern that is assigned to tetragonal spacings could also fully be attributed to cubic lattice planes. This can be seen qualitatively and quantitatively in the diffraction patterns shown in figure 2 that look the same and also feature more or less the same lattice spacings. Moreover, in the case of a textured film due to an ordered growth on a cubic substrate, no distinction can be made from the epitaxy either. This, however, is not a problem inherent to electron diffraction inside the microscope – it also applies to X-ray diffractometry, where distinguishing them is nearly impossible. For this, usually, more structure-sensitive methods such as Raman spectroscopy are required. However, we can exploit the fact that the heights of the tetragonal and cubic unit cells of ZrO2 are equivalent: they are both approximately 0.51 nm. Thus, in both cases, the (002) planes can be attributed to the same diffraction spot. Hence, this unit cell height, which is the lattice parameter c, can be calculated for each sample – and not only from the (002) spot, but from every diffraction ring visible in the pattern to get a statistically more valid result. The crystal structure that is assumed during this calculation does not influence the result: the same parameters are obtained for cubic and tetragonal values. For didactic purposes, we will assume a tetragonal crystal structure for all the samples. To calculate the unit cell height in this case, we need to know the a/c ratio that can be obtained from the crystal structure of pure ZrO2 (under the assumption that the incorporation of Y2O3 into the lattice does not distort the lattice too much and just isotropically increases the unit cell volume). The results from this calculation are shown in figure 2 as a function of the Y2O3 content. There, it can be seen that there would be a recession of the unit cell height between 8 mol% and 20 mol% Y2O3. However, the latter specimen contains a drastically larger amount of Y3+, which is a larger ion than Zr4+. This requires the unit cell volume to be larger than for 8 mol%. This stagnation can thus only be explained if the unit cell instead expands in the lateral directions (a and b) and so still increases its volume – this is exactly what happens if there is a phase transition occurring from the tetragonal to the cubic polymorph. Hence, the calculation of the lattice parameter can, in this case, be used as a tool to determine the point of the phase transition from tetragonal to cubic YSZ. Single Crystals, Flakes and Nanocrystals: The Surface Morphology The AFM topology images shown in figure 3 have been recorded using the intermittent contact mode. For this, the TEM grids were used; that is, these topologies of the substrate-less specimens reflect the true nature of the thin films, with no influence from the underlying substrate at all, which is otherwise pronounced for films of such low thicknesses. It is, however, not straightforward to measure these free-standing samples as they are prone to tearing or ‘folding’ due to the scanning process. The images show a trend from 3 mol% to 20 mol% yttria: while for the lowest yttria content, the surface features rectangular platelets, and even small tetragonal single crystals, they become more irregular and ragged for 8 mol% and 20 mol% Y2O3, looking more like flakes. The thin film for 40 mol% Y2O3 on the other hand looks distinctly different, however: it has a rather smooth surface covered in pits. The smoothness likely stems from the nanocrystallinity that can also be observed in the respective diffraction pattern in figure 2: the crystallites are too small to be imaged using the tips employed. The recessions, or pits, are also interesting because in the phase image [1,3], they appear bright, indicating that they are crystallites that are recessed into the surface. This has been observed for YSZ and CaF2 single crystals and is attributed to defects in the structure that cause an increase in the diffusivity in their vicinity, creating these holes in the crystal structure . Thomas Götsch, Wolfgang Wallisch, Michael Stöger-Pollach, Bernhard Klötzer and Simon Penner: From zirconia to yttria: Sampling the YSZ phase diagram using sputter-deposited thin films, AIP Adv. 6, 025119 (2016) DOI 10.1063/1.4942818 Lukas Mayr, Norbert Köpfle, Andrea Auer, Bernhard Klötzer and Simon Penner: An (ultra) high-vacuum compatible sputter source for oxide thin film growth, Rev. Sci. Instrum. 84, 094103 (2013) DOI 10.1063/1.4821148 Thomas Götsch, Lukas Mayr, Michael Stöger-Pollach, Bernhard Klötzer and Simon Penner: Preparation and characterization of epitaxially grown unsupported yttria-stabilized zirconia (YSZ) thin films, Appl. Surf. Sci. 331, 427–436 (2015) DOI 10.1016/j.apsusc.2015.01.068 Richard G. Green, Luke Barré and Javier B. Giorgi: Nano-structures in YSZ(1 0 0) surfaces: Implications for metal deposition experiments, Surf. Sci. 601, 792–802 (2007) http://dx.doi.org/10.1016/j.susc.2006.11.007 Thomas Götsch1 and Simon Penner1 1 University of Innsbruck, Institute of Physical Chemistry, Innsbruck, Austria	<urn:uuid:6283fd11-eecd-48e3-a254-573ac793d9af>	CC-MAIN-2017-43	http://www.imaging-git.com/science/electron-and-ion-microscopy/zirconia-yttria	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00340.warc.gz	en	0.902098	2,191	2.90625	3	[ { "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 \| From Zirconia to Yttria\nline 03 \| The Quest for the YSZ Thin Film Phase Diagram\nline 04 \| - Fig.\nline 05 \| 1: Schematics of our self-built sputter source, and an illustration of the thin film preparation process: deposition on NaCl single crystals and subsequent floating off in water, after which the film can be collected via gold grids for transmission electron microscopy.\nline 06 \| - Fig. 2: Selected area electron diffraction (top) and the unit cell heights (bottom), which allowed us to distinguish between the tetragonal and cubic polymorphs due to the recession of the lattice parameter, c. Based on data from .\nline 07 \| - Fig.\nline 08 \| 3: AFM surface topology images of the unsupported thin films.\nline 09 \| Adapted from .\nline 10 \| By means of ion beam sputtering, unsupported yttria-stabilized zirconia thin films of various compositions are prepared on NaCl single crystal substrates, and are subsequently investigated using transmission electron microscopy and atomic force microscopy. Studies of the unit cell dimensions (by means of selected area electron diffraction) reveal the phase transition from the tetragonal to the cubic polymorph to lie between 8 and 20 mol% Y2O3.\nline 11 \| Towards a Greener Energy Future\nline 12 \| Yttria-stabilized zirconia (YSZ), a solid solution of yttrium oxide, Y2O3, in zirconium oxide, ZrO2, is a widely known compound that features a large ionic conductivity at elevated temperatures, and is hence used as an electrolyte in, for instance, oxygen sensors or solid oxide fuel cells.\nline 13 \| The latter application is especially promising for providing a more efficient and, thus, cleaner way of obtaining energy from hydrocarbons.\nline 14 \| There are, however, still some challenges like decreasing the operating temperature of these cells.\nline 15 \| One of the proposals to achieve this is to reduce the electrolyte thickness to the nanometer range.\nline 16 \| However, there are discrepancies in literature regarding the phase diagram of YSZ – i.e.\nline 17 \| when it comes to answering the question of which composition yields which crystal structure.\nline 18 \| In order to elucidate the crystallographic and morphologic properties of such thin films, which are detrimental to the final properties of the fuel cells, we decided to employ our model thin film approach to investigate YSZ samples with varying yttria contents (3, 8, 20 and 40 mol% Y2O3).\nline 19 \| No Contradiction: Unsupported, Yet Epitaxially Grown Thin Films\nline 20 \| The main challenge in creating an appropriate thin film is maintaining the composition while keeping the thickness to such a low level as to still be able to conduct high-resolution TEM and EELS studies. Additionally, it being a model system, a well-ordered, epitaxially grown thin film is favorable. While evaporation by resistive heating would yield the necessary low growth rates, it is not suitable to deposit films of complex oxide mixtures due to different vapor pressures of the constituents.\nline 21 \| Magnetron sputtering, as used in commercial setups, is able to retain the composition, but has a high deposition rate, not ideal to prepare very thin films (in the range of 25 nm). To overcome these problems, we developed our own sputtering source that works at much lower pressures (10-5 mbar instead of the 10 mbar range) by emitting electrons from a heated filament and consequently ionizing argon atoms that are then accelerated towards a target that is kept at a high negative voltage [1,2]. The setup is shown in figure 1. Due to the high temperatures reached in the vicinity of the target, it is possible to sputter oxidic films, although the voltage used is only DC, which is usually restricted to conductive targets. This source allows for very low deposition rates of about 0.1 nm min‑1. Furthermore, in order to be able to investigate the thin films using TEM without having to resort to FIB techniques to remove it from the deposition substrate, we deposit them on NaCl(001) single crystals at 573 K. This has the advantage that the crystals can be dissolved in water, leaving the unsupported, yet epitaxially grown thin film to float on the surface, ready to be collected using TEM gold grids (fig. 1).\nline 22 \| It’s Impossible to Distinguish Tetragonal and Cubic Phases using Diffraction – Is It Really?\nline 23 \| The problem with determining the crystallographic phases for zirconia and YSZ polymorphs is that the different crystal structures feature lattice planes with exactly the same spacings, meaning that a set of spacings obtained from a selected area diffraction pattern that is assigned to tetragonal spacings could also fully be attributed to cubic lattice planes. This can be seen qualitatively and quantitatively in the diffraction patterns shown in figure 2 that look the same and also feature more or less the same lattice spacings. Moreover, in the case of a textured film due to an ordered growth on a cubic substrate, no distinction can be made from the epitaxy either. This, however, is not a problem inherent to electron diffraction inside the microscope – it also applies to X-ray diffractometry, where distinguishing them is nearly impossible. For this, usually, more structure-sensitive methods such as Raman spectroscopy are required.\nline 24 \| However, we can exploit the fact that the heights of the tetragonal and cubic unit cells of ZrO2 are equivalent: they are both approximately 0.51 nm. Thus, in both cases, the (002) planes can be attributed to the same diffraction spot. Hence, this unit cell height, which is the lattice parameter c, can be calculated for each sample – and not only from the (002) spot, but from every diffraction ring visible in the pattern to get a statistically more valid result. The crystal structure that is assumed during this calculation does not influence the result: the same parameters are obtained for cubic and tetragonal values. For didactic purposes, we will assume a tetragonal crystal structure for all the samples. To calculate the unit cell height in this case, we need to know the a/c ratio that can be obtained from the crystal structure of pure ZrO2 (under the assumption that the incorporation of Y2O3 into the lattice does not distort the lattice too much and just isotropically increases the unit cell volume). The results from this calculation are shown in figure 2 as a function of the Y2O3 content.\nline 25 \| There, it can be seen that there would be a recession of the unit cell height between 8 mol% and 20 mol% Y2O3. However, the latter specimen contains a drastically larger amount of Y3+, which is a larger ion than Zr4+. This requires the unit cell volume to be larger than for 8 mol%. This stagnation can thus only be explained if the unit cell instead expands in the lateral directions (a and b) and so still increases its volume – this is exactly what happens if there is a phase transition occurring from the tetragonal to the cubic polymorph. Hence, the calculation of the lattice parameter can, in this case, be used as a tool to determine the point of the phase transition from tetragonal to cubic YSZ.\nline 26 \| Single Crystals, Flakes and Nanocrystals: The Surface Morphology\nline 27 \| The AFM topology images shown in figure 3 have been recorded using the intermittent contact mode. For this, the TEM grids were used; that is, these topologies of the substrate-less specimens reflect the true nature of the thin films, with no influence from the underlying substrate at all, which is otherwise pronounced for films of such low thicknesses. It is, however, not straightforward to measure these free-standing samples as they are prone to tearing or ‘folding’ due to the scanning process. The images show a trend from 3 mol% to 20 mol% yttria: while for the lowest yttria content, the surface features rectangular platelets, and even small tetragonal single crystals, they become more irregular and ragged for 8 mol% and 20 mol% Y2O3, looking more like flakes. The thin film for 40 mol% Y2O3 on the other hand looks distinctly different, however: it has a rather smooth surface covered in pits. The smoothness likely stems from the nanocrystallinity that can also be observed in the respective diffraction pattern in figure 2: the crystallites are too small to be imaged using the tips employed. The recessions, or pits, are also interesting because in the phase image [1,3], they appear bright, indicating that they are crystallites that are recessed into the surface. This has been observed for YSZ and CaF2 single crystals and is attributed to defects in the structure that cause an increase in the diffusivity in their vicinity, creating these holes in the crystal structure .\nline 28 \| Thomas Götsch, Wolfgang Wallisch, Michael Stöger-Pollach, Bernhard Klötzer and Simon Penner: From zirconia to yttria: Sampling the YSZ phase diagram using sputter-deposited thin films, AIP Adv.\nline 29 \| 6, 025119 (2016) DOI 10.1063/1.4942818\nline 30 \| Lukas Mayr, Norbert Köpfle, Andrea Auer, Bernhard Klötzer and Simon Penner: An (ultra) high-vacuum compatible sputter source for oxide thin film growth, Rev. Sci. Instrum. 84, 094103 (2013) DOI 10.1063/1.4821148\nline 31 \| Thomas Götsch, Lukas Mayr, Michael Stöger-Pollach, Bernhard Klötzer and Simon Penner: Preparation and characterization of epitaxially grown unsupported yttria-stabilized zirconia (YSZ) thin films, Appl. Surf. Sci. 331, 427–436 (2015) DOI 10.1016/j.apsusc.2015.01.068\nline 32 \| Richard G. Green, Luke Barré and Javier B. Giorgi: Nano-structures in YSZ(1 0 0) surfaces: Implications for metal deposition experiments, Surf. Sci. 601, 792–802 (2007) http://dx.doi.org/10.1016/j.susc.2006.11.007\nline 33 \| Thomas Götsch1 and Simon Penner1\nline 34 \| 1 University of Innsbruck, Institute of Physical Chemistry, Innsbruck, Austria\nline 35 \| \n```", "role": "user" } ]
Zakat is an obligatory act ordained by Allah (The Glorified and Exalted) to be performed by every adult and able bodied Muslim. It is an important pillar among the five pillars of Islam. Zakat is a part of the wealth and property that Muslims must pay annually, to help the poor of their community. One of the most important principles of Islam is that all things belong to God, and that wealth is therefore held by human beings in trust.The word Zakat means both 'purification' and 'growth'. Our possessions are purified by setting aside a proportion for those in need, and, like the pruning of plants, this cutting back balances and encourages new growth. Zakat is the amount of money that every adult, mentally stable, free, and financially able Muslim, male and female, has to pay to support specific categories people. This category of people is defined in surah at-Taubah (9) verse 60: "The alms are only for the poor and the needy, and those who collect them, and those whose hearts are to be reconciled, and to free the captives and the debtors, and for the cause of Allah, and (for) the wayfarers; a duty imposed by Allah. Allah is knower, Wise." (The Holy Qur'an 9:60). The obligatory nature of Zakat is firmly established in the Qur'an, the Sunnah (or hadith), and the consensus of the companions and the Muslim scholars. Allah states in Surah at-Taubah verses 34-35: "O ye who believe! there are indeed many among the priests and anchorites, who in Falsehood devour the substance of men and hinder (them) from the way of Allah. And there are those who bury gold and silver and spend it not in the way of Allah. announce unto them a most grievous penalty - On the Day when heat will be produced out of that (wealth) in the fire of Hell, and with it will be branded their foreheads, their flanks, and their backs, their flanks, and their backs.- "This is the (treasure) which ye buried for yourselves: taste ye, then, the (treasures) ye buried!" (The Holy Qur'an 9:34-35). It is agreed between Muslims in all the centuries the obligatory nature of paying Zakat for gold and silver, and from those the other kinds of currency. Zakat is obligatory when a certain amount of money, called the nisab is reached or exceeded. Zakat is not obligatory if the amount owned is less than this nisab. The nisab (or minimum amount) of gold and golden currency is 20 mithqal, this is approximately 85 grams of pure gold. One mithqal is approximately 4.25 grams. The nisab of silver and silver currency is 200 dirhams, which is approximately 595 grams of pure silver. The nisab of other kinds of money and currency is to be scaled to that of gold, 85 grams of pure gold. This means that the nisab of money is the price of 85 grams of 999-type (pure) gold, on the day in which Zakat is paid. (Current Gold Prices) When is Zakat Due ? 1. Passage of One Lunar Year: Zakat is obligatory after a time span of one lunar year passes with the money in the control of it's owner. Then the owner needs to pay 2.5% (or 1/40) of the money as Zakat. (A lunar year is approximately 355 days). 2. Deduction of Debts: The owner should deduct any amount of money he or she borrowed from others; then check if the rest reaches the necessary nisab, then pays Zakat for it. If the owner had enough money to satisfy the nisab at the beginning of the year, then the money increased (in profits, salaries, inheritance, grants...etc.), the owner needs to add the increase to the nisab amount owned at the beginning of the year; then pay Zakat, 2.5%, of the total at the end of the lunar year (there are small differences in the fiqh schools here). Each Muslim calculates his or her own Zakat individually. For most purposes this involves the payment each year of two and a half percent of one's capital. (Zakat Calculator) A pious person may also give as much as he or she pleases as sadaqa, and does so preferably in secret. Although this word can be translated as 'voluntary charity' it has a wider meaning. The Prophet said 'even meeting your brother with a cheerful face is charity.' Most Contributing Authors in Zakat - Sort By	<urn:uuid:dc3ee357-4502-41fa-835a-a39b8f57b2cb>	CC-MAIN-2017-43	http://www.islamicity.org/topics/zakat/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00340.warc.gz	en	0.960304	997	3.296875	3	[ { "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 \| Zakat is an obligatory act ordained by Allah (The Glorified and Exalted) to be performed by every adult and able bodied Muslim.\nline 03 \| It is an important pillar among the five pillars of Islam.\nline 04 \| Zakat is a part of the wealth and property that Muslims must pay annually, to help the poor of their community.\nline 05 \| One of the most important principles of Islam is that all things belong to God, and that wealth is therefore held by human beings in trust.The word Zakat means both 'purification' and 'growth'.\nline 06 \| Our possessions are purified by setting aside a proportion for those in need, and, like the pruning of plants, this cutting back balances and encourages new growth.\nline 07 \| Zakat is the amount of money that every adult, mentally stable, free, and financially able Muslim, male and female, has to pay to support specific categories people.\nline 08 \| This category of people is defined in surah at-Taubah (9) verse 60: \"The alms are only for the poor and the needy, and those who collect them, and those whose hearts are to be reconciled, and to free the captives and the debtors, and for the cause of Allah, and (for) the wayfarers; a duty imposed by Allah. Allah is knower, Wise.\" (The Holy Qur'an 9:60).\nline 09 \| The obligatory nature of Zakat is firmly established in the Qur'an, the Sunnah (or hadith), and the consensus of the companions and the Muslim scholars. Allah states in Surah at-Taubah verses 34-35: \"O ye who believe! there are indeed many among the priests and anchorites, who in Falsehood devour the substance of men and hinder (them) from the way of Allah. And there are those who bury gold and silver and spend it not in the way of Allah. announce unto them a most grievous penalty - On the Day when heat will be produced out of that (wealth) in the fire of Hell, and with it will be branded their foreheads, their flanks, and their backs, their flanks, and their backs.- \"This is the (treasure) which ye buried for yourselves: taste ye, then, the (treasures) ye buried!\" (The Holy Qur'an 9:34-35).\nline 10 \| It is agreed between Muslims in all the centuries the obligatory nature of paying Zakat for gold and silver, and from those the other kinds of currency.\nline 11 \| Zakat is obligatory when a certain amount of money, called the nisab is reached or exceeded. Zakat is not obligatory if the amount owned is less than this nisab. The nisab (or minimum amount) of gold and golden currency is 20 mithqal, this is approximately 85 grams of pure gold. One mithqal is approximately 4.25 grams. The nisab of silver and silver currency is 200 dirhams, which is approximately 595 grams of pure silver. The nisab of other kinds of money and currency is to be scaled to that of gold, 85 grams of pure gold. This means that the nisab of money is the price of 85 grams of 999-type (pure) gold, on the day in which Zakat is paid. (Current Gold Prices)\nline 12 \| When is Zakat Due ?\nline 13 \| 1. Passage of One Lunar Year:\nline 14 \| Zakat is obligatory after a time span of one lunar year passes with the money in the control of it's owner. Then the owner needs to pay 2.5% (or 1/40) of the money as Zakat. (A lunar year is approximately 355 days).\nline 15 \| 2. Deduction of Debts:\nline 16 \| The owner should deduct any amount of money he or she borrowed from others; then check if the rest reaches the necessary nisab, then pays Zakat for it.\nline 17 \| If the owner had enough money to satisfy the nisab at the beginning of the year, then the money increased (in profits, salaries, inheritance, grants...etc.\nline 18 \| ), the owner needs to add the increase to the nisab amount owned at the beginning of the year; then pay Zakat, 2.5%, of the total at the end of the lunar year (there are small differences in the fiqh schools here).\nline 19 \| Each Muslim calculates his or her own Zakat individually.\nline 20 \| For most purposes this involves the payment each year of two and a half percent of one's capital.\nline 21 \| (Zakat Calculator)\nline 22 \| A pious person may also give as much as he or she pleases as sadaqa, and does so preferably in secret. Although this word can be translated as 'voluntary charity' it has a wider meaning. The Prophet said 'even meeting your brother with a cheerful face is charity.'\nline 23 \| Most Contributing Authors in Zakat\nline 24 \| - Sort By\nline 25 \| \n```", "role": "user" } ]
Britain's rural communities continue to face myriad challenges. From threats to farming such as avian flu or cheap food imports to the closures of post offices and the influx of second-home owners looking for the bucolic idyll on a weekend-only basis, there is no shortage of issues confronting rural dwellers. On the surface, questions surrounding the "sustainability" of Britain's countryside might appear of less importance than other critical issues. But like so many facets of country living, sustainability is entwined with many other problems confronting the rural environment. Campaigners for a sustainable countryside argue that if rural stakeholders get this right, then solutions to some of the other challenges are likely to follow. In October 2006, the Commission for Rural Communities (CRC) was established by the government to tackle head on many of the "people problems". The CRC was given the objective not only to ensure the countryside should be "diverse" and "thriving" but also be "sustainable". Yet, for some, the "s" word is a tricky one to define, particularly when it comes to rural communities. Is it, for instance, confined to simply environmental sustainability, or does it cover general economic sustainability as well? With some parts of the countryside seeing the collapse of traditional economic infrastructure and services disappearing, some argue survival is a prerequisite for sustainability. It was on the back of these questions that last year the CRC asked five consultants to address the question: "What are sustainable rural communities?" In October, the answers came back and they made depressing reading. In fact, one paper began with the comment: "This is at first sight a rather gloomy read. We suggest that rural communities are not very sustainable and this situation is probably getting worse." As the commission itself admitted after reading the five submissions, a clear view emerged from the reports that many rural communities "have become, or are in the process of becoming, environmentally unsustainable". The reason is the growing dependency on private transport which is being driven by the availability of comparatively cheap fuel and cars, coupled with expensive and inconvenient public transport that services rural communities. "Private mobility also has detrimental effects on rural areas by undercutting local services and inflating local house prices - increasing disadvantage, social polarity and exclusion," said the commission. It added that other aspects of rural unsustainability included housing construction, high energy consumption and limited recycling facilities. All five consultants concluded there was no getting away from the fact that, in today's Britain, living in the country makes people dependent on their car with the subsequent environmental and communal costs. Almost one in five of the population of England lives in rural areas. Car ownership levels in the countryside are higher than those nationally with nearly 90% of housesholds in rural areas now owning at least one car compared with the national average of 59%. James Shorten, of Land Use Consultants, points out that statistics from the Department for Transport show the real cost of motoring has dropped 9% since 1980, whereas bus and rail travel are now 35% more expensive. In relation to disposable income this means that motoring is now, in effect, half as expensive as it was in 1989, whereas the real costs of bus and rail travel have been reduced by only 30%. Shorten argues these trends have had a large rural impact. Between 1993 and 2004, traffic on rural A roads increased by 25% and on minor rural roads by 18%. In short, rural households have more cars and they use them more than anybody else. Shorten states: "Rural residents have used the transport bargain on offer to circumvent the pre-eminent rural planning policy assumptions and have spread their lives over wider and wider territories." However, the commission contests this view and states that many urban communities are unsustainable and traffic is not just a problem in rural areas. For some there will be no alternative to the car in rural areas. But more than 20% of the rural population do not have access to a car. For them, public transport can be a life-line. Some 29% of rural communities have no bus service at all and over half the population in rural areas live more than 13 minutes walk from their nearest bus stop. This state of affairs leads David Banister, from the Bartlett School of Planning at University College London, to conclude that such is the level of car dependency that "many rural communities are not sustainable in the sense that economic participation is dependent on the car and that there is a substantial part of the population that is socially excluded through not having a car." One term often used in discussing this problem is "hypermobility". This refers to the new breed of residents inhabiting the country. These are the influx of affluent individuals who move to rural areas for quality-of-life issues, but commute to urban centres for work or simply use their country house as a second home. These so-called "hypermobile" people tend to use cars to shop at out-of-town supermarkets or head for nearby towns for services. As one report to the CRC stated: "Dwindling rural services, chronic rural housing affordability and spiralling rural commuting have social impacts and are directly linked to rural hypermobility and its environmental impacts." Increasing numbers of people live in rural England. They are richer and more economically active than urban residents. Yet rural services continue to fade, not through lack of theoretical customers but through lack of actual customers. These new rural dwellers "cherry-pick" the best bits of countryside and urban living. While it is good for them, it is not necessarily good for the community around them. So what are the solutions? The government could respond with improved public transport, after all many countries in Europe offer good public transport in rural areas, and better fuel efficiency will clean up private transport, but this does not offer much hope in the short term. Even increases in subsidies for rural bus services, improving recycling facilities or setting up car-sharing schemes are unlikely to improve things in any significant way, according to sustainability consultant Roger Levett. "I am not saying they can't help in a small way, but they will not make a dent in the problem. Rural bus services are the transport of last resort even for those with half-hourly services, something most villages can only dream of," Levett says. Planning authorities can insist large new regional developments can be built in a more sustainable way and provide basic services including a primary school, shops and a post office as well as other stable employment opportunities. But this is for the future. For the present, new technology might provide some solutions particularly in the field of home-working. Hidden engine of growth Research shows that 12% of people working in rural areas in England, work from home. That is some 638,000 people. They have been described as the "hidden engine" of rural communities working in a variety of industries. But the CRC believes this is not being recognised by local and central governments despite the economic and environmental benefits this brings. CRC research shows that of 145 rural economic development agencies, over half did not take into account the impact of home-based working to inform their policy or strategy. This, the CRC argues, should change to allow local communities to harness the benefits of working in this way. Some rural areas have become centres of excellence in environmental sustainability, attracting employment and re-invigorating parts of the countryside. One example is Hill Holt Woods in Norton Disney in Lincolnshire, on the border of Notthinghamshire. This is a social enterprise, which was set up in 1995 when social entrepreneurs Karen and Nigel Lowthrop purchased a 14-hectare deciduous woodland. The woodland was in poor condition after many of the trees had been felled by a timber company, but by transforming the land into a working wood, it now employs 14 people including the two owners. The wood provides training for young people who have been excluded from school or are unemployed.Apart from general forestry and ecological management, they learn furniture-making, traditional building techniques and how to harness renewable energy. "I set up the business to generate capital to own and manage land myself," explains director Nigel Lowthrop. "It's about long-term sustainability of the woods, the community and making an income. It's potentially a different approach to the countryside which is an amazing tool for changing peoples lives." Hill Holt Woods generates income from local authorities and training agencies but also from the sale of wood products, including furniture made on site. Cornwall is targeting environmental projects as an engine of rural growth from small-scale production of eco-friendly surf boards to the production of wind turbines for micro-generation. The Eden Project in Cornwall which became a symbol of regeneration has shown the way forward. While another project on such a scale is unlikely to be repeated, it offers some hope that rural sustainability is not simply a pipe-dream.	<urn:uuid:6e888e86-69af-40a6-8374-363dbb0d2527>	CC-MAIN-2017-43	https://www.theguardian.com/society/2007/mar/21/5	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00340.warc.gz	en	0.964987	1,816	2.546875	3	[ { "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 \| Britain's rural communities continue to face myriad challenges. From threats to farming such as avian flu or cheap food imports to the closures of post offices and the influx of second-home owners looking for the bucolic idyll on a weekend-only basis, there is no shortage of issues confronting rural dwellers.\nline 03 \| On the surface, questions surrounding the \"sustainability\" of Britain's countryside might appear of less importance than other critical issues. But like so many facets of country living, sustainability is entwined with many other problems confronting the rural environment. Campaigners for a sustainable countryside argue that if rural stakeholders get this right, then solutions to some of the other challenges are likely to follow. In October 2006, the Commission for Rural Communities (CRC) was established by the government to tackle head on many of the \"people problems\". The CRC was given the objective not only to ensure the countryside should be \"diverse\" and \"thriving\" but also be \"sustainable\". Yet, for some, the \"s\" word is a tricky one to define, particularly when it comes to rural communities.\nline 04 \| Is it, for instance, confined to simply environmental sustainability, or does it cover general economic sustainability as well? With some parts of the countryside seeing the collapse of traditional economic infrastructure and services disappearing, some argue survival is a prerequisite for sustainability. It was on the back of these questions that last year the CRC asked five consultants to address the question: \"What are sustainable rural communities?\" In October, the answers came back and they made depressing reading.\nline 05 \| In fact, one paper began with the comment: \"This is at first sight a rather gloomy read. We suggest that rural communities are not very sustainable and this situation is probably getting worse.\"\nline 06 \| As the commission itself admitted after reading the five submissions, a clear view emerged from the reports that many rural communities \"have become, or are in the process of becoming, environmentally unsustainable\".\nline 07 \| The reason is the growing dependency on private transport which is being driven by the availability of comparatively cheap fuel and cars, coupled with expensive and inconvenient public transport that services rural communities.\nline 08 \| \"Private mobility also has detrimental effects on rural areas by undercutting local services and inflating local house prices - increasing disadvantage, social polarity and exclusion,\" said the commission. It added that other aspects of rural unsustainability included housing construction, high energy consumption and limited recycling facilities.\nline 09 \| All five consultants concluded there was no getting away from the fact that, in today's Britain, living in the country makes people dependent on their car with the subsequent environmental and communal costs. Almost one in five of the population of England lives in rural areas. Car ownership levels in the countryside are higher than those nationally with nearly 90% of housesholds in rural areas now owning at least one car compared with the national average of 59%.\nline 10 \| James Shorten, of Land Use Consultants, points out that statistics from the Department for Transport show the real cost of motoring has dropped 9% since 1980, whereas bus and rail travel are now 35% more expensive. In relation to disposable income this means that motoring is now, in effect, half as expensive as it was in 1989, whereas the real costs of bus and rail travel have been reduced by only 30%. Shorten argues these trends have had a large rural impact. Between 1993 and 2004, traffic on rural A roads increased by 25% and on minor rural roads by 18%. In short, rural households have more cars and they use them more than anybody else. Shorten states: \"Rural residents have used the transport bargain on offer to circumvent the pre-eminent rural planning policy assumptions and have spread their lives over wider and wider territories.\"\nline 11 \| However, the commission contests this view and states that many urban communities are unsustainable and traffic is not just a problem in rural areas.\nline 12 \| For some there will be no alternative to the car in rural areas.\nline 13 \| But more than 20% of the rural population do not have access to a car.\nline 14 \| For them, public transport can be a life-line.\nline 15 \| Some 29% of rural communities have no bus service at all and over half the population in rural areas live more than 13 minutes walk from their nearest bus stop.\nline 16 \| This state of affairs leads David Banister, from the Bartlett School of Planning at University College London, to conclude that such is the level of car dependency that \"many rural communities are not sustainable in the sense that economic participation is dependent on the car and that there is a substantial part of the population that is socially excluded through not having a car.\"\nline 17 \| One term often used in discussing this problem is \"hypermobility\". This refers to the new breed of residents inhabiting the country. These are the influx of affluent individuals who move to rural areas for quality-of-life issues, but commute to urban centres for work or simply use their country house as a second home. These so-called \"hypermobile\" people tend to use cars to shop at out-of-town supermarkets or head for nearby towns for services. As one report to the CRC stated: \"Dwindling rural services, chronic rural housing affordability and spiralling rural commuting have social impacts and are directly linked to rural hypermobility and its environmental impacts.\"\nline 18 \| Increasing numbers of people live in rural England. They are richer and more economically active than urban residents. Yet rural services continue to fade, not through lack of theoretical customers but through lack of actual customers. These new rural dwellers \"cherry-pick\" the best bits of countryside and urban living. While it is good for them, it is not necessarily good for the community around them.\nline 19 \| So what are the solutions? The government could respond with improved public transport, after all many countries in Europe offer good public transport in rural areas, and better fuel efficiency will clean up private transport, but this does not offer much hope in the short term. Even increases in subsidies for rural bus services, improving recycling facilities or setting up car-sharing schemes are unlikely to improve things in any significant way, according to sustainability consultant Roger Levett.\nline 20 \| \"I am not saying they can't help in a small way, but they will not make a dent in the problem. Rural bus services are the transport of last resort even for those with half-hourly services, something most villages can only dream of,\" Levett says.\nline 21 \| Planning authorities can insist large new regional developments can be built in a more sustainable way and provide basic services including a primary school, shops and a post office as well as other stable employment opportunities. But this is for the future. For the present, new technology might provide some solutions particularly in the field of home-working.\nline 22 \| Hidden engine of growth\nline 23 \| Research shows that 12% of people working in rural areas in England, work from home. That is some 638,000 people. They have been described as the \"hidden engine\" of rural communities working in a variety of industries. But the CRC believes this is not being recognised by local and central governments despite the economic and environmental benefits this brings.\nline 24 \| CRC research shows that of 145 rural economic development agencies, over half did not take into account the impact of home-based working to inform their policy or strategy. This, the CRC argues, should change to allow local communities to harness the benefits of working in this way. Some rural areas have become centres of excellence in environmental sustainability, attracting employment and re-invigorating parts of the countryside.\nline 25 \| One example is Hill Holt Woods in Norton Disney in Lincolnshire, on the border of Notthinghamshire. This is a social enterprise, which was set up in 1995 when social entrepreneurs Karen and Nigel Lowthrop purchased a 14-hectare deciduous woodland. The woodland was in poor condition after many of the trees had been felled by a timber company, but by transforming the land into a working wood, it now employs 14 people including the two owners. The wood provides training for young people who have been excluded from school or are unemployed.Apart from general forestry and ecological management, they learn furniture-making, traditional building techniques and how to harness renewable energy. \"I set up the business to generate capital to own and manage land myself,\" explains director Nigel Lowthrop. \"It's about long-term sustainability of the woods, the community and making an income. It's potentially a different approach to the countryside which is an amazing tool for changing peoples lives.\"\nline 26 \| Hill Holt Woods generates income from local authorities and training agencies but also from the sale of wood products, including furniture made on site.\nline 27 \| Cornwall is targeting environmental projects as an engine of rural growth from small-scale production of eco-friendly surf boards to the production of wind turbines for micro-generation. The Eden Project in Cornwall which became a symbol of regeneration has shown the way forward. While another project on such a scale is unlikely to be repeated, it offers some hope that rural sustainability is not simply a pipe-dream.\nline 28 \| \n```", "role": "user" } ]
Henchmen of Ares: Warriors and Warfare in Early Greece by Josho Brouwers Rotterdam, The Netherlands The shadow of Homer looms large over the history of ancient Greece, and in no area does it overhang more than in the realm of warfare. Homer composed in poetry what he had inherited from the distant past, and in doing so provided undying inspiration to generations of later Greeks. Homer’s influence also runs throughout Henchmen of Ares, a deeply researched and lavishly illustrated new study of Greek warriors and their world from Mycenaean times to the Persian Wars by Mediterranean archaeologist and Ancient Warfare magazine editor Josho Brouwers. Homer was in many ways like a medieval poet looking back on the past across of a gulf of years to ancient Rome. Homer, like that poet knew some details well, but others were forgotten, or misunderstood, and he inserted elements from his own era into his work to plug the gaps. Homer’s world, as painted in the Iliad and the Odyssey, is a composite one, not bereft of all value in understanding the past, but not completely accurate either. The contribution of archaeology, Brouwers’ specialty, is necessary to fill in the gaps as they exist and distinguish between authentic survivals from the Mycenaean period, roughly 1600-1200 B.C, and Homer’s interpolations from the so-called Greek “Dark Age,” 1200-800 B.C. Homer (I will refer to him in the singular for the sake of simplicity, though there is some question as to whether he was in truth a single person) lived around the eighth, or perhaps the seventh, century B.C. His masterpieces, made all the more astonishing because they are the oldest works of Western literature, were derived originally from orally-composed poems that had been handed down from bard to bard over several centuries. From an analysis of the material that comprises the Iliad, it is more than likely that the work dates to soon after the event that it describes, a war with the city of Troy in the 13th century. Though it is probably the case that the Trojan War as it is known was more of an outsize Greek plundering expedition rather than a siege that spent ten full years before the hill of Ilion, the world described in the poem bears a strong relation to that of the Mycenaean Age. In the centuries of that civilization’s greatness, when powerful kings ruled from citadel-palaces in Mycenae, Tiryns, Pylos, and Orchomenos, Greece produced large armies supplied by the palace-kings with arms. The organization and equipping of such soldiers was overseen by a scribal bureaucracy that wrote on clay tablets in a script known as Linear B. The Mycenaean elites were chariot warriors, just like their social peers in the Near Eastern societies of the Late Bronze Age. They were, following Homer, obsessed (not too strong a word) with their personal honour. The Iliad itself was apparently originally known as the Wrath (as in of Achilles) on account of the bottomless anger that the half-divine son of Peleus felt when Agamemnon, supreme commander of the Greek expeditionary force at Troy, stole away his captive woman, Briseis. Achilles’ bruised feelings caused him to withdraw from the fighting entirely, such was the offense that he took. Homer gets many things right about the Mycenaean era, despite the elapse of time. The use of boar’s tusk helmets, which Homer describes, has been confirmed via modern-day archaeological finds. Brouwers surmises that Homer may have seen one such example that had been maintained as someone’s family heirloom throughout the Dark Age. History may be done with either words, i.e., written sources, or with a shovel, archaeology. In this instance, as well as in a number of others, Homer has been backed up by the discoveries at dig sites around Greece. There were also common soldiers in Mycenaean armies, and artists did not disdain to portray them on wall frescoes, several of which have been uncovered. Many of these men seem to have worn boar’s tusk helms, and the prevalence of such headgear supports Brouwers belief that they standard-issue equipment provided by the palace-kings to warriors in their service. The civilization of Mycenae fell at the end of the thirteenth century B.C., for reasons that are still subject to debate. It is likely that invasions and/or the migrations of peoples overturned the hard but brittle power structures that had controlled the Greek world. The palaces were abandoned, and Greece in this post-palatial phase was much like Arthurian Britain, where remnants of an earlier, more sophisticated world, vied with and then lost out to a newer, rawer, and more primitive one. Even before the collapse, a new type of Greek warrior was in evidence. He wore body armour and carried a shield, spear, and a longer sword, the Naue Type II. What relation this type of soldier had in the end of Mycenae is difficult to say. But in the period that next ensued, Greece’s Dark Age, such men enthusiastically conducted raids for cattle, women, and other riches. There was no dishonour incurred in this kind of behaviour, and pirates were so common that strange men met abroad in foreign countries, such as Odysseus, were readily assumed to be pirates. This was Homer’s world, one in which the written Greek language of Mycenae was lost entirely. Though there had been some material advances, such as the introduction and adoption of iron as the basic substance of metalworking, overall the period was one of retrenchment and regression. The population of Greece declined precipitously. The royal palaces were gone, replaced by the lesser residences of local lords. One item that would characterize Greek warriors for centuries hence made its appearance. This was the bronze, bell-shaped cuirass, though at this time it lacked the essential flare at the waist of later armours. One such example was recovered from a tomb at Argos. On the basis of Homer’s testimony and surviving pictorial evidence, the armies of the Greek Dark Age were warbands organized to take part in small-scale skirmishes or undertake seaborne raids against coastal towns. The similarity of the era to that of the Viking Age, and the concomitant devastation wreaked upon England and France, is unmistakable. The Greek world was reborn in the period that came after the Dark Age. Writing returned, in form of the Phoenician-derived alphabet that we would today recognize, perhaps because of the desire to record the words of Homer for posterity. There was also an expansion of the Greek world in this “Archaic” age. Beginning in the eighth century, Greek communities sent abroad portions of their own populace to replicate in Asia Minor, Sicily, and Italy their mother cities. The marvelous two-page map found on pages 84-85 of Henchmen of Ares showing the multitude of Greek colonies established in the period highlights the extraordinary scale of this migration. These colonies not only enlarged “Greece” in the ethnocultural sense, they also acted in later centuries to bring Greek culture to the wider Mediterranean world, perhaps nowhere with more impact and historical significance than Italy, where Rome would be one day be transformed by its contact these Italian Greek cities with the philosophy, art, and science of classical Greece. From Rome the rest of Europe would receive its own Greek education. Yet that mighty contribution still lay far in the future. More immediately, the Greeks widely adopted the bell-shaped cuirass, metal helmet, and the round, Argive shield that would come to typify the classical hoplite infantryman. Brouwers argues strongly that the phalanx tactical formation was not yet in use. The depiction of battling proto-hoplites on the famed Chigi Vase, taken by some to be indicative of a combat between phalanxes, is instead just two waves of infantrymen attacking each other just as had been done in the Iliad. Greeks soldiers were highly sought after, with Hellenic mercenaries present in Egypt and Babylonia. Their aforementioned panoply, which made them top quality heavy infantry, was not an exclusively Greek invention. Herodotus claimed that it was the Carians of Asia Minor who attached handles to their shields, an innovation that the Greeks adopted. The stoic mental outlook of hoplite fighters gestated in this era, and this may be seen in the lyric poetry of Callinus of Ephesus, and perhaps most notably, Tyrtaeus of Sparta, who celebrated the bravery and sacrifice of such men. The warrior virtues and ideals praised by the poets were nothing less than those found throughout the Iliad. The rise of a tactically proficient heavy infantryman was not to be of just historical curiosity. The states of Greece now adopted a battle formation in which citizens, organized by their home cities, fought on foot in close-order. The hoplite civic militia, with its warriors standing shield to shield, proved to be an unbeatable combination when the Greeks had to contend with much bigger but more lightly-equipped Persian armies at the start of the fifth century B.C. The battles at Marathon and Plataea amply demonstrated that hoplites were superior in a stand-up fight with the Persians. This military superiority, to my mind, allowed Greece to retain its liberty free from Persian overlordship. Classical Hellenic culture thereafter flowered, most conspicuously at Athens, with enduring consequences for the Western world. Henchmen of Ares will be invaluable to anyone with an interest in the origin and historical development of the ancient Greek warrior. Apart from the topics covered in this review, Brouwers has filled this book with numerous and useful sidebars dealing with related matters, such as explanations for the periodization of the era under study, the masonry-style employed in the building of Greek fortifications, and the typology of Greek helmets. Nearly every page contains either an illustration of the warriors being described, or a map, or a colour photograph of objects of archaeological or pictorial importance. Brouwers has done a splendid job marshaling the disparate strands of written, pictorial, and archaeological evidence to produce a coherent portrait of the Greek warrior and his world. Sifting through such voluminous material requires a Hercule Poirot-like attention to detail, which is amply demonstrated by Brouwers in this book.	<urn:uuid:ad533670-301c-4d0f-940f-26256968b0c4>	CC-MAIN-2017-43	https://consolidatedpop.com/2014/10/14/henchmen-of-ares-book-review/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823067.51/warc/CC-MAIN-20171018180631-20171018200631-00340.warc.gz	en	0.971455	2,238	2.6875	3	[ { "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 \| Henchmen of Ares: Warriors and Warfare in Early Greece\nline 04 \| by Josho Brouwers\nline 05 \| Rotterdam, The Netherlands\nline 06 \| The shadow of Homer looms large over the history of ancient Greece, and in no area does it overhang more than in the realm of warfare.\nline 07 \| Homer composed in poetry what he had inherited from the distant past, and in doing so provided undying inspiration to generations of later Greeks.\nline 08 \| Homer’s influence also runs throughout Henchmen of Ares, a deeply researched and lavishly illustrated new study of Greek warriors and their world from Mycenaean times to the Persian Wars by Mediterranean archaeologist and Ancient Warfare magazine editor Josho Brouwers.\nline 09 \| Homer was in many ways like a medieval poet looking back on the past across of a gulf of years to ancient Rome. Homer, like that poet knew some details well, but others were forgotten, or misunderstood, and he inserted elements from his own era into his work to plug the gaps. Homer’s world, as painted in the Iliad and the Odyssey, is a composite one, not bereft of all value in understanding the past, but not completely accurate either. The contribution of archaeology, Brouwers’ specialty, is necessary to fill in the gaps as they exist and distinguish between authentic survivals from the Mycenaean period, roughly 1600-1200 B.C, and Homer’s interpolations from the so-called Greek “Dark Age,” 1200-800 B.C.\nline 10 \| Homer (I will refer to him in the singular for the sake of simplicity, though there is some question as to whether he was in truth a single person) lived around the eighth, or perhaps the seventh, century B.C. His masterpieces, made all the more astonishing because they are the oldest works of Western literature, were derived originally from orally-composed poems that had been handed down from bard to bard over several centuries. From an analysis of the material that comprises the Iliad, it is more than likely that the work dates to soon after the event that it describes, a war with the city of Troy in the 13th century. Though it is probably the case that the Trojan War as it is known was more of an outsize Greek plundering expedition rather than a siege that spent ten full years before the hill of Ilion, the world described in the poem bears a strong relation to that of the Mycenaean Age.\nline 11 \| In the centuries of that civilization’s greatness, when powerful kings ruled from citadel-palaces in Mycenae, Tiryns, Pylos, and Orchomenos, Greece produced large armies supplied by the palace-kings with arms. The organization and equipping of such soldiers was overseen by a scribal bureaucracy that wrote on clay tablets in a script known as Linear B. The Mycenaean elites were chariot warriors, just like their social peers in the Near Eastern societies of the Late Bronze Age. They were, following Homer, obsessed (not too strong a word) with their personal honour. The Iliad itself was apparently originally known as the Wrath (as in of Achilles) on account of the bottomless anger that the half-divine son of Peleus felt when Agamemnon, supreme commander of the Greek expeditionary force at Troy, stole away his captive woman, Briseis. Achilles’ bruised feelings caused him to withdraw from the fighting entirely, such was the offense that he took.\nline 12 \| Homer gets many things right about the Mycenaean era, despite the elapse of time. The use of boar’s tusk helmets, which Homer describes, has been confirmed via modern-day archaeological finds. Brouwers surmises that Homer may have seen one such example that had been maintained as someone’s family heirloom throughout the Dark Age. History may be done with either words, i.e., written sources, or with a shovel, archaeology. In this instance, as well as in a number of others, Homer has been backed up by the discoveries at dig sites around Greece. There were also common soldiers in Mycenaean armies, and artists did not disdain to portray them on wall frescoes, several of which have been uncovered. Many of these men seem to have worn boar’s tusk helms, and the prevalence of such headgear supports Brouwers belief that they standard-issue equipment provided by the palace-kings to warriors in their service.\nline 13 \| The civilization of Mycenae fell at the end of the thirteenth century B.C., for reasons that are still subject to debate. It is likely that invasions and/or the migrations of peoples overturned the hard but brittle power structures that had controlled the Greek world. The palaces were abandoned, and Greece in this post-palatial phase was much like Arthurian Britain, where remnants of an earlier, more sophisticated world, vied with and then lost out to a newer, rawer, and more primitive one. Even before the collapse, a new type of Greek warrior was in evidence. He wore body armour and carried a shield, spear, and a longer sword, the Naue Type II. What relation this type of soldier had in the end of Mycenae is difficult to say. But in the period that next ensued, Greece’s Dark Age, such men enthusiastically conducted raids for cattle, women, and other riches. There was no dishonour incurred in this kind of behaviour, and pirates were so common that strange men met abroad in foreign countries, such as Odysseus, were readily assumed to be pirates.\nline 14 \| This was Homer’s world, one in which the written Greek language of Mycenae was lost entirely. Though there had been some material advances, such as the introduction and adoption of iron as the basic substance of metalworking, overall the period was one of retrenchment and regression. The population of Greece declined precipitously. The royal palaces were gone, replaced by the lesser residences of local lords. One item that would characterize Greek warriors for centuries hence made its appearance. This was the bronze, bell-shaped cuirass, though at this time it lacked the essential flare at the waist of later armours. One such example was recovered from a tomb at Argos. On the basis of Homer’s testimony and surviving pictorial evidence, the armies of the Greek Dark Age were warbands organized to take part in small-scale skirmishes or undertake seaborne raids against coastal towns. The similarity of the era to that of the Viking Age, and the concomitant devastation wreaked upon England and France, is unmistakable.\nline 15 \| The Greek world was reborn in the period that came after the Dark Age. Writing returned, in form of the Phoenician-derived alphabet that we would today recognize, perhaps because of the desire to record the words of Homer for posterity. There was also an expansion of the Greek world in this “Archaic” age. Beginning in the eighth century, Greek communities sent abroad portions of their own populace to replicate in Asia Minor, Sicily, and Italy their mother cities. The marvelous two-page map found on pages 84-85 of Henchmen of Ares showing the multitude of Greek colonies established in the period highlights the extraordinary scale of this migration. These colonies not only enlarged “Greece” in the ethnocultural sense, they also acted in later centuries to bring Greek culture to the wider Mediterranean world, perhaps nowhere with more impact and historical significance than Italy, where Rome would be one day be transformed by its contact these Italian Greek cities with the philosophy, art, and science of classical Greece. From Rome the rest of Europe would receive its own Greek education.\nline 16 \| Yet that mighty contribution still lay far in the future. More immediately, the Greeks widely adopted the bell-shaped cuirass, metal helmet, and the round, Argive shield that would come to typify the classical hoplite infantryman. Brouwers argues strongly that the phalanx tactical formation was not yet in use. The depiction of battling proto-hoplites on the famed Chigi Vase, taken by some to be indicative of a combat between phalanxes, is instead just two waves of infantrymen attacking each other just as had been done in the Iliad.\nline 17 \| Greeks soldiers were highly sought after, with Hellenic mercenaries present in Egypt and Babylonia.\nline 18 \| Their aforementioned panoply, which made them top quality heavy infantry, was not an exclusively Greek invention.\nline 19 \| Herodotus claimed that it was the Carians of Asia Minor who attached handles to their shields, an innovation that the Greeks adopted.\nline 20 \| The stoic mental outlook of hoplite fighters gestated in this era, and this may be seen in the lyric poetry of Callinus of Ephesus, and perhaps most notably, Tyrtaeus of Sparta, who celebrated the bravery and sacrifice of such men.\nline 21 \| The warrior virtues and ideals praised by the poets were nothing less than those found throughout the Iliad.\nline 22 \| The rise of a tactically proficient heavy infantryman was not to be of just historical curiosity.\nline 23 \| The states of Greece now adopted a battle formation in which citizens, organized by their home cities, fought on foot in close-order.\nline 24 \| The hoplite civic militia, with its warriors standing shield to shield, proved to be an unbeatable combination when the Greeks had to contend with much bigger but more lightly-equipped Persian armies at the start of the fifth century B.C.\nline 25 \| The battles at Marathon and Plataea amply demonstrated that hoplites were superior in a stand-up fight with the Persians.\nline 26 \| This military superiority, to my mind, allowed Greece to retain its liberty free from Persian overlordship.\nline 27 \| Classical Hellenic culture thereafter flowered, most conspicuously at Athens, with enduring consequences for the Western world.\nline 28 \| Henchmen of Ares will be invaluable to anyone with an interest in the origin and historical development of the ancient Greek warrior. Apart from the topics covered in this review, Brouwers has filled this book with numerous and useful sidebars dealing with related matters, such as explanations for the periodization of the era under study, the masonry-style employed in the building of Greek fortifications, and the typology of Greek helmets. Nearly every page contains either an illustration of the warriors being described, or a map, or a colour photograph of objects of archaeological or pictorial importance. Brouwers has done a splendid job marshaling the disparate strands of written, pictorial, and archaeological evidence to produce a coherent portrait of the Greek warrior and his world. Sifting through such voluminous material requires a Hercule Poirot-like attention to detail, which is amply demonstrated by Brouwers in this book.\nline 29 \| \n```", "role": "user" } ]
- Code ENVS2011 - Unit Value 6 units - Offered by Fenner School of Environment and Society - ANU College ANU Joint Colleges of Science - Course subject Environmental Science - Areas of interest Forestry, Geography, Human Ecology, Interdisciplinary Studies - Sustainability, Resource Management and Environmental Science More... The course applies the principles of ecosystem sciences to the study of the human environment. The emphasis is on the significance and function of ecosystems, how humans have affected these systems over time, and what are the opportunities of and barriers to making positive changes. Dynamical systems thinking and the concept of coupled social ecological system is introduced as a powerful means of comprehending the behaviour of these complex situations. Human-nature interactions over human history are critically reviewed, including hunter gatherer societies, early agricultural societies and modern globalised urban and industrial societies. The theories covered are exemplified by case studies on contemporary resource and environmental management practices, mainly from but not limited to Australia and Asia Pacific. Field trips allow students to experience first hand the complexity of these human-ecological interactions and the challenges of managing them sustainably. This course lays the foundations for later year courses in human ecology. Honours Pathway Option Subject to the approval of the course convener; students taking this option will be expected to complete additional weekly readings and to be prepared to discuss this advanced material in tutorials. In addition, students will be expected to make a seminar presentation on one week's reading and to lead the subsequent discussion. A concise paper must accompany the presentation. The paper, quality of presentation and quality of subsequent facilitation will all form part of the student's mark (10% of overall assessment). All other assessment and requirements remain the same On satisfying the requirements of this course, students will have the knowledge and skills to: - Demonstrate a basic understanding of Human Ecology, including knowledge of the history and background to the topic - Demonstrate an understanding of key linkages between ecosystem and social processes and how they relate to human-nature interactions, and to integrate this understanding with knowledge drawn from their own degree backgrounds. - Use a basic systems approach to ‘get at' an understanding of the complex, multi-scaled, interactions that characterize human-ecological situations, and their associated problems. - Apply this understanding in to historical and current strategies for human use of materials and energy and the ecological consequences of those strategies in the context of real field case. - Through a range of case studies presented in the latter half of the course, understand both opportunities of and barriers to making positive changes in human-nature interaction. Regular attendance and participation in classwork and fieldtrips is required. Students who fail to submit set work by the due date or fail to participate in classes and field trips may be excluded from examination. Assessment will be based on: - Tutorial participation and facilitation (10%). Assess the ability to participate in and facilitate discussions that draw in a diverse range of knowledge backgrounds on some key issues in Human Ecology - Tutorial blogs (15%). Assesses the ability of students to command basic concepts from lectures and course readings as well as other materials, and engage in discussions with peer students. - Fieldtrip assessment (35%). Brings the systems approach techniques to bear on a real case study that exhibits many of the process and conflicts evident in complex human-environment situations - Final report (40%). Assess the extent to which the student has mastered the key themes of the course and their implications and can bring them to bear on a research topic of their choice. The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website. 60 hours contact, comprising 24 hours of lectures, 12 hours of tutorials, 6 hours of workshops, and 21 hours in field classes. Requisite and Incompatibility Boyden, S. (2004) The Biology of Civilisation: understanding human culture as a force in nature. Sydney: UNSW Press Assumed KnowledgeENVS1001, ENVS1004 or ENVS1008 highly recommended. Areas of Interest - Human Ecology - Interdisciplinary Studies - Sustainability - Resource Management and Environmental Science - Biological Anthropology - Environmental Studies - Human Sciences - Population Studies Tuition fees are for the academic year indicated at the top of the page. If you are a domestic graduate coursework or international student you will be required to pay tuition fees. Tuition fees are indexed annually. Further information for domestic and international students about tuition and other fees can be found at Fees. - Student Contribution Band: - Band 2 - Unit value: - 6 units If you are an undergraduate student and have been offered a Commonwealth supported place, your fees are set by the Australian Government for each course. At ANU 1 EFTSL is 48 units (normally 8 x 6-unit courses). You can find your student contribution amount for each course at Fees. Where there is a unit range displayed for this course, not all unit options below may be available. Offerings and Dates \|Class number\|\|Class start date\|\|Last day to enrol\|\|Census date\|\|Class end date\|\|Mode Of Delivery\| \|2832\|\|19 Feb 2018\|\|26 Feb 2018\|\|31 Mar 2018\|\|25 May 2018\|\|In Person\|	<urn:uuid:55a1bd7b-ba7a-4f0c-be43-3903c53d129a>	CC-MAIN-2017-43	http://programsandcourses.anu.edu.au/course/ENVS2011	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823282.42/warc/CC-MAIN-20171019103222-20171019123222-00240.warc.gz	en	0.898026	1,151	2.890625	3	[ { "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 \| - Code ENVS2011\nline 03 \| - Unit Value 6 units\nline 04 \| - Offered by Fenner School of Environment and Society\nline 05 \| - ANU College ANU Joint Colleges of Science\nline 06 \| - Course subject Environmental Science\nline 07 \| - Areas of interest Forestry, Geography, Human Ecology, Interdisciplinary Studies - Sustainability, Resource Management and Environmental Science More...\nline 08 \| The course applies the principles of ecosystem sciences to the study of the human environment. The emphasis is on the significance and function of ecosystems, how humans have affected these systems over time, and what are the opportunities of and barriers to making positive changes. Dynamical systems thinking and the concept of coupled social ecological system is introduced as a powerful means of comprehending the behaviour of these complex situations. Human-nature interactions over human history are critically reviewed, including hunter gatherer societies, early agricultural societies and modern globalised urban and industrial societies. The theories covered are exemplified by case studies on contemporary resource and environmental management practices, mainly from but not limited to Australia and Asia Pacific. Field trips allow students to experience first hand the complexity of these human-ecological interactions and the challenges of managing them sustainably. This course lays the foundations for later year courses in human ecology.\nline 09 \| Honours Pathway Option\nline 10 \| Subject to the approval of the course convener; students taking this option will be expected to complete additional weekly readings and to be prepared to discuss this advanced material in tutorials.\nline 11 \| In addition, students will be expected to make a seminar presentation on one week's reading and to lead the subsequent discussion.\nline 12 \| A concise paper must accompany the presentation.\nline 13 \| The paper, quality of presentation and quality of subsequent facilitation will all form part of the student's mark (10% of overall assessment).\nline 14 \| All other assessment and requirements remain the same\nline 15 \| On satisfying the requirements of this course, students will have the knowledge and skills to:\nline 16 \| - Demonstrate a basic understanding of Human Ecology, including knowledge of the history and background to the topic\nline 17 \| - Demonstrate an understanding of key linkages between ecosystem and social processes and how they relate to human-nature interactions, and to integrate this understanding with knowledge drawn from their own degree backgrounds.\nline 18 \| - Use a basic systems approach to ‘get at' an understanding of the complex, multi-scaled, interactions that characterize human-ecological situations, and their associated problems.\nline 19 \| - Apply this understanding in to historical and current strategies for human use of materials and energy and the ecological consequences of those strategies in the context of real field case.\nline 20 \| - Through a range of case studies presented in the latter half of the course, understand both opportunities of and barriers to making positive changes in human-nature interaction.\nline 21 \| Regular attendance and participation in classwork and fieldtrips is required. Students who fail to submit set work by the due date or fail to participate in classes and field trips may be excluded from examination. Assessment will be based on:\nline 22 \| - Tutorial participation and facilitation (10%). Assess the ability to participate in and facilitate discussions that draw in a diverse range of knowledge backgrounds on some key issues in Human Ecology\nline 23 \| - Tutorial blogs (15%). Assesses the ability of students to command basic concepts from lectures and course readings as well as other materials, and engage in discussions with peer students.\nline 24 \| - Fieldtrip assessment (35%). Brings the systems approach techniques to bear on a real case study that exhibits many of the process and conflicts evident in complex human-environment situations\nline 25 \| - Final report (40%).\nline 26 \| Assess the extent to which the student has mastered the key themes of the course and their implications and can bring them to bear on a research topic of their choice.\nline 27 \| The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.\nline 28 \| 60 hours contact, comprising 24 hours of lectures, 12 hours of tutorials, 6 hours of workshops, and 21 hours in field classes.\nline 29 \| Requisite and Incompatibility\nline 30 \| Boyden, S. (2004) The Biology of Civilisation: understanding human culture as a force in nature. Sydney: UNSW Press\nline 31 \| Assumed KnowledgeENVS1001, ENVS1004 or ENVS1008 highly recommended.\nline 32 \| Areas of Interest\nline 33 \| - Human Ecology\nline 34 \| - Interdisciplinary Studies - Sustainability\nline 35 \| - Resource Management and Environmental Science\nline 36 \| - Biological Anthropology\nline 37 \| - Environmental Studies\nline 38 \| - Human Sciences\nline 39 \| - Population Studies\nline 40 \| Tuition fees are for the academic year indicated at the top of the page.\nline 41 \| If you are a domestic graduate coursework or international student you will be required to pay tuition fees. Tuition fees are indexed annually. Further information for domestic and international students about tuition and other fees can be found at Fees.\nline 42 \| - Student Contribution Band:\nline 43 \| - Band 2\nline 44 \| - Unit value:\nline 45 \| - 6 units\nline 46 \| If you are an undergraduate student and have been offered a Commonwealth supported place, your fees are set by the Australian Government for each course. At ANU 1 EFTSL is 48 units (normally 8 x 6-unit courses). You can find your student contribution amount for each course at Fees. Where there is a unit range displayed for this course, not all unit options below may be available.\nline 47 \| Offerings and Dates\nline 48 \| \|Class number\|\|Class start date\|\|Last day to enrol\|\|Census date\|\|Class end date\|\|Mode Of Delivery\|\nline 49 \| \|2832\|\|19 Feb 2018\|\|26 Feb 2018\|\|31 Mar 2018\|\|25 May 2018\|\|In Person\|\n```", "role": "user" } ]
What is MPS II? What Is MPS II (Hunter Syndrome)? According to National MPS Society, Hunter Syndrome, also referred to as Mucopolysaccharidosis type II or MPS II, is a progressively degenerative genetic disease that almost exclusively affects males. Boys with MPS II are deficient in the enzyme iduronate-2-sulfatase that helps breakdown glycosaminoglycans (GAG). The net result is that GAG builds up in cells and organs throughout the body. Because this chemical decomposition is unable to happen, these cells continuously accumulate to toxic levels and build up can lead to a fairly uniform plethora of symptoms and can begin around 2-5 years of age. These symptoms include stunted growth, coarse facial features, stiff joints, intellectual disability, serious physical deformities, significant damage to the brain & organ function and eventually leads to premature death. The severe form often includes progressive cognitive impairment and a life span of approximately 12-15 years old. Currently, there is no cure for individuals affected by this disease, which is why funding to bring the research by geneticists to the first phase of human clinical trials is so crucial. Today, the only treatment available for MPS II is enzyme replacement therapy (ERT). ERT for MPS II was approved by the FDA in 2006 and is known as Elaprase®. Elaprase® is a manufactured version of the body’s natural iduronate sulfatase enzyme. It does not cross the blood-brain barrier at normal doses and thus is not anticipated to have an impact on any neurocognitive decline occurring in individuals with MPS II. Treatments of Elaprase® are given weekly through intravenous infusions. Scientists and geneticists who study MPS II continue to look for better and more effective ways to treat this disease and ultimately hope for a cure. What Causes MPS II (Hunter Syndrome)? Mucopolysaccharides are long chains of sugar molecule used in the building of connective tissues in the body. - “saccharide” is a general term for a sugar molecule (think of saccharin) - “poly” means many - “muco” refers to the thick jelly-like consistency of the molecules There is a continuous process in the body of replacing used materials and breaking them down for disposal. Children with MPS II are missing an enzyme called iduronate sulfatase, which is essential in cutting up the mucopolysaccharides called dermatan and heparan sulphate. The incomplete broken down mucopolysaccharides remain stored in cells in the body causing progressive damage. Babies may show little sign of the disease, but as more and more cells become damaged, symptoms start to appear. How common is MPS II (Hunter Syndrome)? This is a rare condition affecting 1 in 100,000 to 1 in 150,000 males. There is an estimate in the United States that 1 in 25,000 births will result in some form of MPS. How is the disease inherited? MPS II occurs in boys, and girls may be carriers of the gene for MPS II. Although rare, MPS II has been diagnosed in girls. All families of children with MPS II should seek further information from their doctor or genetic counselor before planning to have more children. If the mother is a carrier, there is a 50% risk that any boy born will have the disease. The sisters and maternal aunts of a person with MPS II may be carriers of the disease and would also have a 50% chance of passing the syndrome to a son. There are tests available for carriers, so it is important for all female relatives on the mother’s side to seek advice from their doctor. What are the Signs and Symptoms of Hunter Syndrome? Symptoms usually develop at 2 to 5 years of age and can include the following: - Stunted growth - A bloated or inflated abdomen - Coarse facial features (large forehead, thick neck, tongue & lips, bushy eyebrows, flattened nose, chubby rosy cheeks) - Intelligence impaired in more severe forms - Cognitive delays such as late walking talking and recognition - Hearing loss - Joint stiffness - Carpal tunnel syndrome - Sleep apnea - Poor peripheral vision - Thickening of the heart valves - Obstructive airway disease - Frequent coughs, colds and infections - Enlarged liver and spleen - Missing an essential enzyme necessary for breaking down sugars in the body Early diagnosis of MPS II is crucial for a child’s life. The earlier MPS II is diagnosed, the sooner potential treatment options can be explored and supportive care may be started to potentially prevent some of the permanent damage that may be caused by the disease. To diagnose MPS II, the doctor will typically first do a urine test to look for levels of GAG that are higher than normal. The results are compared to levels of GAG that are known to be normal for various ages. Most, but not all, individuals with MPS have GAG levels in their urine that are higher than those of individuals without MPS. A urine test is only one of the first steps in diagnosing MPS II; a clear diagnosis requires a test to measure levels of enzyme activity in the blood or skin cells. In healthy individuals, the tests show white blood cells, serum and skin cells that contain normal levels of enzyme activity. In individuals with MPS II, the enzyme activity levels are much lower or absent. Is There A Cure For Hunter Syndrome? Currently there is no definitive cure for Hunter Syndrome. Geneticists have completed critical research that leads them to believe they may possibly be close to a cure for MPS II. However, funding is ultimately the only barrier holding geneticists back from moving to the first phase of human clinical trials. Therefore, the only thing currently available to children suffering from MPS II is the first FDA approved enzyme replacement therapy (ERT) known as Elaprase® (idursulfase). This is the only treatment currently approved for Hunter syndrome in the United States. It replaces the protein their body doesn’t make. Elaprase® is administered into the body through an IV. This is a long, painful, weekly process that carries with it significant risks of adverse reactions, including anaphylactic shock. Elaprase® does not cross the blood brain barrier so it cannot help any damage Hunter Syndrome does to the brain. There are currently no treatment options that help improve brain and mental health. For more information on the treatment, visit http://www.elaprase.com/ U.S. National Library of Medicine. Genetics Home Reference National Organization for Rare Disorders	<urn:uuid:1b566e0c-90d2-4792-b85b-7de5ddb92579>	CC-MAIN-2017-43	https://mpssuperhero.org/what-is-mps-ii/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823630.63/warc/CC-MAIN-20171020025810-20171020045810-00140.warc.gz	en	0.935762	1,394	3.375	3	[ { "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 \| What is MPS II?\nline 04 \| What Is MPS II (Hunter Syndrome)?\nline 05 \| According to National MPS Society, Hunter Syndrome, also referred to as Mucopolysaccharidosis type II or MPS II, is a progressively degenerative genetic disease that almost exclusively affects males. Boys with MPS II are deficient in the enzyme iduronate-2-sulfatase that helps breakdown glycosaminoglycans (GAG). The net result is that GAG builds up in cells and organs throughout the body. Because this chemical decomposition is unable to happen, these cells continuously accumulate to toxic levels and build up can lead to a fairly uniform plethora of symptoms and can begin around 2-5 years of age. These symptoms include stunted growth, coarse facial features, stiff joints, intellectual disability, serious physical deformities, significant damage to the brain & organ function and eventually leads to premature death. The severe form often includes progressive cognitive impairment and a life span of approximately 12-15 years old. Currently, there is no cure for individuals affected by this disease, which is why funding to bring the research by geneticists to the first phase of human clinical trials is so crucial. Today, the only treatment available for MPS II is enzyme replacement therapy (ERT). ERT for MPS II was approved by the FDA in 2006 and is known as Elaprase®. Elaprase® is a manufactured version of the body’s natural iduronate sulfatase enzyme. It does not cross the blood-brain barrier at normal doses and thus is not anticipated to have an impact on any neurocognitive decline occurring in individuals with MPS II. Treatments of Elaprase® are given weekly through intravenous infusions. Scientists and geneticists who study MPS II continue to look for better and more effective ways to treat this disease and ultimately hope for a cure.\nline 06 \| What Causes MPS II (Hunter Syndrome)?\nline 07 \| Mucopolysaccharides are long chains of sugar molecule used in the building of connective tissues in the body.\nline 08 \| - “saccharide” is a general term for a sugar molecule (think of saccharin)\nline 09 \| - “poly” means many\nline 10 \| - “muco” refers to the thick jelly-like consistency of the molecules\nline 11 \| There is a continuous process in the body of replacing used materials and breaking them down for disposal. Children with MPS II are missing an enzyme called iduronate sulfatase, which is essential in cutting up the mucopolysaccharides called dermatan and heparan sulphate. The incomplete broken down mucopolysaccharides remain stored in cells in the body causing progressive damage. Babies may show little sign of the disease, but as more and more cells become damaged, symptoms start to appear.\nline 12 \| How common is MPS II (Hunter Syndrome)?\nline 13 \| This is a rare condition affecting 1 in 100,000 to 1 in 150,000 males.\nline 14 \| There is an estimate in the United States that 1 in 25,000 births will result in some form of MPS.\nline 15 \| How is the disease inherited?\nline 16 \| MPS II occurs in boys, and girls may be carriers of the gene for MPS II. Although rare, MPS II has been diagnosed in girls. All families of children with MPS II should seek further information from their doctor or genetic counselor before planning to have more children. If the mother is a carrier, there is a 50% risk that any boy born will have the disease. The sisters and maternal aunts of a person with MPS II may be carriers of the disease and would also have a 50% chance of passing the syndrome to a son. There are tests available for carriers, so it is important for all female relatives on the mother’s side to seek advice from their doctor.\nline 17 \| What are the Signs and Symptoms of Hunter Syndrome?\nline 18 \| Symptoms usually develop at 2 to 5 years of age and can include the following:\nline 19 \| - Stunted growth\nline 20 \| - A bloated or inflated abdomen\nline 21 \| - Coarse facial features (large forehead, thick neck, tongue & lips, bushy eyebrows, flattened nose, chubby rosy cheeks)\nline 22 \| - Intelligence impaired in more severe forms\nline 23 \| - Cognitive delays such as late walking talking and recognition\nline 24 \| - Hearing loss\nline 25 \| - Joint stiffness\nline 26 \| - Carpal tunnel syndrome\nline 27 \| - Sleep apnea\nline 28 \| - Poor peripheral vision\nline 29 \| - Thickening of the heart valves\nline 30 \| - Obstructive airway disease\nline 31 \| - Frequent coughs, colds and infections\nline 32 \| - Enlarged liver and spleen\nline 33 \| - Missing an essential enzyme necessary for breaking down sugars in the body\nline 34 \| Early diagnosis of MPS II is crucial for a child’s life. The earlier MPS II is diagnosed, the sooner potential treatment options can be explored and supportive care may be started to potentially prevent some of the permanent damage that may be caused by the disease. To diagnose MPS II, the doctor will typically first do a urine test to look for levels of GAG that are higher than normal. The results are compared to levels of GAG that are known to be normal for various ages. Most, but not all, individuals with MPS have GAG levels in their urine that are higher than those of individuals without MPS. A urine test is only one of the first steps in diagnosing MPS II; a clear diagnosis requires a test to measure levels of enzyme activity in the blood or skin cells. In healthy individuals, the tests show white blood cells, serum and skin cells that contain normal levels of enzyme activity. In individuals with MPS II, the enzyme activity levels are much lower or absent.\nline 35 \| Is There A Cure For Hunter Syndrome?\nline 36 \| Currently there is no definitive cure for Hunter Syndrome.\nline 37 \| Geneticists have completed critical research that leads them to believe they may possibly be close to a cure for MPS II.\nline 38 \| However, funding is ultimately the only barrier holding geneticists back from moving to the first phase of human clinical trials.\nline 39 \| Therefore, the only thing currently available to children suffering from MPS II is the first FDA approved enzyme replacement therapy (ERT) known as Elaprase® (idursulfase).\nline 40 \| This is the only treatment currently approved for Hunter syndrome in the United States.\nline 41 \| It replaces the protein their body doesn’t make.\nline 42 \| Elaprase® is administered into the body through an IV.\nline 43 \| This is a long, painful, weekly process that carries with it significant risks of adverse reactions, including anaphylactic shock.\nline 44 \| Elaprase® does not cross the blood brain barrier so it cannot help any damage Hunter Syndrome does to the brain.\nline 45 \| There are currently no treatment options that help improve brain and mental health.\nline 46 \| For more information on the treatment, visit http://www.elaprase.com/\nline 47 \| U.S. National Library of Medicine.\nline 48 \| Genetics Home Reference\nline 49 \| National Organization for Rare Disorders\nline 50 \| \n```", "role": "user" } ]
Mapping the Site Archaeology's history is a checkered one (Trigger 1989; Willey and Sabloff 1993). The first archaeologists were avocational explorers, diggers, and speculators. Some were fascinated by holding bits of the past. Others were driven by the desire to make money off of exotic treasures. This was the era of Indian Jones. Archaeologists were active fieldworkers, certainly better than theorizing anthropologists permanently glued to armchairs in upper class Victorian sitting rooms, but they were destructive collectors who intended to amass neat objects for display in museums. By the middle 1900s, archaeologists began to try to preserve more information about the things they found. Elaborate strategies were designed for classification of things. Complete descriptions were the goal, and archaeology became more and more systematic, as well as more and more scientific in view and approach. This was the rise of the CULTURE-HISTORICAL SCHOOL of archaeology in the United States. Things were carefully excavated to standards of stratigraphic recording and reports emphasized the location and dating of things. Digs, often facilitated through Works Projects of America funding, were massive in scale. Entire sites were excavated and collections of things numbered in the hundreds of thousands. Construction of local and regional chronologies was the goal, and distributions of objects in SPACE and TIME were held indicative of past societies and the movements of cultures and cultural ideas across the landscape (cf. Willey and Phillips 1958). Cultural TRAITS were defined that had demonstrated importance in defining the stringers of time and space, and these became the major rubrics for analysis and discussion of archaeological CULTURES. Emphasis was on description, CLASSIFICATION, and construction of narratives that explained the ARCHAEOLOGICAL RECORD in terms of alleged cultures that moved through space of time. Changes in traits became axiomatically associated with changes in basic elements of socioeconomic organization and earmarks of changing adaptive systems as well as labels for specific ethnic and linguistic groups in the past. WHAM - BAM! CAME THE 60s! Old traditional culture history was bashed, mashed, chewed, and abused by the NEW ARCHAEOLOGISTS. These Mad Dog-, hell-bent-for-science PROCESSUALISTS would truck no more lengthy descriptions of stuff and tedious typological constructions (Binford 1962, 1964, 1965, 1968; Leone 1972; Watson et al. 1971). Their rallying cry was that there must be more to archaeology than a slavish adherence to the old kulturkreise school. Processualists would emphasize use of basic scientific method, with reliance on explicit HYPOTHESIS TESTING and characterization of human societies as ADAPTIVE SYSTEMS (e.g., Binford and Sabloff 1982; Clarke 1977; Flannery 1967, 1968, 1982; Hodder 1978). Culture-historical reconstructions were declared to be pseudo explanatory frameworks and definition of traits though useful for placing past societies in the basic framework of time and space could not be the declared end-products of archaeological research. CULTURAL CHRONOLOGIES were simply the beginning, serving as useful classificatory frameworks, in which more compelling questions of adaptation and CULTURAL CHANGE could be MODELED and addressed (cf. Clarke 1978; Sabloff 1981). The archaeological record was seen as archaeology's laboratory for studying HUMAN BEHAVIOR over the long expanse of time. Processual archaeology was firmly based in CULTURAL MATERIALISM in the mode of Leslie White and Marvin Harris, and asserted that the only suitable approach was to focus on the relationships between society and the physical environment. TECHNOLOGY was the principal means of human adaptation. SOCIAL ORGANIZATION facilitated the extraction of resources through use of technology. IDEOLOGY simply justified what had to be done to accomodate production (Harris 1968, 1979; White 1959, 1969, 1975). This view holds that cultures are inherently or overwhelmingly rational: CULTURE is defined as man's extrasomatic means of adaptation to his environment. Proponents asserted that archaeology was uniquely suited to establish patterns in how humans chose to adapt to their physical environments, and that archaeologists would contribute to knowledge of human behavior by identifying UNIVERSALS that would address behavior in terms of past-present-future. In the early '80s a group of pragmatic archaeologists, leery of dooming culture-historical reconstructions to the trash heap and appalled by POSITIVIST materialist dogmas, advocated a HOLISTIC inspection of all facets of culture (technology, social organization, ideology) by archaeologists. These anthropologists were tagged as POST-PROCESSUALISTS (e.g., Hodder 1982, 1986, 1993; Shanks and Tilley 1987; Tilley 1990). This label actually encompasses a wide range of anthropological approaches that are grouped only when considered in contrast to the more narrowly defined materialist approach of the processualists. Post-Processualists emphasize study of patterns in material culture and insist that archaeologists can extract meaningful inferences about values, beliefs, religion, and social structure, as well as the more obvious socioeconomic or technological elements of human adaptation. Archaeology for Post-Processualists is often defined as the anthropology of material culture, and encompasses but is not limited to Materialist positivistic approaches to study of past societies. Key words for Post-Processual approaches include material culture study, with key concepts being CONTEXT and CRITICAL THEORY. As the anthropology of things, Post-Processualist theory draws upon a vast array of anthropological theories, including Structuralism, Symbolic Anthropology, and tenets of Critical Marxism. Archaeology emerges in its P-P guise as a social anthropology of the past, not purely Western Science and not purely History, but a holistic study of humans in the past, including their institutions, their beliefs, and their culture in all its many facets.Post-Processual approaches build on Culture History and on the New Archaeology of the Processualist school, but seek to broaden the field of study dramatically. P-p archaeologists are anthropologists who study material culture (Past-Present-Future). Under this definition, archaeologists no longer have to excavate sites. They might explore dumps, analyze gravestones, perform surveys of extant architecture, or canvas wearing apparel in shopping malls. P-P types dig though, and the analytical framework presented here addresses the tenets of the old school and applies method of the new. Archaeology as a discipline predicated on the analysis of a complex subject, has evolved a jargon or lexicon all its own. In these cartoons, reproduced from Malina and Vasicek (1990:Figs.3,4), the archaeologist attempts to sort out all the myriad jargon terms that have become shorthand referents to theories and concepts. All deal with what the archaeologist finds, and how the archaeologist constructs inferences. \|Figure 1. Cartoons showing the jargonized process of description and classification: a task not for the meek (from Malina and Vasicek 1990: Figs. 3 and 4).\| ARTIFACTS are things made, used, and modified by people. The term refers to tools, residues of tool manufacture, residues of processing plants and animals, and by-products of tool manufacture, processing, or other human activities. NATUREFACTS are parts of plants or animals not modified by man, but indicative of man's physical environment. For example, seeds, plant parts or small animal remains found in an archaeological site can be analyzed to determine season of the year for man's occupation or indicate the climate and environment of a given period.MENTEFACTS are the ideas and values that govern the creation of artifacts. Also called "mental templates" or "cognitive maps" or "cognitive frameworks," these structures are not beyond archaeological inference. Recognition of Mentefacts allows archaeologists to explore nonmaterial aspects of culture through analysis of the material manifestations of cultural needs and beliefs. We Get To Inference from Things? These cartoons depict the inner recesses of the researcher's mind: things found, categories applied, inferences drawn, facts elicited. Artifact applies to the totality of the object or thing found. To find patterns indicative of human behavior, and hence, culture, we must have a finer level of measurement: the ATTRIBUTE. Attributes are measurements or observations drawn or about artifacts. The attribute measured may be one zone of wear on a formed tool. So, a given tool form may have dozens of measurable attributes. No description is adequate without measurements taken at the attribute level of analysis. Attributes may record basic morphology, alterations of surfaces, signposts of manufacture, indicators of depositional environment, quantities or requencies, and any number of other variable dimensions. Malina and Vasicek (1990), Neustupny (1993) and Shennan (1988) offer excellent discussions of the need for rigorous measurement frameworks in archaeological research (see also Clarke 1968, 1972 and 1977). Inferences about past human behavior are constructed by correlating and cross-tabulating attribute lists. Our inferential patterns are then arranged in shifting hierarchies, with one form or focus simply being the level of measurement at which the pattern analysis is performed: Gross: distribution of artifact types within the site. Moderate: patterns of selected features observed on artifacts. Fine: patterns defined by careful correlations of descriptive dimensions outlining attribute characteristics across tool types.Very Fine: microscopic examination of working edges and working surfaces and physical and chemical examination of surfaces and residues, which result in pattern analysis performed on parts of a single artifact. Here, the artifact becomes directly analogous to the archaeological site. 1964 A consideration of archaeological research design. American Antiquity 29(4):425-451. 1965 Archaeological systematics and the study of cultural process. American Antiquity 31(2):203-210. 1968 Some comments on historical versus processual archaeology. Southwestern Journal of Anthropology 24(3):267-275. Binford, L.R. and J.A. Sabloff 1982 Paradigms, systematics and archaeology. The Journal of Anthropological Research 38:137-153. 1968 Analytical Archaeology. London: Methuen. 1972 Models in Archaeology. ed. London: Methuen. 1977 Spatial Archaeology. London: Academic Press. 1967 Culture history vs. cultural process: A debate in American archaeology. Scientific American 217:119-122. 1968 Archaeological systems theory and early Mesoamerica. In Anthropological archaeology in the Americas, B.J. Meggers (ed.), pp.67-87. Washington, D.C. 1982 The Golden Marshalltown: A parable for the archaeology of the 1980s. American Anthropologist 84:265-278. Gardin, J.-C. and C.S. Peebles (eds.) 1992 Representations in archaeology. Bloomington: Indiana University Press. 1968 The rise of anthropological theory. New York: Crowell. 1979 Cultural Materialism: The struggle for a science of culture. New York: Random House. 1978 Simulation studies in archaeology. ed. Cambridge: Cambridge University Press. 1982 Theoretical archaeology: A reactionary view. In Symbolic and structural anthropology, I. Hodder (ed.), pp.1-16. Cambridge: Cambridge University Press. 1986 Reading the past: Current approaches to interpretation in archaeology. Cambridge: Cambridge University Press. 1993 The narrative and rhetoric of material culture sequences. World Archaeology 25:268-282. Leone, M.P. (ed.) 1971 Contemporary archaeology. Carbondale: Southern Illinois University Press. Leone, M.P. and P.B. Potter (eds.) 1988 The recovery of meaning: Historical archaeology in the eastern United States. Washington, D.C.: Smithsonian Institution Press. Malina, J. and Z. Vasicek 1990 Archaeology yesterday & today. Cambridge: Cambridge University Press. 1993 Archaeological method. Cambridge: Cambridge University Press. Renfrew, C. and E.B. Zubrow (eds.) 1994 The ancient mind: Elements of cognitive archaeology. Cambridge: Cambridge University Press. Sabloff, J.A. (ed.) 1981 Simulations in archaeology. Albuquerque: University of New Mexico Press. Shanks, M. and C. Tilley 1987 Reconstructing archaeology. Cambridge: Cambridge University Press. 1988 Quantifying archaeology. Edinburgh: Edinburgh University Press. Tilley, C. (ed.) 1989 A history of archaeological thought. Cambridge: Cambridge University Press. Tilley, C. (Ed.) 1990 Reading material culture. Cambridge: Cambridge University Press. Watson, P.J., S.A. LeBlanc and C.L. Redman 1971 Explanation in archaeology, an explicitly scientific approach. New York: Columbia University Press. 1949 The science of culture: A study of man and civilization. New York: Farrar and Strauss. 1959 The evolution of culture. New York: McGraw-Hill. 1975 The concept of cultural systems: A key to understanding tribes and nations. New York: Columbia University Press. Willey, G.R. and P. Phillips 1958 Method and theory in American archaeology. Chicago The University of Chicago Press. Willey, G.R. and J.A. Sabloff 1993 A history of American archaeology. New York: W.H. Freeman and Company.	<urn:uuid:d570e152-8711-4eed-a3e2-6e2000c6778c>	CC-MAIN-2017-43	http://imnh.isu.edu/digitalatlas/arch/ArchDef/main.htm	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824733.32/warc/CC-MAIN-20171021095939-20171021115939-00840.warc.gz	en	0.912607	2,836	3.6875	4	[ { "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 \| Mapping the Site\nline 02 \| Archaeology's history is a checkered one (Trigger 1989; Willey and Sabloff 1993). The first archaeologists were avocational explorers, diggers, and speculators. Some were fascinated by holding bits of the past. Others were driven by the desire to make money off of exotic treasures. This was the era of Indian Jones. Archaeologists were active fieldworkers, certainly better than theorizing anthropologists permanently glued to armchairs in upper class Victorian sitting rooms, but they were destructive collectors who intended to amass neat objects for display in museums.\nline 03 \| By the middle 1900s, archaeologists began to try to preserve more information about the things they found. Elaborate strategies were designed for classification of things. Complete descriptions were the goal, and archaeology became more and more systematic, as well as more and more scientific in view and approach. This was the rise of the CULTURE-HISTORICAL SCHOOL of archaeology in the United States. Things were carefully excavated to standards of stratigraphic recording and reports emphasized the location and dating of things. Digs, often facilitated through Works Projects of America funding, were massive in scale. Entire sites were excavated and collections of things numbered in the hundreds of thousands.\nline 04 \| Construction of local and regional chronologies was the goal, and distributions of objects in SPACE and TIME were held indicative of past societies and the movements of cultures and cultural ideas across the landscape (cf. Willey and Phillips 1958). Cultural TRAITS were defined that had demonstrated importance in defining the stringers of time and space, and these became the major rubrics for analysis and discussion of archaeological CULTURES. Emphasis was on description, CLASSIFICATION, and construction of narratives that explained the ARCHAEOLOGICAL RECORD in terms of alleged cultures that moved through space of time. Changes in traits became axiomatically associated with changes in basic elements of socioeconomic organization and earmarks of changing adaptive systems as well as labels for specific ethnic and linguistic groups in the past.\nline 05 \| WHAM - BAM! CAME THE 60s! Old traditional culture history was bashed, mashed, chewed, and abused by the NEW ARCHAEOLOGISTS. These Mad Dog-, hell-bent-for-science PROCESSUALISTS would truck no more lengthy descriptions of stuff and tedious typological constructions (Binford 1962, 1964, 1965, 1968; Leone 1972; Watson et al. 1971). Their rallying cry was that there must be more to archaeology than a slavish adherence to the old kulturkreise school. Processualists would emphasize use of basic scientific method, with reliance on explicit HYPOTHESIS TESTING and characterization of human societies as ADAPTIVE SYSTEMS (e.g., Binford and Sabloff 1982; Clarke 1977; Flannery 1967, 1968, 1982; Hodder 1978). Culture-historical reconstructions were declared to be pseudo explanatory frameworks and definition of traits though useful for placing past societies in the basic framework of time and space could not be the declared end-products of archaeological research. CULTURAL CHRONOLOGIES were simply the beginning, serving as useful classificatory frameworks, in which more compelling questions of adaptation and CULTURAL CHANGE could be MODELED and addressed (cf. Clarke 1978; Sabloff 1981). The archaeological record was seen as archaeology's laboratory for studying HUMAN BEHAVIOR over the long expanse of time. Processual archaeology was firmly based in CULTURAL MATERIALISM in the mode of Leslie White and Marvin Harris, and asserted that the only suitable approach was to focus on the relationships between society and the physical environment. TECHNOLOGY was the principal means of human adaptation. SOCIAL ORGANIZATION facilitated the extraction of resources through use of technology. IDEOLOGY simply justified what had to be done to accomodate production (Harris 1968, 1979; White 1959, 1969, 1975). This view holds that cultures are inherently or overwhelmingly rational: CULTURE is defined as man's extrasomatic means of adaptation to his environment. Proponents asserted that archaeology was uniquely suited to establish patterns in how humans chose to adapt to their physical environments, and that archaeologists would contribute to knowledge of human behavior by identifying UNIVERSALS that would address behavior in terms of past-present-future.\nline 06 \| In the early '80s a group of pragmatic archaeologists, leery of dooming culture-historical reconstructions to the trash heap and appalled by POSITIVIST materialist dogmas, advocated a HOLISTIC inspection of all facets of culture (technology, social organization, ideology) by archaeologists. These anthropologists were tagged as POST-PROCESSUALISTS (e.g., Hodder 1982, 1986, 1993; Shanks and Tilley 1987; Tilley 1990). This label actually encompasses a wide range of anthropological approaches that are grouped only when considered in contrast to the more narrowly defined materialist approach of the processualists. Post-Processualists emphasize study of patterns in material culture and insist that archaeologists can extract meaningful inferences about values, beliefs, religion, and social structure, as well as the more obvious socioeconomic or technological elements of human adaptation.\nline 07 \| Archaeology for Post-Processualists is often defined as the anthropology of material culture, and encompasses but is not limited to Materialist positivistic approaches to study of past societies.\nline 08 \| Key words for Post-Processual approaches include material culture study, with key concepts being CONTEXT and CRITICAL THEORY.\nline 09 \| As the anthropology of things, Post-Processualist theory draws upon a vast array of anthropological theories, including Structuralism, Symbolic Anthropology, and tenets of Critical Marxism.\nline 10 \| Archaeology emerges in its P-P guise as a social anthropology of the past, not purely Western Science and not purely History, but a holistic study of humans in the past, including their institutions, their beliefs, and their culture in all its many facets.Post-Processual approaches build on Culture History and on the New Archaeology of the Processualist school, but seek to broaden the field of study dramatically.\nline 11 \| P-p archaeologists are anthropologists who study material culture (Past-Present-Future).\nline 12 \| Under this definition, archaeologists no longer have to excavate sites.\nline 13 \| They might explore dumps, analyze gravestones, perform surveys of extant architecture, or canvas wearing apparel in shopping malls.\nline 14 \| P-P types dig though, and the analytical framework presented here addresses the tenets of the old school and applies method of the new.\nline 15 \| Archaeology as a discipline predicated on the analysis of a complex subject, has evolved a jargon or lexicon all its own. In these cartoons, reproduced from Malina and Vasicek (1990:Figs.3,4), the archaeologist attempts to sort out all the myriad jargon terms that have become shorthand referents to theories and concepts. All deal with what the archaeologist finds, and how the archaeologist constructs inferences.\nline 16 \| \|Figure 1. Cartoons showing the jargonized process of description and classification: a task not for the meek (from Malina and Vasicek 1990: Figs. 3 and 4).\|\nline 17 \| ARTIFACTS are things made, used, and modified by people.\nline 18 \| The term refers to tools, residues of tool manufacture, residues of processing plants and animals, and by-products of tool manufacture, processing, or other human activities.\nline 19 \| NATUREFACTS are parts of plants or animals not modified by man, but indicative of man's physical environment. For example, seeds, plant parts or small animal remains found in an archaeological site can be analyzed to determine season of the year for man's occupation or indicate the climate and environment of a given period.MENTEFACTS are the ideas and values that govern the creation of artifacts. Also called \"mental templates\" or \"cognitive maps\" or \"cognitive frameworks,\" these structures are not beyond archaeological inference. Recognition of Mentefacts allows archaeologists to explore nonmaterial aspects of culture through analysis of the material manifestations of cultural needs and beliefs.\nline 20 \| We Get To Inference from Things?\nline 21 \| These cartoons depict the inner recesses of the researcher's mind: things found, categories applied, inferences drawn, facts elicited.\nline 22 \| Artifact applies to the totality of the object or thing found.\nline 23 \| To find patterns indicative of human behavior, and hence, culture, we must have a finer level of measurement: the ATTRIBUTE.\nline 24 \| Attributes are measurements or observations drawn or about artifacts.\nline 25 \| The attribute measured may be one zone of wear on a formed tool.\nline 26 \| So, a given tool form may have dozens of measurable attributes.\nline 27 \| No description is adequate without measurements taken at the attribute level of analysis.\nline 28 \| Attributes may record basic morphology, alterations of surfaces, signposts of manufacture, indicators of depositional environment, quantities or requencies, and any number of other variable dimensions.\nline 29 \| Malina and Vasicek (1990), Neustupny (1993) and Shennan (1988) offer excellent discussions of the need for rigorous measurement frameworks in archaeological research (see also Clarke 1968, 1972 and 1977).\nline 30 \| Inferences about past human behavior are constructed by correlating and cross-tabulating attribute lists. Our inferential patterns are then arranged in shifting hierarchies, with one form or focus simply being the level of measurement at which the pattern analysis is performed:\nline 31 \| Gross: distribution of artifact types within the site.\nline 32 \| Moderate: patterns of selected features observed on artifacts.\nline 33 \| Fine: patterns defined by careful correlations of descriptive dimensions outlining attribute characteristics across tool types.Very Fine: microscopic examination of working edges and working surfaces and physical and chemical examination of surfaces and residues, which result in pattern analysis performed on parts of a single artifact.\nline 34 \| Here, the artifact becomes directly analogous to the archaeological site.\nline 35 \| 1964 A consideration of archaeological research design. American Antiquity 29(4):425-451.\nline 36 \| 1965 Archaeological systematics and the study of cultural process. American Antiquity 31(2):203-210.\nline 37 \| 1968 Some comments on historical versus processual archaeology. Southwestern Journal of Anthropology 24(3):267-275.\nline 38 \| Binford, L.R. and J.A. Sabloff\nline 39 \| 1982 Paradigms, systematics and archaeology. The Journal of Anthropological Research 38:137-153.\nline 40 \| 1968 Analytical Archaeology. London: Methuen.\nline 41 \| 1972 Models in Archaeology. ed. London: Methuen.\nline 42 \| 1977 Spatial Archaeology.\nline 43 \| London: Academic Press.\nline 44 \| 1967 Culture history vs. cultural process: A debate in American archaeology. Scientific American 217:119-122.\nline 45 \| 1968 Archaeological systems theory and early Mesoamerica. In Anthropological archaeology in the Americas, B.J. Meggers (ed.), pp.67-87. Washington, D.C.\nline 46 \| 1982 The Golden Marshalltown: A parable for the archaeology of the 1980s. American Anthropologist 84:265-278.\nline 47 \| Gardin, J.-C. and C.S. Peebles (eds.)\nline 48 \| 1992 Representations in archaeology. Bloomington: Indiana University Press.\nline 49 \| 1968 The rise of anthropological theory.\nline 50 \| New York: Crowell.\nline 51 \| 1979 Cultural Materialism: The struggle for a science of culture. New York: Random House.\nline 52 \| 1978 Simulation studies in archaeology. ed. Cambridge: Cambridge University Press.\nline 53 \| 1982 Theoretical archaeology: A reactionary view. In Symbolic and structural anthropology, I. Hodder (ed.), pp.1-16. Cambridge: Cambridge University Press.\nline 54 \| 1986 Reading the past: Current approaches to interpretation in archaeology. Cambridge: Cambridge University Press.\nline 55 \| 1993 The narrative and rhetoric of material culture sequences. World Archaeology 25:268-282.\nline 56 \| Leone, M.P.\nline 57 \| (ed.)\nline 58 \| 1971 Contemporary archaeology. Carbondale: Southern Illinois University Press.\nline 59 \| Leone, M.P. and P.B. Potter (eds.)\nline 60 \| 1988 The recovery of meaning: Historical archaeology in the eastern United States. Washington, D.C.: Smithsonian Institution Press.\nline 61 \| Malina, J. and Z. Vasicek\nline 62 \| 1990 Archaeology yesterday & today. Cambridge: Cambridge University Press.\nline 63 \| 1993 Archaeological method. Cambridge: Cambridge University Press.\nline 64 \| Renfrew, C. and E.B. Zubrow (eds.)\nline 65 \| 1994 The ancient mind: Elements of cognitive archaeology. Cambridge: Cambridge University Press.\nline 66 \| Sabloff, J.A. (ed.)\nline 67 \| 1981 Simulations in archaeology.\nline 68 \| Albuquerque: University of New Mexico Press.\nline 69 \| Shanks, M. and C. Tilley\nline 70 \| 1987 Reconstructing archaeology. Cambridge: Cambridge University Press.\nline 71 \| 1988 Quantifying archaeology. Edinburgh: Edinburgh University Press.\nline 72 \| Tilley, C. (ed.)\nline 73 \| 1989 A history of archaeological thought.\nline 74 \| Cambridge: Cambridge University Press.\nline 75 \| Tilley, C. (Ed.)\nline 76 \| 1990 Reading material culture. Cambridge: Cambridge University Press.\nline 77 \| Watson, P.J., S.A. LeBlanc and C.L. Redman\nline 78 \| 1971 Explanation in archaeology, an explicitly scientific approach. New York: Columbia University Press.\nline 79 \| 1949 The science of culture: A study of man and civilization. New York: Farrar and Strauss.\nline 80 \| 1959 The evolution of culture. New York: McGraw-Hill.\nline 81 \| 1975 The concept of cultural systems: A key to understanding tribes and nations. New York: Columbia University Press.\nline 82 \| Willey, G.R. and P. Phillips\nline 83 \| 1958 Method and theory in American archaeology.\nline 84 \| Chicago The University of Chicago Press.\nline 85 \| Willey, G.R.\nline 86 \| and J.A.\nline 87 \| Sabloff\nline 88 \| 1993 A history of American archaeology. New York: W.H. Freeman and Company.\n```", "role": "user" } ]
Sun bear is a forgotten bear species. They are the least known bear and one of the least known large mammals in Southeast Asia until recently. I hope this blog can enlighten readers and open up discussions on how we could help this unfortunate but yet magnificent animal that we call “sun bear". Chin’s Second Chance Date: July 25th 2015 Text by Claire Buckingham (Volunteer) Photos by Chiew Lin May It sounds cliché to say it, but the Bornean Sun Bear Conservation Centre is all about second chances. Chin, now nine years old, came to BSBCC in July 2014 via a wildlife rescue unit, who took her from a primary school’s mini zoo. It’s illegal to keep sun bears as private pets, especially in small cages like she was. She was also not given much in the way of enrichment, which may have some bearing on why she’s been christened “The Curious” at BSBCC. At the centre she finally has the opportunity to explore her surroundings and learn something about life in the forest as a sun bear! Things cannot be just that simple, of course. When the bears are brought to the centre it is a big adjustment for them simply to become accustomed to life in the dens in the vicinity of other bears, and also the humans who provide their food and tools for enrichment. But even when this just becomes day to day life, the bears still need to learn about life in the forest, and life around other bears. Sun bears appear to be primarily solitary animals, except when a mother is looking after her cubs. This doesn’t mean they live in the forest alone – they still need to have some idea of how to act with other animals, whether in play, mating, or defence; being that sun bears don’t generally get a lot of their protein from meat, they probably don’t need to practice a lot of attacking, but they do need to know how to stand up for themselves. At the centre, there are two bear houses, and currently only one is open to the enclosures outside; bear house two will be open shortly to its more recently completed forest enclosures. Several enclosures allow bears to go outside alone, such as those used by Kudat and Manis, but the other enclosures have bears sharing their spaces with one another. Two of these enclosures can be seen from the feeding platform, and anyone who has come to BSBCC will no doubt have fond memories of hungry bears at play amongst the trees. Bears in the outdoor enclosure cannot be immediately controlled by the keepers – and in some ways, they should not be. Hopefully many of the bears at BSBCC will eventually return to the wild, and there they will need to be able to take care of themselves. This doesn’t mean all care isn’t taken to ensure the bears are familiar with one another – and this is why integration between bear individuals and groups takes place in the bear house before they are allowed to mingle together in the forest enclosures. Chin’s first chance at returning to a more naturalised surrounding began with her integration into a group of six bears. Tokob was the dominant female, and was most closely associated with Susie and Kuamut. Three more females rounded out the group: Cerah and Jelita, and then Lawa. Given these six females had already comfortably sorted themselves into two groups of three, it would always have proved somewhat of a challenge for Chin to find her place amongst them. However, within the confines of the bear house, it appeared Chin was accepted by the group and happy enough with her place within it. In January 2015, Chin was released into Pen C with these six bears. It was to prove, unfortunately, a difficult four days for her. The other bears rejected her, and she resorted to hiding under a tree to avoid their attacks. They caused injuries to her hind foot, and to her muzzle. Curious as she was about her new surroundings, she was distracted by the need to be constantly on alert; this can be seen by her behaviour in a favoured spot, where she kept her back to a large tree. Its shape kept her protected on three sides, and gave her a vantage point to watch for the other bears. In those four days, the other bears did not permit her to share in the food brought to the enclosure. It was definitely a tough few days for Chin, and when she finally came back inside it was decided she would not be placed in this group again. In February 2015, she was instead introduced to another group, known as the Rungus group. This comprises the females Rungus, Panda, and Ah Lun, and the male Julaini (whose brilliant chest mark adorns a BSBCC t-shirt that became my favourite!). The group tentatively began to play together within the bear house, and then Chin began to show dominance. It appears she learned this from Tokob, and she learned it well. I personally first met Chin in June 2015, which is when she was first beginning to be encouraged into Pen A. Because of her experiences with Tokob’s group, it was decided she would not be immediately placed in the forest enclosure with the Rungus group in Pen B, even though they appeared to be integrating well within the bear house. Instead, Chin would be given her second chance by being allowed into Pen A on her own. Chin was one of the first bears I got to know, as she tends to night den in one of the four cages just inside bear house one’s entrance. Given the only other bear in this area is Bermuda – a big, no-nonsense male – she was easy to recognise and to get to know. I spent my first three days primarily in the kitchen, preparing and splitting up the food for the bears depending on where they were. On day three, I came in and immediately noticed a change in the food split – Chin was categorised today in Pen A. Chin was going outside! After her earlier experience with the forest enclosures, Chin was naturally somewhat recalcitrant about the very idea of it. Most of the dens have four entrances – two side doors for transfers between dens, one main entrance, and the back guillotine door that leads to the enclosures. The guillotine door usually opens to either a climbing frame or a ramp, and Chin would make good use of her ramp. Indeed, when Lin May came to tell me about Chin’s release to the forest plan, she showed me how Chin was going about it – and I peeked into the den to see little more than two bear feet hanging over the lip of the door. Chin’s naturally curious, and likes to play – certainly I often found her attempting to use her water bowl like a bath, despite the fact it was barely large enough to take only her backside. So Chin couldn’t quite resist the lure of the outdoors, though she was also nervous of it. More than once I saw her seated sideways in the guillotine door, one front paw appearing to prop the door up, a faraway look in her eyes as she surveyed the forest beyond her den. Other times, she’d stay inside, but displayed a frank fascination with the door structures. She would pick at the tracks with those massive claws, and then get irritated and yank the back door right down, as if to say, “I said I wasn’t going out today!” But Lin May would come open it right up again, and Chin would go back to her dreamy watchful state. Sometimes, if a little food was scattered, she’d go back to lying belly-down on the ramp like a little kid about to take their first slide all the way from the top. It was also interesting to watch some of the indoor integration she continues to have with the Rungus group. I watched her “talking” with Panda one day; the bears were in separate dens, but the grate that locked the side entrance gives the bears a way to watch one another. At first Chin just pulled her lips back over her teeth, moving her muzzle in a silent roar; Panda echoed the motion. Then Chin appeared to pull back, front paws straight out before her and her backside raised, head ducked down low. I thought this was a submissive position and, confused, asked Thye Lim about it as I had been told that Chin was acting dominant amongst the Rungus group. He explained to me that this is, for Chin, a dominant posture; much like elephants tuck their ears back before they charge, this is Chin getting down into a charge position. Being that they were in separate dens it wasn’t going to happen, but I did notice that Panda backed away and left the grate between them when Chin did this. I also watched her with the others, split between two dens with an open grate; Chin spent a lot of her time at the grate, appearing to act as both a watchman and a gatekeeper. She particularly seemed determined to stop Julaini from coming over to “her” side. Later, she had to be bribed with honey to come back to den 13, where she would have access to the forest. Instead of going out, she played with the now closed and locked side gate. She even managed to lift it just a little, only to be disappointed to find the only way out was to the forest! Of course the only time Chin went fully outside was on one of my days off – though she only managed ten minutes before she decided it was time to come back in again! Since my last day at BSBCC she has continued on these little jaunts outside, and Lin May told me the next step is to close the guillotine door and see what happens next. This is all a part of Chin’s second chance – both at getting back into the forest enclosure, and then just in her general life. She’s had a cruel start to things, but at BSBCC she has a chance to learn what it is to be a regular sun bear. It’s not going to be easy, but they don’t call her Chin the Curious for nothing. I think she’s going to be all right.	<urn:uuid:d5e5296b-f356-49a4-bb52-7951fcbed707>	CC-MAIN-2017-43	http://wongsiewte.blogspot.com/2016/04/chins-second-chance.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825436.78/warc/CC-MAIN-20171022184824-20171022204824-00640.warc.gz	en	0.984413	2,151	2.78125	3	[ { "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 \| Sun bear is a forgotten bear species.\nline 03 \| They are the least known bear and one of the least known large mammals in Southeast Asia until recently.\nline 04 \| I hope this blog can enlighten readers and open up discussions on how we could help this unfortunate but yet magnificent animal that we call “sun bear\".\nline 05 \| Chin’s Second Chance\nline 06 \| Date: July 25th 2015 Text by Claire Buckingham (Volunteer) Photos by Chiew Lin May\nline 07 \| It sounds cliché to say it, but the Bornean Sun Bear Conservation Centre is all about second chances. Chin, now nine years old, came to BSBCC in July 2014 via a wildlife rescue unit, who took her from a primary school’s mini zoo. It’s illegal to keep sun bears as private pets, especially in small cages like she was. She was also not given much in the way of enrichment, which may have some bearing on why she’s been christened “The Curious” at BSBCC. At the centre she finally has the opportunity to explore her surroundings and learn something about life in the forest as a sun bear!\nline 08 \| Things cannot be just that simple, of course. When the bears are brought to the centre it is a big adjustment for them simply to become accustomed to life in the dens in the vicinity of other bears, and also the humans who provide their food and tools for enrichment. But even when this just becomes day to day life, the bears still need to learn about life in the forest, and life around other bears.\nline 09 \| Sun bears appear to be primarily solitary animals, except when a mother is looking after her cubs. This doesn’t mean they live in the forest alone – they still need to have some idea of how to act with other animals, whether in play, mating, or defence; being that sun bears don’t generally get a lot of their protein from meat, they probably don’t need to practice a lot of attacking, but they do need to know how to stand up for themselves.\nline 10 \| At the centre, there are two bear houses, and currently only one is open to the enclosures outside; bear house two will be open shortly to its more recently completed forest enclosures.\nline 11 \| Several enclosures allow bears to go outside alone, such as those used by Kudat and Manis, but the other enclosures have bears sharing their spaces with one another.\nline 12 \| Two of these enclosures can be seen from the feeding platform, and anyone who has come to BSBCC will no doubt have fond memories of hungry bears at play amongst the trees.\nline 13 \| Bears in the outdoor enclosure cannot be immediately controlled by the keepers – and in some ways, they should not be. Hopefully many of the bears at BSBCC will eventually return to the wild, and there they will need to be able to take care of themselves. This doesn’t mean all care isn’t taken to ensure the bears are familiar with one another – and this is why integration between bear individuals and groups takes place in the bear house before they are allowed to mingle together in the forest enclosures.\nline 14 \| Chin’s first chance at returning to a more naturalised surrounding began with her integration into a group of six bears. Tokob was the dominant female, and was most closely associated with Susie and Kuamut. Three more females rounded out the group: Cerah and Jelita, and then Lawa. Given these six females had already comfortably sorted themselves into two groups of three, it would always have proved somewhat of a challenge for Chin to find her place amongst them. However, within the confines of the bear house, it appeared Chin was accepted by the group and happy enough with her place within it.\nline 15 \| In January 2015, Chin was released into Pen C with these six bears. It was to prove, unfortunately, a difficult four days for her. The other bears rejected her, and she resorted to hiding under a tree to avoid their attacks. They caused injuries to her hind foot, and to her muzzle. Curious as she was about her new surroundings, she was distracted by the need to be constantly on alert; this can be seen by her behaviour in a favoured spot, where she kept her back to a large tree. Its shape kept her protected on three sides, and gave her a vantage point to watch for the other bears.\nline 16 \| In those four days, the other bears did not permit her to share in the food brought to the enclosure. It was definitely a tough few days for Chin, and when she finally came back inside it was decided she would not be placed in this group again.\nline 17 \| In February 2015, she was instead introduced to another group, known as the Rungus group. This comprises the females Rungus, Panda, and Ah Lun, and the male Julaini (whose brilliant chest mark adorns a BSBCC t-shirt that became my favourite!). The group tentatively began to play together within the bear house, and then Chin began to show dominance. It appears she learned this from Tokob, and she learned it well.\nline 18 \| I personally first met Chin in June 2015, which is when she was first beginning to be encouraged into Pen A.\nline 19 \| Because of her experiences with Tokob’s group, it was decided she would not be immediately placed in the forest enclosure with the Rungus group in Pen B, even though they appeared to be integrating well within the bear house.\nline 20 \| Instead, Chin would be given her second chance by being allowed into Pen A on her own.\nline 21 \| Chin was one of the first bears I got to know, as she tends to night den in one of the four cages just inside bear house one’s entrance. Given the only other bear in this area is Bermuda – a big, no-nonsense male – she was easy to recognise and to get to know. I spent my first three days primarily in the kitchen, preparing and splitting up the food for the bears depending on where they were. On day three, I came in and immediately noticed a change in the food split – Chin was categorised today in Pen A. Chin was going outside!\nline 22 \| After her earlier experience with the forest enclosures, Chin was naturally somewhat recalcitrant about the very idea of it. Most of the dens have four entrances – two side doors for transfers between dens, one main entrance, and the back guillotine door that leads to the enclosures. The guillotine door usually opens to either a climbing frame or a ramp, and Chin would make good use of her ramp. Indeed, when Lin May came to tell me about Chin’s release to the forest plan, she showed me how Chin was going about it – and I peeked into the den to see little more than two bear feet hanging over the lip of the door.\nline 23 \| Chin’s naturally curious, and likes to play – certainly I often found her attempting to use her water bowl like a bath, despite the fact it was barely large enough to take only her backside. So Chin couldn’t quite resist the lure of the outdoors, though she was also nervous of it. More than once I saw her seated sideways in the guillotine door, one front paw appearing to prop the door up, a faraway look in her eyes as she surveyed the forest beyond her den. Other times, she’d stay inside, but displayed a frank fascination with the door structures. She would pick at the tracks with those massive claws, and then get irritated and yank the back door right down, as if to say, “I said I wasn’t going out today!”\nline 24 \| But Lin May would come open it right up again, and Chin would go back to her dreamy watchful state. Sometimes, if a little food was scattered, she’d go back to lying belly-down on the ramp like a little kid about to take their first slide all the way from the top.\nline 25 \| It was also interesting to watch some of the indoor integration she continues to have with the Rungus group. I watched her “talking” with Panda one day; the bears were in separate dens, but the grate that locked the side entrance gives the bears a way to watch one another. At first Chin just pulled her lips back over her teeth, moving her muzzle in a silent roar; Panda echoed the motion. Then Chin appeared to pull back, front paws straight out before her and her backside raised, head ducked down low. I thought this was a submissive position and, confused, asked Thye Lim about it as I had been told that Chin was acting dominant amongst the Rungus group. He explained to me that this is, for Chin, a dominant posture; much like elephants tuck their ears back before they charge, this is Chin getting down into a charge position. Being that they were in separate dens it wasn’t going to happen, but I did notice that Panda backed away and left the grate between them when Chin did this.\nline 26 \| I also watched her with the others, split between two dens with an open grate; Chin spent a lot of her time at the grate, appearing to act as both a watchman and a gatekeeper. She particularly seemed determined to stop Julaini from coming over to “her” side. Later, she had to be bribed with honey to come back to den 13, where she would have access to the forest. Instead of going out, she played with the now closed and locked side gate. She even managed to lift it just a little, only to be disappointed to find the only way out was to the forest!\nline 27 \| Of course the only time Chin went fully outside was on one of my days off – though she only managed ten minutes before she decided it was time to come back in again!\nline 28 \| Since my last day at BSBCC she has continued on these little jaunts outside, and Lin May told me the next step is to close the guillotine door and see what happens next.\nline 29 \| This is all a part of Chin’s second chance – both at getting back into the forest enclosure, and then just in her general life. She’s had a cruel start to things, but at BSBCC she has a chance to learn what it is to be a regular sun bear. It’s not going to be easy, but they don’t call her Chin the Curious for nothing. I think she’s going to be all right.\nline 30 \| \n```", "role": "user" } ]
The United States was engaged in a number of secret aviation projects during World War II. Two of them, not revealed to the public for many years, involved American fliers that were being trained to attack enemy forces and die in the process, kamikaze style. However, these fliers were not humans but common bats and pigeons, drafted to make surprise bombing raids on enemy forces. A dental surgeon from Irwin, Pa., is credited with the idea of using bats as bombers. And a behavioral psychologist, also a Pennsylvanian, showed how pigeons could guide bombs directly to surface targets. The two projects were not related, and the two men never met. Dr. Lytle S. Adams was vacationing in the Southwest on December 7, 1941, when he heard the shocking news of the Japanese attack on Pearl Harbor. Adams immediately headed home. He had just visited Carlsbad Caverns, N.M. — believed to house the world’s largest bat colony — where he had been fascinated by the bats that emerged nightly to feed on insects. Thinking about that impressive colony, the dentist asked himself: ‘Couldn’t those millions of bats be fitted with incendiary bombs and dropped from planes? What could be more devastating than such a firebomb attack?’ he recalled in a 1948 interview. He stopped by Carlsbad on his way home and captured some Mexican free-tail bats, the most common species in North America. The free-tails, also known as guano bats, are small brown mammals capable of catching more than 1,000 mosquitoes or gnats in a night. Weighing about 9 grams, the free-tails can carry an external load more than twice their own weight. Back home, Adams looked up everything he could find about the tiny mammals and discovered that although bats are frequently vilified by the public, they are not usually dangerous to humans. They aren’t blind, don’t get tangled up in one’s hair and don’t attack people. Although generally considered evil in Europe, they symbolize prosperity and happiness in China. The Navajo Indians believe them to be intermediaries between men and the gods. They range in size from the bumblebee bat of Thailand, which weighs less than a penny, to the mastiff bat, North America’s largest flying mammal with a 22-inch wingspread, and the giant flying fox bat with a 6-foot wingspan, found primarily in Indonesia. Adams became convinced that bats could be used as bombers. On January 12, 1942, he sent a letter to the White House proposing that the government investigate this possibility. His suggestion was considered, along with hundreds of others from well-meaning citizens with war-winning ideas, but his was one of the few that reached the desk of the commander in chief. President Franklin D. Roosevelt forwarded a memo to Colonel William J. Donovan, then coordinator of information, with a cryptic notation: ‘This man is not a nut. It sounds like a perfectly wild idea but is worth looking into.’ In fact, Adams had already made a name for himself as an inventor. In the 1920s and ’30s he launched a 15-year campaign to perfect an airmail pickup system (see ‘People and Planes’ in the March 2005 issue). Donovan sent the proposal to the National Defense Research Committee (NDRC) of the National Inventors Council. After reviewing Adams’ idea, a memorandum titled ‘Use of Bats as Vectors of Incendiary Bombs’ was sent to the committee on April 16, 1942, by Donald R. Griffin, a special-research assistant. He described the proposal as using ‘very large numbers of bats, each carrying a small incendiary time bomb. The bats would be released at night from airplanes, preferably at high altitudes and the incendiaries would be timed to ignite after the bats had descended to low altitudes and taken shelter for the day. Since bats often roost in buildings, they could be released over settled areas with a good expectation that a large percentage would be roosting in buildings or other inflammable installations…when the incendiary material was ignited.’ Griffin summarized his memo by saying that, although ‘this proposal seems bizarre and visionary at first glance…extensive experience with experimental biology convinces the writer that if executed competently it would have every chance of success.’ He recommended an investigation ‘with all possible speed, accuracy and efficiency’ by the U.S. Army Air Forces. Bomb development was passed on to the Army Chemical Warfare Service. Adams and a team of naturalists were immediately authorized to find bats for experimentation. The team visited a number of likely sites in Texas and New Mexico where the bats could be found in large quantities — mostly in caves, but also under bridges, in barns and in large piles of rubbish. ‘We visited a thousand caves and three thousand mines,’ Adams said. ‘Speed was so imperative that we generally drove all day and night, when we weren’t exploring caves. We slept in the cars, taking turns at driving. One car in our search team covered 350,000 miles.’ The team first investigated the mastiff bat, which they determined could carry a 1-pound stick of dynamite. But there was not a sufficient number of that variety available. The more common bat was the mule-eared or pallid species, which could carry 3 ounces. However, the naturalists concluded that the species was not sufficiently hardy for the work that needed to be done. They finally settled on the Mexican free-tail bat for the project. Although it weighed only one-third of an ounce, experiments showed that it could fly fairly well with a payload of 15 to 18 grams. The Army’s Edgewood Arsenal in Maryland, near Washington, D.C., was to design an incendiary bomb weighing no more than 18 grams. The largest colony of free-tails found during the search was an estimated 20 to 30 million that lived in the limestone Ney and Bracken caves near Bandera, in southwest Texas. At Ney Cave, U.S. Army Captain Wiley W. Carr reported that ‘five hours’ time is required for these animals to leave the cave while flying out in a dense stream fifteen feet in diameter and so closely packed they can barely fly.’ Capturing the bats was not difficult. Team members passed nets on long poles back and forth over the cave entrance as the bats emerged from their lairs. As many as 100 were captured in two or three passes, after which they were placed in a refrigerated truck. Adams took some to the Chemical Warfare Service headquarters at Aberdeen, Md., and released them to show Army officials how they could each carry a dummy bomb. There was much opposition to the project from CWS officials, but in March 1943 the Army Air Forces issued authority for the project to proceed by a memo — Subject: ‘Test of Method to Scatter Incendiaries.’ Purpose: ‘Determine the feasibility of using bats to carry small incendiary bombs into enemy targets.’ Project members studied the habits of the bats intently. Louis F. Fieser, assigned as chief chemist for the Adams project, began to design bombs light enough to be carried by the free-tails. His research showed that the British had designed miniature bombs during World War I called ‘baby incendiaries’ made of thermite that weighed 6.4 ounces. Fieser made two sizes of incendiaries that were oblong celluloid cases filled with thickened kerosene. A small time-delay igniter fuse was attached along one side. One size weighed 17 grams and would burn for four minutes with a 10-inch flame. The other weighed 22 grams and would burn for six minutes with a 12-inch flame. The time-delay igniter consisted of a firing pin held in tension against a spring by a thin steel wire. When the bombs were prepared for use, a copper chloride solution was injected into the cavity through which the steel wire passed. The copper chloride would corrode the wire in time; when it was completely corroded through, the firing pin snapped forward, striking the igniter head and lighting the kerosene. To attach the bomb to a bat, technicians clipped the case to the loose skin on the bat’s chest with a surgical clip and a piece of string. The bats were dropped from a plane in a cardboard container that would open in midair at about 1,000 feet. According to one CWS report, the bats were then expected ‘to fly into hiding in dwellings or other structures, gnaw through the string, and leave the bombs behind.’ In early May 1943, about 3,500 bats were collected at Carlsbad Caverns and flown in a North American B-25 that had been assigned to the project to Muroc Dry Lake, Calif., for tests. The bats were placed in refrigerators and forced to hibernate. On May 21, 1943, five boxes of bats were dropped from 5,000 feet, but the test was unsuccessful because the bats, not fully recovered from hibernation, could not fly. The project was transferred to an auxiliary field under construction at Carlsbad, and secret tests continued. This time bats were placed in ice cube trays and cooled off to place them in hibernation. They were then positioned in cardboard cartons for the drop tests. Captain Carr explained the procedure: ‘Bats were taken from the refrigeration truck in a hibernated state in lots of approximately fifty. They were taken individually by a biologist, and about a one-half inch of loose chest skin was pinched away from the flesh. While this operation was being done, another group was preparing the incendiaries. One operator injected the solution in the delay [mechanism], another sealed the hole with wax, and another placed the surgical clip that was fastened to the incendiary by a short string….The incendiary was then handed to a trained helper who fastened it to the chest of the bat.’ Drops of the bats were made with dummy bombs from a B-25 and a Piper L-4 Cub, but troubles once again developed. Many of the bats didn’t awaken from hibernation in time to be able to fly, the cardboard cartons didn’t always open properly, and the surgical clips proved difficult to attach to the chests of the bats. Team members worked to resolve these problems, and more bats were secured. This time, however, they woke up too quickly when they were released, then escaped. Captain Carr stated in an interim report: ‘The bats used at Carlsbad weighed an average of nine grams. They could carry eleven grams without any trouble and eighteen grams satisfactorily, but twenty-two grams appeared to be excessive. These didn’t fly very far, and three returned in a few minutes to the building where we were working. One flew underneath, one landed on the roof, and one attached itself to the wall. The ones with eleven-gram dummies flew out of sight. The next day an examination of the grounds around a ranch house about two miles away from the point of release disclosed two dummies inside the porch, one beside the house, and one inside the barn.’ Tests continued, and more than 6,000 bats were used in the experiments. In a report dated June 8, 1943, Carr stated that if further tests were to be carried out, a better time-delay parachute-type container, new clips and a simplified time-delay igniter should be designed. He added that ‘testing was concluded…when a fire destroyed a large portion of the test material.’ What he didn’t point out was that a barracks, a control tower and other buildings at the Carlsbad auxiliary field had been set afire by the bats on the not-yet-occupied base. The Army had had enough of the experiment by August 1943, and the project was passed to the Navy and assigned to the Marine Corps as Project X-Ray. Marines were assigned to guard four bat caves in Texas, and their first tests began on December 13, 1943. Experiments were carried out with improved ‘egg crate’ trays and bomb shells. In the course of those tests, 30 fires were started — 22 of which went out on their own. New and more powerful incendiaries were ordered, and full-scale tests were planned for August 1944. However, when the Navy learned that it would take until mid-1945 to complete the tests, the 27-month, $2 million project was canceled — ‘not based on any shortcomings of the incendiary and time units developed,’ according to the notice, ‘but rather upon the shortcomings of the fundamental idea and the opportunity of getting sufficient reliable data in order to plan a timely operation.’ Adams was very disappointed. He maintained that fires set by bat bombers could have been more destructive to Japanese cities than the two atomic bombs. He noted that bats had scattered up to 20 miles during the tests, adding, ‘Think of thousands of fires breaking out simultaneously over a circle of forty miles in diameter for every bomb dropped. Japan could have been devastated, yet with small loss of life.’ Meanwhile, tests had been ongoing for some time to train birds as kamikaze pilots. Burrhus Frederic Skinner, a behavioral psychologist at the University of Minnesota who believed that pigeons could be trained to guide missiles, originated the idea of using birds as bombers. A scientist noted for his view that learning occurred as a result of an organism responding to, or operating on, its environment, he did extensive research with animals, notably rats and pigeons, and concluded that a rat or pigeon could learn to press a lever in order to obtain food. Skinner wondered, after the Germans bombed Warsaw in 1939, whether a shell or missile could be designed that could be guided to a ground target from an aircraft. He was riding on a train at the time and saw a flock of birds lifting and wheeling in formation as they flew alongside the train. ‘Suddenly I saw them as `devices’ with excellent vision and extraordinary maneuverability,’ he recalled. ‘Could they not guide a missile? Was the answer to the problem waiting for me in my own back yard?’ Skinner, who already had much experience with birds, chose to work with them in many experiments because they have better vision than humans, are faster in their movements, can distinguish colors, don’t get airsick and are more easily handled than many other animals. He decided to focus on pigeons because he discovered that they are more predictable than other birds. Skinner bought some pigeons at a poultry store and started teaching the birds to earn kernels of grain by pecking at a specific target image. During this training the birds were held in position in front of a screen by means of a special harness. ‘Feet and wings would be hard to harness,’ he reasoned, ‘but the head and neck might be used. The pigeon’s eyes could pick out a target, movement of its neck could produce signals to steer the missile, and its head and neck together could pick up grain as a reinforcer. ‘I found that I could conveniently package a pigeon in a man’s sock with its head and neck protruding through a hole in the toe and its wings and legs drawn together at the back and lightly tied with a shoestring. The jacketed bird could be strapped to a block of wood and put into an apparatus.’ Skinner built a system in which the pigeon steered by moving pairs of lightweight rods around its neck. By lifting or lowering its head, the bird closed electrical contacts operating a hoist. By moving its head from side to side, it drove a hoist back and forth on an overhead track. A bull’s-eye was placed on a far wall of the room, a few grains of food were placed in a small cup in the center, and the apparatus was pushed toward it. By moving up or down and from side to side, the pigeon could reach the wall in position to take the grain. ‘My pigeons became quite adept at this,’ Skinner recalled in his autobiography. ‘I pushed them faster and faster across the room until they were operating the moving hoist as fast as the motors permitted.’ He next worked out a system whereby the pigeon pecks were picked up as an electronic signal and transferred to a control system. As the image moved off center, the pigeon would peck frantically to bring the device back on track; the resulting signals would operate the simulated missile control system to center the device on the target. With practice, his birds hit the target with near perfect accuracy and could easily distinguish one target from another. Skinner, convinced that his idea had merit, contacted members of the National Inventors Council, who were startled by the proposal and rejected the idea with the comment that it was unrelated to national defense. Undeterred, Skinner made his proposal to the NDRC on June 9, 1941, but again he received a polite ‘No.’ News of the Pearl Harbor attack sparked Skinner to resume his work. He filmed his pigeons in action and again contacted the NDRC, and this time government scientists showed mild interest but felt it was a long shot. When A.D. Hyde, then head of the mechanical division of General Mills Inc., heard about the revolutionary idea, he was at first skeptical that pigeons could be trained as flying suicide bombs. However, he thought Skinner’s reasoning was sound and persuaded the company’s top management to back the project with technical help until it could be turned over to a government agency. With this support, Skinner’s system was refined. The previous harness was discarded in favor of a more practical lens and screen grid with a special servo-control mechanism. The force of the pigeon’s pecking motion was increased by running a bomb’s gyro and controls in a vacuum and by placing valves behind the top, bottom and sides of the flexible screen. When the pigeon tapped one of these valves, it opened, permitting air pressure to build up in the system and operate the fins on the bomb. When the target image was at dead center and the pigeon pecked at dead center, all the valves opened an equal amount and the setting was unchanged. At this stage, the project showed enough promise that the newly formed Office of Scientific Research and Development (OSRD) awarded Skinner a contract in June 1943 under the name of Project Pigeon for ‘a homing device.’ The inventor ‘recruited’ a squadron of 64 pigeons (40 homers and 24 ordinary pigeons) from local sources and began their training. The birds were left without food for 36 hours, then placed in a cage with some grain about 30 minutes a day. The target for the actual bombing experiments, to be located in Florida, was a white pyramid on a green field, so Skinner used a screen of white triangles cut into green paper. Once a bird learned that pecking the white pyramids would produce a few kernels of grain, it was conditioned to expect to be fed when he saw them. As soon as the bird had learned to break through light paper, heavier sheets were substituted. Eventually the pigeon was pecking with the force of a miniature air hammer. Once a bird had completed this ‘primary’ training, it was graduated to an advanced trainer. This was a lightproof box mounted over a projection screen. A moving picture of a ground target appeared on this screen, and whenever the pigeon pecked it on the screen it caused an electrical contact to close and a small drawer to pop out containing kernels of grain. This training worked well for a time, but the pigeons quickly learned they could get the grain no matter where they pecked the screen and began to disregard the target itself. Skinner outsmarted them by crossing two beams of light at right angles in front of the image. From then on, a pigeon had to peck the target image at dead center in order to break both beams of light and actuate a photoelectric relay to release the food. Skinner then added a new tactic. He found he could feed the birds at regular time intervals or after a certain number of pecks. After a while, the pigeons learned to rap out as many as four pecks a second for more than two minutes without a break, and would work feverishly to prevent the target image from moving off dead center. In one final test, Skinner put each bird into a hand-operated trainer. A person sat behind each pigeon and moved a color photo projected on the screen, at the same time operating the food magazine. The pigeon had to peck correctly or he got no food at all. According to the report on these experiments: ‘There wasn’t a single washout in the entire class of 64. Every bird earned his wings with an A grade.’ Other experiments followed to test the birds’ psychological fitness for battle. Target pistols were fired only a few inches from a bird’s head. The pigeons didn’t miss a peck, didn’t even look up. Other extremely loud noises were introduced. Again, the pigeons stayed at their task. Skinner also put the pigeons in a pressure chamber, setting the altitude at 10,000 feet. They were also whirled around in a centrifuge, put on pure oxygen and exposed to bright flashes, simulating shell bursts. High vibrations were also introduced, and the birds were subjected to massive G forces without harmful effects. Following the success of those experiments, pigeons were placed in three, five and seven tandem positions in a missile to see whether, if one or more birds became obstinate or lazy, the majority could override any incorrect signals and keep the missile on course. The final test was to see whether a male pigeon placed alongside a female would abandon his task or vice versa. Once more, the birds’ dedication to the mission was paramount. They pecked away at the target; hunger overcame any other desires. Skinner also learned that pigeons were seemingly fearless when feeding on hemp seed. They worked faster when it was used in place of the standard grain. When sufficient data had been collected on the pigeons, it was sent to Washington for evaluation. Time passed, and Skinner was invited to OSRD to plead his case before a group of scientists. He brought a jacketed pigeon with him in a box, facing a translucent screen on which a target could be projected from across the room. He described what happened: The pigeon had been in its jacket for 36 hours, and we had checked the box into and out of the baggage window at Chicago and had carried it with us on two long train rides. If the image on the screen was to be clear, the box would have to be closed, and I had installed a tube through which the pigeon could be watched without admitting too much light, but it would take too long to look down a tube, one person at a time, and I was asked to open the box. That meant that the pigeon saw a very faint image. Nevertheless, it performed beautifully, pecking steadily as we moved the target about. Someone put his hand in the beam from the projector and the pigeon stopped quickly. It started again just as quickly when the hand was withdrawn. There could scarcely have been a better demonstration of the extraordinary predictability of behavior, the keenness of a pigeon’s vision, the accuracy of its responses, and its freedom from distraction. However, on October 8, 1944, Skinner and his associates were told that ‘further prosecution of this project would seriously delay others which in the minds of the Division have more immediate promise of combat application.’ Skinner, like Adams, was disappointed after so much effort had gone into his project. He commented in one of his books that if they meant other guided missile projects had more potential, ‘the United States had not only no way of guiding a missile but no missile worth guiding. The Germans were far ahead. In September 1943, long before our final meeting in Washington, they had used missiles controlled by radio from mother planes to wreak havoc on the American fleet landing soldiers at Salerno.’ Skinner kept his pigeons at home and used the box he had taken to Washington to see if they would retain what they had learned. He tested them at six months, a year, two, four and six years later. All of them accurately struck the target, which enabled him to conclude his work had been worthwhile. While his pigeons were never tested in combat, he was confident they could have carried out their missions. In the years following World War II, the U.S. Navy became more interested in missiles and their use against surface ships. The reports on Project Pigeon remained classified, but they were unearthed from the Navy files in 1948 and given new life under the designation Project Orcon (for organic control). The Naval Research Laboratory was tasked with ‘conducting a program of research to determine the feasibility of using pigeons as the sensing element for controlling missiles.’ Tests were conducted over the next five years, using a sophisticated trainer that simulated a missile. The pigeon suspended inside faced a screen on which color photos of actual ships were projected. A metal contact was attached to its beak, and a flexible wire from it linked the bird to the missile. A gridless screen made of electrically conducting glass tracked where the pigeon had pecked it. The servo-motors then steered the missile to a target ship, and the bird was rewarded with the usual kernels of corn. Repeated performances showed that the pigeons could guide missiles — well enough under ideal conditions to score hits, although clouds, waves and shadows could throw them off course. Project Orcon was canceled in 1953, when electronic guidance systems for missiles were deemed reliable. The Orcon test results, however, were kept under wraps for six more years before they were declassified. Meanwhile, there was an important spinoff from the research. The electrical conducting glass developed for the pigeon training became a key feature in the combat control centers of U.S. warships. It was employed by plotters using magnetic probes to trace the course of attacking aircraft. Although bats and pigeons were never used to bomb enemy targets, the test results show that they could have. It is interesting to speculate what the results might have been if they had actually gone to war. This article was written by C.V. Glines, an award-winning aviation author and a member of Aviation History‘s editorial advisory board. For additional reading, try: Bat Bomb, by Jack Couffer, or The Shaping of a Behaviorist, by B.F. Skinner. This article was originally published in the May 2005 issue of Aviation History. For more great articles subscribe to Aviation History magazine today!	<urn:uuid:cc4c4328-1e11-41dc-917f-8277cda43ef8>	CC-MAIN-2017-43	http://www.historynet.com/top-secret-wwii-bat-and-bird-bomber-program.htm	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825436.78/warc/CC-MAIN-20171022184824-20171022204824-00640.warc.gz	en	0.982174	5,615	3.21875	3	[ { "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 United States was engaged in a number of secret aviation projects during World War II.\nline 04 \| Two of them, not revealed to the public for many years, involved American fliers that were being trained to attack enemy forces and die in the process, kamikaze style.\nline 05 \| However, these fliers were not humans but common bats and pigeons, drafted to make surprise bombing raids on enemy forces.\nline 06 \| A dental surgeon from Irwin, Pa., is credited with the idea of using bats as bombers. And a behavioral psychologist, also a Pennsylvanian, showed how pigeons could guide bombs directly to surface targets. The two projects were not related, and the two men never met.\nline 07 \| Dr. Lytle S. Adams was vacationing in the Southwest on December 7, 1941, when he heard the shocking news of the Japanese attack on Pearl Harbor. Adams immediately headed home. He had just visited Carlsbad Caverns, N.M. — believed to house the world’s largest bat colony — where he had been fascinated by the bats that emerged nightly to feed on insects. Thinking about that impressive colony, the dentist asked himself: ‘Couldn’t those millions of bats be fitted with incendiary bombs and dropped from planes? What could be more devastating than such a firebomb attack?’ he recalled in a 1948 interview.\nline 08 \| He stopped by Carlsbad on his way home and captured some Mexican free-tail bats, the most common species in North America. The free-tails, also known as guano bats, are small brown mammals capable of catching more than 1,000 mosquitoes or gnats in a night. Weighing about 9 grams, the free-tails can carry an external load more than twice their own weight.\nline 09 \| Back home, Adams looked up everything he could find about the tiny mammals and discovered that although bats are frequently vilified by the public, they are not usually dangerous to humans.\nline 10 \| They aren’t blind, don’t get tangled up in one’s hair and don’t attack people.\nline 11 \| Although generally considered evil in Europe, they symbolize prosperity and happiness in China.\nline 12 \| The Navajo Indians believe them to be intermediaries between men and the gods.\nline 13 \| They range in size from the bumblebee bat of Thailand, which weighs less than a penny, to the mastiff bat, North America’s largest flying mammal with a 22-inch wingspread, and the giant flying fox bat with a 6-foot wingspan, found primarily in Indonesia.\nline 14 \| Adams became convinced that bats could be used as bombers. On January 12, 1942, he sent a letter to the White House proposing that the government investigate this possibility. His suggestion was considered, along with hundreds of others from well-meaning citizens with war-winning ideas, but his was one of the few that reached the desk of the commander in chief.\nline 15 \| President Franklin D. Roosevelt forwarded a memo to Colonel William J. Donovan, then coordinator of information, with a cryptic notation: ‘This man is not a nut. It sounds like a perfectly wild idea but is worth looking into.’ In fact, Adams had already made a name for himself as an inventor. In the 1920s and ’30s he launched a 15-year campaign to perfect an airmail pickup system (see ‘People and Planes’ in the March 2005 issue).\nline 16 \| Donovan sent the proposal to the National Defense Research Committee (NDRC) of the National Inventors Council.\nline 17 \| After reviewing Adams’ idea, a memorandum titled ‘Use of Bats as Vectors of Incendiary Bombs’ was sent to the committee on April 16, 1942, by Donald R. Griffin, a special-research assistant.\nline 18 \| He described the proposal as using ‘very large numbers of bats, each carrying a small incendiary time bomb.\nline 19 \| The bats would be released at night from airplanes, preferably at high altitudes and the incendiaries would be timed to ignite after the bats had descended to low altitudes and taken shelter for the day.\nline 20 \| Since bats often roost in buildings, they could be released over settled areas with a good expectation that a large percentage would be roosting in buildings or other inflammable installations…when the incendiary material was ignited.’\nline 21 \| Griffin summarized his memo by saying that, although ‘this proposal seems bizarre and visionary at first glance…extensive experience with experimental biology convinces the writer that if executed competently it would have every chance of success.’ He recommended an investigation ‘with all possible speed, accuracy and efficiency’ by the U.S. Army Air Forces. Bomb development was passed on to the Army Chemical Warfare Service.\nline 22 \| Adams and a team of naturalists were immediately authorized to find bats for experimentation.\nline 23 \| The team visited a number of likely sites in Texas and New Mexico where the bats could be found in large quantities — mostly in caves, but also under bridges, in barns and in large piles of rubbish.\nline 24 \| ‘We visited a thousand caves and three thousand mines,’ Adams said.\nline 25 \| ‘Speed was so imperative that we generally drove all day and night, when we weren’t exploring caves.\nline 26 \| We slept in the cars, taking turns at driving.\nline 27 \| One car in our search team covered 350,000 miles.’\nline 28 \| The team first investigated the mastiff bat, which they determined could carry a 1-pound stick of dynamite.\nline 29 \| But there was not a sufficient number of that variety available.\nline 30 \| The more common bat was the mule-eared or pallid species, which could carry 3 ounces.\nline 31 \| However, the naturalists concluded that the species was not sufficiently hardy for the work that needed to be done.\nline 32 \| They finally settled on the Mexican free-tail bat for the project. Although it weighed only one-third of an ounce, experiments showed that it could fly fairly well with a payload of 15 to 18 grams. The Army’s Edgewood Arsenal in Maryland, near Washington, D.C., was to design an incendiary bomb weighing no more than 18 grams.\nline 33 \| The largest colony of free-tails found during the search was an estimated 20 to 30 million that lived in the limestone Ney and Bracken caves near Bandera, in southwest Texas. At Ney Cave, U.S. Army Captain Wiley W. Carr reported that ‘five hours’ time is required for these animals to leave the cave while flying out in a dense stream fifteen feet in diameter and so closely packed they can barely fly.’\nline 34 \| Capturing the bats was not difficult. Team members passed nets on long poles back and forth over the cave entrance as the bats emerged from their lairs. As many as 100 were captured in two or three passes, after which they were placed in a refrigerated truck. Adams took some to the Chemical Warfare Service headquarters at Aberdeen, Md., and released them to show Army officials how they could each carry a dummy bomb.\nline 35 \| There was much opposition to the project from CWS officials, but in March 1943 the Army Air Forces issued authority for the project to proceed by a memo — Subject: ‘Test of Method to Scatter Incendiaries.’ Purpose: ‘Determine the feasibility of using bats to carry small incendiary bombs into enemy targets.’\nline 36 \| Project members studied the habits of the bats intently. Louis F. Fieser, assigned as chief chemist for the Adams project, began to design bombs light enough to be carried by the free-tails. His research showed that the British had designed miniature bombs during World War I called ‘baby incendiaries’ made of thermite that weighed 6.4 ounces. Fieser made two sizes of incendiaries that were oblong celluloid cases filled with thickened kerosene. A small time-delay igniter fuse was attached along one side. One size weighed 17 grams and would burn for four minutes with a 10-inch flame. The other weighed 22 grams and would burn for six minutes with a 12-inch flame.\nline 37 \| The time-delay igniter consisted of a firing pin held in tension against a spring by a thin steel wire. When the bombs were prepared for use, a copper chloride solution was injected into the cavity through which the steel wire passed. The copper chloride would corrode the wire in time; when it was completely corroded through, the firing pin snapped forward, striking the igniter head and lighting the kerosene.\nline 38 \| To attach the bomb to a bat, technicians clipped the case to the loose skin on the bat’s chest with a surgical clip and a piece of string. The bats were dropped from a plane in a cardboard container that would open in midair at about 1,000 feet. According to one CWS report, the bats were then expected ‘to fly into hiding in dwellings or other structures, gnaw through the string, and leave the bombs behind.’\nline 39 \| In early May 1943, about 3,500 bats were collected at Carlsbad Caverns and flown in a North American B-25 that had been assigned to the project to Muroc Dry Lake, Calif., for tests. The bats were placed in refrigerators and forced to hibernate. On May 21, 1943, five boxes of bats were dropped from 5,000 feet, but the test was unsuccessful because the bats, not fully recovered from hibernation, could not fly.\nline 40 \| The project was transferred to an auxiliary field under construction at Carlsbad, and secret tests continued. This time bats were placed in ice cube trays and cooled off to place them in hibernation. They were then positioned in cardboard cartons for the drop tests. Captain Carr explained the procedure: ‘Bats were taken from the refrigeration truck in a hibernated state in lots of approximately fifty. They were taken individually by a biologist, and about a one-half inch of loose chest skin was pinched away from the flesh. While this operation was being done, another group was preparing the incendiaries. One operator injected the solution in the delay [mechanism], another sealed the hole with wax, and another placed the surgical clip that was fastened to the incendiary by a short string….The incendiary was then handed to a trained helper who fastened it to the chest of the bat.’\nline 41 \| Drops of the bats were made with dummy bombs from a B-25 and a Piper L-4 Cub, but troubles once again developed. Many of the bats didn’t awaken from hibernation in time to be able to fly, the cardboard cartons didn’t always open properly, and the surgical clips proved difficult to attach to the chests of the bats. Team members worked to resolve these problems, and more bats were secured. This time, however, they woke up too quickly when they were released, then escaped.\nline 42 \| Captain Carr stated in an interim report: ‘The bats used at Carlsbad weighed an average of nine grams. They could carry eleven grams without any trouble and eighteen grams satisfactorily, but twenty-two grams appeared to be excessive. These didn’t fly very far, and three returned in a few minutes to the building where we were working. One flew underneath, one landed on the roof, and one attached itself to the wall. The ones with eleven-gram dummies flew out of sight. The next day an examination of the grounds around a ranch house about two miles away from the point of release disclosed two dummies inside the porch, one beside the house, and one inside the barn.’\nline 43 \| Tests continued, and more than 6,000 bats were used in the experiments. In a report dated June 8, 1943, Carr stated that if further tests were to be carried out, a better time-delay parachute-type container, new clips and a simplified time-delay igniter should be designed. He added that ‘testing was concluded…when a fire destroyed a large portion of the test material.’ What he didn’t point out was that a barracks, a control tower and other buildings at the Carlsbad auxiliary field had been set afire by the bats on the not-yet-occupied base.\nline 44 \| The Army had had enough of the experiment by August 1943, and the project was passed to the Navy and assigned to the Marine Corps as Project X-Ray. Marines were assigned to guard four bat caves in Texas, and their first tests began on December 13, 1943. Experiments were carried out with improved ‘egg crate’ trays and bomb shells. In the course of those tests, 30 fires were started — 22 of which went out on their own. New and more powerful incendiaries were ordered, and full-scale tests were planned for August 1944. However, when the Navy learned that it would take until mid-1945 to complete the tests, the 27-month, $2 million project was canceled — ‘not based on any shortcomings of the incendiary and time units developed,’ according to the notice, ‘but rather upon the shortcomings of the fundamental idea and the opportunity of getting sufficient reliable data in order to plan a timely operation.’\nline 45 \| Adams was very disappointed.\nline 46 \| He maintained that fires set by bat bombers could have been more destructive to Japanese cities than the two atomic bombs.\nline 47 \| He noted that bats had scattered up to 20 miles during the tests, adding, ‘Think of thousands of fires breaking out simultaneously over a circle of forty miles in diameter for every bomb dropped.\nline 48 \| Japan could have been devastated, yet with small loss of life.’\nline 49 \| Meanwhile, tests had been ongoing for some time to train birds as kamikaze pilots. Burrhus Frederic Skinner, a behavioral psychologist at the University of Minnesota who believed that pigeons could be trained to guide missiles, originated the idea of using birds as bombers. A scientist noted for his view that learning occurred as a result of an organism responding to, or operating on, its environment, he did extensive research with animals, notably rats and pigeons, and concluded that a rat or pigeon could learn to press a lever in order to obtain food. Skinner wondered, after the Germans bombed Warsaw in 1939, whether a shell or missile could be designed that could be guided to a ground target from an aircraft. He was riding on a train at the time and saw a flock of birds lifting and wheeling in formation as they flew alongside the train. ‘Suddenly I saw them as `devices’ with excellent vision and extraordinary maneuverability,’ he recalled. ‘Could they not guide a missile? Was the answer to the problem waiting for me in my own back yard?’\nline 50 \| Skinner, who already had much experience with birds, chose to work with them in many experiments because they have better vision than humans, are faster in their movements, can distinguish colors, don’t get airsick and are more easily handled than many other animals. He decided to focus on pigeons because he discovered that they are more predictable than other birds.\nline 51 \| Skinner bought some pigeons at a poultry store and started teaching the birds to earn kernels of grain by pecking at a specific target image.\nline 52 \| During this training the birds were held in position in front of a screen by means of a special harness.\nline 53 \| ‘Feet and wings would be hard to harness,’ he reasoned, ‘but the head and neck might be used.\nline 54 \| The pigeon’s eyes could pick out a target, movement of its neck could produce signals to steer the missile, and its head and neck together could pick up grain as a reinforcer.\nline 55 \| ‘I found that I could conveniently package a pigeon in a man’s sock with its head and neck protruding through a hole in the toe and its wings and legs drawn together at the back and lightly tied with a shoestring.\nline 56 \| The jacketed bird could be strapped to a block of wood and put into an apparatus.’\nline 57 \| Skinner built a system in which the pigeon steered by moving pairs of lightweight rods around its neck. By lifting or lowering its head, the bird closed electrical contacts operating a hoist. By moving its head from side to side, it drove a hoist back and forth on an overhead track.\nline 58 \| A bull’s-eye was placed on a far wall of the room, a few grains of food were placed in a small cup in the center, and the apparatus was pushed toward it. By moving up or down and from side to side, the pigeon could reach the wall in position to take the grain.\nline 59 \| ‘My pigeons became quite adept at this,’ Skinner recalled in his autobiography. ‘I pushed them faster and faster across the room until they were operating the moving hoist as fast as the motors permitted.’\nline 60 \| He next worked out a system whereby the pigeon pecks were picked up as an electronic signal and transferred to a control system.\nline 61 \| As the image moved off center, the pigeon would peck frantically to bring the device back on track; the resulting signals would operate the simulated missile control system to center the device on the target.\nline 62 \| With practice, his birds hit the target with near perfect accuracy and could easily distinguish one target from another.\nline 63 \| Skinner, convinced that his idea had merit, contacted members of the National Inventors Council, who were startled by the proposal and rejected the idea with the comment that it was unrelated to national defense. Undeterred, Skinner made his proposal to the NDRC on June 9, 1941, but again he received a polite ‘No.’\nline 64 \| News of the Pearl Harbor attack sparked Skinner to resume his work. He filmed his pigeons in action and again contacted the NDRC, and this time government scientists showed mild interest but felt it was a long shot. When A.D. Hyde, then head of the mechanical division of General Mills Inc., heard about the revolutionary idea, he was at first skeptical that pigeons could be trained as flying suicide bombs. However, he thought Skinner’s reasoning was sound and persuaded the company’s top management to back the project with technical help until it could be turned over to a government agency.\nline 65 \| With this support, Skinner’s system was refined.\nline 66 \| The previous harness was discarded in favor of a more practical lens and screen grid with a special servo-control mechanism.\nline 67 \| The force of the pigeon’s pecking motion was increased by running a bomb’s gyro and controls in a vacuum and by placing valves behind the top, bottom and sides of the flexible screen.\nline 68 \| When the pigeon tapped one of these valves, it opened, permitting air pressure to build up in the system and operate the fins on the bomb.\nline 69 \| When the target image was at dead center and the pigeon pecked at dead center, all the valves opened an equal amount and the setting was unchanged.\nline 70 \| At this stage, the project showed enough promise that the newly formed Office of Scientific Research and Development (OSRD) awarded Skinner a contract in June 1943 under the name of Project Pigeon for ‘a homing device.’ The inventor ‘recruited’ a squadron of 64 pigeons (40 homers and 24 ordinary pigeons) from local sources and began their training.\nline 71 \| The birds were left without food for 36 hours, then placed in a cage with some grain about 30 minutes a day.\nline 72 \| The target for the actual bombing experiments, to be located in Florida, was a white pyramid on a green field, so Skinner used a screen of white triangles cut into green paper. Once a bird learned that pecking the white pyramids would produce a few kernels of grain, it was conditioned to expect to be fed when he saw them. As soon as the bird had learned to break through light paper, heavier sheets were substituted. Eventually the pigeon was pecking with the force of a miniature air hammer.\nline 73 \| Once a bird had completed this ‘primary’ training, it was graduated to an advanced trainer. This was a lightproof box mounted over a projection screen. A moving picture of a ground target appeared on this screen, and whenever the pigeon pecked it on the screen it caused an electrical contact to close and a small drawer to pop out containing kernels of grain.\nline 74 \| This training worked well for a time, but the pigeons quickly learned they could get the grain no matter where they pecked the screen and began to disregard the target itself. Skinner outsmarted them by crossing two beams of light at right angles in front of the image. From then on, a pigeon had to peck the target image at dead center in order to break both beams of light and actuate a photoelectric relay to release the food.\nline 75 \| Skinner then added a new tactic. He found he could feed the birds at regular time intervals or after a certain number of pecks. After a while, the pigeons learned to rap out as many as four pecks a second for more than two minutes without a break, and would work feverishly to prevent the target image from moving off dead center.\nline 76 \| In one final test, Skinner put each bird into a hand-operated trainer. A person sat behind each pigeon and moved a color photo projected on the screen, at the same time operating the food magazine. The pigeon had to peck correctly or he got no food at all. According to the report on these experiments: ‘There wasn’t a single washout in the entire class of 64. Every bird earned his wings with an A grade.’\nline 77 \| Other experiments followed to test the birds’ psychological fitness for battle. Target pistols were fired only a few inches from a bird’s head. The pigeons didn’t miss a peck, didn’t even look up. Other extremely loud noises were introduced. Again, the pigeons stayed at their task. Skinner also put the pigeons in a pressure chamber, setting the altitude at 10,000 feet. They were also whirled around in a centrifuge, put on pure oxygen and exposed to bright flashes, simulating shell bursts. High vibrations were also introduced, and the birds were subjected to massive G forces without harmful effects.\nline 78 \| Following the success of those experiments, pigeons were placed in three, five and seven tandem positions in a missile to see whether, if one or more birds became obstinate or lazy, the majority could override any incorrect signals and keep the missile on course. The final test was to see whether a male pigeon placed alongside a female would abandon his task or vice versa. Once more, the birds’ dedication to the mission was paramount. They pecked away at the target; hunger overcame any other desires. Skinner also learned that pigeons were seemingly fearless when feeding on hemp seed. They worked faster when it was used in place of the standard grain.\nline 79 \| When sufficient data had been collected on the pigeons, it was sent to Washington for evaluation. Time passed, and Skinner was invited to OSRD to plead his case before a group of scientists. He brought a jacketed pigeon with him in a box, facing a translucent screen on which a target could be projected from across the room. He described what happened:\nline 80 \| The pigeon had been in its jacket for 36 hours, and we had checked the box into and out of the baggage window at Chicago and had carried it with us on two long train rides. If the image on the screen was to be clear, the box would have to be closed, and I had installed a tube through which the pigeon could be watched without admitting too much light, but it would take too long to look down a tube, one person at a time, and I was asked to open the box. That meant that the pigeon saw a very faint image. Nevertheless, it performed beautifully, pecking steadily as we moved the target about. Someone put his hand in the beam from the projector and the pigeon stopped quickly. It started again just as quickly when the hand was withdrawn.\nline 81 \| There could scarcely have been a better demonstration of the extraordinary predictability of behavior, the keenness of a pigeon’s vision, the accuracy of its responses, and its freedom from distraction.\nline 82 \| However, on October 8, 1944, Skinner and his associates were told that ‘further prosecution of this project would seriously delay others which in the minds of the Division have more immediate promise of combat application.’ Skinner, like Adams, was disappointed after so much effort had gone into his project. He commented in one of his books that if they meant other guided missile projects had more potential, ‘the United States had not only no way of guiding a missile but no missile worth guiding. The Germans were far ahead. In September 1943, long before our final meeting in Washington, they had used missiles controlled by radio from mother planes to wreak havoc on the American fleet landing soldiers at Salerno.’\nline 83 \| Skinner kept his pigeons at home and used the box he had taken to Washington to see if they would retain what they had learned. He tested them at six months, a year, two, four and six years later. All of them accurately struck the target, which enabled him to conclude his work had been worthwhile. While his pigeons were never tested in combat, he was confident they could have carried out their missions.\nline 84 \| In the years following World War II, the U.S. Navy became more interested in missiles and their use against surface ships. The reports on Project Pigeon remained classified, but they were unearthed from the Navy files in 1948 and given new life under the designation Project Orcon (for organic control). The Naval Research Laboratory was tasked with ‘conducting a program of research to determine the feasibility of using pigeons as the sensing element for controlling missiles.’\nline 85 \| Tests were conducted over the next five years, using a sophisticated trainer that simulated a missile. The pigeon suspended inside faced a screen on which color photos of actual ships were projected. A metal contact was attached to its beak, and a flexible wire from it linked the bird to the missile.\nline 86 \| A gridless screen made of electrically conducting glass tracked where the pigeon had pecked it. The servo-motors then steered the missile to a target ship, and the bird was rewarded with the usual kernels of corn. Repeated performances showed that the pigeons could guide missiles — well enough under ideal conditions to score hits, although clouds, waves and shadows could throw them off course.\nline 87 \| Project Orcon was canceled in 1953, when electronic guidance systems for missiles were deemed reliable. The Orcon test results, however, were kept under wraps for six more years before they were declassified. Meanwhile, there was an important spinoff from the research. The electrical conducting glass developed for the pigeon training became a key feature in the combat control centers of U.S. warships. It was employed by plotters using magnetic probes to trace the course of attacking aircraft.\nline 88 \| Although bats and pigeons were never used to bomb enemy targets, the test results show that they could have. It is interesting to speculate what the results might have been if they had actually gone to war.\nline 89 \| This article was written by C.V. Glines, an award-winning aviation author and a member of Aviation History‘s editorial advisory board. For additional reading, try: Bat Bomb, by Jack Couffer, or The Shaping of a Behaviorist, by B.F. Skinner. This article was originally published in the May 2005 issue of Aviation History.\nline 90 \| For more great articles subscribe to Aviation History magazine today!\n```", "role": "user" } ]
Toolkit Resources: Campus Models & Case Studies Morgan State University: Overcoming the Barriers to Interdisciplinary STEM Learning Faculty from many of the STEM disciplines (science, technology, engineering, and mathematics) at Morgan State University have been steadily moving toward greater interdepartmental collaboration over the last five years. At first these collaborations were informal and ad hoc. That changed in 2011, when Provost T. Joan Robertson assembled a team of faculty and administrators to participate in Preparing Critical Faculty for the Future (PCFF), an AAC&U project funded by the National Science Foundation (NSF) aimed at helping women of color faculty in STEM fields take on new leadership roles. In addition to working on their individual leadership skills, the women selected for the project began planning a formal Interdisciplinary STEM Research and Education Project aimed at bringing together faculty from the STEM disciplines and beyond to collaborate intentionally on both teaching and research. The first year of the initiative has largely focused on faculty development and networking, but the ultimate beneficiaries will be the students at Morgan State, as faculty develop new strategies to help STEM students learn to solve problems that cross disciplinary boundaries, says Antoinette Coleman, assistant vice president of academic affairs and one of the PCFF team members. "This is not just about chemists and biologists talking together, or even [natural and physical scientists] talking with behavioral scientists—we're trying to help them all to understand, as faculty members, how to help our students grow." Bringing Faculty Together PCFF aims to provide professional and leadership development for women of color faculty in STEM fields, as well as NSF-designated natural and behavioral science disciplines, with the ultimate goal of improving undergraduate STEM education. As part of their participation in PCFF, the Morgan State team members attended AAC&U's Institute on Integrative Learning and the Departments in Burlington, VT, in July 2012. At the institute, the women started work on a plan to foster interdisciplinary collaboration that could be presented to the full Morgan State faculty and implemented in the fall. The early meetings organized by the team focused on simply bringing faculty members from across the STEM fields together to discuss their individual research projects and share informal collaborations they may have already initiated. As faculty members from various departments became more familiar with each other's work, leaders hoped they might see opportunities to collaborate on new grant-funded projects and find common ground for curricular reform. When considering which disciplines they wanted to include, the team members cast a wide net, inviting a number of departments outside of the traditional STEM fields. Faculty from public health, mathematics, computer science, the natural sciences, engineering, architecture, psychology, science education, and mathematics education have participated in research presentations, roundtable discussions, and networking events hosted by the initiative team throughout the fall of 2012. The team has also administered two surveys about faculty perspectives on interdisciplinary research and teaching. The results of those surveys will inform a framework for interdisciplinary curriculum reform that the initiative is currently developing. One emerging goal focuses on making the general education curriculum more integrated with students' major coursework, Coleman says. "We're trying to deal with that balance of broad liberal arts education and discipline-specific coursework. We want students to start acquiring their general education skills in a variety of interdisciplinary courses that will also build toward their major course work," she says. "Those critical skills of problem solving, putting forth an argument—they come from a broad liberal arts education." Making Learning Interdisciplinary at All Levels Another aspect of the ongoing curricular reform efforts is a greater emphasis on applied learning. This is an important educational goal for all students, but especially those majoring in STEM disciplines, says Jumoke Ladeji-Osias, a member of the PCFF team and a professor of engineering. "Working on topics that cross boundaries allows them to understand not just how their discipline thinks, but how other disciplines approach problem solving," she says. From an engineering perspective, she says, "most problems will either require them to work with people from other disciplines or to work on something that may not be exactly like what they studied—but they have to be able to apply their skills to this new area." Morgan State already has a broad infrastructure to encourage applied learning projects. The university's professional schools have good working relationships with employers and community organizations in the Baltimore area, and the university maintains its own laboratories and field projects, such as the Estuarine Research Center. Morgan State President David Wilson has also put an emphasis on engaging students in work with the immediate community: a new "Morgan Mile" initiative prioritizes applied learning projects that address issues affecting the communities within a one-mile radius of the university. While most student projects are still discipline-specific, Coleman says, one goal of the interdisciplinary initiative is to get students collaborating in interdisciplinary teams to complete projects that benefit the surrounding community. But completing a project in the community is not enough in and of itself, says Roni Ellington, a PCFF team member and professor of mathematics education. Service learning in particular is not always fully integrated into course outcomes—"it's extra, one more thing to do, versus being grounded in what students are learning and brought back to the classroom," she says. She hopes the work they are doing in the STEM initiative will also lead to better integration of classroom content and community work, and to course assessments that reflect that integration. Furthermore, she says, community-based work needs to come from a two-way dialogue. "If we're going to teach psychology, say, what are the constructs students need to understand in order to work in the community? You tell us, and we'll figure out how to teach students to better serve you." Ellington is also trying to address these same issues in Maryland's K-12 school systems. Ellington serves as a consultant to state secondary education officers and works with K-12 science and math educators in the Baltimore area to build classroom modules that are interdisciplinary and problem-based. In her work on both secondary and postsecondary curricula, Ellington focuses on "how mathematics supports the learning in engineering and other science disciplines. How do we move beyond abstract math to solving problems that incorporate real-world information? My work is about changing the way we think about STEM to a more broad approach to education." Bringing Down Siloes Even when K-12 teachers are eager to embrace interdisciplinary collaboration, though, the structural barriers are significant. "Even if individual schools want to work across disciplines to build experiences that think about STEM broadly," Ellington says, "the way schooling is designed, it's nearly impossible to do that. [Teachers] know we should train kids for the twenty-first century this way, but the day-to-day organization of schools and universities aren't set up to do this work. That's what I've been thinking about for the past four years—how do we retool these systems to make interdisciplinary work feasible?" Disciplinary entrenchment remains an issue in higher education, too, despite the greater autonomy of most colleges and universities. Grant-funded collaborations raise issues of individual credit and departmental funding, and many universities don't allow joint appointments for faculty members who work in multiple disciplines. Perhaps the greatest barrier to interdisciplinary work is the incentive structure for faculty, the Morgan State team says. Tenure and promotion tend to be awarded on the basis of individual accomplishments within one's discipline. Many faculty members are willing and even eager to reach out to other departments, but they need clear signals from administrators that this work is valued and will be rewarded. Beyond tailoring faculty incentives, administrators also have to show their support by putting in face time, says Cleo Hughes Darden, a professor of biology who has taken an active role in the STEM initiative. Administrators have to consistently make appearances at interdisciplinary events—at faculty research presentations, curriculum meetings, roundtable discussions—and engage with faculty there to signal that this work is a priority for the university. That said, there's a balance to maintain between administrative support and faculty autonomy. "The real thinking and commitment must be from the faculty and the faculty stakeholders," Coleman says. Curricular reform requires serious work from the faculty, she says, and that will only happen with grassroots support. "They have to come together to shape how they would like to push forward their research initiates and reform of their courses and course content." All the team members agree that making this kind of university-wide change is a constant, ongoing process. "[Our faculty] have to work at it every week, in addition to teaching, advising, research, and grant projects," Coleman says. "You can start with younger, energetic faculty, and some of your older faculty will be quick to buy in and serve as leaders—but you have to re-embrace all the faculty on a regular basis so they stay engaged. It has to be continuous. It can't go a month without anything happening."	<urn:uuid:62dfcd59-bc81-4207-8975-a480939ae3ed>	CC-MAIN-2017-43	https://aacu.org/campus-model/morgan-state-university-overcoming-barriers-interdisciplinary-stem-learning	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825900.44/warc/CC-MAIN-20171023111450-20171023131450-00540.warc.gz	en	0.964364	1,835	2.90625	3	[ { "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 \| Toolkit Resources: Campus Models & Case Studies\nline 04 \| Morgan State University: Overcoming the Barriers to Interdisciplinary STEM Learning\nline 05 \| Faculty from many of the STEM disciplines (science, technology, engineering, and mathematics) at Morgan State University have been steadily moving toward greater interdepartmental collaboration over the last five years. At first these collaborations were informal and ad hoc. That changed in 2011, when Provost T. Joan Robertson assembled a team of faculty and administrators to participate in Preparing Critical Faculty for the Future (PCFF), an AAC&U project funded by the National Science Foundation (NSF) aimed at helping women of color faculty in STEM fields take on new leadership roles. In addition to working on their individual leadership skills, the women selected for the project began planning a formal Interdisciplinary STEM Research and Education Project aimed at bringing together faculty from the STEM disciplines and beyond to collaborate intentionally on both teaching and research.\nline 06 \| The first year of the initiative has largely focused on faculty development and networking, but the ultimate beneficiaries will be the students at Morgan State, as faculty develop new strategies to help STEM students learn to solve problems that cross disciplinary boundaries, says Antoinette Coleman, assistant vice president of academic affairs and one of the PCFF team members. \"This is not just about chemists and biologists talking together, or even [natural and physical scientists] talking with behavioral scientists—we're trying to help them all to understand, as faculty members, how to help our students grow.\"\nline 07 \| Bringing Faculty Together\nline 08 \| PCFF aims to provide professional and leadership development for women of color faculty in STEM fields, as well as NSF-designated natural and behavioral science disciplines, with the ultimate goal of improving undergraduate STEM education. As part of their participation in PCFF, the Morgan State team members attended AAC&U's Institute on Integrative Learning and the Departments in Burlington, VT, in July 2012. At the institute, the women started work on a plan to foster interdisciplinary collaboration that could be presented to the full Morgan State faculty and implemented in the fall.\nline 09 \| The early meetings organized by the team focused on simply bringing faculty members from across the STEM fields together to discuss their individual research projects and share informal collaborations they may have already initiated. As faculty members from various departments became more familiar with each other's work, leaders hoped they might see opportunities to collaborate on new grant-funded projects and find common ground for curricular reform. When considering which disciplines they wanted to include, the team members cast a wide net, inviting a number of departments outside of the traditional STEM fields. Faculty from public health, mathematics, computer science, the natural sciences, engineering, architecture, psychology, science education, and mathematics education have participated in research presentations, roundtable discussions, and networking events hosted by the initiative team throughout the fall of 2012.\nline 10 \| The team has also administered two surveys about faculty perspectives on interdisciplinary research and teaching.\nline 11 \| The results of those surveys will inform a framework for interdisciplinary curriculum reform that the initiative is currently developing.\nline 12 \| One emerging goal focuses on making the general education curriculum more integrated with students' major coursework, Coleman says.\nline 13 \| \"We're trying to deal with that balance of broad liberal arts education and discipline-specific coursework.\nline 14 \| We want students to start acquiring their general education skills in a variety of interdisciplinary courses that will also build toward their major course work,\" she says.\nline 15 \| \"Those critical skills of problem solving, putting forth an argument—they come from a broad liberal arts education.\"\nline 16 \| Making Learning Interdisciplinary at All Levels\nline 17 \| Another aspect of the ongoing curricular reform efforts is a greater emphasis on applied learning. This is an important educational goal for all students, but especially those majoring in STEM disciplines, says Jumoke Ladeji-Osias, a member of the PCFF team and a professor of engineering. \"Working on topics that cross boundaries allows them to understand not just how their discipline thinks, but how other disciplines approach problem solving,\" she says. From an engineering perspective, she says, \"most problems will either require them to work with people from other disciplines or to work on something that may not be exactly like what they studied—but they have to be able to apply their skills to this new area.\"\nline 18 \| Morgan State already has a broad infrastructure to encourage applied learning projects. The university's professional schools have good working relationships with employers and community organizations in the Baltimore area, and the university maintains its own laboratories and field projects, such as the Estuarine Research Center. Morgan State President David Wilson has also put an emphasis on engaging students in work with the immediate community: a new \"Morgan Mile\" initiative prioritizes applied learning projects that address issues affecting the communities within a one-mile radius of the university. While most student projects are still discipline-specific, Coleman says, one goal of the interdisciplinary initiative is to get students collaborating in interdisciplinary teams to complete projects that benefit the surrounding community.\nline 19 \| But completing a project in the community is not enough in and of itself, says Roni Ellington, a PCFF team member and professor of mathematics education.\nline 20 \| Service learning in particular is not always fully integrated into course outcomes—\"it's extra, one more thing to do, versus being grounded in what students are learning and brought back to the classroom,\" she says.\nline 21 \| She hopes the work they are doing in the STEM initiative will also lead to better integration of classroom content and community work, and to course assessments that reflect that integration.\nline 22 \| Furthermore, she says, community-based work needs to come from a two-way dialogue.\nline 23 \| \"If we're going to teach psychology, say, what are the constructs students need to understand in order to work in the community?\nline 24 \| You tell us, and we'll figure out how to teach students to better serve you.\"\nline 25 \| Ellington is also trying to address these same issues in Maryland's K-12 school systems. Ellington serves as a consultant to state secondary education officers and works with K-12 science and math educators in the Baltimore area to build classroom modules that are interdisciplinary and problem-based. In her work on both secondary and postsecondary curricula, Ellington focuses on \"how mathematics supports the learning in engineering and other science disciplines. How do we move beyond abstract math to solving problems that incorporate real-world information? My work is about changing the way we think about STEM to a more broad approach to education.\"\nline 26 \| Bringing Down Siloes\nline 27 \| Even when K-12 teachers are eager to embrace interdisciplinary collaboration, though, the structural barriers are significant. \"Even if individual schools want to work across disciplines to build experiences that think about STEM broadly,\" Ellington says, \"the way schooling is designed, it's nearly impossible to do that. [Teachers] know we should train kids for the twenty-first century this way, but the day-to-day organization of schools and universities aren't set up to do this work. That's what I've been thinking about for the past four years—how do we retool these systems to make interdisciplinary work feasible?\"\nline 28 \| Disciplinary entrenchment remains an issue in higher education, too, despite the greater autonomy of most colleges and universities. Grant-funded collaborations raise issues of individual credit and departmental funding, and many universities don't allow joint appointments for faculty members who work in multiple disciplines. Perhaps the greatest barrier to interdisciplinary work is the incentive structure for faculty, the Morgan State team says. Tenure and promotion tend to be awarded on the basis of individual accomplishments within one's discipline. Many faculty members are willing and even eager to reach out to other departments, but they need clear signals from administrators that this work is valued and will be rewarded.\nline 29 \| Beyond tailoring faculty incentives, administrators also have to show their support by putting in face time, says Cleo Hughes Darden, a professor of biology who has taken an active role in the STEM initiative. Administrators have to consistently make appearances at interdisciplinary events—at faculty research presentations, curriculum meetings, roundtable discussions—and engage with faculty there to signal that this work is a priority for the university. That said, there's a balance to maintain between administrative support and faculty autonomy. \"The real thinking and commitment must be from the faculty and the faculty stakeholders,\" Coleman says. Curricular reform requires serious work from the faculty, she says, and that will only happen with grassroots support. \"They have to come together to shape how they would like to push forward their research initiates and reform of their courses and course content.\"\nline 30 \| All the team members agree that making this kind of university-wide change is a constant, ongoing process.\nline 31 \| \"[Our faculty] have to work at it every week, in addition to teaching, advising, research, and grant projects,\" Coleman says.\nline 32 \| \"You can start with younger, energetic faculty, and some of your older faculty will be quick to buy in and serve as leaders—but you have to re-embrace all the faculty on a regular basis so they stay engaged.\nline 33 \| It has to be continuous.\nline 34 \| It can't go a month without anything happening.\"\nline 35 \| \n```", "role": "user" } ]
Presentation on theme: "Emergency Care Part 2: Treating and Preventing Hypoglycaemia"— Presentation transcript: 1 Emergency Care Part 2: Treating and Preventing Hypoglycaemia Presentation titleEmergency Care Part 2: Treating and Preventing HypoglycaemiaIn this session we shall cover aspects if the emergency care of a child with diabetes 2 Emergency care 1 2 3 Managing DKA Treating and preventing hypoglycaemia3Surgery in children with diabetesThis session shall cover 3 aspects namely the management of diabetic ketoacisosis, treating and preventing hypoglycaemia and managing the child who has to undergo surgery. 3 Hypoglycaemia One of the most common acute complications of diabetes Low blood glucoseMay causes severe symptomsComa or seizuresLimitation in the management of diabetesEffective treatment and prevention are keyHypoglycaemia is one of the most common acute complications of the treatment of type 1 diabetes, and may be very frightening for parents. Hypoglycaemia means ‘low blood glucose levels’. Very low blood glucose levels may cause severe symptoms. Therefore, eEffective treatment (and preferably prevention) are key issues. 4 CriteriaSymptoms of hypoglycaemia occur around <3.5 mmol/l (but not always!)Awareness of symptoms depend on background valuesConfusion may occur with rapidly dropping BGs but also with only modest hypoglycaemic valuesCounter regulation in individuals without diabetes begins at <4 mmol/l“Hypo” or “low sugar” symptoms due to bodies’ self-correcting hormonal responses (adrenalin)People without diabetes usually have symptoms of hypoglycaemia when their levele fall to below 3.5 mmol/l. It is commonly accepted that a glucose of less than 4 is hypoglycaemia in children with diabetes. The symptoms of hypoglycaemia depend on the background values. In a child newly diagnosed with diabetes, symptoms may occur with levels above 4 mmol/l because the child had been experiencing high levels before diagnosis. If a child is having frequent hypoglycaemia with very low values, he or she may only have symptoms when the glucose is very low. The symptoms that anyone gets is due to hormonal responses, especially adrenalin. Blood glucose values <2.5 mmol/l (<45mg/dl) are too low for normal neurological (brain) function; this is called neuroglycopenia.People with diabetes should aim to keep blood glucose levels >4.0 mmol/l (about 70 mg/dl). 5 Symptoms Trembling Rapid heart rate Pounding heart (palpitations) SweatingPallorHunger and/or nauseaIrritabilityThe clinical symptoms of hypoglycaemia initially occur as a result of adrenalin (autonomic activation) and include trembling of the muscles, rapid heart rate, pounding heart called palpitations, sweating, looking pale (called pallor), increased hunger, nausea and they may become irritable. 6 Neuroglycopenia Dizziness and unsteady gait Difficulty concentrating TirednessNightmaresInconsolable cryingLoss of consciousnessSeizuresDifficulty concentratingIrritabilityBlurred or double visionDisturbed colour visionDifficulty hearingSlurred speechPoor judgement and confusion 7 DCCT and now standard Classification of severity Mild HypoglycemiaRecognition and self treatmentUsually <3.9 mmol/lModerate HypoglycemiaAware of symptomsNeeds assistance to take care of themselvesSevere HypoglycemiaLoss of consciousness (coma), convulsion, marked confusionUsually <2.5 mmol/lThe severity of hypoglycaemia is classified according to the symptoms. Mild hypoglycaemia occurs when the patient recognises hypoglycaemia and is able to self-treat without the assistance of others. Blood glucose values are around ≤ 3.9 mmol/l (<70 mg/dl).Moderate hypoglycaemia occurs when the patient is aware of, responds to, and treats the hypoglycaemia, but needs someone else to assist. Blood glucose values are again around ≤3.9 mmol/l (<70 mg/dl) but the person is not able to help himself or herself during this episode.Severe hypoglycaemia is defined when the patient either loses consciousness or has a convulsion (fit) associated with low blood glucose. 8 Management Identify hypoglycaemia SymptomsBlood glucose valuesTeach how to recognize and manage hypoglycaemiaLearn symptomsLearn responses to symptomsRe-enforcement by family and heath care workersTreat the hypoglycaemiaDetermine cause (when possible)The management of hypoglycaemia involving firstly, identifying the hypoglycaemia. Parents and children need to understand what the symptoms of hypoglycaemia are. All values of less than 4 mmol/l is considered as hypoglycaemia in clinical practice. Teach the child, the parents and people around (including teachers, the extended family and neighbours) about the symptoms and signs of hypoglycaemia. If a blood glucose meter is available, document a suspected episode of hypoglycaemia with blood glucose values and note the symptoms which were experienced as well as the circumstances which may have caused it – eg a missed meal, more exercise than usual etc. If blood glucose testing is not available, then treatment of hypoglycaemia should be based on symptoms.Use opportunities to teach the child about hypoglycaemia. This should include reviewing the symptoms and learning how to recognise the hypoglycaemia, learning how to respond to symptoms and encourage ongoing re-inforcement by family members. Management also involves treatment and determining the cause of the hypoglycaemia 10 Treatment (1) Feed the child simple sugar Rapid acting carbohydrate e.g. sweetened drinks, fruit juices, glucose in water, sweets, packet of sugarEnough to make symptoms go away… don’t overtreatGive 0.3 g/kg of glucose if availableFollow up with regular meal or snack – controversial but certainly reasonable if less than optimal monitoring possibleThe aim of treatment is to get glucose values back to normal and to prevent progression to loss of consciousness or convulsions. This is achieved by feeding the child. The initial intake of food has to be a rapid-acting carbohydrate food, which includes sweetened drinks like glucose water, canned or bottled drinks, fruit juices and also glucose-containing sweets. It is recommended that the child consumes g/kg or approximately 5-15 grams of such rapid-acting carbohydrates. Use local examples. The lower the glucose value, the more glucose is needed. In practice, parents should be advised to continue supplying rapid-acting carbohydrate until the symptoms have resolved. If blood glucose testing is available, test after minutes. If glucose values are still low, continue giving rapid-acting carbohydrates.If the child is having severe symptoms (is not able to eat), is unconscious, nauseated or having a convulsion, give either intravenous glucose (eg 10% glucose drip or 1ml/kg of 25% dextrose) or give IV, IM or subcutaneous glucagon (0.25 mg for small children; mg for larger children and adults ). After an injection of glucagon, the blood glucose would be expected to rise within minutes. If neither glucagon nor intravenous glucose is available, a rapid-acting carbohydrate, preferably a liquid or gel (eg honey, sugar syrup, pancake syrup) can be placed in the mouth alongside the cheek, with the child or adolescent placed in a sideways lying-down position to minimise the danger of aspiration if convulsing or unconscious. 11 Treatment (2) If the child has severe symptoms Not able to eat Glucagon (0.5 mg for age <12 yr, 1.0 mg for ages >12 yr)IV glucose (3 ml/kg of 10% dextrose, 1 ml/kg of 30% dextrose)Oral rapid acting foods - glucose, sugar or honey 12 Determine cause Too much insulin – dose error or timing Too little/late foodIncreased activity, sometimes hours laterIllness, esp. gastrointestinal virusesAlcoholDoes not cause hypo but makes it nearly impossible for body to self-correct since “liver is busy”Knowing cause helps to avoid future hypoglycaemiaHelp family to determine the cause of the hypoglycaemia. Causes include missing a meal or eating less than usual, delaying a meal after giving the insulin injection , activity of longer duration or intensity, eg school vacations, parties, training for games. Hypoglycaemia may also occur when appetite is poor because of illness – e.g. with vomiting or flu.Identifying the cause may help prevent future hypoglycaemia. 13 Prevention Reminders about the symptoms of hypoglycaemia Reminders about the causesHelp to identify risk factors e.g. age, longer duration of diabetes, higher doses, etc.Repeated episodes of hypoglycaemia should result in specific advise to prevent recurrencesRe-involve adults and caregivers/direct supervisionOften some psychological issuesPrevention of hypoglycaemia should be our priority. To help families prevent hypoglycaemia, you need to remind the child and parents often about the symptoms of hypoglycaemia. Also remind families about the causes of hypoglycaemia. Help the family to identify risk factors that can predict occurrence of episodes of hypoglycaemia. These factors include age (especialy infancy and adolescence), longer duration of diabetes, higher doses of insulin,lower HbA1c values, inconsistent meal planning, increased activity, especially if activity occurs irregularly, recent changes in treatment regimen, lack of symptoms which is called hypoglycaemia unawareness, sleep, alcohol or other drug use, lack of routine monitoring, prior history of hypoglycaemia, and poor planning.Repeated episodes of hypoglycaemia should result in a review of the management of the child, including insulin doses and eating plan, with specific advice about preventing recurrences .	<urn:uuid:b8713e07-0959-4a21-a18c-4981cb635804>	CC-MAIN-2017-43	http://slideplayer.com/slide/249827/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822739.16/warc/CC-MAIN-20171018032625-20171018052625-00540.warc.gz	en	0.900509	2,067	3.0625	3	[ { "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 \| Presentation on theme: \"Emergency Care Part 2: Treating and Preventing Hypoglycaemia\"— Presentation transcript:\nline 03 \| 1 Emergency Care Part 2: Treating and Preventing Hypoglycaemia Presentation titleEmergency Care Part 2: Treating and Preventing HypoglycaemiaIn this session we shall cover aspects if the emergency care of a child with diabetes\nline 04 \| 2 Emergency care 1 2 3 Managing DKA Treating and preventing hypoglycaemia3Surgery in children with diabetesThis session shall cover 3 aspects namely the management of diabetic ketoacisosis, treating and preventing hypoglycaemia and managing the child who has to undergo surgery.\nline 05 \| 3 Hypoglycaemia One of the most common acute complications of diabetes Low blood glucoseMay causes severe symptomsComa or seizuresLimitation in the management of diabetesEffective treatment and prevention are keyHypoglycaemia is one of the most common acute complications of the treatment of type 1 diabetes, and may be very frightening for parents. Hypoglycaemia means ‘low blood glucose levels’. Very low blood glucose levels may cause severe symptoms. Therefore, eEffective treatment (and preferably prevention) are key issues.\nline 06 \| 4 CriteriaSymptoms of hypoglycaemia occur around <3.5 mmol/l (but not always!)Awareness of symptoms depend on background valuesConfusion may occur with rapidly dropping BGs but also with only modest hypoglycaemic valuesCounter regulation in individuals without diabetes begins at <4 mmol/l“Hypo” or “low sugar” symptoms due to bodies’ self-correcting hormonal responses (adrenalin)People without diabetes usually have symptoms of hypoglycaemia when their levele fall to below 3.5 mmol/l. It is commonly accepted that a glucose of less than 4 is hypoglycaemia in children with diabetes. The symptoms of hypoglycaemia depend on the background values. In a child newly diagnosed with diabetes, symptoms may occur with levels above 4 mmol/l because the child had been experiencing high levels before diagnosis. If a child is having frequent hypoglycaemia with very low values, he or she may only have symptoms when the glucose is very low. The symptoms that anyone gets is due to hormonal responses, especially adrenalin. Blood glucose values <2.5 mmol/l (<45mg/dl) are too low for normal neurological (brain) function; this is called neuroglycopenia.People with diabetes should aim to keep blood glucose levels >4.0 mmol/l (about 70 mg/dl).\nline 07 \| 5 Symptoms Trembling Rapid heart rate Pounding heart (palpitations) SweatingPallorHunger and/or nauseaIrritabilityThe clinical symptoms of hypoglycaemia initially occur as a result of adrenalin (autonomic activation) and include trembling of the muscles, rapid heart rate, pounding heart called palpitations, sweating, looking pale (called pallor), increased hunger, nausea and they may become irritable.\nline 08 \| 6 Neuroglycopenia Dizziness and unsteady gait Difficulty concentrating TirednessNightmaresInconsolable cryingLoss of consciousnessSeizuresDifficulty concentratingIrritabilityBlurred or double visionDisturbed colour visionDifficulty hearingSlurred speechPoor judgement and confusion\nline 09 \| 7 DCCT and now standard Classification of severity Mild HypoglycemiaRecognition and self treatmentUsually <3.9 mmol/lModerate HypoglycemiaAware of symptomsNeeds assistance to take care of themselvesSevere HypoglycemiaLoss of consciousness (coma), convulsion, marked confusionUsually <2.5 mmol/lThe severity of hypoglycaemia is classified according to the symptoms. Mild hypoglycaemia occurs when the patient recognises hypoglycaemia and is able to self-treat without the assistance of others. Blood glucose values are around ≤ 3.9 mmol/l (<70 mg/dl).Moderate hypoglycaemia occurs when the patient is aware of, responds to, and treats the hypoglycaemia, but needs someone else to assist. Blood glucose values are again around ≤3.9 mmol/l (<70 mg/dl) but the person is not able to help himself or herself during this episode.Severe hypoglycaemia is defined when the patient either loses consciousness or has a convulsion (fit) associated with low blood glucose.\nline 10 \| 8 Management Identify hypoglycaemia SymptomsBlood glucose valuesTeach how to recognize and manage hypoglycaemiaLearn symptomsLearn responses to symptomsRe-enforcement by family and heath care workersTreat the hypoglycaemiaDetermine cause (when possible)The management of hypoglycaemia involving firstly, identifying the hypoglycaemia. Parents and children need to understand what the symptoms of hypoglycaemia are. All values of less than 4 mmol/l is considered as hypoglycaemia in clinical practice. Teach the child, the parents and people around (including teachers, the extended family and neighbours) about the symptoms and signs of hypoglycaemia. If a blood glucose meter is available, document a suspected episode of hypoglycaemia with blood glucose values and note the symptoms which were experienced as well as the circumstances which may have caused it – eg a missed meal, more exercise than usual etc. If blood glucose testing is not available, then treatment of hypoglycaemia should be based on symptoms.Use opportunities to teach the child about hypoglycaemia. This should include reviewing the symptoms and learning how to recognise the hypoglycaemia, learning how to respond to symptoms and encourage ongoing re-inforcement by family members. Management also involves treatment and determining the cause of the hypoglycaemia\nline 11 \| 10 Treatment (1) Feed the child simple sugar Rapid acting carbohydrate e.g. sweetened drinks, fruit juices, glucose in water, sweets, packet of sugarEnough to make symptoms go away… don’t overtreatGive 0.3 g/kg of glucose if availableFollow up with regular meal or snack – controversial but certainly reasonable if less than optimal monitoring possibleThe aim of treatment is to get glucose values back to normal and to prevent progression to loss of consciousness or convulsions. This is achieved by feeding the child. The initial intake of food has to be a rapid-acting carbohydrate food, which includes sweetened drinks like glucose water, canned or bottled drinks, fruit juices and also glucose-containing sweets. It is recommended that the child consumes g/kg or approximately 5-15 grams of such rapid-acting carbohydrates. Use local examples. The lower the glucose value, the more glucose is needed. In practice, parents should be advised to continue supplying rapid-acting carbohydrate until the symptoms have resolved. If blood glucose testing is available, test after minutes. If glucose values are still low, continue giving rapid-acting carbohydrates.If the child is having severe symptoms (is not able to eat), is unconscious, nauseated or having a convulsion, give either intravenous glucose (eg 10% glucose drip or 1ml/kg of 25% dextrose) or give IV, IM or subcutaneous glucagon (0.25 mg for small children; mg for larger children and adults ). After an injection of glucagon, the blood glucose would be expected to rise within minutes. If neither glucagon nor intravenous glucose is available, a rapid-acting carbohydrate, preferably a liquid or gel (eg honey, sugar syrup, pancake syrup) can be placed in the mouth alongside the cheek, with the child or adolescent placed in a sideways lying-down position to minimise the danger of aspiration if convulsing or unconscious.\nline 12 \| 11 Treatment (2) If the child has severe symptoms Not able to eat Glucagon (0.5 mg for age <12 yr, 1.0 mg for ages >12 yr)IV glucose (3 ml/kg of 10% dextrose, 1 ml/kg of 30% dextrose)Oral rapid acting foods - glucose, sugar or honey\nline 13 \| 12 Determine cause Too much insulin – dose error or timing Too little/late foodIncreased activity, sometimes hours laterIllness, esp. gastrointestinal virusesAlcoholDoes not cause hypo but makes it nearly impossible for body to self-correct since “liver is busy”Knowing cause helps to avoid future hypoglycaemiaHelp family to determine the cause of the hypoglycaemia. Causes include missing a meal or eating less than usual, delaying a meal after giving the insulin injection , activity of longer duration or intensity, eg school vacations, parties, training for games. Hypoglycaemia may also occur when appetite is poor because of illness – e.g. with vomiting or flu.Identifying the cause may help prevent future hypoglycaemia.\nline 14 \| 13 Prevention Reminders about the symptoms of hypoglycaemia Reminders about the causesHelp to identify risk factors e.g. age, longer duration of diabetes, higher doses, etc.Repeated episodes of hypoglycaemia should result in specific advise to prevent recurrencesRe-involve adults and caregivers/direct supervisionOften some psychological issuesPrevention of hypoglycaemia should be our priority. To help families prevent hypoglycaemia, you need to remind the child and parents often about the symptoms of hypoglycaemia. Also remind families about the causes of hypoglycaemia. Help the family to identify risk factors that can predict occurrence of episodes of hypoglycaemia. These factors include age (especialy infancy and adolescence), longer duration of diabetes, higher doses of insulin,lower HbA1c values, inconsistent meal planning, increased activity, especially if activity occurs irregularly, recent changes in treatment regimen, lack of symptoms which is called hypoglycaemia unawareness, sleep, alcohol or other drug use, lack of routine monitoring, prior history of hypoglycaemia, and poor planning.Repeated episodes of hypoglycaemia should result in a review of the management of the child, including insulin doses and eating plan, with specific advice about preventing recurrences .\nline 15 \| \n```", "role": "user" } ]
(Mirror Daily, United States) – Just one step closer, as NASA’s Mars spacecraft was shipped to California and, in one way, completed the first leg of its journey to the Red Planet. NASA’s InSight lander will be launching off into space and travelling to Mars next year. It will aim to provide invaluable information about the rocky surface of the foreign planet. Lockheed Martin Space System, who built and tested the spacecraft, have shipped the lander on December 16th from Colorado to California’s Vandenberg Air Force Base. There, the spacecraft will see additional testing before it’s deemed as space worthy and ready to head off on its exciting mission to Mars. First, it will require a few more trials to avoid any potential technical errors. It will undergo final preparations before it will be launched on a United Launch Alliance rocket, Atlas V, at some point between March 4th and March 30th of next year. It’s set to head out on an excursion within space, and travel as far as the Red Planet in 6 months after blast off. That means that the InSight lander is expected to reach Mars at some point in September, 2016. According to InSight principal investigator, Bruce Banerdt, from NASA’s JPL (Jet Propulsion Laboratory), the trip from Colorado to California was “the first leg of its journey”. Now, they’re on track toward Mars. InSight stands for ‘Interior Exploration using Seismic Investigations Geodesy and Heat Transport’ due to intricate equipment that has been installed on its board. The lander will essentially be studying the deep interior of the Red Planet. This will include rock formations, potential activity, and numerous other processes that could be of significant help. If it all goes according to plan, InSight will improve upon our knowledge on the evolution of rocky planets. Naturally, this includes Earth. The lander is equipped with the seismometer instrument (SEIS) that was developed by the French Space Station, CNES. Its purpose and heightened sensitivity to seismic activity will carefully map out the deep interior of the foreign planet. Even though it has been met with a bit of a problem in testing, it was reported that the equipment has been fixed. Now, it’s attuned to “exquisite sensitivity to ground motions as small as the width of an atom”. It will be installed while InSight will be at Vandenberg’s Astrotech Space Operations. In March, it will be ready for launch, and, from there, 6 months of wait until the lander will finally reach Mars. Along with it, InSight will be carrying a microchip with around 827,000 names of people around Earth who have signed up for “send your name to Mars” between August and September of this year. Image source: jpl.nasa.gov Latest posts by Melissa Gansler (see all) - The Hallucinogens in Magic Mushrooms Might Ease Depression Symptoms - October 15, 2017 - The Picky Eater Behavior Is Promoted by Genes, Not by Parents - October 9, 2017 - Zinc Can Prevent the Growth of Esophageal Cancer Cells - October 2, 2017	<urn:uuid:b6b38a9c-04cb-40c5-8d7a-9295d923c4d5>	CC-MAIN-2017-43	http://www.mirrordaily.com/nasas-mars-spacecraft-was-shipped-to-california/26123/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822739.16/warc/CC-MAIN-20171018032625-20171018052625-00540.warc.gz	en	0.94947	690	2.640625	3	[ { "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 \| (Mirror Daily, United States) – Just one step closer, as NASA’s Mars spacecraft was shipped to California and, in one way, completed the first leg of its journey to the Red Planet.\nline 04 \| NASA’s InSight lander will be launching off into space and travelling to Mars next year.\nline 05 \| It will aim to provide invaluable information about the rocky surface of the foreign planet.\nline 06 \| Lockheed Martin Space System, who built and tested the spacecraft, have shipped the lander on December 16th from Colorado to California’s Vandenberg Air Force Base. There, the spacecraft will see additional testing before it’s deemed as space worthy and ready to head off on its exciting mission to Mars. First, it will require a few more trials to avoid any potential technical errors.\nline 07 \| It will undergo final preparations before it will be launched on a United Launch Alliance rocket, Atlas V, at some point between March 4th and March 30th of next year. It’s set to head out on an excursion within space, and travel as far as the Red Planet in 6 months after blast off. That means that the InSight lander is expected to reach Mars at some point in September, 2016.\nline 08 \| According to InSight principal investigator, Bruce Banerdt, from NASA’s JPL (Jet Propulsion Laboratory), the trip from Colorado to California was “the first leg of its journey”. Now, they’re on track toward Mars.\nline 09 \| InSight stands for ‘Interior Exploration using Seismic Investigations Geodesy and Heat Transport’ due to intricate equipment that has been installed on its board.\nline 10 \| The lander will essentially be studying the deep interior of the Red Planet.\nline 11 \| This will include rock formations, potential activity, and numerous other processes that could be of significant help.\nline 12 \| If it all goes according to plan, InSight will improve upon our knowledge on the evolution of rocky planets.\nline 13 \| Naturally, this includes Earth.\nline 14 \| The lander is equipped with the seismometer instrument (SEIS) that was developed by the French Space Station, CNES. Its purpose and heightened sensitivity to seismic activity will carefully map out the deep interior of the foreign planet. Even though it has been met with a bit of a problem in testing, it was reported that the equipment has been fixed. Now, it’s attuned to “exquisite sensitivity to ground motions as small as the width of an atom”.\nline 15 \| It will be installed while InSight will be at Vandenberg’s Astrotech Space Operations. In March, it will be ready for launch, and, from there, 6 months of wait until the lander will finally reach Mars. Along with it, InSight will be carrying a microchip with around 827,000 names of people around Earth who have signed up for “send your name to Mars” between August and September of this year.\nline 16 \| Image source: jpl.nasa.gov\nline 17 \| Latest posts by Melissa Gansler (see all)\nline 18 \| - The Hallucinogens in Magic Mushrooms Might Ease Depression Symptoms - October 15, 2017\nline 19 \| - The Picky Eater Behavior Is Promoted by Genes, Not by Parents - October 9, 2017\nline 20 \| - Zinc Can Prevent the Growth of Esophageal Cancer Cells - October 2, 2017\nline 21 \| \n```", "role": "user" } ]
Leland Ryken, a professor of English at Wheaton College, notes this in Homer’s Odyssey: Christian Guides to the Classics: A notable feature of Greek mythology is that it contains numerous parallels (called “analogues”) to the Christian religion – stories about divine intervention in people’s lives, for example, or a description of a paradisal garden and a realm of afterlife to which people go after they have died. G. K. Chesterton said that these analogues are purely human attempts to arrive at religious truths by means of the imagination alone. C. S. Lewis speaks of “good dreams” that God sent to the human race as a foreshadowing of the reality found in the Bible and in Christ. Renaissance historian Walter Ralegh called these myths “crooked images of some one true history” – fallen humanity’s unaided and only partially true version of a history found in its accurate form in the Bible. As an English instructor, I teach great books that were written before and after the incarnation of God in Jesus Christ. Again and again, I am struck by the eternality of Christ in human history: in BC times, Christ inspired the imagination of thinkers and writers who unknowingly anticipated the fullness of truth in Him (cf., Homer, Plato, Aristotle, Aeschylus, Sophocles, Euripides). In AD times, Christ haunts the imagination of thinkers and writers who knowingly shrug their shoulders or shake their fist at Him (cf., Herman Melville, Emily Dickinson, Henrik Ibsen, Friedrich Nietzsche, George Eliot, Albert Camus, Franz Kafka, Virginia Woolf). Let me share a recent analogue that I discovered between the pagan dramatist Euripides in The Bacchae and the apostle Paul in the Book of Romans; they both share a wisdom about the madness of impiety. Consider the parallels that run through these texts. Beginning with the The Bacchae, here the Messenger rebukes king Pentheus, who vehemently denies the divinity of Dionysus and seeks to persecute his followers: To know your human limits, to revere the gods, Is the noblest and I think the wisest course That mortal men can follow. Here, the Chorus of Asian bacchae provides commentary on Pentheus’ atheism: Hardly stirring, hardly seeming to happen, it happens sometimes so slowly, the power of the gods, but it does, then, stir, does come to pass, and, inexcorably comes to punish humans, who honor first self-pride, and turn, their judgment torn, their reason torn, demented from the holy. The first step of the gods, it hardly, in its great time, seems to stir, the first step of the godly hunt of the unholy, first step of the revenge on those who put themselves beyond and over law. So little does it cost to understand that this has power, whatever is divine; so little cost to comprehend that what has long been lawful over centuries, comes forever out of Nature. Now, compare what St. Paul says about the enemies of God in his letter to Roman Christians (1:18-23): For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of men, who by their unrighteousness suppress the truth. For what can be known about God is plain to them, because God has shown it to them. For his invisible attributes, namely, his eternal power and divine nature, have been clearly perceived, ever since the creation of the world, in the things that have been made. So they are without excuse. For although they knew God, they did not honor him as God or give thanks to him, but they became futile in their thinking, and their foolish hearts were darkened. Claiming to be wise, they became fools, and exchanged the glory of the immortal God for images resembling mortal man and birds and animals and creeping things. If ever there was evidence for common grace, defined by Ryken as “the belief that God endows all people, whether Christian or not, with a capacity for the good, the true, and the beautiful,” then here it is. Amen!	<urn:uuid:236f613d-8cbc-442a-a9d4-ebbff854bb6d>	CC-MAIN-2017-43	https://bensonian.wordpress.com/2014/12/13/impiety-is-madness/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823114.39/warc/CC-MAIN-20171018195607-20171018215607-00440.warc.gz	en	0.957325	888	2.5625	3	[ { "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 \| Leland Ryken, a professor of English at Wheaton College, notes this in Homer’s Odyssey: Christian Guides to the Classics:\nline 04 \| A notable feature of Greek mythology is that it contains numerous parallels (called “analogues”) to the Christian religion – stories about divine intervention in people’s lives, for example, or a description of a paradisal garden and a realm of afterlife to which people go after they have died. G. K. Chesterton said that these analogues are purely human attempts to arrive at religious truths by means of the imagination alone. C. S. Lewis speaks of “good dreams” that God sent to the human race as a foreshadowing of the reality found in the Bible and in Christ. Renaissance historian Walter Ralegh called these myths “crooked images of some one true history” – fallen humanity’s unaided and only partially true version of a history found in its accurate form in the Bible.\nline 05 \| As an English instructor, I teach great books that were written before and after the incarnation of God in Jesus Christ. Again and again, I am struck by the eternality of Christ in human history: in BC times, Christ inspired the imagination of thinkers and writers who unknowingly anticipated the fullness of truth in Him (cf., Homer, Plato, Aristotle, Aeschylus, Sophocles, Euripides). In AD times, Christ haunts the imagination of thinkers and writers who knowingly shrug their shoulders or shake their fist at Him (cf., Herman Melville, Emily Dickinson, Henrik Ibsen, Friedrich Nietzsche, George Eliot, Albert Camus, Franz Kafka, Virginia Woolf).\nline 06 \| Let me share a recent analogue that I discovered between the pagan dramatist Euripides in The Bacchae and the apostle Paul in the Book of Romans; they both share a wisdom about the madness of impiety. Consider the parallels that run through these texts. Beginning with the The Bacchae, here the Messenger rebukes king Pentheus, who vehemently denies the divinity of Dionysus and seeks to persecute his followers:\nline 07 \| To know your human limits, to revere the gods,\nline 08 \| Is the noblest and I think the wisest course\nline 09 \| That mortal men can follow.\nline 10 \| Here, the Chorus of Asian bacchae provides commentary on Pentheus’ atheism:\nline 11 \| Hardly stirring, hardly seeming to happen, it happens sometimes so slowly, the power of the gods, but it does, then, stir, does come to pass, and, inexcorably comes to punish humans, who honor first self-pride, and turn, their judgment torn, their reason torn, demented from the holy. The first step of the gods, it hardly, in its great time, seems to stir, the first step of the godly hunt of the unholy, first step of the revenge on those who put themselves beyond and over law. So little does it cost to understand that this has power, whatever is divine; so little cost to comprehend that what has long been lawful over centuries, comes forever out of Nature.\nline 12 \| Now, compare what St. Paul says about the enemies of God in his letter to Roman Christians (1:18-23):\nline 13 \| For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of men, who by their unrighteousness suppress the truth. For what can be known about God is plain to them, because God has shown it to them. For his invisible attributes, namely, his eternal power and divine nature, have been clearly perceived, ever since the creation of the world, in the things that have been made. So they are without excuse. For although they knew God, they did not honor him as God or give thanks to him, but they became futile in their thinking, and their foolish hearts were darkened. Claiming to be wise, they became fools, and exchanged the glory of the immortal God for images resembling mortal man and birds and animals and creeping things.\nline 14 \| If ever there was evidence for common grace, defined by Ryken as “the belief that God endows all people, whether Christian or not, with a capacity for the good, the true, and the beautiful,” then here it is. Amen!\nline 15 \| \n```", "role": "user" } ]
Jim Cullen: Review of Ray Raphael's "Constitutional Myths: What We Get Wrong and How to Get It Right" (New Press, 2013)Books tags: Founding Fathers, Constitution, Jim Cullen, Ray Raphael, Constitutional Myths Jim Cullen, who teaches at the Ethical Culture Fieldston School in New York, is a book review editor at HNN. His new book, Sensing the Past: Hollywood Stars and Historical Visions, was recently published by Oxford University Press. Cullen blogs at American History Now. Once upon a time, the Constitution was seen by historians as the property of the right. That's because Charles Beard told us so -- exactly one century ago. In his influential 1913 book An Economic Theory of the Constitution of the United States, Beard explained the document was the work of a wealthy elite seeking to restrain the egalitarian tendencies of the American Revolution. But Beard provoked a reaction; by midcentury a new generation of scholars like Clinton Rossiter of the Consensus School argued for a less ideological approach to understanding the framing and approval of the Constitution. The rise of neoconservatism in the last half of the twentieth century, typified by organizations like the Federalist Society, effectively lionized precisely what Beard complained about. Diffused versions of such thought drifted into the Tea Party, where the Tenth Amendment, which emphasizes the limits of what the national government can do, has become sacred scripture. Now here comes Ray Raphael to take the Constitution back for the left. Actually, Raphael has been contesting conservative interpretations of American history for some time. His 2001 book A People's History of the American Revolution, part of a series under the editorship of the late Howard Zinn, renders a bottom-up version of the story in the now-classic Zinn traditon. Founding Myths: Stories that Hide Our Patriotic Past (2004), is a collection of counter-narratives that challenge heroic tales that disempower ordinary Americans by emphasizing the gap between the Founding Fathers and themselves. Such concerns are rooted in Raphael's own personal history; he was a participant in the civil rights movement a half-century ago as a community organizer and voting rights activist. Loosely speaking, Constitutional Myths is a sequel to Founding Myths, in that its locus is about a decade later and is similarly devoted to contesting prevailing conservative notions. But while the former focused on people and anecdotes that had become literally legendary (e.g. Paul Revere's ride, Molly Pitcher's battlefield prowess, etc.), his concerns this time are more purely ideological. A series of eight chapters systematically dismantles notions that the framers of the Constitution were anti-government, anti-taxes, or even anti-politics. In each case, he begins by conceding the "kernel of truth" to such views, before a "but" section outlining the alternate view and a longer "full story" that suggests the complexities and ambiguities involved. Still, Raphael's own views are clear. Of course the framers believed in a strong central government; "if all they cared about was restraining power they would have stuck with the Articles of Confederation." James Madison was not the father of the Constitution; if he was the government would have actually been a good deal more centralized than it was (that's because conservatives tend to focus on the Madison of the 1790s who hated Alexander Hamilton rather than the Madison who worked alongside him in the 1780s). Instead of an emphatic assertion of limited government, the Bill of Rights was actually a piece of political legerdemain designed to forestall a second Constitutional Convention that might have fatally weakened federal power. Raphael writes with a deft touch and a lifetime of learning that he wears lightly. His immersion in the primary sources is as evident as it is for less pointed peers like Pauline Maier and Jack Rakove (who provide blurbs for the book). One feels to compelled to challenge his assertion that one can tell anything resembling "the full story" from any perspective in chapters that average about twenty pages. And as Raphael himself would probably concede, it would be possible to construct an alternative version that turns his assertions inside out with chapters that concede federal power but emphasize its limits, a Madison who may not have authored the Constitution but provided plenty of its DNA, and so forth. But this is very much a history and for its moment -- originalists be damned. Again, what keeps it grounded is Raphael's evident authority. Constitutional Myths is buttressed with a substantial collection of primary source documents that form a counterpoint to the standard issue sources students typically encounter. Indeed, the book makes for an ideal text for a high school or college civics course, one that revitalizes an old-fashioned but necessary subject. Raphael's youthful vitality makes him a welcome traveling companion for beginner and seasoned veteran alike. Long may he wave. comments powered by Disqus - Fake News and Fervent Nationalism Got a Senator Tarred as a Traitor During WWI - Debunking Viral Story, Art Historian Says ‘Allah’ Does Not Appear on Ancient Viking Garment - Will Trump Be Remembered as the Worst President in History? Almost Half Think So - Thank This Man For Your Last-Minute Halloween Costume - Letters from young Obama show a man trying to find his way - Thomas Childers says we’ve got the Nazis wrong in 5 different ways - National security expert Tom Nichols: “Hey, I’m unstable” is a bad look for the president - Fake news? It’s nothing new, says Trinity College Dublin historian - Historian discovers early Reformation writings “hiding in plain sight” - Victor Davis Hanson says we shouldn’t be rushing to war with North Korea	<urn:uuid:98f20fff-ae08-4dc7-8675-252c7f4bd7b6>	CC-MAIN-2017-43	http://historynewsnetwork.org/article/150853	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824819.92/warc/CC-MAIN-20171021133807-20171021153807-00040.warc.gz	en	0.951011	1,184	2.765625	3	[ { "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 \| Jim Cullen: Review of Ray Raphael's \"Constitutional Myths: What We Get Wrong and How to Get It Right\" (New Press, 2013)Books\nline 03 \| tags: Founding Fathers, Constitution, Jim Cullen, Ray Raphael, Constitutional Myths\nline 04 \| Jim Cullen, who teaches at the Ethical Culture Fieldston School in New York, is a book review editor at HNN. His new book, Sensing the Past: Hollywood Stars and Historical Visions, was recently published by Oxford University Press. Cullen blogs at American History Now.\nline 05 \| Once upon a time, the Constitution was seen by historians as the property of the right. That's because Charles Beard told us so -- exactly one century ago. In his influential 1913 book An Economic Theory of the Constitution of the United States, Beard explained the document was the work of a wealthy elite seeking to restrain the egalitarian tendencies of the American Revolution. But Beard provoked a reaction; by midcentury a new generation of scholars like Clinton Rossiter of the Consensus School argued for a less ideological approach to understanding the framing and approval of the Constitution. The rise of neoconservatism in the last half of the twentieth century, typified by organizations like the Federalist Society, effectively lionized precisely what Beard complained about. Diffused versions of such thought drifted into the Tea Party, where the Tenth Amendment, which emphasizes the limits of what the national government can do, has become sacred scripture.\nline 06 \| Now here comes Ray Raphael to take the Constitution back for the left. Actually, Raphael has been contesting conservative interpretations of American history for some time. His 2001 book A People's History of the American Revolution, part of a series under the editorship of the late Howard Zinn, renders a bottom-up version of the story in the now-classic Zinn traditon. Founding Myths: Stories that Hide Our Patriotic Past (2004), is a collection of counter-narratives that challenge heroic tales that disempower ordinary Americans by emphasizing the gap between the Founding Fathers and themselves. Such concerns are rooted in Raphael's own personal history; he was a participant in the civil rights movement a half-century ago as a community organizer and voting rights activist.\nline 07 \| Loosely speaking, Constitutional Myths is a sequel to Founding Myths, in that its locus is about a decade later and is similarly devoted to contesting prevailing conservative notions. But while the former focused on people and anecdotes that had become literally legendary (e.g. Paul Revere's ride, Molly Pitcher's battlefield prowess, etc.), his concerns this time are more purely ideological. A series of eight chapters systematically dismantles notions that the framers of the Constitution were anti-government, anti-taxes, or even anti-politics. In each case, he begins by conceding the \"kernel of truth\" to such views, before a \"but\" section outlining the alternate view and a longer \"full story\" that suggests the complexities and ambiguities involved. Still, Raphael's own views are clear. Of course the framers believed in a strong central government; \"if all they cared about was restraining power they would have stuck with the Articles of Confederation.\" James Madison was not the father of the Constitution; if he was the government would have actually been a good deal more centralized than it was (that's because conservatives tend to focus on the Madison of the 1790s who hated Alexander Hamilton rather than the Madison who worked alongside him in the 1780s). Instead of an emphatic assertion of limited government, the Bill of Rights was actually a piece of political legerdemain designed to forestall a second Constitutional Convention that might have fatally weakened federal power.\nline 08 \| Raphael writes with a deft touch and a lifetime of learning that he wears lightly. His immersion in the primary sources is as evident as it is for less pointed peers like Pauline Maier and Jack Rakove (who provide blurbs for the book). One feels to compelled to challenge his assertion that one can tell anything resembling \"the full story\" from any perspective in chapters that average about twenty pages. And as Raphael himself would probably concede, it would be possible to construct an alternative version that turns his assertions inside out with chapters that concede federal power but emphasize its limits, a Madison who may not have authored the Constitution but provided plenty of its DNA, and so forth. But this is very much a history and for its moment -- originalists be damned.\nline 09 \| Again, what keeps it grounded is Raphael's evident authority. Constitutional Myths is buttressed with a substantial collection of primary source documents that form a counterpoint to the standard issue sources students typically encounter. Indeed, the book makes for an ideal text for a high school or college civics course, one that revitalizes an old-fashioned but necessary subject. Raphael's youthful vitality makes him a welcome traveling companion for beginner and seasoned veteran alike. Long may he wave.\nline 10 \| comments powered by Disqus\nline 11 \| - Fake News and Fervent Nationalism Got a Senator Tarred as a Traitor During WWI\nline 12 \| - Debunking Viral Story, Art Historian Says ‘Allah’ Does Not Appear on Ancient Viking Garment\nline 13 \| - Will Trump Be Remembered as the Worst President in History? Almost Half Think So\nline 14 \| - Thank This Man For Your Last-Minute Halloween Costume\nline 15 \| - Letters from young Obama show a man trying to find his way\nline 16 \| - Thomas Childers says we’ve got the Nazis wrong in 5 different ways\nline 17 \| - National security expert Tom Nichols: “Hey, I’m unstable” is a bad look for the president\nline 18 \| - Fake news? It’s nothing new, says Trinity College Dublin historian\nline 19 \| - Historian discovers early Reformation writings “hiding in plain sight”\nline 20 \| - Victor Davis Hanson says we shouldn’t be rushing to war with North Korea\nline 21 \| \n```", "role": "user" } ]
Britain & Europe Family - HESPERIIDAE Large Skipper Ochlodes venata, male, Waterperry Wood, Oxfordshire © The Large Skipper, in common with most members of the sub-family Hesperiinae, feeds in the larval stage on Adult butterflies in this sub-family frequently adopt a characteristic resting posture as shown above, with the forewings held at 45 degrees, and the hindwings held almost flat. Another characteristic is the presence of a dark streak of androconia ( pheromone producing scales ) on the forewings of males, as shown above. butterfly is distributed across most of Europe, but is absent from northern Scandinavia, Ireland, much of the southern Iberian peninsula, and most Mediterranean islands. Beyond Europe it's range extends across temperate Asia as far as Japan. There are a vast number of very similar species found throughout the world. In Britain however the only similar species is the Silver-spotted Skipper, which can easily be told apart by the presence on the latter of prominent silvery spots on the underside hindwings. Large Skipper Ochlodes venata female, Fermyn wood, Northamptonshire © Large Skippers can be found commonly throughout England and Wales in almost any grassy habitat, but they tend to favour damp but sunny sites such as woodland glades and rides, humid heaths, wild meadows and riversides. Almost all sites are characterised by the presence of bramble bushes and stands of bracken. Open grasslands are also used but populations tend to be much lower. Large Skipper Ochlodes venata male, Wiltshire © Large Skipper is single brooded throughout it's range, normally emerging in mid-late June, and living for about 3 weeks. A small number of individuals emerge later during July and old faded specimens can often be seen in August. pale straw coloured dome-shaped egg is laid singly on the underside of grass blades, typically on cock's foot or false brome. It hatches after about 10 days. larvae feed on soft lush grasses, favouring cock's foot Dactylis glomerata on alkaline or neutral soils, and purple moor grass Molinea caerulea on acid soils. Less frequently used larval foodplants include red fescue Festuca rubra and false brome Brachypodium sylvaticum. spends the early stages of it's life within a tube of grass made by joining together 2 grass blades with strands of silk. It periodically emerges from the tube to eject it's droppings, which are catapulted some distance by flicking them with a comb-like device on it's tail. hibernates within a newly constructed tent of grasses and resumes feeding in the spring. When fully grown in early May it rests openly on the upperside of grass blades, but retires to it's grass tube in poor weather. The mature larva is green and unmarked, with a purplish black head. chrysalis is dark brown and shiny, with the long detached proboscis case projecting almost to the tip of the abdomen. It is formed within the larval shelter, head-upwards, and secured by bristles on the head and cremaster. The pupal stage lasts about 2 weeks. Large Skipper Ochlodes venata male, Glapthorn, Northamptonshire © Large Skippers have a rapid whirring flight, "skipping" from leaf to leaf. The butterflies settle to bask with wings held in the characteristic position as illustrated, typically on bramble leaves, bracken, or on the flower-heads or blades of cocksfoot and other tall grasses. Males patrol back and forth across their breeding sites in the late morning on warm sunny mornings to search for freshly emerged females. If unsuccessful at this time they switch to a "perch and wait" tactic in the afternoon. Typically a male will then seek a sheltered, sunny spot in a woodland glade, a ride intersection, or at the base of a grassy hillside. There he will sit on a tall grass head or on a leaf of bracken or bramble. He perches with wings either erect or in the characteristic Hesperiine posture, and darts up to intercept every small passing insect. are challenged aggressively and driven off. During these territorial sorties the males buzz frenetically around each other, while flying rapidly in broad circles, soaring to a height of about 4-5 metres above ground level. At this point they separate and the "owner" of the territory returns to it's original perch - or very nearby, while the intruder moves on to set up a territory elsewhere. When females are encountered they are chased until they settle, usually on a bush or small tree; and copulation follows after a brief courtship pairs can often be found settled on bramble or buckthorn bushes, bracken leaves or coarse grasses in the late morning or early afternoon. When copulated both insects keep their wings either closed or held very slightly apart, and are reluctant to fly, but will do so if disturbed. At grassland sites the butterflies nectar at bird's foot trefoil, clovers and vetches, but in woodlands they particularly favour bramble blossom and thistles. On heathlands the most common nectar sources are cross-leaved heath and bell heather. territorial male perching on grass head, Ballard Down, Dorset ©	<urn:uuid:c85e009c-ffe4-4d17-aa39-8cbc0520f948>	CC-MAIN-2017-43	http://www.learnaboutbutterflies.com/Britain%20-%20Ochlodes%20venata.htm	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824819.92/warc/CC-MAIN-20171021133807-20171021153807-00040.warc.gz	en	0.910632	1,258	3.109375	3	[ { "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 \| Britain & Europe\nline 03 \| Family - HESPERIIDAE\nline 04 \| Large Skipper Ochlodes venata,\nline 05 \| male, Waterperry Wood, Oxfordshire ©\nline 06 \| The Large Skipper, in common with\nline 07 \| most members of the sub-family Hesperiinae, feeds in the larval stage on\nline 08 \| Adult butterflies in this sub-family frequently adopt a characteristic\nline 09 \| resting posture as shown above, with the forewings held at 45\nline 10 \| degrees, and the hindwings held almost flat.\nline 11 \| Another characteristic is the presence of a dark streak of androconia ( pheromone\nline 12 \| producing scales ) on the forewings of males, as shown above.\nline 13 \| butterfly is distributed across most of Europe, but is absent from northern\nline 14 \| Scandinavia, Ireland, much of the southern Iberian peninsula, and most\nline 15 \| Mediterranean islands. Beyond Europe it's range extends across temperate Asia as\nline 16 \| far as Japan.\nline 17 \| There are a vast number of very similar species found throughout the world.\nline 18 \| In Britain however the only similar species is the Silver-spotted Skipper, which\nline 19 \| can easily be told apart by the presence on the latter of prominent silvery\nline 20 \| spots on the underside hindwings.\nline 21 \| Large Skipper Ochlodes venata\nline 22 \| female, Fermyn wood, Northamptonshire ©\nline 23 \| Large Skippers can be found commonly throughout England and\nline 24 \| Wales in almost any grassy habitat, but they tend to favour damp but sunny sites such as\nline 25 \| woodland glades and rides, humid heaths,\nline 26 \| wild meadows and riversides.\nline 27 \| Almost all sites are characterised by the presence of bramble\nline 28 \| bushes and stands of bracken.\nline 29 \| Open grasslands are also used but\nline 30 \| populations tend to be much lower.\nline 31 \| Large Skipper Ochlodes venata male, Wiltshire ©\nline 32 \| Large Skipper is single brooded throughout it's range, normally emerging in\nline 33 \| mid-late June, and living for about 3 weeks. A small number of individuals\nline 34 \| emerge later during July and old faded specimens can often be seen in August.\nline 35 \| pale straw coloured dome-shaped egg is laid singly on the underside of grass blades,\nline 36 \| typically on cock's foot or false brome.\nline 37 \| It hatches after about 10 days.\nline 38 \| larvae feed on soft lush grasses, favouring cock's foot Dactylis glomerata\nline 39 \| on alkaline or neutral soils, and purple moor grass Molinea caerulea\nline 40 \| on acid soils. Less frequently used larval foodplants include red fescue Festuca rubra\nline 41 \| and false brome Brachypodium sylvaticum.\nline 42 \| spends the early stages of it's life within a tube of grass made by joining\nline 43 \| together 2 grass blades with strands of silk. It periodically emerges from the\nline 44 \| tube to eject it's droppings, which are catapulted some distance by flicking\nline 45 \| them with a comb-like device on it's tail.\nline 46 \| hibernates within a newly constructed tent of grasses and resumes feeding in\nline 47 \| the spring. When fully grown in early May it rests openly on the upperside of grass\nline 48 \| blades, but retires to it's grass tube in poor weather.\nline 49 \| The mature larva is\nline 50 \| green and unmarked, with a purplish black head.\nline 51 \| chrysalis is dark brown and shiny, with the long detached proboscis case\nline 52 \| projecting almost to the tip of the abdomen.\nline 53 \| It is formed within the larval\nline 54 \| shelter, head-upwards, and secured by bristles on the head and cremaster. The\nline 55 \| pupal stage lasts about 2 weeks.\nline 56 \| Large Skipper Ochlodes venata\nline 57 \| male, Glapthorn, Northamptonshire ©\nline 58 \| Large Skippers have a rapid whirring flight,\nline 59 \| \"skipping\" from leaf to leaf. The butterflies settle to bask with\nline 60 \| wings held in the characteristic position as illustrated,\nline 61 \| typically on bramble leaves, bracken, or on the flower-heads or blades of\nline 62 \| cocksfoot and other tall grasses.\nline 63 \| Males patrol back\nline 64 \| and forth across their breeding sites in the late morning on warm\nline 65 \| sunny mornings to search for freshly emerged females. If unsuccessful\nline 66 \| at this time they switch to a \"perch and wait\" tactic in the\nline 67 \| afternoon.\nline 68 \| Typically a male will then seek a sheltered, sunny\nline 69 \| spot in a woodland glade, a ride intersection, or at the base of a\nline 70 \| grassy hillside. There he will sit on a tall grass head or on a leaf of\nline 71 \| bracken or bramble. He perches with wings either erect or\nline 72 \| in the characteristic Hesperiine posture, and darts up to\nline 73 \| intercept every small passing insect.\nline 74 \| are challenged aggressively and driven off. During these\nline 75 \| territorial sorties the\nline 76 \| males buzz frenetically around each other, while flying rapidly in\nline 77 \| broad circles, soaring to a height of about 4-5 metres above\nline 78 \| ground level. At this point they separate and the \"owner\" of the\nline 79 \| territory returns to it's original perch - or very nearby, while\nline 80 \| the intruder moves on to set up a territory elsewhere.\nline 81 \| When females are encountered they are chased until they settle,\nline 82 \| usually on a\nline 83 \| bush or small tree; and copulation follows after a brief courtship\nline 84 \| pairs can often be found settled on bramble or buckthorn bushes, bracken\nline 85 \| leaves or coarse grasses in the late morning or early afternoon.\nline 86 \| When copulated both insects\nline 87 \| keep their wings either closed or held very slightly apart,\nline 88 \| and are reluctant to fly, but will do so if disturbed.\nline 89 \| At grassland sites the butterflies nectar at bird's foot trefoil,\nline 90 \| clovers and vetches, but in woodlands they particularly favour\nline 91 \| bramble blossom and thistles. On heathlands the most common nectar\nline 92 \| sources are cross-leaved heath and bell heather.\nline 93 \| territorial male perching on grass head, Ballard Down, Dorset ©\nline 94 \| \n```", "role": "user" } ]
By CHANEL STITT, Guest Writer “Make a mental list of black elected or appointed officials, dead or alive,” said Khalid el-Hakim, founder and creator of the Black History Mobile Museum. When it was time to share names of black politicians, there was only a variation of eight people that the audience could name, Barack Obama being the most popular answer. He explained that people don’t know of Latino, Native American, Arab and Asian politicians either. El-Hakim stressed how important that it is for students of color to participate in voting and learning more about historical politicians of color from the past. Many people in the audience, along with el-Hakim, think that within the education system there is a gap when it comes to black history. “When you don’t talk about black history, you’re distorting everybody’s sense of self, not just black folks, but everyone who is a part of the community,” said el-Hakim. Students of the university pitched in about this topic later on in the discussion, and it seemed to be a topic that many have thought about over the years. Grade school curriculums have been known to leave out large parts of black history, while historical figures such as Martin Luther King, Jr., Rosa Parks and Frederick Douglass were focused on in class. There would be a basic amount of information learned about slavery as well. “The greatest failure of formal education is that we push kids to look for credibility and authority when they’re learning,” said Casey MacLean, a student at U of M-Dearborn. “Something like this, you have to fall back on your critical thinking.” It is possible to learn an extensive amount of black history by going to museums, taking African American history courses, attending presentations and reading books about the topic. It is just not found in the average federal government based curriculum. “We have to be committed to change curriculum on the local level,” said el-Hakim. “When people see that movement, then the federal government would have to change based upon what our commitment is.” A student rebutted this by saying he doesn’t think the curriculum would change based on how the system works with standardized testing along with regular tests in the classroom. “There’s not going to be any changes to the federal or state curriculum until we get over this obsession of formal evaluation,” said Patrick Champine, a student at U of M-Dearborn. “Everything is testing, testing, testing.” In the future, adding African American history to the curriculum may or may not happen, but students still want to know the truth about history. This has been an ongoing conversation in the education system but never seems to make it into the curriculum, “For young folks that go into a classroom and do not see themselves represented in the curriculum that is given to them, then they are shut down,” said el-Hakim. “Curriculums tell you the value that you have in society.” Representation of people of color is expressed in other ways outside of the classroom, but it can be unfamiliar to people when they are faced with the artifacts in this mobile museum. El-Hakim stated that some are excited to see these artifacts while some have cried. He has put his life’s work into giving a visual aid for people to learn about black history and culture. “As future teachers, it’s important to be creative in how we engage students,” said el-Hakim. “We know that there are real achievement gaps, especially among students of color, and it’s our duty as educators to be creative and innovative with how we engage our students.” El-Hakim has visited over 300 institutions and travels with up to 7,000 artifacts to hold exhibitions across the country. He will be returning for another presentation at U of M – Dearborn on March 7.	<urn:uuid:913dd462-fe8e-4b0d-9b1e-a5707bbaca29>	CC-MAIN-2017-43	http://michiganjournal.org/2017/09/26/founder-of-black-history-101-engages-campus/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825141.95/warc/CC-MAIN-20171022041437-20171022061437-00840.warc.gz	en	0.968926	857	3.078125	3	[ { "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 \| By CHANEL STITT, Guest Writer\nline 04 \| “Make a mental list of black elected or appointed officials, dead or alive,” said Khalid el-Hakim, founder and creator of the Black History Mobile Museum.\nline 05 \| When it was time to share names of black politicians, there was only a variation of eight people that the audience could name, Barack Obama being the most popular answer. He explained that people don’t know of Latino, Native American, Arab and Asian politicians either.\nline 06 \| El-Hakim stressed how important that it is for students of color to participate in voting and learning more about historical politicians of color from the past. Many people in the audience, along with el-Hakim, think that within the education system there is a gap when it comes to black history.\nline 07 \| “When you don’t talk about black history, you’re distorting everybody’s sense of self, not just black folks, but everyone who is a part of the community,” said el-Hakim.\nline 08 \| Students of the university pitched in about this topic later on in the discussion, and it seemed to be a topic that many have thought about over the years.\nline 09 \| Grade school curriculums have been known to leave out large parts of black history, while historical figures such as Martin Luther King, Jr., Rosa Parks and Frederick Douglass were focused on in class.\nline 10 \| There would be a basic amount of information learned about slavery as well.\nline 11 \| “The greatest failure of formal education is that we push kids to look for credibility and authority when they’re learning,” said Casey MacLean, a student at U of M-Dearborn. “Something like this, you have to fall back on your critical thinking.”\nline 12 \| It is possible to learn an extensive amount of black history by going to museums, taking African American history courses, attending presentations and reading books about the topic.\nline 13 \| It is just not found in the average federal government based curriculum.\nline 14 \| “We have to be committed to change curriculum on the local level,” said el-Hakim. “When people see that movement, then the federal government would have to change based upon what our commitment is.”\nline 15 \| A student rebutted this by saying he doesn’t think the curriculum would change based on how the system works with standardized testing along with regular tests in the classroom.\nline 16 \| “There’s not going to be any changes to the federal or state curriculum until we get over this obsession of formal evaluation,” said Patrick Champine, a student at U of M-Dearborn. “Everything is testing, testing, testing.”\nline 17 \| In the future, adding African American history to the curriculum may or may not happen, but students still want to know the truth about history. This has been an ongoing conversation in the education system but never seems to make it into the curriculum,\nline 18 \| “For young folks that go into a classroom and do not see themselves represented in the curriculum that is given to them, then they are shut down,” said el-Hakim. “Curriculums tell you the value that you have in society.”\nline 19 \| Representation of people of color is expressed in other ways outside of the classroom, but it can be unfamiliar to people when they are faced with the artifacts in this mobile museum. El-Hakim stated that some are excited to see these artifacts while some have cried. He has put his life’s work into giving a visual aid for people to learn about black history and culture.\nline 20 \| “As future teachers, it’s important to be creative in how we engage students,” said el-Hakim.\nline 21 \| “We know that there are real achievement gaps, especially among students of color, and it’s our duty as educators to be creative and innovative with how we engage our students.”\nline 22 \| El-Hakim has visited over 300 institutions and travels with up to 7,000 artifacts to hold exhibitions across the country.\nline 23 \| He will be returning for another presentation at U of M – Dearborn on March 7.\nline 24 \| \n```", "role": "user" } ]
Dundalk had been originally developed as an unwalled 'Straid Bhaile' or 'StreetTown'. The streets passed along a gravel ridge which runs from the present day Bridge Street on the North, through Church Street to Clanbrassil Street to Earl Street, and finally to Dublin Street. In 1169 the Normans arrived in Ireland and set about conquering large areas. By 1185 a Norman nobleman named Bertram de Verdun erected a manor house at Castletown Mount. Another Norman family, the De Courceys, led by John De Courcey settled in the Seatown area of Dundalk, the 'Nova Villa de Dundalke'. Scene: Hiring Fair Date: 1910 (estimate) 10' x 8' printed on quality photo paper Also available mounted & framed, ask for details Colour images can be printed in black& white if preferred. Read about Dundalk below Dundalk (Irish: Dún Dealgan) is the county town of County Louth in Ireland, close to the border with Northern Ireland. It takes its name from Dún Dealgan, Dalga’s fort home closely associated with the famous mythical warrior Cúchulainn and was granted its charter in 1189. It is sited on the lowest bridging point of the Castletown River. Within legally defined boundaries, Dundalk is the largest town in Ireland with a population of 29,037 inhabitants.[ However, the town's total population (including suburbs and environs) is recorded to be 35,085, making it the second largest town in Ireland behind Drogheda whose population was greater by 5 people. In 2003, Dundalk was amongst nine cities and towns to be designated Gateway status in the Irish Government's National Spatial Strategy. Around 3500 BC the Neolithic people came to Ireland. One of the lasting features they left behind is the Proleek Dolmen at Ballymascanlon, on the northern side of Dundalk. The Celts arrived in Ireland around 500 BC having colonized most of Europe. The group that settled in North Louth were known as the Conaille Muirtheimhne and took their name from Conaill Carnagh, legendary chief of the Red Branch Knights of Ulster. Their land now forms upper and lower Dundalk. The poets in Celtic society were known as the fili and were responsible for mythological tales and legends. The most famous of these being the tales of the Red Branch Knights, the Táin Bó Cuailgne and Cúchulainn. Dundalk had been originally developed as an unwalled 'Straid Bhaile' or 'StreetTown'. The streets passed along a gravel ridge which runs from the present day Bridge Street on the North, through Church Street to Clanbrassil Street to Earl Street, and finally to Dublin Street. In 1169 the Normans arrived in Ireland and set about conquering large areas. By 1185 a Norman nobleman named Bertram de Verdun erected a manor house at Castletown Mount. Another Norman family, the De Courceys, led by John De Courcey settled in the Seatown area of Dundalk, the 'Nova Villa de Dundalke'. Both families assisted in the fortification of the town, building walls and other fortification in the style of a Norman fortress. The town of Dundalk was developed as it lay close to an easy bridging point over the Castletown River and as a frontier town on the northern extremities of the Pale. In the 17th century Lord Limerick (later James Hamilton, 1st Earl of Clanbrassil), created the modern town we know today. He was responsible for the construction of streets leading to the town center; his ideas came from many visits to Europe. In addition to the demolition of the old walls and castles, he had new roads laid out eastwards of the principal streets. The most important of these new roads connected a newly laid down Market Square, which still survives, with a linen and cambric factory at its eastern end, adjacent to what was once a British Army cavalry and artillary barracks (now Aiken Military Barracks). In the 19th century the town grew in importance and many industries were set up in the local area. This development was helped considerably by the opening of railways, the expansion of the docks area or 'Quay' and the setting up of a board of commissioners to run the town. The town's first rail links were to Dublin in 1849 and Belfast in 1850, placing the town on the main line between Dublin and Belfast. Further railway links opened to Derry by 1859 and Greenore in 1873. The partition of Ireland in May 1921 turned Dundalk into a border town and the Dublin-Belfast main line into an international railway. The Irish Free State opened customs and immigration facilities at Dundalk to check goods and passengers crossing the border by train. In the 20th century Dundalk's secondary railway links were closed: first the line to Greenore in 1951 and then that to Derry in 1957. In 1966 Dundalk railway station was renamed Clarke. The town has continued to grow. Many industries have prospered and provided employment for generations of townspeople. Harp Lager, a beer produced by Diageo, is brewed in Dundalk. Today many international companies have factories in Dundalk, from food processing to high-tech computer components.	<urn:uuid:9dc7bd8f-d9ac-4450-8ccd-68b425fe5739>	CC-MAIN-2017-43	http://www.emerald-isle-gifts.com/vintage-irish-town-prints/louth-vintage-photographs/dundalk---louth---hiring-fair.asp	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187826049.46/warc/CC-MAIN-20171023130351-20171023150351-00640.warc.gz	en	0.965016	1,139	3.34375	3	[ { "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 \| Dundalk had been originally developed as an unwalled 'Straid Bhaile' or 'StreetTown'. The streets passed along a gravel ridge which runs from the present day Bridge Street on the North, through Church Street to Clanbrassil Street to Earl Street, and finally to Dublin Street. In 1169 the Normans arrived in Ireland and set about conquering large areas. By 1185 a Norman nobleman named Bertram de Verdun erected a manor house at Castletown Mount. Another Norman family, the De Courceys, led by John De Courcey settled in the Seatown area of Dundalk, the 'Nova Villa de Dundalke'.\nline 04 \| Scene: Hiring Fair\nline 05 \| Date: 1910 (estimate)\nline 06 \| 10' x 8' printed on quality photo paper\nline 07 \| Also available mounted & framed, ask for details\nline 08 \| Colour images can be printed in black& white if preferred.\nline 09 \| Read about Dundalk below\nline 10 \| Dundalk (Irish: Dún Dealgan) is the county town of County Louth in Ireland, close to the border with Northern Ireland.\nline 11 \| It takes its name from Dún Dealgan, Dalga’s fort home closely associated with the famous mythical warrior Cúchulainn and was granted its charter in 1189.\nline 12 \| It is sited on the lowest bridging point of the Castletown River.\nline 13 \| Within legally defined boundaries, Dundalk is the largest town in Ireland with a population of 29,037 inhabitants.\nline 14 \| [ However, the town's total population (including suburbs and environs) is recorded to be 35,085, making it the second largest town in Ireland behind Drogheda whose population was greater by 5 people.\nline 15 \| In 2003, Dundalk was amongst nine cities and towns to be designated Gateway status in the Irish Government's National Spatial Strategy.\nline 16 \| Around 3500 BC the Neolithic people came to Ireland. One of the lasting features they left behind is the Proleek Dolmen at Ballymascanlon, on the northern side of Dundalk.\nline 17 \| The Celts arrived in Ireland around 500 BC having colonized most of Europe.\nline 18 \| The group that settled in North Louth were known as the Conaille Muirtheimhne and took their name from Conaill Carnagh, legendary chief of the Red Branch Knights of Ulster.\nline 19 \| Their land now forms upper and lower Dundalk.\nline 20 \| The poets in Celtic society were known as the fili and were responsible for mythological tales and legends.\nline 21 \| The most famous of these being the tales of the Red Branch Knights, the Táin Bó Cuailgne and Cúchulainn.\nline 22 \| Dundalk had been originally developed as an unwalled 'Straid Bhaile' or 'StreetTown'. The streets passed along a gravel ridge which runs from the present day Bridge Street on the North, through Church Street to Clanbrassil Street to Earl Street, and finally to Dublin Street.\nline 23 \| In 1169 the Normans arrived in Ireland and set about conquering large areas. By 1185 a Norman nobleman named Bertram de Verdun erected a manor house at Castletown Mount. Another Norman family, the De Courceys, led by John De Courcey settled in the Seatown area of Dundalk, the 'Nova Villa de Dundalke'. Both families assisted in the fortification of the town, building walls and other fortification in the style of a Norman fortress. The town of Dundalk was developed as it lay close to an easy bridging point over the Castletown River and as a frontier town on the northern extremities of the Pale.\nline 24 \| In the 17th century Lord Limerick (later James Hamilton, 1st Earl of Clanbrassil), created the modern town we know today. He was responsible for the construction of streets leading to the town center; his ideas came from many visits to Europe. In addition to the demolition of the old walls and castles, he had new roads laid out eastwards of the principal streets. The most important of these new roads connected a newly laid down Market Square, which still survives, with a linen and cambric factory at its eastern end, adjacent to what was once a British Army cavalry and artillary barracks (now Aiken Military Barracks).\nline 25 \| In the 19th century the town grew in importance and many industries were set up in the local area. This development was helped considerably by the opening of railways, the expansion of the docks area or 'Quay' and the setting up of a board of commissioners to run the town.\nline 26 \| The town's first rail links were to Dublin in 1849 and Belfast in 1850, placing the town on the main line between Dublin and Belfast. Further railway links opened to Derry by 1859 and Greenore in 1873.\nline 27 \| The partition of Ireland in May 1921 turned Dundalk into a border town and the Dublin-Belfast main line into an international railway. The Irish Free State opened customs and immigration facilities at Dundalk to check goods and passengers crossing the border by train.\nline 28 \| In the 20th century Dundalk's secondary railway links were closed: first the line to Greenore in 1951 and then that to Derry in 1957. In 1966 Dundalk railway station was renamed Clarke.\nline 29 \| The town has continued to grow. Many industries have prospered and provided employment for generations of townspeople. Harp Lager, a beer produced by Diageo, is brewed in Dundalk. Today many international companies have factories in Dundalk, from food processing to high-tech computer components.\nline 30 \| \n```", "role": "user" } ]
Rituals, traditions and beliefs are words we repeatedly use in order to explain our various cultural practices. Sometimes we even tag these words along, especially when we fail to understand the meaning behind certain practices; “Oh, it’s just a tradition”. How often do we wish to understand the significance of the rituals that are carried out? Are we obedient or indifferent? Most of the festivals we celebrate today have significant meanings that most of us are unaware of. Our main festival Dashain commemorates the victory of good over evil. It is the time when we recall the story of Ramayana and worship Goddess Durga who proved her defeat over Mahisasur, the Demon who was slayed on the tenth day of the battle. Dashain is much more significant to us today not because of what Lord Ram or Goddess Durga did but because it is allows families to come together for a couple of days despite being continents apart. The exhilaration of the festival is to be with family members, get into our new attires and play cards rather than pay attention to the epics. As these moments of merry making do bind families together, it is also making us oblivious towards the fading importance of our festivals and the obvious reasons behind these celebrations. While interrogating my grandfather about various festivals, I realized that most of the practices that are involved within them have changed over time. And the most important element that I could pinpoint as a reason to these changes is convenience. We have modified various cultural practices according to our convenience. The most fascinating of it was why Chaite Dashain isn’t celebrated with the same pomp and rigor as we celebrate Vijaya Dashami. Chaite Dashain as the name suggests is another Dashain that falls during the last month of the Nepali calendar, Chait. Chaite Dashain is celebrated as Ram's victory over Ravan or as Ramnavami. Chait is the busiest month for the farmers in a country that largely depends on agriculture. It marks the beginning of the yearly collection of crops that have grown after months of cultivation. The farmers are busy collecting and stocking these crops as well as planting new ones for the upcoming season. As the farmers would have been occupied with their agricultural practices during those days, there wasn’t enough time to prepare for the festival, hence this Dashain had been postponed by six months, and therefore we celebrate it as Vijaya Dashami. This shift in celebration dates back to long ago when again the changes were made according to time convenience. Another interesting example is that of Teej and how our practices of the same have transformed over time. Teej is a very auspicious occasion within the patriarchal Hindu society of Nepal. Married women fast for the wellbeing of their husbands and the unmarried ones do so to pray for a good husband as they worship Lord Shiva. The Teej festival originally lasted for three days, the first day when the women went back to their maternal homes for a feast, popularly known as Dar Khani to be followed by a strict no water, no food fast known as “Nirjala Barta” the next day. The third day marked the breaking of the fasts when women did so by drinking water off their husbands’ feet. Most of these practices don’t exist today like they did a few decades ago. The “Dar Khani” tradition begins weeks before Teej and it is no longer confined to the maternal homes. The invitations range from family to friends and even colleagues at work. On, the other hand, the fasting isn’t as rigid as it used to be. Women have started consuming fruits and tea. There may be health reasons associated with these changes but we can see how quickly we have been heading towards flexibility in traditions. Drinking water off the husbands’ feet is also no longer practiced while breaking the fast. Is this disobeying tradition or defying the patriarchal norm? Because women today are no longer as dependent on their husbands as they were earlier. Well, these amendments in cultural practices are not just a result of seeking convenience but also due to the new societal trends. Various obligations and work commitments have compelled us to adjust accordingly to our traditional practices. Some are gradually making these alterations while some are still dedicated to the old rituals. The latter is compelled to do so in order to keep the traditions alive, adhering to the rules of the family. Due to time restrictions and scattered families, the older generations haven’t been able to convey the age old traditions practiced by the family. Thus today the traditions are followed and rituals are practiced out of pure compulsion and formality.	<urn:uuid:496a476e-2e9e-49df-bb7e-1506dda38117>	CC-MAIN-2017-43	https://www.spotlightnepal.com/2017/05/08/twists-and-traditions/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187826049.46/warc/CC-MAIN-20171023130351-20171023150351-00640.warc.gz	en	0.970596	944	2.78125	3	[ { "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 \| Rituals, traditions and beliefs are words we repeatedly use in order to explain our various cultural practices. Sometimes we even tag these words along, especially when we fail to understand the meaning behind certain practices; “Oh, it’s just a tradition”. How often do we wish to understand the significance of the rituals that are carried out? Are we obedient or indifferent? Most of the festivals we celebrate today have significant meanings that most of us are unaware of. Our main festival Dashain commemorates the victory of good over evil. It is the time when we recall the story of Ramayana and worship Goddess Durga who proved her defeat over Mahisasur, the Demon who was slayed on the tenth day of the battle. Dashain is much more significant to us today not because of what Lord Ram or Goddess Durga did but because it is allows families to come together for a couple of days despite being continents apart. The exhilaration of the festival is to be with family members, get into our new attires and play cards rather than pay attention to the epics. As these moments of merry making do bind families together, it is also making us oblivious towards the fading importance of our festivals and the obvious reasons behind these celebrations.\nline 04 \| While interrogating my grandfather about various festivals, I realized that most of the practices that are involved within them have changed over time. And the most important element that I could pinpoint as a reason to these changes is convenience. We have modified various cultural practices according to our convenience. The most fascinating of it was why Chaite Dashain isn’t celebrated with the same pomp and rigor as we celebrate Vijaya Dashami. Chaite Dashain as the name suggests is another Dashain that falls during the last month of the Nepali calendar, Chait. Chaite Dashain is celebrated as Ram's victory over Ravan or as Ramnavami. Chait is the busiest month for the farmers in a country that largely depends on agriculture. It marks the beginning of the yearly collection of crops that have grown after months of cultivation. The farmers are busy collecting and stocking these crops as well as planting new ones for the upcoming season. As the farmers would have been occupied with their agricultural practices during those days, there wasn’t enough time to prepare for the festival, hence this Dashain had been postponed by six months, and therefore we celebrate it as Vijaya Dashami. This shift in celebration dates back to long ago when again the changes were made according to time convenience. Another interesting example is that of Teej and how our practices of the same have transformed over time. Teej is a very auspicious occasion within the patriarchal Hindu society of Nepal. Married women fast for the wellbeing of their husbands and the unmarried ones do so to pray for a good husband as they worship Lord Shiva. The Teej festival originally lasted for three days, the first day when the women went back to their maternal homes for a feast, popularly known as Dar Khani to be followed by a strict no water, no food fast known as “Nirjala Barta” the next day. The third day marked the breaking of the fasts when women did so by drinking water off their husbands’ feet. Most of these practices don’t exist today like they did a few decades ago. The “Dar Khani” tradition begins weeks before Teej and it is no longer confined to the maternal homes. The invitations range from family to friends and even colleagues at work. On, the other hand, the fasting isn’t as rigid as it used to be. Women have started consuming fruits and tea. There may be health reasons associated with these changes but we can see how quickly we have been heading towards flexibility in traditions. Drinking water off the husbands’ feet is also no longer practiced while breaking the fast. Is this disobeying tradition or defying the patriarchal norm? Because women today are no longer as dependent on their husbands as they were earlier. Well, these amendments in cultural practices are not just a result of seeking convenience but also due to the new societal trends.\nline 05 \| Various obligations and work commitments have compelled us to adjust accordingly to our traditional practices.\nline 06 \| Some are gradually making these alterations while some are still dedicated to the old rituals.\nline 07 \| The latter is compelled to do so in order to keep the traditions alive, adhering to the rules of the family.\nline 08 \| Due to time restrictions and scattered families, the older generations haven’t been able to convey the age old traditions practiced by the family.\nline 09 \| Thus today the traditions are followed and rituals are practiced out of pure compulsion and formality.\nline 10 \| \n```", "role": "user" } ]
Source: Courtesy of Wikimedia Commons WITHROW, JOHN JACOB, businessman, philanthropist, politician, and office holder; b. 1833 in York (Toronto), Upper Canada, son of James Withrow and Ellen Sanderson; m. Margaret Foster, and they had three sons and two daughters; d. 5 Aug. 1900 in Toronto. The Withrow family came originally from Virginia and settled in what is now Canada in the aftermath of the American revolution. John Jacob Withrow was educated at the Toronto Academy. He then worked in an architect’s office for a time and got his practical training as a contractor in his father’s building firm, McBean and Withrow. He finished his training with a tour of the northern United States, observing design trends and building methods. Some time in the late 1850s he left home and began working as a carpenter in Toronto. In 1865 he formed Withrow and Hillock, building contractors and lumber merchants, with John Hillock as his partner. The firm specialized in the manufacture of wooden sashes and doors. In 1873 Withrow turned to municipal politics. He was elected alderman for St David’s Ward that year and moved to represent St Thomas’s Ward for the next four. While on council he became fascinated by the possibilities of the annual provincial exhibition which, since its start in 1846, had been held at the major centres around the province. Toronto attracted the largest crowds, had the most exhibitors, and was the site of the fair in 1870, 1874, and 1878. In the latter year the exhibition committee, under Withrow’s enthusiastic leadership, enlarged the grounds and increased the number of permanent buildings in the happy expectation that the fair would remain at Toronto for some time. The Provincial Fair Association thought otherwise and voted to take the 1879 fair to Ottawa. At the closing banquet of the 1878 fair, Withrow, apparently without consulting anyone, announced that there would be a permanent exhibition in Toronto the next year. His colleagues on council thought him rash. However, Withrow, with wide support, formed the Industrial Exhibition Association of Toronto. Its fair, the predecessor of the Canadian National Exhibition, opened to instant success in the fall of 1879 and he remained president of the association until shortly before his death. The early 1880s saw the completion of the Canadian Pacific Railway and, as a consequence, the opening of the northwest to settlers. To achieve an orderly settlement of these new lands, government policy encouraged the creation of colonization companies which would develop whole communities. In early 1882, Withrow with Alexander Sutherland, who was the general secretary for missions of the Methodist Church of Canada, and a group of prominent Methodist businessmen like himself formed the Saskatchewan Land and Homestead Company Limited to promote western colonization. It was a considerable success. The company survived the catastrophic decline in western land prices of 1883–84 and a radical change in Canadian settlement policy in 1887. It was still in business at the end of the century. Withrow was the founding president and retained that position to the end of his life. Still flush from his success in establishing the Toronto exhibition and concerned for the success of the temperance movement, Withrow ran for mayor of Toronto in 1883. He lost by five votes to Arthur Radcliffe Boswell. A dispute with the trade union movement relating to his own conduct as an employer and his intervention in the printers’ strike of 1872 probably cost him the election. In 1885 there was some feeling that Withrow, one of the senior reformers in civic politics, deserved an uncontested election as mayor. The tory element thought differently and brought Alexander Henderson Manning, a former mayor, out of retirement to defeat Withrow again. As a builder and successful organizer, and as a respected member of Metropolitan Church, Withrow was able to assist with a number of cultural and charitable building projects in Toronto during the 1880s and 1890s. He worked with John Ross Robertson* on the Hospital for Sick Children’s summer home as well as on the reconstruction of the hospital itself. Robertson had decided that the patients needed a summer retreat, and he bought land at Hanlans Point on Toronto Island. Here in 1883 Withrow built a residence, the Lakeside Home for Little Children, of which he was a trustee. When a new Hospital for Sick Children was constructed in the late 1880s, Withrow appears to have been one of the fund-raisers, and he is reputed to have supervised the construction. Hart Almerrin Massey, a staunch Methodist and fellow member of Metropolitan Church, decided in the 1880s to give Toronto a concert hall. The design and construction of Massey Music Hall took better than ten years. Withrow and Hillock did the carpentry work and supplied the doors and sashes. The hall was operated by a board of trustees with Withrow as chairman, and during his lifetime he was the only non-Massey trustee. Withrow remained an active builder throughout most of his life. With Hillock he developed Wilton Crescent, a fashionable neighbourhood at what is now the corner of Sherbourne and Dundas streets in Toronto. Here the pair built themselves large houses. Withrow and Hillock were also engaged in the development of Toronto’s east end. In 1886, in company with John Macdonald*, a highly successful wholesaler, they opened a subdivision centred on Withrow Avenue. Withrow was also the president of the Canadian Mutual Loan and Investment Company, a second-rank savings and loan society. The Canadian Mutual was so aggressively marketed that the business morality, if not the strict legality, of its operations was questioned in the press by disillusioned shareholders. The Ontario Loan Corporations Act of 1897 and the subsequent acts of the early 1900s, which regulated the operation of loan companies in Ontario, appear to be in response to complaints received about Canadian Mutual and similar companies. From the point of view of the officers and directors, however, the Canadian Mutual was exceedingly profitable. Whatever Withrow’s success in real estate development it did not last through the depression of the 1890s. In the fall of 1894 Withrow and Hillock declared bankruptcy, being unable to realize on its substantial investment in property. When Withrow died he did not even own his house and his estate was modest. Perhaps his appointment as chief assessor for Toronto in 1895 had been a practical way to reward a lifetime of service. The Daily Mail and Empire said of him: “He was possessed of clear judgement, good executive ability, and ripe business knowledge. He was a man of wide charity and unfailing courtesy, and was noted for his probity and industry.” His death from a stroke was sudden and unexpected. AO, MU 1961, no.29. York County Surrogate Court (Toronto), no.14244 (mfm. at AO). Daily Mail and Empire (Toronto), 7 Aug. 1900. Globe, 7 Aug. 1900. “Born out of protest,” Once upon a century: 100 year history of the ‘EX’ (Toronto, 1978), 8–21. Max Braithwaite, Sick Kids: the story of the Hospital for Sick Children in Toronto (Toronto, 1974). William Dendy, Toronto observed: its architecture, patrons, and history (Toronto, 1986).	<urn:uuid:0d0e21bd-5f08-48b4-abb3-d02540e08d8f>	CC-MAIN-2017-43	http://www.biographi.ca/en/bio.php?id_nbr=6507	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823153.58/warc/CC-MAIN-20171018214541-20171018234541-00540.warc.gz	en	0.981453	1,512	3.03125	3	[ { "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 \| Source: Courtesy of Wikimedia Commons\nline 03 \| WITHROW, JOHN JACOB, businessman, philanthropist, politician, and office holder; b. 1833 in York (Toronto), Upper Canada, son of James Withrow and Ellen Sanderson; m. Margaret Foster, and they had three sons and two daughters; d. 5 Aug. 1900 in Toronto.\nline 04 \| The Withrow family came originally from Virginia and settled in what is now Canada in the aftermath of the American revolution. John Jacob Withrow was educated at the Toronto Academy. He then worked in an architect’s office for a time and got his practical training as a contractor in his father’s building firm, McBean and Withrow. He finished his training with a tour of the northern United States, observing design trends and building methods. Some time in the late 1850s he left home and began working as a carpenter in Toronto. In 1865 he formed Withrow and Hillock, building contractors and lumber merchants, with John Hillock as his partner. The firm specialized in the manufacture of wooden sashes and doors.\nline 05 \| In 1873 Withrow turned to municipal politics. He was elected alderman for St David’s Ward that year and moved to represent St Thomas’s Ward for the next four. While on council he became fascinated by the possibilities of the annual provincial exhibition which, since its start in 1846, had been held at the major centres around the province. Toronto attracted the largest crowds, had the most exhibitors, and was the site of the fair in 1870, 1874, and 1878. In the latter year the exhibition committee, under Withrow’s enthusiastic leadership, enlarged the grounds and increased the number of permanent buildings in the happy expectation that the fair would remain at Toronto for some time. The Provincial Fair Association thought otherwise and voted to take the 1879 fair to Ottawa. At the closing banquet of the 1878 fair, Withrow, apparently without consulting anyone, announced that there would be a permanent exhibition in Toronto the next year. His colleagues on council thought him rash. However, Withrow, with wide support, formed the Industrial Exhibition Association of Toronto. Its fair, the predecessor of the Canadian National Exhibition, opened to instant success in the fall of 1879 and he remained president of the association until shortly before his death.\nline 06 \| The early 1880s saw the completion of the Canadian Pacific Railway and, as a consequence, the opening of the northwest to settlers.\nline 07 \| To achieve an orderly settlement of these new lands, government policy encouraged the creation of colonization companies which would develop whole communities.\nline 08 \| In early 1882, Withrow with Alexander Sutherland, who was the general secretary for missions of the Methodist Church of Canada, and a group of prominent Methodist businessmen like himself formed the Saskatchewan Land and Homestead Company Limited to promote western colonization.\nline 09 \| It was a considerable success.\nline 10 \| The company survived the catastrophic decline in western land prices of 1883–84 and a radical change in Canadian settlement policy in 1887.\nline 11 \| It was still in business at the end of the century.\nline 12 \| Withrow was the founding president and retained that position to the end of his life.\nline 13 \| Still flush from his success in establishing the Toronto exhibition and concerned for the success of the temperance movement, Withrow ran for mayor of Toronto in 1883.\nline 14 \| He lost by five votes to Arthur Radcliffe Boswell.\nline 15 \| A dispute with the trade union movement relating to his own conduct as an employer and his intervention in the printers’ strike of 1872 probably cost him the election.\nline 16 \| In 1885 there was some feeling that Withrow, one of the senior reformers in civic politics, deserved an uncontested election as mayor.\nline 17 \| The tory element thought differently and brought Alexander Henderson Manning, a former mayor, out of retirement to defeat Withrow again.\nline 18 \| As a builder and successful organizer, and as a respected member of Metropolitan Church, Withrow was able to assist with a number of cultural and charitable building projects in Toronto during the 1880s and 1890s. He worked with John Ross Robertson* on the Hospital for Sick Children’s summer home as well as on the reconstruction of the hospital itself. Robertson had decided that the patients needed a summer retreat, and he bought land at Hanlans Point on Toronto Island. Here in 1883 Withrow built a residence, the Lakeside Home for Little Children, of which he was a trustee. When a new Hospital for Sick Children was constructed in the late 1880s, Withrow appears to have been one of the fund-raisers, and he is reputed to have supervised the construction.\nline 19 \| Hart Almerrin Massey, a staunch Methodist and fellow member of Metropolitan Church, decided in the 1880s to give Toronto a concert hall. The design and construction of Massey Music Hall took better than ten years. Withrow and Hillock did the carpentry work and supplied the doors and sashes. The hall was operated by a board of trustees with Withrow as chairman, and during his lifetime he was the only non-Massey trustee.\nline 20 \| Withrow remained an active builder throughout most of his life. With Hillock he developed Wilton Crescent, a fashionable neighbourhood at what is now the corner of Sherbourne and Dundas streets in Toronto. Here the pair built themselves large houses. Withrow and Hillock were also engaged in the development of Toronto’s east end. In 1886, in company with John Macdonald*, a highly successful wholesaler, they opened a subdivision centred on Withrow Avenue. Withrow was also the president of the Canadian Mutual Loan and Investment Company, a second-rank savings and loan society. The Canadian Mutual was so aggressively marketed that the business morality, if not the strict legality, of its operations was questioned in the press by disillusioned shareholders. The Ontario Loan Corporations Act of 1897 and the subsequent acts of the early 1900s, which regulated the operation of loan companies in Ontario, appear to be in response to complaints received about Canadian Mutual and similar companies. From the point of view of the officers and directors, however, the Canadian Mutual was exceedingly profitable.\nline 21 \| Whatever Withrow’s success in real estate development it did not last through the depression of the 1890s. In the fall of 1894 Withrow and Hillock declared bankruptcy, being unable to realize on its substantial investment in property. When Withrow died he did not even own his house and his estate was modest. Perhaps his appointment as chief assessor for Toronto in 1895 had been a practical way to reward a lifetime of service. The Daily Mail and Empire said of him: “He was possessed of clear judgement, good executive ability, and ripe business knowledge. He was a man of wide charity and unfailing courtesy, and was noted for his probity and industry.” His death from a stroke was sudden and unexpected.\nline 22 \| AO, MU 1961, no.29. York County Surrogate Court (Toronto), no.14244 (mfm. at AO). Daily Mail and Empire (Toronto), 7 Aug. 1900. Globe, 7 Aug. 1900. “Born out of protest,” Once upon a century: 100 year history of the ‘EX’ (Toronto, 1978), 8–21. Max Braithwaite, Sick Kids: the story of the Hospital for Sick Children in Toronto (Toronto, 1974). William Dendy, Toronto observed: its architecture, patrons, and history (Toronto, 1986).\nline 23 \| \n```", "role": "user" } ]
ALI VELSHI – YOUR MONEY – CNN Aired June 4, 2011 – 13:00 ET As you probably heard, the world health organization has added cell phones to the list of substances that are possibly carcinogenic, meaning they might cause cancer. The wireless association, which represents the cell phone industry is dismissing the report saying the classification is based on, quote, “limited evidence and no research.” OK, cell phone companies, if you know enough to dismiss the finding, what evidence do you have about the long-term effect of cell phone use? Because if you’re sitting on a report that proves conclusively that cell phones don’t cause brain cancer, release it. Save us all a lot of worrying. If you aren’t, as I suspect, why don’t you get out in front of this issue. It may be good business to do independent research and put this pesky question to rest. Some people are already comparing cell phone companies to tobacco companies. You know, the very first study linking smoking and lung cancer was down back in 1939. Other reports followed, but it wasn’t until the late 1990s that tobacco companies actually began admitting that smoking causes cancer. Continue reading users might consider common-sense precautions such as texting more instead of talking and using a headset to keep the phone farther from the head to minimize exposure. By Rob Stein, Published: May 31 An international panel of experts has weighed in on the controversy about cellphone safety — and come to a conclusion that falls far short of recommending that consumers put down the devices, although it may make them more anxious. Cellphones are “possibly carcinogenic” to humans, according to the panel organized by the World Health Organization. But an exhaustive, eight-day review of hundreds of studies concluded that the existing evidence is insufficient to know for sure. And because cellphones are so popular, further research is urgently needed, the experts said. “Possibly carcinogenic” is the WHO’s third-highest rating, falling below “carcinogenic” and “probably carcinogenic” but above “not classifiable” and “probably not carcinogenic.” Other substances that the group has categorized as “possibly carcinogenic” include talcum powder, which has been possibly linked to ovarian cancer, and low-frequency magnetic fields, which are emitted by power lines and appliances and have been possibly associated with childhood leukemia. Continue reading Posted in cancer, cell phone, cell phone technology, cell phone towers, cell phones, Cellphone Radiation, communication towers, electromagnetic waves, EMF exposure, emission, Health Risks, Microwave Field Measurement, natural enviorenment, phone industry, radiation, RF/microwave radiation, tele towers, Telecommunications Regulatory Commission, TRC, Wireless Fidelity, wireless phone Tagged පරිසර දූෂණය, brain tumour, cancer, cell phone, cell phone antennae bases, cell phone technology, cell phone towers, chronic electromagnetic field exposure, health hazard, mobile telephone transmission towers, natural enviorement, phone industry, radiation, Telecommunications Regulatory Commission, TRC, Wi-Fi, wireless phone, Wireless technology Are cell phones safe? Many research groups around the world are working to find out. Your cell phone emits radiation to send voice and text messages from you to the other caller. Some (not all) studies of frequent cell-phone users suggest this radiation may increase risks for cancer or children’s behavior problems. Use this guide to find your phone and safer, low-radiation choices. click here to visit Environmental Working Group	<urn:uuid:51e45148-64a4-4015-9cc2-2dcce00ed978>	CC-MAIN-2017-43	https://eliehouse.wordpress.com/category/cell-phones/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823153.58/warc/CC-MAIN-20171018214541-20171018234541-00540.warc.gz	en	0.937667	786	3	3	[ { "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 \| ALI VELSHI – YOUR MONEY – CNN\nline 04 \| Aired June 4, 2011 – 13:00 ET\nline 05 \| As you probably heard, the world health organization has added cell phones to the list of substances that are possibly carcinogenic, meaning they might cause cancer.\nline 06 \| The wireless association, which represents the cell phone industry is dismissing the report saying the classification is based on, quote, “limited evidence and no research.” OK, cell phone companies, if you know enough to dismiss the finding, what evidence do you have about the long-term effect of cell phone use?\nline 07 \| Because if you’re sitting on a report that proves conclusively that cell phones don’t cause brain cancer, release it. Save us all a lot of worrying. If you aren’t, as I suspect, why don’t you get out in front of this issue. It may be good business to do independent research and put this pesky question to rest. Some people are already comparing cell phone companies to tobacco companies.\nline 08 \| You know, the very first study linking smoking and lung cancer was down back in 1939.\nline 09 \| Other reports followed, but it wasn’t until the late 1990s that tobacco companies actually began admitting that smoking causes cancer.\nline 10 \| Continue reading\nline 11 \| users might consider common-sense precautions such as texting more instead of talking and using a headset to keep the phone farther from the head to minimize exposure.\nline 12 \| By Rob Stein, Published: May 31\nline 13 \| An international panel of experts has weighed in on the controversy about cellphone safety — and come to a conclusion that falls far short of recommending that consumers put down the devices, although it may make them more anxious.\nline 14 \| Cellphones are “possibly carcinogenic” to humans, according to the panel organized by the World Health Organization. But an exhaustive, eight-day review of hundreds of studies concluded that the existing evidence is insufficient to know for sure. And because cellphones are so popular, further research is urgently needed, the experts said.\nline 15 \| “Possibly carcinogenic” is the WHO’s third-highest rating, falling below “carcinogenic” and “probably carcinogenic” but above “not classifiable” and “probably not carcinogenic.” Other substances that the group has categorized as “possibly carcinogenic” include talcum powder, which has been possibly linked to ovarian cancer, and low-frequency magnetic fields, which are emitted by power lines and appliances and have been possibly associated with childhood leukemia. Continue reading\nline 16 \| Posted in cancer, cell phone, cell phone technology, cell phone towers, cell phones, Cellphone Radiation, communication towers, electromagnetic waves, EMF exposure, emission, Health Risks, Microwave Field Measurement, natural enviorenment, phone industry, radiation, RF/microwave radiation, tele towers, Telecommunications Regulatory Commission, TRC, Wireless Fidelity, wireless phone\nline 17 \| Tagged පරිසර දූෂණය, brain tumour, cancer, cell phone, cell phone antennae bases, cell phone technology, cell phone towers, chronic electromagnetic field exposure, health hazard, mobile telephone transmission towers, natural enviorement, phone industry, radiation, Telecommunications Regulatory Commission, TRC, Wi-Fi, wireless phone, Wireless technology\nline 18 \| Are cell phones safe? Many research groups around the world are working to find out. Your cell phone emits radiation to send voice and text messages from you to the other caller. Some (not all) studies of frequent cell-phone users suggest this radiation may increase risks for cancer or children’s behavior problems. Use this guide to find your phone and safer, low-radiation choices.\nline 19 \| click here to visit Environmental Working Group\nline 20 \| \n```", "role": "user" } ]
- Sleep Disorder Centers search results Sleep Disorder Terminology If you suspect that you or a loved one is suffering from one of many sleep disorders, a sleep center can help diagnose and treat the problem. Before you visit a sleep disorder center, however, consider the following key terms and definitions to better communicate with the staff. Sleep Apnea - Sleep apnea is when an individual experiences a disruption in breathing while asleep. There are several different kinds, but often snoring and pauses between breaths are important symptoms to watch for. Apnea can be diagnosed with a sleep study. Insomnia - Insomnia can be relatively minor or quite severe within an individual, and can have many triggers or causes. The end result, however, is always difficulty both falling asleep and staying asleep despite tiredness and fatigue. Sleep deprivation can have serious physiological and psychological effects and is often treated with sleeping pills. Night Terrors - Night terrors are categorized as violent, problematic episodes similar to nightmares. They are often physical, however, and the individual will spend a significant amount of time screaming, yelling, or sleepwalking and yet recall little to nothing in the morning. GERD - GERD stands for gastroesophageal reflux disease and is common in very young and very old patients. Acid from the stomach works upward through the esophagus and causes sleep deprivation. Snoring is sometimes a symptom of GERD. The condition can be treated with a pill. Narcolepsy - This condition is categorized by the inability to stay awake during periods of typical wakefulness. Narcoleptics, for example, can fall asleep while eating food or taking a shower. Sleep disorders, including sleep apnea, REM, insomnia, sleepwalking and narcolepsy, cause restless nights for those diagnosed with these diseases. Fortunately, there is treatment available, usually in a medical clinic, from a physician or specialist that is an expert in curing these problems through prescribed medication and other remedies. Apnea, narcolepsy, and insomnia are three of the most common disorders, as research indicates. It is important to seek immediate care from a doctor in the event of the following symptoms occurring often like excessive snoring, sleep deprivation, chronic fatigue, being disturbed by constant terror from nightmares, or anything more serious that could lead to paralysis if not properly treated by a physician. While paralysis may not be the result of most sleep disorders, it should be noted that it is still a major health concern that negatively affects millions of people. There are plenty of resources with excellent information on how to cure these frustrating diseases. Consult with a doctor or physician when and if problems begin to arise. Everyone wants to be able to get a good night's sleep, but many struggle at doing so for reasons completely out of their control. Fixing these problems is not simple. In fact, it could take years of proper treatment to have these troubles fully cured. Think of a fighting a sleep disorder in terms of a race. While it would be nice to beat it right away, it is best to win the race one leg at a time. With this philosophy, there will be less frustrations if there is no immediate cure, but a sense of relief that will come once there is.	<urn:uuid:08b895bb-52c4-4ed2-86bb-75208f8eddff>	CC-MAIN-2017-43	http://www.magicyellow.com/category/sleep_disorder_centers/charlottesville_va.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823309.55/warc/CC-MAIN-20171019141046-20171019161046-00440.warc.gz	en	0.95043	660	3.453125	3	[ { "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 \| - Sleep Disorder Centers search results\nline 04 \| Sleep Disorder Terminology\nline 05 \| If you suspect that you or a loved one is suffering from one of many sleep disorders, a sleep center can help diagnose and treat the problem. Before you visit a sleep disorder center, however, consider the following key terms and definitions to better communicate with the staff.\nline 06 \| Sleep Apnea - Sleep apnea is when an individual experiences a disruption in breathing while asleep.\nline 07 \| There are several different kinds, but often snoring and pauses between breaths are important symptoms to watch for.\nline 08 \| Apnea can be diagnosed with a sleep study.\nline 09 \| Insomnia - Insomnia can be relatively minor or quite severe within an individual, and can have many triggers or causes. The end result, however, is always difficulty both falling asleep and staying asleep despite tiredness and fatigue. Sleep deprivation can have serious physiological and psychological effects and is often treated with sleeping pills.\nline 10 \| Night Terrors - Night terrors are categorized as violent, problematic episodes similar to nightmares. They are often physical, however, and the individual will spend a significant amount of time screaming, yelling, or sleepwalking and yet recall little to nothing in the morning.\nline 11 \| GERD - GERD stands for gastroesophageal reflux disease and is common in very young and very old patients.\nline 12 \| Acid from the stomach works upward through the esophagus and causes sleep deprivation.\nline 13 \| Snoring is sometimes a symptom of GERD.\nline 14 \| The condition can be treated with a pill.\nline 15 \| Narcolepsy - This condition is categorized by the inability to stay awake during periods of typical wakefulness. Narcoleptics, for example, can fall asleep while eating food or taking a shower.\nline 16 \| Sleep disorders, including sleep apnea, REM, insomnia, sleepwalking and narcolepsy, cause restless nights for those diagnosed with these diseases. Fortunately, there is treatment available, usually in a medical clinic, from a physician or specialist that is an expert in curing these problems through prescribed medication and other remedies.\nline 17 \| Apnea, narcolepsy, and insomnia are three of the most common disorders, as research indicates.\nline 18 \| It is important to seek immediate care from a doctor in the event of the following symptoms occurring often like excessive snoring, sleep deprivation, chronic fatigue, being disturbed by constant terror from nightmares, or anything more serious that could lead to paralysis if not properly treated by a physician.\nline 19 \| While paralysis may not be the result of most sleep disorders, it should be noted that it is still a major health concern that negatively affects millions of people. There are plenty of resources with excellent information on how to cure these frustrating diseases. Consult with a doctor or physician when and if problems begin to arise.\nline 20 \| Everyone wants to be able to get a good night's sleep, but many struggle at doing so for reasons completely out of their control. Fixing these problems is not simple. In fact, it could take years of proper treatment to have these troubles fully cured.\nline 21 \| Think of a fighting a sleep disorder in terms of a race. While it would be nice to beat it right away, it is best to win the race one leg at a time. With this philosophy, there will be less frustrations if there is no immediate cure, but a sense of relief that will come once there is.\nline 22 \| \n```", "role": "user" } ]
Streptococcus agalactiae(redirected from S.agalactiae) a species found in the milk and tissues from udders of cows with mastitis; also reported to be associated with various human infections, especially those of the urogenital tract. Streptococcus agalactiaeA streptococcus normally found in the GI tract, which may cause UTIs, subacute bacterial endocarditis. See Group A Streptococcus, Group B Streptococcus. Strep·to·coc·cus ag·a·lac·ti·ae(strep'tō-kok'ŭs ā-găl-ak'shē-ē) A streptococcal species that possesses the Lancefield group B antigen present in the cell wall; a significant cause of bacteremia, pneumonia, and meningitis in newborns. a genus of gram-positive, predominantly facultatively anaerobic cocci in the family Streptococcaceae occurring in pairs or chains. It is classifiable in several ways, none of them completely satisfactory in terms of species designation. Sherman's classification was based on tolerance tests. The system used most widely in veterinary bacteriology is Lancefield's grouping based on serological tests. Another means of differentiating streptococci is on the basis of type of hemolysis produced around colonies grown on sheep blood agar. Alpha (α) is partial hemolysis or greening of the agar. Beta (β) hemolysis is seen as a clear zone and gamma (γ) is no hemolysis. Most of the pathogenic species are β hemolytic. causes mastitis in cattle, goats and sheep, neonatal septicemia and urogenital infections in dogs and cats. Streptococcus avium, Streptococcus durans, Streptococcus faecalis, Streptococcus faecium and Streptococcus gallinarum reclassified in the genus enterococcus. Now called Enterococcus avium etc. an important organism in the development of lactic acidosis in cattle following carbohydrate engorgement because of its capacity to ferment starch to lactic acid. Streptococcus canis (canus) isolated from cases of septicemia and adenitis in puppies and kittens. causes mastitis in cows, ewes and goat does and polyarthritis in lambs. Streptococcus dysgalactiae subsp. equisimilis causes suppurative arthritis in piglets and abscesses in lymph nodes of the head and neck of horses. Also a cause of cervicitis in mares. Previously called S. equisimilis. Streptococcus equi subsp. equi causes strangles in horses. Streptococcus equi subsp. zooepidemicus occurs as a secondary infection in most species, particularly in horses in wounds, as a cause of cervicitis and a secondary infection associated with the viral infections of the upper respiratory tract. A cause of metritis and mastitis in cattle and septicemia in lambs, pigs and poultry. Previously called S. zooepidemicus. causes opportunist infections in many species. Streptococcus parauberis, Streptococcus uberis, Streptococcus viridans may cause mastitis in cows. formerly called Diplococcus pneumoniae; pneumococcus, causes pneumonia in humans, nonhuman primates, guinea pigs and calves and mastitis in cattle, and septicemia and arthritis in cats. causes cervical abscess of pigs. a cause of lymphangitis in foals and an uncommon cause of bovine mastitis. An important pathogen of humans. Streptococcus spp. biovar 1 causes disease in cultured finfish. has at least 35 capsular types many of which can cause streptococcal meningitis and arthritis in pigs. There is geographic variance in the importance of individual serotypes but types 1,2,3,4,7,8 and 11 are common pathogens. Infection with type 2 is particularly common and is a zoonosis as is type 14. Immunity to disease can be engendered by vaccination but is serotype specific.	<urn:uuid:1e2e7193-3d04-4470-905e-1f3cd8283a07>	CC-MAIN-2017-43	https://medical-dictionary.thefreedictionary.com/S.agalactiae	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823839.40/warc/CC-MAIN-20171020063725-20171020083725-00340.warc.gz	en	0.848726	920	2.90625	3	[ { "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 \| Streptococcus agalactiae(redirected from S.agalactiae)\nline 04 \| a species found in the milk and tissues from udders of cows with mastitis; also reported to be associated with various human infections, especially those of the urogenital tract.\nline 05 \| Streptococcus agalactiaeA streptococcus normally found in the GI tract, which may cause UTIs, subacute bacterial endocarditis. See Group A Streptococcus, Group B Streptococcus.\nline 06 \| Strep·to·coc·cus ag·a·lac·ti·ae(strep'tō-kok'ŭs ā-găl-ak'shē-ē)\nline 07 \| A streptococcal species that possesses the Lancefield group B antigen present in the cell wall; a significant cause of bacteremia, pneumonia, and meningitis in newborns.\nline 08 \| a genus of gram-positive, predominantly facultatively anaerobic cocci in the family Streptococcaceae occurring in pairs or chains. It is classifiable in several ways, none of them completely satisfactory in terms of species designation. Sherman's classification was based on tolerance tests. The system used most widely in veterinary bacteriology is Lancefield's grouping based on serological tests.\nline 09 \| Another means of differentiating streptococci is on the basis of type of hemolysis produced around colonies grown on sheep blood agar. Alpha (α) is partial hemolysis or greening of the agar. Beta (β) hemolysis is seen as a clear zone and gamma (γ) is no hemolysis. Most of the pathogenic species are β hemolytic.\nline 10 \| causes mastitis in cattle, goats and sheep, neonatal septicemia and urogenital infections in dogs and cats.\nline 11 \| Streptococcus avium, Streptococcus durans, Streptococcus faecalis, Streptococcus faecium and Streptococcus gallinarum\nline 12 \| reclassified in the genus enterococcus. Now called Enterococcus avium etc.\nline 13 \| an important organism in the development of lactic acidosis in cattle following carbohydrate engorgement because of its capacity to ferment starch to lactic acid.\nline 14 \| Streptococcus canis (canus)\nline 15 \| isolated from cases of septicemia and adenitis in puppies and kittens.\nline 16 \| causes mastitis in cows, ewes and goat does and polyarthritis in lambs.\nline 17 \| Streptococcus dysgalactiae subsp. equisimilis\nline 18 \| causes suppurative arthritis in piglets and abscesses in lymph nodes of the head and neck of horses. Also a cause of cervicitis in mares. Previously called S. equisimilis.\nline 19 \| Streptococcus equi subsp. equi\nline 20 \| causes strangles in horses.\nline 21 \| Streptococcus equi subsp. zooepidemicus\nline 22 \| occurs as a secondary infection in most species, particularly in horses in wounds, as a cause of cervicitis and a secondary infection associated with the viral infections of the upper respiratory tract. A cause of metritis and mastitis in cattle and septicemia in lambs, pigs and poultry. Previously called S. zooepidemicus.\nline 23 \| causes opportunist infections in many species.\nline 24 \| Streptococcus parauberis, Streptococcus uberis, Streptococcus viridans\nline 25 \| may cause mastitis in cows.\nline 26 \| formerly called Diplococcus pneumoniae; pneumococcus, causes pneumonia in humans, nonhuman primates, guinea pigs and calves and mastitis in cattle, and septicemia and arthritis in cats.\nline 27 \| causes cervical abscess of pigs.\nline 28 \| a cause of lymphangitis in foals and an uncommon cause of bovine mastitis. An important pathogen of humans.\nline 29 \| Streptococcus spp. biovar 1\nline 30 \| causes disease in cultured finfish.\nline 31 \| has at least 35 capsular types many of which can cause streptococcal meningitis and arthritis in pigs. There is geographic variance in the importance of individual serotypes but types 1,2,3,4,7,8 and 11 are common pathogens. Infection with type 2 is particularly common and is a zoonosis as is type 14. Immunity to disease can be engendered by vaccination but is serotype specific.\nline 32 \| \n```", "role": "user" } ]
Imagine a world where anyone and anyplace outside the comforts of home elicit fear and anxiety so paralyzing that you shut down and cannot speak. That's the reality for 7-year-old Morgan Galie, who suffers from a childhood anxiety disorder called selective mutism. "They feel afraid," said Dr. Elisa Shipon-Blum of the Selective Mutism Anxiety Research & Treatment Center in Jenkintown, Pa. "Many of them say the words won't come out. Their voice box feels like it's closing up. Their stomach hurts. Their head hurts. Their body won't let them speak." "She describes it as the words get stuck in her toes," said Morgan's father, Vincent Galie. "So, it must be just nerve-wracking to not be able to talk when you want to." Very Different Than Shyness At home, Morgan is a different child, her parents say. "She's the loudest kid in the house, running around, you know, a normal kid, but very loud," Vincent Galie said. "She's a chatterbox," her mother, Colleen Galie, said. "She loves to talk. She loves to tell me about her day at school, all her friends." It's not surprising that Morgan acts so differently at home. Selective mutism is the result of extreme anxiety, usually in group settings or around strangers, Shipon-Blum said. What causes this disorder is not exactly known. What is known is that it has a genetic factor and usually appears when a child is first introduced into the social situation of preschool or school. It is, however, very different than everyday shyness. "The difference between shyness and selective mutism is ability to function," Shipon-Blum said. "Shy children function. Children with selective mutism have a difficulty socially, emotionally, academically." Anxiety Mistaken for Defiance This widely misdiagnosed disorder is often ignored or dismissed as just a phase, leaving kids to suffer in silence. The Galies, who were previously unaware that Morgan suffered from selective mutism, initially saw their daughter's behavior at school as defiance. According to a recent study, selective mutism is almost twice as common as autism. "It's very frustrating, because how she is at home and then to hear that she's not talking in school," Colleen Galie said. "I thought she was doing it on purpose." "You feel really bad for yelling at her for not talking, to find that she can't talk." Although children with this disorder don't speak in public because they are paralyzed with fear, you won't observe them looking panic-stricken. That's because they are coping with the fear by not speaking. Morgan's mutism makes every class a challenge. In art class, she sometimes responds, but can't ask questions or make her needs known. In reading, she uses occasional gestures to communicate. "The primary thing that you're working on in first grade and second grade is reading," said Morgan's teacher, Ann Dieter. "And it's difficult to assess where she is in reading, if she's not reading for me." Treating Selective Mutism For the last three months, Shipon-Blum has been treating Morgan. The first goal of the treatment is not to get her to talk, but to help Morgan combat her anxiety and begin to engage socially in nonverbal ways. That's because the true problem is anxiety -- not the mutism itself, which is just a manifestation of that anxiety. Now, when she is out with her mother at a store, Morgan can hand money to the cashier. That's something she could not have accomplished before she began her treatment. But, when her mother pressured her to wave goodbye to the cashier, Morgan shut down. The treatment aims to reduce Morgan's anxiety, boosting her self-esteem and confidence. The next step is to teach her some nonverbal ways of making her needs known and communicating. Then, hopefully the words will follow. It's a long, slow process. "It is slow," Vincent Galie said. "It's small steps, a lot of small steps, to equal one big step." Morgan's painstakingly slow progress hasn't dashed her parents' hopes, though. "I say maybe by the end of this year you'll be talking, and she just smiles. So, I can see a difference in her like that," Colleen Galie said. "I feel like she wants to start talking."	<urn:uuid:32de68ca-c8bd-409c-8138-1418a498644c>	CC-MAIN-2017-43	http://abcnews.go.com/GMA/AmericanFamily/story?id=1770308&page=1	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824471.6/warc/CC-MAIN-20171020230225-20171021010225-00240.warc.gz	en	0.98102	950	2.875	3	[ { "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 \| Imagine a world where anyone and anyplace outside the comforts of home elicit fear and anxiety so paralyzing that you shut down and cannot speak.\nline 04 \| That's the reality for 7-year-old Morgan Galie, who suffers from a childhood anxiety disorder called selective mutism.\nline 05 \| \"They feel afraid,\" said Dr. Elisa Shipon-Blum of the Selective Mutism Anxiety Research & Treatment Center in Jenkintown, Pa. \"Many of them say the words won't come out. Their voice box feels like it's closing up. Their stomach hurts. Their head hurts. Their body won't let them speak.\"\nline 06 \| \"She describes it as the words get stuck in her toes,\" said Morgan's father, Vincent Galie. \"So, it must be just nerve-wracking to not be able to talk when you want to.\"\nline 07 \| Very Different Than Shyness\nline 08 \| At home, Morgan is a different child, her parents say.\nline 09 \| \"She's the loudest kid in the house, running around, you know, a normal kid, but very loud,\" Vincent Galie said.\nline 10 \| \"She's a chatterbox,\" her mother, Colleen Galie, said. \"She loves to talk. She loves to tell me about her day at school, all her friends.\"\nline 11 \| It's not surprising that Morgan acts so differently at home. Selective mutism is the result of extreme anxiety, usually in group settings or around strangers, Shipon-Blum said.\nline 12 \| What causes this disorder is not exactly known.\nline 13 \| What is known is that it has a genetic factor and usually appears when a child is first introduced into the social situation of preschool or school.\nline 14 \| It is, however, very different than everyday shyness.\nline 15 \| \"The difference between shyness and selective mutism is ability to function,\" Shipon-Blum said. \"Shy children function. Children with selective mutism have a difficulty socially, emotionally, academically.\"\nline 16 \| Anxiety Mistaken for Defiance\nline 17 \| This widely misdiagnosed disorder is often ignored or dismissed as just a phase, leaving kids to suffer in silence. The Galies, who were previously unaware that Morgan suffered from selective mutism, initially saw their daughter's behavior at school as defiance. According to a recent study, selective mutism is almost twice as common as autism.\nline 18 \| \"It's very frustrating, because how she is at home and then to hear that she's not talking in school,\" Colleen Galie said. \"I thought she was doing it on purpose.\"\nline 19 \| \"You feel really bad for yelling at her for not talking, to find that she can't talk.\"\nline 20 \| Although children with this disorder don't speak in public because they are paralyzed with fear, you won't observe them looking panic-stricken.\nline 21 \| That's because they are coping with the fear by not speaking.\nline 22 \| Morgan's mutism makes every class a challenge. In art class, she sometimes responds, but can't ask questions or make her needs known. In reading, she uses occasional gestures to communicate.\nline 23 \| \"The primary thing that you're working on in first grade and second grade is reading,\" said Morgan's teacher, Ann Dieter. \"And it's difficult to assess where she is in reading, if she's not reading for me.\"\nline 24 \| Treating Selective Mutism\nline 25 \| For the last three months, Shipon-Blum has been treating Morgan. The first goal of the treatment is not to get her to talk, but to help Morgan combat her anxiety and begin to engage socially in nonverbal ways. That's because the true problem is anxiety -- not the mutism itself, which is just a manifestation of that anxiety.\nline 26 \| Now, when she is out with her mother at a store, Morgan can hand money to the cashier. That's something she could not have accomplished before she began her treatment. But, when her mother pressured her to wave goodbye to the cashier, Morgan shut down.\nline 27 \| The treatment aims to reduce Morgan's anxiety, boosting her self-esteem and confidence. The next step is to teach her some nonverbal ways of making her needs known and communicating. Then, hopefully the words will follow. It's a long, slow process.\nline 28 \| \"It is slow,\" Vincent Galie said. \"It's small steps, a lot of small steps, to equal one big step.\"\nline 29 \| Morgan's painstakingly slow progress hasn't dashed her parents' hopes, though.\nline 30 \| \"I say maybe by the end of this year you'll be talking, and she just smiles. So, I can see a difference in her like that,\" Colleen Galie said. \"I feel like she wants to start talking.\"\nline 31 \| \n```", "role": "user" } ]
Case studies- It’s a process of doing research on something in order to illustrate a thesis or principle. Case studies are a written for academic purposes or for the provision of corporate proof points. There are 4 types of case studies Illustrative Case Study These are descriptive case studies which utilize one or two specimens of an event to describe a situation. They serve concepts to the reader and give readers common language about the topic. Exploratory Case Study This case study investigates distinct phenomenon characterized by a lack of detailed research especially a formulated hypothesis that can be tested by a particular or specific research environment that curbs the choice of methodology Cumulative Case Study Cumulative case study analyses accumulated information from several sites collected over different time periods. A collection of past stories that allows for greater generalization without additional cost or time vested on new, possibly repeated stories. Critical Case Study These investigate one or more sites to examine a condition or situation of unique interest with little to no interest in generalization or to call into question a highly generalized or universal assertion. This approach is useful for answering cause and effect questions. Based on this classification categorize your topic and work on it. Every case study has a different method but the basic method is same. If your basic isn’t strong then your entire case study would fall apart. Follow these guidelines to draw up a proper case study: 1) Getting Started Determine which case study type suits your proposed audience Chose the appropriate audience that goes well with your case study format. Examine your facts and draft them under the appropriate case study category, and whatever the case you are working on you should thoroughly analyze the situation which could reveal facts or information. Case studies can be written on the company, individual or on the whole country. It could be a practice or programs. Determine the topic of your study Choose your topic- opt what angle you are going to view it from or Hypothesis. Afterwards, determine your source. The most common resources are books and the web. Find out as much as you can about it from different sources. Look up magazines, newspapers, journals, DVD etc. Search for previous case studies. - When researching about your subject refer old case studies in the same - Find out what was written previously and read the relevant articles about your case. - Review sample case studies that are similar. 2) Preparing the interview– Select Participants for Your Case Study - Sources provide the best information. Find knowledgeable people to interview. They don’t necessarily have to be on site, they can be active in the past or directly involved. Decide whether you are going to interview an individual or a group. Gather as much information as you can about your subjects and Frame questions and decide how you are going to act - It’s not necessary to interview has to be with an individual it can be with the group also. You can conduct the interview by either meeting your lead outside (personal interview), having a telephonic interview or through an email. - When you are interviewing people ask them questions that are going to help you understand their viewpoints. Don’t frame question which will force the responder to give an expected answer. Ask questions that will help you gather more information. - When framing questions there should be a logical flow. - Be polite with the Set up interviews with subject experts (Managers, accountants, clients etc) Make sure all of the people being surveyed know what you are doing. 3) Obtaining data Ask all sorts of questions related to the topic because it will give you different perspectives on a similar subject or service. Keep your questions open-ended. Don’t let the interviewee answer in ‘yes’ or ‘no’. Ask or request for data and materials on your subject as it is relevant to add credit ability to your findings and future presentations. Collect and analyze all applicable data This includes documents, observations, and artifacts. Organize everything at one place so that you don’t have a problem accessing them while working on your case study. You can’t include all, so sort out -what will be applicable and can be considered to be part of your case study and arrange it according to the case. Formulate the problem in one or two sentences After collecting information you need to frame your sentences to form a statement. Organize your material and include information on the basis of their relevance, appropriateness, and weight. 4) Writing your piece Develop and write your case by using the collected data throughout groundwork Include four sections in your case study: Abstract, Introduction, Literature Review, Literature Gap, Methodology, Sample, and Conclusion. The Introduction should be very clear. You can start off with a question in the beginning or you can quote someone whom you interviewed. Include background information on your study site, people whom you interviewed and why are they good samples and what makes your problem an important issue, it is to give the audience a wider and detailed view of the issue. Include photos and or video it would benefit you. At the end in your conclusion, provide solutions and do not worry about the conclusion. Feel free to leave the reader with questions and forcing them to think them. If you have done good work they have enough data to understand and have a discussion about it. Add references or appendices- Bibliography If you have any information that you did not include before because it would spoil the flow, include it now. You may have information or terms that are hard for others to understand then include it in the appendix or note for the instructor. Edit and proofreading Now that your paper is formulated, read it 4-5 times and correct grammatical errors. Keep an eye on the flow and transition. Have someone else proofread because your mind might miss the mistakes that it has seen a lot of times. Give it to someone else because another set of eyes will have a fresh perspective. They might point out if the content has been left-handed open or otherwise confusing.	<urn:uuid:3764c8a1-898f-4d0a-a396-22a8bff33c99>	CC-MAIN-2017-43	https://www.gotoassignmenthelp.com/blog/complete-case-study-4-easy-steps/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824471.6/warc/CC-MAIN-20171020230225-20171021010225-00240.warc.gz	en	0.934926	1,265	3.1875	3	[ { "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 \| Case studies- It’s a process of doing research on something in order to illustrate a thesis or principle. Case studies are a written for academic purposes or for the provision of corporate proof points.\nline 04 \| There are 4 types of case studies\nline 05 \| Illustrative Case Study\nline 06 \| These are descriptive case studies which utilize one or two specimens of an event to describe a situation. They serve concepts to the reader and give readers common language about the topic.\nline 07 \| Exploratory Case Study\nline 08 \| This case study investigates distinct phenomenon characterized by a lack of detailed research especially a formulated hypothesis that can be tested by a particular or specific research environment that curbs the choice of methodology\nline 09 \| Cumulative Case Study\nline 10 \| Cumulative case study analyses accumulated information from several sites collected over different time periods. A collection of past stories that allows for greater generalization without additional cost or time vested on new, possibly repeated stories.\nline 11 \| Critical Case Study\nline 12 \| These investigate one or more sites to examine a condition or situation of unique interest with little to no interest in generalization or to call into question a highly generalized or universal assertion.\nline 13 \| This approach is useful for answering cause and effect questions.\nline 14 \| Based on this classification categorize your topic and work on it.\nline 15 \| Every case study has a different method but the basic method is same.\nline 16 \| If your basic isn’t strong then your entire case study would fall apart.\nline 17 \| Follow these guidelines to draw up a proper case study:\nline 18 \| 1) Getting Started\nline 19 \| Determine which case study type suits your proposed audience\nline 20 \| Chose the appropriate audience that goes well with your case study format. Examine your facts and draft them under the appropriate case study category, and whatever the case you are working on you should thoroughly analyze the situation which could reveal facts or information. Case studies can be written on the company, individual or on the whole country. It could be a practice or programs.\nline 21 \| Determine the topic of your study\nline 22 \| Choose your topic- opt what angle you are going to view it from or Hypothesis. Afterwards, determine your source.\nline 23 \| The most common resources are books and the web. Find out as much as you can about it from different sources. Look up magazines, newspapers, journals, DVD etc.\nline 24 \| Search for previous case studies.\nline 25 \| - When researching about your subject refer old case studies in the same\nline 26 \| - Find out what was written previously and read the relevant articles about your case.\nline 27 \| - Review sample case studies that are similar.\nline 28 \| 2) Preparing the interview– Select Participants for Your Case Study\nline 29 \| - Sources provide the best information. Find knowledgeable people to interview. They don’t necessarily have to be on site, they can be active in the past or directly involved. Decide whether you are going to interview an individual or a group. Gather as much information as you can about your subjects and\nline 30 \| Frame questions and decide how you are going to act\nline 31 \| - It’s not necessary to interview has to be with an individual it can be with the group also. You can conduct the interview by either meeting your lead outside (personal interview), having a telephonic interview or through an email.\nline 32 \| - When you are interviewing people ask them questions that are going to help you understand their viewpoints. Don’t frame question which will force the responder to give an expected answer. Ask questions that will help you gather more information.\nline 33 \| - When framing questions there should be a logical flow.\nline 34 \| - Be polite with the\nline 35 \| Set up interviews with subject experts (Managers, accountants, clients etc)\nline 36 \| Make sure all of the people being surveyed know what you are doing.\nline 37 \| 3) Obtaining data\nline 38 \| Ask all sorts of questions related to the topic because it will give you different perspectives on a similar subject or service.\nline 39 \| Keep your questions open-ended.\nline 40 \| Don’t let the interviewee answer in ‘yes’ or ‘no’.\nline 41 \| Ask or request for data and materials on your subject as it is relevant to add credit ability to your findings and future presentations.\nline 42 \| Collect and analyze all applicable data\nline 43 \| This includes documents, observations, and artifacts. Organize everything at one place so that you don’t have a problem accessing them while working on your case study. You can’t include all, so sort out -what will be applicable and can be considered to be part of your case study and arrange it according to the case.\nline 44 \| Formulate the problem in one or two sentences\nline 45 \| After collecting information you need to frame your sentences to form a statement. Organize your material and include information on the basis of their relevance, appropriateness, and weight.\nline 46 \| 4) Writing your piece\nline 47 \| Develop and write your case by using the collected data throughout groundwork\nline 48 \| Include four sections in your case study: Abstract, Introduction, Literature Review, Literature Gap, Methodology, Sample, and Conclusion.\nline 49 \| The Introduction should be very clear. You can start off with a question in the beginning or you can quote someone whom you interviewed.\nline 50 \| Include background information on your study site, people whom you interviewed and why are they good samples and what makes your problem an important issue, it is to give the audience a wider and detailed view of the issue. Include photos and or video it would benefit you.\nline 51 \| At the end in your conclusion, provide solutions and do not worry about the conclusion. Feel free to leave the reader with questions and forcing them to think them. If you have done good work they have enough data to understand and have a discussion about it.\nline 52 \| Add references or appendices- Bibliography\nline 53 \| If you have any information that you did not include before because it would spoil the flow, include it now. You may have information or terms that are hard for others to understand then include it in the appendix or note for the instructor.\nline 54 \| Edit and proofreading\nline 55 \| Now that your paper is formulated, read it 4-5 times and correct grammatical errors. Keep an eye on the flow and transition. Have someone else proofread because your mind might miss the mistakes that it has seen a lot of times. Give it to someone else because another set of eyes will have a fresh perspective. They might point out if the content has been left-handed open or otherwise confusing.\nline 56 \| \n```", "role": "user" } ]
\|1938 Camp Map for Kentucky\| Huddleston notes that the first CCC camps established in Kentucky were those at Cumberland Falls and Mammoth Cave and that by October 1935 a total of 35 camps had been opened in the Bluegrass State. More to the point, Perry Merrill provides a snapshot of camp totals in his book Roosevelt’s Forest Army. According to Merrill, there were 44 CCC camps in Kentucky in June 1937. This total is likely taken from the annual reports published by the U.S. Government Printing Office in Washington, D.C. The Annual Report of the Director of Emergency Conservation Work for fiscal year ended June 30 1937 gives the breakdown of camps by types in Kentucky exactly as reported by Merrill, specifically: \|CCC-built bench and steps, Cumberland Falls, KY\| National Forest Camp: 8 State Forest Camps: 1 Private Forest Camps: 8 Agricultural Engineering Camps: 2 Soil Conservation Camps: 14 National Parks Camps: 4 State Park Camps: 6 Military Reservation Camps: 1 The total monthly enrolled strength for enrollees entering the CCC from Kentucky in fiscal year 1937 was reported as follows: July 1936: 11,272 August 1936: 10,750 September 1936: 8,907 November 1936: 12,779 December 1936: 12,158 January 1937: 12,901February 1937: 12,342 March 1937: 8,392April 1937: 12,641 May 1937: 12,014June 1927: 10,956 The Annual Report of the Director of the Civilian Conservation Corps for fiscal year ended June 30, 1939 reported that the total number of camps in Kentucky was down to 28, broken down as follows: National Monument Camps: 3 State Park Camps: 3 National Forest Camps: 4 State Forest Camps: 1Private Forest Camps: 5 Agricultural Engineering Camps: 2 Soil Conservation Service Camps: 10 It is worth noting that along with the lower number of camps in Kentucky in fiscal year 1939 compared to fiscal year 1937, the number of enrollees joining the CCC from Kentucky each month was also significantly lower in 1939; just 7,631 in July 1938, 7,271 in November 1938, 7,111 in January 1939 and 4,169 in March of 1939. One might speculate as to the reason behind such a drop in enrollment numbers from 1937 to 1939 (the enrollment count for Kentucky in March 1939 was only about half of what it was compared to March 1937). Perhaps the economy was improving, perhaps there were more agricultural jobs available for seasonal workers. Perhaps Kentucky’s quota of enrollees had been reduced. We do know that by 1939 enrollees from eastern states, including Kentucky, were being shipped out to the western United States where there was a greater need for their labor. In his book The Civilian Conservation Corps, 1933-1942, John Salmond points to an even more compelling reason for a decline in enrollment numbers between 1937 and 1939. After some four years of priming the nation’s economic pump, the Roosevelt administration was desperate to rein in spending and to balance its budget. Consequently, in late 1937 CCC Director Robert Fechner was told that estimates for the 1938-1939 fiscal year had been reduced by $125 million. Fechner pointed out that this would mean closing just over 400 CCC camps nationwide by July of 1938 but his protests fell on deaf ears. The reductions were made as a budget balancing measure and this is likely one major reason for the reduction in the number of camps in Kentucky between fiscal year 1937 and fiscal year 1939. Even with a reduction in the total number of camps, the CCC accomplished great things in Kentucky during fiscal year 1939. Here are some examples from that year alone, taken from the Annual Report for 1939: Vehicle Bridges: 14 Pipeline: 11,654 linear feetPermanent Check Dams: 73 Temporary Check Dams: 3,305Seed Collection, Conifers: 79 bushels Seed Collection, Hardwoods: 10,536 bushelsCollection of Tree Seedlings: 9,270 seedlings Firefighting, Forest Fires: 10,515 man days Remember that these figures are for a single year (1938-1939). Multiply this effort over the 9 year lifespan of the CCC and you truly have a noteworthy list of accomplishments in Kentucky alone. Naturally, this effort was not accomplished without some sacrifice, and the cost was occasionally documented in the pages of Happy Days, the official newspaper of the CCC. Likely the first incidence of a CCC fatality in Kentucky to be documented in Happy Days was the death of Jack Stafford, which was reported in the April 14, 1934 issue. Jack was killed in a truck accident during a trip home and it would seem that enrollees in Kentucky were especially prone to accidents during their free time. The March 3, 1940 issue of Happy Days reported that Daniel Miller, an enrollee with Company 512 at Chappell, Kentucky, was accidently shot and killed by his nephew while on leave. The August 3, 1940 issue reported the death of enrollee John Elliot, also from Company 512 at Chappell. Elliot was killed in an auto accident en route back to camp while on leave. W.P. Harris, an enrollee with Company 1562 at Madisonville, Kentucky was killed in a work related truck accident (Happy Days, August 4, 1934) and Carl F. Snyder of Company 563, Corbin, Kentucky, was killed in a logging accident (Happy Days, May 25, 1935). By and large, CCC camps were welcomed by residents of nearby communities. It is estimated that the establishment of a CCC camp meant an additional $5,000 in expenditures in the local community so it makes sense that local towns would welcome the CCC simply from a monetary standpoint. But CCC enrollees often endeared themselves to residents of nearby cities and towns as a result of their work and often as a result of their behavior. In The CCC Chronicles, Alfred Cornebise notes that the local librarian in Henderson, Kentucky was moved to write an editorial about the local CCC camp, her words of praise appeared in the Company 1540 camp newspaper, the Cromwell Cardinal. The librarian wrote that “rarely does a detachment of men, stationed near a town, make the good impression on the community that the CCC Camp has made on Henderson… This most satisfactory condition is due, of course, not only to the boys but to the institution of the camp, to its discipline, its educational system, to its general conditions.” \|CCC-built stone steps and retaining wall, Cumberland Falls, Kentucky\| Cornebise, Alfred Emile, The CCC Chronicles: Camp Newspapers of the Civilian Conservation Corps, 1933-1942. Macfarland and Co., Jefferson, North Carolina, 2004. Huddleston, Connie, M., Kentucky’s Civilian Conservation Corps. The History Press, Charleston, South Carolina, 2009. Merrill, Perry H, Roosevelt’s Forest Army, 1981, Perry H. Merrill, Publisher. Salmond, John A., The Civilian Conservation Corps, 1933-1942: A New Deal Case Study. Duke University Press, Durham, North Carolina, 1967 U.S. Government Printing Office, Annual Report of the Director of Emergency Conservation Work, Fiscal Year Ended June 30, 1937. U.S. Government Printing Office, Annual Report of the Director of the Civilian Conservation Corps Fiscal Year Ended June 30, 1939. Copyright, 2013, Michael I. Smith	<urn:uuid:f116115f-5a0f-4405-92ba-d631cf98819f>	CC-MAIN-2017-43	http://cccresources.blogspot.com/2013/08/state-by-state-kentucky.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824820.28/warc/CC-MAIN-20171021152723-20171021172723-00140.warc.gz	en	0.964658	1,597	3.1875	3	[ { "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 \| \|1938 Camp Map for Kentucky\|\nline 03 \| Huddleston notes that the first CCC camps established in Kentucky were those at Cumberland Falls and Mammoth Cave and that by October 1935 a total of 35 camps had been opened in the Bluegrass State. More to the point, Perry Merrill provides a snapshot of camp totals in his book Roosevelt’s Forest Army. According to Merrill, there were 44 CCC camps in Kentucky in June 1937. This total is likely taken from the annual reports published by the U.S. Government Printing Office in Washington, D.C. The Annual Report of the Director of Emergency Conservation Work for fiscal year ended June 30 1937 gives the breakdown of camps by types in Kentucky exactly as reported by Merrill, specifically:\nline 04 \| \|CCC-built bench and steps, Cumberland Falls, KY\|\nline 05 \| National Forest Camp: 8\nline 06 \| State Forest Camps: 1\nline 07 \| Private Forest Camps: 8\nline 08 \| Agricultural Engineering Camps: 2\nline 09 \| Soil Conservation Camps: 14\nline 10 \| National Parks Camps: 4\nline 11 \| State Park Camps: 6\nline 12 \| Military Reservation Camps: 1\nline 13 \| The total monthly enrolled strength for enrollees entering the CCC from Kentucky in fiscal year 1937 was reported as follows:\nline 14 \| July 1936: 11,272\nline 15 \| August 1936: 10,750\nline 16 \| September 1936: 8,907\nline 17 \| November 1936: 12,779\nline 18 \| December 1936: 12,158\nline 19 \| January 1937: 12,901February 1937: 12,342\nline 20 \| March 1937: 8,392April 1937: 12,641\nline 21 \| May 1937: 12,014June 1927: 10,956\nline 22 \| The Annual Report of the Director of the Civilian Conservation Corps for fiscal year ended June 30, 1939 reported that the total number of camps in Kentucky was down to 28, broken down as follows:\nline 23 \| National Monument Camps: 3\nline 24 \| State Park Camps: 3\nline 25 \| National Forest Camps: 4\nline 26 \| State Forest Camps: 1Private Forest Camps: 5\nline 27 \| Agricultural Engineering Camps: 2\nline 28 \| Soil Conservation Service Camps: 10\nline 29 \| It is worth noting that along with the lower number of camps in Kentucky in fiscal year 1939 compared to fiscal year 1937, the number of enrollees joining the CCC from Kentucky each month was also significantly lower in 1939; just 7,631 in July 1938, 7,271 in November 1938, 7,111 in January 1939 and 4,169 in March of 1939.\nline 30 \| One might speculate as to the reason behind such a drop in enrollment numbers from 1937 to 1939 (the enrollment count for Kentucky in March 1939 was only about half of what it was compared to March 1937).\nline 31 \| Perhaps the economy was improving, perhaps there were more agricultural jobs available for seasonal workers.\nline 32 \| Perhaps Kentucky’s quota of enrollees had been reduced.\nline 33 \| We do know that by 1939 enrollees from eastern states, including Kentucky, were being shipped out to the western United States where there was a greater need for their labor.\nline 34 \| In his book The Civilian Conservation Corps, 1933-1942, John Salmond points to an even more compelling reason for a decline in enrollment numbers between 1937 and 1939. After some four years of priming the nation’s economic pump, the Roosevelt administration was desperate to rein in spending and to balance its budget. Consequently, in late 1937 CCC Director Robert Fechner was told that estimates for the 1938-1939 fiscal year had been reduced by $125 million. Fechner pointed out that this would mean closing just over 400 CCC camps nationwide by July of 1938 but his protests fell on deaf ears. The reductions were made as a budget balancing measure and this is likely one major reason for the reduction in the number of camps in Kentucky between fiscal year 1937 and fiscal year 1939.\nline 35 \| Even with a reduction in the total number of camps, the CCC accomplished great things in Kentucky during fiscal year 1939. Here are some examples from that year alone, taken from the Annual Report for 1939:\nline 36 \| Vehicle Bridges: 14\nline 37 \| Pipeline: 11,654 linear feetPermanent Check Dams: 73\nline 38 \| Temporary Check Dams: 3,305Seed Collection, Conifers: 79 bushels\nline 39 \| Seed Collection, Hardwoods: 10,536 bushelsCollection of Tree Seedlings: 9,270 seedlings\nline 40 \| Firefighting, Forest Fires: 10,515 man days\nline 41 \| Remember that these figures are for a single year (1938-1939). Multiply this effort over the 9 year lifespan of the CCC and you truly have a noteworthy list of accomplishments in Kentucky alone. Naturally, this effort was not accomplished without some sacrifice, and the cost was occasionally documented in the pages of Happy Days, the official newspaper of the CCC. Likely the first incidence of a CCC fatality in Kentucky to be documented in Happy Days was the death of Jack Stafford, which was reported in the April 14, 1934 issue. Jack was killed in a truck accident during a trip home and it would seem that enrollees in Kentucky were especially prone to accidents during their free time. The March 3, 1940 issue of Happy Days reported that Daniel Miller, an enrollee with Company 512 at Chappell, Kentucky, was accidently shot and killed by his nephew while on leave. The August 3, 1940 issue reported the death of enrollee John Elliot, also from Company 512 at Chappell. Elliot was killed in an auto accident en route back to camp while on leave. W.P. Harris, an enrollee with Company 1562 at Madisonville, Kentucky was killed in a work related truck accident (Happy Days, August 4, 1934) and Carl F. Snyder of Company 563, Corbin, Kentucky, was killed in a logging accident (Happy Days, May 25, 1935).\nline 42 \| By and large, CCC camps were welcomed by residents of nearby communities. It is estimated that the establishment of a CCC camp meant an additional $5,000 in expenditures in the local community so it makes sense that local towns would welcome the CCC simply from a monetary standpoint. But CCC enrollees often endeared themselves to residents of nearby cities and towns as a result of their work and often as a result of their behavior. In The CCC Chronicles, Alfred Cornebise notes that the local librarian in Henderson, Kentucky was moved to write an editorial about the local CCC camp, her words of praise appeared in the Company 1540 camp newspaper, the Cromwell Cardinal. The librarian wrote that “rarely does a detachment of men, stationed near a town, make the good impression on the community that the CCC Camp has made on Henderson… This most satisfactory condition is due, of course, not only to the boys but to the institution of the camp, to its discipline, its educational system, to its general conditions.”\nline 43 \| \|CCC-built stone steps and retaining wall, Cumberland Falls, Kentucky\|\nline 44 \| Cornebise, Alfred Emile, The CCC Chronicles: Camp Newspapers of the Civilian Conservation Corps, 1933-1942. Macfarland and Co., Jefferson, North Carolina, 2004.\nline 45 \| Huddleston, Connie, M., Kentucky’s Civilian Conservation Corps. The History Press, Charleston, South Carolina, 2009.\nline 46 \| Merrill, Perry H, Roosevelt’s Forest Army, 1981, Perry H. Merrill, Publisher.\nline 47 \| Salmond, John A., The Civilian Conservation Corps, 1933-1942: A New Deal Case Study. Duke University Press, Durham, North Carolina, 1967\nline 48 \| U.S. Government Printing Office, Annual Report of the Director of Emergency Conservation Work, Fiscal Year Ended June 30, 1937.\nline 49 \| U.S. Government Printing Office, Annual Report of the Director of the Civilian Conservation Corps Fiscal Year Ended June 30, 1939.\nline 50 \| Copyright, 2013, Michael I. Smith\nline 51 \| \n```", "role": "user" } ]
Earlier this year, physicists had put together a blueprint for how to make and measure time crystals - a bizarre state of matter with an atomic structure that repeats not just in space, but in time, allowing them to maintain constant oscillation without energy. Two separate research teams managed to create what looked an awful lot like time crystals back in January, and now both experiments have successfully passed peer-review for the first time, putting the 'impossible' phenomenon squarely in the realm of reality. "We've taken these theoretical ideas that we've been poking around for the last couple of years and actually built it in the laboratory," says one of the researchers, Andrew Potter from Texas University at Austin. "Hopefully, this is just the first example of these, with many more to come." Time crystals are one of the coolest things physics has dished up in recent months, because they point to a whole new world of 'non-equilibrium' phases that are entirely different from anything scientists have studied in the past. For decades, we've been studying matter, such as metals and insulators, that's defined as being 'in equilibrium' - a state where all the atoms in a material have the same amount of heat. Now it looks like time crystals are the first example of the hypothesised but unstudied 'non-equilibrium' state of matter, and they could revolutionise how we store and transfer information via quantum systems. "It shows that the richness of the phases of matter is even broader [than we thought]," physicist Norman Yao from the University of California, Berkeley, who published the blueprint in January, told Gizmodo. "One of the holy grails in physics is understanding what types of matter can exist in nature. [N]on-equilibrium phases represent a new avenue different from all the things we've studied in the past." First proposed by Nobel Prize-winning theoretical physicist Frank Wilczek back in 2012, time crystals are hypothetical structures that appear to have movement even at their lowest energy state, known as a ground state. Usually when a material enters its ground state - also referred to as the zero-point energy of a system - movement should theoretically be impossible, because it would require it to expend energy. But Wilczek envisioned an object that could achieve everlasting movement while in its ground state by periodically switching the alignment of atoms inside the crystal over and over again - out of the ground state, back again, and repeat. Let's be clear - this isn't a perpetual motion machine, because there's zero energy in the system. But the hypothesis did initially seem unlikely for another reason. It hinted at a system that breaks one of the most fundamental assumptions of our current understanding of physics - time-translation symmetry, which states that the laws of physics are the same everywhere and at all times. As Daniel Oberhaus explains for Motherboard, time-translation symmetry is the reason why it would be impossible to flip a coin at one moment and have the odds of heads or tails at 50/50, but then the next time you flip it, the odds are suddenly 70/30. But certain objects can break this symmetry in their ground state without violating the laws of physics. Consider a magnet with a north and a south end. It's unclear how a magnet 'decides' which end will be north and which will be south, but the fact that it has a north and a south end means it won't look the same on both ends - it's naturally asymmetrical. Another example of a physical object with an asymmetrical ground state is a crystal. Crystals are known for their repeating structural patterns, but the atoms inside them have 'preferred' positions within the lattice. So depending on where you observe a crystal in space, it will look different - the laws of physics are no longer symmetrical, because they don't apply equally to all points in space. With this in mind, Wilczek proposed that it might be possible to create an object that achieves an asymmetrical ground state not across space, like ordinary crystals or magnets, but across time. In other words, could atoms prefer different states at different intervals in time? Fast-forward a few years, and American and Japanese researchers showed that this could be possible, with one major tweak to Wilczek's proposal - in order to get time crystals flipping their states over and again, they needed to be given a 'nudge' every once in a while. "It's like playing with a jump rope, and somehow our arm goes around twice, but the rope only goes around once," he says, adding that in Wilczek's version, the rope would oscillate all by itself. "It's less weird than the first idea, but it's still fricking weird." Two separate teams of researchers, one led by the University of Maryland, and the other by Harvard University, took this blueprint and ran with it, creating two different versions of a time crystal that appeared equally viable. "Both systems are really cool. They're kind of very different. I think they're extremely complementary," Yao told Gizmodo. "I don't think one is better than the other. They look at two different regimes of the physics. The fact that you're seeing this similar phenomenology in very different systems is really amazing." Described in pre-print papers in January, the University of Maryland's time crystals were created by taking a conga line of 10 ytterbium ions, all with entangled electron spins. As Fiona MacDonald reported for us at the time: "The key to turning that set-up into a time crystal was to keep the ions out of equilibrium, and to do that the researchers alternately hit them with two lasers. One laser created a magnetic field and the second laser partially flipped the spins of the atoms." Because the spins of all the atoms were entangled, the atoms settled into a stable, repetitive pattern of spin flipping that defines a crystal, but it did something truly strange to become a time crystal - the spin-flipping pattern in the system repeated only half as fast as the laser pulses. "Wouldn't it be super weird if you jiggled the Jell-O and found that somehow it responded at a different period?" Yao explained. The Harvard time crystal instead used diamonds that had been loaded with so many nitrogen impurities, they turned black. The spin of these impurities were able to be flipped back and forth like the spin of the ytterbium ions in the Maryland experiment. And now that we know these things exist, it's time to make more of them, and put them to use. One of the most promising applications for time crystals is quantum computing - they could allow physicists to create stable quantum systems at far higher temperatures than can be achieved right now, and that just might be the push we need to finally make quantum computing a reality. We can't wait to see where the research will lead next.	<urn:uuid:ec936087-07f7-4f4d-ba22-7ecc6ad6257f>	CC-MAIN-2017-43	http://www.sciencealert.com/it-s-official-time-crystals-are-a-new-crazy-state-of-matter-and-now-we-can-create-them	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824820.28/warc/CC-MAIN-20171021152723-20171021172723-00140.warc.gz	en	0.959679	1,443	3.046875	3	[ { "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 \| Earlier this year, physicists had put together a blueprint for how to make and measure time crystals - a bizarre state of matter with an atomic structure that repeats not just in space, but in time, allowing them to maintain constant oscillation without energy.\nline 03 \| Two separate research teams managed to create what looked an awful lot like time crystals back in January, and now both experiments have successfully passed peer-review for the first time, putting the 'impossible' phenomenon squarely in the realm of reality.\nline 04 \| \"We've taken these theoretical ideas that we've been poking around for the last couple of years and actually built it in the laboratory,\" says one of the researchers, Andrew Potter from Texas University at Austin.\nline 05 \| \"Hopefully, this is just the first example of these, with many more to come.\"\nline 06 \| Time crystals are one of the coolest things physics has dished up in recent months, because they point to a whole new world of 'non-equilibrium' phases that are entirely different from anything scientists have studied in the past.\nline 07 \| For decades, we've been studying matter, such as metals and insulators, that's defined as being 'in equilibrium' - a state where all the atoms in a material have the same amount of heat.\nline 08 \| Now it looks like time crystals are the first example of the hypothesised but unstudied 'non-equilibrium' state of matter, and they could revolutionise how we store and transfer information via quantum systems.\nline 09 \| \"It shows that the richness of the phases of matter is even broader [than we thought],\" physicist Norman Yao from the University of California, Berkeley, who published the blueprint in January, told Gizmodo.\nline 10 \| \"One of the holy grails in physics is understanding what types of matter can exist in nature. [N]on-equilibrium phases represent a new avenue different from all the things we've studied in the past.\"\nline 11 \| First proposed by Nobel Prize-winning theoretical physicist Frank Wilczek back in 2012, time crystals are hypothetical structures that appear to have movement even at their lowest energy state, known as a ground state.\nline 12 \| Usually when a material enters its ground state - also referred to as the zero-point energy of a system - movement should theoretically be impossible, because it would require it to expend energy.\nline 13 \| But Wilczek envisioned an object that could achieve everlasting movement while in its ground state by periodically switching the alignment of atoms inside the crystal over and over again - out of the ground state, back again, and repeat.\nline 14 \| Let's be clear - this isn't a perpetual motion machine, because there's zero energy in the system. But the hypothesis did initially seem unlikely for another reason.\nline 15 \| It hinted at a system that breaks one of the most fundamental assumptions of our current understanding of physics - time-translation symmetry, which states that the laws of physics are the same everywhere and at all times.\nline 16 \| As Daniel Oberhaus explains for Motherboard, time-translation symmetry is the reason why it would be impossible to flip a coin at one moment and have the odds of heads or tails at 50/50, but then the next time you flip it, the odds are suddenly 70/30.\nline 17 \| But certain objects can break this symmetry in their ground state without violating the laws of physics.\nline 18 \| Consider a magnet with a north and a south end.\nline 19 \| It's unclear how a magnet 'decides' which end will be north and which will be south, but the fact that it has a north and a south end means it won't look the same on both ends - it's naturally asymmetrical.\nline 20 \| Another example of a physical object with an asymmetrical ground state is a crystal.\nline 21 \| Crystals are known for their repeating structural patterns, but the atoms inside them have 'preferred' positions within the lattice. So depending on where you observe a crystal in space, it will look different - the laws of physics are no longer symmetrical, because they don't apply equally to all points in space.\nline 22 \| With this in mind, Wilczek proposed that it might be possible to create an object that achieves an asymmetrical ground state not across space, like ordinary crystals or magnets, but across time.\nline 23 \| In other words, could atoms prefer different states at different intervals in time?\nline 24 \| Fast-forward a few years, and American and Japanese researchers showed that this could be possible, with one major tweak to Wilczek's proposal - in order to get time crystals flipping their states over and again, they needed to be given a 'nudge' every once in a while.\nline 25 \| \"It's like playing with a jump rope, and somehow our arm goes around twice, but the rope only goes around once,\" he says, adding that in Wilczek's version, the rope would oscillate all by itself.\nline 26 \| \"It's less weird than the first idea, but it's still fricking weird.\"\nline 27 \| Two separate teams of researchers, one led by the University of Maryland, and the other by Harvard University, took this blueprint and ran with it, creating two different versions of a time crystal that appeared equally viable.\nline 28 \| \"Both systems are really cool. They're kind of very different. I think they're extremely complementary,\" Yao told Gizmodo.\nline 29 \| \"I don't think one is better than the other. They look at two different regimes of the physics. The fact that you're seeing this similar phenomenology in very different systems is really amazing.\"\nline 30 \| Described in pre-print papers in January, the University of Maryland's time crystals were created by taking a conga line of 10 ytterbium ions, all with entangled electron spins.\nline 31 \| As Fiona MacDonald reported for us at the time:\nline 32 \| \"The key to turning that set-up into a time crystal was to keep the ions out of equilibrium, and to do that the researchers alternately hit them with two lasers. One laser created a magnetic field and the second laser partially flipped the spins of the atoms.\"\nline 33 \| Because the spins of all the atoms were entangled, the atoms settled into a stable, repetitive pattern of spin flipping that defines a crystal, but it did something truly strange to become a time crystal - the spin-flipping pattern in the system repeated only half as fast as the laser pulses.\nline 34 \| \"Wouldn't it be super weird if you jiggled the Jell-O and found that somehow it responded at a different period?\"\nline 35 \| Yao explained.\nline 36 \| The Harvard time crystal instead used diamonds that had been loaded with so many nitrogen impurities, they turned black.\nline 37 \| The spin of these impurities were able to be flipped back and forth like the spin of the ytterbium ions in the Maryland experiment.\nline 38 \| And now that we know these things exist, it's time to make more of them, and put them to use.\nline 39 \| One of the most promising applications for time crystals is quantum computing - they could allow physicists to create stable quantum systems at far higher temperatures than can be achieved right now, and that just might be the push we need to finally make quantum computing a reality.\nline 40 \| We can't wait to see where the research will lead next.\nline 41 \| \n```", "role": "user" } ]
You can use Windows to write in any language you want. You are also able to use any characters or symbols from all of these languages plus a lot of extra mathematical and other symbols. These may come handy from time to time when writing recipes or when you want to embellish your text with interesting symbols. There are various ways to type symbols and special characters in Windows. Today, I will show you all of them and you can then choose which approach suits your needs best. The Right Alt Way This is the easiest way. You press and hold the AltGr+2 produces ² AltGr+7 produces ½ AltGr+C produces © Here is an image of a keyboard with an overlay of all special characters that can be produced by the Right Alt way. This will only work with fonts that support symbols and special characters. Your best bet is to use TrueType fonts. The Left Alt Way To use this approach, you have to have a numeric keypad on your keyboard. Also, you need to have the To produce characters, press and hold the Alt+14 produces ♫ Alt+17 produces ◄ Alt+279 or Alt+23 produce ↨ Characters that can be safely used on websites are in the Alt+1 to Alt+255 range. The symbols then simply repeat in cycles of 256, i.e. Alt+257 is the same as Alt+1 and Alt+510 is the same as Alt+254. Here is a list of the first 32 Left Alt codes: First 32 Left Alt Codes For a complete list of all 256 Alt codes, click here. The WordPad Way WordPad is a native Windows rich text editor. You can find it in If you type a hexadecimal character code in WordPad and then press AAA Alt+X produces પ 5C23 Alt+X produces 尣 04F6 Alt+X produces Ӷ There are thousands upon thousands of Unicode characters. You can search them all by their specific hexadecimal codes here. The Unicode Way This is the most advanced and possibly the most complicated approach to producing special characters. First you need to check whether a registry key is enabled in your copy of Windows. To do this, launch Command Prompt from In the Command Prompt window, type and enter the following command: reg query "HKCU\Control Panel\Input Method\EnableHexNumpad" right-click and then select Paste from the drop-down menu. If the key is not registered, Command Prompt will return with an error: In this case you have to register the key using this next command: reg add "HKCU\Control Panel\Input Method\EnableHexNumpad" /v 1 /t REG_SZ After executing this command, Command Prompt will inform you that the operation was successfully completed. Now you can use the Unicode way, too, to produce symbols and special characters. All you have to do is press and hold Alt++0131 produces ƒ Alt++0223 produces ß Alt++0947 produces ³ As we can see, there are all kinds of ways to enhance the number of characters and symbols available to Windows users. The first approach, the Right Alt way, will produce different characters depending on what keyboard language and system locale is used in your computer. The information about the characters produced in this post are based on the In the case of the Left Alt way, some characters will also differ from keyboard to keyboard. To find out more about Windows keyboards and locales, and how to work with them in your computer, please read my post about the topic. Only the Unicode approach guarantees that what you type is what all your readers will actually see on their computer screens. Liked this post? Subscribe to our newsletter to receive early notification of new posts and deals:	<urn:uuid:c635963a-aece-4146-9405-52010a34bb17>	CC-MAIN-2017-43	https://wphelp365.com/blog/how-to-type-symbols-and-special-characters-in-windows/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825473.61/warc/CC-MAIN-20171022222745-20171023002745-00840.warc.gz	en	0.817934	825	3.484375	3	[ { "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 \| You can use Windows to write in any language you want. You are also able to use any characters or symbols from all of these languages plus a lot of extra mathematical and other symbols. These may come handy from time to time when writing recipes or when you want to embellish your text with interesting symbols.\nline 04 \| There are various ways to type symbols and special characters in Windows. Today, I will show you all of them and you can then choose which approach suits your needs best.\nline 05 \| The Right Alt Way\nline 06 \| This is the easiest way. You press and hold the\nline 07 \| AltGr+2 produces ²\nline 08 \| AltGr+7 produces ½\nline 09 \| AltGr+C produces ©\nline 10 \| Here is an image of a keyboard with an overlay of all special characters that can be produced by the Right Alt way.\nline 11 \| This will only work with fonts that support symbols and special characters.\nline 12 \| Your best bet is to use TrueType fonts.\nline 13 \| The Left Alt Way\nline 14 \| To use this approach, you have to have a numeric keypad on your keyboard. Also, you need to have the\nline 15 \| To produce characters, press and hold the\nline 16 \| Alt+14 produces ♫\nline 17 \| Alt+17 produces ◄\nline 18 \| Alt+279 or Alt+23 produce ↨\nline 19 \| Characters that can be safely used on websites are in the Alt+1 to Alt+255 range. The symbols then simply repeat in cycles of 256, i.e. Alt+257 is the same as Alt+1 and Alt+510 is the same as Alt+254.\nline 20 \| Here is a list of the first 32 Left Alt codes:\nline 21 \| First 32 Left Alt Codes\nline 22 \| For a complete list of all 256 Alt codes, click here.\nline 23 \| The WordPad Way\nline 24 \| WordPad is a native Windows rich text editor. You can find it in\nline 25 \| If you type a hexadecimal character code in WordPad and then press\nline 26 \| AAA Alt+X produces પ\nline 27 \| 5C23 Alt+X produces 尣\nline 28 \| 04F6 Alt+X produces Ӷ\nline 29 \| There are thousands upon thousands of Unicode characters. You can search them all by their specific hexadecimal codes here.\nline 30 \| The Unicode Way\nline 31 \| This is the most advanced and possibly the most complicated approach to producing special characters.\nline 32 \| First you need to check whether a registry key is enabled in your copy of Windows.\nline 33 \| To do this, launch Command Prompt from\nline 34 \| In the Command Prompt window, type and enter the following command:\nline 35 \| reg query \"HKCU\\Control Panel\\Input Method\\EnableHexNumpad\"\nline 36 \| right-click and then select\nline 37 \| Paste from the drop-down menu.\nline 38 \| If the key is not registered, Command Prompt will return with an error:\nline 39 \| In this case you have to register the key using this next command:\nline 40 \| reg add \"HKCU\\Control Panel\\Input Method\\EnableHexNumpad\" /v 1 /t REG_SZ\nline 41 \| After executing this command, Command Prompt will inform you that the operation was successfully completed.\nline 42 \| Now you can use the Unicode way, too, to produce symbols and special characters.\nline 43 \| All you have to do is press and hold\nline 44 \| Alt++0131 produces ƒ\nline 45 \| Alt++0223 produces ß\nline 46 \| Alt++0947 produces ³\nline 47 \| As we can see, there are all kinds of ways to enhance the number of characters and symbols available to Windows users.\nline 48 \| The first approach, the Right Alt way, will produce different characters depending on what keyboard language and system locale is used in your computer. The information about the characters produced in this post are based on the\nline 49 \| In the case of the Left Alt way, some characters will also differ from keyboard to keyboard.\nline 50 \| To find out more about Windows keyboards and locales, and how to work with them in your computer, please read my post about the topic.\nline 51 \| Only the Unicode approach guarantees that what you type is what all your readers will actually see on their computer screens.\nline 52 \| Liked this post?\nline 53 \| Subscribe to our newsletter to receive early notification of new posts and deals:\n```", "role": "user" } ]
On May 14, 2012, Brandy Bell was committed to Rusk State Hospital in Texas for a long history of psychiatric illnesses. After 16 days in the hospital, Brandy, 33, died. The mental illness that deprived her of her life, compelling her to lose 9 pounds in 9 days, was tragically ignored by hospital staff. Brandy died a preventable death. Although the initial autopsy reported that Bell died from blood clots in her lungs, a subsequent examination of her case by a federal Medicare investigator discovered the hospital made crucial mistakes by neglecting Bell's self-starvation and providing substandard nursing care. Carrie Williams, spokeswoman for the Department of State Health Services, reported that there are currently 85 patients with diagnosed eating disorders at the state psychiatric hospitals (this number does not include people without such diagnoses who temporarily refuse food for other reasons, such as paranoia). If this is the case, why haven't state psychiatric hospitals developed a protocol for treating patients with eating disorders? How many individuals are slipping through the cracks by undertrained hospital staff? The APA (American Psychiatric Association) guidelines do not recommend psychiatric hospitals as a level of care. Individuals with a primary diagnosis of an eating disorder should not, based on the APA guidelines for care, be admitted to state psychiatric hospitals. Those who are admitted to state psychiatric hospitals with a co-morbid diagnosis eating disorder require treatment by specialists who have sufficient knowledge of the illnesses. Though it is helpful to pay "extra attention to a patient's physical condition, food intake and hydration", it is not enough treatment. "In the early days of her admission, Bell was monitored closely to ensure she didn't hurt herself, the documents show. After she showed no signs of obvious self-abuse, she was placed on routine supervision." Bell proved that there was no threat of self- harm, and staff showed little concern or action for her dangerous behaviors that left her dehydrated, refusing meals, unresponsive, refusing activities and speech, and dependent on a wheelchair. More than a dozen entries in Bell's records document her self-starvation. On May 30, Bell became unresponsive while waiting to have labs drawn. She was revived and taken to East Texas Medical Center, where she was diagnosed with dehydration, low potassium and low blood pressure. Bell was declared dead in the emergency room at 10:52 a.m. The official cause of death was bilateral pulmonary emboli - blood clots - which can be caused by prolonged immobilization or bed rest. Additionally, the autopsy also found that Bell had starvation ketosis - a condition in which the body burns fat instead of carbohydrates. This can lead to coma, seizures, and in Brandy's case, death. Rusk's quality director responded to this tragedy by saying that the hospital's "focus was on the psychiatric issues and not the possibility of medical issues." She said, "the patient's weight was slightly over the weight range for her age and height and that there were no visible signs that the patient was not eating or drinking." This unfortunate weight bias that Brandy experienced led staff members to ignore clear signs of destructive eating disorder behaviors. The quality director's response of "there were no visible signs that the patient was not eating or drinking" is certainly a contradiction to Bell's medical records of refused meals. The dangers of not eating should be evident to all medical professionals. Why was this ignored? Was it because of her "normal appearance"? Was it because of under-trained staff? Medical staff would greatly benefit from education on eating disorders. Clinicians who are properly trained on eating disorders will be able to identify an eating disorder, understand the life threatening severity, and recognize that eating disorders do not discriminate, meaning: eating disorders occur in every body type, they affect every race, culture, all genders, and all ages. It's time that we give our medical community the tools for prevention and intervention. Finally, it is important that we have properly trained physicians in eating disorders just as we do in obesity. This is especially important because eating disorders are on the rise! "The incidence of eating disorders in children under the age of 12 is two times higher than diabetes." (Dr. Debra Katzman, Professor of Pediatrics in the Divison of Adolescent Medicine, Department of Pediatrics and the University of Toronto). We must train physicians, physician's assistants, nurses, etc. on how to detect and treat eating disorders. This is especially important because we know that early detection can save lives – the life of someone like Brandy. For the full article see: http://www.chron.com/news/health/article/Feds-say-Texas-failed-patient-who-tried-to-starve-	<urn:uuid:20762900-d292-4f4e-ab59-f204aa1a5832>	CC-MAIN-2017-43	http://www.kantorlaw.net/Blog/2012/December/Are-Hospitals-Ill-Equipped-to-Treat-the-Complexi.aspx	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823168.74/warc/CC-MAIN-20171018233539-20171019013539-00641.warc.gz	en	0.971896	962	2.609375	3	[ { "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 \| On May 14, 2012, Brandy Bell was committed to Rusk State Hospital in Texas for a long history of psychiatric illnesses.\nline 04 \| After 16 days in the hospital, Brandy, 33, died.\nline 05 \| The mental illness that deprived her of her life, compelling her to lose 9 pounds in 9 days, was tragically ignored by hospital staff.\nline 06 \| Brandy died a preventable death.\nline 07 \| Although the initial autopsy reported that Bell died from blood clots in her lungs, a subsequent examination of her case by a federal Medicare investigator discovered the hospital made crucial mistakes by neglecting Bell's self-starvation and providing substandard nursing care.\nline 08 \| Carrie Williams, spokeswoman for the Department of State Health Services, reported that there are currently 85 patients with diagnosed eating disorders at the state psychiatric hospitals (this number does not include people without such diagnoses who temporarily refuse food for other reasons, such as paranoia). If this is the case, why haven't state psychiatric hospitals developed a protocol for treating patients with eating disorders? How many individuals are slipping through the cracks by undertrained hospital staff?\nline 09 \| The APA (American Psychiatric Association) guidelines do not recommend psychiatric hospitals as a level of care. Individuals with a primary diagnosis of an eating disorder should not, based on the APA guidelines for care, be admitted to state psychiatric hospitals. Those who are admitted to state psychiatric hospitals with a co-morbid diagnosis eating disorder require treatment by specialists who have sufficient knowledge of the illnesses. Though it is helpful to pay \"extra attention to a patient's physical condition, food intake and hydration\", it is not enough treatment.\nline 10 \| \"In the early days of her admission, Bell was monitored closely to ensure she didn't hurt herself, the documents show. After she showed no signs of obvious self-abuse, she was placed on routine supervision.\" Bell proved that there was no threat of self- harm, and staff showed little concern or action for her dangerous behaviors that left her dehydrated, refusing meals, unresponsive, refusing activities and speech, and dependent on a wheelchair. More than a dozen entries in Bell's records document her self-starvation.\nline 11 \| On May 30, Bell became unresponsive while waiting to have labs drawn.\nline 12 \| She was revived and taken to East Texas Medical Center, where she was diagnosed with dehydration, low potassium and low blood pressure.\nline 13 \| Bell was declared dead in the emergency room at 10:52 a.m.\nline 14 \| The official cause of death was bilateral pulmonary emboli - blood clots - which can be caused by prolonged immobilization or bed rest.\nline 15 \| Additionally, the autopsy also found that Bell had starvation ketosis - a condition in which the body burns fat instead of carbohydrates.\nline 16 \| This can lead to coma, seizures, and in Brandy's case, death.\nline 17 \| Rusk's quality director responded to this tragedy by saying that the hospital's \"focus was on the psychiatric issues and not the possibility of medical issues.\" She said, \"the patient's weight was slightly over the weight range for her age and height and that there were no visible signs that the patient was not eating or drinking.\" This unfortunate weight bias that Brandy experienced led staff members to ignore clear signs of destructive eating disorder behaviors. The quality director's response of \"there were no visible signs that the patient was not eating or drinking\" is certainly a contradiction to Bell's medical records of refused meals. The dangers of not eating should be evident to all medical professionals. Why was this ignored? Was it because of her \"normal appearance\"? Was it because of under-trained staff?\nline 18 \| Medical staff would greatly benefit from education on eating disorders. Clinicians who are properly trained on eating disorders will be able to identify an eating disorder, understand the life threatening severity, and recognize that eating disorders do not discriminate, meaning: eating disorders occur in every body type, they affect every race, culture, all genders, and all ages. It's time that we give our medical community the tools for prevention and intervention.\nline 19 \| Finally, it is important that we have properly trained physicians in eating disorders just as we do in obesity.\nline 20 \| This is especially important because eating disorders are on the rise!\nline 21 \| \"The incidence of eating disorders in children under the age of 12 is two times higher than diabetes.\"\nline 22 \| (Dr. Debra Katzman, Professor of Pediatrics in the Divison of Adolescent Medicine, Department of Pediatrics and the University of Toronto).\nline 23 \| We must train physicians, physician's assistants, nurses, etc.\nline 24 \| on how to detect and treat eating disorders.\nline 25 \| This is especially important because we know that early detection can save lives – the life of someone like Brandy.\nline 26 \| For the full article see: http://www.chron.com/news/health/article/Feds-say-Texas-failed-patient-who-tried-to-starve-\n```", "role": "user" } ]
Archive for category Mood Enhancers Posted by psychieblogger in 3 Fatty Acids, American Chemical Society, Chemical Compounds, Chemistry Institute, Chocolate Blueberries, Cognitive Health, Common Foods, Depakene, Depression, Dietary Recommendations, Drug Molecules, Flavor Components, Manic Depressive Disorder, Mental Alertness, Mood Effects, Mood Enhancers, Mood Modulators, Mood Swings, National Autonomous University, National Autonomous University Of Mexico, Omega 3 Fatty Acids, Pines Institute, Psychology, Research, Specific Foods, Stress, Striking Similarity, Valproic Acid on August 19, 2012 New research reveals that some common foods enhance moods with a striking similarity to valproic acid, a widely used prescription mood-stabilizing drug. “Molecules in chocolate, a variety of berries and foods containing omega-3 fatty acids have shown positive effects on mood. In turn, our studies show that some commonly used flavor components are structurally similar to valproic acid,” said Karina Martinez-Mayorga, Ph.D., leader of the research team, which presented its findings at a meeting of the American Chemical Society. Valproic acid, which is sold under brand names such as Depakene, Depakote and Stavzor, is used to smooth out the mood swings of people with manic-depressive disorder and related conditions, she said. “The large body of evidence that chemicals in chocolate, blueberries, raspberries, strawberries, teas and certain foods could well be mood-enhancers encourages the search for other mood modulators in food,” she added. While people have recognized the mood-altering properties of food for years, Martinez-Mayorga’s team is looking to identify the chemical compounds that moderate mood swings, help maintain cognitive health, improve mental alertness and delay the onset of memory loss. Her study involved the use of techniques associated with chemoinformatics ― the application of informatic methods to solve chemical problems ― to screen the chemical structures of more than 1,700 food ingredients for similarities to antidepressant drugs and other agents with reported antidepressant activity. She noted her team plans to move from analyzing the database to actually testing the flavor/mood hypothesis experimentally. The end result may be dietary recommendations or new nutritional supplements with beneficial mood effects, she said. “It is important to remember that just eating foods that may improve mood is not a substitute for prescribed antidepressive drugs,” Martinez-Mayorga cautioned. She added that eating specific foods and living a healthful lifestyle can generally boost moods for people who don’t require medication. Karina Martinez-Mayorga, Ph.D., who described research done while working at the Torrey Pines Institute for Molecular Studies, is now with the Chemistry Institute at the National Autonomous University of Mexico. Source: The American Chemical Society	<urn:uuid:60b5a7fc-f263-4104-9aa0-8e6dc3563ac9>	CC-MAIN-2017-43	https://psychieblog.wordpress.com/category/mood-enhancers/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824537.24/warc/CC-MAIN-20171021005202-20171021025202-00341.warc.gz	en	0.903366	612	3	3	[ { "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 \| Archive for category Mood Enhancers\nline 03 \| Posted by psychieblogger in 3 Fatty Acids, American Chemical Society, Chemical Compounds, Chemistry Institute, Chocolate Blueberries, Cognitive Health, Common Foods, Depakene, Depression, Dietary Recommendations, Drug Molecules, Flavor Components, Manic Depressive Disorder, Mental Alertness, Mood Effects, Mood Enhancers, Mood Modulators, Mood Swings, National Autonomous University, National Autonomous University Of Mexico, Omega 3 Fatty Acids, Pines Institute, Psychology, Research, Specific Foods, Stress, Striking Similarity, Valproic Acid on August 19, 2012\nline 04 \| New research reveals that some common foods enhance moods with a striking similarity to valproic acid, a widely used prescription mood-stabilizing drug.\nline 05 \| “Molecules in chocolate, a variety of berries and foods containing omega-3 fatty acids have shown positive effects on mood. In turn, our studies show that some commonly used flavor components are structurally similar to valproic acid,” said Karina Martinez-Mayorga, Ph.D., leader of the research team, which presented its findings at a meeting of the American Chemical Society.\nline 06 \| Valproic acid, which is sold under brand names such as Depakene, Depakote and Stavzor, is used to smooth out the mood swings of people with manic-depressive disorder and related conditions, she said.\nline 07 \| “The large body of evidence that chemicals in chocolate, blueberries, raspberries, strawberries, teas and certain foods could well be mood-enhancers encourages the search for other mood modulators in food,” she added.\nline 08 \| While people have recognized the mood-altering properties of food for years, Martinez-Mayorga’s team is looking to identify the chemical compounds that moderate mood swings, help maintain cognitive health, improve mental alertness and delay the onset of memory loss.\nline 09 \| Her study involved the use of techniques associated with chemoinformatics ― the application of informatic methods to solve chemical problems ― to screen the chemical structures of more than 1,700 food ingredients for similarities to antidepressant drugs and other agents with reported antidepressant activity.\nline 10 \| She noted her team plans to move from analyzing the database to actually testing the flavor/mood hypothesis experimentally. The end result may be dietary recommendations or new nutritional supplements with beneficial mood effects, she said.\nline 11 \| “It is important to remember that just eating foods that may improve mood is not a substitute for prescribed antidepressive drugs,” Martinez-Mayorga cautioned.\nline 12 \| She added that eating specific foods and living a healthful lifestyle can generally boost moods for people who don’t require medication.\nline 13 \| Karina Martinez-Mayorga, Ph.D., who described research done while working at the Torrey Pines Institute for Molecular Studies, is now with the Chemistry Institute at the National Autonomous University of Mexico.\nline 14 \| Source: The American Chemical Society\nline 15 \| \n```", "role": "user" } ]
* Any views expressed in this article are those of the author and not of Thomson Reuters Foundation. DOGE LAROSO, Ethiopia—The child simply couldn’t get well. He was just over three years old, and his mother had taken him to every health clinic she could find, but for nearly a year, he hadn’t been able to shake the dysentery. He was malnourished, often dehydrated, sometimes curled in pain. There were many bad nights and hard days, but worst was when he would cry heartbreakingly for something to drink, until his mother relented and gave him water. She dreaded that because she knew the water she gave him from her own hand to quench his thirst might be keeping him sick despite the medicine the clinics doled out. It came from the same polluted, 4.5-mile-long Bara River—more a creek than a river—that had made him sick in the first place. There were times when “he was really so ill that I felt my day had come. I was going to lose the boy,” says 28-year-old Amarech Mana, the mother of four, who lives in Doge Laroso, a remote village about 235 miles southwest of Addis Adaba. She holds her son Abebayehu in her arms as she talks. At age five, he is finally healthy, and she is sure he will stay that way because her village is now served by a clean water supply project carried out by Concern Worldwide that serves more than 1,000 households in this area. The project, begun last year and still in its final stages, brings water from a spring about four miles up in the highlands. Concern developed the spring site to make it larger and then laid pipeline to six distribution points, each one to three miles apart. Now the villagers crowd around the water pumps with their yellow plastic bottles, laughing and sharing news of their day. Concern also built a trough nearby for livestock, and a place to wash clothes. The water distribution site has become like a central square. After Amarech speaks, other mothers crowd forward to tell similar stories of children sick with vomiting and diarrhea, malnourished and weak. “We had to buy medicines—we had to help our children. But we didn’t have money for the medicines, so we borrowed and went into debt and it didn’t work—still they stayed sick,” said Tamanech Lema, who lost one of her two children. “When I was a child, it was better,” says Adulu Gheta, a man of about 60 who has lived his entire life in Doge Larosa. “Not so many people were using the river and it wasn’t so dirty. But it has been like this for many recent years.” Sometimes, when the rains didn’t come, the river ran dry and then villagers scratched in the dirt to try to find some water. But mostly they relied on the river, being used for a variety of purposes by other villages upstream. “At one point, about three years ago, the level of water-borne illness in Doge Larosa reached epidemic proportions,” Gheta recalls. “The government sent in health workers and provided us with water chemical treatment kits. But it was not sustainable. Once the water treatment kits were gone, we didn’t get any more, so we were back in the same situation.” Improved health is, of course, the main reason villagers are so grateful for the clean water supply. But it’s not the only reason. Amarech Ayeley, 12, is glad for the water spigots because she believes they have made her a better student. Not only does she miss fewer school days for illness, but she used to spend an hour every morning before classes fetching the water, before she took off on the 35-minute walk to the school itself. “It had an impact on my studies,” she says, holding her books to her chest. “I want to be a teacher someday,” she adds, her voice so quiet we must lean very close to hear, “because teachers have comprehensive knowledge—they know everything.” Now she believes she has a chance to accomplish that goal.	<urn:uuid:65b4ee3b-b8f7-445b-91a6-88f4c3caa663>	CC-MAIN-2017-43	http://news.trust.org/item/20140505183306-1mwsx/?source=fiTheWire	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824824.76/warc/CC-MAIN-20171021171712-20171021191712-00241.warc.gz	en	0.987758	913	2.515625	3	[ { "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 \| * Any views expressed in this article are those of the author and not of Thomson Reuters Foundation.\nline 04 \| DOGE LAROSO, Ethiopia—The child simply couldn’t get well. He was just over three years old, and his mother had taken him to every health clinic she could find, but for nearly a year, he hadn’t been able to shake the dysentery. He was malnourished, often dehydrated, sometimes curled in pain.\nline 05 \| There were many bad nights and hard days, but worst was when he would cry heartbreakingly for something to drink, until his mother relented and gave him water. She dreaded that because she knew the water she gave him from her own hand to quench his thirst might be keeping him sick despite the medicine the clinics doled out. It came from the same polluted, 4.5-mile-long Bara River—more a creek than a river—that had made him sick in the first place.\nline 06 \| There were times when “he was really so ill that I felt my day had come.\nline 07 \| I was going to lose the boy,” says 28-year-old Amarech Mana, the mother of four, who lives in Doge Laroso, a remote village about 235 miles southwest of Addis Adaba.\nline 08 \| She holds her son Abebayehu in her arms as she talks. At age five, he is finally healthy, and she is sure he will stay that way because her village is now served by a clean water supply project carried out by Concern Worldwide that serves more than 1,000 households in this area.\nline 09 \| The project, begun last year and still in its final stages, brings water from a spring about four miles up in the highlands. Concern developed the spring site to make it larger and then laid pipeline to six distribution points, each one to three miles apart.\nline 10 \| Now the villagers crowd around the water pumps with their yellow plastic bottles, laughing and sharing news of their day. Concern also built a trough nearby for livestock, and a place to wash clothes. The water distribution site has become like a central square.\nline 11 \| After Amarech speaks, other mothers crowd forward to tell similar stories of children sick with vomiting and diarrhea, malnourished and weak.\nline 12 \| “We had to buy medicines—we had to help our children. But we didn’t have money for the medicines, so we borrowed and went into debt and it didn’t work—still they stayed sick,” said Tamanech Lema, who lost one of her two children.\nline 13 \| “When I was a child, it was better,” says Adulu Gheta, a man of about 60 who has lived his entire life in Doge Larosa. “Not so many people were using the river and it wasn’t so dirty. But it has been like this for many recent years.”\nline 14 \| Sometimes, when the rains didn’t come, the river ran dry and then villagers scratched in the dirt to try to find some water. But mostly they relied on the river, being used for a variety of purposes by other villages upstream.\nline 15 \| “At one point, about three years ago, the level of water-borne illness in Doge Larosa reached epidemic proportions,” Gheta recalls.\nline 16 \| “The government sent in health workers and provided us with water chemical treatment kits.\nline 17 \| But it was not sustainable.\nline 18 \| Once the water treatment kits were gone, we didn’t get any more, so we were back in the same situation.”\nline 19 \| Improved health is, of course, the main reason villagers are so grateful for the clean water supply.\nline 20 \| But it’s not the only reason.\nline 21 \| Amarech Ayeley, 12, is glad for the water spigots because she believes they have made her a better student.\nline 22 \| Not only does she miss fewer school days for illness, but she used to spend an hour every morning before classes fetching the water, before she took off on the 35-minute walk to the school itself. “It had an impact on my studies,” she says, holding her books to her chest.\nline 23 \| “I want to be a teacher someday,” she adds, her voice so quiet we must lean very close to hear, “because teachers have comprehensive knowledge—they know everything.” Now she believes she has a chance to accomplish that goal.\nline 24 \| \n```", "role": "user" } ]
Climate scientists see 'tipping point' ahead 'The Day After Tomorrow' may come the day after tomorrow An international group of climate scientists warns that a "tipping point" in the earth's life-support systems may be rapidly approaching, and that should we step over that as-yet-undetermined threshold, it may be too late to reverse course. "The science tells us that we are heading toward major changes in the biosphere," UC Berkeley biologist Anthony Barnosky, lead author of "Approaching a state shift in Earth's biosphere", published Thursday in Nature, told the San Francisco Chronicle. "And given all the pressures we are putting on the world," he added, "if we do nothing different, I believe we are looking at a time scale of a century or even a few decades for a tipping point to arrive." Before the climate-change deniers among our beloved Reg readership get their knickers in a bunch, know that the increasing levels of atmospheric CO2 are only one of many factors that are of concern to Barnosky and his 21 coauthors. The factors that the bio-boffins discuss in their paper are, however, primarily anthropogenic – that's "human-caused", for those of you who haven't been party to the climate-disruption party. According to the paper, humans have already vastly transformed the earth's biosphere, with 43 per cent of the earth's land having been converted to agricultural and urban use in support of its current 7 billion inhabitants – which is four times the number of earthlings just a century ago. Referring to that land use, the paper notes: "This exceeds the physical transformation that occurred at the last global-scale critical [climate] transition, when ~30 per cent of Earth's surface went from being covered by glacial ice to being ice-free." This transformation is rapid and increasing, as is the population of humans who are performing it. The paper reports that if fertility rates remain at the rate they were at from 2005 to 2010, population projections for 2100 top off at a staggering 27 billion. That number of humans would, of course, put an equally staggering stress on our planet's biological support systems. But simply the ability to feed, house, clothe, and provide energy to more and more billions of folks isn't what's really worrying the paper's authors. What they're concerned about is whether the earth's biosphere is about to experience what they refer to as a "global-scale state shift", when the environment – and its inhabitants – undergo rapid and irreversible change. Well, irreversible in human timeframes, that is. Geological time is a wee bit more expansive – just look at the "Cambrian Explosion", for example, a massive global-scale state shift that began around the mid-500 million years ago and lasted for 30 million years or so. "State shifts resulting from threshold effects can be difficult to anticipate," Barnosky and his coauthors write, "because the critical threshold is reached as incremental changes accumulate and the threshold value generally is not known in advance." What's worse, state shifts can exhibit hysteresis, meaning that the shifts themselves can be separated in time from their causes – in other words, we may not know exactly what hit us until it's too late. "The net effect," the paper contends, "is that once a critical transition occurs, it is extremely difficult or even impossible for the system to return to its previous state." The most recent major global-scale state shift was what the paper describes as the "warm-cold-warm fluctuation in climate" that occurred between 14,300 and 11,000 years ago. During a mere 1,600 years of that period – not even a blink of an eye in geological time – between 12,900 and 11,300 years ago, the biosphere's applecart was quite thoroughly upset, the paper notes, including: The extinction of about half of the species of large-bodied mammals, several species of large birds and reptiles, and a few species of small animals; a significant decrease in local and regional biodiversity as geographic ranges shifted individualistically, which also resulted in novel species assemblages; and a global increase in human biomass and spread of humans to all continents. That time around, the state shift was orbitally induced, with cyclic variations in solar energies that caused rapid global warming. In addition, "Direct and indirect of effects of humans probably contributed to extinctions of megafauna and subsequent ecological restructuring," the paper adds in fine boffinese.	<urn:uuid:021fdef9-3605-4130-b0cc-1232fca3adca>	CC-MAIN-2017-43	https://www.theregister.co.uk/2012/06/08/climate_disruption_tipping_point/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824824.76/warc/CC-MAIN-20171021171712-20171021191712-00241.warc.gz	en	0.959437	942	2.59375	3	[ { "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 \| Climate scientists see 'tipping point' ahead\nline 04 \| 'The Day After Tomorrow' may come the day after tomorrow\nline 05 \| An international group of climate scientists warns that a \"tipping point\" in the earth's life-support systems may be rapidly approaching, and that should we step over that as-yet-undetermined threshold, it may be too late to reverse course.\nline 06 \| \"The science tells us that we are heading toward major changes in the biosphere,\" UC Berkeley biologist Anthony Barnosky, lead author of \"Approaching a state shift in Earth's biosphere\", published Thursday in Nature, told the San Francisco Chronicle.\nline 07 \| \"And given all the pressures we are putting on the world,\" he added, \"if we do nothing different, I believe we are looking at a time scale of a century or even a few decades for a tipping point to arrive.\"\nline 08 \| Before the climate-change deniers among our beloved Reg readership get their knickers in a bunch, know that the increasing levels of atmospheric CO2 are only one of many factors that are of concern to Barnosky and his 21 coauthors.\nline 09 \| The factors that the bio-boffins discuss in their paper are, however, primarily anthropogenic – that's \"human-caused\", for those of you who haven't been party to the climate-disruption party.\nline 10 \| According to the paper, humans have already vastly transformed the earth's biosphere, with 43 per cent of the earth's land having been converted to agricultural and urban use in support of its current 7 billion inhabitants – which is four times the number of earthlings just a century ago.\nline 11 \| Referring to that land use, the paper notes: \"This exceeds the physical transformation that occurred at the last global-scale critical [climate] transition, when ~30 per cent of Earth's surface went from being covered by glacial ice to being ice-free.\"\nline 12 \| This transformation is rapid and increasing, as is the population of humans who are performing it. The paper reports that if fertility rates remain at the rate they were at from 2005 to 2010, population projections for 2100 top off at a staggering 27 billion.\nline 13 \| That number of humans would, of course, put an equally staggering stress on our planet's biological support systems. But simply the ability to feed, house, clothe, and provide energy to more and more billions of folks isn't what's really worrying the paper's authors. What they're concerned about is whether the earth's biosphere is about to experience what they refer to as a \"global-scale state shift\", when the environment – and its inhabitants – undergo rapid and irreversible change.\nline 14 \| Well, irreversible in human timeframes, that is.\nline 15 \| Geological time is a wee bit more expansive – just look at the \"Cambrian Explosion\", for example, a massive global-scale state shift that began around the mid-500 million years ago and lasted for 30 million years or so.\nline 16 \| \"State shifts resulting from threshold effects can be difficult to anticipate,\" Barnosky and his coauthors write, \"because the critical threshold is reached as incremental changes accumulate and the threshold value generally is not known in advance.\"\nline 17 \| What's worse, state shifts can exhibit hysteresis, meaning that the shifts themselves can be separated in time from their causes – in other words, we may not know exactly what hit us until it's too late.\nline 18 \| \"The net effect,\" the paper contends, \"is that once a critical transition occurs, it is extremely difficult or even impossible for the system to return to its previous state.\"\nline 19 \| The most recent major global-scale state shift was what the paper describes as the \"warm-cold-warm fluctuation in climate\" that occurred between 14,300 and 11,000 years ago.\nline 20 \| During a mere 1,600 years of that period – not even a blink of an eye in geological time – between 12,900 and 11,300 years ago, the biosphere's applecart was quite thoroughly upset, the paper notes, including:\nline 21 \| The extinction of about half of the species of large-bodied mammals, several species of large birds and reptiles, and a few species of small animals; a significant decrease in local and regional biodiversity as geographic ranges shifted individualistically, which also resulted in novel species assemblages; and a global increase in human biomass and spread of humans to all continents.\nline 22 \| That time around, the state shift was orbitally induced, with cyclic variations in solar energies that caused rapid global warming. In addition, \"Direct and indirect of effects of humans probably contributed to extinctions of megafauna and subsequent ecological restructuring,\" the paper adds in fine boffinese.\nline 23 \| \n```", "role": "user" } ]
The Kingdom of Swaziland is a landlocked and mountainous country, located between the republics of South Africa and Mozambique. It has a population of about 1 million people located on approximately 17,400 square kilometres of land. Although Swaziland is classified as a lower middle-income country, it currently faces challenges similar to low-income economies. Swaziland ranks 141 out of 187 countries in the 2012 UNDP Human Development Index. Forty percent of Swazis live below the poverty line, surviving on less than US1.25 per day. Swaziland is vulnerable to natural disasters, particularly drought in the eastern regions, and occasionally severe flooding in the north. Although 70 percent of Swazis rely on subsistence farming for their livelihoods, consecutive years of drought have undermined crop production, particularly maize. Results of the annual assessment by the Swaziland Vulnerability Assessment Committee (Swazi VAC) indicate that 116,000 people (10 percent of the population) faced a food deficit during the 2012/2013 lean season. This is a 30 percent increase on the 2011/12 figure of 89,000. This has serious implications for food access, as food prices are likely to remain high. Factors contributing to low production include poor rainfall and lack of access to farming inputs such as fertilizers and tractor hire. Maize production in Swaziland has been declining steadily for the past decade. Up until 2000, Swaziland was routinely harvesting more than 100,000 tons of maize. However, since then, the average harvest has dropped to some 70,000 tons. Factors contributing to this decline include erratic weather, high fuel and input costs, the devastating impact of HIV and AIDS, and low implementation of improved agricultural practices. Fortunately, at about 2.2 percent of GDP in 2010/11, government spending on social protection programs in Swaziland is higher than the average of 1 to 2 percent spent by most developing countries. Swaziland faces a dual epidemic of HIV/AIDS and tuberculosis (TB), recording the world's highest prevalence rates for both diseases. Currently, 42 percent of pregnant women attending antenatal care centres are HIV positive, while Swaziland’s first Demographic Health Survey (2007) indicated that 26 percent of the population aged between 15 and 49 years are HIV positive. In addition, an estimated 80 percent of TB patients are also co-infected with HIV. Swaziland has made significant strides towards achieving universal access to HIV prevention, treatment, and care for women and children. HIV testing among pregnant women increased from 39% in 2005 to 83% in 2010. Moreover, in 2011, more than 95% of pregnant women living with HIV (PWLHIV) received antiretroviral therapy (ART) for the prevention of mother-to-child transmission of HIV (PMTCT). Abject poverty combined with the high HIV and TB prevalence rates contribute to Swaziland’s weak economic performance and also impact negatively on food security.	<urn:uuid:c1b2cef4-f0d1-48d5-8ea6-3a97d15d60d7>	CC-MAIN-2017-43	http://www.wfp.org/node/3592/4068/641075	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825174.90/warc/CC-MAIN-20171022094207-20171022114207-00141.warc.gz	en	0.949531	609	3.21875	3	[ { "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 Kingdom of Swaziland is a landlocked and mountainous country, located between the republics of South Africa and Mozambique. It has a population of about 1 million people located on approximately 17,400 square kilometres of land. Although Swaziland is classified as a lower middle-income country, it currently faces challenges similar to low-income economies. Swaziland ranks 141 out of 187 countries in the 2012 UNDP Human Development Index. Forty percent of Swazis live below the poverty line, surviving on less than US1.25 per day.\nline 04 \| Swaziland is vulnerable to natural disasters, particularly drought in the eastern regions, and occasionally severe flooding in the north. Although 70 percent of Swazis rely on subsistence farming for their livelihoods, consecutive years of drought have undermined crop production, particularly maize. Results of the annual assessment by the Swaziland Vulnerability Assessment Committee (Swazi VAC) indicate that 116,000 people (10 percent of the population) faced a food deficit during the 2012/2013 lean season. This is a 30 percent increase on the 2011/12 figure of 89,000. This has serious implications for food access, as food prices are likely to remain high. Factors contributing to low production include poor rainfall and lack of access to farming inputs such as fertilizers and tractor hire.\nline 05 \| Maize production in Swaziland has been declining steadily for the past decade. Up until 2000, Swaziland was routinely harvesting more than 100,000 tons of maize. However, since then, the average harvest has dropped to some 70,000 tons. Factors contributing to this decline include erratic weather, high fuel and input costs, the devastating impact of HIV and AIDS, and low implementation of improved agricultural practices. Fortunately, at about 2.2 percent of GDP in 2010/11, government spending on social protection programs in Swaziland is higher than the average of 1 to 2 percent spent by most developing countries.\nline 06 \| Swaziland faces a dual epidemic of HIV/AIDS and tuberculosis (TB), recording the world's highest prevalence rates for both diseases. Currently, 42 percent of pregnant women attending antenatal care centres are HIV positive, while Swaziland’s first Demographic Health Survey (2007) indicated that 26 percent of the population aged between 15 and 49 years are HIV positive. In addition, an estimated 80 percent of TB patients are also co-infected with HIV. Swaziland has made significant strides towards achieving universal access to HIV prevention, treatment, and care for women and children. HIV testing among pregnant women increased from 39% in 2005 to 83% in 2010. Moreover, in 2011, more than 95% of pregnant women living with HIV (PWLHIV) received antiretroviral therapy (ART) for the prevention of mother-to-child transmission of HIV (PMTCT). Abject poverty combined with the high HIV and TB prevalence rates contribute to Swaziland’s weak economic performance and also impact negatively on food security.\n```", "role": "user" } ]
Definition Derivative is a product whose value is derived from the value of one or more basic variables, called underlying. The underlying asset can be equity, index, foreign exchange (forex), commodity or any other asset. Derivative products initially emerged as hedging devices against fluctuations in commodity prices In India, BSE created history on June 9, 2000 by launching the first Exchange traded Index Derivative Contract i.e. futures on the capital market benchmark index - the BSE Sensex. the exchange commenced trading in Index Options on Sensex on June 1, 2001. Stock options were introduced on 31 stocks on July 9, 2001 and single stock futures were launched on November 9, 2002. September 13, 2004 marked another milestone in the history of Indian Capital Markets, the day on which the Bombay Stock Exchange launched Weekly Options, a unique product unparallel in derivatives markets, both domestic and international. BSE permitted trading in weekly contracts in options in the shares of four leading companies namely Reliance, Satyam, State Bank of India, and Tisco in addition to the flagship index-Sensex. Types of Derivatives: Forwards: A forward contract is a customized contract between two entities, where settlement takes place on a specific date in the future at today's pre-agreed price. Futures: A futures contract is an agreement between two parties to buy or sell an asset at a certain time in the future at a certain price. Futures contracts are special types of forward contracts in the sense that the former are standardized exchange-traded contracts, such as futures of the Nifty index. Options: An Option is a contract which gives the right, but not an obligation, to buy or sell the underlying at a stated date and at a stated price. While a buyer of an option pays the premium and buys the right to exercise his option, the writer of an option is the one who receives the option premium and therefore obliged to sell/buy the asset if the buyer exercises it on him. Options are of two types - Calls and Puts options:'Calls' give the buyer the right but not the obligation to buy a given quantity of the underlying asset, at a given price on or before a given future date. 'Puts' give the buyer the right, but not the obligation to sell a given quantity of underlying asset at a given price on or before a given future date. One use of derivatives is as a tool to transfer riskFor example, farmers can sell future contracts on a crop to a speculator before the harvest. The farmer offloads (or hedges) the risk that the price will rise or fall, and the speculator accepts the risk with the possibility of a large reward. The farmer knows for certain the revenue he will get for the crop that he will grow; the speculator will make a profit if the price rises, but also risks making a loss if the price falls. Of course, speculators may trade with other speculators as well as with hedgers. In most financial derivatives markets, the value of speculative trading is far higher than the value of true hedge trading. As well as outright speculation, derivatives traders may also look for arbitrage opportunities between different derivatives on identical or closely related underlying securities. Because derivatives offer the possibility of large rewards, many individuals have a strong desire to invest in derivatives. Most financial planners caution against this, pointing out that an investor in derivatives often assumes a great deal of risk, and therefore investments in derivatives must be made with caution, especially for the small investor. But anyway it's a matter of your own risk taking abilities.	<urn:uuid:8938f4d6-c611-48f6-86d7-1f4b5ed64bef>	CC-MAIN-2017-43	http://happinesswala.blogspot.com/2006/10/derivatives.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825510.59/warc/CC-MAIN-20171023020721-20171023040721-00041.warc.gz	en	0.952733	741	2.984375	3	[ { "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 \| Definition Derivative is a product whose value is derived from the value of one or more basic variables, called underlying. The underlying asset can be equity, index, foreign exchange (forex), commodity or any other asset. Derivative products initially emerged as hedging devices against fluctuations in commodity prices\nline 04 \| In India, BSE created history on June 9, 2000 by launching the first Exchange traded Index Derivative Contract i.e. futures on the capital market benchmark index - the BSE Sensex. the exchange commenced trading in Index Options on Sensex on June 1, 2001. Stock options were introduced on 31 stocks on July 9, 2001 and single stock futures were launched on November 9, 2002. September 13, 2004 marked another milestone in the history of Indian Capital Markets, the day on which the Bombay Stock Exchange launched Weekly Options, a unique product unparallel in derivatives markets, both domestic and international. BSE permitted trading in weekly contracts in options in the shares of four leading companies namely Reliance, Satyam, State Bank of India, and Tisco in addition to the flagship index-Sensex.\nline 05 \| Types of Derivatives:\nline 06 \| Forwards: A forward contract is a customized contract between two entities, where settlement takes place on a specific date in the future at today's pre-agreed price.\nline 07 \| Futures: A futures contract is an agreement between two parties to buy or sell an asset at a certain time in the future at a certain price. Futures contracts are special types of forward contracts in the sense that the former are standardized exchange-traded contracts, such as futures of the Nifty index.\nline 08 \| Options: An Option is a contract which gives the right, but not an obligation, to buy or sell the underlying at a stated date and at a stated price. While a buyer of an option pays the premium and buys the right to exercise his option, the writer of an option is the one who receives the option premium and therefore obliged to sell/buy the asset if the buyer exercises it on him. Options are of two types - Calls and Puts options:'Calls' give the buyer the right but not the obligation to buy a given quantity of the underlying asset, at a given price on or before a given future date. 'Puts' give the buyer the right, but not the obligation to sell a given quantity of underlying asset at a given price on or before a given future date.\nline 09 \| One use of derivatives is as a tool to transfer riskFor example, farmers can sell future contracts on a crop to a speculator before the harvest. The farmer offloads (or hedges) the risk that the price will rise or fall, and the speculator accepts the risk with the possibility of a large reward. The farmer knows for certain the revenue he will get for the crop that he will grow; the speculator will make a profit if the price rises, but also risks making a loss if the price falls.\nline 10 \| Of course, speculators may trade with other speculators as well as with hedgers. In most financial derivatives markets, the value of speculative trading is far higher than the value of true hedge trading. As well as outright speculation, derivatives traders may also look for arbitrage opportunities between different derivatives on identical or closely related underlying securities.\nline 11 \| Because derivatives offer the possibility of large rewards, many individuals have a strong desire to invest in derivatives. Most financial planners caution against this, pointing out that an investor in derivatives often assumes a great deal of risk, and therefore investments in derivatives must be made with caution, especially for the small investor.\nline 12 \| But anyway it's a matter of your own risk taking abilities.\nline 13 \| \n```", "role": "user" } ]
This is the first of nine installments about how I attempt to teach the whole child. Last week’s blog dealt with my Why I teach Physical Education and Health and not Math, Science, or Social Studies or other areas of teaching. It also discusses how I believe it is every teacher’s duty to teach the entire child. After writing last week’s blog, I received feedback from Shrehan Lynch (@misslynchpe) that there are currently nine dimensions of wellness that are being taught at the collegiate level. Armed with that feedback and the encouragement of Mel Hamada (mjhamada) this has now morphed into a nine-part blog series. I fully expect that I am derelict in my teaching of several areas of wellness. This blog series will allow me to highlight those areas I need to improve. The first dimension that we need to master in order to be well is Emotional Wellness. “The emotionally well person can identify, express and manage the entire range of feelings and would consider seeking assistance to address areas of concern.” Link That is a large range to cover in pre-K to 6th-grade but I try! The first way I teach emotional wellness is explicitly in Kindergarten Health. We talk about emotions as well as act out what each emotion looks like. I teach emotional wellness again in 5th grade when we discuss conflict and use I statements. I statements force the child to identify their emotion. An I statement looks like this: I feel ______ when you _____ because_____. This allows the student to identify their feeling. During my physical education class when there are low-level conflicts the students must talk to each other on the side and figure out what happened and attempt to come to a conclusion on their own. This allows the students to work on developing their emotional language. If the students are not able to do this I step in and ask one student how they were harmed. The harm may come in the form of physical or emotional harm. They will have to identify which it is and state it. I will then ask the other student how they were harmed. This gives both parties the opportunity to analyze the situation and identify how they may have been emotionally harmed. This is also where the students are expressing their emotions as well as identifying them. They are provided an opportunity to explain what they are feeling and why. I may prod them with questions such as how did that make you feel which allows them to express their emotions as well. Another way they can express their emotions are during circle time. This occurs after their instant activity as well as at the end of class. Circles may also be called if there is an issue that we need to discuss as a class. The beginning circle is a simple share out time. This is when they can tell me about something they have done in their lives or something they are going to do. Happiness and joy are evident in their stories. The final circle time they have the choice of saying something they are thankful about in class or reflect on their learning during the period. The other circle that happens much more infrequently is when we have a student or students whose behavior is affecting the whole class. We will circle up and talk about how the students feel that their time is being thrown away or how that child’s actions are affecting the entire class. We make sure to tell the child that we love them but their actions are harming the class in a certain way. I took the circle approach directly from restorative justices practice. If you would like to learn more about them I would suggest you contact Ken Johnson (@kenjohnsonusa). He has written multiple books on it and trains teachers in restorative justice practices. The managing of the emotions is tricky. In retrospect, I usually only address anger or frustration. This is when a child reacts to a situation in a way that the school or class deems inappropriate. We speak about how to get our anger out in ways that won’t cause harm to others or ourselves. This can include grabbing the break card off of the door, getting a drink, or taking a lap around the gym to cool down. I do not speak about managing any other emotions. That may be something we can discuss on the SlowchatPE group on Voxer. I would be remiss if I did not mention instilling a growth mindset in this blog post. Sports skills have the ability to teach you growth mindset like no other. Everyone messes up. It doesn’t matter who you are. We talk about baseball players failing to get a hit two out of every three times and still being legendary. I make sure that our language is phrased in a way that we aren’t putting ourselves down. We say things like I can’t catch yet or I can’t cross jump rope yet. That word yet is powerful. It tells our mind that we will get there eventually. Understanding that it’s ok to mess-up is natural to the area of Physical Education. Cooperative learning also helps us look at things positively. I now worry less about the outcome of my students and more about their journey. Together we figure out different ways to solve problems in groups. The students learn how to speak to one another when they are frustrated. I will set up scenarios where if one person does not complete the task the whole group has to start over. This can create conflict and tension. It can also teach my students how to accept making mistakes and learn from them. I have the same conversation with multiple groups about the tone of their voice and how berating or belittling a student doesn’t make them want to work harder. These are all skills an emotionally well person needs to equip themselves with when they are working with other people. Remaining positive and helping a student instead of putting them down is in the best interest of the group as well as the student. The final way I teach emotional wellness is allowing the students to understand when they need to seek assistance from me, the social worker, or go to their parents. In Health we talk about depression and suicide. This is a subject that I take very serious. My community, like most, has been rocked by suicide. We discuss what to do when someone tells you they are thinking about committing suicide as well as what the signs and symptoms are. This lesson and my emotional abuse lesson are two of the hardest lessons I teach all year. There is very little room for humor and most kids don’t see the need for the lesson. None of that matters if I am able to reach one student. I am willing to teach that lesson for 30 years if I believe that it can serve even one student now or in the future. Depression is a subject that is not easily broached with either students or adults. I know many physical educators that suffer from it who have not made the public aware. We do not have to share everything on social media but I believe that if we talked about depression a little more it would raise awareness as well as destigmatize it. Social media isn’t always about putting your best foot forward. Emotional Wellness is an area that Physical Education and Health can help nurture in our students. We have many opportunities to allow the students to identify their emotions and give them ways to accept and understand them. It may occur when we discuss the difference between celebrating a victory or pushing it in the face of others. It may occur when we attempt to calm a child down that is emotionally charged or feels they have been harmed. All of those instances are opportunities to discuss what the students are feeling and how to understand and deal with them. Our Health standards address conflict from K-12 grade. How we deal with conflict is emotional wellness. A lot of subjects that are broached in Health elicit emotions. As teachers, we are charged with allowing students to express them while still remaining respectful of those with differing opinions. I feel that I do a solid job with helping my students learn and grow emotionally. I tell them that I love them and make sure that I address their behaviors as being an issue not them. They will hopefully leave my classes with self-confidence, optimism, and self-worth. That alone may be the most important reason to teach there is.	<urn:uuid:df5673cd-3108-4aed-ac0f-432db8a9f083>	CC-MAIN-2017-43	https://slowchatpe.com/2017/04/01/1-of-9-dimensions-of-wellness-emotional/comment-page-1/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187826210.56/warc/CC-MAIN-20171023164236-20171023184236-00841.warc.gz	en	0.977402	1,690	2.9375	3	[ { "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 \| This is the first of nine installments about how I attempt to teach the whole child.\nline 04 \| Last week’s blog dealt with my Why I teach Physical Education and Health and not Math, Science, or Social Studies or other areas of teaching.\nline 05 \| It also discusses how I believe it is every teacher’s duty to teach the entire child.\nline 06 \| After writing last week’s blog, I received feedback from Shrehan Lynch (@misslynchpe) that there are currently nine dimensions of wellness that are being taught at the collegiate level.\nline 07 \| Armed with that feedback and the encouragement of Mel Hamada (mjhamada) this has now morphed into a nine-part blog series.\nline 08 \| I fully expect that I am derelict in my teaching of several areas of wellness.\nline 09 \| This blog series will allow me to highlight those areas I need to improve.\nline 10 \| The first dimension that we need to master in order to be well is Emotional Wellness. “The emotionally well person can identify, express and manage the entire range of feelings and would consider seeking assistance to address areas of concern.” Link That is a large range to cover in pre-K to 6th-grade but I try!\nline 11 \| The first way I teach emotional wellness is explicitly in Kindergarten Health. We talk about emotions as well as act out what each emotion looks like. I teach emotional wellness again in 5th grade when we discuss conflict and use I statements. I statements force the child to identify their emotion. An I statement looks like this: I feel ______ when you _____ because_____. This allows the student to identify their feeling.\nline 12 \| During my physical education class when there are low-level conflicts the students must talk to each other on the side and figure out what happened and attempt to come to a conclusion on their own.\nline 13 \| This allows the students to work on developing their emotional language.\nline 14 \| If the students are not able to do this I step in and ask one student how they were harmed.\nline 15 \| The harm may come in the form of physical or emotional harm.\nline 16 \| They will have to identify which it is and state it.\nline 17 \| I will then ask the other student how they were harmed.\nline 18 \| This gives both parties the opportunity to analyze the situation and identify how they may have been emotionally harmed.\nline 19 \| This is also where the students are expressing their emotions as well as identifying them. They are provided an opportunity to explain what they are feeling and why. I may prod them with questions such as how did that make you feel which allows them to express their emotions as well.\nline 20 \| Another way they can express their emotions are during circle time. This occurs after their instant activity as well as at the end of class. Circles may also be called if there is an issue that we need to discuss as a class. The beginning circle is a simple share out time. This is when they can tell me about something they have done in their lives or something they are going to do. Happiness and joy are evident in their stories. The final circle time they have the choice of saying something they are thankful about in class or reflect on their learning during the period.\nline 21 \| The other circle that happens much more infrequently is when we have a student or students whose behavior is affecting the whole class.\nline 22 \| We will circle up and talk about how the students feel that their time is being thrown away or how that child’s actions are affecting the entire class.\nline 23 \| We make sure to tell the child that we love them but their actions are harming the class in a certain way.\nline 24 \| I took the circle approach directly from restorative justices practice.\nline 25 \| If you would like to learn more about them I would suggest you contact Ken Johnson (@kenjohnsonusa).\nline 26 \| He has written multiple books on it and trains teachers in restorative justice practices.\nline 27 \| The managing of the emotions is tricky. In retrospect, I usually only address anger or frustration. This is when a child reacts to a situation in a way that the school or class deems inappropriate. We speak about how to get our anger out in ways that won’t cause harm to others or ourselves. This can include grabbing the break card off of the door, getting a drink, or taking a lap around the gym to cool down. I do not speak about managing any other emotions. That may be something we can discuss on the SlowchatPE group on Voxer.\nline 28 \| I would be remiss if I did not mention instilling a growth mindset in this blog post. Sports skills have the ability to teach you growth mindset like no other. Everyone messes up. It doesn’t matter who you are. We talk about baseball players failing to get a hit two out of every three times and still being legendary. I make sure that our language is phrased in a way that we aren’t putting ourselves down. We say things like I can’t catch yet or I can’t cross jump rope yet. That word yet is powerful. It tells our mind that we will get there eventually. Understanding that it’s ok to mess-up is natural to the area of Physical Education.\nline 29 \| Cooperative learning also helps us look at things positively. I now worry less about the outcome of my students and more about their journey. Together we figure out different ways to solve problems in groups. The students learn how to speak to one another when they are frustrated. I will set up scenarios where if one person does not complete the task the whole group has to start over. This can create conflict and tension. It can also teach my students how to accept making mistakes and learn from them. I have the same conversation with multiple groups about the tone of their voice and how berating or belittling a student doesn’t make them want to work harder. These are all skills an emotionally well person needs to equip themselves with when they are working with other people. Remaining positive and helping a student instead of putting them down is in the best interest of the group as well as the student.\nline 30 \| The final way I teach emotional wellness is allowing the students to understand when they need to seek assistance from me, the social worker, or go to their parents. In Health we talk about depression and suicide. This is a subject that I take very serious. My community, like most, has been rocked by suicide. We discuss what to do when someone tells you they are thinking about committing suicide as well as what the signs and symptoms are. This lesson and my emotional abuse lesson are two of the hardest lessons I teach all year. There is very little room for humor and most kids don’t see the need for the lesson. None of that matters if I am able to reach one student. I am willing to teach that lesson for 30 years if I believe that it can serve even one student now or in the future.\nline 31 \| Depression is a subject that is not easily broached with either students or adults. I know many physical educators that suffer from it who have not made the public aware. We do not have to share everything on social media but I believe that if we talked about depression a little more it would raise awareness as well as destigmatize it. Social media isn’t always about putting your best foot forward.\nline 32 \| Emotional Wellness is an area that Physical Education and Health can help nurture in our students. We have many opportunities to allow the students to identify their emotions and give them ways to accept and understand them. It may occur when we discuss the difference between celebrating a victory or pushing it in the face of others. It may occur when we attempt to calm a child down that is emotionally charged or feels they have been harmed. All of those instances are opportunities to discuss what the students are feeling and how to understand and deal with them.\nline 33 \| Our Health standards address conflict from K-12 grade. How we deal with conflict is emotional wellness. A lot of subjects that are broached in Health elicit emotions. As teachers, we are charged with allowing students to express them while still remaining respectful of those with differing opinions.\nline 34 \| I feel that I do a solid job with helping my students learn and grow emotionally. I tell them that I love them and make sure that I address their behaviors as being an issue not them. They will hopefully leave my classes with self-confidence, optimism, and self-worth. That alone may be the most important reason to teach there is.\n```", "role": "user" } ]
For the last two weeks, all over the world, in institutions of higher learning, world parliaments, and religious institutions, addressing a wide variety of audiences, politicians, world leaders, human rights activists, journalists and ordinary people are trying to explain the unexplainable, the Rwanda Genocide. The Rwanda genocide is a horrific massacre that has left indelible marks, not just in our hearts and minds, but also on our collective conscience. This weekend, sitting in Church, my mind floated back to the horrific atrocities committed in Rwanda. 1500 were massacred in a church, where they had taken refuge, in a church just like mine. The images of the survivors, especially the children, took center stage on most of the TV programs, it was heart wrenching. Rwanda’s children have been scarred for life. In the words of UNICEF Executive Director "Ten years later, the children of Rwanda are still suffering the consequences of a conflict caused entirely by adults… For them, the genocide is not just a historical event, but an inescapable part of daily life today and tomorrow… there are currently around 400,000 orphans in the country” On March 9, 2004 UN Secretary General Kofi Annan addressed the Canadian Parliament in Ottawa, Canada, where he announced the: “… establishment of a Special Rapporteur or Adviser on the Prevention of Genocide-to make clear the link, which is often ignored until too late, between massive and systematic violations of human rights and threats to international peace and security…” In a message delivered on his behalf at the symposium on “The Media and the Rwanda Genocide” at Carleton University School of Journalism and Communication in Ottawa, Canada on March 13, 2003 Mr. Annan said: “When, on 7 April, people around the world commemorate the tenth anniversary of the Rwandan genocide, that observance should be filled not only with remorse, but with resolve…We must remember the hundreds of thousands of men, women and children abandoned to systematic slaughter while the world, which had the capacity to save most of them, failed to save more than a handful, forever sullying the collective conscience…” UNSG Kofi Annan said we must pledge to “act boldly” so that genocide is “never allowed to happen again”. He also said: “There can be no more important issue, and no more binding obligation, than the prevention of genocide” At the UN Human Rights Commission in Geneva on April 7th, 2004 UNSG Kofi Annan unveiled a UN system-wide Action Plan to Prevent Genocide. He said: "The genocide in Rwanda should never have happened. But it did…We cannot afford to wait until the worst has happened, or is already happening, or end up with little more than futile hand-wringing or callous indifference…" But then something he said at that meeting made me a bit surprised, that maybe all this talk about remorse was just perfunctory. Here is what he said next: “We must all acknowledge our responsibility for not having done more to prevent or stop the genocide. But are we confident that, confronted by a new Rwanda today, we can respond effectively, in good time?” Well, Mr. Annan, I would hope so. But that would take political will and courage, and would require principled decisions and actions. U.N. Secretary General Kofi Annan also took this week's commemoration of the Rwanda Genocide to make the link to the current genocide in Darfur, which has caused an estimated 1 million refugees and many thousands more internally displaced persons, but neglected to mention the genocide and ethnic cleansing that is taking place in Ethiopia, particularly in Gambela. As a result of the genocide over 70,000 have fled to Sudan and over 600 have been massacred in cold blood. So what is preventing the Secretary General from calling this massacre of hundreds in Ethiopia by its real name-GENOCIDE? What will it take to make UNSG act effectively and quickly? Are the signs not there? Are there not enough Ethiopians being slaughtered by the regime in power? Are there not enough bodies that should jolt your collective consciences to act? President Bill Clinton, the 42nd president of the United States in a Washington Post article entitled “Learn from Rwanda” on April 6, 2004 said: “…the Rwandan genocide, a cruel, violent and well-organized rampage that resulted in the deaths of hundreds of thousands of innocent men, women and children… We did not act quickly enough after the killing began… We did not immediately call these crimes by their rightful name: genocide… It is important to remember the horrors of that period with clarity and honesty… to benefit from the lessons learned and to honor the memory of those who perished… It is impossible to go back and amend our collective failures in Rwanda…that the international community will continue to learn from our mistakes in Rwanda … and muster the global political will required to respond to the threat of genocide wherever it may occur…” Very good Mr. President; now what are you doing about the genocide in Ethiopia? Have we not learned enough lessons from Rwanda? What happened to the pledge Ms. Gayle Smith who served as special assistant to President Clinton and senior director for African Affairs at the National Security Council in an article dated April 6, 2004 and entitled “Ten Years after Rwanda, has anything “No system for translating early warnings into diplomatic or military interventions that might prevent genocide before its perpetrators succeed…U.S. foreign policy is that resources are allocated and risks are taken in direct proportion to measurable security or economic interests. Possessing no oil and posing no threat to America's security, Rwanda simply did not meet the U.S. interests test…Africa…was and remains on the back burner in foreign policy, and last on the list of U.S. national security priorities…Our diplomats earn little in the way of career advancement for serving in Africa…few of our nation's foreign policy experts has or is expected to have any African experience or even knowledge… Africa warrants only sporadic media attention, and consistent coverage only when calamities of man or nature trigger sensational images of human pain and suffering…” I agree with Ms. Smith, and these very well have been the factors that contributed to the silence of the United States and other governments back then. What about now? I believe they are still contributing to the silence when it comes to the genocide taking place in Ethiopia. Ms. Smith also mentioned the Darfur genocide, in which she said the Sudanese “…willfully implements a policy of ethnic cleansing and pits armed militia against innocent civilians ….” What about the Tigrayan Prime Minister Melles Zenawi? Is he not pursuing the same ethnic and political policy that is breeding genocide and ethnic cleansing in Ethiopia? After all, by all credible accounts, the Tigrayan Prime Minister of Ethiopia is doing exactly what the Sudanese leader is doing in Darfur. So why is Gayle Smith so conspicuously silent about the massacres that are taking place in Ethiopia? In Ethiopia, Afar, Arussi, Gambela, Gondar, Ogaden,Oromia, Sidama, Tigray , Wollo etc. are on fire. It is to be recalled, exposing his bigotry and racist attitude, the Tigrayan Prime Minister in July 1998, at the height of the massive inhumane deportations of over 80,000 Eritreans and Ethiopians of Eritrean origin from Ethiopia, had “The Ethiopian government has the unrestricted right to expel any foreigner from the country for any reason whatsoever. Any foreigner, whether Eritrean, Japanese, etc., lives in Ethiopia because of the goodwill of the government. If the Ethiopian government says ‘Go, because we don't like the colour of your eyes,' they have to leave.” How would Gayle Smith explain her own inaction, as well as that of the various US and other “diplomats”, “political analysts”, “experts” etc. when thousands of sick, old, young, men, women and children, religious leaders, etc. were being forced to cross through mine-infested borders because Melles did not like the “color of their eyes”? I do not know why Ms Gayle, while talking about Rwanda and Darfur, chose to remain silent about the genocide that is taking place right at this particular moment in Ethiopia. Maybe Peter Rosenblum may explain why Ms. Gayle Smith has chosen to remain silent on the Ethiopian genocide. In the May 2002 issue of the publication Current History, under the title “Irrational Exuberance: The Clinton Administration in Africa”, explaining about Gayle Smith’s close relationship with the Tigrayan dominated regime in Addis, Mr. Rosenblum says: “…Gayle Smith was based in Ethiopia, where she was an expert on the rebel history and a confidante. She was widely perceived as a booster for Meles and the new government…Internationally, she was not alone amongst US figures enamored of Meles…she was known to be close to Meles” In a Washington Post article entitled “How did “Never Again” Become Just Words?” dated April 4, 2004 Richard Holbrooke, former US Ambassador to the United Nations is brutally honest in detailing the failures of the United Nations and the US led international community. I’d like to take a look at some of what he calls “unavoidable truths”. Ambassador Holbrooke Ø “…The catchphrase for the Rwandas and Bosnias of the world, as with the Holocaust itself, is always the same: Never again. Yet time after time, it does happen again. Of course, the specific circumstances always differ; each time they are described as unique. Each time we are told of "ancient tribal" or "ethnic" hatreds; each time there is international "compassion fatigue"; each time there is a demand for an "exit strategy" rather than a "success strategy…” Ø “…But there is one underlying constant: the failure of the world to recognize and confront the evil that is occurring, and to deny it the chance to unleash its full fury. This is both a failure of will and a failure of courage -- a deliberate shrinking from a reality too horrifying to contemplate, but one that can only be changed if it is, in fact, deeply contemplated, faced directly and stared down…” Ø Rwanda's genocide, or at least much of it, might have been avoided had the world acted…when the United Nations withdrew, the genocide exploded… this meant the 15 members of the Security Council; above all, the five permanent members -- the United States, Great Britain, France, Russia and China -- and, even more centrally, the United States, France and Britain. It was not "the U.N." -- that tall building on New York's East River, overflowing with diplomatic talk -- that decided to pull out. No. It was the leading nations of the world, speaking through their ambassadors in New York…” Ø “Had the Security Council agreed to the U.N. commander's request and sent more troops, I believe, as do most other observers, that at least half the deaths, if not more, could have been prevented. Instead, when the United Nations withdrew, the genocide exploded…On April 15, 1994, in the Security Council, the United States demanded a full U.N. withdrawal. We even opposed helping other nations who might have intervened, and deleted the use of the word "genocide" from the U.N.'s statements…” Ø “But our failure to act in Liberia last year was a depressing reminder that ‘Never again’ is more a slogan than a policy for our nation…” Ø “…But one thing is certain: There will be other Bosnias and Rwandas and Afghanistans… We must learn from the errors that allowed Rwanda to take place. Let us pray that there truly never will be a need for yet another memorial, somewhere as yet undetermined, to remember another horror that has not yet occurred…” Richard Holbrooke also said, “Sudan remains a tragedy” Thank you Mr. Ambassador. I wish you were this brutally honest when you were at the UN in 2000 as the Tigrayan expansionist regime invaded sovereign Eritrean territories causing the death of over 120,000 Ethiopians and 19,000 Eritreans. Mr. Ambassador, you too mentioned Darfur, Sudan, but neglected to mention the genocide in Ethiopia. Ambassador Holbrooke, what are you doing to stop the genocide in Ethiopia? Or as you said in the Washington Post article ‘Never again’, has it become just an empty slogan again? I would like to bring to the attention of UN Secretary General Kofi Annan, President Bill Clinton, Ambassador Holbrooke, Ms. Gayle Smith and others in the international community, the many reports by credible individuals and groups, as well as the media about the genocide and ethnic cleansing that is taking place in Ethiopia: Ø Just recently two US- based human rights organizations, Genocide Watch (GW) and Survivors' Rights International (SRI), have condemned the international community for its silence over the "atrocities" being perpetrated in Gambella, which is about 800 km west of the capital, Addis Ababa, where the Anuak ethnic group was being subjected to rape, executions and torture. In their letter to Melles Zenawi, GW stated that they: Ø “…received numerous reports of major massacres of Anuak people in and around Gambella, Ethiopia…At least 416 Anuak people were murdered. The massacres were led by Ethiopian government troops in uniform…We have checked these reports carefully with eyewitnesses in Gambella as well as with the United States State Department and the United Nations, and have confirmed that these massacres were committed by Ethiopian government forces… Our sources indicate that those targeted particularly have been educated Anuak men; a tactic often intended to render a group leaderless and defenseless… Massacres of people who are killed because of their ethnic group membership are genocidal…” Here are yet more others that highlight Melles Zenawi’s ethnic based policies that have contributed to the ethnic cleansing and genocide in Ethiopia: Ø "…On Saturday, December 13, in a single bloody burst of targeted mass murder, Ethiopia became the world's latest sovereign to attempt genocide as a way to solve its problems …Ethiopian soldiers murdered more than 400 members of the Anuak tribe"- Doug McGuil. McGuil Report, 01/19/2004 Ø "What happened in Gambella verges on genocide as a result of the ethnic policy adopted by the EPDRF government…EPRDF's preference for ruling through an ethnic-based federation… dominated by the minority ethnic Tigrayans… the federal structure in effect divides and rules larger ethnic groups such as the Oromos and Amharas and bars non-members of the Tigrayan People's Liberation Front” -Mesfin Wolde Mariam, chairman of the Ethiopian Human Rights Council (EHRC) January 13, 2004 Today, the genocide and ethnic cleansing in Ethiopia is being shoved under the rug as “the aberrant acts of some individuals”, as opposed to being the results of the apatheid policies of the Tigrayan led minority regime in Addis. Even though the BBC, Red Cross, Voice of America and UN bodies have investigated and verified Ethiopia's "ethnic cleansing" policy, the international community has remained curiously mute. Self-serving Addis based diplomats; NGO and humanitarian workers, “regional analysts”, “experts”, etc. are reluctant to rock boats. Emboldened by the international community’s inaction, the belligerent minority regime in Addis, remains in defiance of international law. Its continued intransigence and refusal to abide by the Eritrea Ethiopia Border Commission final and binding decision is further evidence of it. It is about time the international community took proper punitive measures against this racist and criminal, genocidal Tigrayan minority regime, before we see the intensification of Rwanda in Ethiopia, and before we see additional innocent Ethiopians being used as cannon fodder and minesweepers in its expansionist war of aggression against Eritrea. ‘Never Again’ must mean never again! The rule of law must prevail over the law of the jungle	<urn:uuid:f3b9b40f-563d-4637-bd15-1b5a777a4b49>	CC-MAIN-2017-43	http://dehai.org/demarcation-watch/articles/Sophia_Tesfamariam_genocide_Rwanda_yesterday_Ethiopia_today.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00741.warc.gz	en	0.945216	3,588	2.546875	3	[ { "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 \| For the last two weeks, all over the world, in institutions of higher learning,\nline 04 \| world parliaments, and religious institutions, addressing a wide variety of\nline 05 \| audiences, politicians, world leaders, human rights activists, journalists and\nline 06 \| ordinary people are trying to explain the unexplainable, the Rwanda Genocide.\nline 07 \| The Rwanda genocide is a horrific massacre that has left indelible marks, not\nline 08 \| just in our hearts and minds, but also on our collective conscience. This weekend,\nline 09 \| sitting in Church, my mind floated back to the horrific atrocities committed\nline 10 \| in Rwanda. 1500 were massacred in a church, where they had taken refuge, in\nline 11 \| a church just like mine.\nline 12 \| The images of the survivors, especially the children,\nline 13 \| took center stage on most of the TV programs, it was heart wrenching.\nline 14 \| Rwanda’s\nline 15 \| children have been scarred for life. In the words of UNICEF Executive Director\nline 16 \| \"Ten years later, the children of Rwanda are still suffering the consequences of a conflict caused entirely by adults… For them, the genocide is not just a historical event, but an inescapable part of daily life today and tomorrow… there are currently around 400,000 orphans in the country”\nline 17 \| On March 9, 2004 UN Secretary General Kofi Annan addressed the Canadian Parliament\nline 18 \| in Ottawa, Canada, where he announced the:\nline 19 \| “… establishment of a Special Rapporteur or Adviser on the Prevention\nline 20 \| of Genocide-to make clear the link, which is often ignored until too late, between\nline 21 \| massive and systematic violations of human rights and threats to international\nline 22 \| peace and security…”\nline 23 \| In a message delivered on his behalf at the symposium on “The Media and\nline 24 \| the Rwanda Genocide” at Carleton University School of Journalism and Communication\nline 25 \| in Ottawa, Canada on March 13, 2003 Mr. Annan said:\nline 26 \| “When, on 7 April, people around the world commemorate the tenth anniversary\nline 27 \| of the Rwandan genocide, that observance should be filled not only with remorse,\nline 28 \| but with resolve…We must remember the hundreds of thousands of men, women\nline 29 \| and children abandoned to systematic slaughter while the world, which had the\nline 30 \| capacity to save most of them, failed to save more than a handful, forever sullying\nline 31 \| the collective conscience…”\nline 32 \| UNSG Kofi Annan said we must pledge to “act boldly” so that genocide\nline 33 \| is “never allowed to happen again”.\nline 34 \| He also said:\nline 35 \| “There can be no more important issue, and no more binding obligation,\nline 36 \| than the prevention of genocide”\nline 37 \| At the UN Human Rights Commission in Geneva on April 7th, 2004 UNSG Kofi Annan\nline 38 \| unveiled a UN system-wide Action Plan to Prevent Genocide. He said:\nline 39 \| \"The genocide in Rwanda should never have happened.\nline 40 \| But it did…We\nline 41 \| cannot afford to wait until the worst has happened, or is already happening,\nline 42 \| or end up with little more than futile hand-wringing or callous indifference…\"\nline 43 \| But then something he said at that meeting made me a bit surprised, that maybe\nline 44 \| all this talk about remorse was just perfunctory. Here is what he said next:\nline 45 \| “We must all acknowledge our responsibility for not having done more\nline 46 \| to prevent or stop the genocide.\nline 47 \| But are we confident that, confronted by a\nline 48 \| new Rwanda today, we can respond effectively, in good time?”\nline 49 \| Well, Mr. Annan, I would hope so. But that would take political will and courage,\nline 50 \| and would require principled decisions and actions.\nline 51 \| U.N. Secretary General Kofi Annan also took this week's commemoration of the Rwanda Genocide to make the link to the current genocide in Darfur, which has caused an estimated 1 million refugees and many thousands more internally displaced persons, but neglected to mention the genocide and ethnic cleansing that is taking place in Ethiopia, particularly in Gambela.\nline 52 \| As a result of the genocide over 70,000 have fled to Sudan and over 600 have been massacred in cold blood.\nline 53 \| So what is preventing the Secretary General from calling this massacre of hundreds in Ethiopia by its real name-GENOCIDE? What will it take to make UNSG act effectively and quickly? Are the signs not there? Are there not enough Ethiopians being slaughtered by the regime in power? Are there not enough bodies that should jolt your collective consciences to act?\nline 54 \| President Bill Clinton, the 42nd president of the United States in a Washington\nline 55 \| Post article entitled “Learn from Rwanda” on April 6, 2004 said:\nline 56 \| “…the Rwandan genocide, a cruel, violent and well-organized rampage\nline 57 \| that resulted in the deaths of hundreds of thousands of innocent men, women\nline 58 \| and children… We did not act quickly enough after the killing began…\nline 59 \| We did not immediately call these crimes by their rightful name: genocide…\nline 60 \| It is important to remember the horrors of that period with clarity and honesty…\nline 61 \| to benefit from the lessons learned and to honor the memory of those who perished…\nline 62 \| It is impossible to go back and amend our collective failures in Rwanda…that\nline 63 \| the international community will continue to learn from our mistakes in Rwanda\nline 64 \| … and muster the global political will required to respond to the threat\nline 65 \| of genocide wherever it may occur…”\nline 66 \| Very good Mr. President; now what are you doing about the genocide in Ethiopia?\nline 67 \| Have we not learned enough lessons from Rwanda?\nline 68 \| What happened to the pledge\nline 69 \| Ms. Gayle Smith who served as special assistant to President Clinton and senior\nline 70 \| director for African Affairs at the National Security Council in an article\nline 71 \| dated April 6, 2004 and entitled “Ten Years after Rwanda, has anything\nline 72 \| “No system for translating early warnings into diplomatic or military\nline 73 \| interventions that might prevent genocide before its perpetrators succeed…U.S.\nline 74 \| foreign policy is that resources are allocated and risks are taken in direct\nline 75 \| proportion to measurable security or economic interests. Possessing no oil and\nline 76 \| posing no threat to America's security, Rwanda simply did not meet the U.S.\nline 77 \| interests test…Africa…was and remains on the back burner in foreign\nline 78 \| policy, and last on the list of U.S. national security priorities…Our\nline 79 \| diplomats earn little in the way of career advancement for serving in Africa…few\nline 80 \| of our nation's foreign policy experts has or is expected to have any African\nline 81 \| experience or even knowledge… Africa warrants only sporadic media attention,\nline 82 \| and consistent coverage only when calamities of man or nature trigger sensational\nline 83 \| images of human pain and suffering…”\nline 84 \| I agree with Ms. Smith, and these very well have been the factors that contributed\nline 85 \| to the silence of the United States and other governments back then. What about\nline 86 \| now? I believe they are still contributing to the silence when it comes to the\nline 87 \| genocide taking place in Ethiopia.\nline 88 \| Ms. Smith also mentioned the Darfur genocide, in which she said the Sudanese\nline 89 \| “…willfully implements a policy of ethnic cleansing and pits armed\nline 90 \| militia against innocent civilians ….”\nline 91 \| What about the Tigrayan Prime Minister Melles Zenawi? Is he not pursuing the\nline 92 \| same ethnic and political policy that is breeding genocide and ethnic cleansing\nline 93 \| in Ethiopia? After all, by all credible accounts, the Tigrayan Prime Minister\nline 94 \| of Ethiopia is doing exactly what the Sudanese leader is doing in Darfur. So\nline 95 \| why is Gayle Smith so conspicuously silent about the massacres that are taking\nline 96 \| place in Ethiopia? In Ethiopia, Afar, Arussi, Gambela, Gondar, Ogaden,Oromia,\nline 97 \| Sidama, Tigray , Wollo etc. are on fire.\nline 98 \| It is to be recalled, exposing his bigotry and racist attitude, the Tigrayan\nline 99 \| Prime Minister in July 1998, at the height of the massive inhumane deportations\nline 100 \| of over 80,000 Eritreans and Ethiopians of Eritrean origin from Ethiopia, had\nline 101 \| “The Ethiopian government has the unrestricted right to expel any foreigner\nline 102 \| from the country for any reason whatsoever. Any foreigner, whether Eritrean,\nline 103 \| Japanese, etc., lives in Ethiopia because of the goodwill of the government.\nline 104 \| If the Ethiopian government says ‘Go, because we don't like the colour\nline 105 \| of your eyes,' they have to leave.”\nline 106 \| How would Gayle Smith explain her own inaction, as well as that of the various\nline 107 \| US and other “diplomats”, “political analysts”, “experts”\nline 108 \| etc.\nline 109 \| when thousands of sick, old, young, men, women and children, religious\nline 110 \| leaders, etc. were being forced to cross through mine-infested borders because\nline 111 \| Melles did not like the “color of their eyes”?\nline 112 \| I do not know why Ms Gayle, while talking about Rwanda and Darfur, chose to\nline 113 \| remain silent about the genocide that is taking place right at this particular\nline 114 \| moment in Ethiopia.\nline 115 \| Maybe Peter Rosenblum may explain why Ms. Gayle Smith has chosen to remain\nline 116 \| silent on the Ethiopian genocide. In the May 2002 issue of the publication Current\nline 117 \| History, under the title “Irrational Exuberance: The Clinton Administration\nline 118 \| in Africa”, explaining about Gayle Smith’s close relationship with\nline 119 \| the Tigrayan dominated regime in Addis, Mr. Rosenblum says:\nline 120 \| “…Gayle Smith was based in Ethiopia, where she was an expert on\nline 121 \| the rebel history and a confidante.\nline 122 \| She was widely perceived as a booster for\nline 123 \| Meles and the new government…Internationally, she was not alone amongst\nline 124 \| US figures enamored of Meles…she was known to be close to Meles”\nline 125 \| In a Washington Post article entitled “How did “Never Again”\nline 126 \| Become Just Words?” dated April 4, 2004 Richard Holbrooke, former US Ambassador\nline 127 \| to the United Nations is brutally honest in detailing the failures of the United\nline 128 \| Nations and the US led international community. I’d like to take a look\nline 129 \| at some of what he calls “unavoidable truths”. Ambassador Holbrooke\nline 130 \| Ø “…The catchphrase for the Rwandas and Bosnias of the world, as with the Holocaust itself, is always the same: Never again. Yet time after time, it does happen again. Of course, the specific circumstances always differ; each time they are described as unique. Each time we are told of \"ancient tribal\" or \"ethnic\" hatreds; each time there is international \"compassion fatigue\"; each time there is a demand for an \"exit strategy\" rather than a \"success strategy…”\nline 131 \| Ø “…But there is one underlying constant: the failure of the world to recognize and confront the evil that is occurring, and to deny it the chance to unleash its full fury.\nline 132 \| This is both a failure of will and a failure of courage -- a deliberate shrinking from a reality too horrifying to contemplate, but one that can only be changed if it is, in fact, deeply contemplated, faced directly and stared down…”\nline 133 \| Ø Rwanda's genocide, or at least much of it, might have been avoided had the world acted…when the United Nations withdrew, the genocide exploded… this meant the 15 members of the Security Council; above all, the five permanent members -- the United States, Great Britain, France, Russia and China -- and, even more centrally, the United States, France and Britain. It was not \"the U.N.\" -- that tall building on New York's East River, overflowing with diplomatic talk -- that decided to pull out. No. It was the leading nations of the world, speaking through their ambassadors in New York…”\nline 134 \| Ø “Had the Security Council agreed to the U.N. commander's request and sent more troops, I believe, as do most other observers, that at least half the deaths, if not more, could have been prevented. Instead, when the United Nations withdrew, the genocide exploded…On April 15, 1994, in the Security Council, the United States demanded a full U.N. withdrawal. We even opposed helping other nations who might have intervened, and deleted the use of the word \"genocide\" from the U.N.'s statements…”\nline 135 \| Ø “But our failure to act in Liberia last year was a depressing reminder that ‘Never again’ is more a slogan than a policy for our nation…”\nline 136 \| Ø “…But one thing is certain: There will be other Bosnias and Rwandas and Afghanistans… We must learn from the errors that allowed Rwanda to take place. Let us pray that there truly never will be a need for yet another memorial, somewhere as yet undetermined, to remember another horror that has not yet occurred…”\nline 137 \| Richard Holbrooke also said, “Sudan remains a tragedy”\nline 138 \| Thank you Mr. Ambassador. I wish you were this brutally honest when you were at the UN in 2000 as the Tigrayan expansionist regime invaded sovereign Eritrean territories causing the death of over 120,000 Ethiopians and 19,000 Eritreans. Mr. Ambassador, you too mentioned Darfur, Sudan, but neglected to mention the genocide in Ethiopia. Ambassador Holbrooke, what are you doing to stop the genocide in Ethiopia? Or as you said in the Washington Post article ‘Never again’, has it become just an empty slogan again?\nline 139 \| I would like to bring to the attention of UN Secretary General Kofi Annan,\nline 140 \| President Bill Clinton, Ambassador Holbrooke, Ms. Gayle Smith and others in\nline 141 \| the international community, the many reports by credible individuals and groups,\nline 142 \| as well as the media about the genocide and ethnic cleansing that is taking\nline 143 \| place in Ethiopia:\nline 144 \| Ø Just recently two US- based human rights organizations, Genocide Watch (GW) and Survivors' Rights International (SRI), have condemned the international community for its silence over the \"atrocities\" being perpetrated in Gambella, which is about 800 km west of the capital, Addis Ababa, where the Anuak ethnic group was being subjected to rape, executions and torture.\nline 145 \| In their letter to Melles Zenawi, GW stated that they:\nline 146 \| Ø “…received numerous reports of major massacres of Anuak people in and around Gambella, Ethiopia…At least 416 Anuak people were murdered. The massacres were led by Ethiopian government troops in uniform…We have checked these reports carefully with eyewitnesses in Gambella as well as with the United States State Department and the United Nations, and have confirmed that these massacres were committed by Ethiopian government forces… Our sources indicate that those targeted particularly have been educated Anuak men; a tactic often intended to render a group leaderless and defenseless… Massacres of people who are killed because of their ethnic group membership are genocidal…”\nline 147 \| Here are yet more others that highlight Melles Zenawi’s ethnic based\nline 148 \| policies that have contributed to the ethnic cleansing and genocide in Ethiopia:\nline 149 \| Ø \"…On Saturday, December 13, in a single bloody burst of targeted mass murder, Ethiopia became the world's latest sovereign to attempt genocide as a way to solve its problems …Ethiopian soldiers murdered more than 400 members of the Anuak tribe\"- Doug McGuil. McGuil Report, 01/19/2004\nline 150 \| Ø \"What happened in Gambella verges on genocide as a result of the ethnic policy adopted by the EPDRF government…EPRDF's preference for ruling through an ethnic-based federation… dominated by the minority ethnic Tigrayans… the federal structure in effect divides and rules larger ethnic groups such as the Oromos and Amharas and bars non-members of the Tigrayan People's Liberation Front” -Mesfin Wolde Mariam, chairman of the Ethiopian Human Rights Council (EHRC) January 13, 2004\nline 151 \| Today, the genocide and ethnic cleansing in Ethiopia is being shoved under the rug as “the aberrant acts of some individuals”, as opposed to being the results of the apatheid policies of the Tigrayan led minority regime in Addis. Even though the BBC, Red Cross, Voice of America and UN bodies have investigated and verified Ethiopia's \"ethnic cleansing\" policy, the international community has remained curiously mute. Self-serving Addis based diplomats; NGO and humanitarian workers, “regional analysts”, “experts”, etc. are reluctant to rock boats.\nline 152 \| Emboldened by the international community’s inaction, the belligerent minority regime in Addis, remains in defiance of international law. Its continued intransigence and refusal to abide by the Eritrea Ethiopia Border Commission final and binding decision is further evidence of it. It is about time the international community took proper punitive measures against this racist and criminal, genocidal Tigrayan minority regime, before we see the intensification of Rwanda in Ethiopia, and before we see additional innocent Ethiopians being used as cannon fodder and minesweepers in its expansionist war of aggression against Eritrea.\nline 153 \| ‘Never Again’ must mean never again!\nline 154 \| The rule of law must prevail over the law of the jungle\nline 155 \| \n```", "role": "user" } ]
On the Same Day in March by Marilyn Singer March is a dynamic time throughout the world. On the same day that it's icy cold in the arctic, it's foggy in Louisiana and sunny in Barbados. This book explains the connection between longitude and weather. Weather Words and What They Mean by Gail Gibbons This picture book introduces the different types of weather, their names, and what they mean, and includes illustrations. It's a Disaster! Tornado. It's a Disaster! Hurricane. by Jessica Rudolph These books provide basic information about disasters, the damage they cause, and how to stay safe! For more good reading about this subject, check out these books.....Wild Science Projects About Earth's Weather By Robert Gardner By Anita Ganeri Earth Science Library Weather By Martyn Bramwell Lighteningby Mary Kay Carson (Wild Weather chapter, p. 30) by Seymour Simon by Lorrie Mack (DK – Dorling Kindersley) Weather Whipping Up a Storm by Dan Green (Basher Basics) Earth's Wild Winds. by Sandra Friend by Lorraine Hopping Use graphs and tables of local weather data to describe and predict typical weather. Find out about the climate of different regions of the world! \| Create and look at design solutions that reduce the impacts of weather-related hazards.\| From Molecules to Organisms, Heredity, Rain Forest Explorer by Rupert Mathews In this DK Reader follow the blog of an adventurous young explorer through the Amazon to her Uncle's rain forest research station. Children can follow her trip along the Rio Blanco river where she goes jaguar tracking, joins tribal villagers for a feast after hunting, and discovers an ancient site! Nature's Patchwork Quilt By: Mary Miche "Like a quilt, each habitat in nature is composed of many interdependent pieces that form grand patterns and webs." The text introduces numerous key concepts in natural science. Who Would Win? series by Jerry Palotta What would happen if a great white shark and a killer whale met each other? What if they were both hungry? What if they had a fight? Who do you think would win? This is one book in a series of many Who Would Win books that explore and compare the world of animals with real facts! Life Cycles-The Great Plant Escape Animal Adaptation Activities Animal Adaptation Video Show that species have unique and diverse life cycles. Show that plants and animals have traits inherited from parents. Learn the difference between inherited and uninherited characteristics. Use fossils to describe and compare types of organisms and their environments that existed long ago. Explain how characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction and how they are related. Explain how some organisms can survive well, some survive less well, and some cannot survive in different environments. Motion and Stability Balance and Motion: Toying with Gravity by Emily Sohn and Joseph Brennan This book describes how we use balance and motion every day, and explains how gravity has an effect on everything on Earth. You can learn the stability and instability of objects that are caused by gravity! Whats the Attraction? Magnetism by Elizabeth Raum This book discusses permanent and temporary magnets, the attraction and repulsion of magnetic force, and examples of magnets in daily life. Forces and Motion by John Graham This title contains 40 tried and tested experiments, some classic with up-to-the-minute variations, and some entirely new. How Toys Work by Lisa Greathouse Readers won't have to disassemble their favorite toys to discover what makes them work. This book explores electric, magnetic, and motion-powered toys from design to function. It introduces readers to six simple machines and explains how they use force and motion to do work. Provide evidence to explain the effect of multiple forces, including friction, on an object. Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other. Define a simple design problem that can be solved by applying the use of the interactions between magnets. 3-D Engineering: Design and Build Your Own Prototypes by Vicki May Young readers tackle real-life engineering problems by figuring out real-life solutions. The Kids' Guide to Sports Design and Engineering Years ago your favorite sport probably looked very different than it does today. Over time advancements in design and engineering have enhanced the game for both athletes and fans. From impressive stadiums to state-of-the-art uniforms and equipment, technology continues to change sports. Engineering the ABC's: How Engineers Shape Our World byPatty O'Brien Novak Imagine a world without cars and computers, or toys and televisions, or movies and microwaves. Then imagine a world without engineers. Engineering the ABC's answers questions about how everyday things work and how engineering relates to so many parts of your daily life! Define a simple design problem that reflects a need or a want. Generate several possible solutions to a design problem.	<urn:uuid:6254314a-1b73-42de-b5be-3f971668247c>	CC-MAIN-2017-43	http://wrentham.k12.ma.us/Classrooms/grade3/Pages/Science.aspx	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822851.65/warc/CC-MAIN-20171018085500-20171018105500-00841.warc.gz	en	0.902342	1,078	3.75	4	[ { "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 \| On the Same Day in March\nline 04 \| by Marilyn Singer\nline 05 \| March is a dynamic time throughout the world. On the same day that it's icy cold in the arctic, it's foggy in Louisiana and sunny in Barbados. This book explains the connection between longitude and weather.\nline 06 \| Weather Words and What They Mean\nline 07 \| by Gail Gibbons\nline 08 \| This picture book introduces the different types of weather, their names, and what they mean, and includes illustrations.\nline 09 \| It's a Disaster! Tornado.\nline 10 \| It's a Disaster!\nline 11 \| Hurricane.\nline 12 \| by Jessica Rudolph\nline 13 \| These books provide basic information about disasters, the damage they cause, and how to stay safe!\nline 14 \| For more good reading about this subject, check out these books.....Wild Science Projects About Earth's Weather\nline 15 \| By Robert Gardner\nline 16 \| By Anita Ganeri\nline 17 \| Earth Science Library Weather\nline 18 \| By Martyn Bramwell\nline 19 \| Lighteningby Mary Kay Carson (Wild Weather chapter, p. 30)\nline 20 \| by Seymour Simon\nline 21 \| by Lorrie Mack (DK – Dorling Kindersley)\nline 22 \| Weather Whipping Up a Storm\nline 23 \| by Dan Green (Basher Basics)\nline 24 \| Earth's Wild Winds.\nline 25 \| by Sandra Friend\nline 26 \| by Lorraine Hopping\nline 27 \| Use graphs and tables of local weather data to describe and predict typical weather.\nline 28 \| Find out about the climate of different regions of the world!\nline 29 \| \| Create and look at design solutions that reduce the impacts of weather-related hazards.\|\nline 30 \| From Molecules to Organisms, Heredity,\nline 31 \| Rain Forest Explorer\nline 32 \| by Rupert Mathews\nline 33 \| In this DK Reader follow the blog of an adventurous young explorer through the Amazon to her Uncle's rain forest research station. Children can follow her trip along the Rio Blanco river where she goes jaguar tracking, joins tribal villagers for a feast after hunting, and discovers an ancient site!\nline 34 \| Nature's Patchwork Quilt\nline 35 \| By: Mary Miche\nline 36 \| \"Like a quilt, each habitat in nature is composed of many interdependent pieces that form grand patterns and webs.\" The text introduces numerous key concepts in natural science.\nline 37 \| Who Would Win? series\nline 38 \| by Jerry Palotta\nline 39 \| What would happen if a great white shark and a killer whale met each other? What if they were both hungry? What if they had a fight? Who do you think would win? This is one book in a series of many Who Would Win books that explore and compare the world of animals with real facts!\nline 40 \| Life Cycles-The Great Plant Escape\nline 41 \| Animal Adaptation Activities\nline 42 \| Animal Adaptation Video\nline 43 \| Show that species have unique and diverse life cycles.\nline 44 \| Show that plants and animals have traits inherited from parents.\nline 45 \| Learn the difference between inherited and uninherited characteristics.\nline 46 \| Use fossils to describe and compare types of organisms and their environments that existed long ago.\nline 47 \| Explain how characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction and how they are related.\nline 48 \| Explain how some organisms can survive well, some survive less well, and some cannot survive in different environments.\nline 49 \| Motion and Stability\nline 50 \| Balance and Motion: Toying with Gravity\nline 51 \| by Emily Sohn and Joseph Brennan\nline 52 \| This book describes how we use balance and motion every day, and explains how gravity has an effect on everything on Earth.\nline 53 \| You can learn the stability and instability of objects that are caused by gravity!\nline 54 \| Whats the Attraction? Magnetism\nline 55 \| by Elizabeth Raum\nline 56 \| This book discusses permanent and temporary magnets, the attraction and repulsion of magnetic force, and examples of magnets in daily life.\nline 57 \| Forces and Motion\nline 58 \| by John Graham\nline 59 \| This title contains 40 tried and tested experiments, some classic with up-to-the-minute variations, and some entirely new.\nline 60 \| How Toys Work\nline 61 \| by Lisa Greathouse\nline 62 \| Readers won't have to disassemble their favorite toys to discover what makes them work.\nline 63 \| This book explores electric, magnetic, and motion-powered toys from design to function.\nline 64 \| It introduces readers to six simple machines and explains how they use force and motion to do work.\nline 65 \| Provide evidence to explain the effect of multiple forces, including friction, on an object.\nline 66 \| Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other.\nline 67 \| Define a simple design problem that can be solved by applying the use of the interactions between magnets.\nline 68 \| 3-D Engineering: Design and Build Your Own Prototypes\nline 69 \| by Vicki May\nline 70 \| Young readers tackle real-life engineering problems by figuring out real-life solutions.\nline 71 \| The Kids' Guide to Sports Design and Engineering\nline 72 \| Years ago your favorite sport probably looked very different than it does today.\nline 73 \| Over time advancements in design and engineering have enhanced the game for both athletes and fans.\nline 74 \| From impressive stadiums to state-of-the-art uniforms and equipment, technology continues to change sports.\nline 75 \| Engineering the ABC's: How Engineers Shape Our World\nline 76 \| byPatty O'Brien Novak\nline 77 \| Imagine a world without cars and computers, or toys and televisions, or movies and microwaves. Then imagine a world without engineers. Engineering the ABC's answers questions about how everyday things work and how engineering relates to so many parts of your daily life!\nline 78 \| Define a simple design problem that reflects a need or a want.\nline 79 \| Generate several possible solutions to a design problem.\nline 80 \| \n```", "role": "user" } ]
Vaginal yeast infections are caused by a fungus called candida albicans and affect some women more than others. You recognize the symptoms of yeast by itching and burning in the vagina and around the vulva which is the skin that surrounds your vagina. You will note a white vaginal discharge that may look like cottage cheese and experience pain during intercourse. Sometimes the vulva swells. While the infection can be very uncomfortable, the symptoms usually aren’t very serious. Health information regarding candidia offers practical self-help preventative steps to limit or avoid developing an infection. Candidia is a natural organism found in the vaginal area. Usually the acidic balance of the vagina keep yeast from over producing, but that balance can be altered by menstruation, pregnancy, diabetes, antibiotics, birth control pills as well as the moist environment. You will want to talk to your doctor to make sure a yeast infection is the cause of your yeast infection. A prescription may be required. Here are some simple suggestions to help you avoid and control yeast infections: 1. Wear cotton underpants. Avoid nylon underwear since it retains moisture and heat which encourages the growth of harmful bacteria. 2. Don’t share washcoths, towels, or bathing suits with others. 3. After bowel movements, wipe front to back to avoid anal-vaginal contamination. 4. Avoid chemicals in your personal hygiene regimen (e.g., harsh soaps, perfumes, commercial douches, tampons, sprays, perfumed toilet paper, etc.). 5. Avoid sugar, sweets and refined foods in your diet. 6. Include ample amounts of vitamins A, B, C, and E in your diet. 7. Get an adequate amount of sleep. 8. Don’t douche except for curative reasons; avoid commercial douches. 9. Avoid wet or damp towels. 10. After bathing, pat genital area dry and keep it dry. 11. Avoid pants that are tight in the crotch. 12. If using antibiotics, eats lots of yogurt. 13. Take showers instead of baths. Soaps can more easily get into the vagina with baths. Soap or bubble baths are “basic”– the vagina is normally an acidic environment. 14. Make sure your sexual partner is clean or use a condom. 15. Make sure you have proper lubrication for intercourse. Poor lubrication can cause irritation and inflammation, which can lead to the growth of bacteria. 16. Be aware of and avoid vaginal irritants such as tampons, unclean diaphragms, aggressive intercourse, and examining instruments. 17. Avoid emotional stress. 18. Avoid leaving tampons in too long, trapping normal discharge. Change tampons at least twice a day. 19. Wipe from front to back after using the toilet. This may help prevent the bacteria that normally live in your rectum from getting into your vagina. 20. Also avoid using colored or perfumed toilet paper. These items seem to affect the balance of acidity in the vagina and can lead to yeast infections.	<urn:uuid:28b3ff66-35d3-42d0-b609-704959dad65f>	CC-MAIN-2017-43	https://cemmed.wordpress.com/tag/preventative/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822851.65/warc/CC-MAIN-20171018085500-20171018105500-00841.warc.gz	en	0.900721	641	2.71875	3	[ { "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 \| Vaginal yeast infections are caused by a fungus called candida albicans and affect some women more than others. You recognize the symptoms of yeast by itching and burning in the vagina and around the vulva which is the skin that surrounds your vagina. You will note a white vaginal discharge that may look like cottage cheese and experience pain during intercourse. Sometimes the vulva swells. While the infection can be very uncomfortable, the symptoms usually aren’t very serious. Health information regarding candidia offers practical self-help preventative steps to limit or avoid developing an infection.\nline 03 \| Candidia is a natural organism found in the vaginal area. Usually the acidic balance of the vagina keep yeast from over producing, but that balance can be altered by menstruation, pregnancy, diabetes, antibiotics, birth control pills as well as the moist environment.\nline 04 \| You will want to talk to your doctor to make sure a yeast infection is the cause of your yeast infection.\nline 05 \| A prescription may be required.\nline 06 \| Here are some simple suggestions to help you avoid and control yeast infections:\nline 07 \| 1.\nline 08 \| Wear cotton underpants.\nline 09 \| Avoid nylon underwear since it retains moisture and heat which encourages the growth of harmful bacteria.\nline 10 \| 2. Don’t share washcoths, towels, or bathing suits with others.\nline 11 \| 3. After bowel movements, wipe front to back to avoid anal-vaginal contamination.\nline 12 \| 4. Avoid chemicals in your personal hygiene regimen (e.g., harsh soaps, perfumes, commercial douches, tampons, sprays, perfumed toilet paper, etc.).\nline 13 \| 5. Avoid sugar, sweets and refined foods in your diet.\nline 14 \| 6. Include ample amounts of vitamins A, B, C, and E in your diet.\nline 15 \| 7. Get an adequate amount of sleep.\nline 16 \| 8. Don’t douche except for curative reasons; avoid commercial douches.\nline 17 \| 9. Avoid wet or damp towels.\nline 18 \| 10. After bathing, pat genital area dry and keep it dry.\nline 19 \| 11. Avoid pants that are tight in the crotch.\nline 20 \| 12. If using antibiotics, eats lots of yogurt.\nline 21 \| 13. Take showers instead of baths. Soaps can more easily get into the vagina with baths. Soap or bubble baths are “basic”– the vagina is normally an acidic environment.\nline 22 \| 14. Make sure your sexual partner is clean or use a condom.\nline 23 \| 15. Make sure you have proper lubrication for intercourse. Poor lubrication can cause irritation and inflammation, which can lead to the growth of bacteria.\nline 24 \| 16.\nline 25 \| Be aware of and avoid vaginal irritants such as tampons, unclean diaphragms, aggressive intercourse, and examining instruments.\nline 26 \| 17. Avoid emotional stress.\nline 27 \| 18. Avoid leaving tampons in too long, trapping normal discharge. Change tampons at least twice a day.\nline 28 \| 19.\nline 29 \| Wipe from front to back after using the toilet.\nline 30 \| This may help prevent the bacteria that normally live in your rectum from getting into your vagina.\nline 31 \| 20. Also avoid using colored or perfumed toilet paper. These items seem to affect the balance of acidity in the vagina and can lead to yeast infections.\nline 32 \| \n```", "role": "user" } ]
Mises Daily Articles Free Markets and Social Welfare Austrian utility and welfare theory [pdf] observes that all transactions in a free market economy take place only when both parties believe they will be happier as a result of an exchange. People act in ways that maximize their personal well being, subjectively understood. In contrast, in centralized economies the only way the state can enforce its economic decisions is through the threat of force for noncompliance, or fear. We might say that capitalism is a happiness-based system where as communism (and all forms of interventionism) are fear-based systems. This is a great idea in theory, but is there any way to validate its truth in practice? If the thesis is correct, then we should expect to consistently see people wanting to move from fear-based economies to happiness-based economies. According to the Index of Economic Freedom,1 here are the 20 countries with the least economic freedom: These are not typically countries that people want to move to. In fact, in a number of them it is against the law to leave the country. Net migration statistics confirm that these countries have a migration outflow of minus 1.12 per thousand.2 In other words, every year these countries see 1.12 more people moving to another country per 1,000 in population than people from another country moving in. Clearly, this represents overall dissatisfaction with life in that country (especially since these numbers would be higher if it weren't illegal to leave). On the opposite end of the spectrum, the 20 most economically free countries in the world are: Not surprisingly based on our thesis, these countries are much more desirable to live in and have a positive net migration inflow of 3.81 per thousand. And unlike those countries with extremely centralized economies where it was illegal to leave, in most of the economically free countries there are limits on immigrants allowed to move in due to overly high demand. If the restrictions weren't there on either side we would see an even bigger difference in net migration. So our theory is holding: the most extreme centrally managed economies see either a net outflow of their population (or make it against the law to leave), while the most economically free countries see a strong net inflow of people from other countries. This principle holds true not just for the extremes. Of the 154 countries that are ranked by the Index of Economic Freedom, comparing the top 77 with the bottom 77 you also see that the top half (more economically free) has an average positive net migration inflow of 0.83 per thousand, while the bottom half (less economically free) has an average negative net migration of minus 0.57 per thousand. Migration patterns of people around the world clearly show that people consistently move from centrally-managed economies to free-market economies (and in fact the results of the analysis are statistically significant, with a P value of 0.0220). Now, some may advance the argument that only rich countries can afford to be economically free, and thus it's normal to see migration from poorer countries to richer countries. This ignores the fact that rich countries are rich precisely because of their economic policies. Here are the 22 "first-world" countries of Western Europe, Australia, New Zealand, the United States and Canada, ranked by order of most economically free: These countries are among the most free-market-based in the world, including 7 of the top 10. Even the three least economically free of this select group (Portugal, France and Greece, ranking at 37, 44 and 59, respectively) are well above average in their free-market orientation. If our thesis is correct, even among these we should be seeing migration from less economically free to more economically free. After all, if the spectrum analogy holds true, people will always gravitate toward the greater happiness found in more free-market economies. Of these 22 first-world countries, the 11 most economically free have an average net migration rate of 2.68 per thousand, while the 11 less economically free have an average net migration rate of 2.01. In other words, even among these countries the most economically free show 33% more positive net migration than their less free peers. The principle holds. Even within a country, we can see migration from more restrictive to more free market policies. In the United States, net migration is 23% greater to states that have a right-conservative governor than to states with a left-liberal governor, and in general the conservative political platform is more pro-free market.3 Even at the county level, 97 of the top 100 fastest growing counties in America voted conservative, or more free market, in the last election.4 Again, the principle holds. By analyzing the net migration of millions of people making individual decisions every year in every country around the world, we are able to objectively validate the thesis: that on the economic spectrum ranging from centrally-managed economies all the way to decentralized free-market economic policies, people will tend to shun central planning and gravitate toward the free market. In all cases, people are happier with freer markets and repeatedly demonstrate this by their choice of where to live.	<urn:uuid:97eeb695-2641-4cee-8279-08815ffaaaa3>	CC-MAIN-2017-43	https://mises.org/library/free-markets-and-social-welfare	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822851.65/warc/CC-MAIN-20171018085500-20171018105500-00841.warc.gz	en	0.942208	1,055	2.53125	3	[ { "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 \| Mises Daily Articles\nline 03 \| Free Markets and Social Welfare\nline 04 \| Austrian utility and welfare theory [pdf] observes that all transactions in a free market economy take place only when both parties believe they will be happier as a result of an exchange. People act in ways that maximize their personal well being, subjectively understood. In contrast, in centralized economies the only way the state can enforce its economic decisions is through the threat of force for noncompliance, or fear.\nline 05 \| We might say that capitalism is a happiness-based system where as communism (and all forms of interventionism) are fear-based systems.\nline 06 \| This is a great idea in theory, but is there any way to validate its truth in practice?\nline 07 \| If the thesis is correct, then we should expect to consistently see people wanting to move from fear-based economies to happiness-based economies.\nline 08 \| According to the Index of Economic Freedom,1 here are the 20 countries with the least economic freedom:\nline 09 \| These are not typically countries that people want to move to. In fact, in a number of them it is against the law to leave the country.\nline 10 \| Net migration statistics confirm that these countries have a migration outflow of minus 1.12 per thousand.2 In other words, every year these countries see 1.12 more people moving to another country per 1,000 in population than people from another country moving in.\nline 11 \| Clearly, this represents overall dissatisfaction with life in that country (especially since these numbers would be higher if it weren't illegal to leave).\nline 12 \| On the opposite end of the spectrum, the 20 most economically free countries in the world are:\nline 13 \| Not surprisingly based on our thesis, these countries are much more desirable to live in and have a positive net migration inflow of 3.81 per thousand. And unlike those countries with extremely centralized economies where it was illegal to leave, in most of the economically free countries there are limits on immigrants allowed to move in due to overly high demand. If the restrictions weren't there on either side we would see an even bigger difference in net migration.\nline 14 \| So our theory is holding: the most extreme centrally managed economies see either a net outflow of their population (or make it against the law to leave), while the most economically free countries see a strong net inflow of people from other countries.\nline 15 \| This principle holds true not just for the extremes. Of the 154 countries that are ranked by the Index of Economic Freedom, comparing the top 77 with the bottom 77 you also see that the top half (more economically free) has an average positive net migration inflow of 0.83 per thousand, while the bottom half (less economically free) has an average negative net migration of minus 0.57 per thousand.\nline 16 \| Migration patterns of people around the world clearly show that people consistently move from centrally-managed economies to free-market economies (and in fact the results of the analysis are statistically significant, with a P value of 0.0220).\nline 17 \| Now, some may advance the argument that only rich countries can afford to be economically free, and thus it's normal to see migration from poorer countries to richer countries. This ignores the fact that rich countries are rich precisely because of their economic policies.\nline 18 \| Here are the 22 \"first-world\" countries of Western Europe, Australia, New Zealand, the United States and Canada, ranked by order of most economically free:\nline 19 \| These countries are among the most free-market-based in the world, including 7 of the top 10. Even the three least economically free of this select group (Portugal, France and Greece, ranking at 37, 44 and 59, respectively) are well above average in their free-market orientation.\nline 20 \| If our thesis is correct, even among these we should be seeing migration from less economically free to more economically free.\nline 21 \| After all, if the spectrum analogy holds true, people will always gravitate toward the greater happiness found in more free-market economies.\nline 22 \| Of these 22 first-world countries, the 11 most economically free have an average net migration rate of 2.68 per thousand, while the 11 less economically free have an average net migration rate of 2.01. In other words, even among these countries the most economically free show 33% more positive net migration than their less free peers. The principle holds.\nline 23 \| Even within a country, we can see migration from more restrictive to more free market policies. In the United States, net migration is 23% greater to states that have a right-conservative governor than to states with a left-liberal governor, and in general the conservative political platform is more pro-free market.3\nline 24 \| Even at the county level, 97 of the top 100 fastest growing counties in America voted conservative, or more free market, in the last election.4 Again, the principle holds.\nline 25 \| By analyzing the net migration of millions of people making individual decisions every year in every country around the world, we are able to objectively validate the thesis: that on the economic spectrum ranging from centrally-managed economies all the way to decentralized free-market economic policies, people will tend to shun central planning and gravitate toward the free market.\nline 26 \| In all cases, people are happier with freer markets and repeatedly demonstrate this by their choice of where to live.\nline 27 \| \n```", "role": "user" } ]
Many of our foods are loaded with all sorts of additives. It is important to learn about them so you can judge for yourself what to avoid, as well as how to avoid it. Factory farming and high volume production of foods means that many different preservatives and preservative methods are added in our foods that we may not be fully aware of. BHT, also known as Butylated Hydroxytoluene, is a food additive used to help prevent spoilage. It is typically added to foods that are high in fats and oils, which can turn rancid quickly if left untreated. Manufacturers have been using this preservative, along with its closely related counterpart, BHA, since the 1950’s. The substance works as an antioxidant, preventing the food from turning from exposure to oxygen. This can increase the shelf life of foods as well as allow them to keep their flavor and color for a longer period of time. BHT is also used to prolong the use of cosmetics by preventing separation of the different ingredients. The packaging that the foods are placed in may also contain BHT to decrease the possibility of the item spoiling before it can be purchased by consumers. For example, BHT and BHA are commonly used in breakfast cereals, potato chips, shortening, chewing gum, and other foods that have a high fat or oil content to name a few. There is an ongoing debate on whether the additives are necessary, as well as whether they are harmful to humans who consume them regularly. Many people speculate that they may be carcinogens, causing cancer and tumors in those that choose not to limit their intake. The FDA has deemed them safe to use after performing several studies however there is concern that their studies are not independently done and actually financed and completed by the food manufacturer so the results may be subject to bias. The FDA does however, require that the preservatives be listed in the ingredients of foods that contain them, allowing those that wish to stay away from these additives the ability to do so. So how can you avoid these chemicals in your food? I’m glad you asked. You know it is important for your health and the health of your family to cook meals as close to nature as possible. Read labels, shopping at whole food stores or farmers markets, grow your own when possible, participate in CSA (Community Supported Agriculture) to find meats, fruits and vegetables that are not treated with these toxic chemicals. You can look for your local CSA organization near you by visiting www.localharvest.org. You can do this! I know you want to provide heathy, yummy meals for your family or you would not be reading this. So don’t overwhelm yourself with worry, just do what you can to make the best choices for your families health and wellness: shop local, buy organic, grow your own, and read labels. These simple steps can go a long way in feeding our bodies the best that we can.	<urn:uuid:7c5e4e30-a61b-4495-ac9a-be2ac28ddc08>	CC-MAIN-2017-43	http://savingdinner.com/bht-preservative/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823360.1/warc/CC-MAIN-20171019175016-20171019195016-00641.warc.gz	en	0.975509	607	3.140625	3	[ { "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 \| Many of our foods are loaded with all sorts of additives.\nline 04 \| It is important to learn about them so you can judge for yourself what to avoid, as well as how to avoid it.\nline 05 \| Factory farming and high volume production of foods means that many different preservatives and preservative methods are added in our foods that we may not be fully aware of.\nline 06 \| BHT, also known as Butylated Hydroxytoluene, is a food additive used to help prevent spoilage. It is typically added to foods that are high in fats and oils, which can turn rancid quickly if left untreated. Manufacturers have been using this preservative, along with its closely related counterpart, BHA, since the 1950’s.\nline 07 \| The substance works as an antioxidant, preventing the food from turning from exposure to oxygen. This can increase the shelf life of foods as well as allow them to keep their flavor and color for a longer period of time. BHT is also used to prolong the use of cosmetics by preventing separation of the different ingredients. The packaging that the foods are placed in may also contain BHT to decrease the possibility of the item spoiling before it can be purchased by consumers.\nline 08 \| For example, BHT and BHA are commonly used in breakfast cereals, potato chips, shortening, chewing gum, and other foods that have a high fat or oil content to name a few. There is an ongoing debate on whether the additives are necessary, as well as whether they are harmful to humans who consume them regularly.\nline 09 \| Many people speculate that they may be carcinogens, causing cancer and tumors in those that choose not to limit their intake. The FDA has deemed them safe to use after performing several studies however there is concern that their studies are not independently done and actually financed and completed by the food manufacturer so the results may be subject to bias. The FDA does however, require that the preservatives be listed in the ingredients of foods that contain them, allowing those that wish to stay away from these additives the ability to do so.\nline 10 \| So how can you avoid these chemicals in your food? I’m glad you asked. You know it is important for your health and the health of your family to cook meals as close to nature as possible. Read labels, shopping at whole food stores or farmers markets, grow your own when possible, participate in CSA (Community Supported Agriculture) to find meats, fruits and vegetables that are not treated with these toxic chemicals. You can look for your local CSA organization near you by visiting www.localharvest.org.\nline 11 \| You can do this! I know you want to provide heathy, yummy meals for your family or you would not be reading this. So don’t overwhelm yourself with worry, just do what you can to make the best choices for your families health and wellness: shop local, buy organic, grow your own, and read labels. These simple steps can go a long way in feeding our bodies the best that we can.\nline 12 \| \n```", "role": "user" } ]
How many of us have struggled with starting and/or completing a project because we question whether we have the “smarts” and strengths to do it? I know I have. I wasn’t a great math student all the way through school. I didn’t particularly like writing until I had to do a lot of it in graduate school. Every person has experienced those moments when they “just know they aren’t smart enough or good enough.” How many of our students have these thoughts? How many times a day do they feel they just aren’t smart enough or good enough? What are the negative perceptions and stereotypes that plague our students? How many of our students really know what their strengths are? There are two things that have triggered this blog posting as I considered our focus on closing the achievement gap. First, I have been wondering if our multi-tier support (MTSS)/response to intervention system has created more of a focus on the deficits of our students than on their strengths. Second, I have been using Tom Rath’s Strengths Finder 2.0 for my own personal growth. The question that came to my mind when these two things merged was: Do we know the strengths of our students and how are we using this information to guide our instruction and student success? At the beginning of the school year, we have our Student Interview and Assessment Conferences. Each student and their parent meet with their new teacher for thirty minutes. The purposes for the conference are to build a positive relationship between the student, parent, and teacher right from the start and for the teacher to get to know the student. Along with administering district benchmark assessments, the teacher also interviews the student and the parent to find about the student’s attitude toward school, their strengths, struggles, and interests. We have found the conferences create a strong foundation for communication and teamwork between home and school. They have also helped teachers know their students better so they began the school year in a positive way. Each classroom holds a classroom meeting (also, called a morning meeting) every day. This has been tremendous in building a community of learners among our students. Through a daily greeting, sharing, and an activity, students get to know each other better and nurture their respect for their peers. Teachers also gain insight about their students, which helps them understand their students much better. Teachers also learn about their students through observation. Watching students interact with each other, play with one another, and work in groups help a teacher understand students. All the conversations a teacher has with a student about their learning and lives also help a teacher know their students. The key to all of this information is how a teacher uses it. Some ways are formal and some are informal. Teachers determine how to group students based on how they work together and how they can support each other in the group activity. They know which students need a little extra boost to get started and which need a push to go farther. They can individualize the learning when needed. Teachers can provide student choice in how they demonstrate their learning. For example, a student who is artistic may draw their understanding of a science concept while another student may act out the concept. This may be the most difficult for us to conceive and implement, I believe, due to standards-based education, the one-size-fits-all approach. It also takes a culture that encourages trust and risk-taking. This is our challenge as we forge ahead! How are your schools finding your students’ strengths and using this information to support their success? Blog post written by: Annette Freiheit, principal Brownsdale & Hayfield Elementary Schools Hayfield Community Schools	<urn:uuid:308fd393-02b4-40fa-af15-7414cc50ece1>	CC-MAIN-2017-43	https://mespamn.wordpress.com/2016/02/25/seeing-students-strengths-supporting-success/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824068.35/warc/CC-MAIN-20171020101632-20171020121632-00541.warc.gz	en	0.9753	764	2.96875	3	[ { "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 \| How many of us have struggled with starting and/or completing a project because we question whether we have the “smarts” and strengths to do it? I know I have. I wasn’t a great math student all the way through school. I didn’t particularly like writing until I had to do a lot of it in graduate school. Every person has experienced those moments when they “just know they aren’t smart enough or good enough.” How many of our students have these thoughts? How many times a day do they feel they just aren’t smart enough or good enough? What are the negative perceptions and stereotypes that plague our students? How many of our students really know what their strengths are?\nline 04 \| There are two things that have triggered this blog posting as I considered our focus on closing the achievement gap. First, I have been wondering if our multi-tier support (MTSS)/response to intervention system has created more of a focus on the deficits of our students than on their strengths. Second, I have been using Tom Rath’s Strengths Finder 2.0 for my own personal growth. The question that came to my mind when these two things merged was:\nline 05 \| Do we know the strengths of our students and how are we using this information to guide our instruction and student success?\nline 06 \| At the beginning of the school year, we have our Student Interview and Assessment Conferences. Each student and their parent meet with their new teacher for thirty minutes. The purposes for the conference are to build a positive relationship between the student, parent, and teacher right from the start and for the teacher to get to know the student. Along with administering district benchmark assessments, the teacher also interviews the student and the parent to find about the student’s attitude toward school, their strengths, struggles, and interests. We have found the conferences create a strong foundation for communication and teamwork between home and school. They have also helped teachers know their students better so they began the school year in a positive way.\nline 07 \| Each classroom holds a classroom meeting (also, called a morning meeting) every day.\nline 08 \| This has been tremendous in building a community of learners among our students.\nline 09 \| Through a daily greeting, sharing, and an activity, students get to know each other better and nurture their respect for their peers.\nline 10 \| Teachers also gain insight about their students, which helps them understand their students much better.\nline 11 \| Teachers also learn about their students through observation. Watching students interact with each other, play with one another, and work in groups help a teacher understand students. All the conversations a teacher has with a student about their learning and lives also help a teacher know their students.\nline 12 \| The key to all of this information is how a teacher uses it. Some ways are formal and some are informal. Teachers determine how to group students based on how they work together and how they can support each other in the group activity. They know which students need a little extra boost to get started and which need a push to go farther.\nline 13 \| They can individualize the learning when needed. Teachers can provide student choice in how they demonstrate their learning. For example, a student who is artistic may draw their understanding of a science concept while another student may act out the concept. This may be the most difficult for us to conceive and implement, I believe, due to standards-based education, the one-size-fits-all approach. It also takes a culture that encourages trust and risk-taking. This is our challenge as we forge ahead!\nline 14 \| How are your schools finding your students’ strengths and using this information to support their success?\nline 15 \| Blog post written by:\nline 16 \| Annette Freiheit, principal\nline 17 \| Brownsdale & Hayfield Elementary Schools\nline 18 \| Hayfield Community Schools\nline 19 \| \n```", "role": "user" } ]
Charles Algernon Parsons From Graces Guide Charles Algernon Parsons (June 13, 1854 – February 11, 1931) was a British engineer, best known for his invention of the multi-stage (compounded) steam turbine. He was one of the most original British engineers since the days of James Watt and was the holder of more than 300 patents. 1854 Born at 13 Connaught Place, Hyde Park, London, he was the youngest son of the famous astronomer Lord Rosse and photographic pioneer Mary Parsons (nee Field). Educated at Trinity College, Dublin and St. John's College, Cambridge. 1877 Graduated from Cambridge in 1877 with a distinguished degree in mathematics, he then went to the Elswick works of W. G. Armstrong and Co. 1881 Leaving there in 1881 he worked with James Kitson at Leeds for 2 years. During his period at Kitsons he patented a four-cylinder high-speed epicycloidal steam engine. 1883 he became a junior partner at Clarke, Chapman and Co, Gateshead, in charge of the new electrical department, where he stayed until 1889. 1883 Married Katherine Bethell, daughter of William Bethell. 1885 His daughter Rachel Mary Parsons was born. 1887 Algernon George Parsons was born. Parsons concentrated on efforts to devise a high-speed engine for driving directly the newly introduced electric generators, as well as developing a high speed generator. His steam turbine patent of 1884 was comparable in importance to that of James Watt in 1769. The first Parsons turbo-generator was completed in 1884 and is now preserved in the London Science Museum; by 1888 about 200 were in service, mainly for lighting on ships. Clarke, Chapman and Parsons were partners in setting up Sunbeam Lamp Co Ltd to manufacture carbon filament light bulbs. 1889, Parsons left Clarke Chapman, taking twelve employees with him, to found C. A. Parsons and Co at Heaton. 1890 The Forth Banks Power Station, the first to use a turbo-generator, started operation. An example of a 1891 radial flow steam turbine is in the London Science Museum. In 1895 Parsons sold the patent rights for U.S.A. and Canada. December 1893 he bought back the turbine patent from his partners (although the rights for Belgium, Germany, Italy and Sweden had been allowed to lapse). 1894 he applied for a patent for 'propelling a vessel by means of a steam turbine, which turbine actuates the propeller or paddle shaft directly or through gearing'. The same year he set up a separate organisation at Wallsend to focus on marine propulsion, the Marine Steam Turbine Co Ltd which built the famous turbine-powered yacht, Turbinia. This was sailed at speed through the Diamond Jubilee fleet review of the Royal Navy in June 1897 off Portsmouth, demonstrating the great potential of the new technology. Today, Turbinia is housed in a purpose-built gallery at the Discovery Museum, Newcastle. Although Turbinia proved to be a spectacular success, its initial performance fell short of expectations. Parsons needed to establish whether the problem lay with turbine performance or with the propellers. He devised an ingenious, but simple dynamometer (see photo), which proved that the problem lay with the propeller. He deduced that cavitation was occurring due to the very high speed of the propeller. Parsons credited Sir John Thornycroft and Sydney Barnaby with first observing the phenomenon . He set about investigating the problem using a small scale chamber in which model propellers could be tested (see photo). Because of the small size of the models, the tests had to be done at sub-atmospheric pressure to provoke cavitation at reasonable shaft speeds. The cure was to use very wide blades, and, on Turbinia, to have three shafts each with three propellers. Each shaft was driven by its own turbine. Each turbine was part of the a cross-compound set comprising High, Intermediate and Low Pressure turbines. When the success of Turbinia had been established, Parsons set up a new company in Newcastle Upon Tyne, the Parsons Marine Steam Turbine Co, which bought the rights from Marine Steam Turbine Co Ltd. In 1898 Charles Parsons went to court seeking to extend the life of the turbine patent; a 5-year extension was granted. 1900 Brown, Boveri and Co and The Parsons Foreign Patents Co entered into a contract for the sale and manufacture of the well-known Parsons' steam turbine in the following countries: France, Germany, Russia, Switzerland and Italy. As well as working on dynamo and turbine design, and power generation, which exerted great influence on the fields of naval and electrical engineering, Charles Parsons also initiated developments such as geared turbines for use with low-speed vessels (1909) and high-pressure steam engines (after WW1). Parsons was also interested in acoustics and in optics. He organized a special department for the production of searchlight reflectors at Heaton. 1921 he acquired a controlling interest in the optical firm of Ross Ltd, of Clapham, where he improved the methods of glass-grinding. He also purchased the Derby Crown Glass Co to improve the basic glass. The Parsons Optical Glass Company produced many different types of glass for optical purposes. 1925 he purchased the firm of Sir Howard Grubb and Sons, makers of large astronomical telescopes. The re-named company, Grubb Parsons, had works at Walkergate, adjacent to the turbine works, where many large telescopes were produced. In 1937 Savage and Parsons was set up to produce searchlights and acoustic detectors. 1902 Rumford Medal. 1927 Member of the Order of Merit in 1927 1931 February 11th. Died 1933 October 16th. Death of His wife The Hon. Lady Parsons, one of the founders of the Women's Engineering Society His company survives in the Heaton area of Newcastle and is now part of Siemens, a German conglomerate. Sometimes referred to as Siemens Parsons, the company recently completed a major redevelopment programme, reducing the size of its site by around three quarters and installing the latest manufacturing technology. The Parsons Building in Trinity College, Dublin, which houses the Department of Mechanical and Manufacturing Engineering, is named in his honour. On 28 September 2006, the Minister for Communications, Marine and Natural Resources, Mr Noel Dempsey TD, announced the Charles Parsons Awards which provide funding for research groups engaged in energy research in Ireland. 1931 Obituary The Hon. Sir CHARLES ALGERNON PARSONS, O.M., K.C.B., LL.D., D.Sc., became a Graduate of the Institution in 1880, and was first elected a Member in 1882. In 1925 he was elected an Honorary Life Member in view of his eminent scientific attainments, and the Institution thus recognized the greatness of one of its Members, of whom the President said, in referring at the Annual General Meeting on 20th February to his death, his name "would hold in the pages of history a place of equal fame and honour with those of Savery, Newcomen, Watt, Trevithick, and Stephenson." In including in the "Proceedings" a brief memoir of every deceased member of the Institution of whose professional career particulars are obtainable, it is rare that the space available is adequate to do justice to the work of those who are gone from us, and in such a case as this the mere recital of the firms and work with which the deceased Member was connected, which is all that is usually possible, would be not merely inadequate, but almost irrelevant. Neither would such a recital in this case be an inspiration to young members who are still at the humble beginnings of their careers, in the sense in which it is perhaps usually its best justification, for Sir Charles enjoyed advantages in his early years which are given to few. The youngest son of the third Earl of Rosse, his father, with all the resources of his aristocracy of mind as well as of worldly position, trained him, almost from his birth in 1854, to be an engineer and scientist. A private workshop was his constant resort in boyhood, and he had as tutors such distinguished men as Sir Robert Ball and Dr. Johnstone Stoney. Yet this does not in the least dim the lustre of Sir Charles's subsequent achievements, for rarely can such good fortune have come to one so fitted to turn it to greatest advantage. He went to Cambridge University, where he was placed eleventh wrangler, and was then apprenticed at Armstrong's Elswick works. At this time Sir Charles was experimenting with rotary steam-engines in which the cylinders rotated round a revolving crank-shaft at half the speed of the latter. Several such engines were built while he was at Armstrong's, and later at Kitson's of Leeds, where for a time he held an appointment. He first began to make practical experiments with the steam-turbine at Messrs. Clarke, Chapman, Parsons and Company's, of Gateshead, of which firm he had become junior partner, and in 1884 were filed two patents which represented the commencement of the development of the modern steam-turbine. One of these was concerned with the dynamo which the turbine was to drive, for it was largely upon the achievement of constructing such a machine to run at a speed of 18,000 r.p.m. that the success of this initial turbine depended. Less than a year after, the first unit of 4 kw. was built, and this was the machine now in the Science Museum at South Kensington. Many more machines, representing constant improvement, were built, until in 1889 the partnership was dissolved. The firm of C. A. Parsons and Company was then founded, and during the following five years was engaged in evolving an alternative type of turbine using the principle of radial flow. In 1894, however, the original patent rights were restored to Sir Charles, and subsequent progress towards the present triumph of the steam-turbine was rapid. It was in the same year, 1894, that the Parsons Marine Steam Turbine Company was formed, with Sir Charles as managing director, and shortly afterwards the famous "Turbinia" appeared. In recent years Sir Charles was still interested in pioneer work, notably in the high-pressure experimental Clyde steamer "King George V," and his genius extended to optical work and experiments in physical science. He took over the Derby Crown Glass Works for the construction of searchlights and mirrors, and later founded, in conjunction with Sir Howard Grubb, a company to manufacture astronomical instruments and telescopes. His physical experiments were chiefly concerned with attempts to crystallize carbon under high pressure. Sir Charles was elected a Fellow of the Royal Society in 1898, and he received the great honour of the Order of Merit in 1927. In 1928 he was the first engineer to win the Copley Medal. He was a Member of the Institution of Civil Engineers and an Honorary Member of the Institution of Electrical Engineers, while in 1917 he was President of the British Association. In 1926 he was awarded the Kelvin Medal. Sir Charles Parsons died on 11th February 1931 while on a cruise at sea. 1931 Obituary THE HON. SIR CHARLES ALGERNON PARSONS, O.M., K.C.B., F.R.S., youngest son of the distinguished astronomer William Parsons, third Earl of Rosse, was born in London on the 13th June, 1854. He spent his boyhood at the family seat, Birr Castle, Parsonstown, Ireland, where the workshops in which his father constructed the great telescope afforded him practical education in mechanical things, while his theoretical studies were pursued under tutors, among whom was Sir Robert Ball. At the age of 18 he went to Trinity College, Dublin, and a year later he entered St. John’s College, Cambridge, and became a pupil of Dr. Routh. In 1877 he passed out as eleventh wrangler and went into the works of Sir W. G. Armstrong, Mitchell and Company at Elswick. After serving 4 years’ apprenticeship at Elswick he was employed for 2 years on experimental work at the Airedale foundry of Messrs. Kitson and Company at Leeds, a firm which his elder brother Clere (the late R. C. Parsons, M. Inst. C.E.) had already joined. During that time he developed an epicycloidal engine and a method of propelling torpedoes by means of rockets. He tried his torpedoes in Roundhay lake, but although fair success was achieved, the rockets proved to be unsafe. In 1884 he joined as junior partner the firm of Clarke, Chapman and Company, of Gateshead-on-Tyne, who were interested in the development of electric lighting, and devoted his attention to the production of a steam turbine suitable for driving dynamos, his first patents being dated 23rd April, 1884. During the ensuing 5 years the combined steam turbine and dynamo was developed, but mainly for the lighting of ships and on a small scale. Further progress called for costly experiments, justified in his own view by a belief in the future of the steam turbine which others did not fully share. He therefore decided to set up his own works at Heaton in Newcastle-on-Tyne. His struggles during the first 5 years of this venture were enhanced by questions of ownership of his original patents, which obliged him for a time to confine his developments to the radial-flow type of turbine, and in the first practical installation, at the Cambridge electric-supply station in 1891, the turbine was of that type ; but in 1894 he recovered possession of his early patents and could revert to his original parallel-flow type. The value of his invention and the smallness of the reward which he had received when his fundamental patent expired enabled him to secure an extension of 6 years for that patent. The successful production of a high-speed rotary engine involved innumerable mechanical problems calling for the highest ingenuity and resource. "Throughout the whole evolution of the steam turbine he continued to be the active and incessant deus ex machina. Other inventors appeared and made their contributions, which led in some cases to more or less different designs. But they would be the first to acknowledge that it is to Parsons, far more than to any other man, that credit is due, not only for the first conception and the initial experiments, but for the subsequent improvements which have produced the gigantic turbines of to-day and have made them the chief means of generating central-station power and of propelling the biggest ships. All large modern turbines adopt his fundamental plan of multi-compound action by dividing the whole drop of pressure into many successive stages." Meanwhile Parsons had turned his attention to the application of the steam turbine to ship-propulsion, and in 1894 he built the "Turbinia," 100 feet long and of 9 feet beam, fitted with a radial flow turbine and a single shaft, for which he substituted later three shafts, each driven by a turbine. This little vessel was shown at the Diamond Jubilee Naval Review in 1897, when her speed astonished the Fleet. With high speed of rotation of the propellers, cavitation became a serious problem, and Parsons undertook an experimental investigation of it, the results of which enabled him to design successfully directly-coupled turbines and propellers. The Admiralty, after trying turbines in destroyers and in the "Amethyst," adopted them in 1905 for the "Dreadnought," and later ships, and other navies followed this lead. The first mercantile turbine-driven vessel was the Clyde steamer "King Edward"; other vessels, including Atlantic liners, followed; and in 1904 the bold step was taken of adopting turbines of 70,000 shaft HP. for the propulsion of the Cunard liners "Lusitania" and "Mauretania" with entirely successful results. Parsons realized, however, that the direct coupling of engine and propeller limited the possibilities of the turbine, and he therefore set to work to devise a suitable form of mechanical gearing. In 1909 the Parsons Marine Steam Turbine Company, which had taken over the marine side of the business, bought the cargo-steamer "Vespasian" and replaced her triple-expansion engines by turbines fitted with gearing giving a speed reduction of 20 to 1 ; and with the successful outcome of this experiment direct coupling became a thing of the past. Here again the mechanical problems of producing satisfactory gear wheels gave scope for his ingenuity and resource, and were solved so successfully that in H.M.S. "Hood" 144,000 HP. is transmitted through a single-reduction gear; and the transmission of 175,000 HP. by such gearing is contemplated in the Cunard vessel now (1931) under construction. While these marine developments were taking place, the steam turbine had become the chief prime mover in electric power-stations and the output of the turbo-alternator has gradually increased until machines of 80,000 kilowatts and more are in use. In a Parsons turbine installed in Chicago in 1923 a steam-pressure of 550 lbs. per square inch and a temperature of 760 F. was adopted, and Parsons demonstrated the applicability of high steam-pressures and high superheat to marine purposes in the Clyde river steamer "King George V," in 1926. Other fields in which his inventive skill was applied were the manufacture of parabolic reflectors for searchlights and the production of optical glass of high quality. He devised means of producing at moderate cost reflectors of high efficiency and great accuracy of parabolic form ; and his interest in optical glass led him to acquire the Derby Crown Glass Works and to form the Parsons Optical Glass Company. In partnership with Sir Howard Grubb and Company he established at Heaton a workshop for building telescopes of any size. One problem, however, to which he devoted much time and money, bested him, namely, the production of diamonds by the artificial crystallization of carbon. In spite of the highly ingenious methods by which he pursued the subject, he had achieved no result at the time of his death. Many other scientific problems and interests filled his life, from the construction of amusing mechanical toys in his boyhood to the question of the feasibility and advantage of sinking a bore-hole 12 miles deep to examine the earth's crust, a subject which he discussed in his Presidential Address to Section G of the British Association in 1904. His inventiveness is indicated by the fact that he took out more than 300 British patents. Innumerable honours were conferred upon him in recognition of his achievements. He was made C.B. in 1904 and K.C.B. in 1911, and received the Order of Merit in 1927. He was a Vice-President of the Royal Society, to which he was elected in 1898. That Society awarded him the Rumford and Copley Medals, and from other societies he received the Albert, Kelvin, Faraday, Franklin, and Bessemer Medals. The universities of Cambridge, Oxford, Edinburgh, Glasgow, Dublin, Durham, Leeds, Liverpool, Toronto and Pennsylvania conferred honorary degrees upon him, and he was President of the British Association (1919), the Institute of Physics, and the North-East Coast Institution of Engineers and Shipbuilders. He was a generous donor to the funds of the British Association, the Royal Institution, the Royal Society, and other bodies, and served as a member of the Advisory Council of the Department of Scientific and Industrial Research. Sir Charles was elected into the Institution as an Associate Member in 1881, transferred to Membership in 1892, and elected as a Member of Council in 1903. He served on that body until 1907, and again from 1909 to 1913. He contributed a Paper to the Proceedings (jointly with Dr. G. G. Stoney)l and two introductory notes at the Engineering Conference of 1897. He was the author of numerous Papers presented to the Royal Society, the Institution of Naval Architects, the Institution of Electrical Engineers, and other bodies, and in 1918 delivered the Bakerian lecture of the Royal Society. He married in 1884 Katharine, daughter of Mr. W. F. Bethell, of Rise Park, East Yorkshire, by whom he had one son (Major A. G. Parsons, R.F.A., killed in action in 1918) and one daughter, who, with Lady Parsons, survives him. His character and personality are perhaps best described in the words of Lady Parsons and of his friend Sir Alfred Ewing. Lady Parsons, writing of the early days of her married life at Leeds, says:- Charles had the character of being an extraordinary and weird young man socially, but it was understood he was a great genius. . . He was immensely keen about the torpedo, and used to take the mechanic and me to Roundhay Lake at 7 a.m. . . . There they spent hours trying the torpedo, while I shivered on the bank. Sir Alfred Ewing says :- Parsons used in after life to say that he had missed much through not being sent to school. He did, undoubtedly, miss something. Shy, self-contained, inexpressive, he never wholly shook off certain characteristics which a public school might have masked or cured. To the last, even in the universal celebrity of his riper years, he kept an air of self-effacement, an exaggerated though wholly natural modesty which puzzled strangers as much as it endeared him to his friends. He died at sea, after a brief illness, on the 11th February, 1931. 1931 Obituary The Hon. Sir CHARLES PARSONS, K.C.B., 0.M., LL.D.,D.Sc., F.R.S., a former Member of Council, and Original Member of the Institute, died on February 12, 1931, when on a voyage to the West Indies. At a memorial service held in Westminster Abbey on March 3, the Institute was represented by the President, Dr. Richard Seligman. The name of Sir Charles Parsons has been for nearly half a century a household one throughout the world. Whether interested in science or not, all will regret the passing of a genius who spent a strenuous life in doing invaluable service to mankind. Sir Charles Parsons, who was born on June 13, 1854, had the great good fortune of the guidance of a father eminent in the scientific world—the third Earl of Rosso, of telescope fame, whose home must have been an ideal nursery for a budding engineer. At the age of twelve the boy Charles, assisted by his brothers, built a steam carriage of 4 H.P. with a speed of 10 miles per hour. At Cambridge, where, at St. John's, he took a three years course, and came out as eleventh wrangler, he interested himself in his great hobby of machine construction, building many models of steam engines. After leaving Cambridge, at the age of twenty-two, he was apprenticed at the great Elswick engineering works of Armstrong's, where his attention was largely centred on rotary steam engine design, the perfection of which he continued to work out when with Kitson & Company of Leeds, and, afterwards, as a partner with Clarke, Chapman, Parsons & Company, Ltd., of Gateshead. His efforts here resulted in improving what had been attempted by others in the use of steam turbines. In 1884 Sir Charles patented his own invention, and the practical employment of the modern steam turbine was thus established. In 1890 he founded, under the title of C. A. Parsons & Company, Ltd., the renowned Heaton Works at Newcastle-upon-Tyne. From 1890 until his death he was indefatigable in adapting his turbines to a variety of world- wide uses. The extent of the universal debt owing to the activities of Sir 'Charles Parsons must ever remain beyond measure; those who are engaged in seafaring and the supply of electric power can best judge. Although Sir Charles will be chiefly remembered as the inventor of the steam turbine, he had wide interests in other spheres, particularly in astronomical instruments, telescopes, glass, and carbon, in regard to which latter a lecture crammed with interest, on "The Formation of Diamond," was given by him as the May Lecture of the Institute in 1918 ; this lecture is incorporated in Volume XX of the Journal; it fills 20 pages and has many illustrations. The great scientific abilities of Sir Charles Parsons have been recognized by many societies. In 1898 he was elected a Fellow of the Royal Society, and President of the British Association in 1917, to honorary membership of the Institution of Electrical Engineers in 1909, and of the Institution of Mechanical Engineers in 1925. He was Vice-President of the Institution of Naval Architects, and President of the North-East Coast Institution of Engineers in 1913-1914. He had the honour of receiving the following medals : Bessemer, Kelvin, Faraday, Rumford, and Cropley. The Universities of Glasgow, Liverpool, and Durham conferred upon him the degree of Doctor of Science. Among other honours and dignities he received those of O.M. and K.C.B. Sir Charles Parsons stands out as a notable example to youth, for although his interests included outdoor sports during early manhood, these were not allowed to dominate. They fitted him for strenuous application to intellectual studies, and for manual work, of which he was never ashamed. All who had the pleasure of intimacy with this great worker acknowledged him to be a most delightful personality. —JOHN SCOTT Early Turbine Generators Sources of Information - The Times, 16 May 1898 - 'The Steam Turbine: The Rede Lecture, 1911', by Sir Charles A Parsons, K.C.B. - The Times, 16 May 1898 - The Engineer 1900/04/27, p 444. - Biography of Sir Charles Algernon Parsons, by Claude Gibb, revised by Anita McConnell, ODNB. http://www.oxforddnb.com/view/article/35396 - The Times, 1 August 1946 - 1931 Institution of Mechanical Engineers: Obituaries - 1931 Institution of Civil Engineers: Obituaries - 1931 Institute of Metals: Obituaries	<urn:uuid:9f3bc6c6-4431-4f2f-8058-7cd5d1184db9>	CC-MAIN-2017-43	https://www.gracesguide.co.uk/Charles_Algernon_Parsons	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187826642.70/warc/CC-MAIN-20171023202120-20171023222120-00041.warc.gz	en	0.977416	5,487	2.84375	3	[ { "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 \| Charles Algernon Parsons\nline 03 \| From Graces Guide\nline 04 \| Charles Algernon Parsons (June 13, 1854 – February 11, 1931) was a British engineer, best known for his invention of the multi-stage (compounded) steam turbine. He was one of the most original British engineers since the days of James Watt and was the holder of more than 300 patents.\nline 05 \| 1854 Born at 13 Connaught Place, Hyde Park, London, he was the youngest son of the famous astronomer Lord Rosse and photographic pioneer Mary Parsons (nee Field).\nline 06 \| Educated at Trinity College, Dublin and St. John's College, Cambridge.\nline 07 \| 1877 Graduated from Cambridge in 1877 with a distinguished degree in mathematics, he then went to the Elswick works of W. G. Armstrong and Co.\nline 08 \| 1881 Leaving there in 1881 he worked with James Kitson at Leeds for 2 years. During his period at Kitsons he patented a four-cylinder high-speed epicycloidal steam engine.\nline 09 \| 1883 he became a junior partner at Clarke, Chapman and Co, Gateshead, in charge of the new electrical department, where he stayed until 1889.\nline 10 \| 1883 Married Katherine Bethell, daughter of William Bethell.\nline 11 \| 1885 His daughter Rachel Mary Parsons was born.\nline 12 \| 1887 Algernon George Parsons was born.\nline 13 \| Parsons concentrated on efforts to devise a high-speed engine for driving directly the newly introduced electric generators, as well as developing a high speed generator. His steam turbine patent of 1884 was comparable in importance to that of James Watt in 1769. The first Parsons turbo-generator was completed in 1884 and is now preserved in the London Science Museum; by 1888 about 200 were in service, mainly for lighting on ships. Clarke, Chapman and Parsons were partners in setting up Sunbeam Lamp Co Ltd to manufacture carbon filament light bulbs.\nline 14 \| 1889, Parsons left Clarke Chapman, taking twelve employees with him, to found C. A. Parsons and Co at Heaton.\nline 15 \| 1890 The Forth Banks Power Station, the first to use a turbo-generator, started operation.\nline 16 \| An example of a 1891 radial flow steam turbine is in the London Science Museum.\nline 17 \| In 1895 Parsons sold the patent rights for U.S.A. and Canada.\nline 18 \| December 1893 he bought back the turbine patent from his partners (although the rights for Belgium, Germany, Italy and Sweden had been allowed to lapse).\nline 19 \| 1894 he applied for a patent for 'propelling a vessel by means of a steam turbine, which turbine actuates the propeller or paddle shaft directly or through gearing'.\nline 20 \| The same year he set up a separate organisation at Wallsend to focus on marine propulsion, the Marine Steam Turbine Co Ltd which built the famous turbine-powered yacht, Turbinia.\nline 21 \| This was sailed at speed through the Diamond Jubilee fleet review of the Royal Navy in June 1897 off Portsmouth, demonstrating the great potential of the new technology.\nline 22 \| Today, Turbinia is housed in a purpose-built gallery at the Discovery Museum, Newcastle.\nline 23 \| Although Turbinia proved to be a spectacular success, its initial performance fell short of expectations.\nline 24 \| Parsons needed to establish whether the problem lay with turbine performance or with the propellers.\nline 25 \| He devised an ingenious, but simple dynamometer (see photo), which proved that the problem lay with the propeller.\nline 26 \| He deduced that cavitation was occurring due to the very high speed of the propeller.\nline 27 \| Parsons credited Sir John Thornycroft and Sydney Barnaby with first observing the phenomenon .\nline 28 \| He set about investigating the problem using a small scale chamber in which model propellers could be tested (see photo).\nline 29 \| Because of the small size of the models, the tests had to be done at sub-atmospheric pressure to provoke cavitation at reasonable shaft speeds.\nline 30 \| The cure was to use very wide blades, and, on Turbinia, to have three shafts each with three propellers.\nline 31 \| Each shaft was driven by its own turbine.\nline 32 \| Each turbine was part of the a cross-compound set comprising High, Intermediate and Low Pressure turbines.\nline 33 \| When the success of Turbinia had been established, Parsons set up a new company in Newcastle Upon Tyne, the Parsons Marine Steam Turbine Co, which bought the rights from Marine Steam Turbine Co Ltd.\nline 34 \| In 1898 Charles Parsons went to court seeking to extend the life of the turbine patent; a 5-year extension was granted.\nline 35 \| 1900 Brown, Boveri and Co and The Parsons Foreign Patents Co entered into a contract for the sale and manufacture of the well-known Parsons' steam turbine in the following countries: France, Germany, Russia, Switzerland and Italy.\nline 36 \| As well as working on dynamo and turbine design, and power generation, which exerted great influence on the fields of naval and electrical engineering, Charles Parsons also initiated developments such as geared turbines for use with low-speed vessels (1909) and high-pressure steam engines (after WW1).\nline 37 \| Parsons was also interested in acoustics and in optics. He organized a special department for the production of searchlight reflectors at Heaton.\nline 38 \| 1921 he acquired a controlling interest in the optical firm of Ross Ltd, of Clapham, where he improved the methods of glass-grinding. He also purchased the Derby Crown Glass Co to improve the basic glass. The Parsons Optical Glass Company produced many different types of glass for optical purposes.\nline 39 \| 1925 he purchased the firm of Sir Howard Grubb and Sons, makers of large astronomical telescopes. The re-named company, Grubb Parsons, had works at Walkergate, adjacent to the turbine works, where many large telescopes were produced. In 1937 Savage and Parsons was set up to produce searchlights and acoustic detectors.\nline 40 \| 1902 Rumford Medal.\nline 41 \| 1927 Member of the Order of Merit in 1927\nline 42 \| 1931 February 11th.\nline 43 \| Died\nline 44 \| 1933 October 16th. Death of His wife The Hon. Lady Parsons, one of the founders of the Women's Engineering Society\nline 45 \| His company survives in the Heaton area of Newcastle and is now part of Siemens, a German conglomerate. Sometimes referred to as Siemens Parsons, the company recently completed a major redevelopment programme, reducing the size of its site by around three quarters and installing the latest manufacturing technology.\nline 46 \| The Parsons Building in Trinity College, Dublin, which houses the Department of Mechanical and Manufacturing Engineering, is named in his honour. On 28 September 2006, the Minister for Communications, Marine and Natural Resources, Mr Noel Dempsey TD, announced the Charles Parsons Awards which provide funding for research groups engaged in energy research in Ireland.\nline 47 \| 1931 Obituary \nline 48 \| The Hon.\nline 49 \| Sir CHARLES ALGERNON PARSONS, O.M., K.C.B., LL.D., D.Sc., became a Graduate of the Institution in 1880, and was first elected a Member in 1882.\nline 50 \| In 1925 he was elected an Honorary Life Member in view of his eminent scientific attainments, and the Institution thus recognized the greatness of one of its Members, of whom the President said, in referring at the Annual General Meeting on 20th February to his death, his name \"would hold in the pages of history a place of equal fame and honour with those of Savery, Newcomen, Watt, Trevithick, and Stephenson.\"\nline 51 \| In including in the \"Proceedings\" a brief memoir of every deceased member of the Institution of whose professional career particulars are obtainable, it is rare that the space available is adequate to do justice to the work of those who are gone from us, and in such a case as this the mere recital of the firms and work with which the deceased Member was connected, which is all that is usually possible, would be not merely inadequate, but almost irrelevant.\nline 52 \| Neither would such a recital in this case be an inspiration to young members who are still at the humble beginnings of their careers, in the sense in which it is perhaps usually its best justification, for Sir Charles enjoyed advantages in his early years which are given to few.\nline 53 \| The youngest son of the third Earl of Rosse, his father, with all the resources of his aristocracy of mind as well as of worldly position, trained him, almost from his birth in 1854, to be an engineer and scientist.\nline 54 \| A private workshop was his constant resort in boyhood, and he had as tutors such distinguished men as Sir Robert Ball and Dr. Johnstone Stoney.\nline 55 \| Yet this does not in the least dim the lustre of Sir Charles's subsequent achievements, for rarely can such good fortune have come to one so fitted to turn it to greatest advantage. He went to Cambridge University, where he was placed eleventh wrangler, and was then apprenticed at Armstrong's Elswick works. At this time Sir Charles was experimenting with rotary steam-engines in which the cylinders rotated round a revolving crank-shaft at half the speed of the latter. Several such engines were built while he was at Armstrong's, and later at Kitson's of Leeds, where for a time he held an appointment.\nline 56 \| He first began to make practical experiments with the steam-turbine at Messrs. Clarke, Chapman, Parsons and Company's, of Gateshead, of which firm he had become junior partner, and in 1884 were filed two patents which represented the commencement of the development of the modern steam-turbine.\nline 57 \| One of these was concerned with the dynamo which the turbine was to drive, for it was largely upon the achievement of constructing such a machine to run at a speed of 18,000 r.p.m.\nline 58 \| that the success of this initial turbine depended.\nline 59 \| Less than a year after, the first unit of 4 kw.\nline 60 \| was built, and this was the machine now in the Science Museum at South Kensington.\nline 61 \| Many more machines, representing constant improvement, were built, until in 1889 the partnership was dissolved. The firm of C. A. Parsons and Company was then founded, and during the following five years was engaged in evolving an alternative type of turbine using the principle of radial flow.\nline 62 \| In 1894, however, the original patent rights were restored to Sir Charles, and subsequent progress towards the present triumph of the steam-turbine was rapid.\nline 63 \| It was in the same year, 1894, that the Parsons Marine Steam Turbine Company was formed, with Sir Charles as managing director, and shortly afterwards the famous \"Turbinia\" appeared.\nline 64 \| In recent years Sir Charles was still interested in pioneer work, notably in the high-pressure experimental Clyde steamer \"King George V,\" and his genius extended to optical work and experiments in physical science.\nline 65 \| He took over the Derby Crown Glass Works for the construction of searchlights and mirrors, and later founded, in conjunction with Sir Howard Grubb, a company to manufacture astronomical instruments and telescopes. His physical experiments were chiefly concerned with attempts to crystallize carbon under high pressure.\nline 66 \| Sir Charles was elected a Fellow of the Royal Society in 1898, and he received the great honour of the Order of Merit in 1927. In 1928 he was the first engineer to win the Copley Medal. He was a Member of the Institution of Civil Engineers and an Honorary Member of the Institution of Electrical Engineers, while in 1917 he was President of the British Association. In 1926 he was awarded the Kelvin Medal.\nline 67 \| Sir Charles Parsons died on 11th February 1931 while on a cruise at sea.\nline 68 \| 1931 Obituary\nline 69 \| THE HON. SIR CHARLES ALGERNON PARSONS, O.M., K.C.B., F.R.S., youngest son of the distinguished astronomer William Parsons, third Earl of Rosse, was born in London on the 13th June, 1854. He spent his boyhood at the family seat, Birr Castle, Parsonstown, Ireland, where the workshops in which his father constructed the great telescope afforded him practical education in mechanical things, while his theoretical studies were pursued under tutors, among whom was Sir Robert Ball. At the age of 18 he went to Trinity College, Dublin, and a year later he entered St. John’s College, Cambridge, and became a pupil of Dr. Routh. In 1877 he passed out as eleventh wrangler and went into the works of Sir W. G. Armstrong, Mitchell and Company at Elswick.\nline 70 \| After serving 4 years’ apprenticeship at Elswick he was employed for 2 years on experimental work at the Airedale foundry of Messrs. Kitson and Company at Leeds, a firm which his elder brother Clere (the late R. C. Parsons, M. Inst.\nline 71 \| C.E.)\nline 72 \| had already joined.\nline 73 \| During that time he developed an epicycloidal engine and a method of propelling torpedoes by means of rockets.\nline 74 \| He tried his torpedoes in Roundhay lake, but although fair success was achieved, the rockets proved to be unsafe.\nline 75 \| In 1884 he joined as junior partner the firm of Clarke, Chapman and Company, of Gateshead-on-Tyne, who were interested in the development of electric lighting, and devoted his attention to the production of a steam turbine suitable for driving dynamos, his first patents being dated 23rd April, 1884.\nline 76 \| During the ensuing 5 years the combined steam turbine and dynamo was developed, but mainly for the lighting of ships and on a small scale. Further progress called for costly experiments, justified in his own view by a belief in the future of the steam turbine which others did not fully share. He therefore decided to set up his own works at Heaton in Newcastle-on-Tyne. His struggles during the first 5 years of this venture were enhanced by questions of ownership of his original patents, which obliged him for a time to confine his developments to the radial-flow type of turbine, and in the first practical installation, at the Cambridge electric-supply station in 1891, the turbine was of that type ; but in 1894 he recovered possession of his early patents and could revert to his original parallel-flow type. The value of his invention and the smallness of the reward which he had received when his fundamental patent expired enabled him to secure an extension of 6 years for that patent.\nline 77 \| The successful production of a high-speed rotary engine involved innumerable mechanical problems calling for the highest ingenuity and resource.\nline 78 \| \"Throughout the whole evolution of the steam turbine he continued to be the active and incessant deus ex machina.\nline 79 \| Other inventors appeared and made their contributions, which led in some cases to more or less different designs.\nline 80 \| But they would be the first to acknowledge that it is to Parsons, far more than to any other man, that credit is due, not only for the first conception and the initial experiments, but for the subsequent improvements which have produced the gigantic turbines of to-day and have made them the chief means of generating central-station power and of propelling the biggest ships.\nline 81 \| All large modern turbines adopt his fundamental plan of multi-compound action by dividing the whole drop of pressure into many successive stages.\"\nline 82 \| Meanwhile Parsons had turned his attention to the application of the steam turbine to ship-propulsion, and in 1894 he built the \"Turbinia,\" 100 feet long and of 9 feet beam, fitted with a radial flow turbine and a single shaft, for which he substituted later three shafts, each driven by a turbine. This little vessel was shown at the Diamond Jubilee Naval Review in 1897, when her speed astonished the Fleet. With high speed of rotation of the propellers, cavitation became a serious problem, and Parsons undertook an experimental investigation of it, the results of which enabled him to design successfully directly-coupled turbines and propellers.\nline 83 \| The Admiralty, after trying turbines in destroyers and in the \"Amethyst,\" adopted them in 1905 for the \"Dreadnought,\" and later ships, and other navies followed this lead. The first mercantile turbine-driven vessel was the Clyde steamer \"King Edward\"; other vessels, including Atlantic liners, followed; and in 1904 the bold step was taken of adopting turbines of 70,000 shaft HP. for the propulsion of the Cunard liners \"Lusitania\" and \"Mauretania\" with entirely successful results.\nline 84 \| Parsons realized, however, that the direct coupling of engine and propeller limited the possibilities of the turbine, and he therefore set to work to devise a suitable form of mechanical gearing. In 1909 the Parsons Marine Steam Turbine Company, which had taken over the marine side of the business, bought the cargo-steamer \"Vespasian\" and replaced her triple-expansion engines by turbines fitted with gearing giving a speed reduction of 20 to 1 ; and with the successful outcome of this experiment direct coupling became a thing of the past. Here again the mechanical problems of producing satisfactory gear wheels gave scope for his ingenuity and resource, and were solved so successfully that in H.M.S. \"Hood\" 144,000 HP. is transmitted through a single-reduction gear; and the transmission of 175,000 HP. by such gearing is contemplated in the Cunard vessel now (1931) under construction.\nline 85 \| While these marine developments were taking place, the steam turbine had become the chief prime mover in electric power-stations and the output of the turbo-alternator has gradually increased until machines of 80,000 kilowatts and more are in use. In a Parsons turbine installed in Chicago in 1923 a steam-pressure of 550 lbs. per square inch and a temperature of 760 F. was adopted, and Parsons demonstrated the applicability of high steam-pressures and high superheat to marine purposes in the Clyde river steamer \"King George V,\" in 1926.\nline 86 \| Other fields in which his inventive skill was applied were the manufacture of parabolic reflectors for searchlights and the production of optical glass of high quality. He devised means of producing at moderate cost reflectors of high efficiency and great accuracy of parabolic form ; and his interest in optical glass led him to acquire the Derby Crown Glass Works and to form the Parsons Optical Glass Company. In partnership with Sir Howard Grubb and Company he established at Heaton a workshop for building telescopes of any size.\nline 87 \| One problem, however, to which he devoted much time and money, bested him, namely, the production of diamonds by the artificial crystallization of carbon. In spite of the highly ingenious methods by which he pursued the subject, he had achieved no result at the time of his death.\nline 88 \| Many other scientific problems and interests filled his life, from the construction of amusing mechanical toys in his boyhood to the question of the feasibility and advantage of sinking a bore-hole 12 miles deep to examine the earth's crust, a subject which he discussed in his Presidential Address to Section G of the British Association in 1904. His inventiveness is indicated by the fact that he took out more than 300 British patents.\nline 89 \| Innumerable honours were conferred upon him in recognition of his achievements. He was made C.B. in 1904 and K.C.B. in 1911, and received the Order of Merit in 1927. He was a Vice-President of the Royal Society, to which he was elected in 1898. That Society awarded him the Rumford and Copley Medals, and from other societies he received the Albert, Kelvin, Faraday, Franklin, and Bessemer Medals. The universities of Cambridge, Oxford, Edinburgh, Glasgow, Dublin, Durham, Leeds, Liverpool, Toronto and Pennsylvania conferred honorary degrees upon him, and he was President of the British Association (1919), the Institute of Physics, and the North-East Coast Institution of Engineers and Shipbuilders. He was a generous donor to the funds of the British Association, the Royal Institution, the Royal Society, and other bodies, and served as a member of the Advisory Council of the Department of Scientific and Industrial Research.\nline 90 \| Sir Charles was elected into the Institution as an Associate Member in 1881, transferred to Membership in 1892, and elected as a Member of Council in 1903.\nline 91 \| He served on that body until 1907, and again from 1909 to 1913.\nline 92 \| He contributed a Paper to the Proceedings (jointly with Dr. G. G. Stoney)l and two introductory notes at the Engineering Conference of 1897.\nline 93 \| He was the author of numerous Papers presented to the Royal Society, the Institution of Naval Architects, the Institution of Electrical Engineers, and other bodies, and in 1918 delivered the Bakerian lecture of the Royal Society.\nline 94 \| He married in 1884 Katharine, daughter of Mr. W. F. Bethell, of Rise Park, East Yorkshire, by whom he had one son (Major A. G. Parsons, R.F.A., killed in action in 1918) and one daughter, who, with Lady Parsons, survives him.\nline 95 \| His character and personality are perhaps best described in the words of Lady Parsons and of his friend Sir Alfred Ewing.\nline 96 \| Lady Parsons, writing of the early days of her married life at Leeds, says:-\nline 97 \| Charles had the character of being an extraordinary and weird young man socially, but it was understood he was a great genius. . . He was immensely keen about the torpedo, and used to take the mechanic and me to Roundhay Lake at 7 a.m. . . . There they spent hours trying the torpedo, while I shivered on the bank.\nline 98 \| Sir Alfred Ewing says :-\nline 99 \| Parsons used in after life to say that he had missed much through not being sent to school. He did, undoubtedly, miss something. Shy, self-contained, inexpressive, he never wholly shook off certain characteristics which a public school might have masked or cured. To the last, even in the universal celebrity of his riper years, he kept an air of self-effacement, an exaggerated though wholly natural modesty which puzzled strangers as much as it endeared him to his friends.\nline 100 \| He died at sea, after a brief illness, on the 11th February, 1931.\nline 101 \| 1931 Obituary \nline 102 \| The Hon.\nline 103 \| Sir CHARLES PARSONS, K.C.B., 0.M., LL.D.,D.Sc., F.R.S., a former Member of Council, and Original Member of the Institute, died on February 12, 1931, when on a voyage to the West Indies.\nline 104 \| At a memorial service held in Westminster Abbey on March 3, the Institute was represented by the President, Dr. Richard Seligman.\nline 105 \| The name of Sir Charles Parsons has been for nearly half a century a household one throughout the world. Whether interested in science or not, all will regret the passing of a genius who spent a strenuous life in doing invaluable service to mankind.\nline 106 \| Sir Charles Parsons, who was born on June 13, 1854, had the great good fortune of the guidance of a father eminent in the scientific world—the third Earl of Rosso, of telescope fame, whose home must have been an ideal nursery for a budding engineer. At the age of twelve the boy Charles, assisted by his brothers, built a steam carriage of 4 H.P. with a speed of 10 miles per hour. At Cambridge, where, at St. John's, he took a three years course, and came out as eleventh wrangler, he interested himself in his great hobby of machine construction, building many models of steam engines.\nline 107 \| After leaving Cambridge, at the age of twenty-two, he was apprenticed at the great Elswick engineering works of Armstrong's, where his attention was largely centred on rotary steam engine design, the perfection of which he continued to work out when with Kitson & Company of Leeds, and, afterwards, as a partner with Clarke, Chapman, Parsons & Company, Ltd., of Gateshead.\nline 108 \| His efforts here resulted in improving what had been attempted by others in the use of steam turbines.\nline 109 \| In 1884 Sir Charles patented his own invention, and the practical employment of the modern steam turbine was thus established. In 1890 he founded, under the title of C. A. Parsons & Company, Ltd., the renowned Heaton Works at Newcastle-upon-Tyne. From 1890 until his death he was indefatigable in adapting his turbines to a variety of world- wide uses. The extent of the universal debt owing to the activities of Sir 'Charles Parsons must ever remain beyond measure; those who are engaged in seafaring and the supply of electric power can best judge.\nline 110 \| Although Sir Charles will be chiefly remembered as the inventor of the steam turbine, he had wide interests in other spheres, particularly in astronomical instruments, telescopes, glass, and carbon, in regard to which latter a lecture crammed with interest, on \"The Formation of Diamond,\" was given by him as the May Lecture of the Institute in 1918 ; this lecture is incorporated in Volume XX of the Journal; it fills 20 pages and has many illustrations. The great scientific abilities of Sir Charles Parsons have been recognized by many societies. In 1898 he was elected a Fellow of the Royal Society, and President of the British Association in 1917, to honorary membership of the Institution of Electrical Engineers in 1909, and of the Institution of Mechanical Engineers in 1925. He was Vice-President of the Institution of Naval Architects, and President of the North-East Coast Institution of Engineers in 1913-1914. He had the honour of receiving the following medals : Bessemer, Kelvin, Faraday, Rumford, and Cropley. The Universities of Glasgow, Liverpool, and Durham conferred upon him the degree of Doctor of Science. Among other honours and dignities he received those of O.M. and K.C.B. Sir Charles Parsons stands out as a notable example to youth, for although his interests included outdoor sports during early manhood, these were not allowed to dominate. They fitted him for strenuous application to intellectual studies, and for manual work, of which he was never ashamed. All who had the pleasure of intimacy with this great worker acknowledged him to be a most delightful personality. —JOHN SCOTT\nline 111 \| Early Turbine Generators\nline 112 \| Sources of Information\nline 113 \| - The Times, 16 May 1898\nline 114 \| - 'The Steam Turbine: The Rede Lecture, 1911', by Sir Charles A Parsons, K.C.B.\nline 115 \| - The Times, 16 May 1898\nline 116 \| - The Engineer 1900/04/27, p 444.\nline 117 \| - Biography of Sir Charles Algernon Parsons, by Claude Gibb, revised by Anita McConnell, ODNB. http://www.oxforddnb.com/view/article/35396\nline 118 \| - The Times, 1 August 1946\nline 119 \| - 1931 Institution of Mechanical Engineers: Obituaries\nline 120 \| - 1931 Institution of Civil Engineers: Obituaries\nline 121 \| - 1931 Institute of Metals: Obituaries\nline 122 \| \n```", "role": "user" } ]
“THERE are no poisons, only poisonous doses.” Thus did Paracelsus, the greatest of the alchemists, encapsulate an important piece of medical wisdom. In fact, that is only half the story, for many materials which are toxic at high doses, when used sparingly and directed at specific targets, are not merely harmless, but actually beneficial. Plant poisons, from digitalis to curare, are routinely employed as drugs. And now it is the turn of animal toxins, as researchers examine venoms secreted by snakes and lizards, to see if they, too, might be turned into treatments. Snake venom, collected from farmed reptiles, has been used to make antisera for snake bites for decades by injecting it into mammals such as sheep and horses, and collecting the antibodies thus generated. Making drugs from the venom itself, however, is a fairly new idea. But that is what Stefan Hailey of the University of Delaware and his colleagues hope to do. In a paper published recently by Toxicon, they report how a protein called eristostatin, which can be extracted from the venom of the Asian sand viper, helps people’s immune systems fight malignant melanoma. Previous studies have shown that eristostatin stops melanoma cells colonising the liver and lungs in mice. Dr Hailey is trying to work out how this happens. Eristostatin’s day job is to stop victims’ blood clotting and thus plugging up damaged blood vessels after a bite. By increasing blood loss, it weakens victims. The molecule does this by glomming onto cellular fragments called platelets that are crucial to the process of clotting, thus disabling them. Dr Hailey hopes to make use of this tendency to encourage the immune system to attack melanoma cells. His idea requires eristostatin to be as attracted to cancer cells as it is to platelets. Two observations suggest it could be. One is that eristostatin has a particular affinity for melanoma cells, which presumably have a protein on their surfaces that is similar to the one which attracts eristostatin to platelets. The other observation is that when eristostatin is attached to a cell’s surface it attracts the attention of T-lymphocytes. These are immune-system cells whose job is to kill other body cells that have been infected with viruses, or which have turned cancerous. If melanoma cells could, in this way, be made especially attractive to T-lymphocytes, that might clear away the tumour completely. Dr Hailey and his colleagues used a technique called atomic-force microscopy to study the interactions between melanoma cancer cells and eristostatin. This technique allows the force required to pull the two apart to be measured precisely, to see whether there is a genuine attraction—which he found that there is. If eristostatin does prove an effective means to treat cancer, it will join a growing stable of medicines derived from reptile toxins. Tirofiban, for instance, is a modified version of another anticoagulant—in this case from the venom of the African saw-scaled viper. It is given to people with angina, and also to those who have had heart attacks. Exenatide is the synthetic form of a hormone called exendin-4 that occurs naturally in the saliva of the Gila monster, a venomous North American lizard. It works as a treatment for type-2 diabetes because it increases insulin production in those whose blood-sugar levels are high. And captopril, a blood-vessel-relaxing agent widely used to treat hypertension, is based on teprotide, from Brazilian arrowhead vipers, which helps the other toxins in the venom circulate quickly, and thus reach their targets rapidly. The year of the snake There are other venom-based drugs in the pipeline, too. Crotoxin, a protein from the South American rattlesnake, though not yet approved for use, may one day be employed to treat cancers. Crotoxin seems particularly attracted to cancer cells. One portion of the molecule recognises a protein on the cell’s membrane, and links to it. The other portion damages the membrane, triggering a mechanism called apoptosis which causes the cell to kill itself. Celtic Biotech, based in Dublin, is running a series of tests using this molecule on cancer patients at the Georges Pompidou European Hospital in Paris. This year, Celtic plans to try it on people with several different sorts of cancer, since the firm’s researchers believe it should be effective on all solid tumours. If those trials are successful, though, they then plan to concentrate on lung cancer, the largest market. Perhaps the most astonishing toxin-derived drug of all, however, is hannalgesin, which is made from king-cobra venom. Kini Manjunatha of the National University of Singapore is developing this substance as a pain-relieving agent. He claims it is between 20 and 200 times more effective than morphine. Moreover, unlike morphine, which is usually injected, hannalgesin can be taken by mouth. He is planning to run the first clinical trials at the end of 2013 or in early 2014. Venom, then, is proving to be a trove of useful molecules. At a time when drug companies are struggling to develop new products, a novel source of raw materials that have been road-tested by natural selection, and merely need to be subverted from their original purposes rather than created afresh, must be welcome. It is not turning base metals into gold, as Paracelsus and his kind once attempted. But as a transformation of matter, it is surely a far more valuable trick. Jan 5 2013 Dear Drugs-Forum readers: We are a small non-profit that runs one of the most read drug information & addiction help websites in the world. We serve over 4 million readers per month, and have costs like all popular websites: servers, hosting, licenses and software. To protect our independence we do not run ads. We take no government funds. We run on donations which average $25. If everyone reading this would donate $5 then this fund raiser would be done in an hour. If Drugs-Forum is useful to you, take one minute to keep it online another year by donating whatever you can today. Donations are currently not sufficient to pay our bills and keep the site up. Your help is most welcome. Thank you. Drug Research \|\| Toxic Medicine	<urn:uuid:0b315563-f0aa-40c0-9a62-765f4642b5b4>	CC-MAIN-2017-43	https://drugs-forum.com/ams/drug-research-toxic-medicine.18779/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187820556.7/warc/CC-MAIN-20171017013608-20171017033608-00601.warc.gz	en	0.95383	1,363	3.234375	3	[ { "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 \| “THERE are no poisons, only poisonous doses.” Thus did Paracelsus, the greatest of the alchemists, encapsulate an important piece of medical wisdom. In fact, that is only half the story, for many materials which are toxic at high doses, when used sparingly and directed at specific targets, are not merely harmless, but actually beneficial. Plant poisons, from digitalis to curare, are routinely employed as drugs. And now it is the turn of animal toxins, as researchers examine venoms secreted by snakes and lizards, to see if they, too, might be turned into treatments.\nline 03 \| Snake venom, collected from farmed reptiles, has been used to make antisera for snake bites for decades by injecting it into mammals such as sheep and horses, and collecting the antibodies thus generated.\nline 04 \| Making drugs from the venom itself, however, is a fairly new idea.\nline 05 \| But that is what Stefan Hailey of the University of Delaware and his colleagues hope to do.\nline 06 \| In a paper published recently by Toxicon, they report how a protein called eristostatin, which can be extracted from the venom of the Asian sand viper, helps people’s immune systems fight malignant melanoma.\nline 07 \| Previous studies have shown that eristostatin stops melanoma cells colonising the liver and lungs in mice.\nline 08 \| Dr Hailey is trying to work out how this happens.\nline 09 \| Eristostatin’s day job is to stop victims’ blood clotting and thus plugging up damaged blood vessels after a bite. By increasing blood loss, it weakens victims. The molecule does this by glomming onto cellular fragments called platelets that are crucial to the process of clotting, thus disabling them. Dr Hailey hopes to make use of this tendency to encourage the immune system to attack melanoma cells. His idea requires eristostatin to be as attracted to cancer cells as it is to platelets.\nline 10 \| Two observations suggest it could be. One is that eristostatin has a particular affinity for melanoma cells, which presumably have a protein on their surfaces that is similar to the one which attracts eristostatin to platelets. The other observation is that when eristostatin is attached to a cell’s surface it attracts the attention of T-lymphocytes. These are immune-system cells whose job is to kill other body cells that have been infected with viruses, or which have turned cancerous. If melanoma cells could, in this way, be made especially attractive to T-lymphocytes, that might clear away the tumour completely.\nline 11 \| Dr Hailey and his colleagues used a technique called atomic-force microscopy to study the interactions between melanoma cancer cells and eristostatin. This technique allows the force required to pull the two apart to be measured precisely, to see whether there is a genuine attraction—which he found that there is.\nline 12 \| If eristostatin does prove an effective means to treat cancer, it will join a growing stable of medicines derived from reptile toxins. Tirofiban, for instance, is a modified version of another anticoagulant—in this case from the venom of the African saw-scaled viper. It is given to people with angina, and also to those who have had heart attacks. Exenatide is the synthetic form of a hormone called exendin-4 that occurs naturally in the saliva of the Gila monster, a venomous North American lizard. It works as a treatment for type-2 diabetes because it increases insulin production in those whose blood-sugar levels are high. And captopril, a blood-vessel-relaxing agent widely used to treat hypertension, is based on teprotide, from Brazilian arrowhead vipers, which helps the other toxins in the venom circulate quickly, and thus reach their targets rapidly.\nline 13 \| The year of the snake\nline 14 \| There are other venom-based drugs in the pipeline, too. Crotoxin, a protein from the South American rattlesnake, though not yet approved for use, may one day be employed to treat cancers. Crotoxin seems particularly attracted to cancer cells. One portion of the molecule recognises a protein on the cell’s membrane, and links to it. The other portion damages the membrane, triggering a mechanism called apoptosis which causes the cell to kill itself. Celtic Biotech, based in Dublin, is running a series of tests using this molecule on cancer patients at the Georges Pompidou European Hospital in Paris. This year, Celtic plans to try it on people with several different sorts of cancer, since the firm’s researchers believe it should be effective on all solid tumours. If those trials are successful, though, they then plan to concentrate on lung cancer, the largest market.\nline 15 \| Perhaps the most astonishing toxin-derived drug of all, however, is hannalgesin, which is made from king-cobra venom. Kini Manjunatha of the National University of Singapore is developing this substance as a pain-relieving agent. He claims it is between 20 and 200 times more effective than morphine. Moreover, unlike morphine, which is usually injected, hannalgesin can be taken by mouth. He is planning to run the first clinical trials at the end of 2013 or in early 2014.\nline 16 \| Venom, then, is proving to be a trove of useful molecules. At a time when drug companies are struggling to develop new products, a novel source of raw materials that have been road-tested by natural selection, and merely need to be subverted from their original purposes rather than created afresh, must be welcome. It is not turning base metals into gold, as Paracelsus and his kind once attempted. But as a transformation of matter, it is surely a far more valuable trick.\nline 17 \| Jan 5 2013\nline 18 \| Dear Drugs-Forum readers: We are a small non-profit that runs one of the most read drug information & addiction help websites in the world. We serve over 4 million readers per month, and have costs like all popular websites: servers, hosting, licenses and software. To protect our independence we do not run ads. We take no government funds. We run on donations which average $25. If everyone reading this would donate $5 then this fund raiser would be done in an hour. If Drugs-Forum is useful to you, take one minute to keep it online another year by donating whatever you can today. Donations are currently not sufficient to pay our bills and keep the site up. Your help is most welcome. Thank you.\nline 19 \| Drug Research \|\| Toxic Medicine\nline 20 \| \n```", "role": "user" } ]
A young ringed python (Bothrochilus boa) from Papua New Guinea. [Canon 1Ds MkII, Canon 180mm macro, 2 speedlights Canon 580EX] New Guinea has quite a few venomous, really dangerous snakes. Death adders (Acanthophis ), taipan (Oxyuranus scutellatus ), or Papuan blacksnake (Pseudechis papuanus ) are elapid snakes that have caused many human fatalities on the island. But the one thing that New Guinea does not have is coral snakes. The only venomous snake that looks like one is a hatchling of the small-eyed snake (Micropechis ikaheka ), whose posterior half has alternating white and dark rings. It is therefore somewhat surprising that young ringed pythons (Bothrochilus boa ), non-venomous and essentially harmless reptiles (unless you are a mouse, that is) advertise their presence with vivid, orange and black coloration. Their entire body has a shiny gloss to it, and it is impossible not to notice this animal as it glides through the leaf litter and low branches. Aposemtic walking stick Megacrania nigrosulfurea from Papua New Guinea. [Canon 1Ds MkII, Canon 180mm macro, 2 speedlights Canon 580EX] I puzzled about this seemingly counterintuitive behavior – why advertise yourself if you have nothing to back it up with, and local predators have never been exposed to venomous snakes of such a coloration? Is it still Batesian mimicry if there is no harmful model? Or perhaps the snake is colorful simply for the sake of being pretty (rather unlikely.) But then, one day while looking for katydids hiding among the leaves of Pandanus plants, I stumbled upon a giant walking stick, Megacrania nigrosulfurea . I was immediately struck by how similar its coloration was to that of a young ringed python that I had photographed a few days earlier: shiny black body, with bright orange legs, plus bright yellow spots. But why would a snake mimic a walking stick? Burying beetle Nicrophorus heurni from Papua New Guinea. [Canon 1Ds MkII, Canon 100mm macro, 2 speedlights Canon 580EX] As it happens, many walking sticks, including the genus Megalocrania , are capable of synthesizing de novo noxious, repellant chemicals (other insects usually sequester such compounds from their food plants), which they then spray at the attackers with surprising accuracy. These compounds, mostly monoterpenes (e.g., iridodial, nepetalactone, anisomorphal), quinoline, and pyrazines, act as powerful deterrents to a wide range of predators, from ants to lizards to birds and rodents (opossums, however, seem to relish toxic walking sticks.) For the young python a walking stick that is avoided by all the same predators that like to munch on small snakes could be a pretty good model to imitate. And a few days later I also found in the same rainforest habitat a burying beetle (Nicrophorus heurni ), which showed a similar combination of shiny black and orange coloration. Like the aposematically colored walking sticks, these insects are avoided by many predators thanks to their ability to spray the attacker with some of the stinkiest substances in nature, including phenol, indole and, most importantly, skatole (you can guess what the last one smells like.) A single, casual observation obviously does not constitute a proof that ringed pythons mimic insects. But this would not be the first example of a vertebrate mimicking an aposematic insect: in southern Africa a small lizard Heliobolus lugubris mimics black and white Anthia ground beetles, known to have powerful chemical defenses. And if a caterpillar can mimic a snake, I don’t see why a snake could not mimic an insect. Update: The name of the walking stick was misspelled and now has been corrected. Thanks to David Rentz for the tip. Adult ringed pythons lack the bright, conspicuous coloration of the juveniles – it may be difficult to mimic a walking stick if you are over a meter long! [Canon 1D MkII, Canon 16-35mm, speedlight Canon 580EX]	<urn:uuid:32b04175-700d-43b0-a229-8622233ddb14>	CC-MAIN-2017-43	https://thesmallermajority.com/2012/12/20/insect-mimicking-snakes/?like=1&source=post_flair&_wpnonce=39170bc4ce	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823220.45/warc/CC-MAIN-20171019031425-20171019051425-00841.warc.gz	en	0.927769	929	2.828125	3	[ { "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 young ringed python (Bothrochilus boa) from Papua New Guinea. [Canon 1Ds MkII, Canon 180mm macro, 2 speedlights Canon 580EX]\nline 04 \| New Guinea has quite a few venomous, really dangerous snakes.\nline 05 \| Death adders (Acanthophis\nline 06 \| ), taipan (Oxyuranus scutellatus\nline 07 \| ), or Papuan blacksnake (Pseudechis papuanus\nline 08 \| ) are elapid snakes that have caused many human fatalities on the island. But the one thing that New Guinea does not have is coral snakes. The only venomous snake that looks like one is a hatchling of the small-eyed snake (Micropechis ikaheka\nline 09 \| ), whose posterior half has alternating white and dark rings. It is therefore somewhat surprising that young ringed pythons (Bothrochilus boa\nline 10 \| ), non-venomous and essentially harmless reptiles (unless you are a mouse, that is) advertise their presence with vivid, orange and black coloration. Their entire body has a shiny gloss to it, and it is impossible not to notice this animal as it glides through the leaf litter and low branches.\nline 11 \| Aposemtic walking stick Megacrania nigrosulfurea from Papua New Guinea. [Canon 1Ds MkII, Canon 180mm macro, 2 speedlights Canon 580EX]\nline 12 \| I puzzled about this seemingly counterintuitive behavior – why advertise yourself if you have nothing to back it up with, and local predators have never been exposed to venomous snakes of such a coloration? Is it still Batesian mimicry if there is no harmful model? Or perhaps the snake is colorful simply for the sake of being pretty (rather unlikely.) But then, one day while looking for katydids hiding among the leaves of Pandanus\nline 13 \| plants, I stumbled upon a giant walking stick, Megacrania nigrosulfurea\nline 14 \| . I was immediately struck by how similar its coloration was to that of a young ringed python that I had photographed a few days earlier: shiny black body, with bright orange legs, plus bright yellow spots. But why would a snake mimic a walking stick?\nline 15 \| Burying beetle Nicrophorus heurni from Papua New Guinea.\nline 16 \| [Canon 1Ds MkII, Canon 100mm macro, 2 speedlights Canon 580EX]\nline 17 \| As it happens, many walking sticks, including the genus Megalocrania\nline 18 \| , are capable of synthesizing de novo\nline 19 \| noxious, repellant chemicals (other insects usually sequester such compounds from their food plants), which they then spray at the attackers with surprising accuracy. These compounds, mostly monoterpenes (e.g., iridodial, nepetalactone, anisomorphal), quinoline, and pyrazines, act as powerful deterrents to a wide range of predators, from ants to lizards to birds and rodents (opossums, however, seem to relish toxic walking sticks.) For the young python a walking stick that is avoided by all the same predators that like to munch on small snakes could be a pretty good model to imitate. And a few days later I also found in the same rainforest habitat a burying beetle (Nicrophorus heurni\nline 20 \| ), which showed a similar combination of shiny black and orange coloration.\nline 21 \| Like the aposematically colored walking sticks, these insects are avoided by many predators thanks to their ability to spray the attacker with some of the stinkiest substances in nature, including phenol, indole and, most importantly, skatole (you can guess what the last one smells like.)\nline 22 \| A single, casual observation obviously does not constitute a proof that ringed pythons mimic insects.\nline 23 \| But this would not be the first example of a vertebrate mimicking an aposematic insect: in southern Africa a small lizard Heliobolus lugubris mimics black and white Anthia ground beetles, known to have powerful chemical defenses.\nline 24 \| And if a caterpillar can mimic a snake, I don’t see why a snake could not mimic an insect.\nline 25 \| Update: The name of the walking stick was misspelled and now has been corrected. Thanks to David Rentz for the tip.\nline 26 \| Adult ringed pythons lack the bright, conspicuous coloration of the juveniles – it may be difficult to mimic a walking stick if you are over a meter long!\nline 27 \| [Canon 1D MkII, Canon 16-35mm, speedlight Canon 580EX]\n```", "role": "user" } ]
In honor of World Health Day, Food Tank: The Food Think Tankishighlighting the importance of nutritious, environmentally sustainable food in combating hypertension, obesity, malnutrition, and other diseases. Over the past fifty years, the modern agriculture system has had great success boosting crop yields around the world; however, The Organic Center, reports that the amount and variety of essential nutrients in many crops has declined. The result is that the same amount of sweet corn, potatoes, or bread now has far less zinc, calcium, and iron than it did fifty years ago. At the same time, global emphasis on calorie content has increased access to high calorie, processed foods around the world, even as access to nutrient rich fruits and vegetables has declined. For example, a new study from the Union of Concerned Scientists found that, as a result of the food industry’s demand for refined grains and sugars, only 2 percent of U.S. farmland is used to grow fruits and vegetables. The following are Food Tank’s 9 Recommended Strategies for Creating Healthier Food and Agriculture Systems: 1. Eat more vegetables and fruits Less than one in three Americans meets the minimum goal of eating two servings of fruit and three servings of vegetables each day, as recommended by the United States Department of Agriculture (USDA). However, eating less than the USDA’s ideal recommendation of three-to-four servings of fruit and four-to-six servings of vegetables every day, can result in getting 80 percent fewer nutrients than are needed to maintain a healthy diet. The USDA also reports that failing to meet these guidelines increases the risk of heart attack, stroke, obesity, and some cancers. The Organic Center recommends choosing items that are high in nutrients but low in calories. Strawberries and romaine lettuce are two nutrient dense fruits and vegetables. Oranges, green bell peppers, and boiled cabbage and carrots are also great options. 2. Strengthen soil with intercropping, agroforestry, and cover crops Many essential nutrients come from the soil, making soil health critical to producing nutritious food. Intercropping with legumes, including alfalfa or peas, helps return nitrogen to the soil and support healthy plant growth. Using cover crops, which can be ploughed into fields after harvest and return nutrients to the soil, is another strategy that helps increase the amount of nutrients in food. Planting trees on farms–or agroforestry–can also help keep nutrients and water in the soil. Ashoka research fellow Adam Tuller is helping farmers in Kenya plant fast-growing trees that regenerate soil and fertilize crops naturally, rather than requiring expensive fertilizer out of a bag. 3. Know your nutrients Many don’t know that kale, sesame seeds, dried figs, salmon, and broccoli are excellent sources of calcium. Dark green, leafy vegetables are also rich in vitamin K, which is similar to vitamin D in the way it helps the human body make the most of the calcium in food. The Harvard School of Public Health website features a section called The Nutrition Source, which offers an easy to browse list of topics on specific nutrients in foods and the benefits of different products, such as coffee or fish oil. 4. Support family farmers Small and medium scale family farm are more likely than big farms to produce nutrient rich crops, using practices that help keep nutrients in the soil. Family farmers also produce more more nutrient dense foods, including fruits and vegetables. The United Nations declared 2014 the International Year of the Family Farmer to honor and support these individuals. Buying food at farmers markets and joining a CSA can be good ways to support family farms and help build the local economy. 5. Choose whole grains Whole grains are increasingly popular, but they still make up less than the recommended half of total grain use in the U.S. Whole grains are also valuable, low-cost sources of protein and fiber, and canhelp reduce the risk of heart disease, cancer, type-2 diabetes, and other diseases. Unfortunately, buying real whole grains can be confusing. When shopping, look for 100 percent whole wheat. 6. Eat out less The Natural Resources Defense Council (NRDC) reports that some American restaurants serve portions up to eight times those recommended by the USDA and U.S. Food and Drug Administration. Not only does this encourage overeating, but restaurant and take-away food is generally less healthy than food prepared at home. Eating home cooked meals is an easy way to manage portion sizes and calories. 7. Buy and grow organic The London School of Hygiene and Tropical Medicinefound that organic fruits and vegetables repeatedly had equal or greater nutrient content than the same conventional produce. The Environmental Working Group publishes an annual Shopper’s Guide assessing which fruits and vegetables have the most pesticides. In 2012, apples, celery, and sweet bell peppers were in the top three; however, onions, sweet corn, and pineapples were among the safest foods to buy as conventional. 8. Choose grass-fed meat Lean meat can contain many valuable nutrients that support a healthy diet. Grass-fed meat usually has less fat than conventional corn- and grain-fed meat products. The U.S. Mayo Clinic also reports that grass-fed meat has higher levels of omega-3 fatty acids, linoleic acid, and antioxidant vitamins, such as vitamin E. When choosing animal products, two of the best labels to look for are “organic” and “pasture-raised.” 9. Support indigenous, heritage, and heirloom A study from the University of Texas, Austin found that the amount of nutrients in forty-three different food crops have significantly decreased since 1950. The researchers concluded that the most likely causes were changes in the plants themselves. Since 1950, agriculture has focused on crop yields, but as crops grow bigger and faster it is unrealistic to expect they will absorb and create nutrients at an equally faster rate. Heritage breeds of farm animals and heirloom plant varieties, which have not been bred for increased yields, have the potential to be much more nutritious. Many indigenous vegetables, especially in sub-Saharan Africa, are also highly nutritious and well suited to local growing conditions. The Christensen Fund, Slow Food International, andother organizations are working in biologically diverse regions around the world to reignite an interest in–and a taste for–indigenous vegetables. posted by Anna Nguyen	<urn:uuid:27320515-6cba-46e9-9d6c-c9f97634c945>	CC-MAIN-2017-43	http://www.great-taste.net/tidbits-kudos/tidbits/food-tanks-9-ways-we-can-all-commemorate-un-world-health-day/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824104.30/warc/CC-MAIN-20171020120608-20171020140608-00641.warc.gz	en	0.946234	1,315	3.53125	4	[ { "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 \| In honor of World Health Day, Food Tank: The Food Think Tankishighlighting the importance of nutritious, environmentally sustainable food in combating hypertension, obesity, malnutrition, and other diseases.\nline 03 \| Over the past fifty years, the modern agriculture system has had great success boosting crop yields around the world; however, The Organic Center, reports that the amount and variety of essential nutrients in many crops has declined. The result is that the same amount of sweet corn, potatoes, or bread now has far less zinc, calcium, and iron than it did fifty years ago. At the same time, global emphasis on calorie content has increased access to high calorie, processed foods around the world, even as access to nutrient rich fruits and vegetables has declined. For example, a new study from the Union of Concerned Scientists found that, as a result of the food industry’s demand for refined grains and sugars, only 2 percent of U.S. farmland is used to grow fruits and vegetables.\nline 04 \| The following are Food Tank’s 9 Recommended Strategies for Creating Healthier Food and Agriculture Systems:\nline 05 \| 1. Eat more vegetables and fruits\nline 06 \| Less than one in three Americans meets the minimum goal of eating two servings of fruit and three servings of vegetables each day, as recommended by the United States Department of Agriculture (USDA). However, eating less than the USDA’s ideal recommendation of three-to-four servings of fruit and four-to-six servings of vegetables every day, can result in getting 80 percent fewer nutrients than are needed to maintain a healthy diet. The USDA also reports that failing to meet these guidelines increases the risk of heart attack, stroke, obesity, and some cancers. The Organic Center recommends choosing items that are high in nutrients but low in calories. Strawberries and romaine lettuce are two nutrient dense fruits and vegetables. Oranges, green bell peppers, and boiled cabbage and carrots are also great options.\nline 07 \| 2. Strengthen soil with intercropping, agroforestry, and cover crops\nline 08 \| Many essential nutrients come from the soil, making soil health critical to producing nutritious food.\nline 09 \| Intercropping with legumes, including alfalfa or peas, helps return nitrogen to the soil and support healthy plant growth.\nline 10 \| Using cover crops, which can be ploughed into fields after harvest and return nutrients to the soil, is another strategy that helps increase the amount of nutrients in food.\nline 11 \| Planting trees on farms–or agroforestry–can also help keep nutrients and water in the soil.\nline 12 \| Ashoka research fellow Adam Tuller is helping farmers in Kenya plant fast-growing trees that regenerate soil and fertilize crops naturally, rather than requiring expensive fertilizer out of a bag.\nline 13 \| 3.\nline 14 \| Know your nutrients\nline 15 \| Many don’t know that kale, sesame seeds, dried figs, salmon, and broccoli are excellent sources of calcium.\nline 16 \| Dark green, leafy vegetables are also rich in vitamin K, which is similar to vitamin D in the way it helps the human body make the most of the calcium in food.\nline 17 \| The Harvard School of Public Health website features a section called The Nutrition Source, which offers an easy to browse list of topics on specific nutrients in foods and the benefits of different products, such as coffee or fish oil.\nline 18 \| 4. Support family farmers\nline 19 \| Small and medium scale family farm are more likely than big farms to produce nutrient rich crops, using practices that help keep nutrients in the soil. Family farmers also produce more more nutrient dense foods, including fruits and vegetables. The United Nations declared 2014 the International Year of the Family Farmer to honor and support these individuals. Buying food at farmers markets and joining a CSA can be good ways to support family farms and help build the local economy.\nline 20 \| 5. Choose whole grains\nline 21 \| Whole grains are increasingly popular, but they still make up less than the recommended half of total grain use in the U.S.\nline 22 \| Whole grains are also valuable, low-cost sources of protein and fiber, and canhelp reduce the risk of heart disease, cancer, type-2 diabetes, and other diseases.\nline 23 \| Unfortunately, buying real whole grains can be confusing.\nline 24 \| When shopping, look for 100 percent whole wheat.\nline 25 \| 6.\nline 26 \| Eat out less\nline 27 \| The Natural Resources Defense Council (NRDC) reports that some American restaurants serve portions up to eight times those recommended by the USDA and U.S. Food and Drug Administration. Not only does this encourage overeating, but restaurant and take-away food is generally less healthy than food prepared at home. Eating home cooked meals is an easy way to manage portion sizes and calories.\nline 28 \| 7. Buy and grow organic\nline 29 \| The London School of Hygiene and Tropical Medicinefound that organic fruits and vegetables repeatedly had equal or greater nutrient content than the same conventional produce. The Environmental Working Group publishes an annual Shopper’s Guide assessing which fruits and vegetables have the most pesticides. In 2012, apples, celery, and sweet bell peppers were in the top three; however, onions, sweet corn, and pineapples were among the safest foods to buy as conventional.\nline 30 \| 8. Choose grass-fed meat\nline 31 \| Lean meat can contain many valuable nutrients that support a healthy diet. Grass-fed meat usually has less fat than conventional corn- and grain-fed meat products. The U.S. Mayo Clinic also reports that grass-fed meat has higher levels of omega-3 fatty acids, linoleic acid, and antioxidant vitamins, such as vitamin E. When choosing animal products, two of the best labels to look for are “organic” and “pasture-raised.”\nline 32 \| 9. Support indigenous, heritage, and heirloom\nline 33 \| A study from the University of Texas, Austin found that the amount of nutrients in forty-three different food crops have significantly decreased since 1950.\nline 34 \| The researchers concluded that the most likely causes were changes in the plants themselves.\nline 35 \| Since 1950, agriculture has focused on crop yields, but as crops grow bigger and faster it is unrealistic to expect they will absorb and create nutrients at an equally faster rate.\nline 36 \| Heritage breeds of farm animals and heirloom plant varieties, which have not been bred for increased yields, have the potential to be much more nutritious.\nline 37 \| Many indigenous vegetables, especially in sub-Saharan Africa, are also highly nutritious and well suited to local growing conditions.\nline 38 \| The Christensen Fund, Slow Food International, andother organizations are working in biologically diverse regions around the world to reignite an interest in–and a taste for–indigenous vegetables.\nline 39 \| posted by Anna Nguyen\nline 40 \| \n```", "role": "user" } ]
Gryphon House’s engaging and instructive math activities for toddlers, infants and preschoolers encourage children’s emerging reasoning skills. Through repeatable counting games and hands-on observational activities, preschoolers learn foundational skills that set the tone for future development. Educators can use these preschool educational activities to inspire a lifelong appreciation of math with counting, sorting, and telling time activities. What’s better than learning? A nice snack afterwards! From how it’s made to what it’s made of, food offers a wide variety of science experiments for kids. There’s no better way to get children interested in science than by teaching them about the things they see every day. How is ice cream made? What allows vegetables to grow? Can you really fry an egg on the sidewalk? All of these questions are bursting with scientific possibilities with the fun promise of a treat at the end!Preschool Most of us learned about mathematics long before we began writing out equations and analyzing word problems. Math for toddlers is not complex arithmetic or even simple addition and subtraction; rather, it is learning what numbers are and how they are used. This idea is called number sense. Math activities for preschoolers focus on basic counting, what different numbers mean, which numbers are more and which are less, and how numbers are used in everyday situations. The knowledge that three blocks is the same number as three balls or three trucks is vital to learning more advanced math and can be exciting and mind-blowing to young children.Toddler Preschool Math is often portrayed as a scary thing. Many see it as an obstacle that students must overcome on the path to learning, a necessary evil. Even parents and teachers may think of math only as complex formulas and rule memorization, but math, especially early math, can be much simpler. So simple, in fact, children begin learning it long before they reach school. Math for toddlers consists of hearing numbers and learning to apply them. The primary way this is done is with sorting.Infant Toddler Preschool It is important to nurture an interest in science at an early age. Science activities for infants encourage children’s natural curiosity, and brain games for toddlers teach them to think critically about what they learn. Learning activities for infants and toddlers are fun additions to the classroom that lay a strong foundation for scientific thinking.Infant Toddler Science projects for preschoolers are a great way to include STEM education in your classroom. Combining fun with learning, preschool science activities help develop the skills of your little learners early on, giving them the developmental head start they need. Everyday Discoveries, by Sharon MacDonald, is a wonderful resource full of “amazingly easy” science experiments for kids that you can share with your students today!Preschool Math preschool activities are a fun and exciting way to share math with your preschoolers. Count on Math, by Pam Schiller and Lynne Peterson, is a wonderful resource book, filled with math for preschoolers that will help your learners develop their early math skills.Preschool As teaching STEM in the early years becomes more common, many educators may find themselves asking this question. Science, Technology, Engineering, and Math education develops crucial skills in children that they will use the rest of their lives and apply to other areas of learning beyond science and math.Preschool Math games for preschoolers are an excellent way to make STEM learning fun! An important part of any education, math for preschoolers lays the foundation for thought processes and math understanding for years to come. Preschool Math, by Bob Williams, Debra Cunningham, and Joy Lubway, offers a range of preschool math activities and is full of helpful suggestions for teachers on how to include math activities for preschoolers in their everyday lessons.Preschool Our collection of math activities for toddlers, infants and preschoolers was created by award-winning authors, and were designed specifically for teachers charged with shaping and fostering early childhood education. These educational activities place an emphasis on learning through open-ended play and exploration. Our library of activities can be easily tailored to inspire preschoolers to think in patterns, learn how to classify objects, and view math as a playful adventure. At home, parents can engage their children in fun math activities for toddlers and preschoolers with just a few household items. Because preschoolers learn best by using their bodies to explore the world around them, Gryphon House activities are based on making learning basic math principles fun and interactive. Teaching math to kindergartners, toddlers and preschoolers can be accomplished through investigative play and following the scientific method to uncover how the world works. Connect with us on Facebook for the latest math activities for preschoolers and early childhood education news. Find practical resources to educate and nurture infants, toddlers, preschoolers and elementary students!Browse All Resources	<urn:uuid:5caffbaa-28e1-4e46-b63b-852def629365>	CC-MAIN-2017-43	https://www.gryphonhouse.com/activities/category/math/P10	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824104.30/warc/CC-MAIN-20171020120608-20171020140608-00641.warc.gz	en	0.958137	988	3.890625	4	[ { "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 \| Gryphon House’s engaging and instructive math activities for toddlers, infants and preschoolers encourage children’s emerging reasoning skills.\nline 04 \| Through repeatable counting games and hands-on observational activities, preschoolers learn foundational skills that set the tone for future development.\nline 05 \| Educators can use these preschool educational activities to inspire a lifelong appreciation of math with counting, sorting, and telling time activities.\nline 06 \| What’s better than learning? A nice snack afterwards! From how it’s made to what it’s made of, food offers a wide variety of science experiments for kids. There’s no better way to get children interested in science than by teaching them about the things they see every day. How is ice cream made? What allows vegetables to grow? Can you really fry an egg on the sidewalk? All of these questions are bursting with scientific possibilities with the fun promise of a treat at the end!Preschool\nline 07 \| Most of us learned about mathematics long before we began writing out equations and analyzing word problems. Math for toddlers is not complex arithmetic or even simple addition and subtraction; rather, it is learning what numbers are and how they are used. This idea is called number sense. Math activities for preschoolers focus on basic counting, what different numbers mean, which numbers are more and which are less, and how numbers are used in everyday situations. The knowledge that three blocks is the same number as three balls or three trucks is vital to learning more advanced math and can be exciting and mind-blowing to young children.Toddler Preschool\nline 08 \| Math is often portrayed as a scary thing. Many see it as an obstacle that students must overcome on the path to learning, a necessary evil. Even parents and teachers may think of math only as complex formulas and rule memorization, but math, especially early math, can be much simpler. So simple, in fact, children begin learning it long before they reach school. Math for toddlers consists of hearing numbers and learning to apply them. The primary way this is done is with sorting.Infant Toddler Preschool\nline 09 \| It is important to nurture an interest in science at an early age. Science activities for infants encourage children’s natural curiosity, and brain games for toddlers teach them to think critically about what they learn. Learning activities for infants and toddlers are fun additions to the classroom that lay a strong foundation for scientific thinking.Infant Toddler\nline 10 \| Science projects for preschoolers are a great way to include STEM education in your classroom. Combining fun with learning, preschool science activities help develop the skills of your little learners early on, giving them the developmental head start they need. Everyday Discoveries, by Sharon MacDonald, is a wonderful resource full of “amazingly easy” science experiments for kids that you can share with your students today!Preschool\nline 11 \| Math preschool activities are a fun and exciting way to share math with your preschoolers. Count on Math, by Pam Schiller and Lynne Peterson, is a wonderful resource book, filled with math for preschoolers that will help your learners develop their early math skills.Preschool\nline 12 \| As teaching STEM in the early years becomes more common, many educators may find themselves asking this question. Science, Technology, Engineering, and Math education develops crucial skills in children that they will use the rest of their lives and apply to other areas of learning beyond science and math.Preschool\nline 13 \| Math games for preschoolers are an excellent way to make STEM learning fun! An important part of any education, math for preschoolers lays the foundation for thought processes and math understanding for years to come. Preschool Math, by Bob Williams, Debra Cunningham, and Joy Lubway, offers a range of preschool math activities and is full of helpful suggestions for teachers on how to include math activities for preschoolers in their everyday lessons.Preschool\nline 14 \| Our collection of math activities for toddlers, infants and preschoolers was created by award-winning authors, and were designed specifically for teachers charged with shaping and fostering early childhood education. These educational activities place an emphasis on learning through open-ended play and exploration. Our library of activities can be easily tailored to inspire preschoolers to think in patterns, learn how to classify objects, and view math as a playful adventure.\nline 15 \| At home, parents can engage their children in fun math activities for toddlers and preschoolers with just a few household items.\nline 16 \| Because preschoolers learn best by using their bodies to explore the world around them, Gryphon House activities are based on making learning basic math principles fun and interactive.\nline 17 \| Teaching math to kindergartners, toddlers and preschoolers can be accomplished through investigative play and following the scientific method to uncover how the world works. Connect with us on Facebook for the latest math activities for preschoolers and early childhood education news.\nline 18 \| Find practical resources to educate and nurture infants, toddlers, preschoolers and elementary students!Browse All Resources\nline 19 \| \n```", "role": "user" } ]
Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts Conclusions and Implications Districts Had Challenging School and Leadership Contexts Districts Exercised Consumer Influence in Different Ways to Improve Quality New Program Designs Redefined the Scope of Leadership Preparation The Organization and Delivery of Leadership Preparation Reflected Innovation Leadership Preparation Incorporated the Features of High-Quality Programs Creation and Sustainability of Programs Required Well-Developed Inter- and Intra-Organizational Relationships State Policies Complemented District Actions and Program Approaches District Investments in Leadership Preparation Yielded Both Direct and Indirect Educational and Organizational Benefits Click here to download the full report: Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts 1. Districts Had Challenging School and Leadership Contexts Across the board, we found that the eight study districts were faced with two persistent challenges in addressing their school leadership needs: (1) a continuing demand for highly qualified school leaders that exceeded the number of qualified and available local candidates; and (2) a number of chronically low-performing schools, requiring leaders who are equipped to dramatically improve them. While all eight districts already had begun reform initiatives to foster instructional change, over the course of their funding period districts increased their focus on a formal leadership development strategy. The districts’ ability to address those challenges was influenced by several factors: Number of vacancies. School districts seeking to fill 50-plus principal vacancies on an annual basis faced considerably different sets of challenges than did smaller school districts with fewer than 12 vacancies to fill each year. Leadership stability. The overall stability of leadership in a school district was also a determining factor when considering leader preparation options. In some districts, where leader turnover was high for both the schools and the district, there were significant shifts in reform strategy from one administration to the next. Number of low-performing schools in need of a principal. High numbers of low-performing schools directly increased a school district’s sense of urgency to take swift and decisive action in providing strong, effective school leadership. The availability of local universities ready to make change. The eight districts were located near several university-based leadership preparations programs, often including a public university-based program. The universities varied in their initial interest in working with districts to adapt or redesign their programs to meet district needs, ranging from disinterest to eagerness to change. Leadership turnover and other universityrelated changes sometimes disrupted their capacity to sustain participation. 2. Districts Exercised Consumer Influence in Different Ways to Improve Quality The school districts increasingly viewed themselves as "consumers" of local universities' program graduates. We found that they used three predominant consumer approaches to influence the content and quality of school leader preparation programs and their graduates, often starting with one and then branching out into others. Each of the approaches placed demands on the school districts and universities, required different resources, presented different challenges and benefits, and varied in their potential for program sustainability: Becoming a discerning customer. This approach is defined by clear expectations for school leader standards and competencies and the strategic use of them to articulate recruitment and selection criteria for aspiring principal candidates and preparation programs. It was used by Chicago, Fort Wayne, and Jefferson County. For example, Chicago identified five core competencies to assess aspiring leaders' eligibility for their principal candidate pool and to set the performance expectation bar for preparation programs. This consumer approach required time on the part of the district and (if involved) university faculty to define these new standards, but little direct financial cost. It seemed to have the greatest potential to improve both the program outcomes—the graduates themselves—and the institutions and programs that prepare them. Becoming a competitor. Districts became a competitor by creating their own leadership preparation programs that were directly aligned with their standards and reform priorities. This approach was used by Boston; Fort Wayne; Providence; and Springfield, Mass. Boston and Springfield preparation programs had certification authority from the state; Fort Wayne operated its own post-certification internship program independent of state requirements. Offering their own leadership preparation programs gave districts the greatest control over outcomes—in terms of program candidate competencies— and the processes of developing these outcomes through district-defined preparatory experiences. This approach proved to be the most costly and time-consuming option, however, and may be the most vulnerable to changes in districts' leadership, funding, and overall reform approach. Becoming a collaborator. By using contracts and other inducements (e.g., scholarships and designation of "preferred provider" status or collaborator status) districts could induce local university programs to change selection criteria and customize program content, instructional methods, internships, and assessment practices. This approach was used by Chicago; Jefferson County; Springfield, Illinois; and St. Louis. Districts' use of inducements to effect change in local universities' programs was more costly but enabled more finely tailored program redesign to meet districts' changing needs than did a focus on standards alone. The approach of locating the changes in the universities had greater potential for program sustainability than did use of a district's own program. For example, Springfield's co-constructed program is continuing without external funding, suggesting the potential for sustainability in this consumer approach. Combining consumer approaches that clarified the district's leadership standards and expectations and induced local leadership preparation programs to change to meet district needs had the greatest potential for broad-reaching, sustainable change in the quality of leadership preparation and graduates ready for school leadership. 3. New Program Designs Redefined the Scope of Leadership Preparation The focus and nature of the Wallace support encouraged districts to be innovative and responsive to their own leadership needs. The most substantive innovation was the expansion, by all eight districts, of the scope of preparation beyond minimal requirements for leadership licensure or certification. The new requirements typically included more content about school and district systems and procedures and more applied learning experiences (through full-time internships). They also provided more time for program completion (typically, three to four years instead of one to two). These changes resulted in a broader and progressively more in-depth leadership preparation continuum. The scope and length of the preparation appeared to match the leadership challenges that the districts experienced—i.e., the work was challenging and difficult and more preparation was needed to help aspiring leaders be ready. The addition of multiple applied learning experiences suggests that while formal leadership preparation programs are important and necessary, they may not be sufficient when preparing candidates for positions in demanding school and district contexts. 4. The Organization and Delivery of Leadership Preparation Reflected Innovation The district-university affiliated programs, to varying degrees, organized leadership preparation experiences in new ways. Like conventional leadership preparation programs, they were constrained by state accreditation and licensure requirements, resulting in similarities in program length and core course requirements. The method of delivery, however, varied. The greatest variation occurred in how instructional time was scheduled and courses were sequenced, ranging from weekly courses and summer institutes, to coursework scheduled around full-time internships and in formats that offered more intensive learning experiences. These organizational features appeared to enable the programs to be more accessible to candidates and to increase opportunities for district-relevant coursework. School districts are becoming more actively involved in influencing the quality of their school leaders; they are giving careful consideration to their role in selecting candidates and influencing the program content, field experience, and assessments used to develop prospective principals. An example of redesigned content, internship, and program time is found in the St. Louis program. In that program, candidates are in internships four days a week and attend classes Thursday evening and all day Friday. Class sessions focused on problems of practice and issues as they emerged, linking course content and hands-on learning assignments. Course topics were introduced with the cycles of the academic year, current issues and priorities of the district, and learning needs of the program candidates. 5. Leadership Preparation Incorporated the Features of High-Quality Programs Program modifications appeared to be guided by three aims: improving alignment to district reform approaches, fostering candidates' skill development, and balancing theory and practice. Given that The Wallace Foundation encouraged high-quality preparation, we expected there to be a strong emphasis on incorporating program design features found in high-quality leadership preparation programs.4 Without comparative program assessments, however, the question remains of whether the districts approaches were better than conventional leadership preparation, and were yielding better-qualified school leaders who could make positive improvements in the districts' schools. What we can conclude is that the new approaches taken by district-university affiliated programs have potential for yielding better-prepared candidates. The more that programs use innovative strategies and integrate them coherently around a core set of principles as found here, the more likely it is that their graduates will be able to meet challenges in their schools. Among the program features, we found several innovative approaches to program content and design; these addressed challenges commonly cited in the historic criticisms and shortcomings of universitybased leadership preparation programs that were the impetus for these districts' work: Recruitment and selection of the "right" program candidates. To ensure that candidates admitted into preparation programs were well-suited to be leaders, the eight districts used a combination of strategies. Most district-university affiliated programs added to or replaced the list of qualifications for candidate eligibility as one critical step toward improving candidates' caliber. Districts' development of leadership standards informed their affiliated programs' recruitment and selection criteria by clarifying certain qualities, particularly pertaining to instructional leadership, commitment to challenging conditions, and leadership dispositions. In some districts, the standards became an extension of the district's vision for education. Some districts chose to identify, recruit, and develop future school leaders from within their own teaching ranks and invest in and nurture these candidates' development over time. Many districts added various candidate assessments, multiple interviews, and simulated assignments that placed heavy emphasis on screening applicants for previous instructional leadership experience and dispositions (i.e., temperament and attitude) that signal strong school leader potential. Increased emphasis on leadership expectations in program content. Some districts developed or revamped their leadership standards to be more explicit about local needs and expectations and to reflect their assumptions about effective leadership for their schools. They then used the standards to frame program content and delivery. An analysis of the standards suggests that districts and programs placed greater emphasis on assessment, the use of data, and school change through transformational leadership practices than exists in the national Interstate School Leaders Licensure Consortium (ISLLC) standards, but less emphasis on school management and operations and on family and community engagement. To varying degrees, all seven districtuniversity affiliated programs tried to structure program content and learning experiences around core values and beliefs about leadership. Our study limited its focus to four content areas that were most relevant to the districts' priorities: - All seven district-university affiliated programs had courses that covered instructional leadership, although their content varied in scope, breadth, and explicitness. Some programs included courses that looked generally at the principalship, whereas others focused more narrowly on content for teacher observation, supervision, and development. Change leadership as a content focus that was part of, or complementary to, instructional leadership was less explicit in the program content and was often described by program officials as "stressed in" or "woven into" the courses, although a few programs had explicit courses. In some programs, learning activities were designed around the districts' school improvement processes, in which candidates were asked to analyze a low-performing school and develop an improvement plan. - All eight districts incorporated instruction on district operations and processes into their leadership preparation continuum, but rarely as an explicit course within the formal program. District operations courses and seminars were largely drawn from information about how the districts themselves managed operations and about their processes for supporting schools through supervision, oversight, and coordination of services. - Only some districts' programs had an explicit focus on urban education issues or a more general focus through topics within courses on school-community relations. Only one program had seminars in which candidates engaged in activities that explicitly addressed the equity and cultural diversity issues of that district. Use of experiential pedagogical practices. Some districts' programs made extensive use of experiential learning approaches, such as immersing participants in analyzing and planning for high-need schools and assessing their leadership options. In our site visits, we observed frequent examples of exercises that enabled candidates to apply what they were learning to district-like situations or to construct learning for other candidates based on their own school-based experiences. Course-related assignments and capstone assessment projects also tended to be constructivist in nature because they created opportunities for candidates to learn and develop skills related to district leadership tasks. One common task noted was the development of a school improvement plan or other district-required reports and communications. Inclusion of lengthy, authentic internships in real school settings. All eight programs made significant investments in providing lengthy, authentic internship experiences with a focus on developing competencies to address the school challenges that principals were likely to encounter. Several programs developed solutions to creating quality internship experiences while faced with a shortage of highly effective principals who could mentor them by (1) rotating candidates through a series of internships in multiple school contexts, (2) providing clearer guidance for required internships, (3) developing measures for assessing intern performance, and (4) implementing programs to train coaches and mentors. These solutions show some promise for improving the quality of the internship experience. Other practical issues associated with on-site supervision of leadership interns (i.e., costs, capacity, and accountability) remain largely unresolved and will demand the joint attention of school districts, universities, and state policymakers. Assessment of candidates. All eight districts integrated leadership preparation assessments into program experiences. They also tied assessments to candidate advancement along the preparation continuum (if one existed) or used them as part of the selection process for a leadership candidate pool or leadership position. Assessments took a variety of forms: ongoing assessment of candidates using program standards; capstone or culminating projects as final, integrating assessment experiences; and portfolio-based assessment of the internship and other related experiences. 6. Creation and Sustainability of Programs Required Well-Developed Inter- and Intra-Organizational Relationships Creating and sustaining locally responsive leadership preparation programs required districts to coordinate with one or more local universities around elements of preparation. Such coordination would entail one or more of the following: developing shared goals and objectives, having planning and decision-making processes, awarding master's credit and degrees for coursework, creating program-related roles and responsibilities, establishing processes for program operation, and sharing resources. We found that additional coordination was needed within the districts and universities. We could evaluate the level of coordination by looking at how tightly coupled the program was to other organizational leader-related processes, such as hiring, placement, and supervision, in both the districts and universities. The tightness or looseness of these external and internal levels of coordination influenced the approach, quality, and impact of the district-university affiliated leadership preparation programs, protected the program from external influences, and facilitated or hindered sustainability. Types and Characteristics of Affiliations As shown in the figure below, district-university affiliations require three types of relationships: (1) inter-organizational: between districts and universities in support of the districtuniversity affiliated program, (2) intra-organizational: between the district-university affiliated program and other parts of the district itself, and (3) intra-organizational: between the district-university affiliated program and other parts of the affiliated university. Each relationship can be analyzed for its goals, structures, and processes and their degree of tight/ loose coupling. The figure also illustrates that the goal of district-university affiliation is to combine the two broader fields in which the respective institution's work exists, to make them more complementary. The figure shows how the fields influence the institutions and their affiliated programs and also how the institutions' work through the programs has the potential to influence the larger fields. Finally, the figure acknowledges the intra-organizational couplings within each institution that influence the potential and feasibility of the programs and their alignment with other district and university programs and operations. Types and Characteristics of Affiliate Coordination Most districts had developed an affiliation with one or more local universities for locally focused leadership preparation, with a contract or other form of agreement that outlined their shared work, roles, and responsibilities. The more collaborative the affiliation, the more likely the district and university had shared goals, objectives, and commitments for leadership preparation. We found several examples of formally defined and written agreements for the inter-institutional arrangements, such as a contract or initial Memorandum of Understanding, but no advisory committees or formally designated forms of joint governance. School districts need to recognize their power as the consumers of principal preparation program graduates, and the resulting influence they can wield in shaping these programs. By behaving as consumers, districts can improve the quality of program candidates and graduates, increase the number of qualified candidates for leadership positions, and ensure that program curricula address district needs. In fact, much of the coordination between districts and universities for the affiliated programs occurred informally, facilitated by district and university leaders who served as bridges with designated responsibility for working across institutions. It appeared that looser, informal district-university relationships were better suited to address the variety of ongoing program issues and decision-making required for candidate recruitment and selection, program content, staffing, internship placement and support, and assessment; they offered flexibility amid district and university leadership turnover. However, such informality and loose inter-institutional relationships had their drawbacks. Decision-making was ad hoc; without systemic input; and without any means for formal program review, monitoring, and feedback. Types and Characteristics of Affiliate Investments The district-university affiliated programs required both financial and in-kind investments by districts and universities. In addition to The Wallace Foundation grant support, districts contributed human resources (specifically, bridge and program leaders for program design and operation), district information and expertise on operations and procedures, space for course instruction, internship placements, and internship supervisors. The universities contributed faculty expertise in course development and instruction and internship support, credit and degree management, candidate support, and higher education resources such as libraries. Some universities chose to forego potential income by reducing or waiving tuition altogether, or by granting course credit for district-delivered instructional experiences or credits earned at other institutions as part of the program. Generally, the more collaborative the affiliation, the greater the financial and in-kind resource contributions from both districts and universities. The Opportunities and Challenges of Intra-District Organizational Relationship We identified three ways that the affiliated leadership preparation program fit within other district systems and processes: as a component of district reform; in its alignment with principal recruitment, selection, and hiring; and in its fit with other district leadership education and principal supervision. Further, two organizational conditions influenced this fit: the program's location within the district's organizational structure, and feedback mechanisms on program graduates' career advancement and effectiveness as school leaders. The districts varied in the extent to which they used these opportunities and had optimal organizational conditions. Typically, programs were placed under the umbrella of one of three departments—human resources, professional development, or curriculum and instruction—or they functioned as a stand-alone office for leadership preparation, which facilitated some alignment of the program with certain district systems and less with others. Generally, we found that over the course of the grant period, some programs became more tightly coupled with some district functions (e.g., central office professional development, instruction, and leadership departments). By the end of the grant period, most districts reported that they were working toward an aligned continuum of leadership development and leader education for school leaders that differentiated programs and support for aspiring leaders, new leaders, and mid-career principals. Investments in clarifying leadership standards and expectations for the leadership preparation programs seemed to have a carryover effect for these other programs, and the use of standards for multiple purposes was often coordinated by bridge leaders for the district-university affiliated leadership preparation programs. However, the district-university affiliated programs remained only loosely coupled with the districts' human resources systems for hiring, placement, and evaluation of principals, with little or no formal feedback mechanisms, particularly for candidate selection and assessment of graduates' performance as school leaders. Program graduates were rarely given preference in district hiring decisions. This loose relationship existed in both district-led and other district-university affiliated programs and where the district's hiring was centralized or decentralized. Moreover, there were no formal arrangements for tracking and sharing leadership appointment information on program graduates and candidates from other programs, and thus no means for following up on performance gains (or lack thereof) in schools led by program graduates or in comparison with other new school leaders prepared elsewhere. This loose coupling hindered program monitoring and improvement because program leaders could not evaluate the benefits of the district-university affiliated program compared with other programs. Superintendent turnover hindered greater district action to couple the affiliated leadership preparation program with other district functions in the hiring, support, and supervision of principals. The Opportunities and Challenges of Intra-University Organizational Relationships The relationship between the district-university affiliated program and the participating university was dependent on the characteristics of the university, how the university's affiliation with the district contributed to its own leadership preparation improvement work, how program roles and responsibilities were defined and allocated within the university, what the university-related resource expectations were, and how the programs fit within the university's organizational structure. Most affiliated universities were somewhat locally accessible, public institutions with a strong community service mission and with an existing leadership preparation program. Most faculty we interviewed voiced a strong desire to reform their department of leadership preparation and become more effective in preparing leaders for the challenging conditions of their regions' schools; they saw their affiliation as a learning opportunity for their programs generally. When the affiliated programs were situated within departments of educational leadership at a university, the departments were more likely to share faculty with the program and include the district-university affiliated program in broader departmental planning, program improvement, and assessments, such as for national accreditation. Distance, co-location of the program off-site or in the university's department of continuing education, and turnover of key faculty hindered the tightness of the relationship. The demands that affiliation placed on university resources and district leadership turnover also hindered the extent to which the district-university affiliated program was more tightly integrated into the university. 7. State Policies Complemented District Actions and Program Approaches The districts' and universities' programs were influenced by their states' regulatory policies and requirements for school leadership licensure or certification, for leadership preparation program registration, and for public and private higher education in general. Increasingly, these regulatory influences were being shaped by national leadership standards and national accreditation requirements. States' policies for school leadership and preparation were evolving throughout the grant period. The districts' states had concurrent Wallace grants to strengthen their leadership policies and were encouraged to include university faculty as well as school and district leaders in policy development, which unfolded over the time of the districts' own leadership development work. The states had four potential policy levers—standards, program accreditation requirements, leadership licensure, and use of Wallace funding—to influence the preparation and quality of leaders. In the six states, we found a trend in policy development (during the grant period) toward greater specificity in leadership standards and expectations and also varying expectations of how to prepare leaders and determine their eligibility for licensure. The more rigorous state policies complemented the local district leadership preparation and development efforts by requiring more field experience (by defining requisite internship hours and years of school leader experience before professional licensure) plus more leadership preparation and continuing development, particularly with the addition of post-preparation requirements. 8. District Investments in Leadership Preparation Yielded Both Direct and Indirect Educational and Organizational Benefits More research is needed to determine the impact of redesigned leader preparation on school leader retention, stability, and performance. However, there are early indications of the benefits of some of these efforts for the districts and the universities. More highly qualified leader candidates for districts' schools. First, in six years, the number of potential new leaders increased, from 35 additional program completers in one site to 111 additional program completers in another. In addition, by 2009, 58 percent of the completers had advanced to a school leadership position, including 32 percent who had become principals. Second, according to some school and district officials interviewed, new leaders from district-university affiliated programs were better-prepared and of better quality than those from other programs. In many cases, where evidence was available, these new leaders were perceived by district officials to be more effective, particularly in their instructional leadership ability, their capacity to transition well into leadership roles, and their understanding of school district operations. At least one district reported the cumulative benefit of having a substantial number of the current school leaders who were similarly well-prepared; it enabled a collective leadership capacity and community of practice that supported their school improvement work. District learning benefits. The districts themselves realized several benefits from improving their leadership preparation programs. They gained a clearer picture of their own leadership expectations, a better understanding of the needs of and demands placed on new school leaders, and an increased understanding of the role of leadership education in systemic school improvement. Affiliated university learning and programrelated benefits. The affiliated universities gained both production benefits, in the number of new certification or master's degree candidates who earned course credit through them, and organizational learning and systemchanging benefits. These latter benefits included opportunities to improve the quality of other programs by adopting new content and organizational strategies. Several affiliated universities were willing to make one or more programmatic, organizational, and financial changes to affiliate with the districts. These changes led to other changes in practices that the universities have sustained or applied to other district partnerships. In addition, the universities greatly valued their preferred provider status with their districts. Although this affiliation offered only modest financial benefits, it produced less tangible but highly desirable enhancements of reputation. Limited benefits to other universities beyond clarified leadership expectations. The impact on other institutions in the districts' communities was less clear. We anticipated that as districts became more active consumers, local universities would pay attention, even if they were not directly affiliated with the district's leadership preparation efforts. However, this was not the case, at least not in the way that had been expected. The few program faculty members (from unaffiliated institutions) who could talk about the district programs' influence on their own programs were not able to identify any changes that the district programs had engendered. Instead, they said that their programs were more strongly influenced by national and state accreditation requirements, as their course requirements reflected. However, to the extent that the districts' work on leadership standards contributed to the new state standards, the districts did indirectly influence local programs' designs.	<urn:uuid:e811efd7-8042-458f-8033-379686af023f>	CC-MAIN-2017-43	http://www.wallacefoundation.org/knowledge-center/pages/The-Findings.aspx	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825264.94/warc/CC-MAIN-20171022132026-20171022152026-00341.warc.gz	en	0.962806	5,519	2.59375	3	[ { "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 \| Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts\nline 04 \| Conclusions and Implications\nline 05 \| Districts Had Challenging School and Leadership Contexts\nline 06 \| Districts Exercised Consumer Influence in Different Ways to Improve Quality\nline 07 \| New Program Designs Redefined the Scope of Leadership Preparation\nline 08 \| The Organization and Delivery of Leadership Preparation Reflected Innovation\nline 09 \| Leadership Preparation Incorporated the Features of High-Quality Programs\nline 10 \| Creation and Sustainability of Programs Required Well-Developed Inter- and Intra-Organizational Relationships\nline 11 \| State Policies Complemented District Actions and Program Approaches\nline 12 \| District Investments in Leadership Preparation Yielded Both Direct and Indirect Educational and Organizational Benefits\nline 13 \| Click here to download the full report:\nline 14 \| Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts\nline 15 \| 1. Districts Had Challenging School and Leadership Contexts\nline 16 \| Across the board, we found that the eight study districts were faced with two persistent challenges in addressing their school leadership needs: (1) a continuing demand for highly qualified school leaders that exceeded the number of qualified and available local candidates; and (2) a number of chronically low-performing schools, requiring leaders who are equipped to dramatically improve them. While all eight districts already had begun reform initiatives to foster instructional change, over the course of their funding period districts increased their focus on a formal leadership development strategy.\nline 17 \| The districts’ ability to address those challenges was influenced by several factors:\nline 18 \| Number of vacancies. School districts seeking to fill 50-plus principal vacancies on an annual basis faced considerably different sets of challenges than did smaller school districts with fewer than 12 vacancies to fill each year.\nline 19 \| Leadership stability. The overall stability of leadership in a school district was also a determining factor when considering leader preparation options. In some districts, where leader turnover was high for both the schools and the district, there were significant shifts in reform strategy from one administration to the next.\nline 20 \| Number of low-performing schools in need of a principal. High numbers of low-performing schools directly increased a school district’s sense of urgency to take swift and decisive action in providing strong, effective school leadership.\nline 21 \| The availability of local universities ready to make change. The eight districts were located near several university-based leadership preparations programs, often including a public university-based program. The universities varied in their initial interest in working with districts to adapt or redesign their programs to meet district needs, ranging from disinterest to eagerness to change. Leadership turnover and other universityrelated changes sometimes disrupted their capacity to sustain participation.\nline 22 \| 2. Districts Exercised Consumer Influence in Different Ways to Improve Quality\nline 23 \| The school districts increasingly viewed themselves as \"consumers\" of local universities' program graduates.\nline 24 \| We found that they used three predominant consumer approaches to influence the content and quality of school leader preparation programs and their graduates, often starting with one and then branching out into others.\nline 25 \| Each of the approaches placed demands on the school districts and universities, required different resources, presented different challenges and benefits, and varied in their potential for program sustainability:\nline 26 \| Becoming a discerning customer. This approach is defined by clear expectations for school leader standards and competencies and the strategic use of them to articulate recruitment and selection criteria for aspiring principal candidates and preparation programs. It was used by Chicago, Fort Wayne, and Jefferson County. For example, Chicago identified five core competencies to assess aspiring leaders' eligibility for their principal candidate pool and to set the performance expectation bar for preparation programs. This consumer approach required time on the part of the district and (if involved) university faculty to define these new standards, but little direct financial cost. It seemed to have the greatest potential to improve both the program outcomes—the graduates themselves—and the institutions and programs that prepare them.\nline 27 \| Becoming a competitor. Districts became a competitor by creating their own leadership preparation programs that were directly aligned with their standards and reform priorities. This approach was used by Boston; Fort Wayne; Providence; and Springfield, Mass. Boston and Springfield preparation programs had certification authority from the state; Fort Wayne operated its own post-certification internship program independent of state requirements. Offering their own leadership preparation programs gave districts the greatest control over outcomes—in terms of program candidate competencies— and the processes of developing these outcomes through district-defined preparatory experiences. This approach proved to be the most costly and time-consuming option, however, and may be the most vulnerable to changes in districts' leadership, funding, and overall reform approach.\nline 28 \| Becoming a collaborator. By using contracts and other inducements (e.g., scholarships and designation of \"preferred provider\" status or collaborator status) districts could induce local university programs to change selection criteria and customize program content, instructional methods, internships, and assessment practices. This approach was used by Chicago; Jefferson County; Springfield, Illinois; and St. Louis. Districts' use of inducements to effect change in local universities' programs was more costly but enabled more finely tailored program redesign to meet districts' changing needs than did a focus on standards alone. The approach of locating the changes in the universities had greater potential for program sustainability than did use of a district's own program. For example, Springfield's co-constructed program is continuing without external funding, suggesting the potential for sustainability in this consumer approach.\nline 29 \| Combining consumer approaches that clarified the district's leadership standards and expectations and induced local leadership preparation programs to change to meet district needs had the greatest potential for broad-reaching, sustainable change in the quality of leadership preparation and graduates ready for school leadership.\nline 30 \| 3.\nline 31 \| New Program Designs Redefined the Scope of Leadership Preparation\nline 32 \| The focus and nature of the Wallace support encouraged districts to be innovative and responsive to their own leadership needs.\nline 33 \| The most substantive innovation was the expansion, by all eight districts, of the scope of preparation beyond minimal requirements for leadership licensure or certification.\nline 34 \| The new requirements typically included more content about school and district systems and procedures and more applied learning experiences (through full-time internships).\nline 35 \| They also provided more time for program completion (typically, three to four years instead of one to two).\nline 36 \| These changes resulted in a broader and progressively more in-depth leadership preparation continuum.\nline 37 \| The scope and length of the preparation appeared to match the leadership challenges that the districts experienced—i.e., the work was challenging and difficult and more preparation was needed to help aspiring leaders be ready.\nline 38 \| The addition of multiple applied learning experiences suggests that while formal leadership preparation programs are important and necessary, they may not be sufficient when preparing candidates for positions in demanding school and district contexts.\nline 39 \| 4. The Organization and Delivery of Leadership Preparation Reflected Innovation\nline 40 \| The district-university affiliated programs, to varying degrees, organized leadership preparation experiences in new ways. Like conventional leadership preparation programs, they were constrained by state accreditation and licensure requirements, resulting in similarities in program length and core course requirements. The method of delivery, however, varied. The greatest variation occurred in how instructional time was scheduled and courses were sequenced, ranging from weekly courses and summer institutes, to coursework scheduled around full-time internships and in formats that offered more intensive learning experiences. These organizational features appeared to enable the programs to be more accessible to candidates and to increase opportunities for district-relevant coursework.\nline 41 \| School districts are becoming more actively involved in influencing the quality of their school leaders; they are giving careful consideration to their role in selecting candidates and influencing the program content, field experience, and assessments used to develop prospective principals.\nline 42 \| An example of redesigned content, internship, and program time is found in the St. Louis program. In that program, candidates are in internships four days a week and attend classes Thursday evening and all day Friday. Class sessions focused on problems of practice and issues as they emerged, linking course content and hands-on learning assignments. Course topics were introduced with the cycles of the academic year, current issues and priorities of the district, and learning needs of the program candidates.\nline 43 \| 5. Leadership Preparation Incorporated the Features of High-Quality Programs\nline 44 \| Program modifications appeared to be guided by three aims: improving alignment to district reform approaches, fostering candidates' skill development, and balancing theory and practice. Given that The Wallace Foundation encouraged high-quality preparation, we expected there to be a strong emphasis on incorporating program design features found in high-quality leadership preparation programs.4\nline 45 \| Without comparative program assessments, however, the question remains of whether the districts approaches were better than conventional leadership preparation, and were yielding better-qualified school leaders who could make positive improvements in the districts' schools. What we can conclude is that the new approaches taken by district-university affiliated programs have potential for yielding better-prepared candidates. The more that programs use innovative strategies and integrate them coherently around a core set of principles as found here, the more likely it is that their graduates will be able to meet challenges in their schools.\nline 46 \| Among the program features, we found several innovative approaches to program content and design; these addressed challenges commonly cited in the historic criticisms and shortcomings of universitybased leadership preparation programs that were the impetus for these districts' work:\nline 47 \| Recruitment and selection of the \"right\" program candidates. To ensure that candidates admitted into preparation programs were well-suited to be leaders, the eight districts used a combination of strategies. Most district-university affiliated programs added to or replaced the list of qualifications for candidate eligibility as one critical step toward improving candidates' caliber. Districts' development of leadership standards informed their affiliated programs' recruitment and selection criteria by clarifying certain qualities, particularly pertaining to instructional leadership, commitment to challenging conditions, and leadership dispositions. In some districts, the standards became an extension of the district's vision for education.\nline 48 \| Some districts chose to identify, recruit, and develop future school leaders from within their own teaching ranks and invest in and nurture these candidates' development over time. Many districts added various candidate assessments, multiple interviews, and simulated assignments that placed heavy emphasis on screening applicants for previous instructional leadership experience and dispositions (i.e., temperament and attitude) that signal strong school leader potential.\nline 49 \| Increased emphasis on leadership expectations in program content. Some districts developed or revamped their leadership standards to be more explicit about local needs and expectations and to reflect their assumptions about effective leadership for their schools. They then used the standards to frame program content and delivery. An analysis of the standards suggests that districts and programs placed greater emphasis on assessment, the use of data, and school change through transformational leadership practices than exists in the national Interstate School Leaders Licensure Consortium (ISLLC) standards, but less emphasis on school management and operations and on family and community engagement.\nline 50 \| To varying degrees, all seven districtuniversity affiliated programs tried to structure program content and learning experiences around core values and beliefs about leadership. Our study limited its focus to four content areas that were most relevant to the districts' priorities:\nline 51 \| - All seven district-university affiliated programs had courses that covered\nline 52 \| instructional leadership, although their content varied in scope, breadth, and explicitness. Some programs included courses that looked generally at the principalship, whereas others focused more narrowly on content for teacher observation, supervision, and development.\nline 53 \| Change leadership as a content focus that was part of, or complementary to, instructional leadership was less explicit in the program content and was often described by program officials as \"stressed in\" or \"woven into\" the courses, although a few programs had explicit courses.\nline 54 \| In some programs, learning activities were designed around the districts' school improvement processes, in which candidates were asked to analyze a low-performing school and develop an improvement plan.\nline 55 \| - All eight districts incorporated instruction on\nline 56 \| district operations and processes into their leadership preparation continuum, but rarely as an explicit course within the formal program.\nline 57 \| District operations courses and seminars were largely drawn from information about how the districts themselves managed operations and about their processes for supporting schools through supervision, oversight, and coordination of services.\nline 58 \| - Only some districts' programs had an explicit focus on urban education issues or a more general focus through topics within courses on school-community relations. Only one program had seminars in which candidates engaged in activities that explicitly addressed the equity and cultural diversity issues of that district.\nline 59 \| Use of experiential pedagogical practices. Some districts' programs made extensive use of experiential learning approaches, such as immersing participants in analyzing and planning for high-need schools and assessing their leadership options. In our site visits, we observed frequent examples of exercises that enabled candidates to apply what they were learning to district-like situations or to construct learning for other candidates based on their own school-based experiences. Course-related assignments and capstone assessment projects also tended to be constructivist in nature because they created opportunities for candidates to learn and develop skills related to district leadership tasks. One common task noted was the development of a school improvement plan or other district-required reports and communications.\nline 60 \| Inclusion of lengthy, authentic internships in real school settings. All eight programs made significant investments in providing lengthy, authentic internship experiences with a focus on developing competencies to address the school challenges that principals were likely to encounter. Several programs developed solutions to creating quality internship experiences while faced with a shortage of highly effective principals who could mentor them by (1) rotating candidates through a series of internships in multiple school contexts, (2) providing clearer guidance for required internships, (3) developing measures for assessing intern performance, and (4) implementing programs to train coaches and mentors. These solutions show some promise for improving the quality of the internship experience. Other practical issues associated with on-site supervision of leadership interns (i.e., costs, capacity, and accountability) remain largely unresolved and will demand the joint attention of school districts, universities, and state policymakers.\nline 61 \| Assessment of candidates.\nline 62 \| All eight districts integrated leadership preparation assessments into program experiences.\nline 63 \| They also tied assessments to candidate advancement along the preparation continuum (if one existed) or used them as part of the selection process for a leadership candidate pool or leadership position.\nline 64 \| Assessments took a variety of forms: ongoing assessment of candidates using program standards; capstone or culminating projects as final, integrating assessment experiences; and portfolio-based assessment of the internship and other related experiences.\nline 65 \| 6. Creation and Sustainability of Programs Required Well-Developed Inter- and Intra-Organizational Relationships\nline 66 \| Creating and sustaining locally responsive leadership preparation programs required districts to coordinate with one or more local universities around elements of preparation. Such coordination would entail one or more of the following: developing shared goals and objectives, having planning and decision-making processes, awarding master's credit and degrees for coursework, creating program-related roles and responsibilities, establishing processes for program operation, and sharing resources.\nline 67 \| We found that additional coordination was needed within the districts and universities. We could evaluate the level of coordination by looking at how tightly coupled the program was to other organizational leader-related processes, such as hiring, placement, and supervision, in both the districts and universities. The tightness or looseness of these external and internal levels of coordination influenced the approach, quality, and impact of the district-university affiliated leadership preparation programs, protected the program from external influences, and facilitated or hindered sustainability.\nline 68 \| Types and Characteristics of Affiliations\nline 69 \| As shown in the figure below, district-university affiliations require three types of relationships: (1) inter-organizational: between districts and universities in support of the districtuniversity affiliated program, (2) intra-organizational: between the district-university affiliated program and other parts of the district itself, and (3) intra-organizational: between the district-university affiliated program and other parts of the affiliated university. Each relationship can be analyzed for its goals, structures, and processes and their degree of tight/ loose coupling.\nline 70 \| The figure also illustrates that the goal of district-university affiliation is to combine the two broader fields in which the respective institution's work exists, to make them more complementary. The figure shows how the fields influence the institutions and their affiliated programs and also how the institutions' work through the programs has the potential to influence the larger fields. Finally, the figure acknowledges the intra-organizational couplings within each institution that influence the potential and feasibility of the programs and their alignment with other district and university programs and operations.\nline 71 \| Types and Characteristics of Affiliate Coordination\nline 72 \| Most districts had developed an affiliation with one or more local universities for locally focused leadership preparation, with a contract or other form of agreement that outlined their shared work, roles, and responsibilities. The more collaborative the affiliation, the more likely the district and university had shared goals, objectives, and commitments for leadership preparation.\nline 73 \| We found several examples of formally defined and written agreements for the inter-institutional arrangements, such as a contract or initial Memorandum of Understanding, but no advisory committees or formally designated forms of joint governance.\nline 74 \| School districts need to recognize their power as the consumers of principal preparation program graduates, and the resulting influence they can wield in shaping these programs. By behaving as consumers, districts can improve the quality of program candidates and graduates, increase the number of qualified candidates for leadership positions, and ensure that program curricula address district needs.\nline 75 \| In fact, much of the coordination between districts and universities for the affiliated programs occurred informally, facilitated by district and university leaders who served as bridges with designated responsibility for working across institutions.\nline 76 \| It appeared that looser, informal district-university relationships were better suited to address the variety of ongoing program issues and decision-making required for candidate recruitment and selection, program content, staffing, internship placement and support, and assessment; they offered flexibility amid district and university leadership turnover.\nline 77 \| However, such informality and loose inter-institutional relationships had their drawbacks. Decision-making was ad hoc; without systemic input; and without any means for formal program review, monitoring, and feedback.\nline 78 \| Types and Characteristics of Affiliate Investments\nline 79 \| The district-university affiliated programs required both financial and in-kind investments by districts and universities. In addition to The Wallace Foundation grant support, districts contributed human resources (specifically, bridge and program leaders for program design and operation), district information and expertise on operations and procedures, space for course instruction, internship placements, and internship supervisors. The universities contributed faculty expertise in course development and instruction and internship support, credit and degree management, candidate support, and higher education resources such as libraries. Some universities chose to forego potential income by reducing or waiving tuition altogether, or by granting course credit for district-delivered instructional experiences or credits earned at other institutions as part of the program. Generally, the more collaborative the affiliation, the greater the financial and in-kind resource contributions from both districts and universities.\nline 80 \| The Opportunities and Challenges of Intra-District Organizational Relationship\nline 81 \| We identified three ways that the affiliated leadership preparation program fit within other district systems and processes: as a component of district reform; in its alignment with principal recruitment, selection, and hiring; and in its fit with other district leadership education and principal supervision. Further, two organizational conditions influenced this fit: the program's location within the district's organizational structure, and feedback mechanisms on program graduates' career advancement and effectiveness as school leaders. The districts varied in the extent to which they used these opportunities and had optimal organizational conditions.\nline 82 \| Typically, programs were placed under the umbrella of one of three departments—human resources, professional development, or curriculum and instruction—or they functioned as a stand-alone office for leadership preparation, which facilitated some alignment of the program with certain district systems and less with others.\nline 83 \| Generally, we found that over the course of the grant period, some programs became more tightly coupled with some district functions (e.g., central office professional development, instruction, and leadership departments). By the end of the grant period, most districts reported that they were working toward an aligned continuum of leadership development and leader education for school leaders that differentiated programs and support for aspiring leaders, new leaders, and mid-career principals. Investments in clarifying leadership standards and expectations for the leadership preparation programs seemed to have a carryover effect for these other programs, and the use of standards for multiple purposes was often coordinated by bridge leaders for the district-university affiliated leadership preparation programs.\nline 84 \| However, the district-university affiliated programs remained only loosely coupled with the districts' human resources systems for hiring, placement, and evaluation of principals, with little or no formal feedback mechanisms, particularly for candidate selection and assessment of graduates' performance as school leaders.\nline 85 \| Program graduates were rarely given preference in district hiring decisions.\nline 86 \| This loose relationship existed in both district-led and other district-university affiliated programs and where the district's hiring was centralized or decentralized.\nline 87 \| Moreover, there were no formal arrangements for tracking and sharing leadership appointment information on program graduates and candidates from other programs, and thus no means for following up on performance gains (or lack thereof) in schools led by program graduates or in comparison with other new school leaders prepared elsewhere. This loose coupling hindered program monitoring and improvement because program leaders could not evaluate the benefits of the district-university affiliated program compared with other programs.\nline 88 \| Superintendent turnover hindered greater district action to couple the affiliated leadership preparation program with other district functions in the hiring, support, and supervision of principals.\nline 89 \| The Opportunities and Challenges of Intra-University Organizational Relationships\nline 90 \| The relationship between the district-university affiliated program and the participating university was dependent on the characteristics of the university, how the university's affiliation with the district contributed to its own leadership preparation improvement work, how program roles and responsibilities were defined and allocated within the university, what the university-related resource expectations were, and how the programs fit within the university's organizational structure. Most affiliated universities were somewhat locally accessible, public institutions with a strong community service mission and with an existing leadership preparation program. Most faculty we interviewed voiced a strong desire to reform their department of leadership preparation and become more effective in preparing leaders for the challenging conditions of their regions' schools; they saw their affiliation as a learning opportunity for their programs generally.\nline 91 \| When the affiliated programs were situated within departments of educational leadership at a university, the departments were more likely to share faculty with the program and include the district-university affiliated program in broader departmental planning, program improvement, and assessments, such as for national accreditation. Distance, co-location of the program off-site or in the university's department of continuing education, and turnover of key faculty hindered the tightness of the relationship. The demands that affiliation placed on university resources and district leadership turnover also hindered the extent to which the district-university affiliated program was more tightly integrated into the university.\nline 92 \| 7. State Policies Complemented District Actions and Program Approaches\nline 93 \| The districts' and universities' programs were influenced by their states' regulatory policies and requirements for school leadership licensure or certification, for leadership preparation program registration, and for public and private higher education in general. Increasingly, these regulatory influences were being shaped by national leadership standards and national accreditation requirements.\nline 94 \| States' policies for school leadership and preparation were evolving throughout the grant period. The districts' states had concurrent Wallace grants to strengthen their leadership policies and were encouraged to include university faculty as well as school and district leaders in policy development, which unfolded over the time of the districts' own leadership development work.\nline 95 \| The states had four potential policy levers—standards, program accreditation requirements, leadership licensure, and use of Wallace funding—to influence the preparation and quality of leaders. In the six states, we found a trend in policy development (during the grant period) toward greater specificity in leadership standards and expectations and also varying expectations of how to prepare leaders and determine their eligibility for licensure. The more rigorous state policies complemented the local district leadership preparation and development efforts by requiring more field experience (by defining requisite internship hours and years of school leader experience before professional licensure) plus more leadership preparation and continuing development, particularly with the addition of post-preparation requirements.\nline 96 \| 8. District Investments in Leadership Preparation Yielded Both Direct and Indirect Educational and Organizational Benefits\nline 97 \| More research is needed to determine the impact of redesigned leader preparation on school leader retention, stability, and performance. However, there are early indications of the benefits of some of these efforts for the districts and the universities.\nline 98 \| More highly qualified leader candidates for districts' schools.\nline 99 \| First, in six years, the number of potential new leaders increased, from 35 additional program completers in one site to 111 additional program completers in another.\nline 100 \| In addition, by 2009, 58 percent of the completers had advanced to a school leadership position, including 32 percent who had become principals.\nline 101 \| Second, according to some school and district officials interviewed, new leaders from district-university affiliated programs were better-prepared and of better quality than those from other programs.\nline 102 \| In many cases, where evidence was available, these new leaders were perceived by district officials to be more effective, particularly in their instructional leadership ability, their capacity to transition well into leadership roles, and their understanding of school district operations.\nline 103 \| At least one district reported the cumulative benefit of having a substantial number of the current school leaders who were similarly well-prepared; it enabled a collective leadership capacity and community of practice that supported their school improvement work.\nline 104 \| District learning benefits. The districts themselves realized several benefits from improving their leadership preparation programs. They gained a clearer picture of their own leadership expectations, a better understanding of the needs of and demands placed on new school leaders, and an increased understanding of the role of leadership education in systemic school improvement.\nline 105 \| Affiliated university learning and programrelated benefits. The affiliated universities gained both production benefits, in the number of new certification or master's degree candidates who earned course credit through them, and organizational learning and systemchanging benefits. These latter benefits included opportunities to improve the quality of other programs by adopting new content and organizational strategies. Several affiliated universities were willing to make one or more programmatic, organizational, and financial changes to affiliate with the districts. These changes led to other changes in practices that the universities have sustained or applied to other district partnerships. In addition, the universities greatly valued their preferred provider status with their districts. Although this affiliation offered only modest financial benefits, it produced less tangible but highly desirable enhancements of reputation.\nline 106 \| Limited benefits to other universities beyond clarified leadership expectations.\nline 107 \| The impact on other institutions in the districts' communities was less clear.\nline 108 \| We anticipated that as districts became more active consumers, local universities would pay attention, even if they were not directly affiliated with the district's leadership preparation efforts.\nline 109 \| However, this was not the case, at least not in the way that had been expected.\nline 110 \| The few program faculty members (from unaffiliated institutions) who could talk about the district programs' influence on their own programs were not able to identify any changes that the district programs had engendered.\nline 111 \| Instead, they said that their programs were more strongly influenced by national and state accreditation requirements, as their course requirements reflected. However, to the extent that the districts' work on leadership standards contributed to the new state standards, the districts did indirectly influence local programs' designs.\nline 112 \| \n```", "role": "user" } ]
Phoebe's ancestors migrated and set up tiny secluded home steads deep within the Okefenokee Swamp and Suwannee River basin in Georgia and North Florida. Her people came from England--many were runaway indentured servants from the colony General Oglethorpe brought to Georgia. For over two hundred years her ancestors existed as a secluded tribe of swamp people. They were the purest Anglo-Saxon stock in America, and their speech,undiluted by contact with modern America for over two hundred years, was Chaucer's; Elizabethan. The swamp settlers were wild, wary, witty, fiercely independent and shrewd. They hunted and trapped every wild creature from deer, bear and wild boar to feed and clothe themselves. They fished, grew their own food and herbs, spun their own cotton, tanned leather for shoes, and carved canoes to navigate the swamp. They didn't hold with government and laws that poached on independence and pride. Excursions to the outside world were few and only to sell alligator hides and trade that cash for sugar, flour, salt,kerosene and perhaps a bolt of sturdy denim or sewing needles. Isolated deep within the Okefenokee, two-hundred years of progress, wars, and the Great Depression passed them by until 1942, when Roosevelt, gearing up for war and needing wood from the massive swamp forests of cypress and pine, forced the people out. The people didn't go far, only to the saw mills at the edge of the swamp and when the saw mills closed, they went to work in the paper mills; when the paper mills along the coasts of Florida and Georgia 'dragged up', they migrated into mill towns. And here, for the first time, the former swamp women came into their own. They put away their spinning wheels, their quilt-making, their cast-iron soap-making pots and went to work in cotton mills spinning thread and filling bobbins. Years went by. Then cotton mills across the South began to close and the people migrated once again. Living as 'outlanders' had acclimated them to 'Ameriky' and most had lost much of the Elizabethan dialect, but the rhythm of the language hummed on, as did their elemental code of independence and moral rightness. If anything, six generations of living as outlanders had sharpened their intelligence, hardened their pride and increased their independent spirit. Yet,one thing never changed--when practical choice allows the privilege, the descendants of those early swamp settlers gravitate to land and water. Which is why Phoebe Hawley, an out-of-work-mill girl, six generations removed from the Okefenokee Swamp, and on a mission to find her family a home, aims her old truck South. She finds exactly the right place in the tiny fishing village of Bayou La Batre, Alabama, where a half-dozen great and small rivers and canals flow into the Gulf of Mexico. Phoebe recognizes G. G. Morgan's kissing lips, but is more impressed with the calluses on his hands--a working man's hands. Moreover, she is instantly enamored of G. G. Morgan's land, long before she's enamored of the man himself.	<urn:uuid:14867fcc-af8c-4cc5-b6c5-8e0fdaed3183>	CC-MAIN-2017-43	https://www.amazon.com/Finding-Home-Jackie-Weger-ebook/dp/B00D7WKQRA	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825700.38/warc/CC-MAIN-20171023054654-20171023074654-00241.warc.gz	en	0.976411	681	3.078125	3	[ { "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 \| Phoebe's ancestors migrated and set up tiny secluded home steads deep within the Okefenokee Swamp and Suwannee River basin in Georgia and North Florida. Her people came from England--many were runaway indentured servants from the colony General Oglethorpe brought to Georgia. For over two hundred years her ancestors existed as a secluded tribe of swamp people. They were the purest Anglo-Saxon stock in America, and their speech,undiluted by contact with modern America for over two hundred years, was Chaucer's; Elizabethan. The swamp settlers were wild, wary, witty, fiercely independent and shrewd. They hunted and trapped every wild creature from deer, bear and wild boar to feed and clothe themselves. They fished, grew their own food and herbs, spun their own cotton, tanned leather for shoes, and carved canoes to navigate the swamp. They didn't hold with government and laws that poached on independence and pride. Excursions to the outside world were few and only to sell alligator hides and trade that cash for sugar, flour, salt,kerosene and perhaps a bolt of sturdy denim or sewing needles.\nline 03 \| Isolated deep within the Okefenokee, two-hundred years of progress, wars, and the Great Depression passed them by until 1942, when Roosevelt, gearing up for war and needing wood from the massive swamp forests of cypress and pine, forced the people out.\nline 04 \| The people didn't go far, only to the saw mills at the edge of the swamp and when the saw mills closed, they went to work in the paper mills; when the paper mills along the coasts of Florida and Georgia 'dragged up', they migrated into mill towns. And here, for the first time, the former swamp women came into their own. They put away their spinning wheels, their quilt-making, their cast-iron soap-making pots and went to work in cotton mills spinning thread and filling bobbins. Years went by. Then cotton mills across the South began to close and the people migrated once again. Living as 'outlanders' had acclimated them to 'Ameriky' and most had lost much of the Elizabethan dialect, but the rhythm of the language hummed on, as did their elemental code of independence and moral rightness. If anything, six generations of living as outlanders had sharpened their intelligence, hardened their pride and increased their independent spirit. Yet,one thing never changed--when practical choice allows the privilege, the descendants of those early swamp settlers gravitate to land and water.\nline 05 \| Which is why Phoebe Hawley, an out-of-work-mill girl, six generations removed from the Okefenokee Swamp, and on a mission to find her family a home, aims her old truck South. She finds exactly the right place in the tiny fishing village of Bayou La Batre, Alabama, where a half-dozen great and small rivers and canals flow into the Gulf of Mexico. Phoebe recognizes G. G. Morgan's kissing lips, but is more impressed with the calluses on his hands--a working man's hands. Moreover, she is instantly enamored of G. G. Morgan's land, long before she's enamored of the man himself.\nline 06 \| \n```", "role": "user" } ]
After getting numbed up, Sherry Gavanditti had to watch while doctors removed what she called a corkscrew-sized piece of tissue from her left breast. She saw the needle pierce her flesh, and then heard what she said sounded like a staple gun. A little while after the biopsy was over, the area where the procedure was done was black and blue and tender to the touch. Doctors told her she needed the test after she discovered a lump in her left breast. And even though it was benign, doctors told her it had to be checked regularly. "They advised me to come back for a biopsy every year," she said. She underwent her fourth biopsy after finding a lump under her arm last month, and definitely wishes there were another way. "I asked for an ultrasound to get a clear idea of the scope of the lump," she said. "The biopsy is painful and scary, and I wonder what damage they may be doing with all the poking." There may be an alternative coming, according to a study from the University of Connecticut and the University of Connecticut Health Center. They found that the combination of ultrasound and optical tomography identified whether small lesions in the breast were cancerous. Whether it will one day be able to help people like Gavanditti is a matter of debate among breast cancer experts. A biopsy is the gold standard in determining whether a growth is malignant or not. The new test is non-invasive, however, and may let doctors shine more light on the nature of breast tumors. The Connecticut researchers used ultrasound to locate the areas where the lesions were, and then used a hand-held device to shine light of two different wavelengths on each lump. Since there's more blood flowing through cancerous tissue, they were able to tell which lumps were cancerous based on the amount of light they absorbed. When compared with the results of biopsies, the combination of ultrasound and optical tomography identified nine out of 10 tumors. No Substitute for Biopsy, Yet But they're quick to stress that the test is not meant to be a substitute for the biopsy, which is still the only way to be 100 percent certain whether a lesion is cancerous or not. "It could be used to delay the need for a biopsy," said Quing Zhu, one of the study's co-authors and an associate professor of electrical and computer engineering at the University of Connecticut. "The technology is good in terms of giving a more accurate diagnosis," said Zhu. Doctors agree that this technique shows some promise and may help some people avoid the need for an early biopsy. "This will not replace biopsy, but it may help us with diagnosing breast cancers and potentially help us decide who can delay biopsy and who cannot," said Dr. Ben Ho Park, associate director of the Hematology/Oncology Fellowship Training Program at The Sidney Kimmel Comprehensive Cancer Center at Johns Hopkins. Dr. Park was not involved in the research. Dr. Clifford Hudis, chief of the Breast Cancer Medicine Service at Memorial Sloan-Kettering Cancer Center, agreed, adding that there's some value in this technique because of the potential "avoidance of a procedure when you are on your way to the operating room anyway." Hudis was also not involved with this study. However, he also wondered if a negative result using this technique would cause people to avoid getting a biopsy. "The short answer is no, because there is a risk that you can have breast cancer despite a 'benign' result," he said. Annie Lehmann shares that sentiment. She had a biopsy a few months ago, and the results indicated that she did have early-stage breast cancer. She thinks the development of a non-invasive screening test would be great, but not at the expense of a definitive diagnosis. "If the only way you're going to know 100 percent if you have cancer is to have a biopsy, I'd have the biopsy in a second," she said. While the optical tomography/ultrasound combination does show some promise, other medical experts say it's too early to tell just how effective a tool it can be. Test May Offer Non-Invasive Option to Future Generations "We are not ready to move away from our current approach," said Hudis. "Nine out of ten is not good enough," said Dr. George Sledge Jr., professor of medicine at the Indiana University Simon Cancer Center. "Remember that nine of ten is what screening mammograms currently pick up." Despite the criticisms, Sherry Gavanditti is glad that research into non-invasive screening tests is ongoing. "I fear for my daughters," she said. "If they can find something so they won't have to go through a biopsy, that would be wonderful."	<urn:uuid:1c14717d-b6e7-480f-aacb-5868bf6b5358>	CC-MAIN-2017-43	http://abcnews.go.com/Health/OnCallPlusBreastCancerNews/invasive-cancer-test-identify-breast-tumors/story?id=10974393&page=2	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187820927.48/warc/CC-MAIN-20171017052945-20171017072945-00161.warc.gz	en	0.972472	1,017	2.671875	3	[ { "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 \| After getting numbed up, Sherry Gavanditti had to watch while doctors removed what she called a corkscrew-sized piece of tissue from her left breast.\nline 04 \| She saw the needle pierce her flesh, and then heard what she said sounded like a staple gun.\nline 05 \| A little while after the biopsy was over, the area where the procedure was done was black and blue and tender to the touch.\nline 06 \| Doctors told her she needed the test after she discovered a lump in her left breast.\nline 07 \| And even though it was benign, doctors told her it had to be checked regularly.\nline 08 \| \"They advised me to come back for a biopsy every year,\" she said.\nline 09 \| She underwent her fourth biopsy after finding a lump under her arm last month, and definitely wishes there were another way.\nline 10 \| \"I asked for an ultrasound to get a clear idea of the scope of the lump,\" she said. \"The biopsy is painful and scary, and I wonder what damage they may be doing with all the poking.\"\nline 11 \| There may be an alternative coming, according to a study from the University of Connecticut and the University of Connecticut Health Center. They found that the combination of ultrasound and optical tomography identified whether small lesions in the breast were cancerous.\nline 12 \| Whether it will one day be able to help people like Gavanditti is a matter of debate among breast cancer experts. A biopsy is the gold standard in determining whether a growth is malignant or not.\nline 13 \| The new test is non-invasive, however, and may let doctors shine more light on the nature of breast tumors.\nline 14 \| The Connecticut researchers used ultrasound to locate the areas where the lesions were, and then used a hand-held device to shine light of two different wavelengths on each lump.\nline 15 \| Since there's more blood flowing through cancerous tissue, they were able to tell which lumps were cancerous based on the amount of light they absorbed.\nline 16 \| When compared with the results of biopsies, the combination of ultrasound and optical tomography identified nine out of 10 tumors.\nline 17 \| No Substitute for Biopsy, Yet\nline 18 \| But they're quick to stress that the test is not meant to be a substitute for the biopsy, which is still the only way to be 100 percent certain whether a lesion is cancerous or not.\nline 19 \| \"It could be used to delay the need for a biopsy,\" said Quing Zhu, one of the study's co-authors and an associate professor of electrical and computer engineering at the University of Connecticut.\nline 20 \| \"The technology is good in terms of giving a more accurate diagnosis,\" said Zhu.\nline 21 \| Doctors agree that this technique shows some promise and may help some people avoid the need for an early biopsy.\nline 22 \| \"This will not replace biopsy, but it may help us with diagnosing breast cancers and potentially help us decide who can delay biopsy and who cannot,\" said Dr. Ben Ho Park, associate director of the Hematology/Oncology Fellowship Training Program at The Sidney Kimmel Comprehensive Cancer Center at Johns Hopkins. Dr. Park was not involved in the research.\nline 23 \| Dr. Clifford Hudis, chief of the Breast Cancer Medicine Service at Memorial Sloan-Kettering Cancer Center, agreed, adding that there's some value in this technique because of the potential \"avoidance of a procedure when you are on your way to the operating room anyway.\" Hudis was also not involved with this study.\nline 24 \| However, he also wondered if a negative result using this technique would cause people to avoid getting a biopsy.\nline 25 \| \"The short answer is no, because there is a risk that you can have breast cancer despite a 'benign' result,\" he said.\nline 26 \| Annie Lehmann shares that sentiment.\nline 27 \| She had a biopsy a few months ago, and the results indicated that she did have early-stage breast cancer.\nline 28 \| She thinks the development of a non-invasive screening test would be great, but not at the expense of a definitive diagnosis.\nline 29 \| \"If the only way you're going to know 100 percent if you have cancer is to have a biopsy, I'd have the biopsy in a second,\" she said.\nline 30 \| While the optical tomography/ultrasound combination does show some promise, other medical experts say it's too early to tell just how effective a tool it can be.\nline 31 \| Test May Offer Non-Invasive Option to Future Generations\nline 32 \| \"We are not ready to move away from our current approach,\" said Hudis.\nline 33 \| \"Nine out of ten is not good enough,\" said Dr. George Sledge Jr., professor of medicine at the Indiana University Simon Cancer Center. \"Remember that nine of ten is what screening mammograms currently pick up.\"\nline 34 \| Despite the criticisms, Sherry Gavanditti is glad that research into non-invasive screening tests is ongoing.\nline 35 \| \"I fear for my daughters,\" she said. \"If they can find something so they won't have to go through a biopsy, that would be wonderful.\"\nline 36 \| \n```", "role": "user" } ]
Selenium is an essential micronutrient in humans, with a recommended daily allowance of 0.055 to 0.070 mg/day. While Keshan disease and Kashin-Beck disease have been linked with selenium deficiency, there are other factors such as protein intake, fluoride intake and stress which interact with it to produce clinical symptoms. Some research findings point to an association between selenium deficiency and the development of coronary heart disease, but the presence of confounding factors means that further study is required. The biological mechanism underlying the cardioprotective effect of selenium could be its antioxidant action which prevents harmful lipid oxidation, the root event in atherosclerosis, which precipitates inflammation and platelet aggregation at the site of an atheromatous plaque. However, conclusive evidence as to this is still awaited, with observational studies yielding conflicting results as to the association of cardiovascular disease, or its risk factors such as hypertension, with selenium levels in the body. While there is some evidence that selenium supplements help to reduce the total blood cholesterol, and to increase the ‘good’ HDL levels, the findings do not support a role for selenium supplementation in the occurrence of fatal or nonfatal cardiovascular events. In short, evidence is lacking that selenium supplementation either prevents or mitigates the development or progression of cardiovascular disease. Other studies have repeatedly suggested that selenium levels are inversely linked to cancer incidence rates, while selenium supplementation with either organic or inorganic forms of selenium reduces the incidence of several types of cancer. Biologically, this is plausible, with the known effects of selenium on the immune system, endocrine regulation, antioxidant and anti-inflammatory effects, as well as those on DNA repair and apoptosis providing a mechanism for its cancer-suppressive effects. Patients with prostate, lung and colorectal cancers, among others, appear to have lower blood selenium levels, and mortality in these patients drops in direct correlation with higher selenium levels. Other studies suggest that selenium may protect against cancer in men, while a selenium-allitridum combination may be protective in women. Selenium showed a modest protective effect against lung cancer, that too only in selenium-deficient individuals. Skin cancer incidence rates were unaffected, while some research suggests that the rate of squamous cell carcinomas actually went up with selenium supplementation. A Cochrane review showed that the highest vs the lowest intake category had a cancer risk lowering of 31%, with cancer mortality risk lowering of 45%. Bladder cancer risk was less by 33%, and prostate cancer incidence less by 22%. Another study indicated that the risk of gastrointestinal cancers might be lowered, but the conclusion required validation, and current research fails to confirm any benefit of selenium on the development of colon and rectal cancers, or on esophageal or stomach cancer. A double-blind RCT (Nutritional Prevention of Cancer Trial) found a 52-65% lowering of prostate cancer risk with 200 mcg/day of selenium for 6 years, the risk being lowered the most in those men who had a low baseline PSA (4 ng/mL or less). The largest clinical trials to date, viz, the SELECT and the SU.VI.MAX trials, provided 200 mcg of selenium in the form of selenomethionine, with alpha-tocopherol, or a supplement containing alpha-tocopherol, ascorbic acid, beta-carotene, zinc in addition to selenium, respectively, with placebo controls. Both of these failed to find evidence of such protection, or only in low-risk patients, such as those with low PSA levels, while there was an insignificant increase in risk, or no change in risk, in men with a high PSA level. At present, therefore, the marketing of selenium supplements is accompanied by a qualified claim as to its cancer-protective effects. Type 2 diabetes mellitus Similarly, higher selenium levels were also associated with lower rates of type II diabetes. Some studies also showed that type II diabetics had higher selenium levels in toenail clippings, but larger group research found that the converse was true. The minute difference between toenail selenium in diabetics and nondiabetics makes this relationship probably non-significant. However, more data continues to accumulate in favor of the protective effect of higher selenium intakes against type II diabetes. Lower selenium concentrations are found in older people, as well as in chronically or seriously sick people. This might be associated with deteriorating mental capacity, because of the loss of antioxidant activity. However, this link has not been confirmed in a NHANES data analysis of 4,809 elderly people. Thus, selenium supplementation cannot now be advised as a prophylactic against memory impairment. The SU.VI.MAX study supplemented almost 4,500 people from 45 to 60 years with multiple antioxidants in addition to selenium, making it difficult to assess the unique role of selenium in the positive effect on episodic memory and semantic fluency observed 6 years after the conclusion of the study. Another systematic review ended with the conclusion that the role of selenium supplementation in delaying or preventing Alzheimer’s disease is unproved as of date. Since the highest concentration of selenium in the body is in the thyroid gland, selenium deficiency could well play a role in thyroid function. This was supported by the results of the SU.VI.MAX study, and another Danish study, both of which showed that selenium levels were inversely related to the risk of thyroid enlargement, but only in women. However, the effect of selenium supplementation on pre-existing thyroid disease showed a beneficial effect on ophthalmic outcomes, quality of life and disease progression, but no effect on thyroid function in healthy people. A small study on 151 pregnant women who were positive for thyroid peroxidase antibodies suggested that selenomethionine supplementation might have a protective effect against postpartum thyroiditis. However, selenium supplementation may worsen the hypothyroid status in the presence of iodine deficiency. Protection against the toxicity of chemotherapeutic drugs It is known that selenium levels in hair and blood are lowered by cisplatin. Some research indicates that cisplatin-induced neurotoxicity might be alleviated by selenium supplementation, but the clinical evidence of benefit is not strong enough to mandate supplementation. Other doubtful situations There is no evidence to date that selenium helps to improve the course of the disease in asthma or in atopic dermatitis. Though serum selenium levels are often significantly lowered in very ill people, selenium supplementation did not have any observable effect on mortality or the risk of infection. Patients with hepatitis C failed to show biochemical or viremic improvement with a mixed supplement containing selenium. Infertility due to poor sperm function did not show any positive change following selenium administration. Psoriasis did not show any response to selenium. Other situations where the benefits of selenium supplementation are in doubt include: - Alcoholic liver disease – may reduce the duration of hospitalization and mortality. - Burns – may cut down hospitalized time, but healing rates remain unaffected. - Arsenic poisoning – may reduce the risk of arsenic poisoning if the environment is high in arsenic. - HIV progression - research findings conflict on the effectiveness of selenium supplementation. - Stroke – some evidence points to a benefit for the administration of selenium within 24 hours of a stroke in terms of recovery percentage. - Post-mastectomy lymphedema – selenium supplementation may prevent bacterial infection of the arms and legs following surgery. - Pregnancy-induced hypertension – the development of high blood pressure might be prevented by selenium supplementation for 6-8 weeks. - Selenium and post-surgical hemorrhage – current research indicates that selenium should be stopped at least 2 weeks before an elective surgical procedure, to prevent hemorrhage during and following surgery. In short, the list of conditions for which selenium is yet to be proved useful includes arthritis, ovarian cancer, pancreatitis-related mortality, muscular dystrophy, cancer mortality, rheumatoid arthritis, life-threatening sepsis, primary biliary cirrhosis, inflammatory bowel disease, macular degeneration, hay fever, chronic fatigue syndrome, mood disorders, cataracts, and avian flu.	<urn:uuid:247266fd-5522-4a31-b021-b7b588b3a282>	CC-MAIN-2017-43	https://www.news-medical.net/health/Selenium-Controversial-Health-Effects.aspx	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187820927.48/warc/CC-MAIN-20171017052945-20171017072945-00161.warc.gz	en	0.931656	1,789	3.09375	3	[ { "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 \| Selenium is an essential micronutrient in humans, with a recommended daily allowance of 0.055 to 0.070 mg/day. While Keshan disease and Kashin-Beck disease have been linked with selenium deficiency, there are other factors such as protein intake, fluoride intake and stress which interact with it to produce clinical symptoms.\nline 02 \| Some research findings point to an association between selenium deficiency and the development of coronary heart disease, but the presence of confounding factors means that further study is required. The biological mechanism underlying the cardioprotective effect of selenium could be its antioxidant action which prevents harmful lipid oxidation, the root event in atherosclerosis, which precipitates inflammation and platelet aggregation at the site of an atheromatous plaque.\nline 03 \| However, conclusive evidence as to this is still awaited, with observational studies yielding conflicting results as to the association of cardiovascular disease, or its risk factors such as hypertension, with selenium levels in the body.\nline 04 \| While there is some evidence that selenium supplements help to reduce the total blood cholesterol, and to increase the ‘good’ HDL levels, the findings do not support a role for selenium supplementation in the occurrence of fatal or nonfatal cardiovascular events. In short, evidence is lacking that selenium supplementation either prevents or mitigates the development or progression of cardiovascular disease.\nline 05 \| Other studies have repeatedly suggested that selenium levels are inversely linked to cancer incidence rates, while selenium supplementation with either organic or inorganic forms of selenium reduces the incidence of several types of cancer. Biologically, this is plausible, with the known effects of selenium on the immune system, endocrine regulation, antioxidant and anti-inflammatory effects, as well as those on DNA repair and apoptosis providing a mechanism for its cancer-suppressive effects.\nline 06 \| Patients with prostate, lung and colorectal cancers, among others, appear to have lower blood selenium levels, and mortality in these patients drops in direct correlation with higher selenium levels. Other studies suggest that selenium may protect against cancer in men, while a selenium-allitridum combination may be protective in women.\nline 07 \| Selenium showed a modest protective effect against lung cancer, that too only in selenium-deficient individuals. Skin cancer incidence rates were unaffected, while some research suggests that the rate of squamous cell carcinomas actually went up with selenium supplementation.\nline 08 \| A Cochrane review showed that the highest vs the lowest intake category had a cancer risk lowering of 31%, with cancer mortality risk lowering of 45%. Bladder cancer risk was less by 33%, and prostate cancer incidence less by 22%.\nline 09 \| Another study indicated that the risk of gastrointestinal cancers might be lowered, but the conclusion required validation, and current research fails to confirm any benefit of selenium on the development of colon and rectal cancers, or on esophageal or stomach cancer.\nline 10 \| A double-blind RCT (Nutritional Prevention of Cancer Trial) found a 52-65% lowering of prostate cancer risk with 200 mcg/day of selenium for 6 years, the risk being lowered the most in those men who had a low baseline PSA (4 ng/mL or less).\nline 11 \| The largest clinical trials to date, viz, the SELECT and the SU.VI.MAX trials, provided 200 mcg of selenium in the form of selenomethionine, with alpha-tocopherol, or a supplement containing alpha-tocopherol, ascorbic acid, beta-carotene, zinc in addition to selenium, respectively, with placebo controls. Both of these failed to find evidence of such protection, or only in low-risk patients, such as those with low PSA levels, while there was an insignificant increase in risk, or no change in risk, in men with a high PSA level.\nline 12 \| At present, therefore, the marketing of selenium supplements is accompanied by a qualified claim as to its cancer-protective effects.\nline 13 \| Type 2 diabetes mellitus\nline 14 \| Similarly, higher selenium levels were also associated with lower rates of type II diabetes.\nline 15 \| Some studies also showed that type II diabetics had higher selenium levels in toenail clippings, but larger group research found that the converse was true.\nline 16 \| The minute difference between toenail selenium in diabetics and nondiabetics makes this relationship probably non-significant.\nline 17 \| However, more data continues to accumulate in favor of the protective effect of higher selenium intakes against type II diabetes.\nline 18 \| Lower selenium concentrations are found in older people, as well as in chronically or seriously sick people. This might be associated with deteriorating mental capacity, because of the loss of antioxidant activity. However, this link has not been confirmed in a NHANES data analysis of 4,809 elderly people.\nline 19 \| Thus, selenium supplementation cannot now be advised as a prophylactic against memory impairment. The SU.VI.MAX study supplemented almost 4,500 people from 45 to 60 years with multiple antioxidants in addition to selenium, making it difficult to assess the unique role of selenium in the positive effect on episodic memory and semantic fluency observed 6 years after the conclusion of the study. Another systematic review ended with the conclusion that the role of selenium supplementation in delaying or preventing Alzheimer’s disease is unproved as of date.\nline 20 \| Since the highest concentration of selenium in the body is in the thyroid gland, selenium deficiency could well play a role in thyroid function. This was supported by the results of the SU.VI.MAX study, and another Danish study, both of which showed that selenium levels were inversely related to the risk of thyroid enlargement, but only in women.\nline 21 \| However, the effect of selenium supplementation on pre-existing thyroid disease showed a beneficial effect on ophthalmic outcomes, quality of life and disease progression, but no effect on thyroid function in healthy people.\nline 22 \| A small study on 151 pregnant women who were positive for thyroid peroxidase antibodies suggested that selenomethionine supplementation might have a protective effect against postpartum thyroiditis. However, selenium supplementation may worsen the hypothyroid status in the presence of iodine deficiency.\nline 23 \| Protection against the toxicity of chemotherapeutic drugs\nline 24 \| It is known that selenium levels in hair and blood are lowered by cisplatin. Some research indicates that cisplatin-induced neurotoxicity might be alleviated by selenium supplementation, but the clinical evidence of benefit is not strong enough to mandate supplementation.\nline 25 \| Other doubtful situations\nline 26 \| There is no evidence to date that selenium helps to improve the course of the disease in asthma or in atopic dermatitis. Though serum selenium levels are often significantly lowered in very ill people, selenium supplementation did not have any observable effect on mortality or the risk of infection.\nline 27 \| Patients with hepatitis C failed to show biochemical or viremic improvement with a mixed supplement containing selenium. Infertility due to poor sperm function did not show any positive change following selenium administration. Psoriasis did not show any response to selenium.\nline 28 \| Other situations where the benefits of selenium supplementation are in doubt include:\nline 29 \| - Alcoholic liver disease – may reduce the duration of hospitalization and mortality.\nline 30 \| - Burns – may cut down hospitalized time, but healing rates remain unaffected.\nline 31 \| - Arsenic poisoning – may reduce the risk of arsenic poisoning if the environment is high in arsenic.\nline 32 \| - HIV progression - research findings conflict on the effectiveness of selenium supplementation.\nline 33 \| - Stroke – some evidence points to a benefit for the administration of selenium within 24 hours of a stroke in terms of recovery percentage.\nline 34 \| - Post-mastectomy lymphedema – selenium supplementation may prevent bacterial infection of the arms and legs following surgery.\nline 35 \| - Pregnancy-induced hypertension – the development of high blood pressure might be prevented by selenium supplementation for 6-8 weeks.\nline 36 \| - Selenium and post-surgical hemorrhage – current research indicates that selenium should be stopped at least 2 weeks before an elective surgical procedure, to prevent hemorrhage during and following surgery.\nline 37 \| In short, the list of conditions for which selenium is yet to be proved useful includes arthritis, ovarian cancer, pancreatitis-related mortality, muscular dystrophy, cancer mortality, rheumatoid arthritis, life-threatening sepsis, primary biliary cirrhosis, inflammatory bowel disease, macular degeneration, hay fever, chronic fatigue syndrome, mood disorders, cataracts, and avian flu.\nline 38 \| \n```", "role": "user" } ]
Japanese is a language where the grammatical status of arguments and adjuncts is marked exclusively by postnominal case markers, and various argument realization patterns can be assessed by their case marking. Since Japanese is categorized as a language of the nominative-accusative type typologically, the unmarked case-marking frame obtained for transitive predicates of the non-stative (or eventive) type is ‘nominative-accusative’. Nevertheless, transitive predicates falling into the stative class often have other case-marking alignments, such as ‘nominative-nominative’ and ‘dative-nominative’. Consequently, Japanese provides much more varying argument realization patterns than those expected from its typological character as a nominative-accusative language. In point of fact, argument marking can actually be much more elastic and variable, the variations being motivated by several linguistic factors. Arguments often have the option of receiving either syntactic or semantic case, with no difference in the logical or cognitive meaning (as in plural agent and source agent alternations) or depending on the meanings their predicate carry (as in locative alternation). The type of case marking that is not normally available in main clauses can sometimes be obtained in embedded contexts (i.e., in exceptional case marking and small-clause constructions). In complex predicates, including causative and indirect passive predicates, arguments are case-marked differently from their base clauses by virtue of suffixation, and their case patterns follow the mono-clausal case array, despite the fact that they have multi-clausal structures. Various case marking options are also made available for arguments by grammatical operations. Some processes instantiate a change on the grammatical relations and case marking of arguments with no affixation or embedding. Japanese has the grammatical process of subjectivization, creating extra (non-thematic) major subjects, many of which are identified as instances of ‘possessor raising’ (or argument ascension). There is another type of grammatical process, which reduces the number of arguments by virtue of incorporating a noun into the predicate, as found in the light verb constructions with suru ‘do’ and the complex adjective constructions formed on the negative adjective nai ‘non-existent.’ While in phonology Middle Indo-Aryan (MIA) dialects preserved the phonological system of Old Indo-Aryan (OIA) virtually intact, their morphosyntax underwent far-reaching changes, which altered fundamentally the synthetic morphology of earlier Prākrits in the direction of the analytic typology of New Indo-Aryan (NIA). Speaking holistically, the “accusative alignment” of OIA (Vedic Sanskrit) was restructured as an “ergative alignment” in Western IA languages, and it is precisely during the Late MIA period (ca. 5th–12th centuries (a) We shall start with the restructuring of the nominal case system in terms of the reduction of the number of cases from seven to four. This phonologically motivated process resulted ultimately in the rise of the binary distinction of the “absolutive” versus “oblique” case at the end of the MIA period). (b) The crucial role of animacy in the restructuring of the pronominal system and the rise of the “double-oblique” system in Ardha-Māgadhī and Western Apabhramśa will be explicated. (c) In the verbal system we witness complete remodeling of the aspectual system as a consequence of the loss of earlier synthetic forms expressing the perfective (Aorist) and “retrospective” (Perfect) aspect. Early Prākrits (Pāli) preserved their sigmatic Aorists (and the sigmatic Future) until late MIA centuries, while on the Iranian side the loss of the “sigmatic” aorist was accelerated in Middle Persian by the “weakening” of s > h > Ø. (d) The development and the establishment of “ergative alignment” at the end of the MIA period will be presented as a consequence of the above typological changes: the rise of the “absolutive” vs. “oblique” case system; the loss of the finite morphology of the perfective and retrospective aspect; and the recreation of the aspectual contrast of perfectivity by means of quasinominal (participial) forms. (e) Concurrently with the development toward the analyticity in grammatical aspect, we witness the evolution of lexical aspect (Aktionsart) ushering in the florescence of “serial” verbs in New Indo-Aryan. On the whole, a contingency view of alignment considers the increase in ergativity as a by-product of the restoration of the OIA aspectual triad: Imperfective–Perfective–Perfect (in morphological terms Present–Aorist–Perfect). The NIA Perfective and Perfect are aligned ergatively, while their finite OIA ancestors (Aorist and Perfect) were aligned accusatively. Detailed linguistic analysis of Middle Indo-Aryan texts offers us a unique opportunity for a deeper comprehension of the formative period of the NIA state of affairs. David R. Mortensen Hmong-Mien (also known as Miao-Yao) is a bipartite family of minority languages spoken primarily in China and mainland Southeast Asia. The two branches, called Hmongic and Mienic by most Western linguists and Miao and Yao by Chinese linguists, are both compact groups (phylogenetically if not geographically). Although they are uncontroversially distinct from one another, they bear a strong mutual affinity. But while their internal relationships are reasonably well established, there is no unanimity regarding their wider genetic affiliations, with many Chinese scholars insisting on Hmong-Mien membership in the Sino-Tibetan superfamily, some Western scholars suggesting a relationship to Austronesian and/or Tai-Kradai, and still others suggesting a relationship to Mon-Khmer. A plurality view appears to be that Hmong-Mien bears no special relationship to any surviving language family. Hmong-Mien languages are typical—in many respects—of the non-Sino-Tibetan languages of Southern China and mainland Southeast Asia. However, they possess a number of properties that make them stand out. Many neighboring languages are tonal, but Hmong-Mien languages are, on average, more so (in terms of the number of tones). While some other languages in the area have small-to-medium consonant inventories, Hmong-Mien languages (and especially Hmongic languages) often have very large consonant inventories with rare classes of sounds like uvulars and voiceless sonorants. Furthermore, while many of their neighbors are morphologically isolating, few language groups display as little affixation as Hmong-Mien languages. They are largely head-initial, but they deviate from this generalization in their genitive-noun constructions and their relative clauses (which vary in position and structure, sometimes even within the same language). Young-mee Yu Cho Due to a number of unusual and interesting properties, Korean phonetics and phonology have been generating productive discussion within modern linguistic theories, starting from structuralism, moving to classical generative grammar, and more recently to post-generative frameworks of Autosegmental Theory, Government Phonology, Optimality Theory, and others. In addition, it has been discovered that a description of important issues of phonology cannot be properly made without referring to the interface between phonetics and phonology on the one hand, and phonology and morpho-syntax on the other. Some phonological issues from Standard Korean are still under debate and will likely be of value in helping to elucidate universal phonological properties with regard to phonation contrast, vowel and consonant inventories, consonantal markedness, and the motivation for prosodic organization in the lexicon. As might be expected from the difficulty of traversing it, the Sahara Desert has been a fairly effective barrier to direct contact between its two edges; trans-Saharan language contact is limited to the borrowing of non-core vocabulary, minimal from south to north and mostly mediated by education from north to south. Its own inhabitants, however, are necessarily accustomed to travelling desert spaces, and contact between languages within the Sahara has often accordingly had a much greater impact. Several peripheral Arabic varieties of the Sahara retain morphology as well as vocabulary from the languages spoken by their speakers’ ancestors, in particular Berber in the southwest and Beja in the southeast; the same is true of at least one Saharan Hausa variety. The Berber languages of the northern Sahara have in turn been deeply affected by centuries of bilingualism in Arabic, borrowing core vocabulary and some aspects of morphology and syntax. The Northern Songhay languages of the central Sahara have been even more profoundly affected by a history of multilingualism and language shift involving Tuareg, Songhay, Arabic, and other Berber languages, much of which remains to be unraveled. These languages have borrowed so extensively that they retain barely a few hundred core words of Songhay vocabulary; those loans have not only introduced new morphology but in some cases replaced old morphology entirely. In the southeast, the spread of Arabic westward from the Nile Valley has created a spectrum of varieties with varying degrees of local influence; the Saharan ones remain almost entirely undescribed. Much work remains to be done throughout the region, not only on identifying and analyzing contact effects but even simply on describing the languages its inhabitants speak. Nora C. England Mayan languages are spoken by over 5 million people in Guatemala, Mexico, Belize, and Honduras. There are around 30 different languages today, ranging in size from fairly large (about a million speakers) to very small (fewer than 30 speakers). All Mayan languages are endangered given that at least some children in some communities are not learning the language, and two languages have disappeared since European contact. Mayas developed the most elaborated and most widely attested writing system in the Americas (starting about 300 BC). The sounds of Mayan languages consist of a voiceless stop and affricate series with corresponding glottalized stops (either implosive and ejective) and affricates, glottal stop, voiceless fricatives (including h in some of them inherited from Proto-Maya), two to three nasals, three to four approximants, and a five vowel system with contrasting vowel length (or tense/lax distinctions) in most languages. Several languages have developed contrastive tone. The major word classes in Mayan languages include nouns, verbs, adjectives, positionals, and affect words. The difference between transitive verbs and intransitive verbs is rigidly maintained in most languages. They usually use the same aspect markers (but not always). Intransitive verbs only indicate their subjects while transitive verbs indicate both subjects and objects. Some languages have a set of status suffixes which is different for the two classes. Positionals are a root class whose most characteristic word form is a non-verbal predicate. Affect words indicate impressions of sounds, movements, and activities. Nouns have a number of different subclasses defined on the basis of characteristics when possessed, or the structure of compounds. Adjectives are formed from a small class of roots (under 50) and many derived forms from verbs and positionals. Predicate types are transitive, intransitive, and non-verbal. Non-verbal predicates are based on nouns, adjectives, positionals, numbers, demonstratives, and existential and locative particles. They are distinct from verbs in that they do not take the usual verbal aspect markers. Mayan languages are head marking and verb initial; most have VOA flexible order but some have VAO rigid order. They are morphologically ergative and also have at least some rules that show syntactic ergativity. The most common of these is a constraint on the extraction of subjects of transitive verbs (ergative) for focus and/or interrogation, negation, or relativization. In addition, some languages make a distinction between agentive and non-agentive intransitive verbs. Some also can be shown to use obviation and inverse as important organizing principles. Voice categories include passive, antipassive and agent focus, and an applicative with several different functions. The Dravidian languages, spoken mainly in southern India and south Asia, were identified as a separate language family between 1816 and 1856. Four of the 26 Dravidian languages, namely Tamil, Telugu, Kannada, and Malayalam, have long literary traditions, the earliest dating back to the 1st century A typical characteristic of Dravidian, which is also an areal characteristic of south Asian languages, is that experiencers and inalienable possessors are case-marked dative. Another is the serialization of verbs by the use of participles, and the use of light verbs to indicate aspectual meaning such as completion, self- or nonself-benefaction, and reflexivization. Subjects, and arguments in general (e.g., direct and indirect objects), may be nonovert. So is the copula, except in Malayalam. A number of properties of Dravidian are of interest from a universalist perspective, beginning with the observation that not all syntactic categories N, V, A, and P are primitive. Dravidian postpositions are nominal or verbal in origin. A mere 30 Proto-Dravidian roots have been identified as adjectival; the adjectival function is performed by inflected verbs (participles) and nouns. The nominal encoding of experiences (e.g., as fear rather than afraid/afeared) and the absence of the verb have arguably correlate with the appearance of dative case on experiencers. “Possessed” or genitive-marked N may fulfill the adjectival function, as noticed for languages like Ulwa (a less exotic parallel is the English of-possessive construction: circles of light, cloth of gold). More uniquely perhaps, Kannada instantiates dative-marked N as predicative adjectives. A recent argument that Malayalam verbs originate as dative-marked N suggests both that N is the only primitive syntactic category, and the seminal role of the dative case. Other important aspects of Dravidian morphosyntax to receive attention are anaphors and pronouns (not discussed here; see separate article, anaphora in Dravidian), in particular the long-distance anaphor taan and the verbal reflexive morpheme; question (wh-) words and the question/disjunction morphemes, which combine in a semantically transparent way to form quantifier words like someone; the use of reduplication for distributive quantification; and the occurrence of ‘monstrous agreement’ (first-person agreement in clauses embedded under a speech predicate, triggered by matrix third-person antecedents). Traditionally, agreement has been considered the finiteness marker in Dravidian. Modals, and a finite form of negation, also serve to mark finiteness. The nonfinite verbal complement to the finite negative may give the negative clause a tense interpretation. Dravidian thus attests matrix nonfinite verbs in finite clauses, challenging the equation of finiteness with tense. The Dravidian languages are considered wh-in situ languages. However, wh-words in Malayalam appear in a pre-verbal position in the unmarked word order. The apparently rightward movement of some wh-arguments could be explained by assuming a universal VO order, and wh-movement to a preverbal focus phrase. An alternative analysis is that the verb undergoes V-to-C movement. Polysynthesis is informally understood as the packing of a large number of morphemes into single words, as in (1) from Bininj Gun-wok (Evans, in press). 'I cooked the wrong meat for them again.' Its status as a distinct typological category into which some of the world’s languages fall, on a par with isolating, agglutinating, or fusional languages, has been controversial from the start. Nevertheless, researchers working with these languages are seldom in doubt as to their status as distinct from these other morphological types. This has been complicated by the fact that the speakers of such languages are largely limited to hunter-gatherers—or were so in the not too distant past—so the temptation is to link the phenomenon directly to way of life. This proves to be oversimplified, although it is certainly true that languages qualifying as polysynthetic are almost everywhere spoken in peripheral regions and are on the decline in the modern world—few children are learning them today. Perhaps the most pervasive of the traits that give these languages the impression of a “special” status is that of holophrasis, which can be defined as the (possible) expression of what in less synthetic languages would be whole sentences in single complex (usually verbal) words. It turns out, however, that there is much greater variety among polysynthetic languages than is generally thought: there are few other traits that they all share, although distinct subtypes can in fact be distinguished, notably the affixing as opposed to the incorporating type. These languages have considerable importance for the investigation of the diachronic complexification of languages in general and of language acquisition by children, as well as for theories of language universals. The sociolinguistic factors behind their development have only recently begun to be studied in depth. All polysynthetic languages today are to some degree endangered (they are dying off at an alarming rate), and many have been poorly studied if at all, which makes their investigation before it is too late a prime goal for linguistics. Erich R. Round The non–Pama-Nyugan, Tangkic languages were spoken until recently in the southern Gulf of Carpentaria, Australia. The most extensively documented are Lardil, Kayardild, and Yukulta. Their phonology is notable for its opaque, word-final deletion rules and extensive word-internal sandhi processes. The morphology contains complex relationships between sets of forms and sets of functions, due in part to major historical refunctionalizations, which have converted case markers into markers of tense and complementization and verbal suffixes into case markers. Syntactic constituency is often marked by inflectional concord, resulting frequently in affix stacking. Yukulta in particular possesses a rich set of inflection-marking possibilities for core arguments, including detransitivized configurations and an inverse system. These relate in interesting ways historically to argument marking in Lardil and Kayardild. Subordinate clauses are marked for tense across most constituents other than the subject, and such tense marking is also found in main clauses in Lardil and Kayardild, which have lost the agreement and tense-marking second-position clitic of Yukulta. Under specific conditions of co-reference between matrix and subordinate arguments, and under certain discourse conditions, clauses may be marked, on all or almost all words, by complementization markers, in addition to inflection for case and tense.	<urn:uuid:8d4d9d4a-17b6-4ce0-bd0d-03963067e605>	CC-MAIN-2017-43	http://linguistics.oxfordre.com/browse;jsessionid=69BA21A4BCB7A96B5D8C94C9E4D84431?btog=chap&pageSize=10&sort=titlesort&subSite=orelin&t=ORE_LIN%3AREFLIN013&t0=ORE_LIN%3AREFLIN017	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823255.12/warc/CC-MAIN-20171019065335-20171019085335-00041.warc.gz	en	0.938062	4,084	3.25	3	[ { "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 \| Japanese is a language where the grammatical status of arguments and adjuncts is marked exclusively by postnominal case markers, and various argument realization patterns can be assessed by their case marking. Since Japanese is categorized as a language of the nominative-accusative type typologically, the unmarked case-marking frame obtained for transitive predicates of the non-stative (or eventive) type is ‘nominative-accusative’. Nevertheless, transitive predicates falling into the stative class often have other case-marking alignments, such as ‘nominative-nominative’ and ‘dative-nominative’. Consequently, Japanese provides much more varying argument realization patterns than those expected from its typological character as a nominative-accusative language.\nline 03 \| In point of fact, argument marking can actually be much more elastic and variable, the variations being motivated by several linguistic factors.\nline 04 \| Arguments often have the option of receiving either syntactic or semantic case, with no difference in the logical or cognitive meaning (as in plural agent and source agent alternations) or depending on the meanings their predicate carry (as in locative alternation).\nline 05 \| The type of case marking that is not normally available in main clauses can sometimes be obtained in embedded contexts (i.e., in exceptional case marking and small-clause constructions).\nline 06 \| In complex predicates, including causative and indirect passive predicates, arguments are case-marked differently from their base clauses by virtue of suffixation, and their case patterns follow the mono-clausal case array, despite the fact that they have multi-clausal structures.\nline 07 \| Various case marking options are also made available for arguments by grammatical operations.\nline 08 \| Some processes instantiate a change on the grammatical relations and case marking of arguments with no affixation or embedding.\nline 09 \| Japanese has the grammatical process of subjectivization, creating extra (non-thematic) major subjects, many of which are identified as instances of ‘possessor raising’ (or argument ascension).\nline 10 \| There is another type of grammatical process, which reduces the number of arguments by virtue of incorporating a noun into the predicate, as found in the light verb constructions with suru ‘do’ and the complex adjective constructions formed on the negative adjective nai ‘non-existent.’\nline 11 \| While in phonology Middle Indo-Aryan (MIA) dialects preserved the phonological system of Old Indo-Aryan (OIA) virtually intact, their morphosyntax underwent far-reaching changes, which altered fundamentally the synthetic morphology of earlier Prākrits in the direction of the analytic typology of New Indo-Aryan (NIA). Speaking holistically, the “accusative alignment” of OIA (Vedic Sanskrit) was restructured as an “ergative alignment” in Western IA languages, and it is precisely during the Late MIA period (ca. 5th–12th centuries\nline 12 \| (a) We shall start with the restructuring of the nominal case system in terms of the reduction of the number of cases from seven to four.\nline 13 \| This phonologically motivated process resulted ultimately in the rise of the binary distinction of the “absolutive” versus “oblique” case at the end of the MIA period).\nline 14 \| (b) The crucial role of animacy in the restructuring of the pronominal system and the rise of the “double-oblique” system in Ardha-Māgadhī and Western Apabhramśa will be explicated.\nline 15 \| (c) In the verbal system we witness complete remodeling of the aspectual system as a consequence of the loss of earlier synthetic forms expressing the perfective (Aorist) and “retrospective” (Perfect) aspect.\nline 16 \| Early Prākrits (Pāli) preserved their sigmatic Aorists (and the sigmatic Future) until late MIA centuries, while on the Iranian side the loss of the “sigmatic” aorist was accelerated in Middle Persian by the “weakening” of s > h > Ø.\nline 17 \| (d) The development and the establishment of “ergative alignment” at the end of the MIA period will be presented as a consequence of the above typological changes: the rise of the “absolutive” vs. “oblique” case system; the loss of the finite morphology of the perfective and retrospective aspect; and the recreation of the aspectual contrast of perfectivity by means of quasinominal (participial) forms.\nline 18 \| (e) Concurrently with the development toward the analyticity in grammatical aspect, we witness the evolution of lexical aspect (Aktionsart) ushering in the florescence of “serial” verbs in New Indo-Aryan.\nline 19 \| On the whole, a contingency view of alignment considers the increase in ergativity as a by-product of the restoration of the OIA aspectual triad: Imperfective–Perfective–Perfect (in morphological terms Present–Aorist–Perfect). The NIA Perfective and Perfect are aligned ergatively, while their finite OIA ancestors (Aorist and Perfect) were aligned accusatively. Detailed linguistic analysis of Middle Indo-Aryan texts offers us a unique opportunity for a deeper comprehension of the formative period of the NIA state of affairs.\nline 20 \| David R. Mortensen\nline 21 \| Hmong-Mien (also known as Miao-Yao) is a bipartite family of minority languages spoken primarily in China and mainland Southeast Asia. The two branches, called Hmongic and Mienic by most Western linguists and Miao and Yao by Chinese linguists, are both compact groups (phylogenetically if not geographically). Although they are uncontroversially distinct from one another, they bear a strong mutual affinity. But while their internal relationships are reasonably well established, there is no unanimity regarding their wider genetic affiliations, with many Chinese scholars insisting on Hmong-Mien membership in the Sino-Tibetan superfamily, some Western scholars suggesting a relationship to Austronesian and/or Tai-Kradai, and still others suggesting a relationship to Mon-Khmer. A plurality view appears to be that Hmong-Mien bears no special relationship to any surviving language family.\nline 22 \| Hmong-Mien languages are typical—in many respects—of the non-Sino-Tibetan languages of Southern China and mainland Southeast Asia. However, they possess a number of properties that make them stand out. Many neighboring languages are tonal, but Hmong-Mien languages are, on average, more so (in terms of the number of tones). While some other languages in the area have small-to-medium consonant inventories, Hmong-Mien languages (and especially Hmongic languages) often have very large consonant inventories with rare classes of sounds like uvulars and voiceless sonorants. Furthermore, while many of their neighbors are morphologically isolating, few language groups display as little affixation as Hmong-Mien languages. They are largely head-initial, but they deviate from this generalization in their genitive-noun constructions and their relative clauses (which vary in position and structure, sometimes even within the same language).\nline 23 \| Young-mee Yu Cho\nline 24 \| Due to a number of unusual and interesting properties, Korean phonetics and phonology have been generating productive discussion within modern linguistic theories, starting from structuralism, moving to classical generative grammar, and more recently to post-generative frameworks of Autosegmental Theory, Government Phonology, Optimality Theory, and others. In addition, it has been discovered that a description of important issues of phonology cannot be properly made without referring to the interface between phonetics and phonology on the one hand, and phonology and morpho-syntax on the other. Some phonological issues from Standard Korean are still under debate and will likely be of value in helping to elucidate universal phonological properties with regard to phonation contrast, vowel and consonant inventories, consonantal markedness, and the motivation for prosodic organization in the lexicon.\nline 25 \| As might be expected from the difficulty of traversing it, the Sahara Desert has been a fairly effective barrier to direct contact between its two edges; trans-Saharan language contact is limited to the borrowing of non-core vocabulary, minimal from south to north and mostly mediated by education from north to south. Its own inhabitants, however, are necessarily accustomed to travelling desert spaces, and contact between languages within the Sahara has often accordingly had a much greater impact. Several peripheral Arabic varieties of the Sahara retain morphology as well as vocabulary from the languages spoken by their speakers’ ancestors, in particular Berber in the southwest and Beja in the southeast; the same is true of at least one Saharan Hausa variety. The Berber languages of the northern Sahara have in turn been deeply affected by centuries of bilingualism in Arabic, borrowing core vocabulary and some aspects of morphology and syntax. The Northern Songhay languages of the central Sahara have been even more profoundly affected by a history of multilingualism and language shift involving Tuareg, Songhay, Arabic, and other Berber languages, much of which remains to be unraveled. These languages have borrowed so extensively that they retain barely a few hundred core words of Songhay vocabulary; those loans have not only introduced new morphology but in some cases replaced old morphology entirely. In the southeast, the spread of Arabic westward from the Nile Valley has created a spectrum of varieties with varying degrees of local influence; the Saharan ones remain almost entirely undescribed. Much work remains to be done throughout the region, not only on identifying and analyzing contact effects but even simply on describing the languages its inhabitants speak.\nline 26 \| Nora C. England\nline 27 \| Mayan languages are spoken by over 5 million people in Guatemala, Mexico, Belize, and Honduras. There are around 30 different languages today, ranging in size from fairly large (about a million speakers) to very small (fewer than 30 speakers). All Mayan languages are endangered given that at least some children in some communities are not learning the language, and two languages have disappeared since European contact. Mayas developed the most elaborated and most widely attested writing system in the Americas (starting about 300 BC).\nline 28 \| The sounds of Mayan languages consist of a voiceless stop and affricate series with corresponding glottalized stops (either implosive and ejective) and affricates, glottal stop, voiceless fricatives (including h in some of them inherited from Proto-Maya), two to three nasals, three to four approximants, and a five vowel system with contrasting vowel length (or tense/lax distinctions) in most languages.\nline 29 \| Several languages have developed contrastive tone.\nline 30 \| The major word classes in Mayan languages include nouns, verbs, adjectives, positionals, and affect words. The difference between transitive verbs and intransitive verbs is rigidly maintained in most languages. They usually use the same aspect markers (but not always). Intransitive verbs only indicate their subjects while transitive verbs indicate both subjects and objects. Some languages have a set of status suffixes which is different for the two classes. Positionals are a root class whose most characteristic word form is a non-verbal predicate. Affect words indicate impressions of sounds, movements, and activities. Nouns have a number of different subclasses defined on the basis of characteristics when possessed, or the structure of compounds. Adjectives are formed from a small class of roots (under 50) and many derived forms from verbs and positionals.\nline 31 \| Predicate types are transitive, intransitive, and non-verbal. Non-verbal predicates are based on nouns, adjectives, positionals, numbers, demonstratives, and existential and locative particles. They are distinct from verbs in that they do not take the usual verbal aspect markers. Mayan languages are head marking and verb initial; most have VOA flexible order but some have VAO rigid order. They are morphologically ergative and also have at least some rules that show syntactic ergativity. The most common of these is a constraint on the extraction of subjects of transitive verbs (ergative) for focus and/or interrogation, negation, or relativization. In addition, some languages make a distinction between agentive and non-agentive intransitive verbs. Some also can be shown to use obviation and inverse as important organizing principles. Voice categories include passive, antipassive and agent focus, and an applicative with several different functions.\nline 32 \| The Dravidian languages, spoken mainly in southern India and south Asia, were identified as a separate language family between 1816 and 1856. Four of the 26 Dravidian languages, namely Tamil, Telugu, Kannada, and Malayalam, have long literary traditions, the earliest dating back to the 1st century\nline 33 \| A typical characteristic of Dravidian, which is also an areal characteristic of south Asian languages, is that experiencers and inalienable possessors are case-marked dative. Another is the serialization of verbs by the use of participles, and the use of light verbs to indicate aspectual meaning such as completion, self- or nonself-benefaction, and reflexivization. Subjects, and arguments in general (e.g., direct and indirect objects), may be nonovert. So is the copula, except in Malayalam.\nline 34 \| A number of properties of Dravidian are of interest from a universalist perspective, beginning with the observation that not all syntactic categories N, V, A, and P are primitive. Dravidian postpositions are nominal or verbal in origin. A mere 30 Proto-Dravidian roots have been identified as adjectival; the adjectival function is performed by inflected verbs (participles) and nouns. The nominal encoding of experiences (e.g., as fear rather than afraid/afeared) and the absence of the verb have arguably correlate with the appearance of dative case on experiencers. “Possessed” or genitive-marked N may fulfill the adjectival function, as noticed for languages like Ulwa (a less exotic parallel is the English of-possessive construction: circles of light, cloth of gold). More uniquely perhaps, Kannada instantiates dative-marked N as predicative adjectives. A recent argument that Malayalam verbs originate as dative-marked N suggests both that N is the only primitive syntactic category, and the seminal role of the dative case.\nline 35 \| Other important aspects of Dravidian morphosyntax to receive attention are anaphors and pronouns (not discussed here; see separate article, anaphora in Dravidian), in particular the long-distance anaphor taan and the verbal reflexive morpheme; question (wh-) words and the question/disjunction morphemes, which combine in a semantically transparent way to form quantifier words like someone; the use of reduplication for distributive quantification; and the occurrence of ‘monstrous agreement’ (first-person agreement in clauses embedded under a speech predicate, triggered by matrix third-person antecedents).\nline 36 \| Traditionally, agreement has been considered the finiteness marker in Dravidian.\nline 37 \| Modals, and a finite form of negation, also serve to mark finiteness.\nline 38 \| The nonfinite verbal complement to the finite negative may give the negative clause a tense interpretation.\nline 39 \| Dravidian thus attests matrix nonfinite verbs in finite clauses, challenging the equation of finiteness with tense.\nline 40 \| The Dravidian languages are considered wh-in situ languages. However, wh-words in Malayalam appear in a pre-verbal position in the unmarked word order. The apparently rightward movement of some wh-arguments could be explained by assuming a universal VO order, and wh-movement to a preverbal focus phrase. An alternative analysis is that the verb undergoes V-to-C movement.\nline 41 \| Polysynthesis is informally understood as the packing of a large number of morphemes into single words, as in (1) from Bininj Gun-wok (Evans, in press).\nline 42 \| 'I cooked the wrong meat for them again.'\nline 43 \| Its status as a distinct typological category into which some of the world’s languages fall, on a par with isolating, agglutinating, or fusional languages, has been controversial from the start. Nevertheless, researchers working with these languages are seldom in doubt as to their status as distinct from these other morphological types. This has been complicated by the fact that the speakers of such languages are largely limited to hunter-gatherers—or were so in the not too distant past—so the temptation is to link the phenomenon directly to way of life. This proves to be oversimplified, although it is certainly true that languages qualifying as polysynthetic are almost everywhere spoken in peripheral regions and are on the decline in the modern world—few children are learning them today.\nline 44 \| Perhaps the most pervasive of the traits that give these languages the impression of a “special” status is that of holophrasis, which can be defined as the (possible) expression of what in less synthetic languages would be whole sentences in single complex (usually verbal) words. It turns out, however, that there is much greater variety among polysynthetic languages than is generally thought: there are few other traits that they all share, although distinct subtypes can in fact be distinguished, notably the affixing as opposed to the incorporating type.\nline 45 \| These languages have considerable importance for the investigation of the diachronic complexification of languages in general and of language acquisition by children, as well as for theories of language universals.\nline 46 \| The sociolinguistic factors behind their development have only recently begun to be studied in depth.\nline 47 \| All polysynthetic languages today are to some degree endangered (they are dying off at an alarming rate), and many have been poorly studied if at all, which makes their investigation before it is too late a prime goal for linguistics.\nline 48 \| Erich R. Round\nline 49 \| The non–Pama-Nyugan, Tangkic languages were spoken until recently in the southern Gulf of Carpentaria, Australia. The most extensively documented are Lardil, Kayardild, and Yukulta. Their phonology is notable for its opaque, word-final deletion rules and extensive word-internal sandhi processes. The morphology contains complex relationships between sets of forms and sets of functions, due in part to major historical refunctionalizations, which have converted case markers into markers of tense and complementization and verbal suffixes into case markers. Syntactic constituency is often marked by inflectional concord, resulting frequently in affix stacking. Yukulta in particular possesses a rich set of inflection-marking possibilities for core arguments, including detransitivized configurations and an inverse system. These relate in interesting ways historically to argument marking in Lardil and Kayardild. Subordinate clauses are marked for tense across most constituents other than the subject, and such tense marking is also found in main clauses in Lardil and Kayardild, which have lost the agreement and tense-marking second-position clitic of Yukulta. Under specific conditions of co-reference between matrix and subordinate arguments, and under certain discourse conditions, clauses may be marked, on all or almost all words, by complementization markers, in addition to inflection for case and tense.\nline 50 \| \n```", "role": "user" } ]
LIVERMORE CA, USA ??? General Atomics??? DIII-D Tokamak has been a critical part of the nation???s magnetic fusion energy research since it was built in the 1980s. Over the years, wear and tear has taken its toll. However, it was impossible for researchers to see inside the San Diego company???s highly complicated machine to assess damage…until now. Lawrence Livermore National Laboratory (LLNL) researchers, in collaboration with General Atomics and the University of Arizona, have developed an infrared and visible camera viewing system that is able to produce wide-angle, tangential views of full poloidal (north-south direction of the magnetic field) cross-sections inside the tokamak. The camera???s images provide researchers with data about the interior conditions of the DIII-D, which was built under contract for the Department of Energy. DOE provides funding for its operation. ???We wanted to look inside the tokamak???s chamber to see where things were heating up on the walls,??? said Kevin Morris, a designer with LLNL???s National Security Engineer Division, who was part of the research team that developed the camera system. ???There are a lot of critical areas that are heated by the plasma, and researchers want to understand them better.??? Tokamaks are devices that use a magnetic field to confine plasma in the shape of a torus, which looks like doughnut. The plasma is produced by heating a mixture of deuterium and tritium ??? two isotopes of hydrogen ??? to temperatures greater than 150 million degrees Celsius. In order to keep the hot electrically charged plasma particles away from the machine???s walls, strong magnetic field lines cause them to move around the torus in a helical shape. ???The plasma can be unstable,??? Morris said. ???This can result in heating of the wall in new places.??? The camera system consists of a commercially available infrared camera, a fast visible camera and an optical system designed by a collaboration of physicists, engineers, optical designers and mechanical designers. Their design will be used as a prototype for a set of larger cameras that will be built for the International Thermonuclear Experimental Reactor project. The international nuclear fusion megaproject seeks to build the world???s largest experimental tokamak in France. DIII-D???s camera system, which looks like a periscope, has three polished stainless steel mirrors in a vacuum that view the tokamak through an aperture in the first mirror. It views the machine???s lower divertor, upper divertor, inner wall and outer wall in infrared and visible light. Experiments with the infrared camera have produced results including surface temperatures measurements, surface heat flux profiles and heat distribution along the wall, both in latitude and longitude. The research team???s findings were published in the American Institute of Physics Review of Scientific Instruments. Team members include LLNL’s Lynn Seppala, Dean Urone, Kevin Morris, Shannon Ayers and Bill Meyer and LLNL researchers stationed at General Atomics: Charles Lasnier, Steve Allen and Ron Ellis. The Lawrence Livermore National Laboratory, for more than 60 years, has applied science and technology to make the world a safer place. Lawrence Livermore National Laboratory 7000 East Avenue Livermore CA 94550 USA Operated by Lawrence Livermore National Security, LLC, for the Department of Energy’s National Nuclear Security Administration.	<urn:uuid:720aba3f-eb3d-4708-884f-f7ff21033b01>	CC-MAIN-2017-43	http://www.tempsensornews.com/Research/llnls-new-ir-camera-system-to-view-tokamak-from-the-inside/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823478.54/warc/CC-MAIN-20171019212946-20171019232946-00841.warc.gz	en	0.932758	726	3.15625	3	[ { "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 \| LIVERMORE CA, USA ??? General Atomics??? DIII-D Tokamak has been a critical part of the nation???s magnetic fusion energy research since it was built in the 1980s.\nline 04 \| Over the years, wear and tear has taken its toll.\nline 05 \| However, it was impossible for researchers to see inside the San Diego company??\nline 06 \| ?s highly complicated machine to assess damage…until now.\nline 07 \| Lawrence Livermore National Laboratory (LLNL) researchers, in collaboration with General Atomics and the University of Arizona, have developed an infrared and visible camera viewing system that is able to produce wide-angle, tangential views of full poloidal (north-south direction of the magnetic field) cross-sections inside the tokamak.\nline 08 \| The camera???s images provide researchers with data about the interior conditions of the DIII-D, which was built under contract for the Department of Energy. DOE provides funding for its operation.\nline 09 \| ?\nline 10 \| ?\nline 11 \| ?We wanted to look inside the tokamak??\nline 12 \| ?s chamber to see where things were heating up on the walls,???\nline 13 \| said Kevin Morris, a designer with LLNL??\nline 14 \| ?s National Security Engineer Division, who was part of the research team that developed the camera system.\nline 15 \| ???There are a lot of critical areas that are heated by the plasma, and researchers want to understand them better.???\nline 16 \| Tokamaks are devices that use a magnetic field to confine plasma in the shape of a torus, which looks like doughnut. The plasma is produced by heating a mixture of deuterium and tritium ??? two isotopes of hydrogen ??? to temperatures greater than 150 million degrees Celsius.\nline 17 \| In order to keep the hot electrically charged plasma particles away from the machine??\nline 18 \| ?s walls, strong magnetic field lines cause them to move around the torus in a helical shape.\nline 19 \| ???The plasma can be unstable,??? Morris said. ???This can result in heating of the wall in new places.???\nline 20 \| The camera system consists of a commercially available infrared camera, a fast visible camera and an optical system designed by a collaboration of physicists, engineers, optical designers and mechanical designers.\nline 21 \| Their design will be used as a prototype for a set of larger cameras that will be built for the International Thermonuclear Experimental Reactor project.\nline 22 \| The international nuclear fusion megaproject seeks to build the world???s largest experimental tokamak in France.\nline 23 \| DIII-D???s camera system, which looks like a periscope, has three polished stainless steel mirrors in a vacuum that view the tokamak through an aperture in the first mirror. It views the machine???s lower divertor, upper divertor, inner wall and outer wall in infrared and visible light.\nline 24 \| Experiments with the infrared camera have produced results including surface temperatures measurements, surface heat flux profiles and heat distribution along the wall, both in latitude and longitude.\nline 25 \| The research team???s findings were published in the American Institute of Physics Review of Scientific Instruments.\nline 26 \| Team members include LLNL’s Lynn Seppala, Dean Urone, Kevin Morris, Shannon Ayers and Bill Meyer and LLNL researchers stationed at General Atomics: Charles Lasnier, Steve Allen and Ron Ellis.\nline 27 \| The Lawrence Livermore National Laboratory, for more than 60 years, has applied science and technology to make the world a safer place.\nline 28 \| Lawrence Livermore National Laboratory\nline 29 \| 7000 East Avenue\nline 30 \| Livermore CA 94550 USA\nline 31 \| Operated by Lawrence Livermore National Security, LLC, for the Department of Energy’s National Nuclear Security Administration.\nline 32 \| \n```", "role": "user" } ]
Dr. Dimitris Argyropoulos, Professor in the Department of Forest Biomaterials, is in the process of creating the company Lumicide with Drs. Reza Ghiladi, Associate Professor in the Department of Chemistry, and Frank Scholle, Associate Professor in the Department of Biological Sciences. The collaborative cross-college project, now in the commercialization stage, is supported by the Chancellor’s Innovation Fund and the North Carolina Biotechnology Center. Lumicide will produce nanofibrillated cellulose material embedded with photosensitive molecules for use as an antimicrobial and antiviral additive. Basically, they will create an additive for an antimicrobial paint activated by air and light. Painted surfaces, like doorknobs, will kill microbes, viruses and fungi on contact. Activated by simply turning on the light, the product is ideal for places like hospitals, cruise ships and home nurseries since the antimicrobial paint is also green and non-toxic. “It’s a simple thing really,” Argyropoulos said. “It’s just paper, water and a little extra. The additive is also easy to apply as it can be sprayed, brushed or 3D-printed and is renewable, compostable, biocompatible and biodegradable, making it an environmentally friendly and cost-effective antimicrobial additive for consumer and commercial goods.” Argyropoulos and the team were inspired by photoactive cancer treatments, which use focused visible light to kill cancer cells. Starting with photo active papers and ideas aimed at medical applications, the team finally landed on the idea of using nanofibrillated cellulose to create their new product. Nanofibrillated cellulose, which is not only durable, but resistant to changes in heat, is made from paper that has been extremely delaminated to create a gel-like substance. After adding an active component, the team realized they were on to something. Their product is 99.5 percent accurate at killing microbes and various viruses through oxidation. The next step for Lumicide is to test durability and effectiveness of the paint before entering clinical trials. It’s important to know how long the paint’s antimicrobial properties will last between coats. They also hope to test the product in multiple colors and surfaces, including medical devices, clothing, wallpaper, linens, food wrappers and more, to give users more options. To Argyropoulos, the most important aspect of the product is combatting antibiotic resistance. “Microbial contamination costs billions in damage, resulting in health risks, infections and biofouling,” he said. “To prevent and kill microbes, antibiotics are added into materials that are susceptible to microbial growth or that come into human contact. Antibiotics, however, can be expensive, toxic to human health or become ineffective due to microbial resistance. Photodynamic inactivation [PDI] is an alternative treatment for microbial contamination and infections. PDI inactivates microbes without using antibiotics, allowing for non-target specificity without the potential for microbial resistance.” Since the antimicrobial paint will kill microbes without people having to take medicine, doctors won’t have to prescribe as many antibiotics. The paint is less invasive, more effective and prevents the spread of drug-resistant super bugs. The work of the group was also recently featured on CBS North Carolina. Watch the two-minute video.	<urn:uuid:3f9a478f-2a1d-49cc-8c65-092549a70cda>	CC-MAIN-2017-43	https://cnr.ncsu.edu/news/2017/09/let-there-be-light-the-path-to-no-microbes/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824618.72/warc/CC-MAIN-20171021062002-20171021082002-00641.warc.gz	en	0.937466	712	3.125	3	[ { "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 \| Dr. Dimitris Argyropoulos, Professor in the Department of Forest Biomaterials, is in the process of creating the company Lumicide with Drs. Reza Ghiladi, Associate Professor in the Department of Chemistry, and Frank Scholle, Associate Professor in the Department of Biological Sciences. The collaborative cross-college project, now in the commercialization stage, is supported by the Chancellor’s Innovation Fund and the North Carolina Biotechnology Center.\nline 03 \| Lumicide will produce nanofibrillated cellulose material embedded with photosensitive molecules for use as an antimicrobial and antiviral additive. Basically, they will create an additive for an antimicrobial paint activated by air and light. Painted surfaces, like doorknobs, will kill microbes, viruses and fungi on contact. Activated by simply turning on the light, the product is ideal for places like hospitals, cruise ships and home nurseries since the antimicrobial paint is also green and non-toxic.\nline 04 \| “It’s a simple thing really,” Argyropoulos said.\nline 05 \| “It’s just paper, water and a little extra.\nline 06 \| The additive is also easy to apply as it can be sprayed, brushed or 3D-printed and is renewable, compostable, biocompatible and biodegradable, making it an environmentally friendly and cost-effective antimicrobial additive for consumer and commercial goods.”\nline 07 \| Argyropoulos and the team were inspired by photoactive cancer treatments, which use focused visible light to kill cancer cells. Starting with photo active papers and ideas aimed at medical applications, the team finally landed on the idea of using nanofibrillated cellulose to create their new product. Nanofibrillated cellulose, which is not only durable, but resistant to changes in heat, is made from paper that has been extremely delaminated to create a gel-like substance. After adding an active component, the team realized they were on to something. Their product is 99.5 percent accurate at killing microbes and various viruses through oxidation.\nline 08 \| The next step for Lumicide is to test durability and effectiveness of the paint before entering clinical trials. It’s important to know how long the paint’s antimicrobial properties will last between coats. They also hope to test the product in multiple colors and surfaces, including medical devices, clothing, wallpaper, linens, food wrappers and more, to give users more options.\nline 09 \| To Argyropoulos, the most important aspect of the product is combatting antibiotic resistance.\nline 10 \| “Microbial contamination costs billions in damage, resulting in health risks, infections and biofouling,” he said. “To prevent and kill microbes, antibiotics are added into materials that are susceptible to microbial growth or that come into human contact. Antibiotics, however, can be expensive, toxic to human health or become ineffective due to microbial resistance. Photodynamic inactivation [PDI] is an alternative treatment for microbial contamination and infections. PDI inactivates microbes without using antibiotics, allowing for non-target specificity without the potential for microbial resistance.”\nline 11 \| Since the antimicrobial paint will kill microbes without people having to take medicine, doctors won’t have to prescribe as many antibiotics. The paint is less invasive, more effective and prevents the spread of drug-resistant super bugs.\nline 12 \| The work of the group was also recently featured on CBS North Carolina. Watch the two-minute video.\nline 13 \| \n```", "role": "user" } ]
New concussion testing in schools will help ensure athlete safety The days of rushing back athletes from head injuries are a thing of the past as more and more research shows the dangers of returning too soon from concussions. Studies are showing that Second Impact Syndrome can lead to more serious injuries and long-term effects that might include headaches, depression, anxiety, and learning and concentration difficulties. Those findings have caused many schools across the country to put safety before speed when it comes to getting athletes back in action. "Anytime you're talking about potential brain injuries, you have to be overly cautious," Alexandria football coach Mike Empting said. "I look back to when I was a player and the shots I took and the way I felt, I'm sure I was concussed and played. That's not a good situation." Starting this fall, Empting's Cardinals will be one of the many programs in the area that are doing what they can to make sure that never happens. A web-based program called ImPACT will now be the standard used in deciding whether or not an athlete is ready to return to action in Alexandria, Osakis, West Central Area, Brandon-Evansville, Minnewaska and Parkers Prairie schools. ImPACT measures multiple aspects of cognitive functioning. The 30-40 minute test will assess visual memory, concentration, speed processing and reaction time - all things that are negatively impacted after a concussion. "With the emphasis that we're seeing nationwide on the impact of concussions, we want to be ahead of the game," District 206 Activities Director Dr. David Hartmann said, "and make sure we're doing all we can for the kids in our program. It's so important that we don't put anyone in a situation where there could be long-term effects." Paul Westerberg, an athletic trainer at Jefferson High School since 2002, helped push for the new testing. A Standardized Assessment of Concussion (SAC) test was used until this year. SAC is a paper test that was successful in assessing concentration and memory. The test's downfall was its inability to gauge process and reaction speeds. "It wasn't that it wasn't successful for us," Westerberg said. "But more and more research has been done since 2006 to show that concussions are more than just memory. It's also about reaction time." Fall-sport athletes in football, cheerleading and boys' and girls' soccer in Alexandria were required to take a baseline test heading into the season. The tests are done online in a quiet area, most often a computer lab, without any distractions. Those results will determine whether or not an athlete is symptom free and will serve as the standard at which an athletic trainer will look to if one of those players suffers a concussion during the season. The idea is to use an objective way of determining when an athlete is ready to return. In the past, coaches and medical professionals had to rely on athletes to answer truthfully when asked about any symptoms they were still experiencing after a concussion. "If you know athletes, they're ultra competitive," Westerberg said. "They're more than likely to falsify how they're feeling because they don't want to let their team down. They don't want to let their coaches down, their school down. They want to get back out there." ImPACT further eliminates that subjective part of the equation. Trainers are now able to cover all their bases by going to the data to determine if there are any lingering symptoms. "If a kid can pass the ImPACT test, I do feel a lot better that they are healed," Westerberg said. "I don't think you can pass it if you have some type of symptom. You may not even feel the symptoms. You may feel fine, but the test will show that you're not concentrating as well and maybe your reaction time isn't what you thought it was." The switch to ImPACT comes at a time when the state is taking steps to ensure the safe return from concussions for young athletes. Governor Mark Dayton signed a sports concussion bill into law earlier this spring that requires every athlete to have written permission from a health-care professional before returning to action. Coaches are also obligated to learn more about what to look for. They are required to take an initial online training course and another course once every three years after that to make sure they understand the symptoms that signal a concussion. "I think most of our coaches have been pretty well trained," Hartmann said. "If we have had any doubt, we keep them out...this just raises the awareness and educates them on the symptoms. We have had very supportive participation. They all see the value in it." Westerberg said they deal with an average of five to 10 concussion cases every school year in District 206. An estimated 3.8 million cases a year are reported in the United States. The goal across the board is becoming a lot more clear - get athletes back in the game only when they are 100-percent healthy. "We need to make sure that they're healthy," Westerberg said. "Because if they're not, and they come back and get hit again, it could be a lot worse, and it could take a heck of a lot longer to get them back. It's just better to deal with it right the first time." BACK IN ACTION Once an athlete says they are symptom free, they must pass a series of tests before returning to game action. They must first perform the ImPACT test to determine whether or not they reach their baseline levels. If they do, the athlete is then cleared to go through a multi-step process. First is riding on a stationary bike before moving on to light jogging. They then go on to a rigorous sprinting test and non-contact activity. If they pass all those without experiencing any setbacks, they will be allowed to move back into the contact portion of the sport.	<urn:uuid:eff64354-fabc-4e7b-be5b-b465b09d0838>	CC-MAIN-2017-43	http://www.echopress.com/sports/cardinals/1630263-new-concussion-testing-schools-will-help-ensure-athlete-safety	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825308.77/warc/CC-MAIN-20171022150946-20171022170946-00441.warc.gz	en	0.979929	1,228	2.890625	3	[ { "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 \| New concussion testing in schools will help ensure athlete safety\nline 04 \| The days of rushing back athletes from head injuries are a thing of the past as more and more research shows the dangers of returning too soon from concussions.\nline 05 \| Studies are showing that Second Impact Syndrome can lead to more serious injuries and long-term effects that might include headaches, depression, anxiety, and learning and concentration difficulties.\nline 06 \| Those findings have caused many schools across the country to put safety before speed when it comes to getting athletes back in action.\nline 07 \| \"Anytime you're talking about potential brain injuries, you have to be overly cautious,\" Alexandria football coach Mike Empting said.\nline 08 \| \"I look back to when I was a player and the shots I took and the way I felt, I'm sure I was concussed and played.\nline 09 \| That's not a good situation.\"\nline 10 \| Starting this fall, Empting's Cardinals will be one of the many programs in the area that are doing what they can to make sure that never happens. A web-based program called ImPACT will now be the standard used in deciding whether or not an athlete is ready to return to action in Alexandria, Osakis, West Central Area, Brandon-Evansville, Minnewaska and Parkers Prairie schools.\nline 11 \| ImPACT measures multiple aspects of cognitive functioning. The 30-40 minute test will assess visual memory, concentration, speed processing and reaction time - all things that are negatively impacted after a concussion.\nline 12 \| \"With the emphasis that we're seeing nationwide on the impact of concussions, we want to be ahead of the game,\" District 206 Activities Director Dr. David Hartmann said, \"and make sure we're doing all we can for the kids in our program. It's so important that we don't put anyone in a situation where there could be long-term effects.\"\nline 13 \| Paul Westerberg, an athletic trainer at Jefferson High School since 2002, helped push for the new testing. A Standardized Assessment of Concussion (SAC) test was used until this year. SAC is a paper test that was successful in assessing concentration and memory. The test's downfall was its inability to gauge process and reaction speeds.\nline 14 \| \"It wasn't that it wasn't successful for us,\" Westerberg said.\nline 15 \| \"But more and more research has been done since 2006 to show that concussions are more than just memory.\nline 16 \| It's also about reaction time.\"\nline 17 \| Fall-sport athletes in football, cheerleading and boys' and girls' soccer in Alexandria were required to take a baseline test heading into the season. The tests are done online in a quiet area, most often a computer lab, without any distractions.\nline 18 \| Those results will determine whether or not an athlete is symptom free and will serve as the standard at which an athletic trainer will look to if one of those players suffers a concussion during the season.\nline 19 \| The idea is to use an objective way of determining when an athlete is ready to return. In the past, coaches and medical professionals had to rely on athletes to answer truthfully when asked about any symptoms they were still experiencing after a concussion.\nline 20 \| \"If you know athletes, they're ultra competitive,\" Westerberg said. \"They're more than likely to falsify how they're feeling because they don't want to let their team down. They don't want to let their coaches down, their school down. They want to get back out there.\"\nline 21 \| ImPACT further eliminates that subjective part of the equation. Trainers are now able to cover all their bases by going to the data to determine if there are any lingering symptoms.\nline 22 \| \"If a kid can pass the ImPACT test, I do feel a lot better that they are healed,\" Westerberg said. \"I don't think you can pass it if you have some type of symptom. You may not even feel the symptoms. You may feel fine, but the test will show that you're not concentrating as well and maybe your reaction time isn't what you thought it was.\"\nline 23 \| The switch to ImPACT comes at a time when the state is taking steps to ensure the safe return from concussions for young athletes. Governor Mark Dayton signed a sports concussion bill into law earlier this spring that requires every athlete to have written permission from a health-care professional before returning to action.\nline 24 \| Coaches are also obligated to learn more about what to look for. They are required to take an initial online training course and another course once every three years after that to make sure they understand the symptoms that signal a concussion.\nline 25 \| \"I think most of our coaches have been pretty well trained,\" Hartmann said. \"If we have had any doubt, we keep them out...this just raises the awareness and educates them on the symptoms. We have had very supportive participation. They all see the value in it.\"\nline 26 \| Westerberg said they deal with an average of five to 10 concussion cases every school year in District 206. An estimated 3.8 million cases a year are reported in the United States.\nline 27 \| The goal across the board is becoming a lot more clear - get athletes back in the game only when they are 100-percent healthy.\nline 28 \| \"We need to make sure that they're healthy,\" Westerberg said. \"Because if they're not, and they come back and get hit again, it could be a lot worse, and it could take a heck of a lot longer to get them back. It's just better to deal with it right the first time.\"\nline 29 \| BACK IN ACTION\nline 30 \| Once an athlete says they are symptom free, they must pass a series of tests before returning to game action.\nline 31 \| They must first perform the ImPACT test to determine whether or not they reach their baseline levels. If they do, the athlete is then cleared to go through a multi-step process. First is riding on a stationary bike before moving on to light jogging. They then go on to a rigorous sprinting test and non-contact activity.\nline 32 \| If they pass all those without experiencing any setbacks, they will be allowed to move back into the contact portion of the sport.\nline 33 \| \n```", "role": "user" } ]
Marie de' Medici(redirected from Marie de Medecis) Marie de' Medici(mĕd`ĭchē), 1573–1642, queen of France, second wife of King Henry IV and daughter of Francesco de' Medici, grand duke of Tuscany. She was married to Henry in 1600. After his assassination (1610) she became regent for her son Louis XIII. She reversed the policies set by her husband; the duc de SullySully, Maximilien de Béthune, duc de , 1560–1641, French statesman. Born and reared a Protestant, he fought in the Wars of Religion under the Huguenot leader Henry of Navarre (later King Henry IV of France). Before 1606 he was known as baron de Rosny. ..... Click the link for more information. was replaced by her favorite, Concini, and the carefully hoarded treasury surplus was dissipated in court extravagance and in pensions to the discontented nobles. In foreign affairs she abandoned the traditional anti-Hapsburg policy. A new Franco-Spanish alliance was formed by the marriage of Louis to Anne of Austria, daughter of King Philip III of Spain, and was further cemented by the marriage of the French princess Elizabeth to the future Philip IV of Spain. Having remained in power for three years beyond the king's majority, Marie was forced into exile after the murder of Concini (1617). In 1619 her partisans rose in revolt, but she was reconciled to her son in 1622. After the rise to power of her former favorite, Cardinal RichelieuRichelieu, Armand Jean du Plessis, duc de (Cardinal Richelieu) , 1585–1642, French prelate and statesman, chief minister of King Louis XIII, cardinal of the Roman Catholic Church. ..... Click the link for more information. , she attempted (1630) to regain influence by urging the king to dismiss his minister of state; instead Louis forced his mother into a new exile at Compiègne, whence she fled to the Netherlands (1631), never to return to France. She was the mother of Henrietta Maria, queen of Charles I of England. The marriage of Marie and Henry IV was the subject of a celebrated series of paintings by Peter Paul Rubens. See biographies by J. Pardoe (3 vol., 1852), A. P. Lord (1903), and L. Batiffol (1906; tr. 1908, repr. 1970). Medici, Marie de':see Marie de' MediciMarie de' Medici , 1573–1642, queen of France, second wife of King Henry IV and daughter of Francesco de' Medici, grand duke of Tuscany. She was married to Henry in 1600. After his assassination (1610) she became regent for her son Louis XIII. ..... Click the link for more information. .	<urn:uuid:390b01a1-c89a-43bf-8e41-1105a6c23d45>	CC-MAIN-2017-43	http://encyclopedia2.thefreedictionary.com/Marie+de+Medecis	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187827662.87/warc/CC-MAIN-20171023235958-20171024015958-00241.warc.gz	en	0.954935	630	2.703125	3	[ { "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 \| Marie de' Medici(redirected from Marie de Medecis)\nline 04 \| Marie de' Medici(mĕd`ĭchē), 1573–1642, queen of France, second wife of King Henry IV and daughter of Francesco de' Medici, grand duke of Tuscany. She was married to Henry in 1600. After his assassination (1610) she became regent for her son Louis XIII. She reversed the policies set by her husband; the duc de SullySully, Maximilien de Béthune, duc de\nline 05 \| , 1560–1641, French statesman. Born and reared a Protestant, he fought in the Wars of Religion under the Huguenot leader Henry of Navarre (later King Henry IV of France). Before 1606 he was known as baron de Rosny.\nline 06 \| ..... Click the link for more information. was replaced by her favorite, Concini, and the carefully hoarded treasury surplus was dissipated in court extravagance and in pensions to the discontented nobles. In foreign affairs she abandoned the traditional anti-Hapsburg policy. A new Franco-Spanish alliance was formed by the marriage of Louis to Anne of Austria, daughter of King Philip III of Spain, and was further cemented by the marriage of the French princess Elizabeth to the future Philip IV of Spain. Having remained in power for three years beyond the king's majority, Marie was forced into exile after the murder of Concini (1617). In 1619 her partisans rose in revolt, but she was reconciled to her son in 1622. After the rise to power of her former favorite, Cardinal RichelieuRichelieu, Armand Jean du Plessis, duc de\nline 07 \| (Cardinal Richelieu) , 1585–1642, French prelate and statesman, chief minister of King Louis XIII, cardinal of the Roman Catholic Church.\nline 08 \| ..... Click the link for more information. , she attempted (1630) to regain influence by urging the king to dismiss his minister of state; instead Louis forced his mother into a new exile at Compiègne, whence she fled to the Netherlands (1631), never to return to France. She was the mother of Henrietta Maria, queen of Charles I of England. The marriage of Marie and Henry IV was the subject of a celebrated series of paintings by Peter Paul Rubens.\nline 09 \| See biographies by J. Pardoe (3 vol., 1852), A. P. Lord (1903), and L. Batiffol (1906; tr.\nline 10 \| 1908, repr.\nline 11 \| 1970).\nline 12 \| Medici, Marie de':see Marie de' MediciMarie de' Medici\nline 13 \| , 1573–1642, queen of France, second wife of King Henry IV and daughter of Francesco de' Medici, grand duke of Tuscany. She was married to Henry in 1600. After his assassination (1610) she became regent for her son Louis XIII.\nline 14 \| ..... Click the link for more information.\nline 15 \| .\nline 16 \| \n```", "role": "user" } ]
Animation & Interactive Media RMIT PROJECT BRIEF: Space + Environments Home, Idealism, Spatiality, Safety, Power, Politics, Relationships, Community, Solitude, Crime, Art, Empires, Enterprise, Charity, Network, Simulation. What is home? What constitutes our ideal of our own space? The environments that we live in, were they chosen for us or did we choose them? Is the country we live in our own? Would we have chosen our birth place if given the opportunity? Do you envisage a different life or are you contented? The world in which we live has certain boundaries and parameters that are defined and set in place. We accept them and may take comfort in the fact that they are there and act as a safety net. We have political systems and laws that bind our society to rules. Conformity within means is expected and these principles are what make a community function. To explore the possibility of creating your own ideal place or space in a simulated society. Do you aspire to Plato’s ‘Republic’ as a framework for your contentions where it’s proposed citizens be categorised into a class structure of ‘golden,’ ‘silver,’ ‘bronze’ and ‘iron’ socioeconomic groupings or Nietzsche’s works in existentialism and nihilism for inspiration? You are to take the idea of what you would do if given the opportunity to create your ideal place in the world. This could mean a humble abode in a rural setting or the Lord of a manor with a serfdom to rule over. It could mean you desire to reside in a commune and abide by principles of ‘Lebensreform’ or create a philanthropic venture. You may wish to take an anthropomorphic form and explore the animal kingdom for inspiration or be more abstract and lateral in your thinking. The choice is yours. Represent your ideal in an interactive work. The contents of your work can be set in text, animation, sound/music but be clear of your intentions to the participant. The work is then to be placed on a LAN that will be set up exclusively for you and your fellow students. The network will be the parameter of your world. After the environments are placed on the network each of you will be able to interact or explore one another’s space. The environment that engages the user in terms of the most time spent exploring their world will be deemed the most ideal space. Consider when building or conceiving your environment that you try and make it as engaging as possible. Visitors need to be enticed to your space and once there spend as much time as possible in interactivity. The participant might be coaxed by intrigue to your space and not necessarily by comfort. The chosen media is up to you but make the submission interactive in whatever format or technology you are using. If possible 1280×720 and sound at 44.1 kHz.	<urn:uuid:a1542418-9dc8-41d0-92e1-00828eca4e02>	CC-MAIN-2017-43	https://beyondthesehills.wordpress.com/2011/04/27/spaceenvironments-brief/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187820930.11/warc/CC-MAIN-20171017072323-20171017092323-00441.warc.gz	en	0.930216	614	2.671875	3	[ { "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 \| Animation & Interactive Media RMIT\nline 03 \| PROJECT BRIEF: Space + Environments\nline 04 \| Home, Idealism, Spatiality, Safety, Power, Politics, Relationships, Community, Solitude, Crime, Art, Empires, Enterprise, Charity, Network, Simulation.\nline 05 \| What is home? What constitutes our ideal of our own space? The environments that we live in, were they chosen for us or did we choose them? Is the country we live in our own? Would we have chosen our birth place if given the opportunity? Do you envisage a different life or are you contented? The world in which we live has certain boundaries and parameters that are defined and set in place. We accept them and may take comfort in the fact that they are there and act as a safety net. We have political systems and laws that bind our society to rules. Conformity within means is expected and these principles are what make a community function.\nline 06 \| To explore the possibility of creating your own ideal place or space in a simulated society. Do you aspire to Plato’s ‘Republic’ as a framework for your contentions where it’s proposed citizens be categorised into a class structure of ‘golden,’ ‘silver,’ ‘bronze’ and ‘iron’ socioeconomic groupings or Nietzsche’s works in existentialism and nihilism for inspiration?\nline 07 \| You are to take the idea of what you would do if given the opportunity to create your ideal place in the world. This could mean a humble abode in a rural setting or the Lord of a manor with a serfdom to rule over. It could mean you desire to reside in a commune and abide by principles of ‘Lebensreform’ or create a philanthropic venture. You may wish to take an anthropomorphic form and explore the animal kingdom for inspiration or be more abstract and lateral in your thinking. The choice is yours.\nline 08 \| Represent your ideal in an interactive work. The contents of your work can be set in text, animation, sound/music but be clear of your intentions to the participant. The work is then to be placed on a LAN that will be set up exclusively for you and your fellow students. The network will be the parameter of your world. After the environments are placed on the network each of you will be able to interact or explore one another’s space. The environment that engages the user in terms of the most time spent exploring their world will be deemed the most ideal space.\nline 09 \| Consider when building or conceiving your environment that you try and make it as engaging as possible. Visitors need to be enticed to your space and once there spend as much time as possible in interactivity. The participant might be coaxed by intrigue to your space and not necessarily by comfort.\nline 10 \| The chosen media is up to you but make the submission interactive in whatever format or technology you are using.\nline 11 \| If possible 1280×720 and sound at 44.1 kHz.\nline 12 \| \n```", "role": "user" } ]
As part of the United Nation's Children's Fund (UNICEF) World Cup in My Village Project, initiated during the Fédération Internationale de Football Association (FIFA) World Cup 2010 in South Africa, the Children's Radio Foundation and local partners in Mongu, Zambia, and Rubavu districts in Rwanda worked with young people to produce radio shows and videos that were broadcast during open-air public viewings of the World Cup football matches. The programme was designed to use the power of football to communicate with young people and encourage them to make their voices heard. The public viewing areas were mounted using inflatable air screens and satellite dishes, often in locations with no electricity, in football pitches, open fields, community schools, and refugee settlements. In Zambia, the screens were moved around each night and, according to organisers, viewings attracted 12,000 people. Earlier viewings took place in community schools and later screenings took place at a United Nations High Commission for Refugees (UNHCR) refugee settlement 8 hours away from Lusaka, the capital city of Zambia. The public viewing spaces were also used for community events such as youth football games and educational activities on HIV/AIDS awareness and prevention. According to UNICEF, 20,000 people in Rwanda who are living in isolated communities and are cut off from mainstream sources of information, made use of the public viewing areas in their communities. As part of this initiative, the Children's Radio Foundation trained groups of young people in each country as youth journalists. In the radio and video workshops, young people learned about interviewing techniques, how to express their opinion clearly, and production of media pieces. Using audio recorders, cameras, and flip video cameras, young people were encouraged to report on issues affecting young people in their communities and to share their experiences and concerns with the rest of the world. The youth-produced pieces were broadcast and live talk shows held during half-time at the public viewings, complemented by public service announcements on education, child rights, health, and other issues. Programmes were also broadcast on local, national, and international radio stations, and content was posted on the CRF website and disseminated via other social media platforms. Following the conclusion of the World Cup, the young journalists in Zambia have arranged to work with reporters at a local community radio station to create regular youth programming and to host a talk show for young people in their communities. Acting as peer leaders, they are engaging young people from their communities in the programme. Many of the young journalists have also taken on the role of climate ambassadors, advocating for responsible environmental behaviour in their communities. The inflatable screens and projectors will also be used by UNICEF Country Offices for future community activities. The project's community partner in Rwanda, Vision Jeunesse Nouvelle, is discussing the possibility of starting a youth radio station based on the philosophy "radio for young people, by young people" with the core group of newly trained youth reporters. Children, Education, Environment, HIV/AIDS, Rights. World Cup in My Village was created as a part of UNICEF's support of the 1 Goal campaign, which is designed to get every child into primary school by 2015. The majority of media pieces produced by young people were about how education or the lack of it had affected their lives. Many young people in Zambia who were interviewed by the youth journalists remarked that they had only ever heard football games on the radio and that it was the first time they had actually seen the players they had heard so much about. United Nation's Children's Fund (UNICEF), Children's Radio Foundation, Vision Jeunesse Nouvelle (Rwanda), Grassroots Soccer (Zambia), and United Nations High Commissioner for Refugees (UNHCR).	<urn:uuid:4fccb0f0-65d1-4320-b1b2-64751c7825a5>	CC-MAIN-2017-43	http://www.comminit.com/governance-africa/taxonomy/term/4109	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823016.53/warc/CC-MAIN-20171018161655-20171018181655-00241.warc.gz	en	0.97843	779	2.578125	3	[ { "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 \| As part of the United Nation's Children's Fund (UNICEF) World Cup in My Village Project, initiated during the Fédération Internationale de Football Association (FIFA) World Cup 2010 in South Africa, the Children's Radio Foundation and local partners in Mongu, Zambia, and Rubavu districts in Rwanda worked with young people to produce radio shows and videos that were broadcast during open-air public viewings of the World Cup football matches.\nline 03 \| The programme was designed to use the power of football to communicate with young people and encourage them to make their voices heard.\nline 04 \| The public viewing areas were mounted using inflatable air screens and satellite dishes, often in locations with no electricity, in football pitches, open fields, community schools, and refugee settlements. In Zambia, the screens were moved around each night and, according to organisers, viewings attracted 12,000 people. Earlier viewings took place in community schools and later screenings took place at a United Nations High Commission for Refugees (UNHCR) refugee settlement 8 hours away from Lusaka, the capital city of Zambia. The public viewing spaces were also used for community events such as youth football games and educational activities on HIV/AIDS awareness and prevention. According to UNICEF, 20,000 people in Rwanda who are living in isolated communities and are cut off from mainstream sources of information, made use of the public viewing areas in their communities.\nline 05 \| As part of this initiative, the Children's Radio Foundation trained groups of young people in each country as youth journalists. In the radio and video workshops, young people learned about interviewing techniques, how to express their opinion clearly, and production of media pieces. Using audio recorders, cameras, and flip video cameras, young people were encouraged to report on issues affecting young people in their communities and to share their experiences and concerns with the rest of the world.\nline 06 \| The youth-produced pieces were broadcast and live talk shows held during half-time at the public viewings, complemented by public service announcements on education, child rights, health, and other issues. Programmes were also broadcast on local, national, and international radio stations, and content was posted on the CRF website and disseminated via other social media platforms.\nline 07 \| Following the conclusion of the World Cup, the young journalists in Zambia have arranged to work with reporters at a local community radio station to create regular youth programming and to host a talk show for young people in their communities. Acting as peer leaders, they are engaging young people from their communities in the programme. Many of the young journalists have also taken on the role of climate ambassadors, advocating for responsible environmental behaviour in their communities.\nline 08 \| The inflatable screens and projectors will also be used by UNICEF Country Offices for future community activities.\nline 09 \| The project's community partner in Rwanda, Vision Jeunesse Nouvelle, is discussing the possibility of starting a youth radio station based on the philosophy \"radio for young people, by young people\" with the core group of newly trained youth reporters.\nline 10 \| Children, Education, Environment, HIV/AIDS, Rights.\nline 11 \| World Cup in My Village was created as a part of UNICEF's support of the 1 Goal campaign, which is designed to get every child into primary school by 2015.\nline 12 \| The majority of media pieces produced by young people were about how education or the lack of it had affected their lives.\nline 13 \| Many young people in Zambia who were interviewed by the youth journalists remarked that they had only ever heard football games on the radio and that it was the first time they had actually seen the players they had heard so much about.\nline 14 \| United Nation's Children's Fund (UNICEF), Children's Radio Foundation, Vision Jeunesse Nouvelle (Rwanda), Grassroots Soccer (Zambia), and United Nations High Commissioner for Refugees (UNHCR).\nline 15 \| \n```", "role": "user" } ]
Should we restore or protect, on land or in the sea, to best benefit marine ecosystems? We developed a model that compared restoration to protection, on either the land or in the ocean, to maximise the extent of coastal marine ecosystems We found that direct active marine restoration can be the most cost-effective approach over decadal time-scales The optimal decision will vary in different social-ecological contexts. We provide some rules of thumb to help with decisions. Coastal ecosystems like seagrass, coral and mangroves occupy the narrow fringe of sea between the land and the deep ocean. As such they provide easy access to the marine world – they are shallow, close to shore, and relatively calm places compared to the open ocean. These same features also make coastal ecosystems vulnerable to human activities – activities occurring both on land and in the ocean. Consequently, these ecosystems pose a number of challenges to managers. When it comes to getting the best outcomes for these coastal marine ecosystems, should we be investing limited conservation budgets in actions on the land or in the ocean? Conventional wisdom is that the most effective conservation actions to benefit coastal marine ecosystems involve the implementation of marine protected areas, or alternatively, a reduction of land-based threats. Active marine restoration, on the other hand, is typically considered a low priority option. This is due, in part, to high costs and low success rates. To help managers better understand the trade-offs, we developed a model that compared restoration to protection, on either the land or in the ocean. The aim is to maximise extent of coastal marine ecosystems. We based the model on seagrass meadows and adjacent catchments in Southeast Queensland. In our model, the riparian vegetation in the landscape, the presence or absence of which is a major determinant of sediment erosion to the coast in the region, is divided into four categories – intact and protected, intact and unprotected, cleared, or in restoring condition. This is based on work by Hugh Possingham and colleagues (Possingham et al, 2015). In our analysis we extended the approach to include the adjacent seascape, which in our case study consisted of seagrass meadows. The marine ecosystem was divided into the same four categories, with a fifth category for areas of the ocean which are unsuitable for seagrasses due to low light conditions. The area of ocean that is too murky to support seagrass changes in each time-step as a function of the proportion of the landscape that is cleared, and thus a source of eroded sediments to the ocean, vs intact riparian habitats, which protect against erosion. Surprisingly, we found that despite its high cost and low feasibility (see Decision Point #95) direct active marine restoration can be the most cost-effective approach to maximising extent of marine ecosystems over decadal time-scales. This assumes that there is suitable habitat available for restoration (defined as planting seagrass transplants); clearly, if suitable habitat does not exist, for example due to poor water quality, then other actions would take priority. There is substantial uncertainty in our understanding of the dynamics of complex linked land-sea ecosystems, several assumptions underpinning our model, and a large degree of uncertainty exists in some of the model parameters. Further, geomorphological and ecological conditions vary geographically. The model can in theory be applied to other regions, but it is not straightforward to parameterise. Therefore we used the model to investigate how uncertainty in key parameters affects our decision making. We discovered that the optimal decision will vary in different social-ecological contexts, but some basic information can guide optimal investments to counteract land and ocean based stressors: (1) marine restoration should be prioritised if the rates of marine ecosystem decline and expansion are similar and low; (2) marine protection should take precedence if the rate of marine ecosystem decline is high, or if the adjacent catchment is relatively intact and has a low rate of vegetation decline; (3) land-based actions are optimal when the ratio of marine ecosystem expansion to decline is >1.4, with terrestrial restoration typically the most cost effective; and (4) land protection should be prioritised if the catchment is relatively intact, but the rate of vegetation decline is high. These rules-of-thumb illustrate how cost-effective conservation outcomes for connected land-ocean systems can proceed without complex modelling. More info: Megan Saunders email@example.com Possingham HP, M Bode & CJ Klein (2015). Optimal conservation outcomes require both restoration and protection. PLoS Biol 13: e1002052. Saunders MI, M Bode, S Atkinson, CJ Klein, A Metaxas, J Beher, M Beger, M Mills, S Giakoumi, V Tulloch & HP Possingham (2017). Simple rules can guide whether land or ocean based conservation will best benefit marine ecosystems. PLoS Biology. http://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.2001886	<urn:uuid:dd963cc8-6868-4480-88c5-0765439a3093>	CC-MAIN-2017-43	http://decision-point.com.au/article/trade-offs-on-land-and-sea/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823260.52/warc/CC-MAIN-20171019084246-20171019104246-00141.warc.gz	en	0.892603	1,060	3.171875	3	[ { "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 \| Should we restore or protect, on land or in the sea, to best benefit marine ecosystems?\nline 04 \| We developed a model that compared restoration to protection, on either the land or in the ocean, to maximise the extent of coastal marine ecosystems\nline 05 \| We found that direct active marine restoration can be the most cost-effective approach over decadal time-scales\nline 06 \| The optimal decision will vary in different social-ecological contexts. We provide some rules of thumb to help with decisions.\nline 07 \| Coastal ecosystems like seagrass, coral and mangroves occupy the narrow fringe of sea between the land and the deep ocean. As such they provide easy access to the marine world – they are shallow, close to shore, and relatively calm places compared to the open ocean. These same features also make coastal ecosystems vulnerable to human activities – activities occurring both on land and in the ocean. Consequently, these ecosystems pose a number of challenges to managers.\nline 08 \| When it comes to getting the best outcomes for these coastal marine ecosystems, should we be investing limited conservation budgets in actions on the land or in the ocean?\nline 09 \| Conventional wisdom is that the most effective conservation actions to benefit coastal marine ecosystems involve the implementation of marine protected areas, or alternatively, a reduction of land-based threats. Active marine restoration, on the other hand, is typically considered a low priority option. This is due, in part, to high costs and low success rates.\nline 10 \| To help managers better understand the trade-offs, we developed a model that compared restoration to protection, on either the land or in the ocean.\nline 11 \| The aim is to maximise extent of coastal marine ecosystems.\nline 12 \| We based the model on seagrass meadows and adjacent catchments in Southeast Queensland.\nline 13 \| In our model, the riparian vegetation in the landscape, the presence or absence of which is a major determinant of sediment erosion to the coast in the region, is divided into four categories – intact and protected, intact and unprotected, cleared, or in restoring condition. This is based on work by Hugh Possingham and colleagues (Possingham et al, 2015). In our analysis we extended the approach to include the adjacent seascape, which in our case study consisted of seagrass meadows.\nline 14 \| The marine ecosystem was divided into the same four categories, with a fifth category for areas of the ocean which are unsuitable for seagrasses due to low light conditions. The area of ocean that is too murky to support seagrass changes in each time-step as a function of the proportion of the landscape that is cleared, and thus a source of eroded sediments to the ocean, vs intact riparian habitats, which protect against erosion.\nline 15 \| Surprisingly, we found that despite its high cost and low feasibility (see Decision Point #95) direct active marine restoration can be the most cost-effective approach to maximising extent of marine ecosystems over decadal time-scales.\nline 16 \| This assumes that there is suitable habitat available for restoration (defined as planting seagrass transplants); clearly, if suitable habitat does not exist, for example due to poor water quality, then other actions would take priority.\nline 17 \| There is substantial uncertainty in our understanding of the dynamics of complex linked land-sea ecosystems, several assumptions underpinning our model, and a large degree of uncertainty exists in some of the model parameters. Further, geomorphological and ecological conditions vary geographically. The model can in theory be applied to other regions, but it is not straightforward to parameterise. Therefore we used the model to investigate how uncertainty in key parameters affects our decision making.\nline 18 \| We discovered that the optimal decision will vary in different social-ecological contexts, but some basic information can guide optimal investments to counteract land and ocean based stressors:\nline 19 \| (1) marine restoration should be prioritised if the rates of marine ecosystem decline and expansion are similar and low;\nline 20 \| (2) marine protection should take precedence if the rate of marine ecosystem decline is high, or if the adjacent catchment is relatively intact and has a low rate of vegetation decline;\nline 21 \| (3) land-based actions are optimal when the ratio of marine ecosystem expansion to decline is >1.4, with terrestrial restoration typically the most cost effective; and\nline 22 \| (4) land protection should be prioritised if the catchment is relatively intact, but the rate of vegetation decline is high.\nline 23 \| These rules-of-thumb illustrate how cost-effective conservation outcomes for connected land-ocean systems can proceed without complex modelling.\nline 24 \| More info: Megan Saunders email@example.com\nline 25 \| Possingham HP, M Bode & CJ Klein (2015). Optimal conservation outcomes require both restoration and protection. PLoS Biol 13: e1002052.\nline 26 \| Saunders MI, M Bode, S Atkinson, CJ Klein, A Metaxas, J Beher, M Beger, M Mills, S Giakoumi, V Tulloch & HP Possingham (2017). Simple rules can guide whether land or ocean based conservation will best benefit marine ecosystems. PLoS Biology. http://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.2001886\nline 27 \| \n```", "role": "user" } ]
USB has become a very popular interface over the years. Plenty of devices have been developed that provide a USB interface such as cameras, phones, music players, the list is endless. While this is a useful technology, some of these devices have also brought with them new threats to our computer systems that need to be mitigated. The obvious threat everyone thinks about when mentioning USB security is the USB storage devices. This device is small, it is portable, it is inconspicuous enough to easily hide and it can store a lot of data. The obvious threat here comes in the form of a disgruntled employee copying your source code or client list before he leaves the company; however, it is not just that. It can introduce viruses, Trojans and even illegal software / media onto your network, and potentially go even further than that. When U3 developed a system where a small partition on a USB storage drive is automatically treated by Windows as a CD ROM drive so that it can auto run programs on the USB drive, it opened the doors to a new attack vector. The USB Switchblade required that one simply inserts the USB drive on the target computer and it would automatically and silently steal information about the computer, password hashes and any other data. That was the first generation and then came the USB Hacksaw. The problem with Switchblade was that you had limited time for the attack to be successful. It is easy to convince the victim to plug in USB storage in their system. They can be convinced by asking the victim to print a file on that USB drive or to look at something stored on that same USB drive, a report or pictures. While this is happening the USB would silently copy items but due to the time constraints the Switchblade attack could only copy files that resided in specific directories. There was no time to have the attacking program search all hard drives. Hacksaw fixed that. The first time the malicious USB drive containing the Hacksaw attack is plugged in; it will install a small program. This program will run automatically and will search the hard drive for interesting files such as documents and passwords. The attacker can then safely remove the drive within seconds. He then stays patient for an hour or two while the program on the victim’s computer gathers the files into its own folder. Once enough time passes the attacker goes back and inserts the USB drive again. This second time the program installed previously will copy all the data it found since it was first activated back to the USB drive. This was only the first version; futures implementations had software that simply sent the found files remotely by email and technically the same method can be used to deploy any malware including root kits and backdoors. In order to protect against USB drive copying and switchblade attacks, the best option would be to disable USB access if this is not required. If USB is required then software that allows control and can restrict access to only devices which are allowed based on classes or even device serial number can be used. USB Key Loggers Key loggers have always been a threat to any business. They can be used to compromise passwords, steal source code, intelligence, credit card numbers and confidential company secrets. With software key loggers, some antivirus solutions and other anti malware software can be used to detect them. However it is not so easy with USB key loggers. These insidious devices connect between the keyboard and the computer’s USB port and they record every key press. They can store more than a year’s worth of key presses. Once installed they can be hard to detect, since they’re small and people do not generally go looking behind computers to see that nothing was added. However the risk is great. If a malicious employee wants to steal company information in most cases it would be trivial for him to install such a device and once he does it is very unlikely that he will get caught. Mitigating this can be quite tricky. The best approach would be to ensure physical security on the machines by, for example, locking offices when people leave. Alternatively if the data is sensitive enough it might be possible to protect against such devices by actually installing a USB monitoring tool to block any device including input devices and simply whitelist the keyboard and mouse you want to use. However this would be quite labor intensive to do on each machine, but it’s probably the only sure way to protect against this device. Even this might not be 100% effective since future key loggers might simply clone the keyboard serial as well. USB Wireless Devices Wireless is another obvious device that can be a threat to the company. Risks here are both incidental and intentional. Incidental threats can come from employees hooking up a wireless access point to the network so that they can use their laptop wirelessly with the intention of actually increasing productivity. Intentional threats can include cases where malicious people hook up the access point with the intention of actually getting illegal access from outside the building where it is safer to operate. There are actually documented cases where this type of attack was actually carried out. Back in 2004 a post office in Haifa, Israel was broken into. After an inventory found nothing missing the matter was dropped believing the thieves got scared and ran before taking anything. However a few days later large unauthorized transaction were detected and another inspection found a rouge access point. The thieves hadn’t run away with nothing, they had in fact planted a wireless access point to give them access from outside whenever they wanted. Cases such as this – adding of unauthorized devices to the network indicate clearly the need to keep a hardware inventory. There are solutions that periodically scan the network and alert the administrator when new hardware is added or even removed. This allows an administrator to detect the change quickly and be able to act in a timely manner. In all cases the hardest part for an attacker is delivery. Does an attacker only carry out inside jobs or does he need to break into a company to get physical access to his target? Obviously there are a lot of options for someone determined especially if this is a targeted attack. What if the attacker pays a janitor to hook up the USB drive to the highest ranking manager’s machine and then retrieve it the next day? During that day it would have copied countless credentials and if it key logged as well it would also have copied a lot of confidential information. If the attacker is particularly daring he might also open a backdoor on that machine; however, if the attacker doesn’t go that far it is a good bet that the whole operation can be completed without anyone ever discovering it. If the attacker feels that bribing people is too risky there are other options. Purposely dropping a compromised USB drive using the hacksaw method in front of the company premises or during a conference that employees are attending might see one of them pick it up and there’s a good chance that the first thing they will do is insert it in their computer to see what it contains. At this stage it could gather data and send it by email or open a back door. The possibilities are endless and frightening. There are various risks to a computer system through an attack targeting USB. A lot of these attacks are ideal for inside jobs but a clever attacker might find other ways to target a specific company or even a specific person. The threat posed by USB should not be underestimated. Physical security and USB management software can be a great help in protecting an organization from such attacks.	<urn:uuid:620752fd-28f6-4945-aa55-8378cbb0960d>	CC-MAIN-2017-43	https://techtalk.gfi.com/hacking-devices-usb/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823260.52/warc/CC-MAIN-20171019084246-20171019104246-00141.warc.gz	en	0.962514	1,514	2.625	3	[ { "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 \| USB has become a very popular interface over the years. Plenty of devices have been developed that provide a USB interface such as cameras, phones, music players, the list is endless. While this is a useful technology, some of these devices have also brought with them new threats to our computer systems that need to be mitigated.\nline 03 \| The obvious threat everyone thinks about when mentioning USB security is the USB storage devices. This device is small, it is portable, it is inconspicuous enough to easily hide and it can store a lot of data. The obvious threat here comes in the form of a disgruntled employee copying your source code or client list before he leaves the company; however, it is not just that. It can introduce viruses, Trojans and even illegal software / media onto your network, and potentially go even further than that.\nline 04 \| When U3 developed a system where a small partition on a USB storage drive is automatically treated by Windows as a CD ROM drive so that it can auto run programs on the USB drive, it opened the doors to a new attack vector. The USB Switchblade required that one simply inserts the USB drive on the target computer and it would automatically and silently steal information about the computer, password hashes and any other data.\nline 05 \| That was the first generation and then came the USB Hacksaw.\nline 06 \| The problem with Switchblade was that you had limited time for the attack to be successful.\nline 07 \| It is easy to convince the victim to plug in USB storage in their system.\nline 08 \| They can be convinced by asking the victim to print a file on that USB drive or to look at something stored on that same USB drive, a report or pictures.\nline 09 \| While this is happening the USB would silently copy items but due to the time constraints the Switchblade attack could only copy files that resided in specific directories.\nline 10 \| There was no time to have the attacking program search all hard drives.\nline 11 \| Hacksaw fixed that.\nline 12 \| The first time the malicious USB drive containing the Hacksaw attack is plugged in; it will install a small program.\nline 13 \| This program will run automatically and will search the hard drive for interesting files such as documents and passwords.\nline 14 \| The attacker can then safely remove the drive within seconds.\nline 15 \| He then stays patient for an hour or two while the program on the victim’s computer gathers the files into its own folder.\nline 16 \| Once enough time passes the attacker goes back and inserts the USB drive again.\nline 17 \| This second time the program installed previously will copy all the data it found since it was first activated back to the USB drive.\nline 18 \| This was only the first version; futures implementations had software that simply sent the found files remotely by email and technically the same method can be used to deploy any malware including root kits and backdoors.\nline 19 \| In order to protect against USB drive copying and switchblade attacks, the best option would be to disable USB access if this is not required.\nline 20 \| If USB is required then software that allows control and can restrict access to only devices which are allowed based on classes or even device serial number can be used.\nline 21 \| USB Key Loggers\nline 22 \| Key loggers have always been a threat to any business. They can be used to compromise passwords, steal source code, intelligence, credit card numbers and confidential company secrets. With software key loggers, some antivirus solutions and other anti malware software can be used to detect them. However it is not so easy with USB key loggers. These insidious devices connect between the keyboard and the computer’s USB port and they record every key press. They can store more than a year’s worth of key presses. Once installed they can be hard to detect, since they’re small and people do not generally go looking behind computers to see that nothing was added. However the risk is great. If a malicious employee wants to steal company information in most cases it would be trivial for him to install such a device and once he does it is very unlikely that he will get caught.\nline 23 \| Mitigating this can be quite tricky. The best approach would be to ensure physical security on the machines by, for example, locking offices when people leave. Alternatively if the data is sensitive enough it might be possible to protect against such devices by actually installing a USB monitoring tool to block any device including input devices and simply whitelist the keyboard and mouse you want to use. However this would be quite labor intensive to do on each machine, but it’s probably the only sure way to protect against this device. Even this might not be 100% effective since future key loggers might simply clone the keyboard serial as well.\nline 24 \| USB Wireless Devices\nline 25 \| Wireless is another obvious device that can be a threat to the company. Risks here are both incidental and intentional. Incidental threats can come from employees hooking up a wireless access point to the network so that they can use their laptop wirelessly with the intention of actually increasing productivity. Intentional threats can include cases where malicious people hook up the access point with the intention of actually getting illegal access from outside the building where it is safer to operate. There are actually documented cases where this type of attack was actually carried out.\nline 26 \| Back in 2004 a post office in Haifa, Israel was broken into. After an inventory found nothing missing the matter was dropped believing the thieves got scared and ran before taking anything. However a few days later large unauthorized transaction were detected and another inspection found a rouge access point. The thieves hadn’t run away with nothing, they had in fact planted a wireless access point to give them access from outside whenever they wanted.\nline 27 \| Cases such as this – adding of unauthorized devices to the network indicate clearly the need to keep a hardware inventory. There are solutions that periodically scan the network and alert the administrator when new hardware is added or even removed. This allows an administrator to detect the change quickly and be able to act in a timely manner.\nline 28 \| In all cases the hardest part for an attacker is delivery. Does an attacker only carry out inside jobs or does he need to break into a company to get physical access to his target? Obviously there are a lot of options for someone determined especially if this is a targeted attack. What if the attacker pays a janitor to hook up the USB drive to the highest ranking manager’s machine and then retrieve it the next day? During that day it would have copied countless credentials and if it key logged as well it would also have copied a lot of confidential information. If the attacker is particularly daring he might also open a backdoor on that machine; however, if the attacker doesn’t go that far it is a good bet that the whole operation can be completed without anyone ever discovering it.\nline 29 \| If the attacker feels that bribing people is too risky there are other options. Purposely dropping a compromised USB drive using the hacksaw method in front of the company premises or during a conference that employees are attending might see one of them pick it up and there’s a good chance that the first thing they will do is insert it in their computer to see what it contains. At this stage it could gather data and send it by email or open a back door. The possibilities are endless and frightening.\nline 30 \| There are various risks to a computer system through an attack targeting USB.\nline 31 \| A lot of these attacks are ideal for inside jobs but a clever attacker might find other ways to target a specific company or even a specific person.\nline 32 \| The threat posed by USB should not be underestimated.\nline 33 \| Physical security and USB management software can be a great help in protecting an organization from such attacks.\nline 34 \| \n```", "role": "user" } ]
Marxism Lecture: How to Change the World RSP DA forum May 2011 By Doug Lorimer In Sept 2010 UN General Assembly was devoted to a discussion on ending global poverty, to the fulfilment of the socalled Millennium Goals first adopted in the year 2000. A decade after the adoption of these goals, UN agencies reported that while 830 million people lived on the brink of starvation when the goals were adopted a decade ago, this number had soared to over 1 billion and that in 2010 almost the same number were forced to live on less than a dollar a day. In 2006, report from the UN’s World Institute for Development Economics documented the staggering levels of global inequality in household wealth. According to the WIDER report, richest 1% of the world’s population owned 40% of global assets, the richest 2% owned half of and the richest 10% owned 85%, while the poorest 50% owned just 1% per cent of global wealth. What WIDER confirms what Branko Milanovic at the World Bank carefully documented in his book, Worlds Apart, back in 2005 and updated in 2007. Milanovic showed that inequality of income and even more important, of wealth, was 20:80 (i.e. that 80% of world’s 6.6+bn population could be classed as poor) and the situation was getting worse, not better. Every year, Merrill Lynch, the now demolished global investment bank, published a world wealth report. It regularly showed the increasing inequality of wealth, with the super-rich, representing just 0.13% of the world’s population, owning 25% of all financial assets (stocks, bonds and cash in banks)! Most of these people did not get their wealth by clever deals or investments, or by hard work but mainly by inheriting it. They just make more money and own more wealth because their parents had it in the first place. By contrast, 8 million people die from lack of food and nutrition every year, and 1.1 billion people lack access to safe drinking water. According to the WIDER report the United States has a mean wealth of $144,000 per person, the highest in the world, while India has a mean wealth of only $6,500 (the poorest of those for which data was available). However, in the US, wealth concentration is among the highest of those countries with sufficient data to make these calculations. According to the report, the top 1% of the population in the US owns 32.7% of the wealth, trailing only Switzerland, where the top one percent owns 34.8%. However, the US figure excludes the very richest families that are included in the list of Forbes billionaires. If these were included, the share owned by the top one percent would rise to 34.7%. However, it would be a mistake to conclude from these disparities that wealth distribution the bulk of the population in the United States and other developed countries are financially secure. The level of inequality in the United States was highlighted in a November 2006 New York Times article, based on data collected by the Internal Revenue Service. Looking at income figures, the Times noted that the poorest 60 million Americans reported average incomes of less than $7 a day in 2004. The richest one-tenth of 1% of the population, or about 300,000 Americans, reported significantly higher combined pretax income in 2004 than the poorest 120 million. During the Millenium Goals review, US President Barack Obama made it clear that US foreign aid efforts were subordinate to Washington’s “national security strategy”. He proclaimed that his administration was “changing the way we do business” in relation to international aid. “For too long we’ve measured our efforts by the amount of money we’ve spent,” he said. Such assistance, he stressed, bred “dependence,” insisting that this was “a cycle we need to break.” Obama cynically urged the UN delegates to “move beyond the old narrow debate about how much money we're spending.” The purportedly new approach proclaimed by the US president consists in directing aid to impoverished countries that submit unreservedly to the proftt-making drive of US big business. He stressed that such nations would have to “create business environments that are attractive to investment” and “encourage entrepreneurs” in order to “unleash transformational change.” In other words, Obama’s prescription for ending global poverty is more of the same toxin that caused it in the first place: unfettered capitalist exploitation. Such policies are hardly surprising. Obama, Merkel and leaders of other major capitalist countries are imposing brutal austerity measures against working people at home. The logical extension of these policies towards the most oppressed nations of the planet is the acceptance of mass starvation as an unavoidable cost of doing business. Behind their arrogant demands that the impoverished countries “take responsibility” for their own fate and fight “corruption,” the major capitalist powers continue to loot the historically oppressed regions of the globe. Sub-Saharan Africa, for example, receives some $10 billion dollars in aid per year, while paying more than $14 billion in debt payments to the banks of the rich counties. Capitalism's abject failure to provide the vast bulk of humanity with the material means for a dignified existence is not only due to the greed of individual billionaires or the failure of politicians. If it were, changing society would be a far simpler question of reforming the excesses of capitalism and dealing with the bad apples. But inequality and poverty are part of the fundamental nature of capitalist society. Over 150 years ago Karl Marx and Friedrich Engels wrote the Communist Manifesto. It has become the most influential political pamphlet of all time. In 1999 a new edition entered the bestsellers list. Marx and Engels were the founders of scientific socialism. In the Communist Manifesto, and later works such as Marx’s Capital, they were the first to give a thorough and scientific analysis of the laws and workings of capitalist society: why it results in the polarisation of wealth and, vitally, how it can be overthrown. In the last few years their ideas have been regaining popularity. At the end of 1999 Marx was voted the ‘greatest thinker of the millennium’ in a BBC online poll. Even some capitalist commentators and Wall Street traders have reread Marx and realised how clearly he described capitalism as it is today. However, the underlying reasons for crisis are the fundamental contradictions of capitalism as first described by Marx. These include the antagonism between the social, collective nature of production on the one hand, and private ownership of the means of production on the other; and the antagonism between the world market and the limitations of the nation state. As Marx explained, capitalism is based on production for profit and not for social need. The working class creates new value but receives only a portion of that new value back as wages. The capitalists take the rest – the surplus. As a result, the working class collectively cannot afford to buy back all the goods it produces. The capitalists partially solve this by ploughing a proportion of the surplus back into industry, but this results in the production of more goods which, at a certain point, actually intensifies the problem. The inevitable results are crises of overproduction and overcapacity. In the long term, the capitalists cannot overcome this problem. As a result, capitalism is a system riven by repeated crisis. While some establishment commentators have accepted that Marx predicted the fundamental features of the modern economy remarkably well, in general they shy away from the conclusions that he drew. Marx’s prediction that capitalism would lead to an ever-increasing concentration of wealth in the hands of a tiny minority and the increased exploitation of the vast majority worldwide is graphically borne out by the reality at the beginning of the 21st century. Today the capitalists are a far wealthier and a far smaller class than they were in Marx's time. Capital has been concentrated in fewer and fewer hands at the same time as it has grown beyond the wildest dreams of the capitalists in the early and mid-19th century. Today, the world’s 100 biggest capitalist companies control 70% of global trade. Any one of them sells more than any of the poorest 120 countries on the world export market, while 23 of the most powerful sell more than even semi-developed countries such as India, Brazil, Indonesia or Mexico. The working class sells its ability to work to these people who maximise their profits by paying as little as they can get away with. As far as the capitalists are concerned, as long as we have enough to live on and can ensure that our children -future generations of workers - survive, we have plenty. In many countries of the world that is all that workers get - enough for a bowl of rice and a floor to sleep on at night. Marx explained that capitalism is the first society based on the mechanised mass production of commodities. In previous feudal societies goods were produced by individuals or families, primarily for the use of their lords and masters, as well as for their own personal use. Any production of goods for sale was on a small scale. By contrast, under capitalism, goods are mass-produced for sale with machinery owned by the capitalist class. This class does not make commodities itself, it pays the working class to do that. The commodities produced then enter a process of exchange in which the capitalists attempt to sell them to make a profit. Under this system, market relations dominate every aspect of our lives. In other words, the inner logic of capitalism is that everything – even art, literature, sex and sport – becomes a commodity to be bought and sold. Marx explained that the underlying value of commodities is determined by the amount of “socially necessary human labour”, i.e., at the socially average productivity, used to produce them. Of course, he understood that the reality of the market is far more complicated than that. Supply and demand, shortages and overabundance all mean that the prices of commodities fluctuate around the underlying value. Nonetheless, it is the labour of the working class which ultimately determines the value of all commodities. All workers sell their labour power. This is a commodity to be bought and sold like any other. We receive a certain sum of wages in return for selling our time. How is the value of labour-power determined? Why does a manager receive more than a secretary? Who decides what a journalist is paid, or a checkout worker, or a bricklayer? The answer is horrifyingly simple: the value of 40 hours’ labour is decided in the same way as the value of anything else. It depends on what it costs to produce 40 hours of labour! What does that mean? It means what it costs to keep a man or woman in a fit state to do 40 hours’ work. In other words, if an employer wants those hours worked, he or she has to pay enough to produce those 40 hours of labour or, to be more exact, enough to produce a man or a woman capable of performing it. Skilled workers are paid more simply because it costs more to “produce” them – to train them to do their job. As with any other commodity, supply and demand means that the price of labour-power fluctuates around its underlying value. At bottom, however, the capitalists have to pay enough for a man or woman who is capable of doing the job to live on and to bring up children to do the work for the next generation. From the bosses’ point of view, why pay more than this? Why pay more than enough to secure a supply of the commodity required? In fact, employers would probably not be able to pay more even if they wanted to because someone else would pay less and undercut them. Capitalists can only be forced to pay more by the collective struggle of the working class. Labour-power is like, but also unlike, other commodities. It is different in that it creates new commodities and therefore new value. For the capitalist it is like the goose that lays the golden egg. This, Marx argued, is the root of the exploitation of the working class. The working class is never paid the full value of its labour-power. The capitalists pay workers what is necessary for the survival of our class, what Marx called “necessary-product”. The rest, which the capitalists expropriate, is called “surplus-product”. How much goes to the worker and how much to the capitalists is not fixed. It is determined by a living struggle between the classes. Speed-ups, increasing working hours, cutting tea breaks, stopping bonuses, and the introduction of performance-related pay, all result in the employers getting a larger proportion of the surplus product. On the other side, cuts in the working week and improvements in pay or working conditions increase the workers’ share of the surplus product. Today it is fashionable to assert that the working class no longer exists, we’re supposed all part of the “middle class”. The fastest growing sector of the labour market belongs to those who clean, shop, child mind or garden for others. Low wages and long hours are the norm for working-class people. More and more workers have to take on several jobs just to survive. As one journalist stated in British Guardian daily noted in June 2000: “For those on rock bottom wages, both parents need to work all the hours they can to keep the family afloat financially. Karl Marx would recognise their situation even though the job descriptions may be unfamiliar." When Marx talked about the working class he did not simply mean people worked in factories and mines. While in Marx’s day the average worker was more likely to sell their ability to work in a factory or mine. Today in Australia, millions still work in factories and mines but there are millions of others who have nothing else to sell but their labour power and who produce value for their capitalist employers. In fact, it is objectively bigger than it was in Marx’s day. When Marx and Engels were writing the working class was a small minority worldwide. The working class was growing but large sections of the population were still artisans, small shopkeepers, peasants, and small-business people. Now, in Australia and other capitalistically developed countries, those of us who rely on wages make up the overwhelming majority. Of course, some people – the unemployed, pensioners and many single parents – have to survive on the meagre pittance provided by state benefits. They are still members of the working class and the only way they can hope to improve their living standards above the breadline is to work. Working for a capitalist company is the only option available to the big majority of the population. Capitalism has led to the concentration of wealth and power in ever decreasing numbers of hands at the top. Meanwhile at the bottom, more and more previously middle-class people are forced downwards into the ranks of the working class. Many sections of the population - such as teachers, civil servants and even university lecturers – who were relatively privileged in the past and who saw themselves as middle class, are now low paid, overworked and increasingly see themselves as part of the working class. They are also beginning to draw the conclusion that the only way they can defend their pay and conditions is to use the traditional weapon of the working class, by forming trade unions and taking strike action. It is true that the working class has not made its strength felt in Australia for many years now. However, this does not primarily stem from an objective weakening of its latent power. It is more a result of subjective reasons that can be summed up as a temporarily debilitating lack of confidence in the power of collective action and their lack of confidence that there is any viable social alternative to capitalism. Marx did not reduce his analysis of the oppression of the working class to a simple question of exploitation alone. He explained that in a capitalist society workers are alienated from the work they do. Hours spent every day producing commodities are not undertaken for the satisfaction of making something useful or beautiful, but to receive a wage on which to survive. Marx wrote: “And the worker, who for twelve hours weaves, spins, drills, turns, builds, shovels, breaks stones, carries loads etc. - does he hold this twelve hours’ weaving, spinning, drilling, turning, building, shovelling, stone breaking to be a manifestation of his life, as life? On the contrary, life begins for him where this activity ceases, at the table, in the public house, in bed. The twelve hours labour has no meaning for him as weaving, spinning, drilling, etc, but as earnings, which bring him to the table, to the public house, into bed. If the silk worm were to spin in order to continue its existence as a caterpillar, it would be a complete wage-worker.” This description of working life would apply just as much to the workers at McDonald’s, in call centres, on modern building sites or in factories, as it ever did to the weavers and labourers Marx was describing. Instead of making life easier, the increase in automation has reduced ever more jobs to mind-numbing repetition and boredom. It is not only work that is dehumanising under capitalism. The commodification of human existence – a society where everything is for sale - is deeply alienating. Marx talked about how, in its drive to sell ever new commodities, capitalism created “imaginary appetites" long before TV started to bombard us constantly with a thousand new products that claim to keep us young and beautiful, or that we “must” own to keep up with the Joneses. And long before having the right mobile phone or pair of trainers became a major pressure on almost every young person’s existence! As capitalism has become more brutal over the last 20 years, alienation has undoubtedly increased. Work is alienating but it also brings with it the experience of being part of a collective workforce that, potentially at any rate, is where the latent power of the working class exists. The working class is the embodiment of the co-operative labour that which is the unique product of capitalism and the germ of a more advanced social order, i.e., of socialism. At times when class struggle is at a high level it tends to increase the sense of common interest among wide sections of the working class. As long as we live in a capitalist society then, as Marx described, "brutalisation" and "moral degradation" will remain. However, future action by working-class people – both in the workplaces and communities – will to a degree counter the current trend. In the two decades after the second world war capitalism developed at a rapid pace, largely because of the destructive results of the war. It was in those post-war years that workers in the West won many of the benefits that that are being constantly eroded today. In the early 1970s capitalism went into a prolonged crisis internationally. Since then the capitalists have set about attempting to restore their profit rates to the level of the immediate post-war years. They have done this primarily by driving down the real incomes of the working class, in other words, by increasing their own share of the surplus product. As the American left-liberal economist William Greider explains: “ In 1975, an average American family needed 18 weeks of earnings to buy an average-priced car; by 1995 the cost of the new car consumed 28 weeks of income.” William Greider begins his 1998 book One World Ready or Not, by describing the contemporary capitalist system thus: “A wondrous new machine, strong and supple, a machine that reaps as it destroys… Now imagine that there are skilful hands on board, but no one is at the wheel. In fact, this machine has no wheel or any internal governor to control the speed and direction. It is sustained by its own forward motion, guided mainly by its own appetites.” Under capitalism it is the blind forces of profiteering that are in the driving seat. Pro-capitalist governments bow down before the rule of capital. Nowhere is this clearer than on the issue of the environment. climate scientists agree that emissions of carbon dioxide and other greenhouse gases need to be cut by at least 90% by 2050.Yet all that has been agreed by capitalist governments internationally is a non-binding agreement to work towards a 50% reduction by 2050. In 1997 these governments signed the Kyoto Protocol in which they committed to reduce greennhouse gas emissions by 2012 to 5.2% of their 1990 levels. Since then, the emissions of the developed capitalist countries have risen by 12.8% and that 55% of that increase has comes from the United States, which refused to even ratify the protocol. In his famous Preface to A Contribution to a Critique of Political Economy, written in January 1859, Marx specifies the necessary and sufficient preconditions for a historical epoch of social revolution in the most concise way possible: “At a certain stage of their development, the material forces of production in society come in conflict with the existing relations of production, or – what is but a legal expression for the same thing – with the property relations within which they have been at work before. From forms of development of the forces of production, these relations turn into their fetters. Then begins an epoch of social revolution.” The keystone of Marx’s materialist theory of social revolution is therefore the concept of the contradiction between production and property relations on the one hand and the productive forces on the other hand. In today’s world this conflict expresses itself in the inability of world capitalism to fully harness the science and technology it has brought into being to meet the elementary needs of billions of people in the so called Third World. Moreover, Marx’s famous prediction made more than a century ago, that the productive forces would transform themselves more and more into destructive forces if they were not in time liberated from the domination of capitalist ownership and the drive for private profit is now a deepening reality. The growing pollution of the atmosphere, land and seas all testify to the realism of Marx’s prediction. Marx’s materialist theory of social revolution is predicated upon the recognition that it is not consciousness which determines social existence, but social existence which determines social consciousness; that it is in the realm of the conditions of the contradictions between human needs and capitalist relations of production that we have to look for the possibility of the development of the emergence of revolutionary consciousness within the working-class. Under normal conditions, the ruling ideology of society and the ruling pattern of behaviour of workers cannot but be determined by the ideology, the values and patterns created and promoted by the capitalist ruling class. Then, under conditions of growing social crisis, a growing part of that same working class cannot but liberate itself progressively from that same ideology and pattern of behaviour inspired by the ruling class. A whole series of conjunctural factors is required to bring this reflection of the structural contradictions of capitalism to the threshold of the workers’ consciousness. Conjunctural shifts in the trends of income and employment, for example, steady decrease of real wages after a long period of increases; or a sudden increase in unemployment after a long period of full employment; or a deep-going political crisis as a result of foreign imperialist adventures. Such factors and many others can create a favourable climate for a growing awareness by the workers of their alienation as producers, and for a sudden shift of the class struggle to questioning the employer’s authority in the shops, factories, and offices themselves. Capitalism is a integral structure which can absorb and integrate many reforms (e.g., wage increases) and which automatically rejects all those reforms which run counter to the logic of the system (such as completely free public services which completely cover social needs). But you can abolish the structure only by overthrowing it, not by gradually reforming it out of existence. A capitalist army, i.e., an army commanded by pro-capitalist officers cannot by gradually reformed out of existence, unit by unit. It has to be disintegrated and replaced in a relatively short period of time through the organisation of its ranks, i.e., the working people in uniform, into a military force capable of defending the class interests of the working people through replacing a capitalist government, a government headed by pro-capitalist politicians with a working people’s government, i.e., a government based on the collective organisation of working people and committed to advancing their interests through replacing the capitalist ownership of the means of production with social ownership of all the means of production. A socialist economy would have to be a planned economy. This would involve bringing all of the big corporations, which control around 80% of the Australia economy, into democratic public ownership, under the control of a working people’s government. Of course, it would not mean bringing small businesses, such as the local shops, many of which are forced out of business by the big business, into public ownership. Nor would it mean, as opponents of socialism claim, taking away personal ‘private property’A genuine socialist government would would extend and deepen democracy enormously. This would be much more far-reaching than the parliamentary democracies of capitalism where we simply get to vote every few years for MPs who do whatever they like once elected. Instead, everyone would get to take part in deciding how society and the economy would be run. Nationally, regionally and locally – at every level - elected representatives would be accountable and subject to instant recall. Therefore, if the working people who had elected them did not like what their representative did, they could make them stand for immediate re-election and, if they wished, replace them with someone else. Elected representatives would also only receive the average wage. Today MPs are a privileged section of society. Their lives are remote from those of ordinary people. This is no accident: it is a high salary, a very comfortable lifestyle and the drip, drip of ceaseless flattery about how “sensible” and “wise” it is to be “moderate” and “realistic” that ensures that “our” elected representatives serve the interests of the capitalist ruling class. There is another crucial sense in which democracy would be far fuller under a socialist government. Under capitalism most of the important decisions are not taken in parliament or local council chambers, they are taken in the boardrooms of the big corporations. By contrast, a socialist government would bring major industry into democratic public ownership. It would be necessary to draw up a plan, involving the whole of society, on what industry needed to produce. At every level, in communities and workplaces, committees would be set up and would elect representatives to regional and national government – again on the basis of recall at anytime if they disagreed with their decisions. Everybody would be able to participate in real decision-making about how best to run society. In addition, for a planned economy to work, it would be vital that working people had the time to take part in the running of society. Therefore, measures such as a shorter working week and decent, affordable childcare would be a prerequisite for society to develop towards socialism. Another argument against a planned economy is that society is now too complicated to be planned. Some people argue that, in the past, when the majority of people's aspirations were more limited, it may have been possible to plan an economy. But that today, when people want washing machines, videos and fashionable clothes, they claim planning just would not work. Yet modern technology would, in reality, make planning far easier than it was in the past. In Russia, following the revolution in 1917 - when working-class people took power for the first time - an attempt was made to build a new society in a situation of extreme economic and cultural backwardness. The Russian peoples faced a desperate situation. Many of the most active socialists had been killed fighting the civil war. At the same time, illiteracy was widespread and most workers lacked administrative skills. This meant that in many cases, the soviets or councils of working people’s delegates had no choice but to keep on the specialists and administrators of the old absolutist regime, even at the cost of bribing them with privileges. In the town of Vyatka in 1918, for example, no fewer than 4,476 out of 4,766 officials were the same individuals who had previously served the tsar. The Russian economy had been highly distorted by Russia’s participation in the first world war. It was then devastated by a civil war and invasion by 14 capitalist armies, including those from the US, Japan, Britain, France and Australia. Under these conditions, the soviet system degenerated and a hideous bureaucracy developed. The economy was, therefore, a mangled distortion of a planned economy. Decisions, far from being taken by society as a whole, were taken by a some number of privileged officials at the top. Nonetheless, up until the early 1970s the nationalised economies of the Soviet Union and Eastern Europe produced impressive advances, though consumer goods were generally in short supply and of poor quality. Despite their many shortcomings, however, they also provided free education, free healthcare, low-cost housing, guaranteed employment and other social amenities to the majority of the population. The restoration of capitalism in the Russia has been an unmitigated disaster. Within a decade, the economy collapsed by 50% and life expectancy has fallen in 10 years to the same level it was in the 1950s. The human suffering that has resulted from the reintroduction of capitalism has been immense. While there was widespread dissatisfaction in the Soviet Union because of the the system of bureaucratic rule, at least it provided the basics. In a negative sense, the reintroduction of capitalism has shown how much better a planned economy (even a fatally distorted one) was in providing a far higher standard of living for ordinary people than capitalism has been able to do. Capitalism today has provided the tools which could enormously aid the genuine, democratic planning of an economy. Firstly, there is a far higher level of education among working class people than there was at the beginning of the last century. And capitalism has developed all kinds of technology that could be used to assist in planning. Big business uses this technology to find out what it can sell. Could it not be used rationally instead to find out what people need and want? In any case, big businesses themselves plan their operations, but this is planning in the service of maximising corporate profits, not meeting social needs. By contrast, a democratically run planned economy would be able to take rational decisions on the basis of aiming to meet the needs of humanity. It would decide what technology to develop and use, what food to produce, and when and where to build, while taking into consideration the need to protect and repair our planet for future generations. It is not possible or necessary here and now - amid a society where profit is god and humanity is bent and distorted under its endless dictates – to draw up a full or accurate picture of a socialist society. Future generations, who will be more informed and knowledgeable than us, will do that.	<urn:uuid:fb21ae5f-7c0e-4f6e-b525-9cce79389c45>	CC-MAIN-2017-43	http://sa.org.au/node/3984	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823605.33/warc/CC-MAIN-20171020010834-20171020030834-00041.warc.gz	en	0.968807	6,438	2.625	3	[ { "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 \| Marxism Lecture: How to Change the World\nline 04 \| RSP DA forum May 2011\nline 05 \| By Doug Lorimer\nline 06 \| In Sept 2010 UN General Assembly was devoted to a discussion on ending global poverty, to the fulfilment of the socalled Millennium Goals first adopted in the year 2000. A decade after the adoption of these goals, UN agencies reported that while 830 million people lived on the brink of starvation when the goals were adopted a decade ago, this number had soared to over 1 billion and that in 2010 almost the same number were forced to live on less than a dollar a day.\nline 07 \| In 2006, report from the UN’s World Institute for Development Economics documented the staggering levels of global inequality in household wealth. According to the WIDER report, richest 1% of the world’s population owned 40% of global assets, the richest 2% owned half of and the richest 10% owned 85%, while the poorest 50% owned just 1% per cent of global wealth.\nline 08 \| What WIDER confirms what Branko Milanovic at the World Bank carefully documented in his book, Worlds Apart, back in 2005 and updated in 2007. Milanovic showed that inequality of income and even more important, of wealth, was 20:80 (i.e. that 80% of world’s 6.6+bn population could be classed as poor) and the situation was getting worse, not better.\nline 09 \| Every year, Merrill Lynch, the now demolished global investment bank, published a world wealth report. It regularly showed the increasing inequality of wealth, with the super-rich, representing just 0.13% of the world’s population, owning 25% of all financial assets (stocks, bonds and cash in banks)! Most of these people did not get their wealth by clever deals or investments, or by hard work but mainly by inheriting it. They just make more money and own more wealth because their parents had it in the first place.\nline 10 \| By contrast, 8 million people die from lack of food and nutrition every year, and 1.1 billion people lack access to safe drinking water.\nline 11 \| According to the WIDER report the United States has a mean wealth of $144,000 per person, the highest in the world, while India has a mean wealth of only $6,500 (the poorest of those for which data was available).\nline 12 \| However, in the US, wealth concentration is among the highest of those countries with sufficient data to make these calculations.\nline 13 \| According to the report, the top 1% of the population in the US owns 32.7% of the wealth, trailing only Switzerland, where the top one percent owns 34.8%. However, the US figure excludes the very richest families that are included in the list of Forbes billionaires. If these were included, the share owned by the top one percent would rise to 34.7%.\nline 14 \| However, it would be a mistake to conclude from these disparities that wealth distribution the bulk of the population in the United States and other developed countries are financially secure. The level of inequality in the United States was highlighted in a November 2006 New York Times article, based on data collected by the Internal Revenue Service. Looking at income figures, the Times noted that the poorest 60 million Americans reported average incomes of less than $7 a day in 2004. The richest one-tenth of 1% of the population, or about 300,000 Americans, reported significantly higher combined pretax income in 2004 than the poorest 120 million.\nline 15 \| During the Millenium Goals review, US President Barack Obama made it clear that US foreign aid efforts were subordinate to Washington’s “national security strategy”. He proclaimed that his administration was “changing the way we do business” in relation to international aid. “For too long we’ve measured our efforts by the amount of money we’ve spent,” he said. Such assistance, he stressed, bred “dependence,” insisting that this was “a cycle we need to break.” Obama cynically urged the UN delegates to “move beyond the old narrow debate about how much money we're spending.”\nline 16 \| The purportedly new approach proclaimed by the US president consists in directing aid to impoverished countries that submit unreservedly to the proftt-making drive of US big business. He stressed that such nations would have to “create business environments that are attractive to investment” and “encourage entrepreneurs” in order to “unleash transformational change.” In other words, Obama’s prescription for ending global poverty is more of the same toxin that caused it in the first place: unfettered capitalist exploitation.\nline 17 \| Such policies are hardly surprising. Obama, Merkel and leaders of other major capitalist countries are imposing brutal austerity measures against working people at home. The logical extension of these policies towards the most oppressed nations of the planet is the acceptance of mass starvation as an unavoidable cost of doing business.\nline 18 \| Behind their arrogant demands that the impoverished countries “take responsibility” for their own fate and fight “corruption,” the major capitalist powers continue to loot the historically oppressed regions of the globe. Sub-Saharan Africa, for example, receives some $10 billion dollars in aid per year, while paying more than $14 billion in debt payments to the banks of the rich counties.\nline 19 \| Capitalism's abject failure to provide the vast bulk of humanity with the material means for a dignified existence is not only due to the greed of individual billionaires or the failure of politicians.\nline 20 \| If it were, changing society would be a far simpler question of reforming the excesses of capitalism and dealing with the bad apples. But inequality and poverty are part of the fundamental nature of capitalist society.\nline 21 \| Over 150 years ago Karl Marx and Friedrich Engels wrote the Communist Manifesto.\nline 22 \| It has become the most influential political pamphlet of all time.\nline 23 \| In 1999 a new edition entered the bestsellers list.\nline 24 \| Marx and Engels were the founders of scientific socialism.\nline 25 \| In the Communist Manifesto, and later works such as Marx’s Capital, they were the first to give a thorough and scientific analysis of the laws and workings of capitalist society: why it results in the polarisation of wealth and, vitally, how it can be overthrown.\nline 26 \| In the last few years their ideas have been regaining popularity. At the end of 1999 Marx was voted the ‘greatest thinker of the millennium’ in a BBC online poll. Even some capitalist commentators and Wall Street traders have reread Marx and realised how clearly he described capitalism as it is today.\nline 27 \| However, the underlying reasons for crisis are the fundamental contradictions of capitalism as first described by Marx. These include the antagonism between the social, collective nature of production on the one hand, and private ownership of the means of production on the other; and the antagonism between the world market and the limitations of the nation state.\nline 28 \| As Marx explained, capitalism is based on production for profit and not for social need. The working class creates new value but receives only a portion of that new value back as wages. The capitalists take the rest – the surplus. As a result, the working class collectively cannot afford to buy back all the goods it produces.\nline 29 \| The capitalists partially solve this by ploughing a proportion of the surplus back into industry, but this results in the production of more goods which, at a certain point, actually intensifies the problem. The inevitable results are crises of overproduction and overcapacity. In the long term, the capitalists cannot overcome this problem. As a result, capitalism is a system riven by repeated crisis.\nline 30 \| While some establishment commentators have accepted that Marx predicted the fundamental features of the modern economy remarkably well, in general they shy away from the conclusions that he drew. Marx’s prediction that capitalism would lead to an ever-increasing concentration of wealth in the hands of a tiny minority and the increased exploitation of the vast majority worldwide is graphically borne out by the reality at the beginning of the 21st century.\nline 31 \| Today the capitalists are a far wealthier and a far smaller class than they were in Marx's time. Capital has been concentrated in fewer and fewer hands at the same time as it has grown beyond the wildest dreams of the capitalists in the early and mid-19th century. Today, the world’s 100 biggest capitalist companies control 70% of global trade. Any one of them sells more than any of the poorest 120 countries on the world export market, while 23 of the most powerful sell more than even semi-developed countries such as India, Brazil, Indonesia or Mexico.\nline 32 \| The working class sells its ability to work to these people who maximise their profits by paying as little as they can get away with. As far as the capitalists are concerned, as long as we have enough to live on and can ensure that our children -future generations of workers - survive, we have plenty. In many countries of the world that is all that workers get - enough for a bowl of rice and a floor to sleep on at night.\nline 33 \| Marx explained that capitalism is the first society based on the mechanised mass production of commodities. In previous feudal societies goods were produced by individuals or families, primarily for the use of their lords and masters, as well as for their own personal use. Any production of goods for sale was on a small scale.\nline 34 \| By contrast, under capitalism, goods are mass-produced for sale with machinery owned by the capitalist class.\nline 35 \| This class does not make commodities itself, it pays the working class to do that.\nline 36 \| The commodities produced then enter a process of exchange in which the capitalists attempt to sell them to make a profit.\nline 37 \| Under this system, market relations dominate every aspect of our lives.\nline 38 \| In other words, the inner logic of capitalism is that everything – even art, literature, sex and sport – becomes a commodity to be bought and sold.\nline 39 \| Marx explained that the underlying value of commodities is determined by the amount of “socially necessary human labour”, i.e., at the socially average productivity, used to produce them. Of course, he understood that the reality of the market is far more complicated than that. Supply and demand, shortages and overabundance all mean that the prices of commodities fluctuate around the underlying value. Nonetheless, it is the labour of the working class which ultimately determines the value of all commodities.\nline 40 \| All workers sell their labour power. This is a commodity to be bought and sold like any other. We receive a certain sum of wages in return for selling our time. How is the value of labour-power determined? Why does a manager receive more than a secretary? Who decides what a journalist is paid, or a checkout worker, or a bricklayer? The answer is horrifyingly simple: the value of 40 hours’ labour is decided in the same way as the value of anything else. It depends on what it costs to produce 40 hours of labour!\nline 41 \| What does that mean? It means what it costs to keep a man or woman in a fit state to do 40 hours’ work. In other words, if an employer wants those hours worked, he or she has to pay enough to produce those 40 hours of labour or, to be more exact, enough to produce a man or a woman capable of performing it. Skilled workers are paid more simply because it costs more to “produce” them – to train them to do their job.\nline 42 \| As with any other commodity, supply and demand means that the price of labour-power fluctuates around its underlying value. At bottom, however, the capitalists have to pay enough for a man or woman who is capable of doing the job to live on and to bring up children to do the work for the next generation. From the bosses’ point of view, why pay more than this?\nline 43 \| Why pay more than enough to secure a supply of the commodity required? In fact, employers would probably not be able to pay more even if they wanted to because someone else would pay less and undercut them. Capitalists can only be forced to pay more by the collective struggle of the working class.\nline 44 \| Labour-power is like, but also unlike, other commodities. It is different in that it creates new commodities and therefore new value. For the capitalist it is like the goose that lays the golden egg. This, Marx argued, is the root of the exploitation of the working class. The working class is never paid the full value of its labour-power. The capitalists pay workers what is necessary for the survival of our class, what Marx called “necessary-product”. The rest, which the capitalists expropriate, is called “surplus-product”.\nline 45 \| How much goes to the worker and how much to the capitalists is not fixed.\nline 46 \| It is determined by a living struggle between the classes.\nline 47 \| Speed-ups, increasing working hours, cutting tea breaks, stopping bonuses, and the introduction of performance-related pay, all result in the employers getting a larger proportion of the surplus product.\nline 48 \| On the other side, cuts in the working week and improvements in pay or working conditions increase the workers’ share of the surplus product.\nline 49 \| Today it is fashionable to assert that the working class no longer exists, we’re supposed all part of the “middle class”. The fastest growing sector of the labour market belongs to those who clean, shop, child mind or garden for others. Low wages and long hours are the norm for working-class people. More and more workers have to take on several jobs just to survive. As one journalist stated in British Guardian daily noted in June 2000: “For those on rock bottom wages, both parents need to work all the hours they can to keep the family afloat financially. Karl Marx would recognise their situation even though the job descriptions may be unfamiliar.\"\nline 50 \| When Marx talked about the working class he did not simply mean people worked in factories and mines. While in Marx’s day the average worker was more likely to sell their ability to work in a factory or mine. Today in Australia, millions still work in factories and mines but there are millions of others who have nothing else to sell but their labour power and who produce value for their capitalist employers. In fact, it is objectively bigger than it was in Marx’s day. When Marx and Engels were writing the working class was a small minority worldwide. The working class was growing but large sections of the population were still artisans, small shopkeepers, peasants, and small-business people.\nline 51 \| Now, in Australia and other capitalistically developed countries, those of us who rely on wages make up the overwhelming majority.\nline 52 \| Of course, some people – the unemployed, pensioners and many single parents – have to survive on the meagre pittance provided by state benefits.\nline 53 \| They are still members of the working class and the only way they can hope to improve their living standards above the breadline is to work.\nline 54 \| Working for a capitalist company is the only option available to the big majority of the population. Capitalism has led to the concentration of wealth and power in ever decreasing numbers of hands at the top. Meanwhile at the bottom, more and more previously middle-class people are forced downwards into the ranks of the working class. Many sections of the population - such as teachers, civil servants and even university lecturers – who were relatively privileged in the past and who saw themselves as middle class, are now low paid, overworked and increasingly see themselves as part of the working class. They are also beginning to draw the conclusion that the only way they can defend their pay and conditions is to use the traditional weapon of the working class, by forming trade unions and taking strike action.\nline 55 \| It is true that the working class has not made its strength felt in Australia for many years now.\nline 56 \| However, this does not primarily stem from an objective weakening of its latent power.\nline 57 \| It is more a result of subjective reasons that can be summed up as a temporarily debilitating lack of confidence in the power of collective action and their lack of confidence that there is any viable social alternative to capitalism.\nline 58 \| Marx did not reduce his analysis of the oppression of the working class to a simple question of exploitation alone. He explained that in a capitalist society workers are alienated from the work they do. Hours spent every day producing commodities are not undertaken for the satisfaction of making something useful or beautiful, but to receive a wage on which to survive. Marx wrote: “And the worker, who for twelve hours weaves, spins, drills, turns, builds, shovels, breaks stones, carries loads etc. - does he hold this twelve hours’ weaving, spinning, drilling, turning, building, shovelling, stone breaking to be a manifestation of his life, as life? On the contrary, life begins for him where this activity ceases, at the table, in the public house, in bed. The twelve hours labour has no meaning for him as weaving, spinning, drilling, etc, but as earnings, which bring him to the table, to the public house, into bed. If the silk worm were to spin in order to continue its existence as a caterpillar, it would be a complete wage-worker.”\nline 59 \| This description of working life would apply just as much to the workers at McDonald’s, in call centres, on modern building sites or in factories, as it ever did to the weavers and labourers Marx was describing. Instead of making life easier, the increase in automation has reduced ever more jobs to mind-numbing repetition and boredom.\nline 60 \| It is not only work that is dehumanising under capitalism. The commodification of human existence – a society where everything is for sale - is deeply alienating. Marx talked about how, in its drive to sell ever new commodities, capitalism created “imaginary appetites\" long before TV started to bombard us constantly with a thousand new products that claim to keep us young and beautiful, or that we “must” own to keep up with the Joneses. And long before having the right mobile phone or pair of trainers became a major pressure on almost every young person’s existence!\nline 61 \| As capitalism has become more brutal over the last 20 years, alienation has undoubtedly increased. Work is alienating but it also brings with it the experience of being part of a collective workforce that, potentially at any rate, is where the latent power of the working class exists. The working class is the embodiment of the co-operative labour that which is the unique product of capitalism and the germ of a more advanced social order, i.e., of socialism. At times when class struggle is at a high level it tends to increase the sense of common interest among wide sections of the working class.\nline 62 \| As long as we live in a capitalist society then, as Marx described, \"brutalisation\" and \"moral degradation\" will remain. However, future action by working-class people – both in the workplaces and communities – will to a degree counter the current trend.\nline 63 \| In the two decades after the second world war capitalism developed at a rapid pace, largely because of the destructive results of the war. It was in those post-war years that workers in the West won many of the benefits that that are being constantly eroded today.\nline 64 \| In the early 1970s capitalism went into a prolonged crisis internationally.\nline 65 \| Since then the capitalists have set about attempting to restore their profit rates to the level of the immediate post-war years.\nline 66 \| They have done this primarily by driving down the real incomes of the working class, in other words, by increasing their own share of the surplus product. As the American left-liberal economist William Greider explains: “ In 1975, an average American family needed 18 weeks of earnings to buy an average-priced car; by 1995 the cost of the new car consumed 28 weeks of income.”\nline 67 \| William Greider begins his 1998 book One World Ready or Not, by describing the contemporary capitalist system thus: “A wondrous new machine, strong and supple, a machine that reaps as it destroys… Now imagine that there are skilful hands on board, but no one is at the wheel. In fact, this machine has no wheel or any internal governor to control the speed and direction. It is sustained by its own forward motion, guided mainly by its own appetites.”\nline 68 \| Under capitalism it is the blind forces of profiteering that are in the driving seat. Pro-capitalist governments bow down before the rule of capital. Nowhere is this clearer than on the issue of the environment. climate scientists agree that emissions of carbon dioxide and other greenhouse gases need to be cut by at least 90% by 2050.Yet all that has been agreed by capitalist governments internationally is a non-binding agreement to work towards a 50% reduction by 2050. In 1997 these governments signed the Kyoto Protocol in which they committed to reduce greennhouse gas emissions by 2012 to 5.2% of their 1990 levels. Since then, the emissions of the developed capitalist countries have risen by 12.8% and that 55% of that increase has comes from the United States, which refused to even ratify the protocol.\nline 69 \| In his famous Preface to A Contribution to a Critique of Political Economy, written in January 1859, Marx specifies the necessary and sufficient preconditions for a historical epoch of social revolution in the most concise way possible: “At a certain stage of their development, the material forces of production in society come in conflict with the existing relations of production, or – what is but a legal expression for the same thing – with the property relations within which they have been at work before. From forms of development of the forces of production, these relations turn into their fetters. Then begins an epoch of social revolution.”\nline 70 \| The keystone of Marx’s materialist theory of social revolution is therefore the concept of the contradiction between production and property relations on the one hand and the productive forces on the other hand. In today’s world this conflict expresses itself in the inability of world capitalism to fully harness the science and technology it has brought into being to meet the elementary needs of billions of people in the so called Third World. Moreover, Marx’s famous prediction made more than a century ago, that the productive forces would transform themselves more and more into destructive forces if they were not in time liberated from the domination of capitalist ownership and the drive for private profit is now a deepening reality. The growing pollution of the atmosphere, land and seas all testify to the realism of Marx’s prediction.\nline 71 \| Marx’s materialist theory of social revolution is predicated upon the recognition that it is not consciousness which determines social existence, but social existence which determines social consciousness; that it is in the realm of the conditions of the contradictions between human needs and capitalist relations of production that we have to look for the possibility of the development of the emergence of revolutionary consciousness within the working-class.\nline 72 \| Under normal conditions, the ruling ideology of society and the ruling pattern of behaviour of workers cannot but be determined by the ideology, the values and patterns created and promoted by the capitalist ruling class.\nline 73 \| Then, under conditions of growing social crisis, a growing part of that same working class cannot but liberate itself progressively from that same ideology and pattern of behaviour inspired by the ruling class.\nline 74 \| A whole series of conjunctural factors is required to bring this reflection of the structural contradictions of capitalism to the threshold of the workers’ consciousness.\nline 75 \| Conjunctural shifts in the trends of income and employment, for example, steady decrease of real wages after a long period of increases; or a sudden increase in unemployment after a long period of full employment; or a deep-going political crisis as a result of foreign imperialist adventures.\nline 76 \| Such factors and many others can create a favourable climate for a growing awareness by the workers of their alienation as producers, and for a sudden shift of the class struggle to questioning the employer’s authority in the shops, factories, and offices themselves.\nline 77 \| Capitalism is a integral structure which can absorb and integrate many reforms (e.g., wage increases) and which automatically rejects all those reforms which run counter to the logic of the system (such as completely free public services which completely cover social needs). But you can abolish the structure only by overthrowing it, not by gradually reforming it out of existence. A capitalist army, i.e., an army commanded by pro-capitalist officers cannot by gradually reformed out of existence, unit by unit. It has to be disintegrated and replaced in a relatively short period of time through the organisation of its ranks, i.e., the working people in uniform, into a military force capable of defending the class interests of the working people through replacing a capitalist government, a government headed by pro-capitalist politicians with a working people’s government, i.e., a government based on the collective organisation of working people and committed to advancing their interests through replacing the capitalist ownership of the means of production with social ownership of all the means of production.\nline 78 \| A socialist economy would have to be a planned economy. This would involve bringing all of the big corporations, which control around 80% of the Australia economy, into democratic public ownership, under the control of a working people’s government.\nline 79 \| Of course, it would not mean bringing small businesses, such as the local shops, many of which are forced out of business by the big business, into public ownership.\nline 80 \| Nor would it mean, as opponents of socialism claim, taking away personal ‘private property’A genuine socialist government would would extend and deepen democracy enormously.\nline 81 \| This would be much more far-reaching than the parliamentary democracies of capitalism where we simply get to vote every few years for MPs who do whatever they like once elected.\nline 82 \| Instead, everyone would get to take part in deciding how society and the economy would be run.\nline 83 \| Nationally, regionally and locally – at every level - elected representatives would be accountable and subject to instant recall. Therefore, if the working people who had elected them did not like what their representative did, they could make them stand for immediate re-election and, if they wished, replace them with someone else.\nline 84 \| Elected representatives would also only receive the average wage. Today MPs are a privileged section of society. Their lives are remote from those of ordinary people. This is no accident: it is a high salary, a very comfortable lifestyle and the drip, drip of ceaseless flattery about how “sensible” and “wise” it is to be “moderate” and “realistic” that ensures that “our” elected representatives serve the interests of the capitalist ruling class.\nline 85 \| There is another crucial sense in which democracy would be far fuller under a socialist government. Under capitalism most of the important decisions are not taken in parliament or local council chambers, they are taken in the boardrooms of the big corporations. By contrast, a socialist government would bring major industry into democratic public ownership.\nline 86 \| It would be necessary to draw up a plan, involving the whole of society, on what industry needed to produce. At every level, in communities and workplaces, committees would be set up and would elect representatives to regional and national government – again on the basis of recall at anytime if they disagreed with their decisions. Everybody would be able to participate in real decision-making about how best to run society.\nline 87 \| In addition, for a planned economy to work, it would be vital that working people had the time to take part in the running of society.\nline 88 \| Therefore, measures such as a shorter working week and decent, affordable childcare would be a prerequisite for society to develop towards socialism.\nline 89 \| Another argument against a planned economy is that society is now too complicated to be planned. Some people argue that, in the past, when the majority of people's aspirations were more limited, it may have been possible to plan an economy. But that today, when people want washing machines, videos and fashionable clothes, they claim planning just would not work.\nline 90 \| Yet modern technology would, in reality, make planning far easier than it was in the past. In Russia, following the revolution in 1917 - when working-class people took power for the first time - an attempt was made to build a new society in a situation of extreme economic and cultural backwardness. The Russian peoples faced a desperate situation. Many of the most active socialists had been killed fighting the civil war. At the same time, illiteracy was widespread and most workers lacked administrative skills. This meant that in many cases, the soviets or councils of working people’s delegates had no choice but to keep on the specialists and administrators of the old absolutist regime, even at the cost of bribing them with privileges. In the town of Vyatka in 1918, for example, no fewer than 4,476 out of 4,766 officials were the same individuals who had previously served the tsar.\nline 91 \| The Russian economy had been highly distorted by Russia’s participation in the first world war.\nline 92 \| It was then devastated by a civil war and invasion by 14 capitalist armies, including those from the US, Japan, Britain, France and Australia.\nline 93 \| Under these conditions, the soviet system degenerated and a hideous bureaucracy developed.\nline 94 \| The economy was, therefore, a mangled distortion of a planned economy.\nline 95 \| Decisions, far from being taken by society as a whole, were taken by a some number of privileged officials at the top.\nline 96 \| Nonetheless, up until the early 1970s the nationalised economies of the Soviet Union and Eastern Europe produced impressive advances, though consumer goods were generally in short supply and of poor quality.\nline 97 \| Despite their many shortcomings, however, they also provided free education, free healthcare, low-cost housing, guaranteed employment and other social amenities to the majority of the population.\nline 98 \| The restoration of capitalism in the Russia has been an unmitigated disaster.\nline 99 \| Within a decade, the economy collapsed by 50% and life expectancy has fallen in 10 years to the same level it was in the 1950s.\nline 100 \| The human suffering that has resulted from the reintroduction of capitalism has been immense.\nline 101 \| While there was widespread dissatisfaction in the Soviet Union because of the the system of bureaucratic rule, at least it provided the basics. In a negative sense, the reintroduction of capitalism has shown how much better a planned economy (even a fatally distorted one) was in providing a far higher standard of living for ordinary people than capitalism has been able to do.\nline 102 \| Capitalism today has provided the tools which could enormously aid the genuine, democratic planning of an economy. Firstly, there is a far higher level of education among working class people than there was at the beginning of the last century. And capitalism has developed all kinds of technology that could be used to assist in planning. Big business uses this technology to find out what it can sell. Could it not be used rationally instead to find out what people need and want?\nline 103 \| In any case, big businesses themselves plan their operations, but this is planning in the service of maximising corporate profits, not meeting social needs. By contrast, a democratically run planned economy would be able to take rational decisions on the basis of aiming to meet the needs of humanity. It would decide what technology to develop and use, what food to produce, and when and where to build, while taking into consideration the need to protect and repair our planet for future generations. It is not possible or necessary here and now - amid a society where profit is god and humanity is bent and distorted under its endless dictates – to draw up a full or accurate picture of a socialist society. Future generations, who will be more informed and knowledgeable than us, will do that.\nline 104 \| \n```", "role": "user" } ]
The Chaffey residence in Muldura, Victoria he Canadian Chaffey brothers, George and William followed their father as engineers. During the 1870s they, like him, built bridges and steamships. Then their parents moved to California where George joined them. He was soon chief engineer of the new Los Angeles Electric Company. And he and his brother William moved into the California desert where they built a modern irrigation system and created an 8,000-acre fruit-farming community. George also made Los Angeles the world's first all-electrically-lit city. Australian settlers faced similar problems of watering a dry land. So, in 1884, officials from the state of Victoria went to California for ideas. They found the young Chaffeys and convinced them to come to Australia. There they scouted possible sites for an irrigation project and found the Mildura sheep station, far up the Murray River from Adelaide. The aboriginal name Mildura meant either Red Sand or Sore Eyes People in Victoria began looking upon the Chaffeys as two Yankee con men. But then the neighboring state of South Australia invited them to their land, further down the Murray River. So Victoria swallowed its distrust. The Chaffeys finally went to work building two irrigated farm communities along the river. They moved 3000 emigrants into the region. First they ran their irrigation pumps with discarded steamboat engines. Then they designed a complex system powered by a triple expansion steam engine. The engine maker so distrusted their fancy design that he wouldn't put his own name on it. Today, that fine old engine is on display in Mildura; but it's labeled as a Chaffey engine. Chaffey's system was a clear success, and the first crop was spectacular. Then outside troubles came and distrust arose again. First, the produce transport system broke down. Fruit rotted. There was depression. Banks failed. By 1896 Australia had laid full blame for disaster on the Chaffeys. George went bankrupt and returned to California. Back home he created a huge irrigation project in the Imperial Valley and he died a wealthy man. But younger brother William stuck it out in Mildura. For years he worked to rebuild the town along with his life. A new town was incorporated in 1887 and by 1920 it was a stable city, supplied by rail. That year her citizens elected William as mayor. This engineer had stayed the course; he'd built a new world; and he'd made it into his own home. Today, William Chaffey's statue stands in Mildura. He is, after all, the city's father, and trusted at last. But I wonder if trust was ever harder earned. And the city that he created is now home to over 30,000. It's called Victoria's Fruit Bowl — no longer the town of Sore Eyes. That might well sound like an isolated event. But many other cities have been founded just that way. So let's look at one more such city, created just as suddenly a half century earlier. That city is Houston, Texas. Houston's Great Seal may not seem surprising at first glance. It shows an early locomotive, which makes perfect sense. Houston is America's second largest port, and rail carries much of the freight — coming and going. But that seal was adopted in 1840. Rail was scarcely ten years old in America and no locomotive had yet been anywhere near Houston. Nor was Houston yet a seaport. Its fifty miles inland from the deep-water port of Galveston. Douglas Weiskopf begins his book, Rails Around Houston , with this strange state of affairs. He suggests that the seal reflected masterful hucksterism — along with vision. Houston came into being when the Allen brothers, John and Augustus, came to the new Republic of Texas in 1836. They bought up ten square miles of land adjacent to Harrisburg, Texas, and quite consciously set out to form a major city on Buffalo Bayou. A year later, it became the temporary capital of the Republic, it took the name of its hero Sam Houston, and the riverboat Laura made the first trip up the Bayou from Galveston. The Allens had meant to make Houston the region's "great commercial emporium," and that process had already begun. Buffalo Bayou would now serve as the waterway for Galveston's goods. But how to take goods beyond Houston? Rail would have to be answer and rail was hardly invented; so we're back to that strange Houston seal with its remarkably modern locomotive, called a 4-4-0. That meant four small idler wheels in front to steer it around bends, four large wheels driven by the steam engine, and no idler wheels behind. The 4-4-0 was a distinctly American design, patented just four years earlier and still in development. Once honed, it would dominate 19th century rail service and last well into the 20th century. It became known as the American type of locomotive. Houston had no locomotive at all until twelve years after that seal design. In 1852 the embryonic Buffalo Bayou, Brazos, and Colorado Railway bought a second-hand 4-2 -0 engine, much more primitive than the one on the seal. (The president of the railroad made the very shaky boast that it could do 35 miles-an-hour.) Another two years passed before a 4-4 -0 was added as the third engine. The railway finally had a locomotive like the one that dreamers had put on the city seal 14 years before it, and the Allen brothers' dream was in motion. But what about them? John died even before the seal was designed, and Augustus died just after the Civil War. Neither lived to see Buffalo Bayou dredged to form a ship channel all the way into Houston. Neither saw six thousand miles of track being laid in Texas during the 1880s. Or did they? Maybe those two brothers, still in their twenties, somehow saw it all, way back in 1836 — saw a great city where there was nothing but flat, hot, inhospitable expanse, stretching off to infinity in every direction. These, then, were two of the many consciously-created cities. There are many more; Brigham Young and his lieutenants created Salt Lake City where there was only open land. And what about recreating an existing city? That might be even harder that creating a city out of thin air. Next, Andy Boyd introduces us to a man who set out — very calculated and very deliberate — to make an old, city new again.	<urn:uuid:5e3039bd-7466-41d5-886c-81888c4f32cd>	CC-MAIN-2017-43	http://www.uh.edu/engines/CD-SoulOfACity/engines_of_our_ingenuity-soul_of_a_city-track6.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824675.67/warc/CC-MAIN-20171021081004-20171021101004-00741.warc.gz	en	0.982765	1,366	3.234375	3	[ { "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 Chaffey residence in Muldura, Victoria\nline 04 \| he Canadian Chaffey brothers, George and William followed their father as engineers. During the 1870s they, like him, built bridges and steamships. Then their parents moved to California where George joined them. He was soon chief engineer of the new Los Angeles Electric Company. And he and his brother William moved into the California desert where they built a modern irrigation system and created an 8,000-acre fruit-farming community. George also made Los Angeles the world's first all-electrically-lit city.\nline 05 \| Australian settlers faced similar problems of watering a dry land. So, in 1884, officials from the state of Victoria went to California for ideas. They found the young Chaffeys and convinced them to come to Australia. There they scouted possible sites for an irrigation project and found the Mildura sheep station, far up the Murray River from Adelaide. The aboriginal name Mildura meant either Red Sand or Sore Eyes\nline 06 \| People in Victoria began looking upon the Chaffeys as two Yankee con men. But then the neighboring state of South Australia invited them to their land, further down the Murray River. So Victoria swallowed its distrust. The Chaffeys finally went to work building two irrigated farm communities along the river.\nline 07 \| They moved 3000 emigrants into the region. First they ran their irrigation pumps with discarded steamboat engines. Then they designed a complex system powered by a triple expansion steam engine. The engine maker so distrusted their fancy design that he wouldn't put his own name on it. Today, that fine old engine is on display in Mildura; but it's labeled as a Chaffey engine.\nline 08 \| Chaffey's system was a clear success, and the first crop was spectacular. Then outside troubles came and distrust arose again. First, the produce transport system broke down. Fruit rotted. There was depression. Banks failed. By 1896 Australia had laid full blame for disaster on the Chaffeys. George went bankrupt and returned to California. Back home he created a huge irrigation project in the Imperial Valley and he died a wealthy man.\nline 09 \| But younger brother William stuck it out in Mildura. For years he worked to rebuild the town along with his life. A new town was incorporated in 1887 and by 1920 it was a stable city, supplied by rail. That year her citizens elected William as mayor. This engineer had stayed the course; he'd built a new world; and he'd made it into his own home.\nline 10 \| Today, William Chaffey's statue stands in Mildura. He is, after all, the city's father, and trusted at last. But I wonder if trust was ever harder earned. And the city that he created is now home to over 30,000. It's called Victoria's Fruit Bowl\nline 11 \| — no longer the town of Sore Eyes.\nline 12 \| That might well sound like an isolated event. But many other cities have been founded just that way. So let's look at one more such city, created just as suddenly a half century earlier. That city is Houston, Texas.\nline 13 \| Houston's Great Seal may not seem surprising at first glance. It shows an early locomotive, which makes perfect sense. Houston is America's second largest port, and rail carries much of the freight — coming and going. But\nline 14 \| that seal was adopted in 1840. Rail was scarcely ten years old in America and no locomotive had yet been anywhere near Houston. Nor was Houston yet a seaport. Its fifty miles inland from the deep-water port of Galveston.\nline 15 \| Douglas Weiskopf begins his book, Rails Around Houston\nline 16 \| , with this strange state of affairs.\nline 17 \| He suggests that the seal reflected masterful hucksterism — along with vision.\nline 18 \| Houston came into being when the Allen brothers, John and Augustus, came to the new Republic of Texas in 1836.\nline 19 \| They bought up ten square miles of land adjacent to Harrisburg, Texas, and quite consciously set out to form a major city on Buffalo Bayou.\nline 20 \| A year later, it became the temporary capital of the Republic, it took the name of its hero Sam Houston, and the riverboat Laura\nline 21 \| made the first trip up the Bayou from Galveston. The Allens had meant to make Houston the region's \"great commercial emporium,\" and that process had already begun. Buffalo Bayou would now serve as the waterway for Galveston's goods.\nline 22 \| But how to take goods beyond Houston? Rail would have to be answer and rail was hardly invented; so we're back to that strange Houston seal with its remarkably modern locomotive, called a 4-4-0. That meant four small idler wheels in front to steer it around bends, four large wheels driven by the steam engine, and no idler wheels behind.\nline 23 \| The 4-4-0 was a distinctly American design, patented just four years earlier and still in development. Once honed, it would dominate 19th century rail service and last well into the 20th century. It became known as the American type of locomotive.\nline 24 \| Houston had no locomotive at all until twelve years after that seal design. In 1852 the embryonic Buffalo Bayou, Brazos, and Colorado Railway bought a second-hand 4-2\nline 25 \| -0 engine, much more primitive than the one on the seal. (The president of the railroad made the very shaky boast that it could do 35 miles-an-hour.)\nline 26 \| Another two years passed before a 4-4\nline 27 \| -0 was added as the third engine. The railway finally had a locomotive like the one that dreamers had put on the city seal 14 years before it, and the Allen brothers' dream was in motion.\nline 28 \| But what about them?\nline 29 \| John died even before the seal was designed, and Augustus died just after the Civil War.\nline 30 \| Neither lived to see Buffalo Bayou dredged to form a ship channel all the way into Houston.\nline 31 \| Neither saw six thousand miles of track being laid in Texas during the 1880s.\nline 32 \| Or did they?\nline 33 \| Maybe those two brothers, still in their twenties, somehow saw it all, way back in 1836 — saw a great city where there was nothing but flat, hot, inhospitable expanse, stretching off to infinity in every direction.\nline 34 \| These, then, were two of the many consciously-created cities. There are many more; Brigham Young and his lieutenants created Salt Lake City where there was only open land. And what about recreating an existing city? That might be even harder that creating a city out of thin air. Next, Andy Boyd introduces us to a man who set out — very calculated and very deliberate — to make an old, city new again.\nline 35 \| \n```", "role": "user" } ]
Category Archives: SAP, Enhancement Framework, ABAP, CRM July 7, 2013Posted by on Set Types and Attributes: Set Types are the group of different attributes which are assigned to Product/Material and are available on Product Page in CRM System. These Set Types are stored in system as a table which contains records. Set Types and Attributes are used together with Product Hierarchy and Categories created. A correct combination of set types with its hierarchy & category allows it to get displayed on Product page ‘COMMPR01’. Product Hierarchy: Product Hierarchy is mainly used to structure all the Product related data, this Hierarchy depends on individual Organization requirement and process. This Product Hierarchy consists of Product Category which is useful for categorization of Product. Categories are assigned to Hierarchy and one Hierarchy can contain multiple categories at different level e.g. Parent and Sub category. These Sub Categories can contain multiple Set Types with different attributes assigned to them. For above relationships refer Figure 0: Figure 0 – Set Type Relationship “COMM_ATTRSET” is the Transaction Code for creating Attribute and Set Type in SAP CRM system. Set Types can be created only for Material/Product objects in CRM system and not for any other Objects. Set Types are customized attributes of Object Material/Product in addition to the standard attributes. Following Figure 1 shows Set Type name “ZWATCH_SET_TYP” and Attribute name as “ZWATCH_MODELS”. Launch the T-Code “COMM_ATTRSET” to Create Attribute. Figure 1 – Creating Attribute Attributes basically contains of two tabs, one for Definition and other for Value Range. Definition defines the characteristics of the attribute and Value Range provides option for fixed range values. Definition and Value Range are shown in Figure 2 and 3 respectively. Figure 2 – Defining Characteristics Refer to Attribute “ZWATCH_MODELS” in Figure 3 for value range. Figure 3 – Assigning Values The Set types can be created as shown in Figure 4, the assignment of attributes to the created set type is discussed further. Refer Figure 4 for creation of Set Type. Figure 4 – Creating Set Type The Set Type creation requires defining the set type and assigning attributes to it. The definition part contains option for ‘Product type selection’ and other details related to characteristics, refer Figure 5. Figure 5 – Defining Set Type Characteristics Definition of single or multiple values can be done with check “Multiple Values Possible” option. With the above option checked each record of a set type is assigned indirectly to a product using an assignment table. Figure 6 – Defining Set Type Characteristics Figure 7 – Multiple value attribute Now created Attribute needs to be assigned to Set Type, refer Figure 8. Figure 8 – Assigning Attribute The steps so far showed the process to create attribute and then create a set type with reference to the attribute. The next part of the document discusses about hierarchy and how set type can be attached to screens so that users can access it. In its basic form hierarchy is used to maintain the products or the object within certain criteria for differentiation. This configuration depends on individual organizations process flow. Hierarchy can have multiple levels depending upon the information flow for any product or Object. “COMM_HIERARCHY” is Transaction code to create Hierarchy, refer Figure 9. Figure 9 – Creating Hierarchy When New Hierarchy button is clicked, Hierarchy ID and its descriptions are entered, refer Figure 10. Figure 10 – Defining Hierarchy ID When Hierarchy is created (by pressing OK button), the following screen insists for category creation. Categories, similar to hierarchy groups products and individual objects based on different criteria. These Categories are arranged in Hierarchy, and Set Types are arranged in Categories. These Categories can also have multiple level for Example one Root Category is mandatory and inside that Root Category there are multiple child categories. The information shown in below Figure 11, Figure 12 and Figure 13 contains a hierarchical structure, The reason why this has been created is to allow for flexibility in defining products. Figure 11 – Creating Root Category Figure 12 – Setting Product Type for Category Creating Child Category “ZW02” under Root Category “WAT_R_CAT”, refer Figure 13 Figure 13 – Creating Sub Category When creating sub-category we need to set the Product Type as Material, refer Figure 14 Figure 14 – Created Sub Category Now we have got one hierarchy “ZWATCH_HY” within which we have got one Root Category “WAT_R_CAT” and again within this Category we have got another sub-category with name “ZW02”. · ZWATCH_HY : HIERARCHY NAME · WAT_R_CAT : ROOT CATEGORY NAME · ZW02 : SUB-CATEGORY NAME To assign Set Type to a particular Category refer Figure 15. Figure 15 – Adding & Assigning Set Type to Sub-Category After assigning Set Types to a Category, refer Figure 16, Along with this we need to set two attributes Position and View-ID of that Set Type. Both of these parameters are used to configure the availability of this Set Type in Product Master. In Our Example we have set Position = 0 and View ID = Basic (Figure 16 and Figure 17), so according to this configuration, newly added Set Type will get displayed at Position 0 in General Tab, refer Figure 18. Figure 16 – Setting Position and View-ID Figure 17 – Position and View-ID In Figure 17 we have assigned our created Set Type to Category “ZW02”. Now we are all set to use this Set Type in our Product/Material screen. To use this Set Type in Product/Material Screen we need to move to another Transaction Code “COMMPR01” to open Product/Material Details, refer Figure 19. Figure 19 – Adding Sub Category to Product Page Here we need to add our Set Type (T-Code “COMMPR01”). Click on SAP Basic Data Tab and then click on Edit button so that changes to the screen data are made. Now when the Screen is open to edit, enter the Category in SAP Basic Data tab and press Enter, rest of the information about that Category will automatically be populated, refer Figure 19. This information will contain the Hierarchy ID and Category Description. When once all information is entered, the document can be saved. Now, when transaction code “COMMPR01” is executed the Set Types can be seen under general tab, refer Figure 20. Figure 20 – Displayed Set Type on Product Page Above Figure 20 shows the value range that we have defined while creating Set Type, this value range will be available as F4 Help along with Set Type. For table and field details refer Figure 21. Figure 21 – Set Type Table and Field name All information that will be saved through this Set Type will be stored in table “ZWATCH_SET_TYP” this table name is same as that of Set Type name, having one field “ZZ0010” which will actually store this value shown, refer Figure 22 Figure 22 – Set Type Table with Saved Information While creating a Set Type one table gets generated automatically (“ZWATCH_SET_TYP”) which stores the Set Types value, refer Figure 23 Figure 23 – Set Type Table Structure (Fields) The steps/processes so far discussed (creation of Attributes, Set Types, Hierarchy, Category and finally Sub Category) were from functional aspect. After that we have to assign this Category to Products using T-Code “COMMPR01” (Product master workbench). The following section provides technical information on how to update set types trough ABAP. Function Module “Z_UPDATE_EXT_AB” which explains how to update information in Set Type programmatically. Figure 24 shows the Set Type under Transaction “COMMPR01” (Product master workbench). Figure 24 – Code Example Set Type Figure 24 – Code Example Set Type Table & Fields Above Figure 24 shows Set Type “ZKEYWORD_EX_AB” which is used to demonstrate the ABAP code example. July 5, 2013Posted by on The new Enhancement Framework and Kernel BADI The BADI is an object-oriented enhancement option. The BADI defines an interface that can be implemented by BADI-implementations that are transport objects of their own. The new BADI is fully integrated into the Enhancement Framework. BAdis are like predefined Enhancement options available in SAP which can then be Implemented by the Industries as per there needs. BAdis: Business Add Ins are Enhancements to the standard SAP code. These BAdi Enhancement can be done with the Interfaces which contains various methods (standard or customized). This Interface name is generated automatically and can be changed as required. After defining the Interfaces developer assign some methods as required to these interfaces. These methods can have only Importing and Changing parameters Exporting Parameters are not allowed. Finally BAdi is Activated and ready to be used in program. For creating BAdi first we need to create Enhancement Spot. New BAdi can only be created inside SPOT. Below figure shows how to create Enhancement SPOT (TCode-SE18) New Enhancement SPOT is created. Now we are creating new BAdi inside this created Enhancement SPOT Click on Create BADI button. Provide BAdi name and short description. BAdi requires one Interface which will contains all methods. Creating new Interface, just doule click on Interface link under the BAdi definition section. Provide the Interface name to be created. As soon as you will save Interface, it will open new screen to define methods inside this Interface. All these methods can then be called using BAdi. Create two different methods namely Addition and Subtraction and provide the parameter list for these methods created inside Interfaces. The parameters inside these Interface methods can only be Importing and Changing. Exporting parameters are not allowed in Interface methods. Two created methods are displayed inside Interfaces. Two steps are already completed - Created new BAdi - Created Interface and added two methods as required. Now need to create Enhancement Implementation so that methods created inside Interfaces can be called. Enhancement Implementation required Class name. Class name is required here because using this class only we will be able to use ethods. A new BADI implementation will be created with name “Z_BADI_IMPL”. Double click on Implementing Class then following screen with two Interface methods will get displayed. Double click on any Interface method. Currently these methods are all blank and need to Implement to have custom logic inside these methods. Now to use this we have created new Report Program ABAP statements GET BADI, CALL BADI are used to Access Badi Objects. Filters are mainly used as a condition to switch over different implementations methods. For example there is one BAdi having Implementation for converting any amount to UD. Now there is one more new requirement to have currency conversion to IN. In this case we need to have different Implementation in BAdi which will be switched based on the input provided by the user. This calling of Implementation is all dynamic and can only be determined by BAdi at runtime. Now creating filters in BADI Click on Activate. Now Double click on Enhancement Implementation to open it. Double Click on Filter and then click on EDIT button. After this to add different Filter condition click on Combination button. Now time to add filter condition in created Filters. When click on Combination button following screen will be displayed. Here double click on “????” to add new filter conditions. Need to place value for these filters which will be used by BAdi to decide at runtime which method to call. In our example we are making calculation based on Country so I have taken IN (India) and another filter will be US. Two filters are created. Activate the BADI. Now to play with Filters we need to create another Implementation which will get called based on Country selected by User. Need to create another Implementation which will calculate the result based on US country. Every Implementation needs a class, if we provide same class name then this Implementation will inherit the methods of first Implementation which will be useless. Now we have two Enhancement Implementations, having different method implementations one for US and another for IN. Double click on Enhancement Now create new filter for this Implementation For US we have added 100 more to both parameters. Now filters are all ready to be used in Report program. In above screen shot highlighted section shows how to use filters in program. This is how we can implement BAdis. July 1, 2013Posted by on This New Enhancement frame work provides all new enhancement technologies such as new business add-ins ( BAdIs ) and source code plug-ins. New BADIs are also Known as Kernel BADIs , These BADIs are object-oriented enhancement options (or plug-ins). These BAdIs are based on interfaces that may be implemented by classes that may then be transported. You can see Kernel BADIs from the transaction code Se18: (Note :Technically badis are link with the Enhancement Spot) Source code plug-ins In Source code plug-ins we have many options like Explicit Enhancement and Implicit Enhancement Developers (both SAP and non-SAP) may provide special hooks or portions in their code where enhancements may be applied. These are known as explicit enhancement options, and are mostly created by SAP at specific points of standard programs. In simple word explicit enhancement is provided by SAP, It is predefined location or plugs where you can put your code and enhance the standard. To see the explicit enhancement options in the object it requires to click on the spiral button (shown in yellow color and blue border in below image) which is given in the top tool bar. Supported Enhancement Technologies The Enhancement Framework supports a number of different enhancement technologies, including: • Class Enhancements. Class enhancement lets you add new methods to a class. Moreover, you may also add optional parameters to existing methods. • Function Group Enhancements. You may add new parameters to a function module via function group • Source Code Enhancements. These may be enhancement points in the source code where source code plug-ins may be attached. These plug-ins contain the code that enhances the given program, and are treated as an addition to the original code of the program in question. On the other hand, the code with the enhancement section may be substituted with the source code plug-in code used. This plug-ins in the source code is called as Enhancement SPOTS. SPOTS can be categorized in : - Enhancement POINTS - Enhancement SECTION In simple words When you want to add your extra logic over the existing one use POINTS while when you want to replace the existing one use SECTION. When a SPOT is static it is used for data declaration while Dynamic SPOTS are used for coding. Enhancement POINTS and SECTION are looks like as mentioned Below: ENHANCEMENT-POINT <name> SPOTS <spot1> [<spot2>] [STATIC] … ENHANCEMENT-SECTION <name> SPOTS <spot1> [<spot2>] [STATIC] … END-ENHANCEMENT-SECTION. In last if nothing works , like you don’t have any Explicit enhancement or you don’t have any BADIs, Do implicit enhancement . This is easiest enhancement you can ever find. Implicit enhancement options are provided internally in the beginning and end of every subroutine , Function module and methods. Where you can put your own code. Check the article Switch Frame Work: Each Enhancement package contains a set of business functions. Each “business function” are optionally implemented and activated. Switch frame work is something using which you can deactivate certain Business functionality depending on the client requirement. You can also assign switch to your implemented enhancements so if required you can de activate all of them in single go. Code Example of Explicit and Implicit Enhancement : CMOD and SMOD: CMOD and SMOD is another Enhancement technique. CMOD is the Project Management of SAP Enhancements (i.e., SMOD Enhancements). SMOD contains the actual enhancements and CMOD is the grouping of those SMOD enhancements. Enhancements are exits developed by SAP. The exit is implemented as a call to a function module. The code for the function module is written by the developer. You are not writing the code directly in the function module, but in the include that is implemented in the function module.	<urn:uuid:cb05665e-13ac-4351-989d-66dbc238fe16>	CC-MAIN-2017-43	https://abhishekasharma.wordpress.com/category/sap-enhancement-framework-abap-crm/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824931.84/warc/CC-MAIN-20171022003552-20171022023552-00641.warc.gz	en	0.854612	3,601	2.875	3	[ { "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 \| Category Archives: SAP, Enhancement Framework, ABAP, CRM\nline 03 \| July 7, 2013Posted by on\nline 04 \| Set Types and Attributes: Set Types are the group of different attributes which are assigned to Product/Material and are available on Product Page in CRM System. These Set Types are stored in system as a table which contains records.\nline 05 \| Set Types and Attributes are used together with Product Hierarchy and Categories created.\nline 06 \| A correct combination of set types with its hierarchy & category allows it to get displayed on Product page ‘COMMPR01’.\nline 07 \| Product Hierarchy: Product Hierarchy is mainly used to structure all the Product related data, this Hierarchy depends on individual Organization requirement and process.\nline 08 \| This Product Hierarchy consists of Product Category which is useful for categorization of Product.\nline 09 \| Categories are assigned to Hierarchy and one Hierarchy can contain multiple categories at different level e.g. Parent and Sub category.\nline 10 \| These Sub Categories can contain multiple Set Types with different attributes assigned to them.\nline 11 \| For above relationships refer Figure 0:\nline 12 \| Figure 0 – Set Type Relationship\nline 13 \| “COMM_ATTRSET” is the Transaction Code for creating Attribute and Set Type in SAP CRM system.\nline 14 \| Set Types can be created only for Material/Product objects in CRM system and not for any other Objects. Set Types are customized attributes of Object Material/Product in addition to the standard attributes.\nline 15 \| Following Figure 1 shows Set Type name “ZWATCH_SET_TYP” and Attribute name as “ZWATCH_MODELS”.\nline 16 \| Launch the T-Code “COMM_ATTRSET” to Create Attribute.\nline 17 \| Figure 1 – Creating Attribute\nline 18 \| Attributes basically contains of two tabs, one for Definition and other for Value Range. Definition defines the characteristics of the attribute and Value Range provides option for fixed range values. Definition and Value Range are shown in Figure 2 and 3 respectively.\nline 19 \| Figure 2 – Defining Characteristics\nline 20 \| Refer to Attribute “ZWATCH_MODELS” in Figure 3 for value range.\nline 21 \| Figure 3 – Assigning Values\nline 22 \| The Set types can be created as shown in Figure 4, the assignment of attributes to the created set type is discussed further. Refer Figure 4 for creation of Set Type.\nline 23 \| Figure 4 – Creating Set Type\nline 24 \| The Set Type creation requires defining the set type and assigning attributes to it.\nline 25 \| The definition part contains option for ‘Product type selection’ and other details related to characteristics, refer Figure 5.\nline 26 \| Figure 5 – Defining Set Type Characteristics\nline 27 \| Definition of single or multiple values can be done with check “Multiple Values Possible” option.\nline 28 \| With the above option checked each record of a set type is assigned indirectly to a product using an assignment table.\nline 29 \| Figure 6 – Defining Set Type Characteristics\nline 30 \| Figure 7 – Multiple value attribute\nline 31 \| Now created Attribute needs to be assigned to Set Type, refer Figure 8.\nline 32 \| Figure 8 – Assigning Attribute\nline 33 \| The steps so far showed the process to create attribute and then create a set type with reference to the attribute. The next part of the document discusses about hierarchy and how set type can be attached to screens so that users can access it.\nline 34 \| In its basic form hierarchy is used to maintain the products or the object within certain criteria for differentiation. This configuration depends on individual organizations process flow.\nline 35 \| Hierarchy can have multiple levels depending upon the information flow for any product or Object.\nline 36 \| “COMM_HIERARCHY” is Transaction code to create Hierarchy, refer Figure 9.\nline 37 \| Figure 9 – Creating Hierarchy\nline 38 \| When New Hierarchy button is clicked, Hierarchy ID and its descriptions are entered, refer Figure 10.\nline 39 \| Figure 10 – Defining Hierarchy ID\nline 40 \| When Hierarchy is created (by pressing OK button), the following screen insists for category creation. Categories, similar to hierarchy groups products and individual objects based on different criteria.\nline 41 \| These Categories are arranged in Hierarchy, and Set Types are arranged in Categories.\nline 42 \| These Categories can also have multiple level for Example one Root Category is mandatory and inside that Root Category there are multiple child categories.\nline 43 \| The information shown in below Figure 11, Figure 12 and Figure 13 contains a hierarchical structure,\nline 44 \| The reason why this has been created is to allow for flexibility in defining products.\nline 45 \| Figure 11 – Creating Root Category\nline 46 \| Figure 12 – Setting Product Type for Category\nline 47 \| Creating Child Category “ZW02” under Root Category “WAT_R_CAT”, refer Figure 13\nline 48 \| Figure 13 – Creating Sub Category\nline 49 \| When creating sub-category we need to set the Product Type as Material, refer Figure 14\nline 50 \| Figure 14 – Created Sub Category\nline 51 \| Now we have got one hierarchy “ZWATCH_HY” within which we have got one Root Category “WAT_R_CAT” and again within this Category we have got another sub-category with name “ZW02”.\nline 52 \| · ZWATCH_HY : HIERARCHY NAME\nline 53 \| · WAT_R_CAT : ROOT CATEGORY NAME\nline 54 \| · ZW02 : SUB-CATEGORY NAME\nline 55 \| To assign Set Type to a particular Category refer Figure 15.\nline 56 \| Figure 15 – Adding & Assigning Set Type to Sub-Category\nline 57 \| After assigning Set Types to a Category, refer Figure 16, Along with this we need to set two attributes Position and View-ID of that Set Type.\nline 58 \| Both of these parameters are used to configure the availability of this Set Type in Product Master.\nline 59 \| In Our Example we have set Position = 0 and View ID = Basic (Figure 16 and Figure 17), so according to this configuration, newly added Set Type will get displayed at Position 0 in General Tab, refer Figure 18.\nline 60 \| Figure 16 – Setting Position and View-ID\nline 61 \| Figure 17 – Position and View-ID\nline 62 \| In Figure 17 we have assigned our created Set Type to Category “ZW02”.\nline 63 \| Now we are all set to use this Set Type in our Product/Material screen.\nline 64 \| To use this Set Type in Product/Material Screen we need to move to another Transaction Code “COMMPR01” to open Product/Material Details, refer Figure 19.\nline 65 \| Figure 19 – Adding Sub Category to Product Page\nline 66 \| Here we need to add our Set Type (T-Code “COMMPR01”). Click on SAP Basic Data Tab and then click on Edit button so that changes to the screen data are made.\nline 67 \| Now when the Screen is open to edit, enter the Category in SAP Basic Data tab and press Enter, rest of the information about that Category will automatically be populated, refer Figure 19. This information will contain the Hierarchy ID and Category Description.\nline 68 \| When once all information is entered, the document can be saved. Now, when transaction code “COMMPR01” is executed the Set Types can be seen under general tab, refer Figure 20.\nline 69 \| Figure 20 – Displayed Set Type on Product Page\nline 70 \| Above Figure 20 shows the value range that we have defined while creating Set Type, this value range will be available as F4 Help along with Set Type. For table and field details refer Figure 21.\nline 71 \| Figure 21 – Set Type Table and Field name\nline 72 \| All information that will be saved through this Set Type will be stored in table “ZWATCH_SET_TYP” this table name is same as that of Set Type name, having one field “ZZ0010” which will actually store this value shown, refer Figure 22\nline 73 \| Figure 22 – Set Type Table with Saved Information\nline 74 \| While creating a Set Type one table gets generated automatically (“ZWATCH_SET_TYP”) which stores the Set Types value, refer Figure 23\nline 75 \| Figure 23 – Set Type Table Structure (Fields)\nline 76 \| The steps/processes so far discussed (creation of Attributes, Set Types, Hierarchy, Category and finally Sub Category) were from functional aspect.\nline 77 \| After that we have to assign this Category to Products using T-Code “COMMPR01” (Product master workbench).\nline 78 \| The following section provides technical information on how to update set types trough ABAP.\nline 79 \| Function Module “Z_UPDATE_EXT_AB” which explains how to update information in Set Type programmatically.\nline 80 \| Figure 24 shows the Set Type under Transaction “COMMPR01” (Product master workbench).\nline 81 \| Figure 24 – Code Example Set Type\nline 82 \| Figure 24 – Code Example Set Type Table & Fields\nline 83 \| Above Figure 24 shows Set Type “ZKEYWORD_EX_AB” which is used to demonstrate the ABAP code example.\nline 84 \| July 5, 2013Posted by on\nline 85 \| The new Enhancement Framework and Kernel BADI\nline 86 \| The BADI is an object-oriented enhancement option. The BADI defines an interface that can be implemented by BADI-implementations that are transport objects of their own. The new BADI is fully integrated into the Enhancement Framework.\nline 87 \| BAdis are like predefined Enhancement options available in SAP which can then be Implemented by the Industries as per there needs.\nline 88 \| BAdis: Business Add Ins are Enhancements to the standard SAP code.\nline 89 \| These BAdi Enhancement can be done with the Interfaces which contains various methods (standard or customized).\nline 90 \| This Interface name is generated automatically and can be changed as required.\nline 91 \| After defining the Interfaces developer assign some methods as required to these interfaces. These methods can have only Importing and Changing parameters Exporting Parameters are not allowed. Finally BAdi is Activated and ready to be used in program.\nline 92 \| For creating BAdi first we need to create Enhancement Spot. New BAdi can only be created inside SPOT.\nline 93 \| Below figure shows how to create Enhancement SPOT (TCode-SE18)\nline 94 \| New Enhancement SPOT is created.\nline 95 \| Now we are creating new BAdi inside this created Enhancement SPOT\nline 96 \| Click on Create BADI button.\nline 97 \| Provide BAdi name and short description.\nline 98 \| BAdi requires one Interface which will contains all methods.\nline 99 \| Creating new Interface, just doule click on Interface link under the BAdi definition section.\nline 100 \| Provide the Interface name to be created.\nline 101 \| As soon as you will save Interface, it will open new screen to define methods inside this Interface.\nline 102 \| All these methods can then be called using BAdi.\nline 103 \| Create two different methods namely Addition and Subtraction and provide the parameter list for these methods created inside Interfaces.\nline 104 \| The parameters inside these Interface methods can only be Importing and Changing. Exporting parameters are not allowed in Interface methods.\nline 105 \| Two created methods are displayed inside Interfaces.\nline 106 \| Two steps are already completed\nline 107 \| - Created new BAdi\nline 108 \| - Created Interface and added two methods as required.\nline 109 \| Now need to create Enhancement Implementation so that methods created inside Interfaces can be called.\nline 110 \| Enhancement Implementation required Class name.\nline 111 \| Class name is required here because using this class only we will be able to use ethods.\nline 112 \| A new BADI implementation will be created with name “Z_BADI_IMPL”.\nline 113 \| Double click on Implementing Class then following screen with two Interface methods will get displayed.\nline 114 \| Double click on any Interface method. Currently these methods are all blank and need to Implement to have custom logic inside these methods.\nline 115 \| Now to use this we have created new Report Program\nline 116 \| ABAP statements GET BADI, CALL BADI are used to Access Badi Objects.\nline 117 \| Filters are mainly used as a condition to switch over different implementations methods.\nline 118 \| For example there is one BAdi having Implementation for converting any amount to UD.\nline 119 \| Now there is one more new requirement to have currency conversion to IN.\nline 120 \| In this case we need to have different Implementation in BAdi which will be switched based on the input provided by the user. This calling of Implementation is all dynamic and can only be determined by BAdi at runtime.\nline 121 \| Now creating filters in BADI\nline 122 \| Click on Activate.\nline 123 \| Now Double click on Enhancement Implementation to open it.\nline 124 \| Double Click on Filter and then click on EDIT button.\nline 125 \| After this to add different Filter condition click on Combination button.\nline 126 \| Now time to add filter condition in created Filters.\nline 127 \| When click on Combination button following screen will be displayed.\nline 128 \| Here double click on “????” to add new filter conditions.\nline 129 \| Need to place value for these filters which will be used by BAdi to decide at runtime which method to call.\nline 130 \| In our example we are making calculation based on Country so I have taken IN (India) and another filter will be US.\nline 131 \| Two filters are created.\nline 132 \| Activate the BADI.\nline 133 \| Now to play with Filters we need to create another Implementation which will get called based on Country selected by User.\nline 134 \| Need to create another Implementation which will calculate the result based on US country.\nline 135 \| Every Implementation needs a class, if we provide same class name then this Implementation will inherit the methods of first Implementation which will be useless.\nline 136 \| Now we have two Enhancement Implementations, having different method implementations one for US and another for IN.\nline 137 \| Double click on Enhancement\nline 138 \| Now create new filter for this Implementation\nline 139 \| For US we have added 100 more to both parameters.\nline 140 \| Now filters are all ready to be used in Report program.\nline 141 \| In above screen shot highlighted section shows how to use filters in program.\nline 142 \| This is how we can implement BAdis.\nline 143 \| July 1, 2013Posted by on\nline 144 \| This New Enhancement frame work provides all new enhancement technologies such as new business add-ins ( BAdIs ) and source code plug-ins.\nline 145 \| New BADIs are also Known as Kernel BADIs , These BADIs are object-oriented enhancement options (or plug-ins). These BAdIs are based on interfaces that may be implemented by classes that may then be transported.\nline 146 \| You can see Kernel BADIs from the transaction code Se18:\nline 147 \| (Note :Technically badis are link with the Enhancement Spot)\nline 148 \| Source code plug-ins\nline 149 \| In Source code plug-ins we have many options like Explicit Enhancement and Implicit Enhancement Developers (both SAP and non-SAP) may provide special hooks or portions in their code where enhancements may be applied. These are known as explicit enhancement options, and are mostly created by SAP at specific points of standard programs.\nline 150 \| In simple word explicit enhancement is provided by SAP, It is predefined location or plugs where you can put your code and enhance the standard. To see the explicit enhancement options in the object it requires to click on the spiral button (shown in yellow color and blue border in below image) which is given in the top tool bar.\nline 151 \| Supported Enhancement Technologies\nline 152 \| The Enhancement Framework supports a number of different enhancement technologies, including:\nline 153 \| • Class Enhancements. Class enhancement lets you add new methods to a class. Moreover, you may also\nline 154 \| add optional parameters to existing methods.\nline 155 \| • Function Group Enhancements. You may add new parameters to a function module via function group\nline 156 \| • Source Code Enhancements. These may be enhancement points in the source code where source\nline 157 \| code plug-ins may be attached. These plug-ins contain the code that enhances the given program, and\nline 158 \| are treated as an addition to the original code of the program in question. On the other hand, the code\nline 159 \| with the enhancement section may be substituted with the source code plug-in code used.\nline 160 \| This plug-ins in the source code is called as Enhancement SPOTS.\nline 161 \| SPOTS can be categorized in :\nline 162 \| - Enhancement POINTS\nline 163 \| - Enhancement SECTION\nline 164 \| In simple words When you want to add your extra logic over the existing one use POINTS while when you want to replace the existing one use SECTION. When a SPOT is static it is used for data declaration while Dynamic SPOTS are used for coding.\nline 165 \| Enhancement POINTS and SECTION are looks like as mentioned Below:\nline 166 \| ENHANCEMENT-POINT <name> SPOTS <spot1> [<spot2>] [STATIC] …\nline 167 \| ENHANCEMENT-SECTION <name> SPOTS <spot1> [<spot2>] [STATIC] … END-ENHANCEMENT-SECTION.\nline 168 \| In last if nothing works , like you don’t have any Explicit enhancement or you don’t have any BADIs, Do implicit enhancement .\nline 169 \| This is easiest enhancement you can ever find.\nline 170 \| Implicit enhancement options are provided internally in the beginning and end of every subroutine , Function module and methods. Where you can put your own code. Check the article\nline 171 \| Switch Frame Work:\nline 172 \| Each Enhancement package contains a set of business functions. Each “business function” are optionally implemented and activated. Switch frame work is something using which you can deactivate certain Business functionality depending on the client requirement. You can also assign switch to your implemented enhancements so if required you can de activate all of them in single go.\nline 173 \| Code Example of Explicit and Implicit Enhancement :\nline 174 \| CMOD and SMOD:\nline 175 \| CMOD and SMOD is another Enhancement technique.\nline 176 \| CMOD is the Project Management of SAP Enhancements (i.e., SMOD Enhancements). SMOD contains the actual enhancements and CMOD is the grouping of those SMOD enhancements.\nline 177 \| Enhancements are exits developed by SAP. The exit is implemented as a call to a function module. The code for the function module is written by the developer. You are not writing the code directly in the function module, but in the include that is implemented in the function module.\nline 178 \| \n```", "role": "user" } ]
As we approach another beautiful season to celebrate our little ones, we prepare our hearts and minds to make their day a very special one. In most countries, classes are cancelled on this day for the children, while they engage in various activities varying from carnivals to charity events to raise funds for less privileged children. In the spirit of celebration, we should note that the true celebration is the daily value we add to the lives of our children, physically, emotionally and mentally. It is important to ensure that your child gets the daily recommended 300mg dose of protein, which can be found richly in eggs. As the popular saying goes, ‘An Apple a day keeps the Doctor away’, shouldn’t the same apply to eggs? An average large egg is said to contain: \|· 78 Calories · 6.3g Protein · 5.3g Fat · 1.6g Saturated Fat · 212mg Cholesterol All which are perfectly healthy for a growing child. Here are some of the benefits as outlined by www.momjunction.com: - 1. Complete Protein: Eggs are a complete protein food. Each egg contains 6 grams of protein per serving. Proteins are the building blocks for a young body and are required for new cell generation and regeneration of cells. Eggs help kids grow bigger and stronger. - 2. Eggs Contain Lutein And Zeaxanthin: Eggs are an excellent source of Lutein and Zeaxanthin, which are essential for healthy eyes. They keep vision sharp and reduce the impact of macular degeneration. They also ensure the health of the retina. - 3. Eggs Contain Choline Choline helps in building the membranes of the cells. It also important for the development of the brain. Choline is also responsible for the molecules of the brain which signal the nerves. 1 egg contains 100 mg of choline. - 4. Eggs Contain Omega-3s: Omega 3 are healthy fats found predominantly in fish. It also helps in early brain development and cognitive memory. Regular consumption of eggs can help delay the onset of arthritis and heart diseases as the kids mature into adults. - 5. Eggs Are Replete With Vitamin D: Eggs are an excellent source of vitamin D .Vitamin D is important for the bone health of growing kids. The egg is the only food-base source of vitamin D. - 6. Eggs Help in Healthy Hair and Nails: Eggs contain 9 essential amino acids, which help in the growth of healthy nails and hair for kids since they are always chewing off their nails or breaking them. Eggs ensure faster regrowth. With all these health benefits, it might be a good idea to start a poultry. However, the reason why feeding your children right not just in anticipation of children’s day, but generally, has come up this season, is because food items like Eggs are still seen as a luxury meal to some. Some children in Nigeria still eat eggs only occasionally even in the light of these health benefits. It is advised to feed a child eggs at least four times in a week. Eggs also remain one of the cheapest forms of protein available in Nigeria at the moment ranging from N30 to N40 a piece. Another recommendation is also the cooking process of the eggs in order for them to retain their healthy status. Boiling and poaching is highly recommended while frying should be done to the barest minimum. Good news to all parents! There is no need to worry about the freshness of the eggs being consumed by your children, when using a top-notch poultry feed as Vital Feeds, the number one feed for healthy chickens. With Vital feed, the quality of the eggs being produced by the chickens would not be compromised. So, in the spirit of ‘An Egg per day keeps the Doctor away’, parents should heed to this call and ensure that children eat at least 4 eggs per week. It is Children’s day and it is time to show them how much you care. Once again, HAPPY CHILDREN’S DAY From Vital Feed Farmer’s Vital Choice for better profit Follow us on twitter @GrandCereals Join us on G+	<urn:uuid:3c9adc0d-d14c-4378-af04-67884a0b0203>	CC-MAIN-2017-43	http://grandcereals.com/egg-day-makes-world-better-place/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825889.47/warc/CC-MAIN-20171023092524-20171023112524-00441.warc.gz	en	0.950456	893	3.46875	3	[ { "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 \| As we approach another beautiful season to celebrate our little ones, we prepare our hearts and minds to make their day a very special one.\nline 04 \| In most countries, classes are cancelled on this day for the children, while they engage in various activities varying from carnivals to charity events to raise funds for less privileged children.\nline 05 \| In the spirit of celebration, we should note that the true celebration is the daily value we add to the lives of our children, physically, emotionally and mentally. It is important to ensure that your child gets the daily recommended 300mg dose of protein, which can be found richly in eggs.\nline 06 \| As the popular saying goes, ‘An Apple a day keeps the Doctor away’, shouldn’t the same apply to eggs? An average large egg is said to contain:\nline 07 \| \|· 78 Calories\nline 08 \| · 6.3g Protein\nline 09 \| · 5.3g Fat\nline 10 \| · 1.6g Saturated Fat\nline 11 \| · 212mg Cholesterol\nline 12 \| All which are perfectly healthy for a growing child.\nline 13 \| Here are some of the benefits as outlined by www.momjunction.com:\nline 14 \| - 1. Complete Protein:\nline 15 \| Eggs are a complete protein food. Each egg contains 6 grams of protein per serving. Proteins are the building blocks for a young body and are required for new cell generation and regeneration of cells. Eggs help kids grow bigger and stronger.\nline 16 \| - 2.\nline 17 \| Eggs Contain Lutein And Zeaxanthin:\nline 18 \| Eggs are an excellent source of Lutein and Zeaxanthin, which are essential for healthy eyes. They keep vision sharp and reduce the impact of macular degeneration. They also ensure the health of the retina.\nline 19 \| - 3. Eggs Contain Choline\nline 20 \| Choline helps in building the membranes of the cells. It also important for the development of the brain. Choline is also responsible for the molecules of the brain which signal the nerves. 1 egg contains 100 mg of choline.\nline 21 \| - 4. Eggs Contain Omega-3s:\nline 22 \| Omega 3 are healthy fats found predominantly in fish. It also helps in early brain development and cognitive memory. Regular consumption of eggs can help delay the onset of arthritis and heart diseases as the kids mature into adults.\nline 23 \| - 5. Eggs Are Replete With Vitamin D:\nline 24 \| Eggs are an excellent source of vitamin D .Vitamin D is important for the bone health of growing kids. The egg is the only food-base source of vitamin D.\nline 25 \| - 6. Eggs Help in Healthy Hair and Nails:\nline 26 \| Eggs contain 9 essential amino acids, which help in the growth of healthy nails and hair for kids since they are always chewing off their nails or breaking them.\nline 27 \| Eggs ensure faster regrowth.\nline 28 \| With all these health benefits, it might be a good idea to start a poultry. However, the reason why feeding your children right not just in anticipation of children’s day, but generally, has come up this season, is because food items like Eggs are still seen as a luxury meal to some. Some children in Nigeria still eat eggs only occasionally even in the light of these health benefits. It is advised to feed a child eggs at least four times in a week. Eggs also remain one of the cheapest forms of protein available in Nigeria at the moment ranging from N30 to N40 a piece.\nline 29 \| Another recommendation is also the cooking process of the eggs in order for them to retain their healthy status.\nline 30 \| Boiling and poaching is highly recommended while frying should be done to the barest minimum.\nline 31 \| Good news to all parents! There is no need to worry about the freshness of the eggs being consumed by your children, when using a top-notch poultry feed as Vital Feeds, the number one feed for healthy chickens. With Vital feed, the quality of the eggs being produced by the chickens would not be compromised.\nline 32 \| So, in the spirit of ‘An Egg per day keeps the Doctor away’, parents should heed to this call and ensure that children eat at least 4 eggs per week. It is Children’s day and it is time to show them how much you care.\nline 33 \| Once again, HAPPY CHILDREN’S DAY\nline 34 \| From Vital Feed\nline 35 \| Farmer’s Vital Choice for better profit\nline 36 \| Follow us on twitter @GrandCereals\nline 37 \| Join us on G+\nline 38 \| \n```", "role": "user" } ]
There’s a right way and a wrong way to help people. It’s important to remember that even when you act with the best intentions, you don’t always know what is best for someone else. Here are some guidelines to determine if you’re really helping someone or not. You make people dependent on you As the old saying goes, “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.” When you focus only on people’s temporary needs, but you don’t teach them how to take care of themselves, in a way you make them a type of prisoner to you or someone else. If someone is completely dependent on someone else for their livelihood or happiness or success, then they can never be truly free to live and sustain their life on their own. This kind of dependence can be helpful, but only in those rare cases where people are completely unable to take care of themselves. For example, due to a severe mental or physical disorder. Otherwise, fostering this kind of dependency is usually harmful and unhealthy. You try to do things outside of your power One of the worst ways to help people is to try to change something that is outside of your power. Because when you intervene in problems, especially ones which you have no knowledge or experience in, you can often make a situation worse. It’s important to accept that sometimes you aren’t capable of helping someone. Sometimes you need to let go and let things take their natural course. After all, you are only human, and you don’t have the time and resources to help every person in every given situation. You try to help people who clearly don’t want your help Another common mistake is trying to help people who don’t want your help. When you try to change something against a person’s will, it can often backfire and make them rebel against you. They may do the opposite of what you say just because they don’t want to feel like they are following your advice. If someone doesn’t want your help, it’s important to respect that. As I mentioned before, you don’t always know what is best for everyone, and sometimes someone else’s perspective is going to be a lot different than yours. Make sure you respect people’s boundaries. You only help with the expectation of something in return In some situations, you may find yourself only helping people because you expect to get something in return. While humans are in many ways soft-wired to act reciprocally, I don’t think this is the best attitude to go about helping people. Most people don’t like to be helped by others who aren’t doing it genuinely. They may even find it insulting. When helping others, be careful not to do it out of ulterior motives, but instead because you have a real desire to help people become more happy and successful. If you get something in return for your good deed – awesome. If you don’t, then the satisfaction of helping someone should be enough. Stay updated on new articles and resources in psychology and self improvement:	<urn:uuid:912d0dcc-6b08-439d-9798-06a3ab7a475a>	CC-MAIN-2017-43	http://www.theemotionmachine.com/the-wrong-way-to-help-people/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822668.19/warc/CC-MAIN-20171018013719-20171018033719-00441.warc.gz	en	0.958569	677	2.578125	3	[ { "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 \| There’s a right way and a wrong way to help people. It’s important to remember that even when you act with the best intentions, you don’t always know what is best for someone else. Here are some guidelines to determine if you’re really helping someone or not.\nline 04 \| You make people dependent on you\nline 05 \| As the old saying goes, “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.”\nline 06 \| When you focus only on people’s temporary needs, but you don’t teach them how to take care of themselves, in a way you make them a type of prisoner to you or someone else.\nline 07 \| If someone is completely dependent on someone else for their livelihood or happiness or success, then they can never be truly free to live and sustain their life on their own.\nline 08 \| This kind of dependence can be helpful, but only in those rare cases where people are completely unable to take care of themselves. For example, due to a severe mental or physical disorder. Otherwise, fostering this kind of dependency is usually harmful and unhealthy.\nline 09 \| You try to do things outside of your power\nline 10 \| One of the worst ways to help people is to try to change something that is outside of your power. Because when you intervene in problems, especially ones which you have no knowledge or experience in, you can often make a situation worse.\nline 11 \| It’s important to accept that sometimes you aren’t capable of helping someone. Sometimes you need to let go and let things take their natural course. After all, you are only human, and you don’t have the time and resources to help every person in every given situation.\nline 12 \| You try to help people who clearly don’t want your help\nline 13 \| Another common mistake is trying to help people who don’t want your help. When you try to change something against a person’s will, it can often backfire and make them rebel against you. They may do the opposite of what you say just because they don’t want to feel like they are following your advice.\nline 14 \| If someone doesn’t want your help, it’s important to respect that. As I mentioned before, you don’t always know what is best for everyone, and sometimes someone else’s perspective is going to be a lot different than yours. Make sure you respect people’s boundaries.\nline 15 \| You only help with the expectation of something in return\nline 16 \| In some situations, you may find yourself only helping people because you expect to get something in return. While humans are in many ways soft-wired to act reciprocally, I don’t think this is the best attitude to go about helping people.\nline 17 \| Most people don’t like to be helped by others who aren’t doing it genuinely. They may even find it insulting. When helping others, be careful not to do it out of ulterior motives, but instead because you have a real desire to help people become more happy and successful.\nline 18 \| If you get something in return for your good deed – awesome. If you don’t, then the satisfaction of helping someone should be enough.\nline 19 \| Stay updated on new articles and resources in psychology and self improvement:\nline 20 \| \n```", "role": "user" } ]
‘If people are good only because they fear punishment, And hope for reward, then we are a sorry lot indeed.’ ~Albert Einstein The undeniable power, force, and influence of religion stand out throughout history. In historical retrospect, judging from the rapid development witnessed in Europe in the past millennia, religion was exceptionally important, because it had a great influence on everything from government to social order and family relationships; positive effects of religion such as unity, security, and a social order are still basic ideals in today’s world. The Islamic civilization and the golden age of medicine, mathematics, science and knowledge in general: The spread of knowledge and the rise of universities all over Europe and the new World. The age of inventions and diffusion of innovations; all were aided by big religion which acted as patron saints of the age. However, religion also has its negative effects such as the conflicts that result in war and bloodshed, the separation of social classes, and the corruption throughout God’s kingdom, especially the recent sex scandal in the Catholic Church; or the radicalization of faith as witnessed by today’s Islamic insurgence and terrorism. It is these perceived negative effects of religion that has prompted many social commentators to condemn religion as an albatross on human development. Among the factors they site are the following: ·Religion divides insiders from outsiders. “Be ye not unequally yoked with unbelievers,” says the Christian Bible. o“They wish that you disbelieve as they disbelieve, and then you would be equal; therefore take not to yourselves friends of them,” says Quran 4:91. ·Religion anchors believers to the medieval age: The medieval period was a time of rampant superstition, ignorance, inequality, racism, misogyny, and violence. Slavery had God’s sanction. Women and children were literally possessions of men. Sacred texts including the Bible, Torah and Quran all preserve and protect fragments of medieval culture, putting God’s name and endorsement on some of the very worst practices. ·Religion makes a virtue out of faith. Besides exploiting positive moral energy like kindness or generosity, religion often redirects moral disgust and indignation, attaching these emotions to arbitrary religious rules rather than questions of real harm. ·Religion lends itself to be used by political leaders in spreading division and antipathy among their followers; most commonly in developing polities that are yet to get over primordial divisions. Like ethnicity, religion has become a recurring decimal point in the politics of emerging nations such as Nigeria. Even within the same religion, divisions have been the source of acrimony; such as between Shiites and Sunni, Catholics and Protestants. However, religion has its positive side which includes: ·The formation of personal moral criteria and sound moral judgment. ·Enormous potential for addressing today's social problems, which is sometimes questionable. ·The religious practices of parents, particularly their unity on religious issues, powerfully influence the behavior of children; that is if the children do not succumb to peer pressure and other social influences. Religious behavior, as opposed to mere attitude or affiliation, is supposed to be associated with reduced crime. This has been known in the social science literature for over 20 years: But not anymore, as we are witness to the most odious relationship between religion and crime in our present world. The so-called men of God today not only aid and abet crime, but are themselves practitioners of crime. The newspapers are replete with screaming headlines of one church or Moslem leader or the other caught in the warm embrace of crime or the underworld: From homosexualism and sodomization by prelates in the ‘house of God’, to avariciousness and criminal atavism, to abuse of Peter’s Pence’ and tithing, exploitation and abuse of the goodwill of congregants, fornication and unbridled sexual exploits, financial and moral recklessness and many other loathsome acts and shenanigan that are odious and abhorrent. What happened last week in the little Anambra town of Ozubulu is a sad reminder of what the sages say about people keeping silent in the face of crime. The said Catholic Church which ‘gangland’ members invaded and gunned down worshippers was not a strange territory to the men of the underworld; nor were the gang members strange to the congregants who are mostly from the town; after all, the church was built and donated singlehandedly by a notorious ‘drug baron’ and member of the community who goes by the apt alias, ‘Bishop’; just imagine! There is no doubt, various religious groups have sought to benefit from the corruption and nepotism of the Nigerian system when a member of their religion is in power as the president or as the governor or local chairman, et cetera. By so doing, religions in Nigeria put themselves in a position to be used at will, not only by the political class, but also by the criminal sub-culture: Just as it happened last week at Ozubulu. As Reuben Abati said in his column last Tuesday: “The love of money is destroying our lives. Not even holy places are spared.” Another commentator had put it more succinctly when he said: ‘We have only succeeded in turning religion into our technological achievement as Nigerian churches are spread all over the world with main beneficiaries as the prosperity pastors and we cannot ignore the pathetic contribution of the other religion in bloodletting and everything antithetical to civilization.’ May God forgive all of us; amen. Barka Juma’at and a happy weekend Last Line: If only she were alive, today’s Juma’at would have been a double. If only our mother, late Alhaja Hulaimot Atinuke Jose, were alive; she would have turned 90 today; but Allah knows best. We continue to pray for the repose of her gentle soul. May all our prayers on her for Allah’s forgiveness be accepted and may she be admitted to the perfumed garden of Janatul firdous. We equally rejoice with her son and birthday mate, ‘the last brother’, Rabiu Jose who marks another milestone today. May Allah’s grace and mercies continue to be with him. RAB Happy birthday and many happy returns. Pop Errors in English, writers beware is Segun Omolayo's contribution to Nigerian education and enlightenment in this knowledge driven age. Omolayo, a United Nations trained draftman and analyst wrote the book while serving as a UN diplomat. Pop errors in English unpacks, articulates and examines popular errors writers commit in various ways. The book discusses rules often violated by writers and suggests ways to avoid them. It explains why what is right is right and what is wrong. The author emphasizes how to enhance writers' use of the English language for effective communication. The author imparts the skills and techniques that separates the tutored from the untrained instinctive writers. This book is for journalists, legal and legislative draft men, editors of journals and newspapers and diplomats. Pop Errors in English is paperback; published in 2017, it has 558 pages a preface, twelve chapters and three pages of references. In his capacity as a reporter and draft man for the United Nations, Omolayo has written a great deal, edited, re-written and analysed diverse texts from various fields. It is through such rich exposure that he was able to identify the errors in this book. Omolayo explains applicable principles and rules; suggesting improvements with copious examples, some of which I shall show you anon. The book aims to share with you- writing skills, tools and principles. It demonstrates that little things matter just as we unconsciously destroy our mother tongues and good English through government promotion of pidgin English which belongs to no ethnic grouping. The correction of these errors shows editing sensitivities that a good writer must be mindful of. The following examples are being paraphrased for brevity and judicious use of space to enable me cover as many examples as possible. On redundancy, the author explains it as a phrase, clause, sentence or text in any word or group of words considered unnecessary, in the sense that it can be removed without detracting the meaning. This means, such a word or phrase has no function in the sentence; it neither adds value nor meaning. Sources of redundancies are rampart. They include: tautology- which refers to the repetition of words. Verbosity- this comes when you use too many words where fewer would convey the same meaning. Next comes circumlocution- meaning that you are simply beating about the bush. Grammarians consider circumlocutions dangerous because they 'shut down readers'. Here are examples of circumlocutions: "I agree with the idea,"(instead of I agree.); "during the time that", (when); "in view of the fact that", (because); "within the framework of," (in); " within the context of," (regarding); "for the purpose of," (to); "in order to" (to); "in the event that," ( if); " in the field of," (in); "in the year 2012" ( in 2012); "until such time," (until); " and prior to" (before). Though sources of redundancies are legion, let us see how they arise, how they affect conversations and how they can be cured; using examples drawn different writings. Here we go: A two day workshop, organized by the Ministry of Internal Affairs and the Peace Building Office on Conflict sensitivity with the theme "Strengthening Government Capacity in Conflict Sensitivity Programming and Development," began in katata on 12 February. Since the purpose of the phrase: "on conflict sensitivity" is to distinctly identify the workshop, that has been adequately done by the theme. Thus, the phrase is a repetition; which should be removed. So the message above sounds better as: A two day workshop, organized by the Ministry of Justice and the Peace Building Office with the theme: Strengthening Government Capacity in Conflict Sensitivity Programming and Development" began in Kakata on 12 February. Malapropism is another writer's headache. It is the misuse of certain words instead of another. This is an amusing mistake somebody makes when they use a word which sounds similar to the word they wanted to use, but means something different. Webster's Dictionary called it a ludicrous misuse of words. A writer desirous of conveying precise meaning will do his best to avoid malapropisms. Great writers appreciate correct choice of words or ideas by noting that the synonyms of the same word will not always convey the same meaning. This means a writer must spare no effort to perfect his diction. Here is an example of malapropism: Consummation of honey by humans has rules and regulations. Consummation means completion of something, which is why it isn't appropriate. Actually, consummation goes with the action of making a marriage complete by having coitus. Consumption, which is the appropriate word means, the action of eating or drinking something. This is a very good book for speech writers and press secretaries.It will cut down much of the tautology that goes for journalism and broadcasting inNigeria today. Omolayo has written, reviewed and edited scripts for decades. He is a former Nigerian diplomat, he is a registered advertiser and broadcaster.	<urn:uuid:7b3af9a1-688c-4e75-a16b-d5290d06a220>	CC-MAIN-2017-43	http://ogunmupe.blogspot.com/2017/08/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825436.78/warc/CC-MAIN-20171022184824-20171022204824-00641.warc.gz	en	0.959675	2,385	3.296875	3	[ { "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 \| ‘If people are good only because they fear punishment,\nline 04 \| And hope for reward, then we are a sorry lot indeed.’ ~Albert Einstein\nline 05 \| The undeniable power, force, and influence of religion stand out throughout history. In historical retrospect, judging from the rapid development witnessed in Europe in the past millennia, religion was exceptionally important, because it had a great influence on everything from government to social order and family relationships; positive effects of religion such as unity, security, and a social order are still basic ideals in today’s world. The Islamic civilization and the golden age of medicine, mathematics, science and knowledge in general: The spread of knowledge and the rise of universities all over Europe and the new World. The age of inventions and diffusion of innovations; all were aided by big religion which acted as patron saints of the age.\nline 06 \| However, religion also has its negative effects such as the conflicts that result in war and bloodshed, the separation of social classes, and the corruption throughout God’s kingdom, especially the recent sex scandal in the Catholic Church; or the radicalization of faith as witnessed by today’s Islamic insurgence and terrorism. It is these perceived negative effects of religion that has prompted many social commentators to condemn religion as an albatross on human development. Among the factors they site are the following:\nline 07 \| ·Religion divides insiders from outsiders. “Be ye not unequally yoked with unbelievers,” says the Christian Bible.\nline 08 \| o“They wish that you disbelieve as they disbelieve, and then you would be equal; therefore take not to yourselves friends of them,” says Quran 4:91.\nline 09 \| ·Religion anchors believers to the medieval age: The medieval period was a time of rampant superstition, ignorance, inequality, racism, misogyny, and violence. Slavery had God’s sanction. Women and children were literally possessions of men. Sacred texts including the Bible, Torah and Quran all preserve and protect fragments of medieval culture, putting God’s name and endorsement on some of the very worst practices.\nline 10 \| ·Religion makes a virtue out of faith.\nline 11 \| Besides exploiting positive moral energy like kindness or generosity, religion often redirects moral disgust and indignation, attaching these emotions to arbitrary religious rules rather than questions of real harm.\nline 12 \| ·Religion lends itself to be used by political leaders in spreading division and antipathy among their followers; most commonly in developing polities that are yet to get over primordial divisions. Like ethnicity, religion has become a recurring decimal point in the politics of emerging nations such as Nigeria. Even within the same religion, divisions have been the source of acrimony; such as between Shiites and Sunni, Catholics and Protestants.\nline 13 \| However, religion has its positive side which includes:\nline 14 \| ·The formation of personal moral criteria and sound moral judgment.\nline 15 \| ·Enormous potential for addressing today's social problems, which is sometimes questionable.\nline 16 \| ·The religious practices of parents, particularly their unity on religious issues, powerfully influence the behavior of children; that is if the children do not succumb to peer pressure and other social influences.\nline 17 \| Religious behavior, as opposed to mere attitude or affiliation, is supposed to be associated with reduced crime. This has been known in the social science literature for over 20 years: But not anymore, as we are witness to the most odious relationship between religion and crime in our present world. The so-called men of God today not only aid and abet crime, but are themselves practitioners of crime. The newspapers are replete with screaming headlines of one church or Moslem leader or the other caught in the warm embrace of crime or the underworld: From homosexualism and sodomization by prelates in the ‘house of God’, to avariciousness and criminal atavism, to abuse of Peter’s Pence’ and tithing, exploitation and abuse of the goodwill of congregants, fornication and unbridled sexual exploits, financial and moral recklessness and many other loathsome acts and shenanigan that are odious and abhorrent.\nline 18 \| What happened last week in the little Anambra town of Ozubulu is a sad reminder of what the sages say about people keeping silent in the face of crime. The said Catholic Church which ‘gangland’ members invaded and gunned down worshippers was not a strange territory to the men of the underworld; nor were the gang members strange to the congregants who are mostly from the town; after all, the church was built and donated singlehandedly by a notorious ‘drug baron’ and member of the community who goes by the apt alias, ‘Bishop’; just imagine!\nline 19 \| There is no doubt, various religious groups have sought to benefit from the corruption and nepotism of the Nigerian system when a member of their religion is in power as the president or as the governor or local chairman, et cetera. By so doing, religions in Nigeria put themselves in a position to be used at will, not only by the political class, but also by the criminal sub-culture: Just as it happened last week at Ozubulu. As Reuben Abati said in his column last Tuesday: “The love of money is destroying our lives. Not even holy places are spared.” Another commentator had put it more succinctly when he said: ‘We have only succeeded in turning religion into our technological achievement as Nigerian churches are spread all over the world with main beneficiaries as the prosperity pastors and we cannot ignore the pathetic contribution of the other religion in bloodletting and everything antithetical to civilization.’\nline 20 \| May God forgive all of us; amen.\nline 21 \| Barka Juma’at and a happy weekend\nline 22 \| Last Line: If only she were alive, today’s Juma’at would have been a double. If only our mother, late Alhaja Hulaimot Atinuke Jose, were alive; she would have turned 90 today; but Allah knows best. We continue to pray for the repose of her gentle soul. May all our prayers on her for Allah’s forgiveness be accepted and may she be admitted to the perfumed garden of Janatul firdous.\nline 23 \| We equally rejoice with her son and birthday mate, ‘the last brother’, Rabiu Jose who marks another milestone today.\nline 24 \| May Allah’s grace and mercies continue to be with him.\nline 25 \| RAB Happy birthday and many happy returns.\nline 26 \| Pop Errors in English, writers beware is Segun Omolayo's contribution to Nigerian education and enlightenment in this knowledge driven age. Omolayo, a United Nations trained draftman and analyst wrote the book while serving as a UN diplomat. Pop errors in English unpacks, articulates and examines popular errors writers commit in various ways. The book discusses rules often violated by writers and suggests ways to avoid them. It explains why what is right is right and what is wrong. The author emphasizes how to enhance writers' use of the English language for effective communication. The author imparts the skills and techniques that separates the tutored from the untrained instinctive writers.\nline 27 \| This book is for journalists, legal and legislative draft men, editors of journals and newspapers and diplomats. Pop Errors in English is paperback; published in 2017, it has 558 pages a preface, twelve chapters and three pages of references. In his capacity as a reporter and draft man for the United Nations, Omolayo has written a great deal, edited, re-written and analysed diverse texts from various fields. It is through such rich exposure that he was able to identify the errors in this book.\nline 28 \| Omolayo explains applicable principles and rules; suggesting improvements with copious examples, some of which I shall show you anon. The book aims to share with you- writing skills, tools and principles. It demonstrates that little things matter just as we unconsciously destroy our mother tongues and good English through government promotion of pidgin English which belongs to no ethnic grouping. The correction of these errors shows editing sensitivities that a good writer must be mindful of.\nline 29 \| The following examples are being paraphrased for brevity and judicious use of space to enable me cover as many examples as possible. On redundancy, the author explains it as a phrase, clause, sentence or text in any word or group of words considered unnecessary, in the sense that it can be removed without detracting the meaning. This means, such a word or phrase has no function in the sentence; it neither adds value nor meaning. Sources of redundancies are rampart. They include: tautology- which refers to the repetition of words.\nline 30 \| Verbosity- this comes when you use too many words where fewer would convey the same meaning.\nline 31 \| Next comes circumlocution- meaning that you are simply beating about the bush.\nline 32 \| Grammarians consider circumlocutions dangerous because they 'shut down readers'.\nline 33 \| Here are examples of circumlocutions: \"I agree with the idea,\"(instead of I agree.\nline 34 \| ); \"during the time that\", (when); \"in view of the fact that\", (because); \"within the framework of,\" (in); \" within the context of,\" (regarding); \"for the purpose of,\" (to); \"in order to\" (to); \"in the event that,\" ( if); \" in the field of,\" (in); \"in the year 2012\" ( in 2012); \"until such time,\" (until); \" and prior to\" (before).\nline 35 \| Though sources of redundancies are legion, let us see how they arise, how they affect conversations and how they can be cured; using examples drawn different writings. Here we go: A two day workshop, organized by the Ministry of Internal Affairs and the Peace Building Office on Conflict sensitivity with the theme \"Strengthening Government Capacity in Conflict Sensitivity Programming and Development,\" began in katata on 12 February. Since the purpose of the phrase: \"on conflict sensitivity\" is to distinctly identify the workshop, that has been adequately done by the theme. Thus, the phrase is a repetition; which should be removed.\nline 36 \| So the message above sounds better as: A two day workshop, organized by the Ministry of Justice and the Peace Building Office with the theme: Strengthening Government Capacity in Conflict Sensitivity Programming and Development\" began in Kakata on 12 February.\nline 37 \| Malapropism is another writer's headache. It is the misuse of certain words instead of another. This is an amusing mistake somebody makes when they use a word which sounds similar to the word they wanted to use, but means something different. Webster's Dictionary called it a ludicrous misuse of words. A writer desirous of conveying precise meaning will do his best to avoid malapropisms.\nline 38 \| Great writers appreciate correct choice of words or ideas by noting that the synonyms of the same word will not always convey the same meaning.\nline 39 \| This means a writer must spare no effort to perfect his diction.\nline 40 \| Here is an example of malapropism: Consummation of honey by humans has rules and regulations.\nline 41 \| Consummation means completion of something, which is why it isn't appropriate.\nline 42 \| Actually, consummation goes with the action of making a marriage complete by having coitus.\nline 43 \| Consumption, which is the appropriate word means, the action of eating or drinking something. This is a very good book for speech writers and press secretaries.It will cut down much of the tautology that goes for journalism and broadcasting inNigeria today. Omolayo has written, reviewed and edited scripts for decades. He is a former Nigerian diplomat, he is a registered advertiser and broadcaster.\nline 44 \| \n```", "role": "user" } ]
Any fair consideration of the depth and width of enslavement tempts insanity. First conjure the crime – the generational destruction of human bodies – and all of its related offense – domestic terrorism, poll taxes, mass incarceration. But then try to imagine being an individual born among the remnants of that crime, among the wronged, among the plundered, and feeling the gravity of that crime all around and seeing it in the sideways glances of the perpetrators of that crime and overhearing it in their whispers and watching these people, at best, denying their power to address the crime and, at worst, denying that any crime had occurred at all, even as their entire lives revolve around the fact of a robbery so large that it is written in our very names. This is not a thought experiment. America is literally unimaginable without plundered labour shackled to plundered land, without the organizing principle of whiteness as citizenship, without the culture crafted by the plundered, and without that culture itself being plundered. White dependency on slavery extended from the economic to the social, and the rights of whites were largely seen as dependent on the degradation of blacks. “White men,” wrote Mississippi senator and eventual president of the Confederacy Jefferson Davis, “have an equality resulting from a presence of a lower caste, which cannot exist were white men to fill the position here occupied by the servile race.” Antebellum Georgia governor Joseph E Brown made the same point: “Among us the poor white laborer is respected as an equal. His family is treated with kindness, consideration and respect. He does not belong to the menial class. The negro is in no sense of the term his equal. He feels and knows this. He belongs to the only true aristocracy, the race of white men. He blacks no master’s boots, and bows the knee to no one save God alone. He receives higher wages for his labor than does the laborer of any other portion of the world, and he raises up his children, with the knowledge that they belong to no inferior caste; but that the highest members of the society in which he lives, will, if their conduct is good, respect and treat them as equals.” Enslavement provided not merely the foundation of white economic prosperity, but the foundation of white social equality, and thus the foundation of American democracy. But that was 150 years ago. And the slave south lost the war, after all. Was it not the America of Frederick Douglass that had prevailed and the Confederacy of Jefferson Davis that had been banished? Were we not a new country exalting in Martin Luther King Jr’s dream? I was never quite that far gone. But I had been wrong about the possibility of Barack Obama. And it seemed fair to consider that I might be wrong about a good deal more. – Ta-Nehisi Coates, “We Should Have Seen Trump Coming” in The Guardian. This essay, an excerpt from his upcoming book, is about so much more than the current president.	<urn:uuid:9e1c0e6e-01a2-43df-9bdb-b8295d904bfe>	CC-MAIN-2017-43	https://davidswanson.wordpress.com/category/politics/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825436.78/warc/CC-MAIN-20171022184824-20171022204824-00641.warc.gz	en	0.9712	632	3.03125	3	[ { "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 \| Any fair consideration of the depth and width of enslavement tempts insanity. First conjure the crime – the generational destruction of human bodies – and all of its related offense – domestic terrorism, poll taxes, mass incarceration. But then try to imagine being an individual born among the remnants of that crime, among the wronged, among the plundered, and feeling the gravity of that crime all around and seeing it in the sideways glances of the perpetrators of that crime and overhearing it in their whispers and watching these people, at best, denying their power to address the crime and, at worst, denying that any crime had occurred at all, even as their entire lives revolve around the fact of a robbery so large that it is written in our very names. This is not a thought experiment. America is literally unimaginable without plundered labour shackled to plundered land, without the organizing principle of whiteness as citizenship, without the culture crafted by the plundered, and without that culture itself being plundered.\nline 04 \| White dependency on slavery extended from the economic to the social, and the rights of whites were largely seen as dependent on the degradation of blacks. “White men,” wrote Mississippi senator and eventual president of the Confederacy Jefferson Davis, “have an equality resulting from a presence of a lower caste, which cannot exist were white men to fill the position here occupied by the servile race.”\nline 05 \| Antebellum Georgia governor Joseph E Brown made the same point: “Among us the poor white laborer is respected as an equal.\nline 06 \| His family is treated with kindness, consideration and respect.\nline 07 \| He does not belong to the menial class.\nline 08 \| The negro is in no sense of the term his equal.\nline 09 \| He feels and knows this.\nline 10 \| He belongs to the only true aristocracy, the race of white men.\nline 11 \| He blacks no master’s boots, and bows the knee to no one save God alone.\nline 12 \| He receives higher wages for his labor than does the laborer of any other portion of the world, and he raises up his children, with the knowledge that they belong to no inferior caste; but that the highest members of the society in which he lives, will, if their conduct is good, respect and treat them as equals.”\nline 13 \| Enslavement provided not merely the foundation of white economic prosperity, but the foundation of white social equality, and thus the foundation of American democracy. But that was 150 years ago. And the slave south lost the war, after all. Was it not the America of Frederick Douglass that had prevailed and the Confederacy of Jefferson Davis that had been banished? Were we not a new country exalting in Martin Luther King Jr’s dream?\nline 14 \| I was never quite that far gone.\nline 15 \| But I had been wrong about the possibility of Barack Obama.\nline 16 \| And it seemed fair to consider that I might be wrong about a good deal more.\nline 17 \| – Ta-Nehisi Coates, “We Should Have Seen Trump Coming” in The Guardian. This essay, an excerpt from his upcoming book, is about so much more than the current president.\nline 18 \| \n```", "role": "user" } ]
Rise In Puppy Deaths Locally Due To Parvo Virus Utica, NY (WIBX) – There is a rise in puppy deaths due to Parvo Virus locally. The highly contagious virus is transmitted through the feces and vomit in infected dogs and puppies. Licensed Veternary Technician Melisa Mannix at the Village Veternary Hospital says it’s important that every dog gets vaccinated for the virus. Vaccinations for Parvo start at six weeks, and continue every four weeks for a total of sixteen weeks. Mannix says that although Parvo can be treated, 30 percent of puppies who get the virus and are treated can still die. She went on to say that Parvo is a highly contagious virus that can live in the ground for many months, and it can be transmitted by hands, clothing, or even shoes. F A C T S H E E T - …WHAT IS PARVO? Canine parvovirus, or “parvo” as it is commonly known, is a virus that usually attacks the canine intestinal tract (canine parvovirus enteritis) and, in rare cases, the heart (myocarditis). First identified in the late 1970s, the virus is one of the most resistant known; it is able to withstand heat, cold, and most common disinfectants. - HOW IS IT TRANSMITTED? Parvo is transmitted through the feces and vomit of infected dogs and puppies. The virus can live in feces for about two weeks and can exist in the environment (such as on floors or cages) for many months. Because it is so difficult to kill, the virus is easily transmitted by “fomites” such as the hands, clothing, or shoes of anyone who comes in contact with it. - WHAT ARE THE SIGNS? Signs appear after the disease’s incubation period. The incubation period can last from 3 to 12 days after exposure but usually occurs within 5 to 7 days of exposure. The initial signs of parvo include loss of appetite, vomiting, dehydration, lethargy, fever, and depression. These are often accompanied by malodorous gray- or yellow-colored feces or diarrhea streaked with blood. Some dogs infected with the virus exhibit no symptoms and - never become ill, while others show a few of these signs and recover quickly. Some, however, become severely ill, and succumb within 48-72 hours after first exhibiting symptoms. - WHICH DOGS GET IT? - Although the virus can attack dogs and puppies of any age, it is most commonly found in dogs under one year old. The highest incidence is seen in puppies 6 to 24 weeks old. - Generally, puppies are protected through maternal immunity up to about 6 weeks. Many adult dogs are immune because they were either vaccinated or exposed to the illness when they were young. Several studies suggest that certain breeds, including Dobermans and Rottweilers,may be more susceptible to the disease than other breeds. Studies also indicate that unsterilized animals may be at greater risk than those who have been spayed or neutered. (Animals who have been spayed or neutered are more likely to have been vaccinated and are less likely to roam, thereby reducing their chances of coming in contact - with the virus.) - HOW IS PARVOT REATED? Treatment usually includes hospitalization, intravenous fluid replenishment, and medication (to control vomiting, diarrhea, and secondary infections). - HOW IS PARVO PREVENTED? The best way to help prevent dogs from getting parvo is to vaccinate them against the virus and keep them under control; dogs allowed to roam are more likely to come into contact with the virus. Shelters can prevent an outbreak by instituting a vaccination program; ensuring that their kennels are disinfected with a product proven to kill viruses; carefully evaluating and monitoring all animals; minimizing “fomite” transmission; and educating staff and the public about the disease.	<urn:uuid:cc146043-fee4-463c-b672-6312ff524ce3>	CC-MAIN-2017-43	http://wibx950.com/rise-in-puppy-deaths-locally-due-to-parvo-virus/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825900.44/warc/CC-MAIN-20171023111450-20171023131450-00541.warc.gz	en	0.961747	833	2.984375	3	[ { "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 \| Rise In Puppy Deaths Locally Due To Parvo Virus\nline 03 \| Utica, NY (WIBX) – There is a rise in puppy deaths due to Parvo Virus locally.\nline 04 \| The highly contagious virus is transmitted through the feces and vomit in infected dogs and puppies.\nline 05 \| Licensed Veternary Technician Melisa Mannix at the Village Veternary Hospital says it’s important that every dog gets vaccinated for the virus.\nline 06 \| Vaccinations for Parvo start at six weeks, and continue every four weeks for a total of sixteen weeks.\nline 07 \| Mannix says that although Parvo can be treated, 30 percent of puppies who get the virus and are treated can still die.\nline 08 \| She went on to say that Parvo is a highly contagious virus that can live in the ground for many months, and it can be transmitted by hands, clothing, or even shoes.\nline 09 \| F A C T S H E E T\nline 10 \| - …WHAT IS PARVO? Canine parvovirus, or “parvo” as it is commonly known, is a virus that usually attacks the canine intestinal tract (canine parvovirus enteritis) and, in rare cases, the heart (myocarditis). First identified in the late 1970s, the virus is one of the most resistant known; it is able to withstand heat, cold, and most common disinfectants.\nline 11 \| - HOW IS IT TRANSMITTED? Parvo is transmitted through the feces and vomit of infected dogs and puppies. The virus can live in feces for about two weeks and can exist in the environment (such as on floors or cages) for many months. Because it is so difficult to kill, the virus is easily transmitted by “fomites” such as the hands, clothing, or shoes of anyone who comes in contact with it.\nline 12 \| - WHAT ARE THE SIGNS? Signs appear after the disease’s incubation period. The incubation period can last from 3 to 12 days after exposure but usually occurs within 5 to 7 days of exposure. The initial signs of parvo include loss of appetite, vomiting, dehydration, lethargy, fever, and depression. These are often accompanied by malodorous gray- or yellow-colored feces or diarrhea streaked with blood. Some dogs infected with the virus exhibit no symptoms and\nline 13 \| - never become ill, while others show a few of these signs and recover quickly.\nline 14 \| Some, however, become severely ill, and succumb within 48-72 hours after first exhibiting symptoms.\nline 15 \| - WHICH DOGS GET IT?\nline 16 \| - Although the virus can attack dogs and puppies of any age, it is most commonly found in dogs under one year old. The highest incidence is seen in puppies 6 to 24 weeks old.\nline 17 \| - Generally, puppies are protected through maternal immunity up to about 6 weeks. Many adult dogs are immune because they were either vaccinated or exposed to the illness when they were young. Several studies suggest that certain breeds, including Dobermans and Rottweilers,may be more susceptible to the disease than other breeds. Studies also indicate that unsterilized animals may be at greater risk than those who have been spayed or neutered. (Animals who have been spayed or neutered are more likely to have been vaccinated and are less likely to roam, thereby reducing their chances of coming in contact\nline 18 \| - with the virus.)\nline 19 \| - HOW IS PARVOT REATED? Treatment usually includes hospitalization, intravenous fluid replenishment, and medication (to control vomiting, diarrhea, and secondary infections).\nline 20 \| - HOW IS PARVO PREVENTED? The best way to help prevent dogs from getting parvo is to vaccinate them against the virus and keep them under control; dogs allowed to roam are more likely to come into contact with the virus. Shelters can prevent an outbreak by instituting a vaccination program; ensuring that their kennels are disinfected with a product proven to kill viruses; carefully evaluating and monitoring all animals; minimizing “fomite” transmission; and educating staff and the public about the disease.\nline 21 \| \n```", "role": "user" } ]
Dove Tales Newsletter Duncraig Campus 18 May 2012 in this issue From the Head of Primary From the Head of Primary Whole School Information Window Washing - Saturday 19 May Parent Prayer Group Food Allergies Canteen News Parenting Tips for Young Boys 35th Anniversary of the Uniting Church Relay for Life Uniform Shop Woolworths Earn and Learn Program s parents, we can all name those treasured moments in our children’s lives when they achieved something for the first time. It could have been when they first smiled, took their first step, spoke their first word, read their first book or even the day they started school. Many of us have our treasure boxes and all of us have our very special memories. Adults will all remember times of their own childhood, too and, perhaps reminisce about such moments. There can be no argument that a child’s early years play a vital part in what sort of a person they will become as an adult. We know that it is during the very early years that the brain develops at a phenomenal rate and that these years represent a wonderful opportunity for parents to give their child the best start in life. The importance of playing, reading and talking with a young child cannot be underestimated. Parents become role models from the moment a child is born, whether or not we recognise this. Children observe how we respond to events, listen to the tone of our voice, imitate our actions, learn to speak our words, learn about boundaries and respect, and gain an insight into what is right and wrong, to name but a few. The responsibilities we have as parents are far too numerous to mention, yet we do our best. ELC Incursion Primary Sparkz Maths Primary Sport Running Club Primary French News Throughout all our actions with children, we are setting up and establishing styles of communication that will stay with them well into life. Children whose parents intentionally play, read and talk with them each day will soon learn appropriate communication skills and will have the vocabulary to express themselves by the time they arrive in Kindergarten. (Experts tell us that a child who has been read to from birth will have five times the vocabulary at the age of five, in comparison to the child who has not experienced this.) Just as reading to children is important in those early years, so is talking to children.They will learn about different voice tones and expression and will know whether you are pleased or displeased, happy or sad, angry, impatient or patient. They learn from us and then, of course, they will copy what they hear. Children are clever beings and we should never underestimate how much they will hang onto our every word. As our children grow, how many of us recognise ourselves saying exactly what they have just said? And then we wonder where they’ve heard it! Very young children need to be taught appropriate ways of communication so that when they arrive in school, they are able to use their words, rather than communicating through inappropriate behaviours such as hitting another child, pointing to everything they want or pulling on the teacher’s arm to gain attention.Talking to children is very easy. Tell them about the positive things in your life, what makes you happy and how you just love being a parent. History’s Twisted Door - a Cabaret Performance Secondary School Exams WACE Exam Exemptions Music Notes St Stephen’s School CAS Facebook Page Congratulations Southern Cross Cultural Exchange Wanslea Family Services - 16 June Health Brochures Self Regulation Information Session - 6 June Board Members with UnitingCare West School Information Term Dates 2012 & 2013 Office Hours / Contact Numbers Canteen Roster Uniform Shop Canteen Play is what young children do best. They learn through play at home and in school. Social skills are taught incidentally through the everyday play which happens in school as are literacy and mathematics skills. Everyone enjoys playing and very young children will enthusiastically teach adults how to play the game. Through play and age appropriate fun activities, children will develop their physical coordination and control and will go on to be confident when meeting other children. Reading, talking and playing with children is not difficult and costs very little, except that of our time. In this world where we are all such busy people, I encourage all parents, whatever the age of their children, to put aside time to spend with them. They are entitled to it and they deserve it. Mrs Christine Benson Head of the Primary School DUNCRAIG Dove DoveTales Tales Issue 7, 18 May 2012 100 Doveridge Drive Duncraig WA 6023 PO Box 68, Greenwood, WA 6924 Ph: +61 8 9243 2100 Fax: +61 8 9243 2490 50 St Stephens Crescent Tapping WA 6065 PO Box 246, Joondalup, WA 6919 Ph: +61 8 9306 7100 Fax: +61 8 9306 7101 Whole School Information Back to Menu Window Washing - Saturday 19 May Come and help make our School sparkle! A great way to utilise your Family Commitment Hours for 2012. Meet at the Duncraig campus turning circle this Saturday between 8.00 am – 12 noon, or the Early Learning Centre Hepburn Heights from 1.00 – 3.30pm. All equipment provided. Parent Prayer Group Please feel welcome to join a prayer and care group at St Stephen’s School Duncraig Day Monday Time 8.30 - 9.00 am Place Contact Primary School (check in at Narelle Soet: 0421 326 990 or email@example.com the Primary Office) Thursday 8.20 - 8.45 am Science Centre room S1 Marilette Louw at (check in at Student Services) firstname.lastname@example.org 8.45 - 9.05 am ELC, Interview room near Lisa Dallin: 0414 821 352 Main Administration 2.00 - 2.30 pm Primary School (check in at Jill Carter: 0407 423 007 the Primary Office) These groups are open to everyone in the School community. We are happy to support members of the School community with care, individual prayer and meal support, please don’t hesitate to ask. Food Allergies With 14 to 18 May being Food Allergy Awareness Week, let’s consider that many people think they are allergic to a food when in fact they are intolerant. Unlike food allergies, intolerances do not involve the body’s immune system. Slower in onset and not life threatening, food intolerance symptoms include headaches, bloating, wind, nausea, mouth ulcers or hives. Important Dates Friday 18 May Year 11 Drama Cabaret 7.00 pm History’s Twisted Door Saturday 19 May Window Washing 7.00 pm History’s Twisted Door Monday 21 May Ecumenical Service - Christ Church Grammar Primary Book Fair (21 to 25 May) Friday 25 May ELC Wear a Bear Day Senior Music Concert Thursday 31 May ACC Cross Country Friday 1 June School Sport WA Cross Country Below: Grandparents Day in the Early Learning Centre Symptoms that occur several hours after a food is eaten are more often as a result of an intolerance or enzyme deficiency rather than a food allergy. A food allergy is not: • The inability to digest a food; • An aversion to a food (disliking a food); • Food poisoning; • A reaction to a food additive. For more information go to the ascia or Anaphylaxis Australia websites. Canteen News Volunteers Congratulations to our volunteers of the month – Noeleen Stewart and Carmel Jacob. A big thanks to all our volunteers. A reminder to primary students that lunch order bags and Winter menus can be found in your room lunch baskets. Special mention A very special thank you to Lindy Luck and Natalie Naglan who came to our Canteen’s rescue when one of the freezers had been turned off. They helped clean up all the mess and made the day easier to get through. Mrs Sheryl Aubrey Canteen Manager Issue 7, 18 May 2012 Whole School Information Back to Menu EntertainmentTM Books Relay for Life Books are now available for collection from Student Services. The Relay for Life event took place on the weekend of 5 and 6 May. I would like to congratulate Anneline, Jo- Anne, Debbie & Lise our super fundraising staff members. Over $3,300 was raised for the Cancer Council. For further information please phone 9243 2410 or email email@example.com. It is not too late to order, please fill in the form (on the Dove Tales page on the website, or from Student Services) and return to Mrs Dianne Loan. Or simply order and pay on the internet on the EntertainmentTM Book webpage - click here to go to the St Stephen’s School online order form. Parenting Tips for Young Boys From Michael Grose; Australian expert writer and presenter on parenting. At the end of a recent parenting presentation a mum told me of her frustration with her 12 year old son. A big thank you to all who purchased raffle tickets, sold a whole book or just quietly donated money. What a great advertisement for our school the participating students, staff and parents were on this weekend! Our team was myself, Hollis Wilson, Anneline Neethling, Lise Legg, Louise Judge, Jo-Anne Urqhart, Debbie Davies, Leanne Shanks, Jessica Mills, Lauren Cahill, Madeleine Cross, Isabella Wilson, Zeidri Van Der Walt and Oscar Graetz (Sondra Turner’s Grandson) and Leanne Geneve (mother of Lucy in Year 8). Walkers included Nicole Crewes, Sarah Pemberton (thanks, ladies!), Mark Mills and Vida van der Walt. Mrs Dee Cunninghame “He just can’t remember a thing I tell him! I asked him to do clean his room and tidy this stuff off the kitchen table and he told me to stop nagging!” Another mum who was listening chimed in and said, “That’s one instruction too many for a boy of that age! Your son probably has scrambled-brain syndrome.” Blazers have arrived, please come in and collect as soon as possible. Ha! This mum is right. I’m not too sure about the term she used, but many boys in early puberty battle their physiology. Their brains begin a reconstruction that will finish sometime in their mid twenties. In the early teenage years simple recall can be a problem for boys. Some even have trouble finding the right words to use. It takes a little longer to find the right information in the brain until new connections are made. Motivation for some boys can be a problem. The dopamine levels (the natural feel-good chemical) swings wildly at this age meaning they experience mood swings. Similarly, early teenage boys can be a little overwhelmed by all that’s expected of them so it helps if a parent can be their brain for a time. Ideas to help boys with ‘scrambled brain syndrome’: Year 8 students were granted an extension until the beginning of week 5, Monday 21 May. Performance Shirts Both the Girls and Boys Performance Shirts have arrived and are ready for collection. Work Shop Shirts Work Shop Shirts have arrived and are ready for collection. Opening Hours • 8.00 am to 11.20 am 1.00 pm to 4.00 pm The Uniform Shop is a great way to fulfil your Family Commitment hours and we welcome any new volunteers. Our direct phone number is 9243 2133. Please leave a message and we will get back to you. 1. Keep it simple. Give them one instruction at a time rather than two or three instructions. Overload them with too much information and you are gunning for failure. One idea or instruction at a time is the go! 2. Go visual. To-do-lists and written instructions are important memory aids for kids going through changes. If there something important for your son to remember, write it on a sheet of paper and put it on the fridge, where he is sure to see it! This program is back for 2012 and this year it is easier than ever to participate and receive valuable resources for our School. 35th Anniversary of the Uniting Church Please join us to celebrate this special event on Sunday 24 June at 9.30 am at St Stephen’s School Carramar. Dove Tales Vivian & Annette Woolworths Earn and Learn Program If you shop at Woolworths, collect stickers from the checkout operator and place them on a sticker card which you can receive from the Primary and Secondary School Office. There’ll be one sticker for every $10 spent* in store. Once completed, place your sticker card in the collection box in the Primary and Secondary School Office. *No need for docket entries. The program closes 1 July 2012. Issue 7, 18 May 2012 Primary Back to Menu ELC Incursion Captain Cleanup will be visiting ELC Year 2 Students on 28 May to educate students about recycling. Year 6 Lightning Carnival – Friday 22 June (Letters to parents shortly). Primary Sparkz Maths Inter House Cross Country – Wednesday 4 July. The Primary Maths Olympiad Team Year 6: Zac Anderson Samantha Bailey Jae Barns Reece Hill Samuel Kerspien Caitlin Lewis Joel Lodwick Christain Maresse Aidan McAuley Zoe McAdam Luca Varcalin Jamie Wright Year 5: Robbie Raftis Jeremy Pearson- Lemme Trent Hazebroek Harry Quayle Kiah Timms Josh Baldwin Luke Heathcote Jazz Sharp Alicia Harrison Dates Term 2: • Thursday 24 May Thursday 21 June Term 3: • Thursday 25 July Thursday 23 August Thursday 13 September Running Club In the lead up to Cross Country, there will be a Running Club held on Hamer Oval every Wednesday and Friday morning at 8.00 am. Students can run 500m to 2 km depending on their level of fitness and how far they feel comfortable running.The training is designed to be fun and enjoyable for all students If they are not doing Phys Ed on those days, students can bring shorts and trainers and then change back into school uniform. Parents, you are welcome to join in and run with your child. Primary French News Our Year 5 students will be competing in the Language Perfect championships. Language Perfect (www.languageperfect.com) is an online language learning program that helps students to learn their vocabulary. Students will receive their user names and passwords this week. The championships will run from 21 to 31 May and can be accessed from home. Students can access Language Perfect anytime, anywhere. No installation or special software is required to read or write in a foreign language. Please encourage our Year 5 students to participate in this valuable vocabulary learning tool and wish them Bonne Chance! for the championships. Madame Lloyd Mrs Diana Brown Curriculum Leader History’s Twisted Door - a Cabaret Performance Almost sold out! The Year 11 Performing Arts students have been working hard since the beginning of the year to create their own cabaret show titled History’s Twisted Door. Students from Years 7 to 12 will perform a selection of sketches, monologues, songs and dances reflecting a slightly warped take on events throughout history that is guaranteed to uplift you and leave you dancing all the way back to your car at the end of the evening. Performances will be held on Friday 18 and Saturday 19 May from 7.00 to 9.30 pm in the Theatre. There are only a few seats left at each session. We look forward to seeing you all there. Issue 7, 18 May 2012 Secondary Back to Menu Secondary School Exams Performances in Term Two Year 10, 11 and 12 students have now completed their Term 2 exams and have a solid period of time to complete their studies for this year. There are now 18 weeks of teaching and learning time for students to be able to concentrate on their subject content without disruptions. Some students have found exam time stressful and I encourage those students to seek assistance from either Mr Kernutt or their Dean. There are many things we can do to help students who feel excessively pressured during the exam period. Year 11 and 12 students will then have over 3 weeks away from learning and assessments in which to take a long and restful break. Friday 25 May - Senior Music Concert. This will be held in the School Theatre and will involve the senior groups – Concert Band, Girls Chorale, High School Orchestra, Male Ensemble, St Stephen’s Singers, Swing Band and other smaller groups. Tickets will be available from 14 May. The next set of exams for Year 12 students is now not until the second week of the September holidays.Year 12 exams will begin on Monday 8 October and continue until 16 October including Saturday 13 October. International Music Tour 2013 – Tutti World Music Festival, Beijing, China. WACE exams begin on Thursday 1 November. Year 10 and 11 students will have normal classes for week 1 of Term 4. Year 11 students will have period 5 and 6 on Friday 19 October as extra study time after the Year 12 Grads assembly. Year 11 exams will begin on Monday 22 October and continue until Tuesday 30 October. Year 11 students will then return to school, Wednesday 31 October for normal classes until Thursday 6 December. Year 10 exams will begin on Monday 22 October and finish on Friday 26 October. Year 10 students remain at school during the exam period and attend classes as normal throughout the exam period. The planner has been adjusted to show these dates. Sunday 24 June – 35th Anniversary of the Uniting Church – St Stephen’s Singers and Male Ensemble Friday 29 June – Junior and Middle School Concert. This concert showcases High School Choir and all of our younger ensembles not involved in the May performance. Students have received letters and permission forms for our Tour. Forms for students who are currently eligible to tour are due back by Friday 25 May. There will be opportunities for students to audition for Concert Band, High School Orchestra, Swing Band and St Stephen’s Singers after the Senior Concert on 25 May. Students need to check the Bulletin each day for further information. St Stephen’s School CAS Facebook Page CAS sport commenced this week and the best way for students and parents to obtain information about fixtures and results is to ‘like’ our Facebook group. Sport at St Stephen’s School has entered the world of social networking! Just go to: www.facebook.com/ssdsport. On your first visit to the page, you have to select “Like”. Then when new items are posted, you will be notified through your own facebook notifications. We look forward to you joining our group Mrs Sheevaun Darby Deputy Head of Secondary - Learning & Curriculum WACE Exam Exemptions Year 12 VET students applying for an exemption from sitting the 2012 WACE exams must collect a form from Student Services and return it by 1 June. Students requiring enrolment to sit one or more exams must indicate this on the form. These students should already have spoken to Mr Kernutt. Students who are doing six WACE subjects but want to only sit exams for five subjects also need to complete this form. A big congratulations to the Male Vocal Ensemble (named Sandwich Press!) who won the inaugural school trophy at the Western Region Barbershop Competition held at Hale School recently. It was a huge event with Barbershop Quartets and Choruses from WA and SA competing against each other to win the Number One prize in their category. In addition to their win, the students were also invited to rehearse with Adult Male Barbershop groups. Primary Chorale The Primary Chorale have been working very hard this year and have some performances coming up. The first will be at the Primary School Music Assembly on Friday 25 May 2.30 pm in the Primary Forum. The second performance will be at Primary Worship on Monday 18 June at 8.45 am in the Primary Forum. All parents are welcome to join as an audience member on these two occasions. Huge thanks and congratulations to Mrs Marion Jamison for enabling our young men to achieve such success and once again, congratulations to our very talented Male Vocal Ensemble Singers who represented the School proudly! Issue 7, 18 May 2012 Community News Back to Menu Southern Cross Cultural Exchange Take home a big brother or big sister by hosting a short-term exchange student! Give your children the wonderful opportunity to have an international big brother or big sister by hosting one of our exceptional international students arriving in Australia in July 2012 for a short term of only 3 months. Our international students from France, Germany, Italy, Austria Denmark, Norway, Finland and Sweden will live as a local, attend a local secondary school, arrive with their own spending money and comprehensive insurance cover – all arranged by Southern Cross Cultural Exchange.Visit us at www.scce.com.au, email firstname.lastname@example.org or call us toll free on 1800 500 501, request our little booklets of international student profiles, and capture the spirit of family and friendship! Self Regulation Information Session 6 June Self Regulation – Information session for parents Parents of children and young people are invited to hear from the 2012 Thinker in Residence, Dr Stuart Shanker. Dr Shanker will talk about the importance of self regulation for children’s learning and what parents can do to enhance the self regulation of their children. He will focus in particular on pregnancy, infancy and the early years period, where there is a significant opportunity to enhance both child and parental self regulation. Thanks and kind regards, Robert Lindsay Wednesday 6 June 2012 6.45pm for a 7.00pm start, to 8.30pm Inbound Program Manager Lady Wardle Performing Arts Centre St Mary’s Anglican Girls’ School Elliott Road, Karrinyup This is a free event, but seats are limited. Registrations are essential. Register at http://www.trybooking.com/BLAB by Wednesday 30 May 2012 SOUTHERN CROSS CULTURAL EXCHANGE Tel: +61 (0)3 9775 4711 +61 (0)3 9775 4971 Toll Free: 1800 500 501 Post: Locked Bag 1200, Mt Eliza , Victoria , 3930 Contact Robyn Shaw on 6551 8521 Mon., Wed. or Thurs. for further information about this event. Visit ccyp.wa.gov.au for further information about self regulation, Dr Shanker and the Thinker in Residence initiative. Wanslea Family Services - 16 June Foster Now ... Ask Me How ... Do you have room in your heart and home for a child in need? If you would like to find out how you can make a difference for a night, a week, months or years, please come along to WANSLEA’s information session on Saturday 16 June from 12.00 noon to 2.00 pm at 110 Scarborough Beach Road, Scarborough WA 6019 Board Members with UnitingCare West Light refreshments provided. To RSVP and for more information please call 9245 2441 or email email@example.com Check us out online: www.fosternow.com.au If you have any further ideas about how you could help us recruit foster carers through your school please contact Jacinta at firstname.lastname@example.org. Health Brochures WA Health has produced two free resources to assist parents to share their values and educate their children about sexuality. To order or download a copy of Talk Soon. Talk often. A guide for parents talking to their kids about sex, go to: www.public.health. wa.gov.au/2/1276/2/parentcregiver.pm Put your passion into action... Are you seeking opportunities for a more personal connection to the mission of the Uniting Church? UnitingCare West is seeking Expressions of Interest for new Board Members who will help guide the strategic vision and direction of our organisation and will support the delivery of innovative and creative programs and services across Western Australia. You will need to have: A passion for social justice Governance experience A financial background A knowledge of the not for profit sector Join our Board, serve on its sub-committees, and use your skills to help us support, serve and empower those most in need. To express your interest (include relevant information/ background) or for further information, contact CEO Sue Ash on 9355 9002 or email email@example.com anytime up to Wednesday 13th June 2012. Issue 7, 18 May 2012 School Information Back to Menu Term Dates 2012 Term Dates 2013 Monday 23 April (Staff Retreat 23 and 24 April) Tuesday 29 January Commissioning Service Thursday 26 April Friday 1 February Friday 6 July Friday 19 April Term 3 Teachers return Monday 23 July (Reporting Day Tuesday 24 July) Students return Term ends Term 2 Staff Conference Monday/Tuesday 6/7 May Wednesday 25 July Wednesday 8 May Friday 28 September Friday 5 July Term 4 Staff return Monday 15 October Monday 22 July Tuesday 16 October Tuesday 23 July Friday 7 December Wednesday 24 July Teaching staff leave Thursday 13 December Friday 27 September Office Hours / Contact Numbers Monday 14 October Tuesday 15 October Friday 6 December Thursday 12 December 8.00 am - 4.00 pm Early Learning Centre: Normal Trading Hours (Please report absences and make enquiries via these numbers) Date 21-May-12 22-May-12 23-May-12 24-May-12 25-May-12 8.30 - 11.30 D Scott K Newland M Marano R Van Rooyen A Gaunt C page M Dewar M Major N Stewart 29-May-12 30-May-12 31-May-12 1-Jun-12 L Hogben K Batty F Reed 11.00 - 2.00 V Swainston D Cardinal E Martin M Skinner I Van der Westhuizen 8.00 - 11.20 am 1.00 - 4.00 pm Canteen Phone: 9243 2434 Email: firstname.lastname@example.org (Please do not use this email to place lunch orders) Sheryn Aubrey, Canteen Manager A Gaunt T Dennis M Gilpin D Abraham Issue 7, 18 May 2012	<urn:uuid:cb8a4764-8a7e-4802-9e24-d15911882c6c>	CC-MAIN-2017-43	https://issuu.com/ststephensschool/docs/dove_tales_duncraig_issue_7	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00641.warc.gz	en	0.926484	5,583	2.625	3	[ { "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 \| Dove Tales Newsletter Duncraig Campus\nline 04 \| 18 May 2012\nline 05 \| in this issue\nline 06 \| From the Head of Primary\nline 07 \| From the Head of Primary\nline 08 \| Whole School Information Window Washing - Saturday 19 May Parent Prayer Group Food Allergies Canteen News Parenting Tips for Young Boys 35th Anniversary of the Uniting Church Relay for Life Uniform Shop Woolworths Earn and Learn Program\nline 09 \| s parents, we can all name those treasured moments in our children’s lives when they achieved something for the first time. It could have been when they first smiled, took their first step, spoke their first word, read their first book or even the day they started school. Many of us have our treasure boxes and all of us have our very special memories. Adults will all remember times of their own childhood, too and, perhaps reminisce about such moments. There can be no argument that a child’s early years play a vital part in what sort of a person they will become as an adult. We know that it is during the very early years that the brain develops at a phenomenal rate and that these years represent a wonderful opportunity for parents to give their child the best start in life. The importance of playing, reading and talking with a young child cannot be underestimated. Parents become role models from the moment a child is born, whether or not we recognise this. Children observe how we respond to events, listen to the tone of our voice, imitate our actions, learn to speak our words, learn about boundaries and respect, and gain an insight into what is right and wrong, to name but a few. The responsibilities we have as parents are far too numerous to mention, yet we do our best.\nline 10 \| ELC Incursion Primary Sparkz Maths Primary Sport Running Club Primary French News\nline 11 \| Throughout all our actions with children, we are setting up and establishing styles of communication that will stay with them well into life.\nline 12 \| Children whose parents intentionally play, read and talk with them each day will soon learn appropriate communication skills and will have the vocabulary to express themselves by the time they arrive in Kindergarten.\nline 13 \| (Experts tell us that a child who has been read to from birth will have five times the vocabulary at the age of five, in comparison to the child who has not experienced this.)\nline 14 \| Just as reading to children is important in those early years, so is talking to children.They will learn about different voice tones and expression and will know whether you are pleased or displeased, happy or sad, angry, impatient or patient. They learn from us and then, of course, they will copy what they hear. Children are clever beings and we should never underestimate how much they will hang onto our every word. As our children grow, how many of us recognise ourselves saying exactly what they have just said? And then we wonder where they’ve heard it! Very young children need to be taught appropriate ways of communication so that when they arrive in school, they are able to use their words, rather than communicating through inappropriate behaviours such as hitting another child, pointing to everything they want or pulling on the teacher’s arm to gain attention.Talking to children is very easy. Tell them about the positive things in your life, what makes you happy and how you just love being a parent.\nline 15 \| History’s Twisted Door - a Cabaret Performance Secondary School Exams WACE Exam Exemptions Music Notes St Stephen’s School CAS Facebook Page Congratulations\nline 16 \| Southern Cross Cultural Exchange Wanslea Family Services - 16 June Health Brochures Self Regulation Information Session - 6 June Board Members with UnitingCare West\nline 17 \| School Information Term Dates 2012 & 2013 Office Hours / Contact Numbers Canteen Roster Uniform Shop Canteen\nline 18 \| Play is what young children do best. They learn through play at home and in school. Social skills are taught incidentally through the everyday play which happens in school as are literacy and mathematics skills. Everyone enjoys playing and very young children will enthusiastically teach adults how to play the game. Through play and age appropriate fun activities, children will develop their physical coordination and control and will go on to be confident when meeting other children. Reading, talking and playing with children is not difficult and costs very little, except that of our time. In this world where we are all such busy people, I encourage all parents, whatever the age of their children, to put aside time to spend with them. They are entitled to it and they deserve it. Mrs Christine Benson Head of the Primary School DUNCRAIG\nline 19 \| Dove DoveTales Tales\nline 20 \| Issue 7, 18 May 2012\nline 21 \| 100 Doveridge Drive Duncraig WA 6023 PO Box 68, Greenwood, WA 6924 Ph: +61 8 9243 2100 Fax: +61 8 9243 2490\nline 22 \| 50 St Stephens Crescent Tapping WA 6065 PO Box 246, Joondalup, WA 6919 Ph: +61 8 9306 7100 Fax: +61 8 9306 7101\nline 23 \| Whole School Information Back to Menu Window Washing - Saturday 19 May Come and help make our School sparkle! A great way to utilise your Family Commitment Hours for 2012. Meet at the Duncraig campus turning circle this Saturday between 8.00 am – 12 noon, or the Early Learning Centre Hepburn Heights from 1.00 – 3.30pm. All equipment provided.\nline 24 \| Parent Prayer Group Please feel welcome to join a prayer and care group at St Stephen’s School Duncraig Day Monday\nline 25 \| Time 8.30 - 9.00 am\nline 26 \| Place Contact Primary School (check in at Narelle Soet: 0421 326 990 or email@example.com the Primary Office)\nline 27 \| Thursday 8.20 - 8.45 am\nline 28 \| Science Centre room S1 Marilette Louw at (check in at Student Services) firstname.lastname@example.org\nline 29 \| 8.45 - 9.05 am\nline 30 \| ELC, Interview room near Lisa Dallin: 0414 821 352 Main Administration\nline 31 \| 2.00 - 2.30 pm\nline 32 \| Primary School (check in at Jill Carter: 0407 423 007 the Primary Office)\nline 33 \| These groups are open to everyone in the School community. We are happy to support members of the School community with care, individual prayer and meal support, please don’t hesitate to ask.\nline 34 \| Food Allergies With 14 to 18 May being Food Allergy Awareness Week, let’s consider that many people think they are allergic to a food when in fact they are intolerant.\nline 35 \| Unlike food allergies, intolerances do not involve the body’s immune system.\nline 36 \| Slower in onset and not life threatening, food intolerance symptoms include headaches, bloating, wind, nausea, mouth ulcers or hives.\nline 37 \| Important Dates Friday 18 May Year 11 Drama Cabaret 7.00 pm History’s Twisted Door Saturday 19 May Window Washing 7.00 pm History’s Twisted Door Monday 21 May Ecumenical Service - Christ Church Grammar Primary Book Fair (21 to 25 May) Friday 25 May ELC Wear a Bear Day Senior Music Concert Thursday 31 May ACC Cross Country Friday 1 June School Sport WA Cross Country Below: Grandparents Day in the Early Learning Centre\nline 38 \| Symptoms that occur several hours after a food is eaten are more often as a result of an intolerance or enzyme deficiency rather than a food allergy. A food allergy is not: • The inability to digest a food; • An aversion to a food (disliking a food); • Food poisoning; • A reaction to a food additive. For more information go to the ascia or Anaphylaxis Australia websites.\nline 39 \| Canteen News Volunteers Congratulations to our volunteers of the month – Noeleen Stewart and Carmel Jacob.\nline 40 \| A big thanks to all our volunteers.\nline 41 \| A reminder to primary students that lunch order bags and Winter menus can be found in your room lunch baskets.\nline 42 \| Special mention A very special thank you to Lindy Luck and Natalie Naglan who came to our Canteen’s rescue when one of the freezers had been turned off.\nline 43 \| They helped clean up all the mess and made the day easier to get through.\nline 44 \| Mrs Sheryl Aubrey Canteen Manager\nline 45 \| Issue 7, 18 May 2012\nline 46 \| Whole School Information Back to Menu EntertainmentTM Books\nline 47 \| Relay for Life\nline 48 \| Books are now available for collection from Student Services.\nline 49 \| The Relay for Life event took place on the weekend of 5 and 6 May.\nline 50 \| I would like to congratulate Anneline, Jo- Anne, Debbie & Lise our super fundraising staff members.\nline 51 \| Over $3,300 was raised for the Cancer Council.\nline 52 \| For further information please phone 9243 2410 or email email@example.com. It is not too late to order, please fill in the form (on the Dove Tales page on the website, or from Student Services) and return to Mrs Dianne Loan. Or simply order and pay on the internet on the EntertainmentTM Book webpage - click here to go to the St Stephen’s School online order form.\nline 53 \| Parenting Tips for Young Boys From Michael Grose; Australian expert writer and presenter on parenting.\nline 54 \| At the end of a recent parenting presentation a mum told me of her frustration with her 12 year old son.\nline 55 \| A big thank you to all who purchased raffle tickets, sold a whole book or just quietly donated money. What a great advertisement for our school the participating students, staff and parents were on this weekend! Our team was myself, Hollis Wilson, Anneline Neethling, Lise Legg, Louise Judge, Jo-Anne Urqhart, Debbie Davies, Leanne Shanks, Jessica Mills, Lauren Cahill, Madeleine Cross, Isabella Wilson, Zeidri Van Der Walt and Oscar Graetz (Sondra Turner’s Grandson) and Leanne Geneve (mother of Lucy in Year 8). Walkers included Nicole Crewes, Sarah Pemberton (thanks, ladies!), Mark Mills and Vida van der Walt. Mrs Dee Cunninghame\nline 56 \| “He just can’t remember a thing I tell him! I asked him to do clean his room and tidy this stuff off the kitchen table and he told me to stop nagging!”\nline 57 \| Another mum who was listening chimed in and said, “That’s one instruction too many for a boy of that age! Your son probably has scrambled-brain syndrome.”\nline 58 \| Blazers have arrived, please come in and collect as soon as possible.\nline 59 \| Ha! This mum is right. I’m not too sure about the term she used, but many boys in early puberty battle their physiology. Their brains begin a reconstruction that will finish sometime in their mid twenties. In the early teenage years simple recall can be a problem for boys. Some even have trouble finding the right words to use. It takes a little longer to find the right information in the brain until new connections are made. Motivation for some boys can be a problem. The dopamine levels (the natural feel-good chemical) swings wildly at this age meaning they experience mood swings. Similarly, early teenage boys can be a little overwhelmed by all that’s expected of them so it helps if a parent can be their brain for a time. Ideas to help boys with ‘scrambled brain syndrome’:\nline 60 \| Year 8 students were granted an extension until the beginning of week 5, Monday 21 May. Performance Shirts Both the Girls and Boys Performance Shirts have arrived and are ready for collection. Work Shop Shirts Work Shop Shirts have arrived and are ready for collection. Opening Hours •\nline 61 \| 8.00 am to 11.20 am\nline 62 \| 1.00 pm to 4.00 pm\nline 63 \| The Uniform Shop is a great way to fulfil your Family Commitment hours and we welcome any new volunteers. Our direct phone number is 9243 2133. Please leave a message and we will get back to you.\nline 64 \| 1. Keep it simple. Give them one instruction at a time rather than two or three instructions. Overload them with too much information and you are gunning for failure. One idea or instruction at a time is the go!\nline 65 \| 2. Go visual. To-do-lists and written instructions are important memory aids for kids going through changes. If there something important for your son to remember, write it on a sheet of paper and put it on the fridge, where he is sure to see it!\nline 66 \| This program is back for 2012 and this year it is easier than ever to participate and receive valuable resources for our School.\nline 67 \| 35th Anniversary of the Uniting Church Please join us to celebrate this special event on Sunday 24 June at 9.30 am at St Stephen’s School Carramar. Dove Tales\nline 68 \| Vivian & Annette\nline 69 \| Woolworths Earn and Learn Program\nline 70 \| If you shop at Woolworths, collect stickers from the checkout operator and place them on a sticker card which you can receive from the Primary and Secondary School Office. There’ll be one sticker for every $10 spent* in store. Once completed, place your sticker card in the collection box in the Primary and Secondary School Office. *No need for docket entries. The program closes 1 July 2012.\nline 71 \| Issue 7, 18 May 2012\nline 72 \| Primary Back to Menu ELC Incursion\nline 73 \| Captain Cleanup will be visiting ELC Year 2 Students on 28 May to educate students about recycling.\nline 74 \| Year 6 Lightning Carnival – Friday 22 June (Letters to parents shortly).\nline 75 \| Primary Sparkz Maths\nline 76 \| Inter House Cross Country – Wednesday 4 July.\nline 77 \| The Primary Maths Olympiad Team Year 6: Zac Anderson Samantha Bailey Jae Barns Reece Hill Samuel Kerspien Caitlin Lewis Joel Lodwick Christain Maresse Aidan McAuley Zoe McAdam Luca Varcalin Jamie Wright\nline 78 \| Year 5: Robbie Raftis Jeremy Pearson- Lemme Trent Hazebroek Harry Quayle Kiah Timms Josh Baldwin Luke Heathcote Jazz Sharp Alicia Harrison\nline 79 \| Dates Term 2: •\nline 80 \| Thursday 24 May\nline 81 \| Thursday 21 June\nline 82 \| Term 3: •\nline 83 \| Thursday 25 July\nline 84 \| Thursday 23 August\nline 85 \| Thursday 13 September\nline 86 \| Running Club In the lead up to Cross Country, there will be a Running Club held on Hamer Oval every Wednesday and Friday morning at 8.00 am. Students can run 500m to 2 km depending on their level of fitness and how far they feel comfortable running.The training is designed to be fun and enjoyable for all students If they are not doing Phys Ed on those days, students can bring shorts and trainers and then change back into school uniform. Parents, you are welcome to join in and run with your child.\nline 87 \| Primary French News Our Year 5 students will be competing in the Language Perfect championships.\nline 88 \| Language Perfect (www.languageperfect.com) is an online language learning program that helps students to learn their vocabulary.\nline 89 \| Students will receive their user names and passwords this week.\nline 90 \| The championships will run from 21 to 31 May and can be accessed from home.\nline 91 \| Students can access Language Perfect anytime, anywhere.\nline 92 \| No installation or special software is required to read or write in a foreign language.\nline 93 \| Please encourage our Year 5 students to participate in this valuable vocabulary learning tool and wish them Bonne Chance!\nline 94 \| for the championships.\nline 95 \| Madame Lloyd\nline 96 \| Mrs Diana Brown Curriculum Leader\nline 97 \| History’s Twisted Door - a Cabaret Performance Almost sold out! The Year 11 Performing Arts students have been working hard since the beginning of the year to create their own cabaret show titled History’s Twisted Door. Students from Years 7 to 12 will perform a selection of sketches, monologues, songs and dances reflecting a slightly warped take on events throughout history that is guaranteed to uplift you and leave you dancing all the way back to your car at the end of the evening. Performances will be held on Friday 18 and Saturday 19 May from 7.00 to 9.30 pm in the Theatre. There are only a few seats left at each session. We look forward to seeing you all there.\nline 98 \| Issue 7, 18 May 2012\nline 99 \| Secondary Back to Menu Secondary School Exams\nline 100 \| Performances in Term Two\nline 101 \| Year 10, 11 and 12 students have now completed their Term 2 exams and have a solid period of time to complete their studies for this year. There are now 18 weeks of teaching and learning time for students to be able to concentrate on their subject content without disruptions. Some students have found exam time stressful and I encourage those students to seek assistance from either Mr Kernutt or their Dean. There are many things we can do to help students who feel excessively pressured during the exam period. Year 11 and 12 students will then have over 3 weeks away from learning and assessments in which to take a long and restful break.\nline 102 \| Friday 25 May - Senior Music Concert. This will be held in the School Theatre and will involve the senior groups – Concert Band, Girls Chorale, High School Orchestra, Male Ensemble, St Stephen’s Singers, Swing Band and other smaller groups. Tickets will be available from 14 May.\nline 103 \| The next set of exams for Year 12 students is now not until the second week of the September holidays.Year 12 exams will begin on Monday 8 October and continue until 16 October including Saturday 13 October.\nline 104 \| International Music Tour 2013 – Tutti World Music Festival, Beijing, China.\nline 105 \| WACE exams begin on Thursday 1 November.\nline 106 \| Year 10 and 11 students will have normal classes for week 1 of Term 4.\nline 107 \| Year 11 students will have period 5 and 6 on Friday 19 October as extra study time after the Year 12 Grads assembly.\nline 108 \| Year 11 exams will begin on Monday 22 October and continue until Tuesday 30 October. Year 11 students will then return to school, Wednesday 31 October for normal classes until Thursday 6 December.\nline 109 \| Year 10 exams will begin on Monday 22 October and finish on Friday 26 October.\nline 110 \| Year 10 students remain at school during the exam period and attend classes as normal throughout the exam period. The planner has been adjusted to show these dates.\nline 111 \| Sunday 24 June – 35th Anniversary of the Uniting Church – St Stephen’s Singers and Male Ensemble Friday 29 June – Junior and Middle School Concert. This concert showcases High School Choir and all of our younger ensembles not involved in the May performance.\nline 112 \| Students have received letters and permission forms for our Tour. Forms for students who are currently eligible to tour are due back by Friday 25 May. There will be opportunities for students to audition for Concert Band, High School Orchestra, Swing Band and St Stephen’s Singers after the Senior Concert on 25 May. Students need to check the Bulletin each day for further information.\nline 113 \| St Stephen’s School CAS Facebook Page CAS sport commenced this week and the best way for students and parents to obtain information about fixtures and results is to ‘like’ our Facebook group. Sport at St Stephen’s School has entered the world of social networking! Just go to: www.facebook.com/ssdsport. On your first visit to the page, you have to select “Like”. Then when new items are posted, you will be notified through your own facebook notifications. We look forward to you joining our group\nline 114 \| Mrs Sheevaun Darby Deputy Head of Secondary - Learning & Curriculum\nline 115 \| WACE Exam Exemptions Year 12 VET students applying for an exemption from sitting the 2012 WACE exams must collect a form from Student Services and return it by 1 June. Students requiring enrolment to sit one or more exams must indicate this on the form. These students should already have spoken to Mr Kernutt. Students who are doing six WACE subjects but want to only sit exams for five subjects also need to complete this form.\nline 116 \| A big congratulations to the Male Vocal Ensemble (named Sandwich Press!) who won the inaugural school trophy at the Western Region Barbershop Competition held at Hale School recently. It was a huge event with Barbershop Quartets and Choruses from WA and SA competing against each other to win the Number One prize in their category. In addition to their win, the students were also invited to rehearse with Adult Male Barbershop groups.\nline 117 \| Primary Chorale The Primary Chorale have been working very hard this year and have some performances coming up.\nline 118 \| The first will be at the Primary School Music Assembly on Friday 25 May 2.30 pm in the Primary Forum.\nline 119 \| The second performance will be at Primary Worship on Monday 18 June at 8.45 am in the Primary Forum.\nline 120 \| All parents are welcome to join as an audience member on these two occasions.\nline 121 \| Huge thanks and congratulations to Mrs Marion Jamison for enabling our young men to achieve such success and once again, congratulations to our very talented Male Vocal Ensemble Singers who represented the School proudly!\nline 122 \| Issue 7, 18 May 2012\nline 123 \| Community News Back to Menu Southern Cross Cultural Exchange Take home a big brother or big sister by hosting a short-term exchange student! Give your children the wonderful opportunity to have an international big brother or big sister by hosting one of our exceptional international students arriving in Australia in July 2012 for a short term of only 3 months. Our international students from France, Germany, Italy, Austria Denmark, Norway, Finland and Sweden will live as a local, attend a local secondary school, arrive with their own spending money and comprehensive insurance cover – all arranged by Southern Cross Cultural Exchange.Visit us at www.scce.com.au, email firstname.lastname@example.org or call us toll free on 1800 500 501, request our little booklets of international student profiles, and capture the spirit of family and friendship!\nline 124 \| Self Regulation Information Session 6 June\nline 125 \| Self Regulation – Information session for parents\nline 126 \| Parents of children and young people are invited to hear from the 2012 Thinker in Residence, Dr Stuart Shanker. Dr Shanker will talk about the importance of self regulation for children’s learning and what parents can do to enhance the self regulation of their children. He will focus in particular on pregnancy, infancy and the early years period, where there is a significant opportunity to enhance both child and parental self regulation.\nline 127 \| Thanks and kind regards, Robert Lindsay\nline 128 \| Wednesday 6 June 2012 6.45pm for a 7.00pm start, to 8.30pm\nline 129 \| Inbound Program Manager\nline 130 \| Lady Wardle Performing Arts Centre St Mary’s Anglican Girls’ School Elliott Road, Karrinyup\nline 131 \| This is a free event, but seats are limited.\nline 132 \| Registrations are essential.\nline 133 \| Register at http://www.trybooking.com/BLAB by Wednesday 30 May 2012\nline 134 \| SOUTHERN CROSS CULTURAL EXCHANGE Tel:\nline 135 \| +61 (0)3 9775 4711\nline 136 \| +61 (0)3 9775 4971\nline 137 \| Toll Free: 1800 500 501 Post:\nline 138 \| Locked Bag 1200, Mt Eliza , Victoria , 3930\nline 139 \| Contact Robyn Shaw on 6551 8521 Mon., Wed. or Thurs. for further information about this event. Visit ccyp.wa.gov.au for further information about self regulation, Dr Shanker and the Thinker in Residence initiative.\nline 140 \| Wanslea Family Services - 16 June Foster Now ...\nline 141 \| Ask Me How ... Do you have room in your heart and home for a child in need?\nline 142 \| If you would like to find out how you can make a difference for a night, a week, months or years, please come along to WANSLEA’s information session on Saturday 16 June from 12.00 noon to 2.00 pm at 110 Scarborough Beach Road, Scarborough WA 6019\nline 143 \| Board Members with UnitingCare West\nline 144 \| Light refreshments provided. To RSVP and for more information please call 9245 2441 or email email@example.com Check us out online: www.fosternow.com.au If you have any further ideas about how you could help us recruit foster carers through your school please contact Jacinta at firstname.lastname@example.org.\nline 145 \| Health Brochures WA Health has produced two free resources to assist parents to share their values and educate their children about sexuality. To order or download a copy of Talk Soon. Talk often. A guide for parents talking to their kids about sex, go to: www.public.health. wa.gov.au/2/1276/2/parentcregiver.pm\nline 146 \| Put your passion into action... Are you seeking opportunities for a more personal connection to the mission of the Uniting Church? UnitingCare West is seeking Expressions of Interest for new Board Members who will help guide the strategic vision and direction of our organisation and will support the delivery of innovative and creative programs and services across Western Australia. You will need to have: A passion for social justice Governance experience A financial background A knowledge of the not for profit sector\nline 147 \| Join our Board, serve on its sub-committees, and use your skills to help us support, serve and empower those most in need.\nline 148 \| To express your interest (include relevant information/ background) or for further information, contact CEO Sue Ash on 9355 9002 or email email@example.com anytime up to Wednesday 13th June 2012.\nline 149 \| Issue 7, 18 May 2012\nline 150 \| School Information Back to Menu Term Dates 2012\nline 151 \| Term Dates 2013\nline 152 \| Monday 23 April (Staff Retreat 23 and 24 April)\nline 153 \| Tuesday 29 January Commissioning Service\nline 154 \| Thursday 26 April\nline 155 \| Friday 1 February\nline 156 \| Friday 6 July\nline 157 \| Friday 19 April\nline 158 \| Term 3 Teachers return\nline 159 \| Monday 23 July (Reporting Day Tuesday 24 July)\nline 160 \| Students return Term ends\nline 161 \| Term 2 Staff Conference\nline 162 \| Monday/Tuesday 6/7 May\nline 163 \| Wednesday 25 July\nline 164 \| Wednesday 8 May\nline 165 \| Friday 28 September\nline 166 \| Friday 5 July\nline 167 \| Term 4 Staff return\nline 168 \| Monday 15 October\nline 169 \| Monday 22 July\nline 170 \| Tuesday 16 October\nline 171 \| Tuesday 23 July\nline 172 \| Friday 7 December\nline 173 \| Wednesday 24 July\nline 174 \| Teaching staff leave\nline 175 \| Thursday 13 December\nline 176 \| Friday 27 September\nline 177 \| Office Hours / Contact Numbers\nline 178 \| Monday 14 October\nline 179 \| Tuesday 15 October\nline 180 \| Friday 6 December\nline 181 \| Thursday 12 December\nline 182 \| 8.00 am - 4.00 pm\nline 183 \| Early Learning Centre:\nline 184 \| Normal Trading Hours\nline 185 \| (Please report absences and make enquiries via these numbers)\nline 186 \| Date 21-May-12 22-May-12 23-May-12 24-May-12 25-May-12\nline 187 \| 8.30 - 11.30 D Scott K Newland\nline 188 \| M Marano R Van Rooyen A Gaunt C page M Dewar M Major N Stewart\nline 189 \| 29-May-12 30-May-12 31-May-12 1-Jun-12\nline 190 \| L Hogben K Batty F Reed\nline 191 \| 11.00 - 2.00 V Swainston D Cardinal E Martin M Skinner I Van der Westhuizen\nline 192 \| 8.00 - 11.20 am\nline 193 \| 1.00 - 4.00 pm\nline 194 \| Canteen Phone: 9243 2434 Email: firstname.lastname@example.org (Please do not use this email to place lunch orders) Sheryn Aubrey, Canteen Manager\nline 195 \| A Gaunt T Dennis M Gilpin D Abraham\nline 196 \| Issue 7, 18 May 2012\nline 197 \| \n```", "role": "user" } ]
Simple mastectomy is the surgical removal of one or both breasts. The adjacent lymph nodes and chest muscles are left intact. If a few lymph nodes are removed, the procedure is called an extended simple mastectomy. Breast-sparing techniques may be used to preserve the patient's breast skin and nipple, which is helpful in cosmetic breast reconstruction . Removal of a patient's breast is usually recommended when cancer is present in the breast or as a prophylactic when the patient has severe fibrocystic disease and a family history of breast cancer. The choice of a simple mastectomy may be determined by evaluating the size of the breast, the size of the cancerous mass, where the cancer is located, and whether any cancer cells have spread to adjacent lymph nodes or other parts of the body. If the cancer has not been contained within the breast, it calls for a modified radical mastectomy , which removes the entire breast and all of the adjacent lymph nodes. Only in extreme circumstances is a radical mastectomy, which also removes part of the chest wall, indicated. A larger tumor usually is an indication of more advanced disease and will require more extensive surgery such as a simple mastectomy. In addition, if a woman has small breasts, the tumor may occupy more area within the contours of the breast, necessitating a simple mastectomy in order to remove all of the cancer. Very rapidlygrowing tumors usually require the removal of all breast tissue. Cancers that have spread to such adjacent tissues as the chest wall or skin make simple mastectomy a good choice. Similarly, multiple sites of cancer within a breast require that the entire breast be removed. In addition, simple mastectomy is also recommended when cancer recurs in a breast that has already undergone a lumpectomy , which is a less invasive procedure that just removes the tumor and some surrounding tissue without removing the entire breast. Sometimes, surgeons recommend simple mastectomy for women who are unable to undergo the adjuvant radiation therapy required after a lumpectomy. Radiation treatment is not indicated for pregnant women, those who have had previous therapeutic radiation in the chest area, and patients with collagen vascular diseases such as scleroderma or lupus. In these cases, simple mastectomy is the treatment of choice. Finally, some women, with family histories of breast cancer and who test positive for a cancer-causing gene, choose to have one or both of their breasts removed as a preventative for future breast cancer. This procedure is highly controversial. Though prophylactic mastectomy reduces the occurrence of breast cancer by 90% in high-risk patients, it is not a foolproof method. There has been some incidence of cancer occurring after both breasts were removed. According to the American Cancer Society in 2003, it was estimated that more than 260,000 new cases of breast cancer in women would occur that year. New cases of breast cancer in men were expected to reach 1,300. Rates of incidence have increased since 1980, due in part to the aging of the population. During the 1990s, breast cancer incidence increased only in women age 50 and over. For approximately 80% of women, the first indication of cancer is the discovery of a lump in the breast, found either by themselves in a monthly self-exam or by a partner or by a mammogram, a special x ray of the breast that looks for anomalies in the breast. Early detection of breast cancer means that smaller tumors are found that require lessintensive surgery and better treatment outcomes. Simple mastectomy has been the standard treatment of choice for breast cancer for the past 60 years. Newer breast-conserving surgery techniques have been gaining in acceptance since the mid-1980s. For larger hospitals, facilities in urban areas, and health care institutions with a cancer center or high cancer patient volume, these newer techniques are being utilized at a more rapid rate, especially on the East Coast. Interestingly, though, the National Cancer Institute found in 2003 that American women were 21% more likely to have a mastectomy than their counterparts in the United Kingdom. Though breast-conserving procedures are available and have proven to be viable options, some physicians and women still think breast removal will also remove all of their risk of cancer recurrence. It is clear that treatment options for cancer are highly individual and often emotionally charged. Simple mastectomy is one of several types of surgical treatments for breast cancer. Some techniques are rarely used; others are quite common. These common surgical procedures include: Two other surgical procedures are variations on the simple mastectomy. The skin-sparing mastectomy is a new surgical procedure in which the surgeon makes an incision, sometimes called a keyhole incision, around the areola. The tumor and all breast tissue are removed, but the incision is smaller and scarring is minimal. About 90% of the skin is preserved and allows a cosmetic surgeon to perform breast reconstruction at the same time as the mastectomy. The subcutaneous mastectomy, or nipple-sparing mastectomy, preserves the skin and the nipple over the breast. During a simple mastectomy, the surgeon makes a curved incision along one side of the breast and removes the tumor and all of the breast tissue. A few lymph nodes may be removed. The tumor, breast tissue, and any lymph nodes will be sent to the pathology lab for analysis. If the skin is cancer-free, it is sutured in place or used immediately for breast reconstruction. One or two drains will be put in place to remove fluid from the surgical area. Surgery takes from two to five hours; it is longer with breast reconstruction. Breast reconstruction, especially if it is begun at the same time as the simple mastectomy, can minimize the sense of loss that women feel when having a breast removed. Although there may be other smaller surgeries later to complete the breast reconstruction, there will not be a second major operation nor an additional scar. If there is not enough skin left after the mastectomy, a balloon-type expander is put in place. In subsequent weeks, the expander is filled with larger amounts of saline (salt water) solution. When it has reached the appropriate size, the expander is removed and a permanent breast implant is installed. If there is enough skin, an implant is installed immediately. In other instances, skin, fat, and muscle are removed from the patient's back or abdomen and repositioned on the chest wall to form a breast. None of these reconstructions have nipples at first. Later, nipples are reconstructed in a separate surgery. Finally, the areola is tattooed in to make the reconstructed breast look natural. Breast reconstruction does not prevent a potential recurrence of breast cancer. If a mammogram has not been performed, it is usually ordered to verify the size of the lump the patient has reported. A biopsy of the suspicious lump and/or lymph nodes is usually ordered and sent to the pathology lab before surgery is discussed. When a simple mastectomy has been determined, such preoperative tests as blood work, a chest x ray , and an electrocardiogram may be ordered. Blood-thinning medications such as aspirin should be stopped several days before the surgery date. The patient is also asked to refrain from eating or drinking the night before the operation. At the hospital, the patient will sign a consent form, verifying that the surgeon has explained what the surgery is and what it is for. The patient will also meet with the anesthesiologist to discuss the patient's medical history and determine the choice of anesthesia. If the procedure is performed as an outpatient surgery , the patient may go home the same day of the surgery. The length of the hospital stay for inpatient mastectomies ranges from one to two days. If breast reconstruction has taken place, the hospital stay may be longer. The surgical drains will remain in place for five to seven days. Sponge baths will be necessary until the stitches are removed, usually in a week to 10 days. It is important to avoid overhead lifting, strenuous sports, and sexual intercourse for three to six weeks. After the surgical drains are removed, stretching exercises may be begun, though some physical therapists may start a patient on shoulder and arm mobility exercises while in the hospital. Since breast removal is often emotionally traumatic for women, seeking out a support group is often helpful. Women in these groups offer practical advice about such matters as finding well-fitting bras and swimwear, and emotional support because they have been through the same experience. Finally, for women who chose not to have breast reconstruction, it will be necessary to find the proper fitting breast prosthesis. Some are made of cloth, and others are made of silicone, which are created from a mold from the patient's other breast. In some case, the patient may be required to undergo additional treatments such as radiation, chemotheraphy, or hormone therapy. The risks involved with simple mastectomy are the same for any major surgery. There may, however, be a need for more extensive surgery once the surgeon examines the tumor, the tissues surrounding it, and the lymph nodes nearby. A biopsy of the lymph nodes is usually performed during surgery and a determination is made whether to remove them. Simple mastectomy usually has limited impact on range of motion of the arm nearest the breast that is removed, but physical therapy may still be necessary to restore complete movement. There is also the risk of infection around the incision. When the lymph nodes are removed, lymphedema may also occur. This condition is a result of damage to the lymph system. The arm on the side nearest the affected breast may become swollen. It can either resolve itself or worsen. As in any surgery, the risk of developing a blood clot after a mastectomy is a serious matter. All hospitals use a variety of techniques to prevent blood clots from forming. It is important for the patient to walk daily when at home. Finally, there is the risk that not all cancer cells were removed. Further treatment may be necessary. The breast area will fully heal in three to four weeks. If the patient had breast reconstruction, it may take up to six weeks to recover fully. The patient should be able to participate in all of the activities she has engaged in before surgery. If breast reconstruction is done, the patient should realize that the new breast will not have the sensitivity of a normal breast. In addition, dealing with cancer emotionally may take time, especially if additional treatment is necessary. Deaths due to breast cancer have declined by 1.4% each year between 1989 and 1995, and by 3.2% each year thereafter. The largest decreases have been among younger women, as a result of cancer education campaigns and early screening, which encourages more women to go to their physicians to be checked. The five-year survival rate for cancers that were confined to the breast was 97% in 2003. For cancers that had spread to areas within the chest region, the rate was 78%, and it is only 23% for cancers occurring in other parts of the body after breast cancer treatment. The best survival rates were for early-stage tumors. Two 20-year longitudinal studies concluded in 2002 indicated that the survival rate for patients with modified radical mastectomy (the removal of the entire breast and all lymph nodes) was no different from that of breast-conserving lumpectomy (the removal of the tumor alone). Implications of these studies suggest that the removal of the entire breast may not afford greater protection against future cancer than breast-conserving techniques. However, it should be noted that the majority of cancer recurrences occurred within the first five years for both those with mastectomies and those with lumpectomies. Skin-sparing mastectomy, also called nipple-sparing mastectomy, is becoming a treatment of choice for women undergoing simple mastectomy. In this procedure, the skin of the breast, the areola, and the nipple are peeled back to remove the breast and its inherent tumor. Biopsies of the skin and nipple areas are performed immediately to assure that they do not have cancer cells in them. Then, a cosmetic surgeon performs a breast reconstruction at the same time as the mastectomy. The breast regains its normal contours once prostheses are inserted. Unfortunately, the nipple will lose its sensitivity and, of course, its function, since all underlying tissue has been removed. If cancer is found near the nipple, this procedure cannot be done. A Breast Cancer Journey. Atlanta: American Cancer Society, 2001. "American Women Still Having Too Many Mastectomies." Women's Health Weekly (February 6, 2003): 20. Jancin, Bruce. "High U.S. Mastectomy Rate Is Cause for Concern." Family Practice News 33, no.2 (January 15, 2003): 31–32. "Procedure Preserves Natural Appearance after Mastectomy." AORN Journal 77, no.1 (January 2003): 213–1. Zepf, Bill. "Mastectomy vs. Less Invasive Surgery for Breast Cancer." American Family Physician 67, no.3 (February 1, 2003): 587. American Cancer Society. (800) ACS-2345. http://www.cancer.org . American Society of Plastic Surgeons. 444 E. Algonquin Rd., Arlington Heights, IL 60005. (888) 475-2784. http://www.plasticsurgery.org . National Cancer Institute. 6116 Executive Boulevard, MSC8322, Suite 3036A, Bethesda, MD 20892-8322. (800) 422-6237. http://www.cancer.gov . Simple mastectomy is performed by a general surgeon or a gynecological surgeon. If reconstructive breast surgery is to be done, a cosmetic surgeon performs it. Patients undergo simple mastectomies under general anesthesia as an inpatient in a hospital. There is a growing trend, due to reductions in insurance coverage and patient preference, to perform simple mastectomies without reconstructive breast surgery as outpatient procedures.	<urn:uuid:99b6b7a6-d32e-4afe-9bc2-81eb6de79ca5>	CC-MAIN-2017-43	http://www.surgeryencyclopedia.com/Pa-St/Simple-Mastectomy.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825141.95/warc/CC-MAIN-20171022041437-20171022061437-00841.warc.gz	en	0.955088	2,883	3.0625	3	[ { "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 \| Simple mastectomy is the surgical removal of one or both breasts.\nline 03 \| The adjacent lymph nodes and chest muscles are left intact.\nline 04 \| If a few lymph nodes are removed, the procedure is called an extended simple mastectomy.\nline 05 \| Breast-sparing techniques may be used to preserve the patient's breast skin and nipple, which is helpful in cosmetic breast reconstruction .\nline 06 \| Removal of a patient's breast is usually recommended when cancer is present in the breast or as a prophylactic when the patient has severe fibrocystic disease and a family history of breast cancer. The choice of a simple mastectomy may be determined by evaluating the size of the breast, the size of the cancerous mass, where the cancer is located, and whether any cancer cells have spread to adjacent lymph nodes or other parts of the body. If the cancer has not been contained within the breast, it calls for a modified radical mastectomy , which removes the entire breast and all of the adjacent lymph nodes. Only in extreme circumstances is a radical mastectomy, which also removes part of the chest wall, indicated.\nline 07 \| A larger tumor usually is an indication of more advanced disease and will require more extensive surgery such as a simple mastectomy. In addition, if a woman has small breasts, the tumor may occupy more area within the contours of the breast, necessitating a simple mastectomy in order to remove all of the cancer.\nline 08 \| Very rapidlygrowing tumors usually require the removal of all breast tissue. Cancers that have spread to such adjacent tissues as the chest wall or skin make simple mastectomy a good choice. Similarly, multiple sites of cancer within a breast require that the entire breast be removed. In addition, simple mastectomy is also recommended when cancer recurs in a breast that has already undergone a lumpectomy , which is a less invasive procedure that just removes the tumor and some surrounding tissue without removing the entire breast.\nline 09 \| Sometimes, surgeons recommend simple mastectomy for women who are unable to undergo the adjuvant radiation therapy required after a lumpectomy.\nline 10 \| Radiation treatment is not indicated for pregnant women, those who have had previous therapeutic radiation in the chest area, and patients with collagen vascular diseases such as scleroderma or lupus.\nline 11 \| In these cases, simple mastectomy is the treatment of choice.\nline 12 \| Finally, some women, with family histories of breast cancer and who test positive for a cancer-causing gene, choose to have one or both of their breasts removed as a preventative for future breast cancer. This procedure is highly controversial. Though prophylactic mastectomy reduces the occurrence of breast cancer by 90% in high-risk patients, it is not a foolproof method. There has been some incidence of cancer occurring after both breasts were removed.\nline 13 \| According to the American Cancer Society in 2003, it was estimated that more than 260,000 new cases of breast cancer in women would occur that year. New cases of breast cancer in men were expected to reach 1,300. Rates of incidence have increased since 1980, due in part to the aging of the population. During the 1990s, breast cancer incidence increased only in women age 50 and over.\nline 14 \| For approximately 80% of women, the first indication of cancer is the discovery of a lump in the breast, found either by themselves in a monthly self-exam or by a partner or by a mammogram, a special x ray of the breast that looks for anomalies in the breast. Early detection of breast cancer means that smaller tumors are found that require lessintensive surgery and better treatment outcomes. Simple mastectomy has been the standard treatment of choice for breast cancer for the past 60 years. Newer breast-conserving surgery techniques have been gaining in acceptance since the mid-1980s. For larger hospitals, facilities in urban areas, and health care institutions with a cancer center or high cancer patient volume, these newer techniques are being utilized at a more rapid rate, especially on the East Coast.\nline 15 \| Interestingly, though, the National Cancer Institute found in 2003 that American women were 21% more likely to have a mastectomy than their counterparts in the United Kingdom. Though breast-conserving procedures are available and have proven to be viable options, some physicians and women still think breast removal will also remove all of their risk of cancer recurrence. It is clear that treatment options for cancer are highly individual and often emotionally charged.\nline 16 \| Simple mastectomy is one of several types of surgical treatments for breast cancer. Some techniques are rarely used; others are quite common. These common surgical procedures include:\nline 17 \| Two other surgical procedures are variations on the simple mastectomy. The skin-sparing mastectomy is a new surgical procedure in which the surgeon makes an incision, sometimes called a keyhole incision, around the areola. The tumor and all breast tissue are removed, but the incision is smaller and scarring is minimal. About 90% of the skin is preserved and allows a cosmetic surgeon to perform breast reconstruction at the same time as the mastectomy. The subcutaneous mastectomy, or nipple-sparing mastectomy, preserves the skin and the nipple over the breast.\nline 18 \| During a simple mastectomy, the surgeon makes a curved incision along one side of the breast and removes the tumor and all of the breast tissue. A few lymph nodes may be removed. The tumor, breast tissue, and any lymph nodes will be sent to the pathology lab for analysis. If the skin is cancer-free, it is sutured in place or used immediately for breast reconstruction. One or two drains will be put in place to remove fluid from the surgical area. Surgery takes from two to five hours; it is longer with breast reconstruction.\nline 19 \| Breast reconstruction, especially if it is begun at the same time as the simple mastectomy, can minimize the sense of loss that women feel when having a breast removed. Although there may be other smaller surgeries later to complete the breast reconstruction, there will not be a second major operation nor an additional scar.\nline 20 \| If there is not enough skin left after the mastectomy, a balloon-type expander is put in place. In subsequent weeks, the expander is filled with larger amounts of saline (salt water) solution. When it has reached the appropriate size, the expander is removed and a permanent breast implant is installed.\nline 21 \| If there is enough skin, an implant is installed immediately. In other instances, skin, fat, and muscle are removed from the patient's back or abdomen and repositioned on the chest wall to form a breast.\nline 22 \| None of these reconstructions have nipples at first. Later, nipples are reconstructed in a separate surgery. Finally, the areola is tattooed in to make the reconstructed breast look natural.\nline 23 \| Breast reconstruction does not prevent a potential recurrence of breast cancer.\nline 24 \| If a mammogram has not been performed, it is usually ordered to verify the size of the lump the patient has reported.\nline 25 \| A biopsy of the suspicious lump and/or lymph nodes is usually ordered and sent to the pathology lab before surgery is discussed.\nline 26 \| When a simple mastectomy has been determined, such preoperative tests as blood work, a chest x ray , and an electrocardiogram may be ordered.\nline 27 \| Blood-thinning medications such as aspirin should be stopped several days before the surgery date.\nline 28 \| The patient is also asked to refrain from eating or drinking the night before the operation.\nline 29 \| At the hospital, the patient will sign a consent form, verifying that the surgeon has explained what the surgery is and what it is for. The patient will also meet with the anesthesiologist to discuss the patient's medical history and determine the choice of anesthesia.\nline 30 \| If the procedure is performed as an outpatient surgery , the patient may go home the same day of the surgery. The length of the hospital stay for inpatient mastectomies ranges from one to two days. If breast reconstruction has taken place, the hospital stay may be longer.\nline 31 \| The surgical drains will remain in place for five to seven days.\nline 32 \| Sponge baths will be necessary until the stitches are removed, usually in a week to 10 days.\nline 33 \| It is important to avoid overhead lifting, strenuous sports, and sexual intercourse for three to six weeks.\nline 34 \| After the surgical drains are removed, stretching exercises may be begun, though some physical therapists may start a patient on shoulder and arm mobility exercises while in the hospital.\nline 35 \| Since breast removal is often emotionally traumatic for women, seeking out a support group is often helpful. Women in these groups offer practical advice about such matters as finding well-fitting bras and swimwear, and emotional support because they have been through the same experience.\nline 36 \| Finally, for women who chose not to have breast reconstruction, it will be necessary to find the proper fitting breast prosthesis. Some are made of cloth, and others are made of silicone, which are created from a mold from the patient's other breast.\nline 37 \| In some case, the patient may be required to undergo additional treatments such as radiation, chemotheraphy, or hormone therapy.\nline 38 \| The risks involved with simple mastectomy are the same for any major surgery. There may, however, be a need for more extensive surgery once the surgeon examines the tumor, the tissues surrounding it, and the lymph nodes nearby. A biopsy of the lymph nodes is usually performed during surgery and a determination is made whether to remove them. Simple mastectomy usually has limited impact on range of motion of the arm nearest the breast that is removed, but physical therapy may still be necessary to restore complete movement.\nline 39 \| There is also the risk of infection around the incision. When the lymph nodes are removed, lymphedema may also occur. This condition is a result of damage to the lymph system. The arm on the side nearest the affected breast may become swollen. It can either resolve itself or worsen.\nline 40 \| As in any surgery, the risk of developing a blood clot after a mastectomy is a serious matter.\nline 41 \| All hospitals use a variety of techniques to prevent blood clots from forming.\nline 42 \| It is important for the patient to walk daily when at home.\nline 43 \| Finally, there is the risk that not all cancer cells were removed. Further treatment may be necessary.\nline 44 \| The breast area will fully heal in three to four weeks. If the patient had breast reconstruction, it may take up to six weeks to recover fully. The patient should be able to participate in all of the activities she has engaged in before surgery. If breast reconstruction is done, the patient should realize that the new breast will not have the sensitivity of a normal breast. In addition, dealing with cancer emotionally may take time, especially if additional treatment is necessary.\nline 45 \| Deaths due to breast cancer have declined by 1.4% each year between 1989 and 1995, and by 3.2% each year thereafter. The largest decreases have been among younger women, as a result of cancer education campaigns and early screening, which encourages more women to go to their physicians to be checked.\nline 46 \| The five-year survival rate for cancers that were confined to the breast was 97% in 2003. For cancers that had spread to areas within the chest region, the rate was 78%, and it is only 23% for cancers occurring in other parts of the body after breast cancer treatment. The best survival rates were for early-stage tumors.\nline 47 \| Two 20-year longitudinal studies concluded in 2002 indicated that the survival rate for patients with modified radical mastectomy (the removal of the entire breast and all lymph nodes) was no different from that of breast-conserving lumpectomy (the removal of the tumor alone). Implications of these studies suggest that the removal of the entire breast may not afford greater protection against future cancer than breast-conserving techniques. However, it should be noted that the majority of cancer recurrences occurred within the first five years for both those with mastectomies and those with lumpectomies.\nline 48 \| Skin-sparing mastectomy, also called nipple-sparing mastectomy, is becoming a treatment of choice for women undergoing simple mastectomy.\nline 49 \| In this procedure, the skin of the breast, the areola, and the nipple are peeled back to remove the breast and its inherent tumor.\nline 50 \| Biopsies of the skin and nipple areas are performed immediately to assure that they do not have cancer cells in them.\nline 51 \| Then, a cosmetic surgeon performs a breast reconstruction at the same time as the mastectomy.\nline 52 \| The breast regains its normal contours once prostheses are inserted.\nline 53 \| Unfortunately, the nipple will lose its sensitivity and, of course, its function, since all underlying tissue has been removed.\nline 54 \| If cancer is found near the nipple, this procedure cannot be done.\nline 55 \| A Breast Cancer Journey.\nline 56 \| Atlanta: American Cancer Society, 2001.\nline 57 \| \"American Women Still Having Too Many Mastectomies.\" Women's Health Weekly (February 6, 2003): 20.\nline 58 \| Jancin, Bruce. \"High U.S. Mastectomy Rate Is Cause for Concern.\" Family Practice News 33, no.2 (January 15, 2003): 31–32.\nline 59 \| \"Procedure Preserves Natural Appearance after Mastectomy.\"\nline 60 \| AORN Journal 77, no.1 (January 2003): 213–1.\nline 61 \| Zepf, Bill. \"Mastectomy vs. Less Invasive Surgery for Breast Cancer.\" American Family Physician 67, no.3 (February 1, 2003): 587.\nline 62 \| American Cancer Society. (800) ACS-2345. http://www.cancer.org .\nline 63 \| American Society of Plastic Surgeons. 444 E. Algonquin Rd., Arlington Heights, IL 60005. (888) 475-2784. http://www.plasticsurgery.org .\nline 64 \| National Cancer Institute. 6116 Executive Boulevard, MSC8322, Suite 3036A, Bethesda, MD 20892-8322. (800) 422-6237. http://www.cancer.gov .\nline 65 \| Simple mastectomy is performed by a general surgeon or a gynecological surgeon. If reconstructive breast surgery is to be done, a cosmetic surgeon performs it. Patients undergo simple mastectomies under general anesthesia as an inpatient in a hospital. There is a growing trend, due to reductions in insurance coverage and patient preference, to perform simple mastectomies without reconstructive breast surgery as outpatient procedures.\nline 66 \| \n```", "role": "user" } ]
The Sahara is the world’s largest hot desert. At over 9,400,000 square kilometers (3,630,000 sq mi), it covers most of Northern Africa, making it almost as large as Europe or the United States. The Sahara stretches from the Red Sea, including parts of the Mediterranean coasts, to the outskirts of the Atlantic Ocean. To the south, it is delimited by the Sahel: a belt of semi-arid tropical savanna that comprises the northern region of central and western Sub-Saharan Africa. The Tuareg are a Berber nomadic pastoralist people. They are the principal inhabitants of the Saharan interior of North Africa. Tuaregs are mostly nomads. For over two millennia, the Tuareg operated the trans-Saharan caravan trade connecting the great cities on the southern edge of the Sahara via five desert trade routes to the northern (Mediterranean) coast of Africa. The Tuareg adopted camel nomadism, along with its distinctive form of social organization, from camel-herding Arabs about two thousand years ago, when the camel was introduced to the Sahara from Arabia. The Tuareg once took captives, either for trade and sale, or for domestic labor purposes. Those who were not sold became assimilated into the Tuareg community. Captive servants and herdsmen formed a component of the division of labor in camel nomadism. Tassili n’Ajjer is a mountain range in the Sahara desert in southeast Algeria, North Africa. The range is also noted for its prehistoric rock paintings and other ancient archaeological sites, dating from neolithic times when the local climate was much moister, with savannah rather than desert. The art depicts herds of cattle, large wild animals including crocodiles, and human activities such as hunting and dancing. The art has strong stylistic links to the pre-Nguni Art of South Africa and the region, executed in caves by the San Peoples before the year 1200 BC. The Basilica Saint Augustin (Basilica of St. Augustine) is a Roman Catholic basilica dedicated to Saint Augustine of Hippo located in Annaba, Algeria. The basilica is under the circumscription of the Diocese of Constantine. Construction on the basilica began in 1881, was completed on March 29, 1900 and the church was dedicated on April 24, 1914. The statue of St. Augustine in the basilica contains one of his arm bones. Alger is the capital and largest city of Algeria and the Maghreb. It is also called Alger la Blanche (Alger the White) for the glistening white of its buildings as seen rising up from the sea. The modern part of the city is built on the level ground by the seashore; the old part, the ancient city of the deys, climbs the steep hill behind the modern town and is crowned by the casbah or citadel, 400 feet (122 m) above the sea. The casbah and the two quays form a triangle. The name Algiers (Alger) stems from the Catalan “Alguère” which stems itself from the Arabic word Jezaïr (D´zaïr) (جزائر), meaning islands. This name was in fact given in reference to small islands facing the city before being connected to the continent just after 1530 by the Turkish king of Algiers Kheireddin Barbarousse.	<urn:uuid:0698f109-5727-444f-bd70-f2d638f62c63>	CC-MAIN-2017-43	https://daybydaycorrespondence.wordpress.com/tag/algeria/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825141.95/warc/CC-MAIN-20171022041437-20171022061437-00841.warc.gz	en	0.955702	714	3.140625	3	[ { "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 \| The Sahara is the world’s largest hot desert. At over 9,400,000 square kilometers (3,630,000 sq mi), it covers most of Northern Africa, making it almost as large as Europe or the United States. The Sahara stretches from the Red Sea, including parts of the Mediterranean coasts, to the outskirts of the Atlantic Ocean. To the south, it is delimited by the Sahel: a belt of semi-arid tropical savanna that comprises the northern region of central and western Sub-Saharan Africa.\nline 03 \| The Tuareg are a Berber nomadic pastoralist people. They are the principal inhabitants of the Saharan interior of North Africa.\nline 04 \| Tuaregs are mostly nomads. For over two millennia, the Tuareg operated the trans-Saharan caravan trade connecting the great cities on the southern edge of the Sahara via five desert trade routes to the northern (Mediterranean) coast of Africa. The Tuareg adopted camel nomadism, along with its distinctive form of social organization, from camel-herding Arabs about two thousand years ago, when the camel was introduced to the Sahara from Arabia. The Tuareg once took captives, either for trade and sale, or for domestic labor purposes. Those who were not sold became assimilated into the Tuareg community. Captive servants and herdsmen formed a component of the division of labor in camel nomadism.\nline 05 \| Tassili n’Ajjer is a mountain range in the Sahara desert in southeast Algeria, North Africa.\nline 06 \| The range is also noted for its prehistoric rock paintings and other ancient archaeological sites, dating from neolithic times when the local climate was much moister, with savannah rather than desert. The art depicts herds of cattle, large wild animals including crocodiles, and human activities such as hunting and dancing. The art has strong stylistic links to the pre-Nguni Art of South Africa and the region, executed in caves by the San Peoples before the year 1200 BC.\nline 07 \| The Basilica Saint Augustin (Basilica of St. Augustine) is a Roman Catholic basilica dedicated to Saint Augustine of Hippo located in Annaba, Algeria. The basilica is under the circumscription of the Diocese of Constantine. Construction on the basilica began in 1881, was completed on March 29, 1900 and the church was dedicated on April 24, 1914. The statue of St. Augustine in the basilica contains one of his arm bones.\nline 08 \| Alger is the capital and largest city of Algeria and the Maghreb.\nline 09 \| It is also called Alger la Blanche (Alger the White) for the glistening white of its buildings as seen rising up from the sea.\nline 10 \| The modern part of the city is built on the level ground by the seashore; the old part, the ancient city of the deys, climbs the steep hill behind the modern town and is crowned by the casbah or citadel, 400 feet (122 m) above the sea. The casbah and the two quays form a triangle.\nline 11 \| The name Algiers (Alger) stems from the Catalan “Alguère” which stems itself from the Arabic word Jezaïr (D´zaïr) (جزائر), meaning islands. This name was in fact given in reference to small islands facing the city before being connected to the continent just after 1530 by the Turkish king of Algiers Kheireddin Barbarousse.\n```", "role": "user" } ]
We do not have the original Holy Scripture manuscripts, and so sometimes we can gain important insights into the meaning of the scriptures by looking at various other sources. Without a doubt, the best source for the study of the Old Testament or Holy Scriptures is the Biblia Hebraica (Hebrew). Here we mention a number of other resources, including the Dead Sea Scrolls (Hebrew), Targum (Aramaic or Chaldee), Septuagint or LXX, Vulgate, Peshitta, Arabic, Ethiopian, and others. There are interesting conversations and discussions regarding each of these, but here our objective is to provide references (and links when possible) to the student of the Holy Scriptures. Prayer and the guidance of the Spirit, however, are the most important tools we have for the understanding of the Scriptures. 1. Biblia Hebraica The Hebrew Bible, we said, is overall the most accurate rendition of the Old Testament. There are many possibilities in terms of obtaining copies, including the Biblia Hebraica Stuttgartensia (BHS) and formerly, the Biblia Hebraica Kittel (BHK), with their extensive critical apparatus, marginal notes, and Masora. The text of the Biblia Hebraica is available on-line as well as through downloading a number of free or low cost software, but these do not include the critical apparatus. One can generally purchase used copies of the BHS (more complete and updated) or BHK (beautiful Hebrew fonts) generally for about $20 to $40. Hebrew-English Lexicons. Numerous lexicons are available in order to see how a particular word is used in Hebrew, and the variety of shades and purposes for its use. The reader must be aware that many of the brilliant Hebraists may have theological positions quite opposite than his. A study of these words, then, must be carried out by the aid of the Spirit. It is useful to examine a number of different lexicons and see how words are used in their various contexts. There are a number of lexicons on-line but these are not as thorough as getting a book in hard copy. Here are some lexicons of interest: A. William Gesenius, Hebrew-Chaldee Lexicon of the Old Testament (1847), translated from the Lexicon Manuale Hebraicum et Chaldaicum in Veteris Testamenti Libros. Gesenius was a master linguist, but even so, apt to his own opinions. So it is that it is nice to have the notes in brackets. So it is, for instance, that for the Hebrew word ALMA, or virgin, (Strong 5959)we see, [Note: The object in view in seeking to undermine the opinion which would assign the signification of virgin to this word, is clearly to raise a discrepancy between Isa. 7:14 and Matt. 1:23 &c.] The Gesenius tradition had been kept by Francis Brown, S.R. Driver, and Charles Briggs, in their The Brown-Driver-Briggs Hebrew and English Lexicon (1996). An earlier lexicon by these same authors (1978) included the words, "Based on the Lexicon of William Gesenius" in its title. Some of these lexicons include references coded to other references, such as Strong's concordance. Easy to find these either used or new. B. Benjamin Davidson. The Analytical Hebrew and Chaldee Lexicon (1850), is unique in that it contains every word in the Old Testament, so if you cannot find the root of a word, this tool will help you find it, so that you can then look up the word in this or another Hebrew lexicon. Includes Christian perspective on words. Easy to find either used or new. C. R. Laird Harris, Gleason L. Archer, and Bruce K. Waltke , Theological Wordbook of the Old Testament (1980). Spends considerable room on words and meanings of the roots. Easy to find either used or new. Davar is an excellent program where one can study the Masoretic or pointed Hebrew text. Here we can see the Biblia Hebrea Stuttgartensia (BHS) and the functioning of the simplified but useful lexicon. The next three screenshots show a few of the excellent tools found in this software: the BHS text, the Lexicon looking for words that begin with a Hebrew letter, and the Lexicon looking for Hebrew words depending on English words with a specific letter (I downloaded the Spanish version but you can do the same with English words and definitions). The program may be downloaded at Davar where one call also find other modules, including these in Spanish. There are a number of Targums which are Aramaic (sometimes called Chaldee) paraphrases of the Biblia Hebraica. In some instances, the Targums are simply a translation into Aramaic, while in others, they are a more expanded explanatory translation or interpretation. These ancient manuscripts are very useful in the study of the Scriptures. Unfortunately, these are rare and often offered only as an English translation, so it is not easy to check the translation. On the other hand, there are tools such as the Palm Bible Plus software (see home page) that provide the text of the Targum in Aramaic at no cost. Some copies of the Holy Scriptures include a reference to the Targum translations. For the moment I will list one of my favorite Targum publications (to the Book of Isaiah) and a lexicon to the Targums. A very complete bibliography on the Targumim literature can be found at the Website for Biblical, Classical, and Ancient Near Eastern Studies. A. J.F. Stenning (editor and translator), The Targum of Isaiah (1949), Oxford, Clarendon Press. This book is invaluable in that provides a very interesting introduction to the Targums, and their translation. For instance, Stenning shows how anthropomorphic language applied to God was replaced by other language. The Aramaic characters are in Hebrew script (much as Spanish and English use most of the same characters), and the materials are provided in English on one side of the page and in Aramaic on the other. If you can find it, it will probably cost between $60 and $100. B. Targumic and Cognate Studies. Available as on-line Webpage, are various Targumic text translations for the Pentautech, Song of Songs, Ruth, and Lamentations. Download Targum including Targum Pseudo-Jonathan and Onkelos (to the Pentateuch, translated by J.W. Etheridge, 1862), Targumim to the Mergilloth (Song of Songs, Ruth, Lamentations, translated by Jay C. Treat, Samson H. Levey, and Christian M. M. Brady, respectively), and Targum to the Psalms (translated by Edward Cook). C. Targumic and Cognate Studies. Available as freeware to dowload Targum to use with the Palm Bible+ freeware. Download Targum for Palm Bible+ including Targumim for the Pentateuch in Arameic, translations into English of the Pentateuch Targumim, and the Targum for the Holy Scriptures, including NEVI'IM: Isaiah Targum and Jeremiah Targum, as well as Targumim for Lamentations, Ezekiel, Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, and Malachi; as well as TORAH (Pentateuch) AND KETHUVIM (Writings). to the Torah and Minor Prophets, and others, called TrgBible (I have been really looking for that!) in Aramaic. These are made available by David Everson. D. Comprehensive Aramaic Lexicon Project edited by Dr. Stephen A. Kaufman, Hebrew Union College in Cincinnati, Ohio. This software (under $30) contains the Targum Johanthan to the Prophets, Targumic Toseftot to the Prophets, Targum Onqelos to the Pentateuch, Targum Neofiti to the Pentateuch, Targum Pseudo-Jonathan to the Pentateuch, and much more including dozens of fragments, and even Targums associated with the Dead Sea Scrolls. Click on a word, and it will tell you if it is the name of a person (such as Ishayahu) or place (Yerushaliam). You need to know enough Hebrew or Aramaic to be able to read those names and geographical locations. Other words, however, and the lexicon shows the basic meaning of the word. The software is put together by Logos Bible Software and you can read more about it or purchase this at Libronix Digital Library System edition of the Targumim. A. Marcus Jastrow, A Dictionary of the Targumim, The Talmud Babli and Yerushalmi, and the Midrashic Literature (1971, 1996). This is a two-volume in one or a two volume dictionary of words found in the Targumim, Babylonian or Jerusalem Talmud, and Midrashic literature, as the title indicates. It includes how words are used in these writings. The 1996 version is a replica and is not as clear as I would like, but nevertheless it makes this book much more easily available. 3. Dead Sea Scrolls Scriptures A. Martin G. Abegg and Peter Flint (Translators, 1999), The Dead Sea Scrolls Bible, includes footnotes with the differences between the Biblia Hebraica or Masoretic Text, and those found in one or another of the Isaiah Scrolls found in the Qumran. This is the text as it was around the time of Jesus, or possibly earlier. The one negative of this otherwise excellent resource is that it is strongly based on the tradition of the New Revised Standard Version (NRSV). The Hebrew script in the Dead Sea Scrolls is more ancient than what we have in our more modern block Hebrew. My dream wish would be to have one page in English and the other in block Hebrew and a translation that is closer to the Authorized Version (AV or KJV) or even the ASV. You can buy this book new for under $40. B. Fred P. Miller's notations on the Isaiah Scrolls. If you can read the ancient Hebrew characters, then this Website will be a treat for you, with actual photographs of the Isaiah Scroll Manuscript. 4. Septuagint (LXX) A. Sir Lancelot Charles Lee Brenton (translator, 1851), originally published by Samuel Bagster & Sons, London, available for viewing or downloading. Website maintained and courtesy of Christian Classics Ethereal Library at Calvin College. The Hebrew Bible was translated into Greek before Christ was born. Some books are better translated than others. This LXX translation is also provided by Devoted to Truth, and can also be found in a number of software packaged for the study of the Holy Scriptures, such as the Palm Bible Plus (described in the home page). You can also view the Greek text at The Greek Old Testament. It is not always clear who sponsors some of these Websites. Here is yet another source, which is very nice, with the name of each KNIGA (book in Russian) is given in both Greek and Russian. But the text in each page is given in Greek only, and is provided by Duke University and Universität zu Köln. B. Biblical and Historical Research Software. The English Translation of the Septuagint Bible, including a LXX Text and Concordance Search Engine. 5. Peshitta or Syriac A. George M. Lamsa (translator, 1961), Holy Bible: From the Ancient Eastern Text. Includes the Old and New Testaments. For those interested in New Testament only there is the James Murdock translation, besides the Lamsa one. Available new for under $40 and used for about $20. The Latin Vulgate (405 AD) can be consulted in Latin (e.g., Biblia Sacra, Vulgata Editionis, 1857) or in its English translation, the Douay Version (first published in 1609). The 1861 version of the Biblia Sacra can also be found on-line with photos of every page, at Biblia Sacra. Two see both the Latin and the Douay side-by-side in clear form you can go to LatinVulgate.com. Very ExcellentClementine Project VulSearch This is an outstanding piece of software and well worth the 10-15 minutes to install. It includes a Latin lexicon and search engine. I recommend that you download it from the Clementine site, as the author provides updates and corrections from time to time. This side-by-side searchable version of the Vulgate and Douay may be downloaded from the Clementine Vulgate Project VulSearch (NOTE: you may need to also download Microsoft Framework (no cost). I suggest downloading the latter first, otherwise you will have to re-execute the program. Some may prefer to use the program on-line to both search and view the Vulgate. 7. Other Recommendations (available from Gregorio Billikopf). For conversation or questions contact Gregorio at email@example.com.	<urn:uuid:e996d32d-b2ba-4328-a6a7-be4096a47205>	CC-MAIN-2017-43	http://holyscriptures7.blogspot.com/2007/07/ancient-manuscripts.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187826049.46/warc/CC-MAIN-20171023130351-20171023150351-00641.warc.gz	en	0.921601	2,815	3.09375	3	[ { "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 \| We do not have the original Holy Scripture manuscripts, and so sometimes we can gain important insights into the meaning of the scriptures by looking at various other sources. Without a doubt, the best source for the study of the Old Testament or Holy Scriptures is the Biblia Hebraica (Hebrew). Here we mention a number of other resources, including the Dead Sea Scrolls (Hebrew), Targum (Aramaic or Chaldee), Septuagint or LXX, Vulgate, Peshitta, Arabic, Ethiopian, and others. There are interesting conversations and discussions regarding each of these, but here our objective is to provide references (and links when possible) to the student of the Holy Scriptures. Prayer and the guidance of the Spirit, however, are the most important tools we have for the understanding of the Scriptures.\nline 04 \| 1. Biblia Hebraica\nline 05 \| The Hebrew Bible, we said, is overall the most accurate rendition of the Old Testament. There are many possibilities in terms of obtaining copies, including the Biblia Hebraica Stuttgartensia (BHS) and formerly, the Biblia Hebraica Kittel (BHK), with their extensive critical apparatus, marginal notes, and Masora. The text of the Biblia Hebraica is available on-line as well as through downloading a number of free or low cost software, but these do not include the critical apparatus. One can generally purchase used copies of the BHS (more complete and updated) or BHK (beautiful Hebrew fonts) generally for about $20 to $40.\nline 06 \| Hebrew-English Lexicons. Numerous lexicons are available in order to see how a particular word is used in Hebrew, and the variety of shades and purposes for its use. The reader must be aware that many of the brilliant Hebraists may have theological positions quite opposite than his. A study of these words, then, must be carried out by the aid of the Spirit. It is useful to examine a number of different lexicons and see how words are used in their various contexts. There are a number of lexicons on-line but these are not as thorough as getting a book in hard copy. Here are some lexicons of interest:\nline 07 \| A. William Gesenius, Hebrew-Chaldee Lexicon of the Old Testament (1847), translated from the Lexicon Manuale Hebraicum et Chaldaicum in Veteris Testamenti Libros. Gesenius was a master linguist, but even so, apt to his own opinions. So it is that it is nice to have the notes in brackets. So it is, for instance, that for the Hebrew word ALMA, or virgin, (Strong 5959)we see, [Note: The object in view in seeking to undermine the opinion which would assign the signification of virgin to this word, is clearly to raise a discrepancy between Isa. 7:14 and Matt. 1:23 &c.] The Gesenius tradition had been kept by Francis Brown, S.R. Driver, and Charles Briggs, in their The Brown-Driver-Briggs Hebrew and English Lexicon (1996). An earlier lexicon by these same authors (1978) included the words, \"Based on the Lexicon of William Gesenius\" in its title. Some of these lexicons include references coded to other references, such as Strong's concordance. Easy to find these either used or new.\nline 08 \| B. Benjamin Davidson.\nline 09 \| The Analytical Hebrew and Chaldee Lexicon (1850), is unique in that it contains every word in the Old Testament, so if you cannot find the root of a word, this tool will help you find it, so that you can then look up the word in this or another Hebrew lexicon.\nline 10 \| Includes Christian perspective on words.\nline 11 \| Easy to find either used or new.\nline 12 \| C. R. Laird Harris, Gleason L. Archer, and Bruce K. Waltke , Theological Wordbook of the Old Testament (1980). Spends considerable room on words and meanings of the roots. Easy to find either used or new.\nline 13 \| Davar is an excellent program where one can study the Masoretic or pointed Hebrew text. Here we can see the Biblia Hebrea Stuttgartensia (BHS) and the functioning of the simplified but useful lexicon. The next three screenshots show a few of the excellent tools found in this software: the BHS text, the Lexicon looking for words that begin with a Hebrew letter, and the Lexicon looking for Hebrew words depending on English words with a specific letter (I downloaded the Spanish version but you can do the same with English words and definitions). The program may be downloaded at Davar where one call also find other modules, including these in Spanish.\nline 14 \| There are a number of Targums which are Aramaic (sometimes called Chaldee) paraphrases of the Biblia Hebraica. In some instances, the Targums are simply a translation into Aramaic, while in others, they are a more expanded explanatory translation or interpretation. These ancient manuscripts are very useful in the study of the Scriptures. Unfortunately, these are rare and often offered only as an English translation, so it is not easy to check the translation. On the other hand, there are tools such as the Palm Bible Plus software (see home page) that provide the text of the Targum in Aramaic at no cost. Some copies of the Holy Scriptures include a reference to the Targum translations. For the moment I will list one of my favorite Targum publications (to the Book of Isaiah) and a lexicon to the Targums. A very complete bibliography on the Targumim literature can be found at the Website for Biblical, Classical, and Ancient Near Eastern Studies.\nline 15 \| A. J.F. Stenning (editor and translator), The Targum of Isaiah (1949), Oxford, Clarendon Press. This book is invaluable in that provides a very interesting introduction to the Targums, and their translation. For instance, Stenning shows how anthropomorphic language applied to God was replaced by other language. The Aramaic characters are in Hebrew script (much as Spanish and English use most of the same characters), and the materials are provided in English on one side of the page and in Aramaic on the other. If you can find it, it will probably cost between $60 and $100.\nline 16 \| B. Targumic and Cognate Studies. Available as on-line Webpage, are various Targumic text translations for the Pentautech, Song of Songs, Ruth, and Lamentations. Download Targum including Targum Pseudo-Jonathan and Onkelos (to the Pentateuch, translated by J.W. Etheridge, 1862), Targumim to the Mergilloth (Song of Songs, Ruth, Lamentations, translated by Jay C. Treat, Samson H. Levey, and Christian M. M. Brady, respectively), and Targum to the Psalms (translated by Edward Cook).\nline 17 \| C. Targumic and Cognate Studies.\nline 18 \| Available as freeware to dowload Targum to use with the Palm Bible+ freeware.\nline 19 \| Download Targum for Palm Bible+ including Targumim for the Pentateuch in Arameic, translations into English of the Pentateuch Targumim, and the Targum for the Holy Scriptures, including NEVI'IM: Isaiah Targum and Jeremiah Targum, as well as Targumim for Lamentations, Ezekiel, Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, and Malachi; as well as TORAH (Pentateuch) AND KETHUVIM (Writings).\nline 20 \| to the Torah and Minor Prophets, and others, called TrgBible (I have been really looking for that!)\nline 21 \| in Aramaic.\nline 22 \| These are made available by David Everson.\nline 23 \| D. Comprehensive Aramaic Lexicon Project edited by Dr. Stephen A. Kaufman, Hebrew Union College in Cincinnati, Ohio. This software (under $30) contains the Targum Johanthan to the Prophets, Targumic Toseftot to the Prophets, Targum Onqelos to the Pentateuch, Targum Neofiti to the Pentateuch, Targum Pseudo-Jonathan to the Pentateuch, and much more including dozens of fragments, and even Targums associated with the Dead Sea Scrolls. Click on a word, and it will tell you if it is the name of a person (such as Ishayahu) or place (Yerushaliam). You need to know enough Hebrew or Aramaic to be able to read those names and geographical locations. Other words, however, and the lexicon shows the basic meaning of the word. The software is put together by Logos Bible Software and you can read more about it or purchase this at Libronix Digital Library System edition of the Targumim.\nline 24 \| A. Marcus Jastrow, A Dictionary of the Targumim, The Talmud Babli and Yerushalmi, and the Midrashic Literature (1971, 1996). This is a two-volume in one or a two volume dictionary of words found in the Targumim, Babylonian or Jerusalem Talmud, and Midrashic literature, as the title indicates. It includes how words are used in these writings. The 1996 version is a replica and is not as clear as I would like, but nevertheless it makes this book much more easily available.\nline 25 \| 3. Dead Sea Scrolls Scriptures\nline 26 \| A. Martin G. Abegg and Peter Flint (Translators, 1999), The Dead Sea Scrolls Bible, includes footnotes with the differences between the Biblia Hebraica or Masoretic Text, and those found in one or another of the Isaiah Scrolls found in the Qumran.\nline 27 \| This is the text as it was around the time of Jesus, or possibly earlier.\nline 28 \| The one negative of this otherwise excellent resource is that it is strongly based on the tradition of the New Revised Standard Version (NRSV).\nline 29 \| The Hebrew script in the Dead Sea Scrolls is more ancient than what we have in our more modern block Hebrew.\nline 30 \| My dream wish would be to have one page in English and the other in block Hebrew and a translation that is closer to the Authorized Version (AV or KJV) or even the ASV.\nline 31 \| You can buy this book new for under $40.\nline 32 \| B. Fred P. Miller's notations on the Isaiah Scrolls.\nline 33 \| If you can read the ancient Hebrew characters, then this Website will be a treat for you, with actual photographs of the Isaiah Scroll Manuscript.\nline 34 \| 4. Septuagint (LXX)\nline 35 \| A. Sir Lancelot Charles Lee Brenton (translator, 1851), originally published by Samuel Bagster & Sons, London, available for viewing or downloading. Website maintained and courtesy of Christian Classics Ethereal Library at Calvin College. The Hebrew Bible was translated into Greek before Christ was born. Some books are better translated than others. This LXX translation is also provided by Devoted to Truth, and can also be found in a number of software packaged for the study of the Holy Scriptures, such as the Palm Bible Plus (described in the home page). You can also view the Greek text at The Greek Old Testament. It is not always clear who sponsors some of these Websites. Here is yet another source, which is very nice, with the name of each KNIGA (book in Russian) is given in both Greek and Russian. But the text in each page is given in Greek only, and is provided by Duke University and Universität zu Köln.\nline 36 \| B. Biblical and Historical Research Software. The English Translation of the Septuagint Bible, including a LXX Text and Concordance Search Engine.\nline 37 \| 5. Peshitta or Syriac\nline 38 \| A. George M. Lamsa (translator, 1961), Holy Bible: From the Ancient Eastern Text. Includes the Old and New Testaments. For those interested in New Testament only there is the James Murdock translation, besides the Lamsa one. Available new for under $40 and used for about $20.\nline 39 \| The Latin Vulgate (405 AD) can be consulted in Latin (e.g., Biblia Sacra, Vulgata Editionis, 1857) or in its English translation, the Douay Version (first published in 1609). The 1861 version of the Biblia Sacra can also be found on-line with photos of every page, at Biblia Sacra. Two see both the Latin and the Douay side-by-side in clear form you can go to LatinVulgate.com.\nline 40 \| Very ExcellentClementine Project VulSearch This is an outstanding piece of software and well worth the 10-15 minutes to install. It includes a Latin lexicon and search engine. I recommend that you download it from the Clementine site, as the author provides updates and corrections from time to time. This side-by-side searchable version of the Vulgate and Douay may be downloaded from the Clementine Vulgate Project VulSearch (NOTE: you may need to also download Microsoft Framework (no cost). I suggest downloading the latter first, otherwise you will have to re-execute the program. Some may prefer to use the program on-line to both search and view the Vulgate.\nline 41 \| 7. Other Recommendations (available from Gregorio Billikopf).\nline 42 \| For conversation or questions contact Gregorio at email@example.com.\nline 43 \| \n```", "role": "user" } ]
Get your cholesterol and blood pressure checked If you're aged 40-74, and don't already have a health condition such as diabetes, you are entitled to a free NHS Health Check from your GP to assess your risk of developing heart disease. This would include checking your blood pressure and cholesterol level. If your blood pressure or cholesterol level is higher than it should be, this increases your risk of heart disease and stroke. Your GP can suggest lifestyle changes or, if necessary, prescribe medication to reduce your blood pressure or cholesterol. Read more about the NHS Health Check for people aged 40-74. Stop smoking to protect your heart You're twice as likely to have a heart attack if you smoke. Over the past few decades, men have increasingly quit smoking but women haven't been stopping smoking as much. Stopping smoking will lessen your chances of developing heart disease. Find out how the NHS can help you stop smoking. Do more exercise to prevent heart disease Only about one in four women in England does enough physical activity to protect her heart. Try to do more exercise, including regular aerobic exercise such as walking and swimming. To protect your heart, you need to do at least 150 minutes (2 hours and 30 minutes) of moderate-intensity aerobic activity (such as cycling or fast walking) every week. Find out how to get more active. Lose weight if you need to About six in every 10 women in England are either overweight or obese. Carrying excess weight puts a strain on your heart, and you're more likely to have high blood pressure, high cholesterol and type 2 diabetes, all of which increase the risk of heart disease and stroke. Use our BMI calculator to find out if you are overweight. Read more about how to lose weight. Watch your waist to reduce your risk of heart disease Your shape matters as well as your weight. Measuring your waist is a good way to check you're not carrying too much fat around your stomach, which can raise your risk of heart disease. Aim for a waistline of less than 80cm (31.5 inches). Read more about why your waist size matters. Check your risk of diabetes Women with type 2 diabetes are three to five times more likely to get heart disease than those without the condition. Type 2 diabetes is linked to being overweight or obese and a waist measurement of 80cm (31.5 inches) or above. Check whether you are at risk with this quick and simple test. Reduce alcohol to help your heart It used to be thought that a moderate level of alcohol was good for the heart. However, the evidence of a protective effect is less strong than previously thought. To keep health risks from alcohol to a low level, especially if you drink most weeks, the NHS recommends that women (and men) should drink no more than 14 units a week on a regular basis. This should be spread over three or more days. If you drink more than this, you'll increase your risk of heart disease. Too much alcohol, or binge-drinking, can damage the heart muscle leading to abnormal heart rhythms or heart failure. Read more about alcohol units and how to cut down your drinking. Balance your diet Eat healthily and be especially careful not to eat more salt than is recommended (no more than 6g a day). Cut down on the amount of saturated fat and sugar you eat, too. Read more about how to cut down on salt, saturated fat and sugar, and have a healthy balanced diet. Don't rely on HRT to avoid heart disease Research now suggests that HRT isn’t heart protective. However, the latest evidence confirms that HRT doesn't increase the risk of heart disease when started in women aged under 60. Read more about HRT. Manage your stress Some studies have suggested that stress can contribute to heart disease. If you feel under a lot of stress, it's important to learn how to relax. There are some simple techniques you can learn to help you cope with stress. If you feel so stressed and anxious that it's affecting your daily life, your GP can help you deal with it. Read more about how to manage stress.	<urn:uuid:5587c0f9-216d-428b-80b1-b4b7a65de93b>	CC-MAIN-2017-43	http://www.pooleroadmedicalcentre.co.uk/Library/livewell/topics/women4060/women-and-heart-disease	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187826049.46/warc/CC-MAIN-20171023130351-20171023150351-00641.warc.gz	en	0.950155	872	2.6875	3	[ { "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 \| Get your cholesterol and blood pressure checked\nline 03 \| If you're aged 40-74, and don't already have a health condition such as diabetes, you are entitled to a free NHS Health Check from your GP to assess your risk of developing heart disease.\nline 04 \| This would include checking your blood pressure and cholesterol level.\nline 05 \| If your blood pressure or cholesterol level is higher than it should be, this increases your risk of heart disease and stroke.\nline 06 \| Your GP can suggest lifestyle changes or, if necessary, prescribe medication to reduce your blood pressure or cholesterol.\nline 07 \| Read more about the NHS Health Check for people aged 40-74.\nline 08 \| Stop smoking to protect your heart\nline 09 \| You're twice as likely to have a heart attack if you smoke.\nline 10 \| Over the past few decades, men have increasingly quit smoking but women haven't been stopping smoking as much.\nline 11 \| Stopping smoking will lessen your chances of developing heart disease.\nline 12 \| Find out how the NHS can help you stop smoking.\nline 13 \| Do more exercise to prevent heart disease\nline 14 \| Only about one in four women in England does enough physical activity to protect her heart. Try to do more exercise, including regular aerobic exercise such as walking and swimming.\nline 15 \| To protect your heart, you need to do at least 150 minutes (2 hours and 30 minutes) of moderate-intensity aerobic activity (such as cycling or fast walking) every week.\nline 16 \| Find out how to get more active.\nline 17 \| Lose weight if you need to\nline 18 \| About six in every 10 women in England are either overweight or obese.\nline 19 \| Carrying excess weight puts a strain on your heart, and you're more likely to have high blood pressure, high cholesterol and type 2 diabetes, all of which increase the risk of heart disease and stroke.\nline 20 \| Use our BMI calculator to find out if you are overweight.\nline 21 \| Read more about how to lose weight.\nline 22 \| Watch your waist to reduce your risk of heart disease\nline 23 \| Your shape matters as well as your weight. Measuring your waist is a good way to check you're not carrying too much fat around your stomach, which can raise your risk of heart disease.\nline 24 \| Aim for a waistline of less than 80cm (31.5 inches).\nline 25 \| Read more about why your waist size matters.\nline 26 \| Check your risk of diabetes\nline 27 \| Women with type 2 diabetes are three to five times more likely to get heart disease than those without the condition.\nline 28 \| Type 2 diabetes is linked to being overweight or obese and a waist measurement of 80cm (31.5 inches) or above.\nline 29 \| Check whether you are at risk with this quick and simple test.\nline 30 \| Reduce alcohol to help your heart\nline 31 \| It used to be thought that a moderate level of alcohol was good for the heart.\nline 32 \| However, the evidence of a protective effect is less strong than previously thought.\nline 33 \| To keep health risks from alcohol to a low level, especially if you drink most weeks, the NHS recommends that women (and men) should drink no more than 14 units a week on a regular basis.\nline 34 \| This should be spread over three or more days.\nline 35 \| If you drink more than this, you'll increase your risk of heart disease. Too much alcohol, or binge-drinking, can damage the heart muscle leading to abnormal heart rhythms or heart failure.\nline 36 \| Read more about alcohol units and how to cut down your drinking.\nline 37 \| Balance your diet\nline 38 \| Eat healthily and be especially careful not to eat more salt than is recommended (no more than 6g a day). Cut down on the amount of saturated fat and sugar you eat, too.\nline 39 \| Read more about how to cut down on salt, saturated fat and sugar, and have a healthy balanced diet.\nline 40 \| Don't rely on HRT to avoid heart disease\nline 41 \| Research now suggests that HRT isn’t heart protective. However, the latest evidence confirms that HRT doesn't increase the risk of heart disease when started in women aged under 60.\nline 42 \| Read more about HRT.\nline 43 \| Manage your stress\nline 44 \| Some studies have suggested that stress can contribute to heart disease. If you feel under a lot of stress, it's important to learn how to relax.\nline 45 \| There are some simple techniques you can learn to help you cope with stress. If you feel so stressed and anxious that it's affecting your daily life, your GP can help you deal with it.\nline 46 \| Read more about how to manage stress.\nline 47 \| \n```", "role": "user" } ]
The Fosbury Flop is a style used in the athletics event of high jump. It was popularized and perfected by American athlete Dick Fosbury, whose gold medal in the 1968 Summer Olympics brought it to the world's attention. Over the next few years the flop became the dominant style of the event and remains so today. Before Fosbury, most elite jumpers used the straddle technique, Western Roll, Eastern cut-off or even scissors jump to clear the bar. Given that landing surfaces had previously been sandpits or low piles of matting, high jumpers of earlier years had to land on their feet or at least land carefully to prevent injury. With the advent of deep foam matting high jumpers were able to be more adventurous in their landing styles and hence experiment with styles of jumping. Canadian high jumper Debbie Brill, then still a preteen, concurrently adopted a similar technique which became known as the "Brill Bend". The approach (or run-up) in the Flop style of high jump is characterized by (at least) the final four or five steps being run in a curve, allowing the athlete to lean into his or her turn, away from the bar. This allows the center of gravity to be lowered even before knee flexion, giving a longer time period for the take-off thrust. Additionally, on take-off the sudden move from inward lean to outwards produces a rotation of the jumper's body along the axis of the bar, aiding clearance. Combined with the rotation around the jumper's vertical axis produced by the drive leg (think of an ice skater spinning round on the spot) the resulting body position on bar clearance is laid out supine with the body at ninety degrees to the bar with the head and shoulders crossing the bar before the trunk and legs. This gives the Flop its characteristic "backwards over the bar" appearance, with the athlete landing on the mat on his shoulders and back. While in flight the athlete can progressively arch shoulders, back and legs in a rolling motion, keeping as much of the body as possible below the bar. It is possible for the athlete to clear the bar while his or her body's center of gravity remains as much as 20 cm below it. While the Straddle style required strength in the takeoff knee and could be used by relatively burly athletes (cf. Valeriy Brumel), the Flop allowed athletes of a slender build to use their co-ordination to greater effect and not risk the knee injuries which they had previously suffered from other styles. Predominantly, athletes using the Flop use a "J" shaped approach, where the first three to five strides head in a straight line at ninety degrees to the bar, with the final four to five being run in a curve as noted above. Some athletes prefer to run all of their strides in a curve; this is known as a "C" shape approach. This was the approach used by Fosbury himself but can lead to errors and inconsistencies in speed, foot placement, angle of approach and body attitude at take-off. Fosbury himself cleared the bar with his hands by his sides, whereas some athletes cross the bar with their arms held out sidewards or even above their heads, optimising their mass distribution. Studies show that variations in approach, arm technique and other factors can be adjusted to achieve the best performance for each athlete. For similar reasons noted as drawbacks to the "C" shaped approach, the optimal speed of approach in the Flop is not a full-out sprint. Similarly, increasing the number of strides beyond eight or ten is not recommended unless the athlete has achieved high consistency in the approach and can handle the increased speed. The angle of take-off towards the bar is usually somewhere between fifteen and thirty degrees. The angle must not be too shallow or the jumper jumps too far along the bar, landing on it. If the angle is too wide, there is not enough time to "lay out" in the air. The "broken" leg (which is thrust into the air first at take-off) is always the nearer leg to the bar. Thus someone who uses a left foot take-off (where the left foot transmits the jump force and is the latter to leave the ground) will approach the bar from its right hand side, curving to his left so that the bar approaches his right shoulder. The right leg will drive into the air and the jumper's body rotates anti-clockwise around the vertical axis to present his back to the bar in flight. As well as driving the leg and hips at take-off, the athlete should drive or even swing his arms into the air, contributing to the upwards momentum.	<urn:uuid:4ad5ae84-9789-488a-8cc8-d27584470ca1>	CC-MAIN-2017-43	http://www.like2do.com/learn?s=Fosbury_Flop	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822747.22/warc/CC-MAIN-20171018051631-20171018071631-00641.warc.gz	en	0.971467	967	2.53125	3	[ { "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 Fosbury Flop is a style used in the athletics event of high jump. It was popularized and perfected by American athlete Dick Fosbury, whose gold medal in the 1968 Summer Olympics brought it to the world's attention. Over the next few years the flop became the dominant style of the event and remains so today. Before Fosbury, most elite jumpers used the straddle technique, Western Roll, Eastern cut-off or even scissors jump to clear the bar. Given that landing surfaces had previously been sandpits or low piles of matting, high jumpers of earlier years had to land on their feet or at least land carefully to prevent injury. With the advent of deep foam matting high jumpers were able to be more adventurous in their landing styles and hence experiment with styles of jumping. Canadian high jumper Debbie Brill, then still a preteen, concurrently adopted a similar technique which became known as the \"Brill Bend\".\nline 04 \| The approach (or run-up) in the Flop style of high jump is characterized by (at least) the final four or five steps being run in a curve, allowing the athlete to lean into his or her turn, away from the bar. This allows the center of gravity to be lowered even before knee flexion, giving a longer time period for the take-off thrust. Additionally, on take-off the sudden move from inward lean to outwards produces a rotation of the jumper's body along the axis of the bar, aiding clearance.\nline 05 \| Combined with the rotation around the jumper's vertical axis produced by the drive leg (think of an ice skater spinning round on the spot) the resulting body position on bar clearance is laid out supine with the body at ninety degrees to the bar with the head and shoulders crossing the bar before the trunk and legs. This gives the Flop its characteristic \"backwards over the bar\" appearance, with the athlete landing on the mat on his shoulders and back.\nline 06 \| While in flight the athlete can progressively arch shoulders, back and legs in a rolling motion, keeping as much of the body as possible below the bar. It is possible for the athlete to clear the bar while his or her body's center of gravity remains as much as 20 cm below it.\nline 07 \| While the Straddle style required strength in the takeoff knee and could be used by relatively burly athletes (cf.\nline 08 \| Valeriy Brumel), the Flop allowed athletes of a slender build to use their co-ordination to greater effect and not risk the knee injuries which they had previously suffered from other styles.\nline 09 \| Predominantly, athletes using the Flop use a \"J\" shaped approach, where the first three to five strides head in a straight line at ninety degrees to the bar, with the final four to five being run in a curve as noted above. Some athletes prefer to run all of their strides in a curve; this is known as a \"C\" shape approach. This was the approach used by Fosbury himself but can lead to errors and inconsistencies in speed, foot placement, angle of approach and body attitude at take-off.\nline 10 \| Fosbury himself cleared the bar with his hands by his sides, whereas some athletes cross the bar with their arms held out sidewards or even above their heads, optimising their mass distribution. Studies show that variations in approach, arm technique and other factors can be adjusted to achieve the best performance for each athlete.\nline 11 \| For similar reasons noted as drawbacks to the \"C\" shaped approach, the optimal speed of approach in the Flop is not a full-out sprint. Similarly, increasing the number of strides beyond eight or ten is not recommended unless the athlete has achieved high consistency in the approach and can handle the increased speed. The angle of take-off towards the bar is usually somewhere between fifteen and thirty degrees. The angle must not be too shallow or the jumper jumps too far along the bar, landing on it. If the angle is too wide, there is not enough time to \"lay out\" in the air.\nline 12 \| The \"broken\" leg (which is thrust into the air first at take-off) is always the nearer leg to the bar.\nline 13 \| Thus someone who uses a left foot take-off (where the left foot transmits the jump force and is the latter to leave the ground) will approach the bar from its right hand side, curving to his left so that the bar approaches his right shoulder.\nline 14 \| The right leg will drive into the air and the jumper's body rotates anti-clockwise around the vertical axis to present his back to the bar in flight.\nline 15 \| As well as driving the leg and hips at take-off, the athlete should drive or even swing his arms into the air, contributing to the upwards momentum.\nline 16 \| \n```", "role": "user" } ]
Test of Early Literacy - Letter Naming Fluency \|Disaggregated Reliability and Validity Data\| \|Administration & Scoring Time\|\|2 Minutes\| \|Scoring Key\|\|Computer Scored\| \|Benchmarks / Norms\|\|Yes\| \|Cost\|\|Technology, Human Resources, and Accommodations for Special Needs\|\|Service and Support\|\|Purpose and Other Implementation Information\|\|Usage and Reporting\| Annual cost per student: Training manuals, administration and scoring manuals, and materials for benchmarking and progress monitoring are available for download* on www.aimsweb.com. Also included in the subscription is ongoing technical support available online and by phone. *All materials are provided via download in PDF format. Internet access is required for full use of product services. Testers will require 1 – 4 hours of training. Paraprofessionals can administer the test. Pearson Assessment Inc. Access to field tested training manuals are included with AIMSweb subscriptions which provide administration, scoring, and implementation information. Ongoing technical support is provided. Professional Development opportunities are available. AIMSweb LNF is an individually administered test that requires students to identify as many upper and lower case letter names as they can in one minute. The task is appropriate to administer to students at the beginning, middle, and end of kindergarten, and the beginning of first grade. Raw score, percentile score, and developmental benchmark scores are available. Raw scores are determined by computing the total number of letters named correctly in one minute. This data can be interpreted in a norm-referenced way via grade-based percentiles, or categorically in a standard interpretive format. \|Classification Accuracy in Predicting Proficiency on Developmental Reading Assessment, 2nd Edition\| \|False Positive Rate\|\|0.15\|\|0.14\|\|0.14\| \|False Negative Rate\|\|0.36\|\|0.33\|\|0.34\| \|Positive Predictive Power\|\|0.72\|\|0.75\|\|0.76\| \|Negative Predictive Power\|\|0.80\|\|0.82\|\|0.82\| \|Overall Classification Rate\|\|0.77\|\|0.77\|\|0.79\| \|At 90% Sensitivity, Specificity equals\|\|0.65\|\|0.72\|\|0.65\| \|At 80% Sensitivity, Specificity equals\|\|0.75\|\|0.79\|\|0.75\| \|At 70% Sensitivity, Specificity equals\|\|0.86\|\|0.90\|\|0.84\| Description of study sample: - Number of States: 1 - Size: 1,463 - 48% Male - 52% Female - SES: 28% Eligible for free or reduced-price lunch - 82% White, Non-Hispanic - 8% Black, Non-Hispanic - 5% Hispanic - 1% American Indian/Alaska Native - 4% Asian/Pacific Islander - Disability classification: 10% were eligible for special education services - Language proficiency status: 3% ELL \|Type of Reliability\|\|Age or Grade\|\|n\|\|Coefficient\|\|SEM\|\|Information (including normative data)/Subjects\| African American 8% American Indian 1% White, non-Hispanic 82% Free/reduced lunch: 28% \|Retest\|\|K\|\|665\|\|0.73\|\|Fall-winter; 2007-2008 cases in AIMSweb user database\| \|K\|\|674\|\|0.82\|\|Winter-spring; 2007-2008 cases in AIMSweb user database\| \|K\|\|671\|\|0.80\|\|Spring Kindergarten—fall Grade 1; 2007-2008 cases in AIMSweb user database\| \|Type of Validity\|\|Age or Grade\|\|Test or Criterion\|\|n (range)\|\|Coefficient\|\|Information (including normative data)/Subjects\| \|Predictive\|\|1 (F)\|\|R-CBM (Grade 1 spring)\|\|48\|\|0.76\|\|2007-2008 cases in AIMSweb user database\| \|1 (F)\|\|R-CBM (Grade 2 fall)\|\|44\|\|0.72\|\|2007-2008 cases in AIMSweb user database\| \|1 (F)\|\|R-CBM (Grade 2 winter)\|\|42\|\|0.72\|\|2007-2008 cases in AIMSweb user database\| \|1 (F)\|\|R-CBM (Grade 2 spring)\|\|44\|\|0.73\|\|2007-2008 cases in AIMSweb user database\| \|Content\|\|To provide full coverage of the alphabet and avoid sequence effects, the sequence of letters on each probe is drawn randomly from the alphabet. Upper and lower case are used at random.\|	<urn:uuid:c4d45e78-4a8f-4ff6-84da-06ed2903df64>	CC-MAIN-2017-43	http://www.rti4success.org/aimsweb-test-early-literacy-letter-naming-fluency	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822747.22/warc/CC-MAIN-20171018051631-20171018071631-00641.warc.gz	en	0.703641	1,013	2.65625	3	[ { "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 \| Test of Early Literacy - Letter Naming Fluency\nline 04 \| \|Disaggregated Reliability and Validity Data\|\nline 05 \| \|Administration & Scoring Time\|\|2 Minutes\|\nline 06 \| \|Scoring Key\|\|Computer Scored\|\nline 07 \| \|Benchmarks / Norms\|\|Yes\|\nline 08 \| \|Cost\|\|Technology, Human Resources, and Accommodations for Special Needs\|\|Service and Support\|\|Purpose and Other Implementation Information\|\|Usage and Reporting\|\nline 09 \| Annual cost per student:\nline 10 \| Training manuals, administration and scoring manuals, and materials for benchmarking and progress monitoring are available for download* on www.aimsweb.com. Also included in the subscription is ongoing technical support available online and by phone.\nline 11 \| *All materials are provided via download in PDF format.\nline 12 \| Internet access is required for full use of product services.\nline 13 \| Testers will require 1 – 4 hours of training.\nline 14 \| Paraprofessionals can administer the test.\nline 15 \| Pearson Assessment Inc.\nline 16 \| Access to field tested training manuals are included with AIMSweb subscriptions which provide administration, scoring, and implementation information.\nline 17 \| Ongoing technical support is provided.\nline 18 \| Professional Development opportunities are available.\nline 19 \| AIMSweb LNF is an individually administered test that requires students to identify as many upper and lower case letter names as they can in one minute. The task is appropriate to administer to students at the beginning, middle, and end of kindergarten, and the beginning of first grade.\nline 20 \| Raw score, percentile score, and developmental benchmark scores are available.\nline 21 \| Raw scores are determined by computing the total number of letters named correctly in one minute. This data can be interpreted in a norm-referenced way via grade-based percentiles, or categorically in a standard interpretive format.\nline 22 \| \|Classification Accuracy in Predicting Proficiency on Developmental Reading Assessment, 2nd Edition\|\nline 23 \| \|False Positive Rate\|\|0.15\|\|0.14\|\|0.14\|\nline 24 \| \|False Negative Rate\|\|0.36\|\|0.33\|\|0.34\|\nline 25 \| \|Positive Predictive Power\|\|0.72\|\|0.75\|\|0.76\|\nline 26 \| \|Negative Predictive Power\|\|0.80\|\|0.82\|\|0.82\|\nline 27 \| \|Overall Classification Rate\|\|0.77\|\|0.77\|\|0.79\|\nline 28 \| \|At 90% Sensitivity, Specificity equals\|\|0.65\|\|0.72\|\|0.65\|\nline 29 \| \|At 80% Sensitivity, Specificity equals\|\|0.75\|\|0.79\|\|0.75\|\nline 30 \| \|At 70% Sensitivity, Specificity equals\|\|0.86\|\|0.90\|\|0.84\|\nline 31 \| Description of study sample:\nline 32 \| - Number of States: 1\nline 33 \| - Size: 1,463\nline 34 \| - 48% Male\nline 35 \| - 52% Female\nline 36 \| - SES: 28% Eligible for free or reduced-price lunch\nline 37 \| - 82% White, Non-Hispanic\nline 38 \| - 8% Black, Non-Hispanic\nline 39 \| - 5% Hispanic\nline 40 \| - 1% American Indian/Alaska Native\nline 41 \| - 4% Asian/Pacific Islander\nline 42 \| - Disability classification: 10% were eligible for special education services\nline 43 \| - Language proficiency status: 3% ELL\nline 44 \| \|Type of Reliability\|\|Age or Grade\|\|n\|\|Coefficient\|\|SEM\|\|Information (including normative data)/Subjects\|\nline 45 \| African American 8%\nline 46 \| American Indian 1%\nline 47 \| White, non-Hispanic 82%\nline 48 \| Free/reduced lunch: 28%\nline 49 \| \|Retest\|\|K\|\|665\|\|0.73\|\|Fall-winter; 2007-2008 cases in AIMSweb user database\|\nline 50 \| \|K\|\|674\|\|0.82\|\|Winter-spring; 2007-2008 cases in AIMSweb user database\|\nline 51 \| \|K\|\|671\|\|0.80\|\|Spring Kindergarten—fall Grade 1; 2007-2008 cases in AIMSweb user database\|\nline 52 \| \|Type of Validity\|\|Age or Grade\|\|Test or Criterion\|\|n (range)\|\|Coefficient\|\|Information (including normative data)/Subjects\|\nline 53 \| \|Predictive\|\|1 (F)\|\|R-CBM (Grade 1 spring)\|\|48\|\|0.76\|\|2007-2008 cases in AIMSweb user database\|\nline 54 \| \|1 (F)\|\|R-CBM (Grade 2 fall)\|\|44\|\|0.72\|\|2007-2008 cases in AIMSweb user database\|\nline 55 \| \|1 (F)\|\|R-CBM (Grade 2 winter)\|\|42\|\|0.72\|\|2007-2008 cases in AIMSweb user database\|\nline 56 \| \|1 (F)\|\|R-CBM (Grade 2 spring)\|\|44\|\|0.73\|\|2007-2008 cases in AIMSweb user database\|\nline 57 \| \|Content\|\|To provide full coverage of the alphabet and avoid sequence effects, the sequence of letters on each probe is drawn randomly from the alphabet. Upper and lower case are used at random.\|\nline 58 \| \n```", "role": "user" } ]
GreenDiamond aims to fabricate the first high power electronic device with diamond that is competitive with incumbent wide-band-gap semiconductor materials and technologies, opening new commercial and industrial opportunities. Approximately 30% of all electrical power generated utilises Power Electronics somewhere between the point of generation and its end use . This is expected to rise to as much as 80% by 2030. Even with state-of-the-art electric equipment, the transformation of the electrical energy occurs with significant losses (9% in Spain for example ) because available semiconductors are not ideal for high power. In future smart grids involving delocalized renewable energy sources, these energy losses become even more important, as power electronics are needed throughout the grid to monitor and control the ever-changing supply and demand of low-carbon electricity transiting through the grid. The key to the efficient transmission and conversion of low-carbon electrical energy is the improvement of power electronic devices, which must be durable and reliable in high power environments to eliminate the need for auxiliary systems. Green electronics, i.e. highly efficient electronic devices are crucially important for our future energy system as they will increase the efficiency of electricity production and distribution. Silicon is a well-established starting material that has been addressing the requirements of energy conversion for more than 50 years. It is widely recognised that the real step-improvement in Power Electronics can be obtained by employing devices based on wide bandgap semiconductor materials. Wide bandgap semiconductor materials have superior electrical characteristics compared to silicon. Power electronic devices based on wide bandgap semiconductor materials will result in substantial improvements in the performance of power electronics systems in terms of higher blocking voltages, improved efficiency and reliability, as well as reduced thermal requirements, leading to realisation of more efficient “green electronic” systems. Among wide bandgap semiconductors, diamond is considered to be the ultimate semiconductor for applications in high power electronics due to its exceptional electrical and thermal properties. Its dielectric breakdown strength is 3 times higher than in SiC and more than 30 times better than in Si, the carrier mobility is very high for both carrier types and the thermal conductivity is unsurpassed. Moreover, with the development of diamond CVD growth in the 80s, electronic grade single crystals became commercially available. Diamond devices are, however, still research topics and not commercial products. The main reason is that there are not enough activated carriers at room temperature, leading to poor device performance. Researchers tried to circumvent this low ionisation by doping the surface with hydrogen, or by quantum confinement into delta structures, but without clear success, at least for high power transistors. The best solution would have been to use a top gate to control the carrier density, as in a conventional Metal Oxide Semiconductor (MOS) transistor, but all attempts to realise this failed because of a too high density of electronic states at the interface between diamond and the insulator, preventing the control of surface potential. Members of the GreenDiamond consortium however recently succeeded in overcoming this difficulty, and a MOS structure in inversion regime on diamond was demonstrated for the first time with diamond . It is now possible to control the density of holes and electrons in diamond with a gate voltage. This breakthrough, combined with the recent progresses in wafer processing, opens the door for fabrication of electronic devices taking advantage of exceptional properties of diamond. In the future, all high voltage applications should benefit from the higher efficiency, durability and reliability of diamond devices, reducing significantly electrical losses, overall system complexity and improving reliability. The GreenDiamond technology is inherently safe, non-toxic and its precursor, carbon, is abundant and can be made from renewable sources. - GreenDiamond will advance the TRL of energy technologies that will form the backbone of energy systems by 2030 - New contributions to the energy challenge in Europe and worldwide - More efficient, low-carbon electricity production and distribution - Power Electronics will contribute to the low-carbon society via energy efficiency - Improve innovation capacity by bringing together the know-how of technology providers, industrial manufacturing equipment developers, analytical partners and end-users The project also has a focus on HVDC (high-voltage direct current). Its successful completion is expected to increase the reliability and operating lifespan of components, considerably improve power-electronic device performance, and reduce initial and maintenance costs. G. Chicot et al, “Metal oxide semiconductor structure using oxygen-terminated diamond”. Appl. Phys. Lett. 102, 242108 (2013) http://dx.doi.org/10.1063/1.4811668	<urn:uuid:87363877-78fd-48f4-9ddc-ab13fbdc7e6c>	CC-MAIN-2017-43	https://www.greendiamond-project.eu/project-overview/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822747.22/warc/CC-MAIN-20171018051631-20171018071631-00641.warc.gz	en	0.926504	944	3.15625	3	[ { "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 \| GreenDiamond aims to fabricate the first high power electronic device with diamond that is competitive with incumbent wide-band-gap semiconductor materials and technologies, opening new commercial and industrial opportunities.\nline 03 \| Approximately 30% of all electrical power generated utilises Power Electronics somewhere between the point of generation and its end use . This is expected to rise to as much as 80% by 2030. Even with state-of-the-art electric equipment, the transformation of the electrical energy occurs with significant losses (9% in Spain for example ) because available semiconductors are not ideal for high power. In future smart grids involving delocalized renewable energy sources, these energy losses become even more important, as power electronics are needed throughout the grid to monitor and control the ever-changing supply and demand of low-carbon electricity transiting through the grid. The key to the efficient transmission and conversion of low-carbon electrical energy is the improvement of power electronic devices, which must be durable and reliable in high power environments to eliminate the need for auxiliary systems. Green electronics, i.e. highly efficient electronic devices are crucially important for our future energy system as they will increase the efficiency of electricity production and distribution.\nline 04 \| Silicon is a well-established starting material that has been addressing the requirements of energy conversion for more than 50 years. It is widely recognised that the real step-improvement in Power Electronics can be obtained by employing devices based on wide bandgap semiconductor materials. Wide bandgap semiconductor materials have superior electrical characteristics compared to silicon. Power electronic devices based on wide bandgap semiconductor materials will result in substantial improvements in the performance of power electronics systems in terms of higher blocking voltages, improved efficiency and reliability, as well as reduced thermal requirements, leading to realisation of more efficient “green electronic” systems.\nline 05 \| Among wide bandgap semiconductors, diamond is considered to be the ultimate semiconductor for applications in high power electronics due to its exceptional electrical and thermal properties. Its dielectric breakdown strength is 3 times higher than in SiC and more than 30 times better than in Si, the carrier mobility is very high for both carrier types and the thermal conductivity is unsurpassed. Moreover, with the development of diamond CVD growth in the 80s, electronic grade single crystals became commercially available.\nline 06 \| Diamond devices are, however, still research topics and not commercial products. The main reason is that there are not enough activated carriers at room temperature, leading to poor device performance. Researchers tried to circumvent this low ionisation by doping the surface with hydrogen, or by quantum confinement into delta structures, but without clear success, at least for high power transistors. The best solution would have been to use a top gate to control the carrier density, as in a conventional Metal Oxide Semiconductor (MOS) transistor, but all attempts to realise this failed because of a too high density of electronic states at the interface between diamond and the insulator, preventing the control of surface potential.\nline 07 \| Members of the GreenDiamond consortium however recently succeeded in overcoming this difficulty, and a MOS structure in inversion regime on diamond was demonstrated for the first time with diamond . It is now possible to control the density of holes and electrons in diamond with a gate voltage. This breakthrough, combined with the recent progresses in wafer processing, opens the door for fabrication of electronic devices taking advantage of exceptional properties of diamond.\nline 08 \| In the future, all high voltage applications should benefit from the higher efficiency, durability and reliability of diamond devices, reducing significantly electrical losses, overall system complexity and improving reliability. The GreenDiamond technology is inherently safe, non-toxic and its precursor, carbon, is abundant and can be made from renewable sources.\nline 09 \| - GreenDiamond will advance the TRL of energy technologies that will form the backbone of energy systems by 2030\nline 10 \| - New contributions to the energy challenge in Europe and worldwide\nline 11 \| - More efficient, low-carbon electricity production and distribution\nline 12 \| - Power Electronics will contribute to the low-carbon society via energy efficiency\nline 13 \| - Improve innovation capacity by bringing together the know-how of technology providers, industrial manufacturing equipment developers, analytical partners and end-users\nline 14 \| The project also has a focus on HVDC (high-voltage direct current). Its successful completion is expected to increase the reliability and operating lifespan of components, considerably improve power-electronic device performance, and reduce initial and maintenance costs.\nline 15 \| G. Chicot et al, “Metal oxide semiconductor structure using oxygen-terminated diamond”. Appl. Phys. Lett. 102, 242108 (2013) http://dx.doi.org/10.1063/1.4811668\n```", "role": "user" } ]
Once you have gathered all the necessary ingredients and safety materials, you’ll need a well-ventilated area to make your goat-milk soap. Unless you have a special workshop, you’ll probably be making your goat-milk soap on the kitchen stove. Open a window and run a fan. Also make sure that kids and animals aren’t underfoot. Soap can be a little tricky to make; it’s important to take the necessary safety precautions and to follow the steps closely. Soap is the product of saponification, a chemical reaction between fats, which are acids, and lye, which is a base. Vinegar is an integral part of your safety gear. Since lye can burn your skin, you need to be very careful when handling it. If the lye comes into contact with your skin, quickly apply vinegar to the area to neutralize the lye’s effects. 1. Prepare your area first so you can move quickly between steps: a. Place your pots on the stove. b. Put the stick blender, wooden paint stirrer and bowl of vinegar near the stove. c. Place all of your soap ingredients, including dyes and fragrances, off to the side. d. Arrange your soap molds on a flat surface and place your scale nearby. e. Shake your lye and make sure it has no lumps. f. Wear clothing that covers you completely, including rubber gloves, ventilation mask and goggles. 2. Place one pot on medium heat and pour in the goat milk. It should still be very cold. 3. Slowly pour the lye into the goat milk, stirring constantly with the wooden paint stirrer. The goat milk will heat up very quickly when you add the lye. (Note: Never pour the goat milk into the lye. It may splatter and burn you.) 4. Discard the lye container immediately. 5. Dissolve all lye granules. 6. Remove from heat and cool to room temperature. 7. Place the beeswax, glycerin and shortening in the other pot and melt. The beeswax has a higher melting point than the other two, so you may want to start heating it sooner. Heat mixture to 90 degrees Fahrenheit. 8. Slowly pour the lye/milk mixture into the shortening mixture, stirring constantly with the electric handheld mixer. Fast stirring will allow your mixture to trace more quickly. 9. Heat will help bring the mixture to the trace stage. Keep the heat at about 115 F. The higher the heat, the faster the soap will come to the trace stage and the shorter amount of time you will spend stirring. Don’t heat the mixture above 230 F or it will splatter. Also, depending on the additives you’ve included, you may need to be careful of high temperatures because the additives may burn or degrade in quality. 10. Look for the mixture to thicken to the consistency of cake batter. 11. To test for traces, spoon up a small amount of soap and drip it into the main mixture. If a small globule of soap forms and takes a while to reincorporate into the rest of the mixture, your soap has traced. If there’s no pattern, keep stirring. A trace should be reached within 10 to 20 minutes of hand stirring, or five to 10 minutes of stirring with an electric blender. 12. Stir in 5 ounces cocoa butter. 13. (Optional) After tracing is the only time you can add fragrances or colorants. Add the colorant first, then the fragrance. Blend thoroughly yet quickly. 14. Quickly remove from heat and pour mixture into molds. 15. Cover your goat-milk soap with plastic wrap and let it sit for 48 hours. 16. Pop soap out of molds. If your soap won’t immediately separate from the molds, place them somewhere cold for about two hours. 17. Place the goat milk soap bars in a cardboard box lined with waxed paper. Place in a warm, dry area that won’t be disturbed. Let the soap cure for at least six weeks. 18. Use litmus paper to test the lye content of your finished soap. Be sure to wash off any soda ash that has formed before testing, as soda ash has a high pH value. (Soda ash results from carbon dioxide combining with the lye in the soap.) If your soap has a pH of 10 or higher, let it cure for approximately another week. As the soap continues to saponify, the lye will transform and the pH will decrease. Do not use soap that registers a pH of nine or higher. If you forgot to include any additives, got a false trace, or if you didn’t get the ingredients quite right, you can always rebatch your goat milk soap. Excerpt from the Popular Farming Series magabook Goats.	<urn:uuid:481f135a-9215-4e8b-afb9-7a4f3a2804d2>	CC-MAIN-2017-43	http://www.hobbyfarms.com/how-to-make-goat-milk-soap/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823309.55/warc/CC-MAIN-20171019141046-20171019161046-00441.warc.gz	en	0.907429	1,043	2.640625	3	[ { "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 \| Once you have gathered all the necessary ingredients and safety materials, you’ll need a well-ventilated area to make your goat-milk soap. Unless you have a special workshop, you’ll probably be making your goat-milk soap on the kitchen stove. Open a window and run a fan. Also make sure that kids and animals aren’t underfoot.\nline 04 \| Soap can be a little tricky to make; it’s important to take the necessary safety precautions and to follow the steps closely. Soap is the product of saponification, a chemical reaction between fats, which are acids, and lye, which is a base. Vinegar is an integral part of your safety gear. Since lye can burn your skin, you need to be very careful when handling it. If the lye comes into contact with your skin, quickly apply vinegar to the area to neutralize the lye’s effects.\nline 05 \| 1. Prepare your area first so you can move quickly between steps:\nline 06 \| a. Place your pots on the stove.\nline 07 \| b. Put the stick blender, wooden paint stirrer and bowl of vinegar near the stove.\nline 08 \| c. Place all of your soap ingredients, including dyes and fragrances, off to the side.\nline 09 \| d. Arrange your soap molds on a flat surface and place your scale nearby.\nline 10 \| e. Shake your lye and make sure it has no lumps.\nline 11 \| f. Wear clothing that covers you completely, including rubber gloves, ventilation mask and goggles.\nline 12 \| 2. Place one pot on medium heat and pour in the goat milk. It should still be very cold.\nline 13 \| 3. Slowly pour the lye into the goat milk, stirring constantly with the wooden paint stirrer. The goat milk will heat up very quickly when you add the lye. (Note: Never pour the goat milk into the lye. It may splatter and burn you.)\nline 14 \| 4. Discard the lye container immediately.\nline 15 \| 5.\nline 16 \| Dissolve all lye granules.\nline 17 \| 6. Remove from heat and cool to room temperature.\nline 18 \| 7.\nline 19 \| Place the beeswax, glycerin and shortening in the other pot and melt.\nline 20 \| The beeswax has a higher melting point than the other two, so you may want to start heating it sooner.\nline 21 \| Heat mixture to 90 degrees Fahrenheit.\nline 22 \| 8. Slowly pour the lye/milk mixture into the shortening mixture, stirring constantly with the electric handheld mixer. Fast stirring will allow your mixture to trace more quickly.\nline 23 \| 9. Heat will help bring the mixture to the trace stage. Keep the heat at about 115 F. The higher the heat, the faster the soap will come to the trace stage and the shorter amount of time you will spend stirring. Don’t heat the mixture above 230 F or it will splatter. Also, depending on the additives you’ve included, you may need to be careful of high temperatures because the additives may burn or degrade in quality.\nline 24 \| 10. Look for the mixture to thicken to the consistency of cake batter.\nline 25 \| 11. To test for traces, spoon up a small amount of soap and drip it into the main mixture. If a small globule of soap forms and takes a while to reincorporate into the rest of the mixture, your soap has traced. If there’s no pattern, keep stirring. A trace should be reached within 10 to 20 minutes of hand stirring, or five to 10 minutes of stirring with an electric blender.\nline 26 \| 12. Stir in 5 ounces cocoa butter.\nline 27 \| 13. (Optional) After tracing is the only time you can add fragrances or colorants. Add the colorant first, then the fragrance. Blend thoroughly yet quickly.\nline 28 \| 14. Quickly remove from heat and pour mixture into molds.\nline 29 \| 15. Cover your goat-milk soap with plastic wrap and let it sit for 48 hours.\nline 30 \| 16.\nline 31 \| Pop soap out of molds.\nline 32 \| If your soap won’t immediately separate from the molds, place them somewhere cold for about two hours.\nline 33 \| 17. Place the goat milk soap bars in a cardboard box lined with waxed paper. Place in a warm, dry area that won’t be disturbed. Let the soap cure for at least six weeks.\nline 34 \| 18. Use litmus paper to test the lye content of your finished soap. Be sure to wash off any soda ash that has formed before testing, as soda ash has a high pH value. (Soda ash results from carbon dioxide combining with the lye in the soap.) If your soap has a pH of 10 or higher, let it cure for approximately another week. As the soap continues to saponify, the lye will transform and the pH will decrease. Do not use soap that registers a pH of nine or higher.\nline 35 \| If you forgot to include any additives, got a false trace, or if you didn’t get the ingredients quite right, you can always rebatch your goat milk soap.\nline 36 \| Excerpt from the Popular Farming Series magabook Goats.\nline 37 \| \n```", "role": "user" } ]
The last 16 record-breaking hot years globally clearly show the influence of human caused climate change with the first signs appearing as far back as the 1930s, according to new Australian research released today. "Globally all the record-breaking hot years we've had since the 1990s are so much outside natural variability that they would be almost impossible without climate change caused by humans," said Dr Andrew King, from the ARC Centre of Excellence for Climate System Science. But even at country and regional scales, where it is often much harder to detect global warming signals, the influence of human caused climate change still became unmistakable in many regions in the 1990s and for Australia as far back as 1980. "In Australia our research showed the last six record-breaking hot years and last three record-breaking hot summers were made much more likely due to global warming," said lead author, Dr King. "We were able to see climate change more clearly in Australia because of its position in the Southern Hemisphere in the middle of the ocean, far away from the cooling influence of high concentrations of industrial aerosols." Previous research has shown that aerosols in high concentrations over specific regions had a cooling effect, reflecting more heat back into space. However, when those aerosols were removed from the atmosphere, the warming returned rapidly. This cooling impact was seen very clearly by the researchers when they looked at five different regions, Central England, Central Europe, Central US, East Asia and Australia. Cooling periods, likely caused by aerosols, occurred in Central England, Central US, Central Europe and East Asia during the 1960s and 1970s before accelerated warming returned. These heightened aerosol concentrations also delayed the emergence of a clear human caused climate change signal in all regions studied except Australia. "In regards to a regional human caused climate change signal, Australia was the canary in the coal mine for the rest of the world. The signal appeared there first and then over the coming years it became apparent elsewhere," Dr King said. "Recent increases in aerosols over East Asia has started to slow the rise in the number of the region's record hot years and summers, again masking the clear climate change signal we are finding in other areas. "High aerosol concentrations also significantly delayed the climate signal in the Central US." To get their results the researchers took a new approach. In the past, most researchers searching for a human caused climate change signal selected specific events and then tried to determine the role of climate change in those events. By contrast, this study looked at when events started exceeding the range of natural variability. Using climate models, they looked at a world without human produced greenhouse gases and compared it to a world where the composition of the atmosphere corresponded with those found over time in the real world. Where real world observations rose above the range of natural variability produced in climate models showing temperatures in a world without industrial activity, this indicated the unequivocal influence of human caused global warming. "Everywhere we look the climate change signal for extreme heat events is becoming stronger. The key now is to determine how much warmer the climate will continue to get, so we can respond to the impacts this will inevitably bring," said Dr King. "This is particularly true for Australia, which appears to have one of the strongest climate change signals for a populated country. As a nation, it will need to respond more quickly and understand clearly what future climate change brings."	<urn:uuid:c1f5019b-8866-4c80-856d-cf619271bfa0>	CC-MAIN-2017-43	https://www.gizmodo.com.au/2016/03/australian-scientists-discover-human-caused-global-warming-from-the-1930s/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823309.55/warc/CC-MAIN-20171019141046-20171019161046-00441.warc.gz	en	0.958752	700	3.984375	4	[ { "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 last 16 record-breaking hot years globally clearly show the influence of human caused climate change with the first signs appearing as far back as the 1930s, according to new Australian research released today.\nline 04 \| \"Globally all the record-breaking hot years we've had since the 1990s are so much outside natural variability that they would be almost impossible without climate change caused by humans,\" said Dr Andrew King, from the ARC Centre of Excellence for Climate System Science.\nline 05 \| But even at country and regional scales, where it is often much harder to detect global warming signals, the influence of human caused climate change still became unmistakable in many regions in the 1990s and for Australia as far back as 1980.\nline 06 \| \"In Australia our research showed the last six record-breaking hot years and last three record-breaking hot summers were made much more likely due to global warming,\" said lead author, Dr King.\nline 07 \| \"We were able to see climate change more clearly in Australia because of its position in the Southern Hemisphere in the middle of the ocean, far away from the cooling influence of high concentrations of industrial aerosols.\"\nline 08 \| Previous research has shown that aerosols in high concentrations over specific regions had a cooling effect, reflecting more heat back into space. However, when those aerosols were removed from the atmosphere, the warming returned rapidly.\nline 09 \| This cooling impact was seen very clearly by the researchers when they looked at five different regions, Central England, Central Europe, Central US, East Asia and Australia.\nline 10 \| Cooling periods, likely caused by aerosols, occurred in Central England, Central US, Central Europe and East Asia during the 1960s and 1970s before accelerated warming returned. These heightened aerosol concentrations also delayed the emergence of a clear human caused climate change signal in all regions studied except Australia.\nline 11 \| \"In regards to a regional human caused climate change signal, Australia was the canary in the coal mine for the rest of the world. The signal appeared there first and then over the coming years it became apparent elsewhere,\" Dr King said.\nline 12 \| \"Recent increases in aerosols over East Asia has started to slow the rise in the number of the region's record hot years and summers, again masking the clear climate change signal we are finding in other areas.\nline 13 \| \"High aerosol concentrations also significantly delayed the climate signal in the Central US.\"\nline 14 \| To get their results the researchers took a new approach. In the past, most researchers searching for a human caused climate change signal selected specific events and then tried to determine the role of climate change in those events.\nline 15 \| By contrast, this study looked at when events started exceeding the range of natural variability. Using climate models, they looked at a world without human produced greenhouse gases and compared it to a world where the composition of the atmosphere corresponded with those found over time in the real world.\nline 16 \| Where real world observations rose above the range of natural variability produced in climate models showing temperatures in a world without industrial activity, this indicated the unequivocal influence of human caused global warming.\nline 17 \| \"Everywhere we look the climate change signal for extreme heat events is becoming stronger. The key now is to determine how much warmer the climate will continue to get, so we can respond to the impacts this will inevitably bring,\" said Dr King.\nline 18 \| \"This is particularly true for Australia, which appears to have one of the strongest climate change signals for a populated country.\nline 19 \| As a nation, it will need to respond more quickly and understand clearly what future climate change brings.\"\nline 20 \| \n```", "role": "user" } ]
(Australia 1896 – circa 1969) - Groote Eylandt, Arnhem region - Language group - Anindilyakwa, Arnhem region - Not on display - Further information Jabarrgwa Wurrabadalumba was in his early fifties when he painted the bark, 'Dugong hunt', 1948. It is likely that the work was made at the request of anthropologist Charles Mountford, leader of the American-Australian Scientific Expedition to Arnhem Land in 1948. The published records of the expedition acknowledged a vigorous and distinctive art tradition at Groote Eylandt. Little effort was made to gather information on the artists, however, even though the expedition's intense campaign of collecting was inspired by a belief that it was assembling the work of a final generation of master artists. Like so many others, Wurrabadalumba is therefore known to us in only the barest biographical detail. Wurrabadalumba, more widely known as Kneepad, belonged to the Bara, or north-west wind people, and was born on Groote Eylandt, near Bartaluma. This area is celebrated as a breeding ground for dugongs, a sea-mammal especially valued by Aboriginal people for its meat and for medicinal purposes. Essentially a sea people, the Groote Eylandters produced many bark and cave paintings that integrated their fishing experiences within a universal cosmology. In 'Dugong hunt', the artist captures the moment in a successful expedition when the spearhead finds its mark. It is a remarkably animated work, with harpoon rope swinging through the air, harpoonist with arms raised, securing the catch as his two companions keep the canoe on course, and a great, white-outlined dugong rises out of the water. The painting illustrates many features of the rare 'middle period' Groote Eylandt barks. The background is a solid black, made from local manganese pigment, with the design laid on in white outline. Only four colours are used: white, yellow, red and black. In a reversal of east Arnhem Land practice, the complex details of the composition are found within the figures, while the surrounds are left bare and the images seem to float in space. The simple black background was characteristic of Groote Eylandt and to a particular period before the influx of manganese miners in the 1960s created a market for works with overall patterning and more complex compositions. This work, listed as one of the first acquisitions of Aboriginal art by the Art Gallery of New South Wales, Sydney, in 1956, is intensely engaging both in its strong linear conception and its spontaneity. Steven Miller in 'Tradition today: Indigenous art in Australia', Art Gallery of New South Wales, Sydney, 2004 © Art Gallery of New South Wales - Place of origin - Bark painting - natural pigments on bark - 46.0 x 95.0 cm (irreg.) - Signature & date Dated l.l. corner verso, black fibre-tipped pen ".../ 22.6.48/ ... " . Not signed. - Gift of the Commonwealth Government 1956 - Accession number - © Estate of Jabarrgwa Wurrabadalumba and Anindilyakwa Land Council	<urn:uuid:103a1984-c88b-47a7-a9ab-7667b3f0269d>	CC-MAIN-2017-43	https://m.artgallery.nsw.gov.au/collection/works/9266/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823839.40/warc/CC-MAIN-20171020063725-20171020083725-00341.warc.gz	en	0.936587	693	3.34375	3	[ { "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 \| (Australia 1896 – circa 1969)\nline 04 \| - Groote Eylandt, Arnhem region\nline 05 \| - Language group\nline 06 \| - Anindilyakwa, Arnhem region\nline 07 \| - Not on display\nline 08 \| - Further information\nline 09 \| Jabarrgwa Wurrabadalumba was in his early fifties when he painted the bark, 'Dugong hunt', 1948. It is likely that the work was made at the request of anthropologist Charles Mountford, leader of the American-Australian Scientific Expedition to Arnhem Land in 1948. The published records of the expedition acknowledged a vigorous and distinctive art tradition at Groote Eylandt. Little effort was made to gather information on the artists, however, even though the expedition's intense campaign of collecting was inspired by a belief that it was assembling the work of a final generation of master artists. Like so many others, Wurrabadalumba is therefore known to us in only the barest biographical detail.\nline 10 \| Wurrabadalumba, more widely known as Kneepad, belonged to the Bara, or north-west wind people, and was born on Groote Eylandt, near Bartaluma. This area is celebrated as a breeding ground for dugongs, a sea-mammal especially valued by Aboriginal people for its meat and for medicinal purposes. Essentially a sea people, the Groote Eylandters produced many bark and cave paintings that integrated their fishing experiences within a universal cosmology. In 'Dugong hunt', the artist captures the moment in a successful expedition when the spearhead finds its mark. It is a remarkably animated work, with harpoon rope swinging through the air, harpoonist with arms raised, securing the catch as his two companions keep the canoe on course, and a great, white-outlined dugong rises out of the water.\nline 11 \| The painting illustrates many features of the rare 'middle period' Groote Eylandt barks. The background is a solid black, made from local manganese pigment, with the design laid on in white outline. Only four colours are used: white, yellow, red and black. In a reversal of east Arnhem Land practice, the complex details of the composition are found within the figures, while the surrounds are left bare and the images seem to float in space. The simple black background was characteristic of Groote Eylandt and to a particular period before the influx of manganese miners in the 1960s created a market for works with overall patterning and more complex compositions. This work, listed as one of the first acquisitions of Aboriginal art by the Art Gallery of New South Wales, Sydney, in 1956, is intensely engaging both in its strong linear conception and its spontaneity.\nline 12 \| Steven Miller in 'Tradition today: Indigenous art in Australia', Art Gallery of New South Wales, Sydney, 2004\nline 13 \| © Art Gallery of New South Wales\nline 14 \| - Place of origin\nline 15 \| - Bark painting\nline 16 \| - natural pigments on bark\nline 17 \| - 46.0 x 95.0 cm (irreg.)\nline 18 \| - Signature & date\nline 19 \| Dated l.l. corner verso, black fibre-tipped pen \".../ 22.6.48/ ... \" . Not signed.\nline 20 \| - Gift of the Commonwealth Government 1956\nline 21 \| - Accession number\nline 22 \| - © Estate of Jabarrgwa Wurrabadalumba and Anindilyakwa Land Council\n```", "role": "user" } ]
AAAS: Climate-friendly dining meats The carbon footprints of raising livestock for food By Janet Raloff THE FIRST OF TWO PARTS. Followup story is at: http://www.sciencenews.org/view/generic/id/40943/title/AAAS_Climate-Friendly_… For the good of the planet, we’re all being asked to reduce our carbon footprints – the quantities of greenhouse gases, aka GHGs, associated with our actions. Since some 30 percent of the global warming potential attributable to society’s GHG emissions stems from the production of foods and beverages, menu choices are critical, noted Ulf Sonesson of the Swedish Institute for Food and Biotechnology in Goteborg, today. From this climate perspective, meat eaters are the big hogs. Sonesson was one of the speakers on a panel titled “Food for Thought” at the American Association for the Advancement of Science annual meeting. This morning’s speakers shared data from largely new analyses on how foods, production techniques, and transportation affect the climate costs associated with our dining choices. And there were some big surprises. No longer a surprise is the relative energy intensity associated with meat, especially beef. For instance, roughly half of the GHG emissions due to human diets come from meat even though beef, pork and chicken together account for only about 14 percent of what people eat. From a climate perspective, beef is in a class by itself. It takes a lot of energy and other natural resources to produce cattle feed, manage the animals’ manure (a major emitter of methane, a potent GHG), get the livestock to market, slaughter the animals, process and package the meat, dispose of the greater part of the carcass that won’t be human food, market the retail cuts, transport them home from the store, refrigerate them until dinner time, and then cook the beef. Tally the GHG emissions associated with all of those activities, Sonesson says, and you’ll find it’s the global-warming equivalent to spewing 19 kilograms of carbon dioxide for every kg of beef served. Swine are more environmentally friendly. It only takes about 4.25 kg of CO2 to produce and fry each kg of pork. At the other end of the spectrum are veggies. The climate costs associated with growing, marketing, peeling and boiling up a kg of potatoes, by contrast, is just 280 grams, Sonesson reported. Another factor contributing to cattle’s particularly egregious carbon footprint is their relative fecundity, if you will, says Nathan Pelletier of Dalhousie University in Halifax, Nova Scotia. In her lifetime, a mother fish, particularly in protected aquaculture settings, may give birth to hundreds – if not thousands – of surviving offspring. A hen could certainly produce hundreds of chicks. Even a sow can give birth to eight piggies per litter. But a cow: She tends to issue a single calf every year for maybe 10. And while she’s in gestation and then waiting to become pregnant again, farmers have to care for her and perhaps a bull – which are both big, hungry manure factories. Many environmentalists have argued that finishing up the fattening of beef cattle on corn is worse for the environment than cattle that are raised solely on pasture grass. Pelletier says his team’s analysis finds that at least from a climate perspective, the opposite is true. “We do see significant differences in the GHG intensities [of grass vs grain finishing]. It’s roughly on the order of 50 percent higher in grass-finished systems.” When an audience member questioned whether he had heard that right, that grass-fed cattle have a higher carbon footprint, Pelletier reiterated, “higher. Yes.” The reason: “It’s related to the much higher volumes of feed throughput and associated methane and nitrous-oxide [GHG] emissions.” He added that most pastures were highly managed, and subject to “periodic renovations and also fertilization.” Finally, with grass-fed cattle “there is also a high [grass] trampling rate. So the actual land area that you need to maintain magnifies that [GHG] difference,” Pelletier said. But what really concerns his team about the bonus GHG emissions linked to beef is the planet’s growing numbers – and appetite for meat. Currently, although beef accounts for only about 30 percent of the world’s meat consumption, it contributes 78 percent of meat’s GHG emissions. Pork, at 38 percent of consumption, contributes only 14 percent of meat’s GHGs. Another 32 percent of the meat consumed worldwide comes from chicken, but getting these birds from farm to fork contributes only 8 percent of meat’s global carbon footprint. By shifting some share of beef and pork production to chicken over the next four decades, the increase in meat’s GHG emissions by 2050 might be held to just 6 percent higher than today, Pelletier said, even as the human population grows by another quarter-million each day. Although meat’s overall carbon footprint is projected to grow only a little over the next 40 years, the global goal is to cut emissions in every sector. Pelletier offered some suggestions on how to do that. Some were considerably more appetizing than others. For instance, substituting all beef production for chicken would cut meat’s projected carbon footprint by 70 percent, he said. Or perhaps per capita intake of meat could drop from a current average of 90 kilograms per year in the developed world to the 53 kg per person per year that’s been advocated as sufficient for human health by the U.S. Department of Agriculture. Under this scenario, Pelletier said, “I estimate that . . . we could reduce associated [carbon] emissions by roughly 44 percent.” Swap half of that protein now supplied by meat with soy by 2050, and “you could expect [projected] emissions to decrease on the order of 70 percent,” he said. Take the next big step – eliminating all meat in favor of soy – should drop the protein-associated carbon footprint of Western diets a whopping 96 percent. Pelletier described that the last scenario as “utopian.” Hmmm. Not for this carnivore. I’m willing to eat chicken much of the time and reserve beef as a big treat – maybe even to be downed only in small portions. But go solely soy? That’s no utopia to me. That said, would I consider such a sacrifice for survival of the planet? Of course – but I’m hoping someone can shoot me recipes that would made this legume taste like something other than soy. So far I only have one, but it’s dynamite: for chocolate mousse pie. Next up: What about fish? AAAS: Climate-Friendly Fish By Janet Raloff SUSTENANCEI realized as I was writing this that the late lunch sitting beside my computer included salmon and other types of sushi.J. Raloff If eating meat in place of other proteins hogs natural resources and spews an overabundance of greenhouse gases into the atmosphere (see last blog), wouldn’t fish be a climate-friendlier menu selection? Usually, but not always. Or so panelists pointed out this morning at the American Association for the Advancement of Science annual meeting, here in Chicago. Focusing on salmon, they showed that fish consumption’s carbon footprint depends on what a fish has eaten, how it has been caught and stored, and how it’s transported to market. There were some real eye openers within these assessments. Peter Tyedmers of Dalhousie University in Halifax, Nova Scotia, focused on greenhouse gas – aka GHG – assessments of fish production downstream of food-processing plants. In other words, how fish are reared and caught. He started by focusing on the big North Atlantic and Chilean sources in Norway, Scotland, Canada and Chile. For every ton of fish harvested, there is a substantial GHG cost measured in terms of the amount of carbon dioxide that would produce equivalent warming. For production of Norwegian fish it’s 1,750 kilograms of CO2 equivalents, 2,250 kg for Chilean salmon, 2,500 kg for the Canadian fish, and 3,300 kg for Scottish farmed stock. The difference in the warming potential largely traces to what the finned populations have been fed, Tyedmers explains. Scottish farmers feed their salmon the highest proportion of fish meal – almost 70 percent, on average. Those fishy diets account for 85 percent of the greenhouse-gas emissions associated producing Scottish salmon, his team calculated. Elsewhere, fish farming operations tend to substitute plant-based meals and oil or meat byproducts for a share of that fish meal. Not surprisingly, the higher the proportion of plant sources in a farmed fish’s diet, the lower the climate impacts associated with its rearing. So why are Scottish salmon fed so much fish? Some markets – particularly France – put a premium on salmon that were reared on fish, arguing that it makes the farmed animals more “natural” than those fed rapeseed or other plant products. Yet clearly, Tyedmers said, if the goal is to reduce our food supply’s carbon footprint, rearing salmon on plant-based feed is a promising tactic. But just substituting any plant constituent for fish in a salmon’s diet will not always prove beneficial, he noted – at least from a climate standpoint. Some fish are fed fishmeal derived from capelin, which doesn’t have a large GHG contribution. If wheat gluten or even palm oil (which isn’t yet a normal ingredient in fishmeal) were substituted for the capelin, the carbon footprint of the salmon could jump substantially, Tyedmers team calculated. Data from another assessment, this one in wild fish, showed that fuel use associated with harvesting gear could greatly impact GHG emissions associated with salmon. Purse seining contributed 180 kilograms of CO2 equivalent to the carbon footprint associated with a ton of salmon, gillnetting about 380 kg, and trolling a whopping 1,700 kg. So, do you know how your fish was caught? Astrid Scholz, a food-production economist at Ecotrust in Portland, Ore., is part of an international consortium that is calculating GHG costs associated with getting salmon to market, independent of how they were raised. Again, there are some big eye openers here in the numbers that her team just crunched in the days leading up to this meeting. Three-quarters of the world’s harvested salmon comes from three major markets: the Northeast Pacific (including Alaska and British Columbia), the Northeast Atlantic (mostly Norway and Scotland) and Chile. It turns out, her team finds, that the big climate costs for these fish trace to how they reach their designated market – by air, by container ships, or by truck. And what determines the transport choice in most cases is whether the fish must arrive fresh (i.e. almost immediately), or whether it can arrive frozen at any point over many days or weeks. In practical terms, for Chicagoans wanting fresh salmon, farmed fish trucked in from British Columbia will always have a smaller carbon footprint than salmon caught anywhere else – because all other fresh salmon must be flown into to the lower 48 states, especially inland cities. If frozen salmon is acceptable, wild seine-caught Alaskan salmon will invariably prove the most climate-friendly choice at costs of 1 kg CO2 per kg of delivered fish, Scholz says. Although this fish has to travel nearly the same distance to market as will fish from Canada, the Alaskans’ wild foraging means there are no feed costs, which jack up the GHG costs associated with aquaculture. Where frozen wild, seined salmon is not available, a climate-friendly alternative will be frozen farm-raised Norwegian salmon. Its carbon footprint: just 1.8 kg CO2 per kg of fish. On a per dollar value, Chilean fish are usually the cheapest salmon in northern markets. But these monetary costs tend to disguise the high climate costs associated with moving South American salmon half-way round the world. There are 3 kg CO2 costs associated with each kg of frozen salmon brought to North America from Chile, and 5.5 times that GHG cost for fresh Chilean salmon flown into the Northern Hemisphere. Meanwhile, British Columbia salmon can be trucked in fresh or frozen for 3 kg of CO2 per kg of fish. The problem for consumers, all of this morning’s speakers conceded, is that they don’t know any better than to choose their fish on the basis of dollar-cost or fresh-vs-frozen considerations. They certainly have no way of knowing how their fish were pulled from the water or what they might have been fed.This could be remedied by labeling, several of the speakers noted. Indeed, this approach to identifying climate costs associated with our diets is already being explored in a few European countries. THIS WAS THE SECOND OF TWO PARTS: First part is at: http://www.sciencenews.org/view/generic/id/40934/title/AAAS_Climate-friendly_…	<urn:uuid:63002504-d86c-43dc-b548-f38e2eaa12fc>	CC-MAIN-2017-43	https://pottersweal.com/2009/02/16/some-serious-science-about-die/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824471.6/warc/CC-MAIN-20171020230225-20171021010225-00241.warc.gz	en	0.946769	2,812	3.0625	3	[ { "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 \| AAAS: Climate-friendly dining meats\nline 04 \| The carbon footprints of raising livestock for food\nline 05 \| By Janet Raloff\nline 06 \| THE FIRST OF TWO PARTS. Followup story is at: http://www.sciencenews.org/view/generic/id/40943/title/AAAS_Climate-Friendly_…\nline 07 \| For the good of the planet, we’re all being asked to reduce our carbon footprints – the quantities of greenhouse gases, aka GHGs, associated with our actions.\nline 08 \| Since some 30 percent of the global warming potential attributable to society’s GHG emissions stems from the production of foods and beverages, menu choices are critical, noted Ulf Sonesson of the Swedish Institute for Food and Biotechnology in Goteborg, today.\nline 09 \| From this climate perspective, meat eaters are the big hogs.\nline 10 \| Sonesson was one of the speakers on a panel titled “Food for Thought” at the American Association for the Advancement of Science annual meeting. This morning’s speakers shared data from largely new analyses on how foods, production techniques, and transportation affect the climate costs associated with our dining choices. And there were some big surprises.\nline 11 \| No longer a surprise is the relative energy intensity associated with meat, especially beef.\nline 12 \| For instance, roughly half of the GHG emissions due to human diets come from meat even though beef, pork and chicken together account for only about 14 percent of what people eat.\nline 13 \| From a climate perspective, beef is in a class by itself. It takes a lot of energy and other natural resources to produce cattle feed, manage the animals’ manure (a major emitter of methane, a potent GHG), get the livestock to market, slaughter the animals, process and package the meat, dispose of the greater part of the carcass that won’t be human food, market the retail cuts, transport them home from the store, refrigerate them until dinner time, and then cook the beef.\nline 14 \| Tally the GHG emissions associated with all of those activities, Sonesson says, and you’ll find it’s the global-warming equivalent to spewing 19 kilograms of carbon dioxide for every kg of beef served. Swine are more environmentally friendly. It only takes about 4.25 kg of CO2 to produce and fry each kg of pork. At the other end of the spectrum are veggies. The climate costs associated with growing, marketing, peeling and boiling up a kg of potatoes, by contrast, is just 280 grams, Sonesson reported.\nline 15 \| Another factor contributing to cattle’s particularly egregious carbon footprint is their relative fecundity, if you will, says Nathan Pelletier of Dalhousie University in Halifax, Nova Scotia. In her lifetime, a mother fish, particularly in protected aquaculture settings, may give birth to hundreds – if not thousands – of surviving offspring. A hen could certainly produce hundreds of chicks. Even a sow can give birth to eight piggies per litter. But a cow: She tends to issue a single calf every year for maybe 10. And while she’s in gestation and then waiting to become pregnant again, farmers have to care for her and perhaps a bull – which are both big, hungry manure factories.\nline 16 \| Many environmentalists have argued that finishing up the fattening of beef cattle on corn is worse for the environment than cattle that are raised solely on pasture grass. Pelletier says his team’s analysis finds that at least from a climate perspective, the opposite is true. “We do see significant differences in the GHG intensities [of grass vs grain finishing]. It’s roughly on the order of 50 percent higher in grass-finished systems.”\nline 17 \| When an audience member questioned whether he had heard that right, that grass-fed cattle have a higher carbon footprint, Pelletier reiterated, “higher. Yes.” The reason: “It’s related to the much higher volumes of feed throughput and associated methane and nitrous-oxide [GHG] emissions.” He added that most pastures were highly managed, and subject to “periodic renovations and also fertilization.” Finally, with grass-fed cattle “there is also a high [grass] trampling rate. So the actual land area that you need to maintain magnifies that [GHG] difference,” Pelletier said.\nline 18 \| But what really concerns his team about the bonus GHG emissions linked to beef is the planet’s growing numbers – and appetite for meat.\nline 19 \| Currently, although beef accounts for only about 30 percent of the world’s meat consumption, it contributes 78 percent of meat’s GHG emissions. Pork, at 38 percent of consumption, contributes only 14 percent of meat’s GHGs. Another 32 percent of the meat consumed worldwide comes from chicken, but getting these birds from farm to fork contributes only 8 percent of meat’s global carbon footprint. By shifting some share of beef and pork production to chicken over the next four decades, the increase in meat’s GHG emissions by 2050 might be held to just 6 percent higher than today, Pelletier said, even as the human population grows by another quarter-million each day.\nline 20 \| Although meat’s overall carbon footprint is projected to grow only a little over the next 40 years, the global goal is to cut emissions in every sector. Pelletier offered some suggestions on how to do that. Some were considerably more appetizing than others.\nline 21 \| For instance, substituting all beef production for chicken would cut meat’s projected carbon footprint by 70 percent, he said. Or perhaps per capita intake of meat could drop from a current average of 90 kilograms per year in the developed world to the 53 kg per person per year that’s been advocated as sufficient for human health by the U.S. Department of Agriculture. Under this scenario, Pelletier said, “I estimate that . . . we could reduce associated [carbon] emissions by roughly 44 percent.”\nline 22 \| Swap half of that protein now supplied by meat with soy by 2050, and “you could expect [projected] emissions to decrease on the order of 70 percent,” he said. Take the next big step – eliminating all meat in favor of soy – should drop the protein-associated carbon footprint of Western diets a whopping 96 percent.\nline 23 \| Pelletier described that the last scenario as “utopian.” Hmmm. Not for this carnivore. I’m willing to eat chicken much of the time and reserve beef as a big treat – maybe even to be downed only in small portions. But go solely soy? That’s no utopia to me.\nline 24 \| That said, would I consider such a sacrifice for survival of the planet? Of course – but I’m hoping someone can shoot me recipes that would made this legume taste like something other than soy. So far I only have one, but it’s dynamite: for chocolate mousse pie.\nline 25 \| Next up: What about fish?\nline 26 \| AAAS: Climate-Friendly Fish\nline 27 \| By Janet Raloff\nline 28 \| SUSTENANCEI realized as I was writing this that the late lunch sitting beside my computer included salmon and other types of sushi.J.\nline 29 \| Raloff\nline 30 \| If eating meat in place of other proteins hogs natural resources and spews an overabundance of greenhouse gases into the atmosphere (see last blog), wouldn’t fish be a climate-friendlier menu selection? Usually, but not always. Or so panelists pointed out this morning at the American Association for the Advancement of Science annual meeting, here in Chicago. Focusing on salmon, they showed that fish consumption’s carbon footprint depends on what a fish has eaten, how it has been caught and stored, and how it’s transported to market.\nline 31 \| There were some real eye openers within these assessments.\nline 32 \| Peter Tyedmers of Dalhousie University in Halifax, Nova Scotia, focused on greenhouse gas – aka GHG – assessments of fish production downstream of food-processing plants.\nline 33 \| In other words, how fish are reared and caught.\nline 34 \| He started by focusing on the big North Atlantic and Chilean sources in Norway, Scotland, Canada and Chile. For every ton of fish harvested, there is a substantial GHG cost measured in terms of the amount of carbon dioxide that would produce equivalent warming. For production of Norwegian fish it’s 1,750 kilograms of CO2 equivalents, 2,250 kg for Chilean salmon, 2,500 kg for the Canadian fish, and 3,300 kg for Scottish farmed stock.\nline 35 \| The difference in the warming potential largely traces to what the finned populations have been fed, Tyedmers explains. Scottish farmers feed their salmon the highest proportion of fish meal – almost 70 percent, on average. Those fishy diets account for 85 percent of the greenhouse-gas emissions associated producing Scottish salmon, his team calculated. Elsewhere, fish farming operations tend to substitute plant-based meals and oil or meat byproducts for a share of that fish meal.\nline 36 \| Not surprisingly, the higher the proportion of plant sources in a farmed fish’s diet, the lower the climate impacts associated with its rearing.\nline 37 \| So why are Scottish salmon fed so much fish? Some markets – particularly France – put a premium on salmon that were reared on fish, arguing that it makes the farmed animals more “natural” than those fed rapeseed or other plant products. Yet clearly, Tyedmers said, if the goal is to reduce our food supply’s carbon footprint, rearing salmon on plant-based feed is a promising tactic.\nline 38 \| But just substituting any plant constituent for fish in a salmon’s diet will not always prove beneficial, he noted – at least from a climate standpoint.\nline 39 \| Some fish are fed fishmeal derived from capelin, which doesn’t have a large GHG contribution.\nline 40 \| If wheat gluten or even palm oil (which isn’t yet a normal ingredient in fishmeal) were substituted for the capelin, the carbon footprint of the salmon could jump substantially, Tyedmers team calculated.\nline 41 \| Data from another assessment, this one in wild fish, showed that fuel use associated with harvesting gear could greatly impact GHG emissions associated with salmon. Purse seining contributed 180 kilograms of CO2 equivalent to the carbon footprint associated with a ton of salmon, gillnetting about 380 kg, and trolling a whopping 1,700 kg. So, do you know how your fish was caught?\nline 42 \| Astrid Scholz, a food-production economist at Ecotrust in Portland, Ore., is part of an international consortium that is calculating GHG costs associated with getting salmon to market, independent of how they were raised. Again, there are some big eye openers here in the numbers that her team just crunched in the days leading up to this meeting.\nline 43 \| Three-quarters of the world’s harvested salmon comes from three major markets: the Northeast Pacific (including Alaska and British Columbia), the Northeast Atlantic (mostly Norway and Scotland) and Chile. It turns out, her team finds, that the big climate costs for these fish trace to how they reach their designated market – by air, by container ships, or by truck.\nline 44 \| And what determines the transport choice in most cases is whether the fish must arrive fresh (i.e. almost immediately), or whether it can arrive frozen at any point over many days or weeks.\nline 45 \| In practical terms, for Chicagoans wanting fresh salmon, farmed fish trucked in from British Columbia will always have a smaller carbon footprint than salmon caught anywhere else – because all other fresh salmon must be flown into to the lower 48 states, especially inland cities.\nline 46 \| If frozen salmon is acceptable, wild seine-caught Alaskan salmon will invariably prove the most climate-friendly choice at costs of 1 kg CO2 per kg of delivered fish, Scholz says. Although this fish has to travel nearly the same distance to market as will fish from Canada, the Alaskans’ wild foraging means there are no feed costs, which jack up the GHG costs associated with aquaculture.\nline 47 \| Where frozen wild, seined salmon is not available, a climate-friendly alternative will be frozen farm-raised Norwegian salmon. Its carbon footprint: just 1.8 kg CO2 per kg of fish.\nline 48 \| On a per dollar value, Chilean fish are usually the cheapest salmon in northern markets. But these monetary costs tend to disguise the high climate costs associated with moving South American salmon half-way round the world. There are 3 kg CO2 costs associated with each kg of frozen salmon brought to North America from Chile, and 5.5 times that GHG cost for fresh Chilean salmon flown into the Northern Hemisphere. Meanwhile, British Columbia salmon can be trucked in fresh or frozen for 3 kg of CO2 per kg of fish.\nline 49 \| The problem for consumers, all of this morning’s speakers conceded, is that they don’t know any better than to choose their fish on the basis of dollar-cost or fresh-vs-frozen considerations. They certainly have no way of knowing how their fish were pulled from the water or what they might have been fed.This could be remedied by labeling, several of the speakers noted. Indeed, this approach to identifying climate costs associated with our diets is already being explored in a few European countries.\nline 50 \| THIS WAS THE SECOND OF TWO PARTS: First part is at: http://www.sciencenews.org/view/generic/id/40934/title/AAAS_Climate-friendly_…\n```", "role": "user" } ]
Every time you stroll outside you emit energy into the universe: Heat from the top of your head radiates into space as infrared light. Now three Stanford engineers have developed a technology that improves on solar panel performance by exploiting this basic phenomenon. Their invention shunts away the heat generated by a solar cell under sunlight and cools it in a way that allows it to convert more photons into electricity. The work by Shanhui Fan, a professor of electrical engineering at Stanford, research associate Aaswath P. Raman and doctoral candidate Linxiao Zhu is described in the current issue of Proceedings of the National Academy of Sciences. The group’s discovery, tested on a Stanford rooftop, addresses a problem that has long bedeviled the solar industry: The hotter solar cells get, the less efficient they become at converting the photons in light into useful electricity. The Stanford solution is based on a thin, patterned silica material laid on top of a traditional solar cell. The material is transparent to the visible sunlight that powers solar cells, but captures and emits thermal radiation, or heat, from infrared rays. “Solar arrays must face the sun to function, even though that heat is detrimental to efficiency,” Fan said. “Our thermal overlay allows sunlight to pass through, preserving or even enhancing sunlight absorption, but it also cools the cell by radiating the heat out and improving the cell efficiency.” A cool way to improve solar efficiency In 2014, the same trio of inventors developed an ultrathin material that radiated infrared heat directly back toward space without warming the atmosphere. They presented that work inNature, describing it as “radiative cooling” because it shunted thermal energy directly into the deep, cold void of space. In their new paper, the researchers applied that work to improve solar array performance when the sun is beating down. The Stanford team tested their technology on a custom-made solar absorber – a device that mimics the properties of a solar cell without producing electricity – covered with a micron-scale pattern designed to maximize the capability to dump heat, in the form of infrared light, into space. Their experiments showed that the overlay allowed visible light to pass through to the solar cells, but that it also cooled the underlying absorber by as much as 55 degrees Fahrenheit. For a typical crystalline silicon solar cell with an efficiency of 20 percent, 55 F of cooling would improve absolute cell efficiency by over 1 percent, a figure that represents a significant gain in energy production. The researchers said the new transparent thermal overlays work best in dry, clear environments, which are also preferred sites for large solar arrays. They believe they can scale things up so commercial and industrial applications are feasible, perhaps using nanoprint lithography, which is a common technique for producing nanometer-scale patterns. “That’s not necessarily the only way,” said Raman, a co-first-author of the paper. “New techniques and machines for manufacturing these kinds of patterns will continue to advance. I’m optimistic.” Zhu said the technology has significant potential for any outdoor device or system that demands cooling but requires the preservation of the visible spectrum of sunlight for either practical or aesthetic reasons. “Say you have a car that is bright red,” Zhu said. “You really like that color, but you’d also like to take advantage of anything that could aid in cooling your vehicle during hot days. Thermal overlays can help with passive cooling, but it’s a problem if they’re not fully transparent.” That’s because the perception of color requires objects to reflect visible light, so any overlay would need to be transparent, or else tuned such that it would absorb only light outside the visible spectrum. “Our photonic crystal thermal overlay optimizes use of the thermal portions of the electromagnetic spectrum without affecting visible light,” Zhu said, “so you can radiate heat efficiently without affecting color.”	<urn:uuid:acf594da-76c1-4f6a-bb1c-7fdee781cedd>	CC-MAIN-2017-43	https://solarthermalmagazine.com/2015/09/21/stanford-engineers-invent-transparent-coating-that-cools-solar-cells-to-boost-efficiency/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825154.68/warc/CC-MAIN-20171022075310-20171022095248-00043.warc.gz	en	0.920345	834	3.921875	4	[ { "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 \| Every time you stroll outside you emit energy into the universe: Heat from the top of your head radiates into space as infrared light.\nline 03 \| Now three Stanford engineers have developed a technology that improves on solar panel performance by exploiting this basic phenomenon. Their invention shunts away the heat generated by a solar cell under sunlight and cools it in a way that allows it to convert more photons into electricity.\nline 04 \| The work by Shanhui Fan, a professor of electrical engineering at Stanford, research associate Aaswath P. Raman and doctoral candidate Linxiao Zhu is described in the current issue of Proceedings of the National Academy of Sciences.\nline 05 \| The group’s discovery, tested on a Stanford rooftop, addresses a problem that has long bedeviled the solar industry: The hotter solar cells get, the less efficient they become at converting the photons in light into useful electricity.\nline 06 \| The Stanford solution is based on a thin, patterned silica material laid on top of a traditional solar cell. The material is transparent to the visible sunlight that powers solar cells, but captures and emits thermal radiation, or heat, from infrared rays.\nline 07 \| “Solar arrays must face the sun to function, even though that heat is detrimental to efficiency,” Fan said. “Our thermal overlay allows sunlight to pass through, preserving or even enhancing sunlight absorption, but it also cools the cell by radiating the heat out and improving the cell efficiency.”\nline 08 \| A cool way to improve solar efficiency\nline 09 \| In 2014, the same trio of inventors developed an ultrathin material that radiated infrared heat directly back toward space without warming the atmosphere.\nline 10 \| They presented that work inNature, describing it as “radiative cooling” because it shunted thermal energy directly into the deep, cold void of space.\nline 11 \| In their new paper, the researchers applied that work to improve solar array performance when the sun is beating down.\nline 12 \| The Stanford team tested their technology on a custom-made solar absorber – a device that mimics the properties of a solar cell without producing electricity – covered with a micron-scale pattern designed to maximize the capability to dump heat, in the form of infrared light, into space. Their experiments showed that the overlay allowed visible light to pass through to the solar cells, but that it also cooled the underlying absorber by as much as 55 degrees Fahrenheit.\nline 13 \| For a typical crystalline silicon solar cell with an efficiency of 20 percent, 55 F of cooling would improve absolute cell efficiency by over 1 percent, a figure that represents a significant gain in energy production.\nline 14 \| The researchers said the new transparent thermal overlays work best in dry, clear environments, which are also preferred sites for large solar arrays. They believe they can scale things up so commercial and industrial applications are feasible, perhaps using nanoprint lithography, which is a common technique for producing nanometer-scale patterns.\nline 15 \| “That’s not necessarily the only way,” said Raman, a co-first-author of the paper. “New techniques and machines for manufacturing these kinds of patterns will continue to advance. I’m optimistic.”\nline 16 \| Zhu said the technology has significant potential for any outdoor device or system that demands cooling but requires the preservation of the visible spectrum of sunlight for either practical or aesthetic reasons.\nline 17 \| “Say you have a car that is bright red,” Zhu said.\nline 18 \| “You really like that color, but you’d also like to take advantage of anything that could aid in cooling your vehicle during hot days.\nline 19 \| Thermal overlays can help with passive cooling, but it’s a problem if they’re not fully transparent.”\nline 20 \| That’s because the perception of color requires objects to reflect visible light, so any overlay would need to be transparent, or else tuned such that it would absorb only light outside the visible spectrum.\nline 21 \| “Our photonic crystal thermal overlay optimizes use of the thermal portions of the electromagnetic spectrum without affecting visible light,” Zhu said, “so you can radiate heat efficiently without affecting color.”\n```", "role": "user" } ]
This entry continues to lay the foundation for how Aikido training works, and we will begin to go into the actual training itself next. So the first step in determining how to find happiness through Aikido training is to figure out the source of the problem. An inspection of the simple sentence, “I wish happiness,” identifies the problem. What is this “I?” If we don’t understand that which we would like to be happy, how can we affect it? It would seem we are born with an innate assumption that we are our body in some fashion. Intellectually, we might have some other ideas, but imagine your arm is suddenly amputated. Your instinctive reaction would not be passive disinterest. From this reaction we know that any ideas we maintain are purely intellectual, and deep down on an unconscious level, we really relate to ourselves through our body. At the same time, we have an underlying belief that we are independent, unitary and permanent. Think about it…when you think of yourself, is this not what you somehow imagine? Yet this does not fit the description of our body. If we existed independently of everything else, we would never need food or water. If we were unitary, we would be represented by our entire body, even if part was amputated. If we were permanent, we would never die. So we have an unconscious idea of who and what we are which is completely unrealistic. Then when we face the reality of our mortality, we become frightened because we think this false idea of ourselves will suddenly turn from something to nothing. When we try to make this false notion happy, obviously it could never work. In this way we discover that ideas we have within ourselves are inaccurate and obstruct our ability to find happiness. Based upon these false ideas, we then go out and engage the world in search for happiness. We look for a very limited form of happiness through the senses. For example, we think our favorite ice cream is a cause of happiness, but if you consume it nonstop for 24 hours, you would probably find it to be a cause of misery. Even if we only have it for a few enjoyable minutes, the joy goes when we stop having it. We cannot find a permanent source of happiness through our bodies. Yet to get the ice cream, we may wind up doing all sorts of negative things to other people, which deep inside will cause a much more lasting form of misery. To solve the problem, we need to go within and correct these false notions. Aikido is a practice that targets our unconscious ideas of how we relate to our bodies so we can stop defeating ourselves and ultimately find happiness. Tamura Sensei explained it very well when he said the point of Aikido training is to destroy illusion so we can directly perceive the truth. The next basic step in the search for happiness is to be certain that it is physically possible to achieve the goal. Otherwise, why waste the time when we can just all be miserable together? To start out, let’s consider two extreme states of mind, hatred and lust, which represent the basic ideas of pushing away and pulling towards oneself in the search for happiness. Something is uncomfortable, so we push it away. Something is enjoyable, so we seek out more of it. Short term we think the pleasurable physical states will bring about happiness, but we know this is not a permanent solution. We can do the same analysis with pleasurable mundane concepts such as fame. Eventually we will wind up with something we don’t want and become miserable again. The search for happiness through this medium can never work permanently. When we have great hatred or great desire, is that a genuinely enjoyable state? If you look closely, I think the answer is that it is uncomfortable…not peaceful. If you begin to release your attachment to the body as “I,” you will reduce the hatred and lust. That frame of mind is more comfortable…peaceful. Imagine effecting this reduction so that the hatred and lust we experience is zero. If we can reduce it somewhat, logic dictates that it can be reduced to zero through practice. So we can conclude that it is possible to find happiness…obviously it is worth the effort, so we are ready to embark upon the task of searching for it through practice…	<urn:uuid:ed70bcee-78d9-4714-a7e1-8ac3ea320d72>	CC-MAIN-2017-43	http://scarsdaleaikido.com/aikidoblog/back-on-track-targeting-the-source-of-the-problem/	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187820466.2/warc/CC-MAIN-20171016214209-20171016234209-00042.warc.gz	en	0.964245	889	2.6875	3	[ { "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 \| This entry continues to lay the foundation for how Aikido training works, and we will begin to go into the actual training itself next.\nline 03 \| So the first step in determining how to find happiness through Aikido training is to figure out the source of the problem. An inspection of the simple sentence, “I wish happiness,” identifies the problem. What is this “I?” If we don’t understand that which we would like to be happy, how can we affect it?\nline 04 \| It would seem we are born with an innate assumption that we are our body in some fashion. Intellectually, we might have some other ideas, but imagine your arm is suddenly amputated. Your instinctive reaction would not be passive disinterest. From this reaction we know that any ideas we maintain are purely intellectual, and deep down on an unconscious level, we really relate to ourselves through our body. At the same time, we have an underlying belief that we are independent, unitary and permanent. Think about it…when you think of yourself, is this not what you somehow imagine? Yet this does not fit the description of our body. If we existed independently of everything else, we would never need food or water. If we were unitary, we would be represented by our entire body, even if part was amputated. If we were permanent, we would never die. So we have an unconscious idea of who and what we are which is completely unrealistic. Then when we face the reality of our mortality, we become frightened because we think this false idea of ourselves will suddenly turn from something to nothing. When we try to make this false notion happy, obviously it could never work. In this way we discover that ideas we have within ourselves are inaccurate and obstruct our ability to find happiness.\nline 05 \| Based upon these false ideas, we then go out and engage the world in search for happiness. We look for a very limited form of happiness through the senses. For example, we think our favorite ice cream is a cause of happiness, but if you consume it nonstop for 24 hours, you would probably find it to be a cause of misery. Even if we only have it for a few enjoyable minutes, the joy goes when we stop having it. We cannot find a permanent source of happiness through our bodies. Yet to get the ice cream, we may wind up doing all sorts of negative things to other people, which deep inside will cause a much more lasting form of misery. To solve the problem, we need to go within and correct these false notions. Aikido is a practice that targets our unconscious ideas of how we relate to our bodies so we can stop defeating ourselves and ultimately find happiness. Tamura Sensei explained it very well when he said the point of Aikido training is to destroy illusion so we can directly perceive the truth.\nline 06 \| The next basic step in the search for happiness is to be certain that it is physically possible to achieve the goal. Otherwise, why waste the time when we can just all be miserable together?\nline 07 \| To start out, let’s consider two extreme states of mind, hatred and lust, which represent the basic ideas of pushing away and pulling towards oneself in the search for happiness. Something is uncomfortable, so we push it away. Something is enjoyable, so we seek out more of it. Short term we think the pleasurable physical states will bring about happiness, but we know this is not a permanent solution. We can do the same analysis with pleasurable mundane concepts such as fame. Eventually we will wind up with something we don’t want and become miserable again. The search for happiness through this medium can never work permanently. When we have great hatred or great desire, is that a genuinely enjoyable state? If you look closely, I think the answer is that it is uncomfortable…not peaceful. If you begin to release your attachment to the body as “I,” you will reduce the hatred and lust. That frame of mind is more comfortable…peaceful. Imagine effecting this reduction so that the hatred and lust we experience is zero. If we can reduce it somewhat, logic dictates that it can be reduced to zero through practice.\nline 08 \| So we can conclude that it is possible to find happiness…obviously it is worth the effort, so we are ready to embark upon the task of searching for it through practice…\n```", "role": "user" } ]
The Cuban missile crisis broke out 50 years ago this month, and its lessons on weakness, strength, and compromise have been recited ever since by politicians, pundits, and historians. The problem—which has plagued U.S. foreign policy time and again—is that these lessons are myths, based on sheer lies about how the crisis began and how it ended. One of these myths has been thoroughly exploded (though many eminences seem not to know it). This is the notion that President John F. Kennedy got Soviet Premier Nikita Khrushchev to back down and remove his nuclear missiles from Cuba entirely through the threat of force. In fact, as revealed by JFK’s secret tape recordings of his meetings with senior advisers (evidence that’s been available at the Kennedy Library for 25 years now), the two leaders brokered a deal: Khrushchev would take his missiles out of Cuba; Kennedy would take his very similar missiles out of Turkey. But the other myth, no less pernicious in its impact (and no less false), still endures. This is the legend that Kennedy cowered before Khrushchev at a summit in Vienna in the spring of 1961 and that, as a result, the crafty Communist aggressively deployed missiles in Cuba thinking the young president was too weak to respond. In fact, however, the evidence—much of it declassified a decade ago from the Kremlin archives, and recounted in Khrushchev’s Cold War, a superb book by Aleksandr Fursenko and Timothy Naftali—reveals that it was Khrushchev who shipped the missiles out of weakness and insecurity. Khrushchev did exploit what he saw as Kennedy’s weakness, but he made his move at a different time, about a different place: Berlin in the summer of 1961. And the abject failure of that ploy, the determined resistance of JFK, so riled Khrushchev that he sent missiles to Cuba a year later as a desperate effort to compensate for what he now saw as American superiority. Let’s back up. At the end of World War II, Soviet troops occupied eastern Germany; the U.S., British, and French armies occupied sectors of the west. With the onset of the Cold War, the borders hardened into two separate countries. Berlin was an anomaly: a city 100 miles inside East German territory, itself divided in two—East Berlin and West Berlin, the latter a Western enclave and a prosperous contrast to the surrounding poverty. In 1948, Stalin mounted a blockade to isolate and ultimately take over West Berlin, but the U.S. Air Force kept moving in supplies. Unable to block the airlift, Stalin called off the blockade. In 1959, Khrushchev mounted an effort to take over all of Berlin, but President Dwight Eisenhower resisted, and the two reached a provisional truce at Camp David. In 1961, after the Vienna meeting with Kennedy, Khrushchev renewed his assault, announcing that if the West didn’t sign a treaty turning over all Berlin to East Germany, there would be war. Kennedy resisted, too, and in fact the Berlin crisis of August 1961 was nearly as tense as the Cuban crisis of October ’62. At one point, U.S. and Soviet tanks faced each other, within firing range, across a checkpoint for 25 hours. Finally, Khrushchev backed down. Around this time, thanks to new photoreconnaissance satellites, the CIA and the Pentagon began to realize that—contrary to the fears of a few years earlier (fears that JFK had exploited in his 1960 presidential campaign)—there was no “missile gap.” Or, rather, there was a missile gap, but America was way ahead of the Soviet Union, not the other way around. Kennedy wanted to reveal this fact, both to the American public and to the world. So, on Oct. 2, 1961, Deputy Secretary of Defense Roswell Gilpatric gave a speech in Hot Springs, Va., proclaiming great “confidence in our ability to deter Communist action or resist Communist blackmail,” owing to “a sober appreciation of the relative military power of the two sides.” The U.S. arsenal, with its “tens of thousands” of nuclear weapons, was so lethal, Gilpatric said, that “an enemy move which brought it into play would be an act of self-destruction.” For years, Khrushchev had boasted that his factories were cranking out ICBMs “like sausages.” In fact, though, he had nothing; the missile program was in total disarray. And now the Americans were calling his bluff. The Communist Party of the Soviet Union was about to hold its annual congress. Khrushchev was already coming under attack for backing down in Berlin, both from the Kremlin’s hard-liners and from China’s more radical Communist Party, which was competing with the Soviets for Third World allies. The balance of forces with rivals, to the east and west, was palpably shifting against him. Khrushchev really did believe that the United States might launch a nuclear first strike against the Soviet Union. The notion wasn’t so far-fetched. During the Berlin crisis, Kennedy had ordered the Pentagon to conduct a study of whether such a strike was possible. The top secret study—a detailed, 36-page attack plan—concluded that it was very feasible. It’s unknown how much Khrushchev knew about this plan, but the Joint Chiefs wrote follow-up assessments, Kennedy himself read them and held at least one meeting in the Oval Office to discuss the issue. (I got these documents declassified for a story about the first-strike plan that I wrote for the October 2001 issue of the Atlantic.) The Soviet premier had not given up on grabbing West Berlin, but he knew he had no leverage. If the United States did launch a nuclear strike, he wasn’t even sure that any of his missiles or bombers would be capable of retaliating. Khrushchev did have a fair number of medium-range missiles, so he shipped them to Cuba, to put them within firing range of the United States. If he could install them without notice, then announce another gambit on Berlin (as he was planning to do in November 1962), those missiles would give him something to bargain with. But the American U-2s spotted the missiles. And once Kennedy announced that they had, Khrushchev knew he would have to pull them out. The question was how to do so without suffering another humiliation. As it happened, Kennedy was thinking along the same lines. The secret tapes reveal that on Oct. 18, just the third day of the crisis, Kennedy wondered aloud why Khrushchev had put the missiles in Cuba. He figured they must have been part of a bargaining gambit and that, to get them out, he might have to give Khrushchev “some out,” a way to save face. One way, he mused, might be to say, “If you pull them out, we’ll take ours out of Turkey.” None of JFK’s advisers paid any attention to his remark. On the final day, Oct. 25, when Khrushchev proposed just such a trade, Kennedy pounced on it eagerly. “Let’s not kid ourselves,” the president is heard saying on the tapes. “Most people think that if you’re allowed an even trade, you ought to take advantage of it.” If we go to war, mounting air strikes and then an invasion on Cuba, and if the Soviets respond by grabbing Berlin, he added, “everybody’s going to say, ‘Well, this Khrushchev offer was a pretty good proposition.’” Everybody around the table fiercely opposed the trade, saying it would destroy NATO, weaken our standing in the world, trigger all kinds of disasters. Toward the very end of the discussion, the only adviser agreeing with JFK was George Ball, an undersecretary of state who would later be the Johnson administration’s sole dissident on escalation in Vietnam. Kennedy ignored the overwhelming majority of his aides and instructed his brother, Attorney General Robert Kennedy (who also opposed it), to go tell the Soviet ambassador that he would take the deal—but only if it was kept secret. And it was, for the next 25 years, until the tapes were about to come out and a few of JFK’s advisers decided to reveal the truth pre-emptively—though even then, they didn’t say that they opposed the trade. The resolution of the Cuban crisis may hold some lessons for crises today. First, antagonists should stay in touch with each other. There was no telephone contact between Kennedy and Khrushchev in October 1962. But they did send telegrams back and forth, and Kennedy maintained a back channel through the Soviet embassy—even as ships and submarines confronted one another, troops were mobilized, and, in one particularly tense moment, a U-2 spy plane was shot down. Without those communiqués, the crisis might easily have escalated into war. Second, at some point, one side might clearly have the upper hand, in which case it should seek ways to give the other side a way out. This doesn’t necessarily mean surrendering the interests at stake. The Jupiter missiles that JFK traded weren’t much good anyway. The United States was about to station new Polaris submarines in the Mediterranean; each sub carried 16 nuclear missiles and was less vulnerable to attack. The United States, in other words, gave up nothing in military capability. Third, there is no contradiction between striking a deal and maintaining vigilance; compromise is not the same as appeasement. According to a cleverly titled new book by David Coleman, The Fourteenth Day: JFK and the Aftermath of the Cuban Missile Crisis, disputes continued for months after the Turkish deal was struck, and tensions occasionally flared, over the terms and timing of the withdrawal of Soviet weapons from Cuba. Kennedy held his ground. But neither side stormed off or retriggered the crisis. Fourth, there should be no illusions that the resolution of one crisis will spawn an era of peace. The Turkish trade didn’t save Khrushchev’s face quite enough in the end. Two years later, he was ousted by Kremlin hard-liners, who then proceeded to fund a massive ICBM build-up to match what the United States had already started to do. The Cold War was matched, and fueled, by a nuclear arms race for another 30 years. Still, never again was there an armed confrontation over Berlin or Cuba. The current standoff with Iran over the state of its nuclear program is hardly as intense as the Cuban crisis, but it bears some of the same patterns. Under tremendous pressure, in this case financial, Iran’s leaders are offering compromises to ease the crisis. Their terms to date are unacceptable—they’d require the West to call off the sanctions before Iran stopped enriching uranium—but that doesn’t mean the door to talks should be closed. We don’t know the Iranians’ precise motives or how they assess the balance of forces. They might simply be trying to keep us dangling, but they might genuinely be looking for “some out,” as Kennedy put it. Unless we want war (and some do), it’s worth extending and paying close attention to any feelers. The Cuban missile crisis—the reality, not the myth—offers some pointers on how to do that.	<urn:uuid:abe2884c-d5da-4cb4-b4f0-697671318751>	CC-MAIN-2017-43	http://www.slate.com/articles/news_and_politics/war_stories/2012/10/cuban_missile_crisis_50th_anniversary_what_this_cold_war_crisis_should_teach.2.html	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187820466.2/warc/CC-MAIN-20171016214209-20171016234209-00042.warc.gz	en	0.974984	2,414	3.046875	3	[ { "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 Cuban missile crisis broke out 50 years ago this month, and its lessons on weakness, strength, and compromise have been recited ever since by politicians, pundits, and historians. The problem—which has plagued U.S. foreign policy time and again—is that these lessons are myths, based on sheer lies about how the crisis began and how it ended.\nline 04 \| One of these myths has been thoroughly exploded (though many eminences seem not to know it). This is the notion that President John F. Kennedy got Soviet Premier Nikita Khrushchev to back down and remove his nuclear missiles from Cuba entirely through the threat of force. In fact, as revealed by JFK’s secret tape recordings of his meetings with senior advisers (evidence that’s been available at the Kennedy Library for 25 years now), the two leaders brokered a deal: Khrushchev would take his missiles out of Cuba; Kennedy would take his very similar missiles out of Turkey.\nline 05 \| But the other myth, no less pernicious in its impact (and no less false), still endures. This is the legend that Kennedy cowered before Khrushchev at a summit in Vienna in the spring of 1961 and that, as a result, the crafty Communist aggressively deployed missiles in Cuba thinking the young president was too weak to respond.\nline 06 \| In fact, however, the evidence—much of it declassified a decade ago from the Kremlin archives, and recounted in Khrushchev’s Cold War, a superb book by Aleksandr Fursenko and Timothy Naftali—reveals that it was Khrushchev who shipped the missiles out of weakness and insecurity.\nline 07 \| Khrushchev did exploit what he saw as Kennedy’s weakness, but he made his move at a different time, about a different place: Berlin in the summer of 1961.\nline 08 \| And the abject failure of that ploy, the determined resistance of JFK, so riled Khrushchev that he sent missiles to Cuba a year later as a desperate effort to compensate for what he now saw as American superiority.\nline 09 \| Let’s back up. At the end of World War II, Soviet troops occupied eastern Germany; the U.S., British, and French armies occupied sectors of the west. With the onset of the Cold War, the borders hardened into two separate countries. Berlin was an anomaly: a city 100 miles inside East German territory, itself divided in two—East Berlin and West Berlin, the latter a Western enclave and a prosperous contrast to the surrounding poverty.\nline 10 \| In 1948, Stalin mounted a blockade to isolate and ultimately take over West Berlin, but the U.S. Air Force kept moving in supplies. Unable to block the airlift, Stalin called off the blockade. In 1959, Khrushchev mounted an effort to take over all of Berlin, but President Dwight Eisenhower resisted, and the two reached a provisional truce at Camp David.\nline 11 \| In 1961, after the Vienna meeting with Kennedy, Khrushchev renewed his assault, announcing that if the West didn’t sign a treaty turning over all Berlin to East Germany, there would be war.\nline 12 \| Kennedy resisted, too, and in fact the Berlin crisis of August 1961 was nearly as tense as the Cuban crisis of October ’62.\nline 13 \| At one point, U.S. and Soviet tanks faced each other, within firing range, across a checkpoint for 25 hours.\nline 14 \| Finally, Khrushchev backed down.\nline 15 \| Around this time, thanks to new photoreconnaissance satellites, the CIA and the Pentagon began to realize that—contrary to the fears of a few years earlier (fears that JFK had exploited in his 1960 presidential campaign)—there was no “missile gap.” Or, rather, there was a missile gap, but America was way ahead of the Soviet Union, not the other way around.\nline 16 \| Kennedy wanted to reveal this fact, both to the American public and to the world. So, on Oct. 2, 1961, Deputy Secretary of Defense Roswell Gilpatric gave a speech in Hot Springs, Va., proclaiming great “confidence in our ability to deter Communist action or resist Communist blackmail,” owing to “a sober appreciation of the relative military power of the two sides.” The U.S. arsenal, with its “tens of thousands” of nuclear weapons, was so lethal, Gilpatric said, that “an enemy move which brought it into play would be an act of self-destruction.”\nline 17 \| For years, Khrushchev had boasted that his factories were cranking out ICBMs “like sausages.” In fact, though, he had nothing; the missile program was in total disarray. And now the Americans were calling his bluff.\nline 18 \| The Communist Party of the Soviet Union was about to hold its annual congress. Khrushchev was already coming under attack for backing down in Berlin, both from the Kremlin’s hard-liners and from China’s more radical Communist Party, which was competing with the Soviets for Third World allies. The balance of forces with rivals, to the east and west, was palpably shifting against him.\nline 19 \| Khrushchev really did believe that the United States might launch a nuclear first strike against the Soviet Union.\nline 20 \| The notion wasn’t so far-fetched.\nline 21 \| During the Berlin crisis, Kennedy had ordered the Pentagon to conduct a study of whether such a strike was possible.\nline 22 \| The top secret study—a detailed, 36-page attack plan—concluded that it was very feasible.\nline 23 \| It’s unknown how much Khrushchev knew about this plan, but the Joint Chiefs wrote follow-up assessments, Kennedy himself read them and held at least one meeting in the Oval Office to discuss the issue.\nline 24 \| (I got these documents declassified for a story about the first-strike plan that I wrote for the October 2001 issue of the Atlantic.)\nline 25 \| The Soviet premier had not given up on grabbing West Berlin, but he knew he had no leverage. If the United States did launch a nuclear strike, he wasn’t even sure that any of his missiles or bombers would be capable of retaliating.\nline 26 \| Khrushchev did have a fair number of medium-range missiles, so he shipped them to Cuba, to put them within firing range of the United States. If he could install them without notice, then announce another gambit on Berlin (as he was planning to do in November 1962), those missiles would give him something to bargain with.\nline 27 \| But the American U-2s spotted the missiles. And once Kennedy announced that they had, Khrushchev knew he would have to pull them out. The question was how to do so without suffering another humiliation.\nline 28 \| As it happened, Kennedy was thinking along the same lines. The secret tapes reveal that on Oct. 18, just the third day of the crisis, Kennedy wondered aloud why Khrushchev had put the missiles in Cuba. He figured they must have been part of a bargaining gambit and that, to get them out, he might have to give Khrushchev “some out,” a way to save face. One way, he mused, might be to say, “If you pull them out, we’ll take ours out of Turkey.”\nline 29 \| None of JFK’s advisers paid any attention to his remark.\nline 30 \| On the final day, Oct. 25, when Khrushchev proposed just such a trade, Kennedy pounced on it eagerly.\nline 31 \| “Let’s not kid ourselves,” the president is heard saying on the tapes.\nline 32 \| “Most people think that if you’re allowed an even trade, you ought to take advantage of it.” If we go to war, mounting air strikes and then an invasion on Cuba, and if the Soviets respond by grabbing Berlin, he added, “everybody’s going to say, ‘Well, this Khrushchev offer was a pretty good proposition.’”\nline 33 \| Everybody around the table fiercely opposed the trade, saying it would destroy NATO, weaken our standing in the world, trigger all kinds of disasters. Toward the very end of the discussion, the only adviser agreeing with JFK was George Ball, an undersecretary of state who would later be the Johnson administration’s sole dissident on escalation in Vietnam. Kennedy ignored the overwhelming majority of his aides and instructed his brother, Attorney General Robert Kennedy (who also opposed it), to go tell the Soviet ambassador that he would take the deal—but only if it was kept secret. And it was, for the next 25 years, until the tapes were about to come out and a few of JFK’s advisers decided to reveal the truth pre-emptively—though even then, they didn’t say that they opposed the trade.\nline 34 \| The resolution of the Cuban crisis may hold some lessons for crises today.\nline 35 \| First, antagonists should stay in touch with each other. There was no telephone contact between Kennedy and Khrushchev in October 1962. But they did send telegrams back and forth, and Kennedy maintained a back channel through the Soviet embassy—even as ships and submarines confronted one another, troops were mobilized, and, in one particularly tense moment, a U-2 spy plane was shot down. Without those communiqués, the crisis might easily have escalated into war.\nline 36 \| Second, at some point, one side might clearly have the upper hand, in which case it should seek ways to give the other side a way out. This doesn’t necessarily mean surrendering the interests at stake. The Jupiter missiles that JFK traded weren’t much good anyway. The United States was about to station new Polaris submarines in the Mediterranean; each sub carried 16 nuclear missiles and was less vulnerable to attack. The United States, in other words, gave up nothing in military capability.\nline 37 \| Third, there is no contradiction between striking a deal and maintaining vigilance; compromise is not the same as appeasement. According to a cleverly titled new book by David Coleman, The Fourteenth Day: JFK and the Aftermath of the Cuban Missile Crisis, disputes continued for months after the Turkish deal was struck, and tensions occasionally flared, over the terms and timing of the withdrawal of Soviet weapons from Cuba. Kennedy held his ground. But neither side stormed off or retriggered the crisis.\nline 38 \| Fourth, there should be no illusions that the resolution of one crisis will spawn an era of peace. The Turkish trade didn’t save Khrushchev’s face quite enough in the end. Two years later, he was ousted by Kremlin hard-liners, who then proceeded to fund a massive ICBM build-up to match what the United States had already started to do. The Cold War was matched, and fueled, by a nuclear arms race for another 30 years. Still, never again was there an armed confrontation over Berlin or Cuba.\nline 39 \| The current standoff with Iran over the state of its nuclear program is hardly as intense as the Cuban crisis, but it bears some of the same patterns. Under tremendous pressure, in this case financial, Iran’s leaders are offering compromises to ease the crisis. Their terms to date are unacceptable—they’d require the West to call off the sanctions before Iran stopped enriching uranium—but that doesn’t mean the door to talks should be closed. We don’t know the Iranians’ precise motives or how they assess the balance of forces. They might simply be trying to keep us dangling, but they might genuinely be looking for “some out,” as Kennedy put it. Unless we want war (and some do), it’s worth extending and paying close attention to any feelers. The Cuban missile crisis—the reality, not the myth—offers some pointers on how to do that.\nline 40 \| \n```", "role": "user" } ]
Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 contains more than 2,300 first-person accounts of slavery and 500 black-and-white photographs of former slaves. These narratives were collected in the 1930s as part of the Federal Writers' Project (FWP) of the Works Progress Administration, later renamed Work Projects Administration (WPA). At the conclusion of the Slave Narrative project, a set of edited... Federal Writers' Project - Library of Congress. Manuscript Division - Library of Congress. Prints and Photographs Division - Library of Congress. National Digital Library Program Prairie Settlement: Nebraska Photographs and Family Letters, 1862-1912 This digital collection integrates two collections from the holdings of the Nebraska State Historical Society, the Solomon D. Butcher photographs and the letters of the Uriah W. Oblinger family. Together they illustrate the story of settlement on the Great Plains. Approximately 3,000 glass plate negatives crafted by Butcher record the process of settlement in Nebraska between 1886 and 1912. Butcher photographed actively in central... Butcher, Solomon D. (Solomon Devore) - Nebraska State Historical Society - Library of Congress. National Digital Library Program Florida Folklife from the WPA Collections, 1937-1942 Florida Folklife from the WPA Collections combines sound recordings and manuscript materials from four discrete archival collections made by Work Projects Administration (WPA) workers from the Joint Committee on Folk Arts, the Federal Writers' Project, and the Federal Music Project from 1937-42. This online presentation provides access to 376 sound recordings and 106 accompanying materials, including recording logs, transcripts, correspondence between Florida WPA workers... Kennedy, Stetson - American Folklife Center - Library of Congress. National Digital Library Program By Popular Demand: Jackie Robinson and Other Baseball Highlights, 1860s-1960s 2007 marks the 60th anniversary of Jackie Robinson's rookie season for the Brooklyn Dodgers. When he stepped onto Ebbets field on April 15th, 1947, Robinson became the first African American in the twentieth century to play baseball in the major leagues -- breaking the "color line," a segregation practice dating to the nineteenth century. Jackie Robinson was an extremely talented multi-sport athlete and a... Library of Congress. Prints and Photographs Division - Library of Congress. Manuscript Division - Library of Congress. National Digital Library Program Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929 Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929, assembles a broad array of Library of Congress source materials documenting the prosperity of the Coolidge years, the nation's transition to a mass-consumer economy, and the role of government in this transition. Many new technologies and the new concept of scientific management in the work place had evolved during the first two decades... Library of Congress. National Digital Library Program A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates 1774-1875 Beginning with the Continental Congress in 1774, America's national legislative bodies have kept records of their proceedings. The records of the Continental Congress, the Constitutional Convention, and the United States Congress make up a rich documentary history of the construction of the nation and the development of the federal government and its role in the national life. These documents record American history in the... Law Library of Congress (U.S.) - Library of Congress. National Digital Library Program Southern Mosaic: The John and Ruby Lomax 1939 Southern States Recording Trip This recording trip is an ethnographic field collection that includes nearly 700 sound recordings, as well as fieldnotes, dust jackets, and other manuscripts documenting a three-month, 6,502-mile trip through the southern United States. Beginning in Port Aransas, Texas, on March 31, 1939, and ending at the Library of Congress on June 14, 1939, John Avery Lomax, Honorary Consultant and Curator of the Archive of... Lomax, John A. (John Avery) - Lomax, Alan - Lomax, Ruby T. (Ruby Terrill) - Archive of American Folk Song California Gold: Northern California Folk Music from the Thirties Collected by Sidney Robertson Cowell This online presentation, California Gold: Northern California Folk Music from the Thirties, comprises 35 hours of folk music recorded in 12 languages representing numerous ethnic groups and 185 musicians. It includes sound recordings, still photographs of the performers, drawings of folk instruments, and written documentation from a variety of European ethnic and English- and Spanish-speaking communities in northern California in the 1930s. This New... Cowell, Sidney Robertson - American Folklife Center - Library of Congress. National Digital Library Program About the Leonard Bernstein Collection The Leonard Bernstein Collection at the Library of Congress is as exceptional as its name would suggest. Bernstein, arguably the most prominent figure in American classical music of the twentieth century, made his impact as a conductor, as a composer of classical and theater music, and as an educator through books, conducting students at Tanglewood, and especially through various... Bernstein, Leonard - Coates, Helen - Gottlieb, Jack - Harmon, Charlie Aaron Copland Collection The first release of the online collection contains approximately 1,000 items that yield a total of about 5,000 images. These items date from 1899 to 1981, with most from the 1920s through the 1950s, and were selected from Copland's music sketches, correspondence, writings, and photographs. Celebrating the centennial of the birth of the American composer Aaron Copland (1900-1990), the multi-format Aaron Copland Collection, from... Martha Graham at the Library of Congress (clockwise from top left) The Dance: Washington Festival [review]; "Graham Presents Copland's Ballet" [clipping] by Oscar Thompson; A unique dance by Martha Graham [clipping], 1926; [Tangara], photograph of Martha Graham. Dancer, choreographer, and company director Martha Graham (1894-1991) is considered one of the pioneering founders of American modern dance. In a career spanning over seven decades, Graham developed her own innovative technique and produced... Graham, Martha - Barber, Samuel - Copland, Aaron - Dello Joio, Norman - El-Dabh, Halim - Emmons, Beverly - Hindemith, Paul - Horst, Louis - Hovhaness, Alan - Karan, Donna ... Graham, Martha - Barber, Samuel - Copland, Aaron - Dello Joio, Norman - El-Dabh, Halim - Emmons, Beverly - Hindemith, Paul - Horst, Louis - Hovhaness, Alan - Karan, Donna - Lester, Eugene - Menotti, Gian Carlo - Noguchi, Isamu - Riegger, Wallingford - Rosenthal, Jean - Schuman, William - Skelton, Thomas R. - Starer, Robert - Ter-Arutunian, Rouben - Tipton, Jennifer - Weissberger, L. Arnold - Martha Graham Dance Company - Martha Graham Center of Contemporary Dance - Martha Graham School of Contemporary Dance - Graham (Martha) Collection (Library of Congress) The Danny Kaye and Sylvia Fine Collection Danny Kaye and Sylvia Fine in London American actor, singer and comedian Danny Kaye arrives with his wife, Sylvia Fine, for an appearance in London. November 1948. Following the professional lives of the husband-wife artistic duo, this presentation features a wide variety of materials, including manuscripts, scores, scripts, photographs, sound recordings and video clips from the Danny Kaye and Sylvia Fine Collection. Kaye, a... Kaye, Danny - Fine, Sylvia - Halsman, Philippe - McDowall, Roddy - Dena Pictures, Inc - Kaye (Danny)/Fine (Sylvia) Collection (Library of Congress) Coptic Orthodox Liturgical Chant and Hymnody With its roots in Ancient Egyptian music, Coptic Christian chant is one of the oldest liturgical genres still performed today. Drawing on the Ragheb Moftah Collection, this presentation explores some of the earliest music transcriptions by explorers, missionaries, and scholars in Egypt, highlighting Moftah's efforts to notate, record, and preserve all Coptic Orthodox hymns. Learn more about current scholarship and what is happening in... Wilson, Marian Robertson - Moftah, Raghe The Moldenhauer Archives - The Rosaleen Moldenhauer Memorial The Moldenhauer Archives at the Library of Congress contain approximately 3,500 items documenting the history of Western music from the medieval period through the modern era and is the richest composite gift of musical documents ever received by the Library. Before his death, Hans Moldenhauer (1906-1987) established a directive and provided funds for the Library of Congress to publish The Rosaleen Moldenhauer Memorial: Music... The Roger Reynolds Collection Roger Reynolds' compositions incorporate elements of theater, digital signal processing, dance, video, and real-time computer spatialization, in a signature multidimensionality of engagement. This Web site provides a glimpse into the process of this Pulitzer prizewinning American composer. Reynolds, Roger - Daniel, Oliver - Druckman, Jacob - Eaton, John - Gaburo, Kenneth - Ichiyanagi, Toshi - Kraft, William - Lockwood, Lewis - Luening, Otto - Subotnick, Morton - Tilbury, John - Zukofsky, Paul The March King: John Philip Sousa Painting of Sousa during US Marine Band era, [n.d.]. Performing Arts Reading Room. An online presentation of selected music manuscripts, photographs, printed music, historical recordings of the Sousa Band, copies of programs and press clippings, and more from the Sousa Collection at the Library of Congress. About the John Philip Sousa Collection at the Library of Congress John Philip Sousa began donating his music... Roman Totenberg Papers The violinist Roman Totenberg enjoyed an extraordinarily long and varied career. Born on January 1, 1911 in Łódź, Poland, he moved as a child with his family to Moscow where he first studied the violin and witnessed the Russian Revolution firsthand. He continued his studies in Warsaw as a teen, followed by study with Carl Flesch in Berlin and Georges Enescu in Paris. Having... Omaha Indian Music Presented here are selections from the American Folklife Center's collections documenting Omaha music traditions. The sound recordings include 44 wax cylinder recordings made in the 1890s (first published on a 1985 LP entitled Omaha Indian Music: Historical Recordings from the Fletcher/La Flesche Collection), 323 songs and spoken-word segments from the 1983 Omaha harvest celebration pow-wow, 24 spoken-word segments from an interview with an Omaha... American Folklife Center - Library of Congress. National Digital Library Program Woody Guthrie and the Archive of American Folk Song: Correspondence, 1940-1950 Woody Guthrie and the Archive of American Folk Song: Correspondence, 1940-1950 highlights letters between Woody Guthrie and staff of the Archive of American Folk Song (now the American Folklife Center archive) at the Library of Congress. The letters were written primarily in the early 1940s, shortly after Guthrie had moved to New York City and met the Archive's assistant in charge, Alan Lomax. In... Archive of American Folk Song - Library of Congress. National Digital Library Program Manuscripts in St. Catherine's Monastery, Mount Sinai The renowned Eastern Orthodox Monastery of St. Catherine’s on Mt. Sinai was constructed by the Byzantine Emperor, Justinian I, in the late sixth century AD over the relics of the martyred saint and the place of the biblical burning bush as identified by St. Helena, the mother of the Roman Emperor, Constantine. It is home to reputedly the oldest continuously run library in existence... Saint Catherine (Monastery : Mount Sinai) - Clark, Kenneth Willis American Variety Stage: Vaudeville and Popular Entertainment, 1870-1920 This collection illustrates the vibrant and diverse forms of popular entertainment, especially vaudeville, that thrived from 1870-1920. Included are 334 English- and Yiddish-language playscripts, 146 theater playbills and programs, 61 motion pictures, 10 sound recordings and 143 photographs and 29 memorabilia items documenting the life and career of Harry Houdini. Groups of theater posters and additional sound recordings will be added to this anthology... Library of Congress. National Digital Library Program Manuscripts in the Libraries of the Greek and Armenian Patriarchates in Jerusalem As Jerusalem, the location of Christ’s Passion, has been central to the Christian religion since its inception, all the early churches sought a presence in that storied and holy city. The Greek Orthodox Church and the Armenian Apostolic Church, for example, both maintain ancient patriarchates in Jerusalem and both have created renowned libraries in them. In 1949 Kenneth W. Clark arrived in Jerusalem to... Freedom's Fortress: The Library of Congress, 1939-1953 Freedom’s Fortress: The Library of Congress, 1939-1953, contains a selection of 209 letters, memoranda, photographs, and publications (1,176 images) documenting a momentous period in the history of the Library of Congress when the institution underwent a myriad of changes that established it as one of America’s foremost citadels of intellectual freedom. During and shortly after World War II, Librarians of Congress Archibald MacLeish and... Library of Congress - Library of Congress. Manuscript Division - Library of Congress. National Digital Library Program Lewis Carroll Scrapbooks An original scrapbook that was kept by Charles Lutwidge Dodgson. Better known as Lewis Carroll, the Victorian-era children’s author of Alice’s Adventures in Wonderland (1865) and Through the Looking-Glass (1871), Dodgson was a lecturer in mathematics at the University of Oxford. The scrapbook contains approximately 130 items, including newspaper clippings, photographs, and a limited number of manuscript materials, collected between 1855-72. A timeline, authored... The Evolution of the Conservation Movement The Evolution of the Conservation Movement, 1850-1920 documents the historical formation and cultural foundations of the movement to conserve and protect America's natural heritage, through books, pamphlets, government documents, manuscripts, prints, photographs, and motion picture footage drawn from the collections of the Library of Congress. The collection consists of 62 books and pamphlets, 140 Federal statutes and Congressional resolutions, 34 additional legislative documents, excerpts...	<urn:uuid:9831bfb0-b56f-41f6-8942-6bdb48cce69e>	CC-MAIN-2017-43	https://www.loc.gov/manuscripts/collections/?fa=partof%3ADigital+Collections	s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822116.0/warc/CC-MAIN-20171017144041-20171017164041-00842.warc.gz	en	0.891269	3,080	2.671875	3	[ { "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 \| Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938\nline 04 \| Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 contains more than 2,300 first-person accounts of slavery and 500 black-and-white photographs of former slaves.\nline 05 \| These narratives were collected in the 1930s as part of the Federal Writers' Project (FWP) of the Works Progress Administration, later renamed Work Projects Administration (WPA).\nline 06 \| At the conclusion of the Slave Narrative project, a set of edited...\nline 07 \| Federal Writers' Project - Library of Congress. Manuscript Division - Library of Congress. Prints and Photographs Division - Library of Congress. National Digital Library Program\nline 08 \| Prairie Settlement: Nebraska Photographs and Family Letters, 1862-1912\nline 09 \| This digital collection integrates two collections from the holdings of the Nebraska State Historical Society, the Solomon D. Butcher photographs and the letters of the Uriah W. Oblinger family. Together they illustrate the story of settlement on the Great Plains. Approximately 3,000 glass plate negatives crafted by Butcher record the process of settlement in Nebraska between 1886 and 1912. Butcher photographed actively in central...\nline 10 \| Butcher, Solomon D. (Solomon Devore) - Nebraska State Historical Society - Library of Congress. National Digital Library Program\nline 11 \| Florida Folklife from the WPA Collections, 1937-1942\nline 12 \| Florida Folklife from the WPA Collections combines sound recordings and manuscript materials from four discrete archival collections made by Work Projects Administration (WPA) workers from the Joint Committee on Folk Arts, the Federal Writers' Project, and the Federal Music Project from 1937-42. This online presentation provides access to 376 sound recordings and 106 accompanying materials, including recording logs, transcripts, correspondence between Florida WPA workers...\nline 13 \| Kennedy, Stetson - American Folklife Center - Library of Congress. National Digital Library Program\nline 14 \| By Popular Demand: Jackie Robinson and Other Baseball Highlights, 1860s-1960s\nline 15 \| 2007 marks the 60th anniversary of Jackie Robinson's rookie season for the Brooklyn Dodgers. When he stepped onto Ebbets field on April 15th, 1947, Robinson became the first African American in the twentieth century to play baseball in the major leagues -- breaking the \"color line,\" a segregation practice dating to the nineteenth century. Jackie Robinson was an extremely talented multi-sport athlete and a...\nline 16 \| Library of Congress. Prints and Photographs Division - Library of Congress. Manuscript Division - Library of Congress. National Digital Library Program\nline 17 \| Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929\nline 18 \| Prosperity and Thrift: The Coolidge Era and the Consumer Economy, 1921-1929, assembles a broad array of Library of Congress source materials documenting the prosperity of the Coolidge years, the nation's transition to a mass-consumer economy, and the role of government in this transition. Many new technologies and the new concept of scientific management in the work place had evolved during the first two decades...\nline 19 \| Library of Congress. National Digital Library Program\nline 20 \| A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates 1774-1875\nline 21 \| Beginning with the Continental Congress in 1774, America's national legislative bodies have kept records of their proceedings. The records of the Continental Congress, the Constitutional Convention, and the United States Congress make up a rich documentary history of the construction of the nation and the development of the federal government and its role in the national life. These documents record American history in the...\nline 22 \| Law Library of Congress (U.S.) - Library of Congress. National Digital Library Program\nline 23 \| Southern Mosaic: The John and Ruby Lomax 1939 Southern States Recording Trip\nline 24 \| This recording trip is an ethnographic field collection that includes nearly 700 sound recordings, as well as fieldnotes, dust jackets, and other manuscripts documenting a three-month, 6,502-mile trip through the southern United States.\nline 25 \| Beginning in Port Aransas, Texas, on March 31, 1939, and ending at the Library of Congress on June 14, 1939, John Avery Lomax, Honorary Consultant and Curator of the Archive of...\nline 26 \| Lomax, John A. (John Avery) - Lomax, Alan - Lomax, Ruby T. (Ruby Terrill) - Archive of American Folk Song\nline 27 \| California Gold: Northern California Folk Music from the Thirties Collected by Sidney Robertson Cowell\nline 28 \| This online presentation, California Gold: Northern California Folk Music from the Thirties, comprises 35 hours of folk music recorded in 12 languages representing numerous ethnic groups and 185 musicians. It includes sound recordings, still photographs of the performers, drawings of folk instruments, and written documentation from a variety of European ethnic and English- and Spanish-speaking communities in northern California in the 1930s. This New...\nline 29 \| Cowell, Sidney Robertson - American Folklife Center - Library of Congress.\nline 30 \| National Digital Library Program\nline 31 \| About the Leonard Bernstein Collection The Leonard Bernstein Collection at the Library of Congress is as exceptional as its name would suggest. Bernstein, arguably the most prominent figure in American classical music of the twentieth century, made his impact as a conductor, as a composer of classical and theater music, and as an educator through books, conducting students at Tanglewood, and especially through various...\nline 32 \| Bernstein, Leonard - Coates, Helen - Gottlieb, Jack - Harmon, Charlie\nline 33 \| Aaron Copland Collection\nline 34 \| The first release of the online collection contains approximately 1,000 items that yield a total of about 5,000 images. These items date from 1899 to 1981, with most from the 1920s through the 1950s, and were selected from Copland's music sketches, correspondence, writings, and photographs. Celebrating the centennial of the birth of the American composer Aaron Copland (1900-1990), the multi-format Aaron Copland Collection, from...\nline 35 \| Martha Graham at the Library of Congress\nline 36 \| (clockwise from top left) The Dance: Washington Festival [review]; \"Graham Presents Copland's Ballet\" [clipping] by Oscar Thompson; A unique dance by Martha Graham [clipping], 1926; [Tangara], photograph of Martha Graham.\nline 37 \| Dancer, choreographer, and company director Martha Graham (1894-1991) is considered one of the pioneering founders of American modern dance.\nline 38 \| In a career spanning over seven decades, Graham developed her own innovative technique and produced...\nline 39 \| Graham, Martha - Barber, Samuel - Copland, Aaron - Dello Joio, Norman - El-Dabh, Halim - Emmons, Beverly - Hindemith, Paul - Horst, Louis - Hovhaness, Alan - Karan, Donna ...\nline 40 \| Graham, Martha - Barber, Samuel - Copland, Aaron - Dello Joio, Norman - El-Dabh, Halim - Emmons, Beverly - Hindemith, Paul - Horst, Louis - Hovhaness, Alan - Karan, Donna - Lester, Eugene - Menotti, Gian Carlo - Noguchi, Isamu - Riegger, Wallingford - Rosenthal, Jean - Schuman, William - Skelton, Thomas R. - Starer, Robert - Ter-Arutunian, Rouben - Tipton, Jennifer - Weissberger, L. Arnold - Martha Graham Dance Company - Martha Graham Center of Contemporary Dance - Martha Graham School of Contemporary Dance - Graham (Martha) Collection (Library of Congress)\nline 41 \| The Danny Kaye and Sylvia Fine Collection\nline 42 \| Danny Kaye and Sylvia Fine in London American actor, singer and comedian Danny Kaye arrives with his wife, Sylvia Fine, for an appearance in London. November 1948. Following the professional lives of the husband-wife artistic duo, this presentation features a wide variety of materials, including manuscripts, scores, scripts, photographs, sound recordings and video clips from the Danny Kaye and Sylvia Fine Collection. Kaye, a...\nline 43 \| Kaye, Danny - Fine, Sylvia - Halsman, Philippe - McDowall, Roddy - Dena Pictures, Inc - Kaye (Danny)/Fine (Sylvia) Collection (Library of Congress)\nline 44 \| Coptic Orthodox Liturgical Chant and Hymnody\nline 45 \| With its roots in Ancient Egyptian music, Coptic Christian chant is one of the oldest liturgical genres still performed today.\nline 46 \| Drawing on the Ragheb Moftah Collection, this presentation explores some of the earliest music transcriptions by explorers, missionaries, and scholars in Egypt, highlighting Moftah's efforts to notate, record, and preserve all Coptic Orthodox hymns.\nline 47 \| Learn more about current scholarship and what is happening in...\nline 48 \| Wilson, Marian Robertson - Moftah, Raghe\nline 49 \| The Moldenhauer Archives - The Rosaleen Moldenhauer Memorial\nline 50 \| The Moldenhauer Archives at the Library of Congress contain approximately 3,500 items documenting the history of Western music from the medieval period through the modern era and is the richest composite gift of musical documents ever received by the Library. Before his death, Hans Moldenhauer (1906-1987) established a directive and provided funds for the Library of Congress to publish The Rosaleen Moldenhauer Memorial: Music...\nline 51 \| The Roger Reynolds Collection\nline 52 \| Roger Reynolds' compositions incorporate elements of theater, digital signal processing, dance, video, and real-time computer spatialization, in a signature multidimensionality of engagement. This Web site provides a glimpse into the process of this Pulitzer prizewinning American composer.\nline 53 \| Reynolds, Roger - Daniel, Oliver - Druckman, Jacob - Eaton, John - Gaburo, Kenneth - Ichiyanagi, Toshi - Kraft, William - Lockwood, Lewis - Luening, Otto - Subotnick, Morton - Tilbury, John - Zukofsky, Paul\nline 54 \| The March King: John Philip Sousa\nline 55 \| Painting of Sousa during US Marine Band era, [n.d.]. Performing Arts Reading Room. An online presentation of selected music manuscripts, photographs, printed music, historical recordings of the Sousa Band, copies of programs and press clippings, and more from the Sousa Collection at the Library of Congress. About the John Philip Sousa Collection at the Library of Congress John Philip Sousa began donating his music...\nline 56 \| Roman Totenberg Papers\nline 57 \| The violinist Roman Totenberg enjoyed an extraordinarily long and varied career. Born on January 1, 1911 in Łódź, Poland, he moved as a child with his family to Moscow where he first studied the violin and witnessed the Russian Revolution firsthand. He continued his studies in Warsaw as a teen, followed by study with Carl Flesch in Berlin and Georges Enescu in Paris. Having...\nline 58 \| Omaha Indian Music\nline 59 \| Presented here are selections from the American Folklife Center's collections documenting Omaha music traditions. The sound recordings include 44 wax cylinder recordings made in the 1890s (first published on a 1985 LP entitled Omaha Indian Music: Historical Recordings from the Fletcher/La Flesche Collection), 323 songs and spoken-word segments from the 1983 Omaha harvest celebration pow-wow, 24 spoken-word segments from an interview with an Omaha...\nline 60 \| American Folklife Center - Library of Congress. National Digital Library Program\nline 61 \| Woody Guthrie and the Archive of American Folk Song: Correspondence, 1940-1950\nline 62 \| Woody Guthrie and the Archive of American Folk Song: Correspondence, 1940-1950 highlights letters between Woody Guthrie and staff of the Archive of American Folk Song (now the American Folklife Center archive) at the Library of Congress. The letters were written primarily in the early 1940s, shortly after Guthrie had moved to New York City and met the Archive's assistant in charge, Alan Lomax. In...\nline 63 \| Archive of American Folk Song - Library of Congress. National Digital Library Program\nline 64 \| Manuscripts in St. Catherine's Monastery, Mount Sinai\nline 65 \| The renowned Eastern Orthodox Monastery of St. Catherine’s on Mt. Sinai was constructed by the Byzantine Emperor, Justinian I, in the late sixth century AD over the relics of the martyred saint and the place of the biblical burning bush as identified by St. Helena, the mother of the Roman Emperor, Constantine. It is home to reputedly the oldest continuously run library in existence...\nline 66 \| Saint Catherine (Monastery : Mount Sinai) - Clark, Kenneth Willis\nline 67 \| American Variety Stage: Vaudeville and Popular Entertainment, 1870-1920\nline 68 \| This collection illustrates the vibrant and diverse forms of popular entertainment, especially vaudeville, that thrived from 1870-1920. Included are 334 English- and Yiddish-language playscripts, 146 theater playbills and programs, 61 motion pictures, 10 sound recordings and 143 photographs and 29 memorabilia items documenting the life and career of Harry Houdini. Groups of theater posters and additional sound recordings will be added to this anthology...\nline 69 \| Library of Congress. National Digital Library Program\nline 70 \| Manuscripts in the Libraries of the Greek and Armenian Patriarchates in Jerusalem\nline 71 \| As Jerusalem, the location of Christ’s Passion, has been central to the Christian religion since its inception, all the early churches sought a presence in that storied and holy city.\nline 72 \| The Greek Orthodox Church and the Armenian Apostolic Church, for example, both maintain ancient patriarchates in Jerusalem and both have created renowned libraries in them.\nline 73 \| In 1949 Kenneth W. Clark arrived in Jerusalem to...\nline 74 \| Freedom's Fortress: The Library of Congress, 1939-1953\nline 75 \| Freedom’s Fortress: The Library of Congress, 1939-1953, contains a selection of 209 letters, memoranda, photographs, and publications (1,176 images) documenting a momentous period in the history of the Library of Congress when the institution underwent a myriad of changes that established it as one of America’s foremost citadels of intellectual freedom. During and shortly after World War II, Librarians of Congress Archibald MacLeish and...\nline 76 \| Library of Congress - Library of Congress. Manuscript Division - Library of Congress. National Digital Library Program\nline 77 \| Lewis Carroll Scrapbooks\nline 78 \| An original scrapbook that was kept by Charles Lutwidge Dodgson. Better known as Lewis Carroll, the Victorian-era children’s author of Alice’s Adventures in Wonderland (1865) and Through the Looking-Glass (1871), Dodgson was a lecturer in mathematics at the University of Oxford. The scrapbook contains approximately 130 items, including newspaper clippings, photographs, and a limited number of manuscript materials, collected between 1855-72. A timeline, authored...\nline 79 \| The Evolution of the Conservation Movement\nline 80 \| The Evolution of the Conservation Movement, 1850-1920 documents the historical formation and cultural foundations of the movement to conserve and protect America's natural heritage, through books, pamphlets, government documents, manuscripts, prints, photographs, and motion picture footage drawn from the collections of the Library of Congress. The collection consists of 62 books and pamphlets, 140 Federal statutes and Congressional resolutions, 34 additional legislative documents, excerpts...\nline 81 \| \n```", "role": "user" } ]

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