[User] <image>

[User] Can you extract the structured information from this image for me?

[Assistant] <s_map><s_node-0><s_text>8204 Operational Culture</s_text><s_node-1><s_text>def. aspects of culture that influence mil. operations(18)</s_text><sep/><s_text>national culture, national character, national personalities, in over simplistic/generalized description. culture=mindset=national psychology framework reinforced the fantasy of "Arab operating system"  "Asian operating system", or "Western operating system" Hofstedes dimensions offer only limited applicability to the mil.</s_text><s_relation>culture and personality approach</s_relation><sep/><s_text>three models of operational culture  should be integrated into the irregular warfighter's practice</s_text><s_node-2><s_text>ecological model=over resources</s_text><sep/><s_text>social structure model=power struggles in unequal social structure</s_text><sep/><s_text>symbolic model=over identity/ideology bwn competing systems(24)</s_text></s_node-2><sep/><s_text>the five operational culture dimensions</s_text><s_node-2><s_text>Ecological model</s_text><s_node-3><s_text>D1. the physical environment</s_text><s_node-4><s_text>C1. water, C2. land, C3. food, materials for shelter...</s_text><s_relation>Component</s_relation></s_node-4><sep/><s_text>D2. the economy</s_text><s_node-4><s_text>Formal/informal systems, systems of exchange networks...</s_text><s_relation>Component</s_relation></s_node-4></s_node-3><sep/><s_text>social structure model</s_text><s_node-3><s_text>D3. the social structure</s_text><s_node-4><s_text>Age, Gender, Class, Kinship...</s_text><s_relation>Component</s_relation></s_node-4><sep/><s_text>D4. the political strucutre</s_text><s_node-4><s_text>Political org. cultural forms of leadership...</s_text><s_relation>Component</s_relation></s_node-4></s_node-3><sep/><s_text>symbolic model</s_text><s_node-3><s_text>D5. Beliefs and symbols</s_text><s_node-4><s_text>History, memory, folklore, Icons, symbols...</s_text><s_relation>Component</s_relation></s_node-4></s_node-3></s_node-2><sep/><s_text>Case Study</s_text><sep/><s_text>Incorporating Culture into MCPP</s_text></s_node-1></s_node-0></s_map>


xmind_en_png/Strict Liability - abnormally dangerous activities.png

[User] <image>

[User] Can you extract the structured information from this mind map?

[Assistant] <s_map><s_node-0><s_text>Strict Liability - abnormally dangerous activities</s_text><s_node-1><s_text>1) High degree of risk</s_text><sep/><s_text>2) risk of serious harm</s_text><sep/><s_text>3) cannot be eliminated w/ reasonable care</s_text><sep/><s_text>4) not matter of common usage</s_text><sep/><s_text>5) appropriateness of place</s_text><sep/><s_text>6) value outweighed by dangerous attributes</s_text><sep/><s_text>toxic chemicals (often s.l.)</s_text><sep/><s_text>crop dusting - sl</s_text><sep/><s_text>explosives - sl</s_text><sep/><s_text>nuclear reactor - sl</s_text><sep/><s_text>airlines - not sl</s_text><sep/><s_text>guns - not sl</s_text></s_node-1></s_node-0></s_map>


xmind_en_png/Vascular System of the Choroid, Retina and Optic nerve.png

[User] <image>

[User] Please extract the structured information from this image.

[Assistant] <s_map><s_node-0><s_text>Vascular System of the Choroid, Retina and Optic nerve</s_text><s_node-1><s_text>Choroid</s_text><s_node-2><s_text>Blood supply</s_text><s_node-3><s_text>Ophthalmic artery</s_text><s_node-4><s_text>2-3 main Ciliary arteries</s_text><s_node-5><s_text>10 - 12 Short posterior ciliary arteries</s_text><s_relation>supplies the posterior hemisphere of t...</s_relation><s_node-6><s_text>Enter the globe at the posterior pole</s_text><s_relation>Assume a praoptic and perimacular p...</s_relation><s_node-7><s_text>Branch peripherally</s_text><s_relation>In a wheel shaped ...</s_relation></s_node-7></s_node-6></s_node-5><sep/><s_text>Anterior ciliary arteries branches</s_text><s_relation>Supply the anterior hemisphere of...</s_relation></s_node-4></s_node-3><sep/><s_text>Drainage</s_text><s_node-3><s_text>Ophthalmic veins</s_text><s_node-4><s_text>Vorticose veins</s_text><s_relation>These join the ...</s_relation></s_node-4></s_node-3></s_node-2><sep/><s_text>Retina</s_text><s_node-2><s_text>Blood supply</s_text><s_node-3><s_text>Ophthalmic artery</s_text><s_node-4><s_text>Central retinal artery</s_text><s_relation>enters the optic nerv...</s_relation><s_node-5><s_text>Superior branch</s_text><s_node-6><s_text>Nasal branch</s_text><s_relation>Supplies th...</s_relation><sep/><s_text>Temporal branch</s_text><s_relation>Supplies the su...</s_relation></s_node-6><sep/><s_text>Inferior branch</s_text><s_node-6><s_text>Nasal branch</s_text><s_relation>Supplies th...</s_relation><sep/><s_text>Temporal branch</s_text><s_relation>Supplies the inf...</s_relation></s_node-6></s_node-5><sep/><s_text>Inner Vitreal Half</s_text><s_relation>Central retinal artery</s_relation></s_node-4><sep/><s_text>Foveal vascular zone</s_text><s_node-4><s_text>Avascular</s_text></s_node-4><sep/><s_text>Peripheral retina</s_text><s_node-4><s_text>Choroidal capillaries</s_text><s_relation>Derived from the cili...</s_relation><s_node-5><s_text>Amount of capillaries decreases as eccentricity increses</s_text></s_node-5></s_node-4><sep/><s_text>Ora serrata</s_text><s_node-4><s_text>Avascular</s_text></s_node-4></s_node-3><sep/><s_text>Drainage</s_text><s_node-3><s_text>Central retinal vein</s_text><s_relation>Formed by tributar...</s_relation><s_node-4><s_text>Exits the eyeball through the lamina cribrosa</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Optic nerve</s_text><s_node-2><s_text>Blood supply</s_text><s_node-3><s_text>Ophthalmic artery</s_text><s_node-4><s_text>Posterior ciliary arteries</s_text><sep/><s_text>Central retinal artery branches</s_text><s_node-5><s_text>branches from partial arterial circle of Haller-Zinn</s_text><s_relation>These reinforce the central retinal artery branches</s_relation><s_node-6><s_text>Derived from short posterior ciliary arteries</s_text><sep/><s_text>Supplies axons on the surface of the optic disc</s_text></s_node-6></s_node-5></s_node-4></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Extract the key points from this mind map and construct their hierarchical relationship.

[Assistant] <s_map><s_node-0><s_text>Facebook business model</s_text><s_node-1><s_text>Revenues</s_text><s_node-2><s_text>Ads = 85%</s_text><sep/><s_text>Payments</s_text><s_node-3><s_text>Promote a post</s_text></s_node-3></s_node-2><sep/><s_text>Leading Social Networking Site (SNS)</s_text><s_node-2><s_text>Helps users to stay connected with friends, families and colleagues</s_text><sep/><s_text>Sharing ideas, photos and activities</s_text></s_node-2><sep/><s_text>Free of charge products</s_text><s_node-2><s_text>Timeline</s_text><sep/><s_text>News feed</s_text><sep/><s_text>Photos and videos</s_text><sep/><s_text>Messages</s_text><sep/><s_text>...</s_text></s_node-2><sep/><s_text>Statistics</s_text><s_node-2><s_text>1.55 billion active users</s_text><sep/><s_text>250 millions photos/day</s_text><sep/><s_text>2.7 billion likes and comments/day</s_text></s_node-2><sep/><s_text>Advertisers</s_text><s_node-2><s_text>Based upon information shared by users</s_text><s_node-3><s_text>Age</s_text><sep/><s_text>Gender</s_text><sep/><s_text>Location</s_text><sep/><s_text>...</s_text></s_node-3><sep/><s_text>Highlights a user with a brand or business</s_text><sep/><s_text>Create Facebook pages</s_text><s_node-3><s_text>Engage with interested customers</s_text><sep/><s_text>Simulate an ongoing dialog</s_text></s_node-3></s_node-2><sep/><s_text>Development tools</s_text><s_node-2><s_text>Build apps including Facebook</s_text><s_node-3><s_text>Desktop apps</s_text><sep/><s_text>Mobile apps</s_text><sep/><s_text>Websites</s_text></s_node-3></s_node-2><sep/><s_text>Investments</s_text><s_node-2><s_text>Data centers</s_text><sep/><s_text>Instagram</s_text><s_node-3><s_text>Bought for 1 billion</s_text></s_node-3><sep/><s_text>Marketing</s_text></s_node-2><sep/><s_text>Main partnerships</s_text><s_node-2><s_text>Netflix</s_text><s_node-3><s_text>TV shows</s_text></s_node-3><sep/><s_text>Spotify</s_text><s_node-3><s_text>Music</s_text></s_node-3><sep/><s_text>Washington Post</s_text><s_node-3><s_text>News</s_text></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


xmind_en_png/Google Ads Mastery Bach-15_Home work-4.png

[User] <image>

[User] Parse this mind map and present its content in a structured way.

[Assistant] <s_map><s_node-0><s_text>Google Ads Mastery Bach-15</s_text><s_node-1><s_text>Intrudes Google Products & Service</s_text><s_node-2><s_text>Using daily Google products.</s_text></s_node-2><sep/><s_text>Overview of Google Ads Creating a google Ads Account  Google Ads Bidding Process</s_text><s_node-2><s_text>Signup Google Ads  Accounts Step by Step</s_text><sep/><s_text>Signup 2nd step</s_text><sep/><s_text>Start Whiteout Campaign</s_text><sep/><s_text>Finally Submit</s_text><sep/><s_text>Congratulations</s_text><sep/><s_text>Campaign Page</s_text><sep/><s_text>Google Account Creation Done</s_text><sep/><s_text>Google Ads Bidding Process</s_text></s_node-2><sep/><s_text>How to give Google Ads Access to others - Payment Method in Google Ads</s_text><s_node-2><s_text>Start tools & Settings</s_text><sep/><s_text>Select Settings</s_text><sep/><s_text>Card add & Payments Setup</s_text><sep/><s_text>Payment Methods</s_text><sep/><s_text>Access mail Setup</s_text><sep/><s_text>Invite others to access</s_text><sep/><s_text>Invited User</s_text><sep/><s_text>User Received mail</s_text><sep/><s_text>Welcome mail</s_text><sep/><s_text>Access Finish</s_text><sep/><s_text>Admin Confirmation mail</s_text></s_node-2><sep/><s_text>Setup Google Ads Campaign without understanding</s_text><s_node-2><s_text>Create Camping</s_text><sep/><s_text>Bidding</s_text><sep/><s_text>Camping Settings</s_text><sep/><s_text>keywords settings</s_text><sep/><s_text>Camping ready to Publish</s_text><sep/><s_text>Camping Publish Done & Start Online.</s_text></s_node-2><sep/><s_text>Class-1</s_text><s_relation>Intrudes Google Products & Service</s_relation><sep/><s_text>Class-2</s_text><s_relation>Overview of Google Ads Creating a google Ads Account  Google Ads Bidding Process</s_relation><sep/><s_text>Class-3</s_text><s_relation>How to give Google Ads Access to others - Payment Method in Google Ads</s_relation><sep/><s_text>Class-4</s_text><s_relation>Setup Google Ads Campaign without understanding</s_relation></s_node-1></s_node-0></s_map>


[User] <image>

[User] Can you extract the structured information from this mind map?

[Assistant] <s_map><s_node-0><s_text>Producing Academic Output</s_text><s_node-1><s_text>Resources</s_text><s_relation>INTERNALISATION</s_relation><s_node-2><s_text>Primary Sources</s_text><s_node-3><s_text>Cases</s_text><sep/><s_text>Treaties</s_text><sep/><s_text>UN Resolutions, etc</s_text></s_node-3><sep/><s_text>Secondary Sources</s_text><s_node-3><s_text>Journal Articles</s_text><sep/><s_text>New Articles</s_text><sep/><s_text>Books</s_text><sep/><s_text>Reports</s_text></s_node-3><sep/><s_text>Electronic Databases</s_text><sep/><s_text>Library</s_text><sep/><s_text>Field Research</s_text><s_node-3><s_text>Interviews</s_text><sep/><s_text>Discussions</s_text><sep/><s_text>Peer Group meetings</s_text></s_node-3><sep/><s_text>Feedback</s_text></s_node-2><sep/><s_text>Personality "I"</s_text><s_relation>INTERNALISATION</s_relation><s_node-2><s_text>Personal ID</s_text><sep/><s_text>Professional ID</s_text><sep/><s_text>Political Motives</s_text></s_node-2><sep/><s_text>Audience</s_text><s_relation>INTERNALISATI...</s_relation><s_node-2><s_text>Audience Analysis</s_text><sep/><s_text>Supervisors / Peers</s_text></s_node-2><sep/><s_text>Overall Objective</s_text><s_relation>Link Between INTERNALIS...<sep/>Internalisation v. Externalisation (Is the link between:)</s_relation><s_node-2><s_text>What do you want to achieve?</s_text><sep/><s_text>Thesis/Research Statements or Questions</s_text></s_node-2><sep/><s_text>Research</s_text><s_node-2><s_text>Preliminary</s_text><sep/><s_text>Main</s_text><sep/><s_text>During writing</s_text><sep/><s_text>Feedback</s_text><sep/><s_text>Internalisation</s_text><s_relation>Preliminary<sep/>Main</s_relation><sep/><s_text>Externalisation</s_text><s_relation>During writing<sep/>Feedback</s_relation></s_node-2><sep/><s_text>Internalisation v. Externalisation</s_text><s_relation>Overall Objective (Is the link between:)</s_relation></s_node-1></s_node-0></s_map>


xmind_en_png/Globalisation__Impact on Realist & Lib Thinking.png

[User] <image>

[User] Analyze the image and describe in detail the levels and relationships of information in the mind map.

[Assistant] <s_map><s_node-0><s_text>Globalisation Impact on Realist & Lib Thinking</s_text><s_node-1><s_text>Liberalism</s_text><s_relation>Trans National Company</s_relation><s_node-2><s_text>Systems</s_text><s_node-3><s_text>Eu</s_text><sep/><s_text>IMF</s_text><sep/><s_text>World Bank</s_text><sep/><s_text>NATO</s_text><sep/><s_text>UN</s_text></s_node-3><sep/><s_text>Collective Sy</s_text><s_node-3><s_text>Article 5</s_text><sep/><s_text>All protect all</s_text></s_node-3><sep/><s_text>Dem Peace Theory</s_text><s_node-3><s_text>Lib dems do not go to war  each other</s_text></s_node-3><sep/><s_text>Free Trade Markets</s_text><s_node-3><s_text>main tenet of Globalisation</s_text></s_node-3></s_node-2><sep/><s_text>Shadow Globalisation</s_text><s_node-2><s_text>Sex trade</s_text><sep/><s_text>terror</s_text><sep/><s_text>Drugs</s_text><sep/><s_text>Organised Crime</s_text><sep/><s_text>Arms</s_text><sep/><s_text>Money Laundering</s_text><sep/><s_text>People trafficking</s_text><sep/><s_text>Trans National Company</s_text><s_relation>Liberalism</s_relation><s_node-3><s_text>PMC</s_text><sep/><s_text>By product of Liberalisation</s_text><sep/><s_text>Threat to realism / deliver Survival & self help</s_text><sep/><s_text>undermine state</s_text></s_node-3></s_node-2><sep/><s_text>Realism</s_text><s_node-2><s_text>Self-Help</s_text><s_node-3><s_text>no-one else relied on</s_text><s_node-4><s_text>Not Panacea Collective Def as good</s_text></s_node-4></s_node-3><sep/><s_text>Statism</s_text><s_node-3><s_text>2 Claims: Pre-eminent actor sovereignty - Ind over territory</s_text><s_node-4><s_text>Criticism: Flawed from challenges above & below Inability to respond to Global issues</s_text></s_node-4></s_node-3><sep/><s_text>Survival</s_text><s_node-3><s_text>Primary Obj of all States High Politics ethical code needed</s_text><s_node-4><s_text>no limits to State action</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Introduction</s_text><s_node-2><s_text>Tell about Liberalism supporting Globalisation</s_text><sep/><s_text>Realism tenets (3 x Ss) protects</s_text><sep/><s_text>Side effects are Shadow Globalisation</s_text></s_node-2><sep/><s_text>Summary</s_text><s_node-2><s_text>Agree Lib Dem are good</s_text><sep/><s_text>Gloablisation is a necessary by product</s_text><sep/><s_text>Realistic tenets necessary to protect against</s_text><sep/><s_text>Need a mixture of both</s_text><sep/><s_text>Always case until Liberal systems become globally effective - never happen</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Analyze the image and describe in detail the levels and relationships of information in the mind map.

[Assistant] <s_map><s_node-0><s_text>LEC 2</s_text><s_node-1><s_text>Chemicals from C1 Compounds</s_text><s_node-2><s_text>Methane is used in the production of synthesis gas, CO and H2 ,methanol and formaldehyde.</s_text><sep/><s_text>The largest application of C1 chemistry is the production of methanol</s_text><sep/><s_text>The use of CO for the preparation of dimethylformamideanddi-methylacetamide</s_text></s_node-2><sep/><s_text>Synthesis Gas</s_text><s_node-2><s_text>Synthesis gas refers to a mixtures of hydrogen and carbon monoxide in any proportions.</s_text><sep/><s_text>Synthesis gas is required for a number of petrochemical process such as:</s_text><s_node-3><s_text>✓ Methanol synthesis (using H2 /CO ratio 2/1)</s_text><sep/><s_text>✓ Oxosyntheis producing alcohol and aldehydes</s_text><sep/><s_text>✓ Manufacturing phosgene and ammonia</s_text><sep/><s_text>(FisherTropsch)F-T synthesis and synthetic natural gas (CH4 )</s_text></s_node-3></s_node-2><sep/><s_text>Synthesis Gas Production</s_text><s_node-2><s_text>steam reforming (of natural gas or naphtha) The steam reforming become the primary method .</s_text><s_node-3><s_text>Steam reforming gives H2 /CO ratio 2/1 (in case of naphtha),</s_text><sep/><s_text>3/1 (in case of natural gas)</s_text></s_node-3><sep/><s_text>partial oxidation (of any of petroleum fractions).</s_text><s_node-3><s_text>Partial oxidation of heavy petroleum residues, the H2 /CO ratio falls from 2 to less than 1.</s_text></s_node-3><sep/><s_text>When the synthesis gas (H2 /CO) ratio is (too low), the ratio is adjusted.</s_text><s_node-3><s_text>water gas shift” reaction in which CO reacts with the steam to produce hydrogen and carbon dioxide .</s_text><sep/><s_text>CO +H2O → CO2 + H2 ∆H = -10 Kcal</s_text></s_node-3><sep/><s_text>When the synthesis gas H2 /CO ratio is too high, in case of steam reforming of methane by</s_text><s_node-3><s_text>✓ Adding CO from outside source</s_text><sep/><s_text>✓ CO2 is introduced to react with excess H2</s_text><sep/><s_text>CO2 +3H2 → CH3 OH + H2O</s_text></s_node-3></s_node-2><sep/><s_text>Manufacturing of Synthesis Gas</s_text><s_node-2><s_text>Steam Reforming</s_text><s_node-3><s_text>1. Synthesis gas is produced through steam reforming of a desulphurized, light hydrocarbon feedstock (e.g. natural gas CH4 ) and steam.</s_text><sep/><s_text>2. The reaction is conducted at pressures up to 40 atm and temperatures of 900-1000 o C, with a supported nickel oxide catalyst in a heated tubular reactor.</s_text><sep/><s_text>3. The reaction is endothermic and produces CO and H2 , while the reverse reaction between CO and H2 takes place over nickel catalyst to form CH4 and H2O. CH4 + H2 O ↔ CO + 3H2 ∆H= 50 Kcal (endothermic)</s_text></s_node-3><sep/><s_text>Partial Oxidation of methane</s_text><s_node-3><s_text>1. Oxygen, steam, and methane are fed into a tubular reactor at high temperature and pressure (1300 °C, 40 atm).</s_text><sep/><s_text>2. A series of endothermic reactions occur with steam and the partial oxidation of methane.</s_text><sep/><s_text>3. The reaction results in the production of CO and H2. CH4 +0.5 O2 → CO + 2H2</s_text></s_node-3></s_node-2><sep/><s_text>Methanol Applications</s_text><s_node-2><s_text>✓ Adhesives and sealant chemicals</s_text><sep/><s_text>✓ Antifreeze/pipeline dehydration</s_text><sep/><s_text>✓ Industrial waste treatment agent</s_text><sep/><s_text>✓ Intermediates</s_text><sep/><s_text>✓ Fuels and fuel additives</s_text><sep/><s_text>✓ Laboratory chemicals</s_text><sep/><s_text>✓ Corrosion inhibitors and anti-scaling agents</s_text></s_node-2><sep/><s_text>Methods of Productions</s_text><s_node-2><s_text>✓ Catalytic Hydrogenation of CO ( accounts for 75% production)</s_text><sep/><s_text>✓ Catalytic Hydrogenation CO2 (CO2 + 3 H2 → CH3 OH + H2 O )</s_text><sep/><s_text>✓ Oxidation of LPG to give oxygenated HC products of which methanol is a major fraction</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Convert this mind map into a clear structured data format.

[Assistant] <s_map><s_node-0><s_text>Chemical Reactions</s_text><s_relation>Types of reactions (Include)<sep/>Observations (Inspire)<sep/>Nomenclature (Identified with)<sep/>Equations (include)</s_relation><s_node-1><s_text>Types of reactions</s_text><s_relation>Chemical Reactions (Include)<sep/>Chemical Changes (Indicate)<sep/>Decomposition (can be)<sep/>Single displacement (can be)<sep/>Reactants/Products (made up of)<sep/>Neutralization (can be)<sep/>Combustion (can be)<sep/>Synthesis (can be)<sep/>Observations (Inspire)<sep/>Double displacement (can be)<sep/>Chemical equations (Modelled by)</s_relation><sep/><s_text>Decomposition</s_text><s_relation>Types of reactions (can be)<sep/>AB > A+B (Looks like)</s_relation><sep/><s_text>AB > A+B</s_text><s_relation>Decomposition (Looks like)</s_relation><sep/><s_text>Single displacement</s_text><s_relation>Types of reactions (can be)<sep/>Reactivity (Occur on accord of)<sep/>A+BC > AC +B (looks like)</s_relation><sep/><s_text>Reactivity</s_text><s_relation>Single displacement (Occur on accord of)<sep/>The Activity Series of Metals (Organized by)<sep/>The Halogen Series (Organized by)</s_relation><sep/><s_text>The Activity Series of Metals</s_text><s_relation>Reactivity (Organized by)</s_relation><sep/><s_text>The Halogen Series</s_text><s_relation>Reactivity (Organized by)</s_relation><sep/><s_text>A+BC > AC +B</s_text><s_relation>Single displacement (looks like)</s_relation><sep/><s_text>Reactants/Products</s_text><s_relation>Types of reactions (made up of)</s_relation><sep/><s_text>Neutralization</s_text><s_relation>Types of reactions (can be)</s_relation><sep/><s_text>Combustion</s_text><s_relation>Types of reactions (can be)<sep/>Complete Combustion (Result in)<sep/>Incomplete combustion (Result in)</s_relation><sep/><s_text>Complete Combustion</s_text><s_relation>Combustion (Result in)</s_relation><sep/><s_text>Incomplete combustion</s_text><s_relation>Combustion (Result in)</s_relation><sep/><s_text>Synthesis</s_text><s_relation>Types of reactions (can be)<sep/>A+B > AB (looks like)</s_relation><sep/><s_text>A+B > AB</s_text><s_relation>Synthesis (looks like)</s_relation><sep/><s_text>Double displacement</s_text><s_relation>Types of reactions (can be)<sep/>Precipitate (create)<sep/>AB+CD > CB+AD (looks like)</s_relation><sep/><s_text>Precipitate</s_text><s_relation>Double displacement (create)</s_relation><sep/><s_text>AB+CD > CB+AD</s_text><s_relation>Double displacement (looks like)</s_relation><sep/><s_text>Observations</s_text><s_relation>Chemical Reactions (Inspire)<sep/>Types of reactions (Inspire)<sep/>Bubbles (Notice)<sep/>Change of state (Notice)<sep/>Chemical Changes (Indicate)<sep/>Precipitate (Notice)<sep/>New substance (Notice)<sep/>Colour change (Notice)<sep/>Heat (Notice)</s_relation><sep/><s_text>Bubbles</s_text><s_relation>Observations (Notice)</s_relation><sep/><s_text>Change of state</s_text><s_relation>Observations (Notice)</s_relation><sep/><s_text>Chemical Changes</s_text><s_relation>Observations (Indicate)<sep/>Types of reactions (Indicate)<sep/>Conditions (Affected by)</s_relation><sep/><s_text>Conditions</s_text><s_relation>Chemical Changes (Affected by)</s_relation><sep/><s_text>Precipitate</s_text><s_relation>Observations (Notice)</s_relation><sep/><s_text>New substance</s_text><s_relation>Observations (Notice)</s_relation><sep/><s_text>Colour change</s_text><s_relation>Observations (Notice)</s_relation><sep/><s_text>Heat</s_text><s_relation>Observations (Notice)</s_relation><sep/><s_text>Nomenclature</s_text><s_relation>Chemical Reactions (Identified with)<sep/>Molecular (Can name)<sep/>Binary Compounds (Can name)<sep/>Polyatomic elements (can name)<sep/>Diatomic elements (Can name)<sep/>Simple elements (Can name)<sep/>IUPAC (uses)</s_relation><sep/><s_text>Molecular</s_text><s_relation>Nomenclature (Can name)</s_relation><sep/><s_text>Binary Compounds</s_text><s_relation>Nomenclature (Can name)<sep/>2 different Elements (contains)<sep/>ide (Ends in)</s_relation><sep/><s_text>2 different Elements</s_text><s_relation>Binary Compounds (contains)</s_relation><sep/><s_text>ide</s_text><s_relation>Binary Compounds (Ends in)</s_relation><sep/><s_text>Polyatomic elements</s_text><s_relation>Nomenclature (can name)<sep/>3+ atoms of element (Contains)</s_relation><sep/><s_text>3+ atoms of element</s_text><s_relation>Polyatomic elements (Contains)</s_relation><sep/><s_text>Diatomic elements</s_text><s_relation>Nomenclature (Can name)<sep/>2 of the same atom (Contains)<sep/>HOFBrINCL (Are)</s_relation><sep/><s_text>2 of the same atom</s_text><s_relation>Diatomic elements (Contains)</s_relation><sep/><s_text>HOFBrINCL</s_text><s_relation>Diatomic elements (Are)</s_relation><sep/><s_text>Simple elements</s_text><s_relation>Nomenclature (Can name)<sep/>1 Element (Contains)</s_relation><sep/><s_text>1 Element</s_text><s_relation>Simple elements (Contains)</s_relation><sep/><s_text>IUPAC</s_text><s_relation>Nomenclature (uses)</s_relation><sep/><s_text>Equations</s_text><s_relation>Chemical Reactions (include)<sep/>Word equations (are)<sep/>Chemical equations (are)</s_relation><sep/><s_text>Word equations</s_text><s_relation>Equations (are)<sep/>CARBON DIOXIDE + WATER > OXYGEN + GLUCOSE (Looks like)</s_relation><sep/><s_text>CARBON DIOXIDE + WATER > OXYGEN + GLUCOSE</s_text><s_relation>Word equations (Looks like)</s_relation><sep/><s_text>Chemical equations</s_text><s_relation>Equations (are)<sep/>Symbols (have)<sep/>C02 + H2O > O2 + C6H12O6 (Looks like)<sep/>Types of reactions (Modelled by)</s_relation><sep/><s_text>C02 + H2O > O2 + C6H12O6</s_text><s_relation>Chemical equations (Looks like)<sep/>Balanced (Can be)</s_relation><sep/><s_text>Balanced</s_text><s_relation>C02 + H2O > O2 + C6H12O6 (Can be)</s_relation><sep/><s_text>Symbols</s_text><s_relation>Chemical equations (have)<sep/>Aqueous (aq) (like)<sep/>Gas (g) (like)<sep/>Liquid (l)<sep/>Solid (s) (like)</s_relation><sep/><s_text>Aqueous (aq)</s_text><s_relation>Symbols (like)</s_relation><sep/><s_text>Gas (g)</s_text><s_relation>Symbols (like)</s_relation><sep/><s_text>Liquid (l)</s_text><s_relation>Symbols</s_relation><sep/><s_text>Solid (s)</s_text><s_relation>Symbols (like)</s_relation></s_node-1></s_node-0></s_map>


xmind_en_png/Causes of battery recalling.png

[User] <image>

[User] Please extract the structured information from this mind map.

[Assistant] <s_map><s_node-0><s_text>Causes of battery recalling</s_text><s_node-1><s_text>Customers</s_text><s_node-2><s_text>Overcharging</s_text><sep/><s_text>Limited Product Using Knowledge</s_text><sep/><s_text>Using Product after informing about Product Hazard</s_text></s_node-2><sep/><s_text>Manufactorers</s_text><s_node-2><s_text>Bad Quality Control</s_text><sep/><s_text>Mistaken Production Processes</s_text></s_node-2><sep/><s_text>Products</s_text><s_node-2><s_text>Understandard Products</s_text><sep/><s_text>Materials of Product</s_text></s_node-2><sep/><s_text>The Company's Policy</s_text><s_node-2><s_text>Uncovered Problems</s_text><sep/><s_text>Unaccesed Information Distribution</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Extract the key points from this mind map and construct their hierarchical relationship.

[Assistant] <s_map><s_node-0><s_text>How to sustain the Great Barrier Reef for future generations</s_text><s_relation>Cultural Presevation<sep/>Marine Wildlife<sep/>Tourism<sep/>Short-Term Sustainability<sep/>Long-Term Sustainability</s_relation><s_node-1><s_text>Cultural Presevation</s_text><s_relation>How to sustain the Great Barrier Reef for future generations<sep/>Protecting the historical and social importance of the reef</s_relation><sep/><s_text>Protecting the historical and social importance of the reef</s_text><s_relation>Cultural Presevation</s_relation><sep/><s_text>Marine Wildlife</s_text><s_relation>How to sustain the Great Barrier Reef for future generations<sep/>Monitoring of species that are a threat to reef life<sep/>Development of systems to support the continued growth of coral and the local fish populace<sep/>Protection of natural reef species</s_relation><sep/><s_text>Monitoring of species that are a threat to reef life</s_text><s_relation>Marine Wildlife</s_relation><sep/><s_text>Development of systems to support the continued growth of coral and the local fish populace</s_text><s_relation>Marine Wildlife</s_relation><sep/><s_text>Protection of natural reef species</s_text><s_relation>Marine Wildlife</s_relation><sep/><s_text>Tourism</s_text><s_relation>How to sustain the Great Barrier Reef for future generations<sep/>Support Reef Conversation through tourism focused conversation projects and initiatives<sep/>Pollution Control</s_relation><sep/><s_text>Support Reef Conversation through tourism focused conversation projects and initiatives</s_text><s_relation>Tourism</s_relation><sep/><s_text>Pollution Control</s_text><s_relation>Tourism<sep/>Short-Term Sustainability<sep/>Enforcement of strict guidelines for tourists and tourism operators in regards to reef pollution<sep/>Development of pollution control methods, for example active removal of rubbish such has plastic.</s_relation><sep/><s_text>Enforcement of strict guidelines for tourists and tourism operators in regards to reef pollution</s_text><s_relation>Pollution Control</s_relation><sep/><s_text>Development of pollution control methods, for example active removal of rubbish such has plastic.</s_text><s_relation>Pollution Control</s_relation><sep/><s_text>Short-Term Sustainability</s_text><s_relation>How to sustain the Great Barrier Reef for future generations<sep/>Pollution Control<sep/>Monitoring of water quality<sep/>Preventing over-fishing of reef</s_relation><sep/><s_text>Monitoring of water quality</s_text><s_relation>Short-Term Sustainability<sep/>Research into and preparation for actions needed to prevent the continued decline of water quality</s_relation><sep/><s_text>Research into and preparation for actions needed to prevent the continued decline of water quality</s_text><s_relation>Monitoring of water quality</s_relation><sep/><s_text>Preventing over-fishing of reef</s_text><s_relation>Long-Term Sustainability<sep/>Short-Term Sustainability<sep/>Effective prevention of illegal fishing within reef waters</s_relation><sep/><s_text>Effective prevention of illegal fishing within reef waters</s_text><s_relation>Preventing over-fishing of reef</s_relation><sep/><s_text>Long-Term Sustainability</s_text><s_relation>How to sustain the Great Barrier Reef for future generations<sep/>Preventing over-fishing of reef<sep/>Preventing Carbon Dioxide from reaching levels that are dangerous to the reef<sep/>Reef 2050 Sustainability Plan<sep/>Managing damage caused by heat stress</s_relation><sep/><s_text>Preventing Carbon Dioxide from reaching levels that are dangerous to the reef</s_text><s_relation>Long-Term Sustainability</s_relation><sep/><s_text>Reef 2050 Sustainability Plan</s_text><s_relation>Long-Term Sustainability</s_relation><sep/><s_text>Managing damage caused by heat stress</s_text><s_relation>Long-Term Sustainability</s_relation></s_node-1></s_node-0></s_map>


[User] <image>

[User] Please extract the structured information from this image.

[Assistant] <s_map><s_node-0><s_text>why I use linux?</s_text><s_node-1><s_text>community</s_text><s_node-2><s_text>support</s_text><sep/><s_text>news</s_text><sep/><s_text>forums</s_text><sep/><s_text>blogs</s_text><sep/><s_text>groups</s_text><sep/><s_text>events</s_text></s_node-2><sep/><s_text>interesting</s_text><sep/><s_text>religion? =)</s_text><sep/><s_text>Yes! It works!</s_text><sep/><s_text>what about you?</s_text></s_node-1></s_node-0></s_map>


xmind_en_png/iPad is a big iPod Touch.png

[User] <image>

[User] Analyze the image and describe in detail the levels and relationships of information in the mind map.

[Assistant] <s_map><s_node-0><s_text>iPad is a big iPod Touch</s_text><s_node-1><s_text>Outside</s_text><s_node-2><s_text>PC/Laptop</s_text><s_node-3><s_text>Tools you use</s_text><s_node-4><s_text>25ft Ladder</s_text><sep/><s_text>Rake</s_text><sep/><s_text>Flashlight</s_text><s_relation>Flashlight</s_relation></s_node-4><sep/><s_text>Games you play</s_text><s_node-4><s_text>Tag</s_text><sep/><s_text>Ghost in the graveyard</s_text></s_node-4><sep/><s_text>Car you drive</s_text></s_node-3></s_node-2><sep/><s_text>Inside</s_text><s_node-2><s_text>Mobile Device</s_text><s_node-3><s_text>Tools you use</s_text><s_node-4><s_text>Short Ladder</s_text><sep/><s_text>vaccuum</s_text><sep/><s_text>Flashlight</s_text><s_relation>Flashlight<sep/>Flashlight</s_relation></s_node-4><sep/><s_text>games you play</s_text><s_node-4><s_text>Monopoly</s_text><sep/><s_text>Candyland</s_text><sep/><s_text>Jenga</s_text><sep/><s_text>Hide and Seek</s_text></s_node-4><sep/><s_text>slippers you wear</s_text></s_node-3></s_node-2><sep/><s_text>Tent?</s_text><s_node-2><s_text>iPad</s_text><s_node-3><s_text>Tools you use</s_text><s_node-4><s_text>Flashlight</s_text><s_relation>Flashlight</s_relation><sep/><s_text>Subtopic 2</s_text></s_node-4><sep/><s_text>Games you Play</s_text></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify and output all the nodes and their interconnections in this mind map image.

[Assistant] <s_map><s_node-0><s_text>learner applications</s_text><s_node-1><s_text>Product</s_text><s_relation>Process (Inform Each Other)</s_relation><s_node-2><s_text>Showcase: Portfolio  (Mahara)</s_text><s_node-3><s_text>Audio</s_text><sep/><s_text>Blog</s_text><sep/><s_text>Images</s_text><sep/><s_text>Links</s_text><sep/><s_text>RSS</s_text><sep/><s_text>Video</s_text></s_node-3><sep/><s_text>What is the purpose? Is this an "ego wall?" Is this directed toward activating change? Does this answer an interesting question? Does this guide me toward becoming a leader?</s_text><s_relation>Showcase: Portfolio  (Mahara)</s_relation></s_node-2><sep/><s_text>Process</s_text><s_relation>Product (Inform Each Other)</s_relation><s_node-2><s_text>Teaching/Learning: Now.  (Moodle)</s_text><s_node-3><s_text>Assignments</s_text><sep/><s_text>Collaboration</s_text><s_node-4><s_text>drawing</s_text><sep/><s_text>forms</s_text><sep/><s_text>presentations</s_text><sep/><s_text>spreadsheets</s_text><sep/><s_text>text</s_text></s_node-4><sep/><s_text>Communications</s_text><s_node-4><s_text>Chat</s_text><sep/><s_text>Blog</s_text><sep/><s_text>Forum</s_text></s_node-4><sep/><s_text>Projects</s_text></s_node-3><sep/><s_text>Plan: Now What?  (iGoogle)</s_text><s_node-3><s_text>Calendar</s_text><s_node-4><s_text>due dates</s_text></s_node-4><sep/><s_text>Documents</s_text><s_node-4><s_text>drawing</s_text><sep/><s_text>forms</s_text><sep/><s_text>presentations</s_text><sep/><s_text>spreadsheets</s_text><sep/><s_text>text</s_text></s_node-4><sep/><s_text>email</s_text><sep/><s_text>Notes</s_text><sep/><s_text>Projects</s_text><sep/><s_text>Tasks</s_text></s_node-3><sep/><s_text>Evaluation: So What?  (Google Docs)</s_text><s_node-3><s_text>Documents</s_text><s_node-4><s_text>drawing</s_text><sep/><s_text>forms</s_text><sep/><s_text>spreadsheets</s_text><sep/><s_text>text</s_text></s_node-4></s_node-3><sep/><s_text>Assessment:What?  (Infinite Campus)</s_text><s_node-3><s_text>anecdotal notes</s_text><sep/><s_text>grades</s_text><sep/><s_text>informal feedback</s_text><sep/><s_text>performance based</s_text><sep/><s_text>portfolio</s_text><sep/><s_text>rubrics</s_text><sep/><s_text>self-assessment</s_text><sep/><s_text>standardized tests</s_text></s_node-3><sep/><s_text>What do you care about? What are you trying to achieve? How can we help each other? How can we collaborate? What do I notice about student learning as Im teaching? What opportunities will students have for practicing the new learning? How do I provide feedback to students about their learning?</s_text><s_relation>Teaching/Learning: Now.  (Moodle)</s_relation><sep/><s_text>What do I want to accomplish? What do I need to do? What has to be done now? Who can help me? What is my teaching point? Am I teaching whole class, small group and/or one-on-one? What resources will support student learning within my teaching point? What level of instructional support will students need for this new learning?</s_text><s_relation>Plan: Now What?  (iGoogle)</s_relation><sep/><s_text>Based on assessment results, what are the strength and needs of my students? What patterns are beginning to emerge? What questions about this students learning remain?</s_text><s_relation>Evaluation: So What?  (Google Docs)</s_relation><sep/><s_text>What information about my students do I want to know? What assessment tools will provide that information? What skills and knowledge is this student demonstrating in this context?</s_text><s_relation>Assessment:What?  (Infinite Campus)</s_relation></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Analyze the image and describe in detail the levels and relationships of information in the mind map.

[Assistant] <s_map><s_node-0><s_text>Circle Plan</s_text><s_node-1><s_text>Sound of the Week</s_text><s_node-2><s_text>Ee</s_text><s_node-3><s_text>BOB Book</s_text><sep/><s_text>Show n Sound examples</s_text><sep/><s_text>Thursday - Show n Sound</s_text></s_node-3></s_node-2><sep/><s_text>Cultural</s_text><s_node-2><s_text>Solar System</s_text><s_node-3><s_text>Inner Rocky Planets</s_text><s_node-4><s_text>Mercury</s_text><sep/><s_text>Venus</s_text><sep/><s_text>Earth</s_text><sep/><s_text>Mars</s_text></s_node-4><sep/><s_text>Outer Gas Planets</s_text></s_node-3></s_node-2><sep/><s_text>Science</s_text><s_node-2><s_text>Careers</s_text><sep/><s_text>Animal classifications</s_text></s_node-2><sep/><s_text>Emotional / Social</s_text><s_node-2><s_text>Scribble Books</s_text><s_node-3><s_text>Feelings/ Emotions Chapter</s_text><sep/><s_text>Color Theory / Dot Stuffies</s_text></s_node-3><sep/><s_text>Color Box 3</s_text></s_node-2></s_node-1></s_node-0></s_map>


xmind_en_png/Is Christmas shopping by smartphone just two taps away _.png

[User] <image>

[User] Convert the mind map information in the image into a readable structured output.

[Assistant] <s_map><s_node-0><s_text>Is Christmas shopping by smartphone just two taps away ?</s_text><s_node-1><s_text>Informations</s_text><s_node-2><s_text>Author</s_text><s_node-3><s_text>Matthew Wall</s_text></s_node-3><sep/><s_text>Retrieved date</s_text><s_node-3><s_text>19.12.2015</s_text></s_node-3><sep/><s_text>Source</s_text><s_node-3><s_text>BBC News</s_text></s_node-3></s_node-2><sep/><s_text>Buying online</s_text><s_node-2><s_text>Smartphone = wonderful</s_text><s_node-3><s_text>use to pay, search online</s_text></s_node-3><sep/><s_text>But not that great for shopping</s_text><s_node-3><s_text>=/ buying online</s_text><sep/><s_text>Because, too fiddly tapping informations about credit card numbers</s_text><sep/><s_text>90% abandon online shopping</s_text></s_node-3></s_node-2><sep/><s_text>Numbers</s_text><s_node-2><s_text>Online sale = 360 pounds</s_text><s_node-3><s_text>10 made via smartphone (US)</s_text><sep/><s_text>7% (EU)</s_text></s_node-3><sep/><s_text>Sujet flottant</s_text></s_node-2><sep/><s_text>Digital Solution</s_text><s_node-2><s_text>Dan Wagner (founder Power Technologies)</s_text><sep/><s_text>New type of e-commerce</s_text><s_node-3><s_text>1'200 brands sign up</s_text></s_node-3><sep/><s_text>Make smartphone shopping + easier</s_text><s_node-3><s_text>Use:</s_text><s_node-4><s_text>Download app</s_text><sep/><s_text>set up account</s_text><sep/><s_text>Store payment cards</s_text><sep/><s_text>When see the PowaTag symbol, can buy it</s_text></s_node-4></s_node-3><sep/><s_text>Problem ?</s_text><s_node-3><s_text>No database for retailers</s_text></s_node-3></s_node-2><sep/><s_text>Amazone</s_text><s_node-2><s_text>Successfull</s_text><sep/><s_text>Problem ?</s_text><s_node-3><s_text>A few variety</s_text></s_node-3><sep/><s_text>Solution</s_text><s_node-3><s_text>Use app Zen Shopping</s_text><s_node-4><s_text>More than 100'000 stors</s_text><sep/><s_text>Compare prices</s_text><sep/><s_text>/! Work only US Apple iPhone --> international version coming soon</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>PayPal / Apple Pay / Google Wallet</s_text><s_node-2><s_text>Sucessfull</s_text><sep/><s_text>/!\ Not all retailers accept</s_text></s_node-2><sep/><s_text>Dashlane (a company)</s_text><s_node-2><s_text>Manage all passwords</s_text><sep/><s_text>In 1 encrypt app</s_text><sep/><s_text>3/4 of 4mio users(World), use it</s_text><sep/><s_text>Nothing to install --> all in extension</s_text><s_node-3><s_text>Not retailer's servers needed</s_text></s_node-3><sep/><s_text>Password forgotten --> Data useless</s_text><sep/><s_text>Work with all payment methods + retails websites</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Please list in detail the topics, subtopics, and their connections in the mind map.

[Assistant] <s_map><s_node-0><s_text>Tree of Life Game</s_text><s_node-1><s_text>Concept</s_text><s_node-2><s_text>References</s_text><s_node-3><s_text>Tetris</s_text><s_node-4><s_text>Pieces fall from above onto the pieces below</s_text></s_node-4><sep/><s_text>The fountain</s_text><s_node-4><s_text>Whole concept of life and so on, philosophical and religious</s_text></s_node-4><sep/><s_text>Flower</s_text><s_node-4><s_text>Try and use lucious graphics</s_text></s_node-4></s_node-3><sep/><s_text>Pieces fall from above...</s_text><s_node-3><s_text>or any direction</s_text><s_relation>On the ocean (Coming from any direction correlates with a few of these ideas)</s_relation></s_node-3><sep/><s_text>These pieces attach end to end</s_text><sep/><s_text>As time develops more and more pieces fall creating an increasingly complex structure</s_text></s_node-2><sep/><s_text>Ideas</s_text><s_node-2><s_text>Setting; These could be different levels</s_text><s_node-3><s_text>On the ocean</s_text><s_relation>or any direction (Coming from any direction correlates with a few of these ideas)</s_relation><s_node-4><s_text>On a floating platform in water</s_text></s_node-4><sep/><s_text>In the sky</s_text><s_node-4><s_text>Floating platform in the sky above clouds</s_text></s_node-4><sep/><s_text>In space</s_text><s_node-4><s_text>Surrounded by a bubble of air</s_text></s_node-4><sep/><s_text>Underground</s_text><s_node-4><s_text>Above lava or underground lake</s_text></s_node-4><sep/><s_text>On land</s_text><s_node-4><s_text>Subtopic 1</s_text></s_node-4></s_node-3><sep/><s_text>Where do these branches come from?</s_text><s_node-3><s_text>Driftwood They could come from wood passing by</s_text><sep/><s_text>Above; Just float from above</s_text><sep/><s_text>Both; I was thinking of having it falll from above onto a sphere of water surrounding the tree</s_text><sep/><s_text>In space they could come from all directions.</s_text></s_node-3></s_node-2><sep/><s_text>Gameplay</s_text><s_node-2><s_text>Setting</s_text><s_node-3><s_text>Space</s_text><s_node-4><s_text>Platform</s_text><sep/><s_text>Surrounding</s_text><s_node-5><s_text>Would be a surrounding bubble to keep the air in</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>Camera</s_text><sep/><s_text>Mouse</s_text></s_node-2><sep/><s_text>Sound</s_text><s_node-2><s_text>Never underestimate the power of sound you need a program to create sound effects and so on.</s_text></s_node-2><sep/><s_text>Graphics</s_text><s_node-2><s_text>Unreal Engine 3</s_text><s_node-3><s_text>Assets</s_text><s_node-4><s_text>Platform</s_text><sep/><s_text>Tree</s_text><sep/><s_text>Items</s_text><sep/><s_text>Backgrounds</s_text><sep/><s_text>Setting</s_text></s_node-4></s_node-3><sep/><s_text>Torque</s_text><sep/><s_text>Search for more however Unreal is the safest option</s_text></s_node-2><sep/><s_text>Floating Topic</s_text><sep/><s_text>Floating Topic</s_text><sep/><s_text>What does the platform look like?</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Convert the mind map information in the image into a readable structured output.

[Assistant] <s_map><s_node-0><s_text>Alpine Church</s_text><s_node-1><s_text>Campus</s_text><s_node-2><s_text>Riverdale</s_text><s_node-3><s_text>CP - Bill Schorr</s_text><s_node-4><s_text>Staff</s_text><s_node-5><s_text>Subtopic 1</s_text></s_node-5><sep/><s_text>Teams</s_text><sep/><s_text>Additional Ministry</s_text></s_node-4></s_node-3><sep/><s_text>Layton</s_text><s_node-3><s_text>CP - Gerrod VanEngen</s_text><s_node-4><s_text>Staff</s_text><sep/><s_text>Teams</s_text><sep/><s_text>Additional Ministry</s_text><s_node-5><s_text>Video Teaching Set-up</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>Logan</s_text><s_node-3><s_text>CP - Chad Hewitt</s_text><s_node-4><s_text>Staff</s_text><s_node-5><s_text>Ian Abbott</s_text><s_node-6><s_text>Worship</s_text><sep/><s_text>Fusion</s_text></s_node-6><sep/><s_text>Misty Hewitt</s_text><s_node-6><s_text>KC</s_text></s_node-6></s_node-5><sep/><s_text>Teams</s_text><s_node-5><s_text>Clean Team</s_text><sep/><s_text>Building/Grounds</s_text><sep/><s_text>Subtopic 3</s_text></s_node-5><sep/><s_text>Additional Ministry</s_text><s_node-5><s_text>Online Church</s_text><s_node-6><s_text>Team</s_text><s_node-7><s_text>Video Production</s_text><sep/><s_text>Service Hosts</s_text><sep/><s_text>Subtopic 3</s_text></s_node-7></s_node-6><sep/><s_text>Content Creation</s_text><s_node-6><s_text>Family Devotionals</s_text><sep/><s_text>Leadership Development</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>West Haven</s_text><s_node-3><s_text>CP - Tom Koehler</s_text></s_node-3><sep/><s_text>Brigham</s_text><s_node-3><s_text>CP - Adrian Ben</s_text></s_node-3></s_node-2><sep/><s_text>Teaching Team</s_text><s_node-2><s_text>Bryan Dwyer</s_text><sep/><s_text>Steve Bennetsen</s_text><sep/><s_text>Scott Creps</s_text><sep/><s_text>Ross Anderson</s_text></s_node-2><sep/><s_text>Central</s_text><s_node-2><s_text>Women / KC - Tracy</s_text><sep/><s_text>Admin - Creps</s_text><sep/><s_text>Bryan</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Analyze the image and describe in detail the levels and relationships of information in the mind map.

[Assistant] <s_map><s_node-0><s_text>Mobilization Orthoses</s_text><s_node-1><s_text>Types</s_text><s_node-2><s_text>Serial-Static Orthotic Provisioin</s_text><s_node-3><s_text>Purpose: immobilize a joint</s_text><sep/><s_text>Positions a joint near its elastic limits to overcome a loss in passive ROM</s_text><sep/><s_text>Recommended for contractures w/ hard end feel</s_text><sep/><s_text>Recommended across the continuum of healing</s_text></s_node-3><sep/><s_text>Dynamic Orthotic Provision</s_text><s_node-3><s_text>Purpose: to apply sufficient tension that does not overpower the joint and allows the client to overcome the resistance and move in the opposite direction</s_text><sep/><s_text>Recommended when collagen is forming</s_text></s_node-3><sep/><s_text>Static-Progressive Orthotic Provision</s_text><s_node-3><s_text>Has inelastic components to apply torque to a joint in order to statically position the joint as close as possible to end range</s_text><sep/><s_text>Recommended during the proliferative and chronic stages of tissue healing when collagen is forming</s_text></s_node-3></s_node-2><sep/><s_text>Biomechanical Principles</s_text><s_node-2><s_text>Anatomical Considerations</s_text><sep/><s_text>Mechanical Advantage</s_text><sep/><s_text>Torque</s_text><sep/><s_text>Force</s_text></s_node-2><sep/><s_text>Common Features</s_text><s_node-2><s_text>Outrigger</s_text><s_node-3><s_text>A projection from the orthotic base</s_text><sep/><s_text>High</s_text><s_node-4><s_text>Results in less deviation bulky</s_text></s_node-4><sep/><s_text>Low</s_text><s_node-4><s_text>Requires adjustments more frequently but aeshetically pleasing</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Goals</s_text><s_node-2><s_text>Correction of deformities</s_text><sep/><s_text>Substitute for loss of muscle function</s_text><sep/><s_text>Provide Controlled Motion</s_text><sep/><s_text>Aid in wound healing</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Parse this mind map and present its content in a structured way.


[User] <image>

[User] Please extract the structured information from this image.

[Assistant] <s_map><s_node-0><s_text>You</s_text><s_node-1><s_text>Prospect</s_text><s_node-2><s_text>I would you like to try a great new product? I use it everyday and think it's amazing. Here is a sample.</s_text><s_node-3><s_text>Doesn't want the sample</s_text><s_node-4><s_text>Thanks, have a great day!</s_text></s_node-4><sep/><s_text>Wants the sample</s_text><s_node-4><s_text>First, let me give you my contact info.</s_text><s_node-5><s_text>What's your cell phone number so I can send you my info?</s_text><s_node-6><s_text>Won't give you contact info</s_text><s_node-7><s_text>I'm sorry but without your contact info for follow-up, I can't give you a sample.</s_text></s_node-7><sep/><s_text>Gives you contact info</s_text><s_node-7><s_text>Give prospect a sample and specify a time to follow up</s_text><s_node-8><s_text>Follow up at specified time</s_text><s_node-9><s_text>What did you love best about the product?</s_text><s_node-10><s_text>Didn't like the product</s_text><s_node-11><s_text>Thanks, I appreciate you taking the time to try it.</s_text><s_node-12><s_text>Do you know anyone that would benefit from this product?</s_text><s_node-13><s_text>Follow up with their referrals</s_text></s_node-13></s_node-12></s_node-11><sep/><s_text>Loved the product</s_text><s_node-11><s_text>Doesn't want to buy</s_text><s_node-12><s_text>Thanks, I appreciate you taking the time to try it.</s_text><s_node-13><s_text>Do you know anyone that would benefit from this product?</s_text><s_node-14><s_text>Follow up with their referrals</s_text></s_node-14></s_node-13></s_node-12><sep/><s_text>Wants to buy</s_text><s_node-12><s_text>If I gave you some samples, do you know anyone would try them?</s_text><s_node-13><s_text>No, not really</s_text><s_node-14><s_text>Would you like to buy the product retail or wholesale?</s_text><s_node-15><s_text>Retail</s_text><s_node-16><s_text>Sign prospect up as a retail customer</s_text><s_node-17><s_text>Walk them through the process</s_text></s_node-17></s_node-16><sep/><s_text>Wholesale</s_text><s_node-16><s_text>Sign prospect up as an affiliate member</s_text><s_node-17><s_text>Walk them through the process</s_text><s_node-18><s_text>If you can think of anyone that would also benefit from this product let me know, we may be able to make you some money.</s_text></s_node-18></s_node-17></s_node-16></s_node-15></s_node-14><sep/><s_text>Yes</s_text><s_node-14><s_text>If they want to buy it, do you want me to make the money, or do you want to make the money?</s_text><s_node-15><s_text>No, I don't want to make the money</s_text><s_node-16><s_text>Sign prospect up as a retail customer</s_text><s_node-17><s_text>Walk them through the process</s_text></s_node-17></s_node-16><sep/><s_text>Yes, I would love to make the money.</s_text><s_node-16><s_text>Sign prospect up as an affiliate member</s_text><s_node-17><s_text>Walk them through the process</s_text><s_node-18><s_text>Plug them into the system and start them duplicating your efforts</s_text></s_node-18></s_node-17></s_node-16></s_node-15></s_node-14></s_node-13></s_node-12></s_node-11></s_node-10></s_node-9></s_node-8></s_node-7></s_node-6></s_node-5></s_node-4></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Please return the structured information of the mind map in the image.

[Assistant] <s_map><s_node-0><s_text>Enterprise Java</s_text><s_node-1><s_text>Plattform</s_text><s_node-2><s_text>single vendor dominiert</s_text><s_node-3><s_text>.NET</s_text><s_node-4><s_text>Mono ???</s_text></s_node-4></s_node-3><sep/><s_text>academia / hacker</s_text><s_node-3><s_text>perl</s_text></s_node-3><sep/><s_text>Java in der goldenen Mitte</s_text></s_node-2><sep/><s_text>Modularisierung</s_text><s_node-2><s_text>OO</s_text><s_node-3><s_text>Class</s_text><sep/><s_text>Package</s_text><sep/><s_text>jar ?</s_text></s_node-3><sep/><s_text>Dependency Injection</s_text><sep/><s_text>OSGI</s_text></s_node-2><sep/><s_text>Clean Code</s_text><s_node-2><s_text>Total cost of owning a mess</s_text><sep/><s_text>Fitnesse</s_text><s_node-3><s_text>vorher</s_text><sep/><s_text>danach</s_text></s_node-3><sep/><s_text>Small!</s_text><sep/><s_text>Do One Thing</s_text><sep/><s_text>Function Arguments -- 1</s_text><sep/><s_text>One Level of Abstraction per Function</s_text><sep/><s_text>use descriptive Names</s_text><sep/><s_text>Unterpunkt 7</s_text></s_node-2><sep/><s_text>Testbarkeit</s_text><s_node-2><s_text>continuous integration</s_text><sep/><s_text>versionierung</s_text><sep/><s_text>TDD</s_text></s_node-2><sep/><s_text>Tooling</s_text><s_node-2><s_text>statisch typisiert</s_text><sep/><s_text>Eclipse</s_text><s_node-3><s_text>Code Navigation</s_text><sep/><s_text>Debugging</s_text></s_node-3></s_node-2><sep/><s_text>Container</s_text><s_node-2><s_text>Spring</s_text><s_relation>Camel<sep/>Application Server (contains)</s_relation><sep/><s_text>Camel</s_text><s_relation>Spring</s_relation><sep/><s_text>Oracle OSB</s_text><sep/><s_text>Application Server</s_text><s_relation>Spring (contains)</s_relation></s_node-2></s_node-1></s_node-0></s_map>


xmind_en_png/Motivation, some say,__is the key to learning.png

[User] <image>

[User] Parse this mind map and present its content in a structured way.

[Assistant] <s_map><s_node-0><s_text>Motivation, some say, is the key to learning</s_text><s_node-1><s_text>Students</s_text><s_relation>Teachers<sep/>Behavioral Learning Theory students are a clean slate<sep/>Extrinsic<sep/>Pygmalion affect<sep/>utility<sep/>Anxiety</s_relation><s_node-2><s_text>Are thought of as having very little knowledge from the start</s_text><sep/><s_text>Learning is influenced  by the environment, not the students own thought process</s_text><sep/><s_text>Students are motivated by continuouous reinforcement</s_text><s_node-3><s_text>positive or negative</s_text><sep/><s_text>w/o reinforcement,  learning doesnt happen</s_text></s_node-3><sep/><s_text>motivated externally</s_text><sep/><s_text>Expected to change his/her behavior to enable learning.</s_text></s_node-2><sep/><s_text>Teachers</s_text><s_relation>Students</s_relation><s_node-2><s_text>Make use of negative reinforcement</s_text><s_node-3><s_text>ex: no recess for poor behavior</s_text></s_node-3><sep/><s_text>Make use of positive reinforcement to encourage good behavior</s_text><s_node-3><s_text>candy when student masters a topic</s_text><sep/><s_text>May use +/- reinforcement to teach new skills</s_text></s_node-3><sep/><s_text>Lessons are very structured</s_text><s_node-3><s_text>Differentiation not very common</s_text></s_node-3><sep/><s_text>Expected to impart his/her knowledge on students who are almost empty  vessels waiting to be filled.</s_text></s_node-2><sep/><s_text>Teachers</s_text><s_relation>Students</s_relation><s_node-2><s_text>Link lessons to prior knowledge</s_text><sep/><s_text>Might have difficulty  preparing students for standardized tests</s_text><sep/><s_text>Understands students capabilities</s_text><sep/><s_text>Considers student's  developmental norms while planning lessons</s_text><sep/><s_text>Expect students to be  prepared for learning</s_text><sep/><s_text>Lessons rich in group work</s_text></s_node-2><sep/><s_text>Students</s_text><s_relation>Cognitive Learning Theory  builds on prior experience<sep/>Teachers<sep/>Intrinsic<sep/>High arousal<sep/>Responsibility<sep/>Pygmalion affect<sep/>pride<sep/>Equilibration</s_relation><s_node-2><s_text>Actively involved in  learning process</s_text><sep/><s_text>might determine what he/she wants to learn</s_text><sep/><s_text>Ideal for the  intrinsically motivated</s_text><sep/><s_text>Expected to assimilate information using his/her type of  learning style</s_text></s_node-2><sep/><s_text>CEPD 6101 Psychology of Classroom Learning Schema Project, Fall 2011 by: DeNean Breed</s_text><sep/><s_text>Cognitive Learning Theory  builds on prior experience</s_text><s_relation>Students</s_relation><sep/><s_text>Behavioral Learning Theory students are a clean slate</s_text><s_relation>Students</s_relation><sep/><s_text>Intrinsic</s_text><s_relation>Students</s_relation><sep/><s_text>Extrinsic</s_text><s_relation>Students</s_relation><sep/><s_text>High arousal</s_text><s_relation>Students</s_relation><sep/><s_text>Responsibility</s_text><s_relation>Students</s_relation><sep/><s_text>Pygmalion affect</s_text><s_relation>Students<sep/>Students</s_relation><sep/><s_text>Task Value</s_text><s_node-2><s_text>pride</s_text><s_relation>Students</s_relation><sep/><s_text>utility</s_text><s_relation>Students</s_relation></s_node-2><sep/><s_text>Equilibration</s_text><s_relation>Students</s_relation><sep/><s_text>Anxiety</s_text><s_relation>Students</s_relation></s_node-1></s_node-0></s_map>


xmind_en_png/Defining the topology of coproduction.png

[User] <image>

[User] Parse this mind map and present its content in a structured way.

[Assistant] <s_map><s_node-0><s_text>Defining the topology of coproduction</s_text><s_relation>Literature review[spetrum of coproduction in literature]</s_relation><s_node-1><s_text>reference=[Dennis Linders 2012. From e-government to we government : Defining a typology for citizen coproduction in the age of social media] https://drive.google.com/open?id=0B_aEyQCQRrNWeWNITFVEYjRQTmc&authuser=0</s_text><sep/><s_text>channels</s_text><s_relation>Social Media</s_relation><s_node-2><s_text>mass dissemination</s_text><sep/><s_text>mass production and collaboration</s_text></s_node-2><sep/><s_text>Social Media</s_text><s_relation>channels</s_relation><sep/><s_text>Literature review[spetrum of coproduction in literature]</s_text><s_relation>Defining the topology of coproduction<sep/>The Author added C2C permutation<sep/>Provider Vs Beneficiary dimension in which there are 2 primary types (Derive)<sep/>The stages of service delivery lifecycle(not to be confused with policy lifecycle)</s_relation><s_node-2><s_text>1- Defining the spectrum of the government-citizen relationship</s_text><s_relation>(1) Actor vs. Beneficiary: What is the division of labor — who is leveraging whom?[Donahue, 2004 Whitaker, 1980]<sep/>(1) Citizen Power and Responsibility: How much control do citizens have vis-a-vis the government?[Arnstein, 1969 Gazley, 2008]<sep/>(1) Embeddedness: To what degree is government staff embedded within the community and its processes?[Ostrom, 1996]</s_relation><sep/><s_text>2- Defining the spectrum of public service delivery partnerships</s_text><s_relation>(2) Single-Purpose vs. Broad: How focused is the initiative? [Cooper, Bryer, & Meek, 2006 Donahue, 2004]<sep/>(2) Problem vs. Opportunity Driven: Is the effort defensive or offensive in nature?[Donahue, 2004]<sep/>(2) Stages of service delivery cycle:at which phase of the service/cycle is the activity occurring ?[Bovaird & Downe, 2008 Brandsen & Pestoff, 2006]</s_relation></s_node-2><sep/><s_text>(1) Actor vs. Beneficiary: What is the division of labor — who is leveraging whom?[Donahue, 2004 Whitaker, 1980]</s_text><s_relation>1- Defining the spectrum of the government-citizen relationship</s_relation><sep/><s_text>(1) Citizen Power and Responsibility: How much control do citizens have vis-a-vis the government?[Arnstein, 1969 Gazley, 2008]</s_text><s_relation>1- Defining the spectrum of the government-citizen relationship</s_relation><sep/><s_text>(1) Embeddedness: To what degree is government staff embedded within the community and its processes?[Ostrom, 1996]</s_text><s_relation>1- Defining the spectrum of the government-citizen relationship</s_relation><sep/><s_text>(2) Single-Purpose vs. Broad: How focused is the initiative? [Cooper, Bryer, & Meek, 2006 Donahue, 2004]</s_text><s_relation>2- Defining the spectrum of public service delivery partnerships</s_relation><sep/><s_text>(2) Problem vs. Opportunity Driven: Is the effort defensive or offensive in nature?[Donahue, 2004]</s_text><s_relation>2- Defining the spectrum of public service delivery partnerships</s_relation><sep/><s_text>(2) Stages of service delivery cycle:at which phase of the service/cycle is the activity occurring ?[Bovaird & Downe, 2008 Brandsen & Pestoff, 2006]</s_text><s_relation>2- Defining the spectrum of public service delivery partnerships</s_relation><sep/><s_text>The Author added C2C permutation</s_text><s_relation>Literature review[spetrum of coproduction in literature]<sep/>Resulting categories</s_relation><sep/><s_text>Resulting categories</s_text><s_relation>The Author added C2C permutation<sep/>Provider Vs Beneficiary dimension in which there are 2 primary types</s_relation><s_node-2><s_text>Citizen Sourcing(C2G)</s_text><s_relation>Public helps government be more responsive & effective<sep/>Government holds primary responsibility, but citizens influence directions and outcomes<sep/>Citizens improve the governments situational awareness<sep/>CItizens may help execute government services on day-to-day basis</s_relation><sep/><s_text>Government as a PLatform(C2C)</s_text><s_relation>The state can help citizens to improve their day-to-day productivity, decision making and well being<sep/>Government is not responsible for the resulting activity, but can leverage its platforms and influence to foster greater public value</s_relation><sep/><s_text>Do it yourself Government(C2C)</s_text><s_relation>Wired citizens can effectively self-organize<sep/>New opportunities for C2C coproduction<sep/>Government plays no active role but may provide a facilitating framework</s_relation></s_node-2><sep/><s_text>Public helps government be more responsive & effective</s_text><s_relation>Citizen Sourcing(C2G)</s_relation><sep/><s_text>Government holds primary responsibility, but citizens influence directions and outcomes</s_text><s_relation>Citizen Sourcing(C2G)</s_relation><sep/><s_text>Citizens improve the governments situational awareness</s_text><s_relation>Citizen Sourcing(C2G)</s_relation><sep/><s_text>CItizens may help execute government services on day-to-day basis</s_text><s_relation>Citizen Sourcing(C2G)</s_relation><sep/><s_text>The state can help citizens to improve their day-to-day productivity, decision making and well being</s_text><s_relation>Government as a PLatform(C2C)</s_relation><sep/><s_text>Government is not responsible for the resulting activity, but can leverage its platforms and influence to foster greater public value</s_text><s_relation>Government as a PLatform(C2C)</s_relation><sep/><s_text>Wired citizens can effectively self-organize</s_text><s_relation>Do it yourself Government(C2C)</s_relation><sep/><s_text>New opportunities for C2C coproduction</s_text><s_relation>Do it yourself Government(C2C)</s_relation><sep/><s_text>Government plays no active role but may provide a facilitating framework</s_text><s_relation>Do it yourself Government(C2C)</s_relation><sep/><s_text>Provider Vs Beneficiary dimension in which there are 2 primary types</s_text><s_relation>Literature review[spetrum of coproduction in literature] (Derive)<sep/>Resulting categories<sep/>G2C collaboration<sep/>C2G collaboration</s_relation><sep/><s_text>G2C collaboration</s_text><s_relation>Provider Vs Beneficiary dimension in which there are 2 primary types</s_relation><sep/><s_text>C2G collaboration</s_text><s_relation>Provider Vs Beneficiary dimension in which there are 2 primary types</s_relation><sep/><s_text>The stages of service delivery lifecycle(not to be confused with policy lifecycle)</s_text><s_relation>Literature review[spetrum of coproduction in literature]<sep/>Design<sep/>Execution<sep/>Delivery<sep/>Monitoring and performance evaluation</s_relation><sep/><s_text>Design</s_text><s_relation>The stages of service delivery lifecycle(not to be confused with policy lifecycle)<sep/>Planning and Design phase</s_relation><sep/><s_text>Execution</s_text><s_relation>The stages of service delivery lifecycle(not to be confused with policy lifecycle)<sep/>Day-to-day execution</s_relation><sep/><s_text>Delivery</s_text><s_relation>The stages of service delivery lifecycle(not to be confused with policy lifecycle)<sep/>Day-to-day execution</s_relation><sep/><s_text>Monitoring and performance evaluation</s_text><s_relation>The stages of service delivery lifecycle(not to be confused with policy lifecycle)<sep/>Monitoring</s_relation><sep/><s_text>Planning and Design phase</s_text><s_relation>Design</s_relation><s_node-2><s_text>administrators design programs & services and plan for its execution</s_text><sep/><s_text>Most important strategic decisions occur on this stage</s_text></s_node-2><sep/><s_text>Day-to-day execution</s_text><s_relation>Execution<sep/>Delivery</s_relation><s_node-2><s_text>covers day-to-day operations</s_text><sep/><s_text>may take the form of a transaction</s_text><sep/><s_text>mean persistent collaboration and negotiation towards the production of a public good</s_text></s_node-2><sep/><s_text>Monitoring</s_text><s_relation>Monitoring and performance evaluation</s_relation><s_node-2><s_text>involves identifying and correcting operational deficiencies as program effectiveness</s_text><sep/><s_text>identifying opportunities for improvement</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Please extract the structured information from this mind map.

[Assistant] <s_map><s_node-0><s_text>Skillflex OP4</s_text><s_node-1><s_text>Personal</s_text><s_node-2><s_text>Time Management</s_text><s_node-3><s_text>Trello</s_text><s_node-4><s_text>Kanban</s_text></s_node-4><sep/><s_text>iCal</s_text></s_node-3><sep/><s_text>Entrepreneurial Mindset</s_text><sep/><s_text>Motivation & Sense of Purpose</s_text><sep/><s_text>Physical health</s_text><s_node-3><s_text>Paleo diet</s_text><sep/><s_text>yoga/meditation practice</s_text></s_node-3></s_node-2><sep/><s_text>Professional</s_text><s_node-2><s_text>Lean Methodology</s_text><sep/><s_text>Entrepreneurship</s_text><sep/><s_text>Project Management</s_text><sep/><s_text>Agile Development</s_text><sep/><s_text>Business Planning</s_text><sep/><s_text>Content Marketing</s_text><sep/><s_text>Instructional Design</s_text><s_node-3><s_text>Praxis</s_text><sep/><s_text>ID Portfolio</s_text></s_node-3><sep/><s_text>Articulate Storyline 2</s_text><sep/><s_text>Photoshop</s_text><sep/><s_text>UI/UX</s_text><sep/><s_text>Graphic Design</s_text><sep/><s_text>Wordpress</s_text><sep/><s_text>LearnDash LMS</s_text><sep/><s_text>Grassblade LRS</s_text></s_node-2><sep/><s_text>Peer</s_text><s_node-2><s_text>Interviewing</s_text><sep/><s_text>Channel Development</s_text><sep/><s_text>Working Groups</s_text><s_node-3><s_text>PC Next Big Step</s_text><sep/><s_text>Constellation Model</s_text></s_node-3><sep/><s_text>Online Communities Presence</s_text><sep/><s_text>Mutually beneficial relationship development</s_text><s_node-3><s_text>value creation</s_text><sep/><s_text>4 integral relationships</s_text></s_node-3></s_node-2><sep/><s_text>Patrix/Political</s_text><s_node-2><s_text>Education Intervention Strategy</s_text><s_node-3><s_text>Integral Systems</s_text><sep/><s_text>Grassroots initiatives</s_text></s_node-3><sep/><s_text>Organizational Development</s_text><s_node-3><s_text>Teal</s_text><sep/><s_text>Sociocracy</s_text><sep/><s_text>Holocracy</s_text></s_node-3><sep/><s_text>Epistemic Community Building</s_text><s_node-3><s_text>Strategic use of tech</s_text></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


xmind_en_png/Permaculture and Ecosocial Design process.png

[User] <image>

[User] Extract the key points from this mind map and construct their hierarchical relationship.

[Assistant] <s_map><s_node-0><s_text>Permaculture and Ecosocial Design process</s_text><s_node-1><s_text>introduction</s_text><s_node-2><s_text>the framework of a project is design structure</s_text><sep/><s_text>the design process moves from patterns to details</s_text><s_node-3><s_text>aka: the design process contains methods</s_text><sep/><s_text>http://permacultureprinciples.com</s_text><sep/><s_text>"every situation there is a design opportunity</s_text><s_node-4><s_text>all social and human situations are realities created by us they are open to endless design and re-design</s_text><sep/><s_text>social reality isnt fixed</s_text><sep/><s_text>there is endless opportunity for ecosocial design practice</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>what kind of process to use?</s_text><s_node-2><s_text>analytical</s_text><s_node-3><s_text>design frameworks with sequenced phases including goals articulation, thorough data collection/analysis and careful problem definition are the core and are essential if design efforts are to be relevant and effective.</s_text><sep/><s_text>ex: engineers</s_text><sep/><s_text>pitfalls:</s_text><s_node-4><s_text>tendency to avoid thinking out side the box</s_text><sep/><s_text>dismiss appropriateness of automated solutions used</s_text><sep/><s_text>insist on following plans even if they become irrelevant/irrational to use</s_text></s_node-4></s_node-3><sep/><s_text>intuitive</s_text><s_node-3><s_text>encourage creativity and wholistic approach to design</s_text><sep/><s_text>seek to employ sensing processes in which we feel for energies in order to intuit what is seeking to emerge and then go with that</s_text><sep/><s_text>ex:artists</s_text><sep/><s_text>pitfalls:</s_text><s_node-4><s_text>unresolved emotional issues clouding the intuition</s_text><sep/><s_text>tendency to generate whimsical designs</s_text><sep/><s_text>conflate mystery with quality: "if i cant explain it it must be good"</s_text></s_node-4></s_node-3><sep/><s_text>both/and?</s_text><s_node-3><s_text>it would be optimal to take the best of both! (analytical/intuitive)</s_text></s_node-3></s_node-2><sep/><s_text>integrating analytical/intuitive</s_text><s_node-2><s_text>permaculture designers are an example of how this is done</s_text><s_node-3><s_text>they collect hunches inspirations and wild ideas in a folder and save them for later</s_text><sep/><s_text>the designer is free to create wild designs with no judgement at any time</s_text><sep/><s_text>but also willing to let go of them if they prove unfruitful</s_text><sep/><s_text>the use of intuitive methods like multiple sit spots and fully sensing a space, while making (analytical) concrete, hypothetical deductions from nature through thoughtful application of prior knowledge of plant and animal successions and behaviors</s_text></s_node-3></s_node-2><sep/><s_text>the value of templates ect...</s_text><s_node-2><s_text>templates/procedures/rituals aid us in learning a space that is unfamiliar and/ or complex</s_text><sep/><s_text>Bill Molison encourages students to take on peoples "too difficult box"</s_text><s_node-3><s_text>working through a templated process or framework gives us a place to start collecting data/know how to start, even if we dont know what the end result or plan will be.</s_text><sep/><s_text>goal articulation, and survey and analysis phases often allow the situation to reveal the underlying shapes and patterns in the context that can provide us with clues as to what to do next</s_text><sep/><s_text>"the pattern":When working on land-based designs collecting the following data (making a survey) is bound to be of essential and significant value. Therefore survey for : - 1) Slope, sectors and aspect, 2) Soils and water, 3) Microclimates, 4) Existing vegetation and 5) Current patterns of use in relation to zone and sector analysis.</s_text></s_node-3></s_node-2><sep/><s_text>Frameworks, cycles, and templates</s_text><s_node-2><s_text>The key is to be conscious of what you are doing, be able to articulate (and document) what went well, what was challenging, what you would do differently next time and to evaluate if your choices were good.</s_text><s_node-3><s_text>GADIE: by permaculture designer Dave Jacke</s_text><sep/><s_text>O'Brediment from the UK</s_text><sep/><s_text>SADI from UK school of landscaping</s_text><sep/><s_text>GoSADIMET- combines all of the above</s_text><sep/><s_text>Pattern Languages</s_text><sep/><s_text>Appreciative Inquiry</s_text></s_node-3><sep/><s_text>GADIE:</s_text><s_node-3><s_text>G: goals- articulate goals</s_text><sep/><s_text>A: analyze and assess</s_text><sep/><s_text>D: design</s_text><sep/><s_text>I: Implement</s_text><sep/><s_text>E: evaluate</s_text></s_node-3><sep/><s_text>stages are arranged in a spiral so the process never ends</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Extract the key points from this mind map and construct their hierarchical relationship.


xmind_en_png/Grade 7 Math by Shirley Matthews.png

[User] <image>

[User] Analyze the image and describe in detail the levels and relationships of information in the mind map.

[Assistant] <s_map><s_node-0><s_text>Grade 7 Math by Shirley Matthews</s_text><s_node-1><s_text>Standard</s_text><sep/><s_text>Objectives and Scaffolding Strategies</s_text><s_node-2><s_text>Objective 1: Students will be able to understand order of operations and use inverse operations to maintain equivalence, and solve for the variable.</s_text><s_node-3><s_text>ELL Student</s_text><s_node-4><s_text>Help reinforce key vocabulary by using synonyms. Eg "inverse" and "opposite". Remind them what "variables" and "constant" mean during instruction.</s_text><sep/><s_text>Use Cue cards so they can learn what the algebraic vocabulary words are</s_text><s_node-5><s_text>algebravocabularycards.pdf</s_text></s_node-5><sep/><s_text>Use more Visual aids rather than say things verbally due to the problem with language.</s_text><sep/><s_text>Write and Model solution clearly on the board</s_text><sep/><s_text>Prefill Handouts so they can understand what is being taught rather than worry about filing in the handout.</s_text></s_node-4><sep/><s_text>Slower Paced STudent</s_text><s_node-4><s_text>Visual Aids</s_text><s_node-5><s_text>Helpful in providing a visual aspect to the problem, so they can visually see what is happening when solving the problem.</s_text></s_node-5><sep/><s_text>Handouts</s_text><s_node-5><s_text>Prefill handouts so they wont have to worry about writing and can focus on what is being taught.</s_text></s_node-5><sep/><s_text>Manipulatives</s_text><s_node-5><s_text>Use algebraic tiles and manipulatives to help them visualize the concepts and understand zero pairs and trying to isolate the variable.</s_text></s_node-5><sep/><s_text>Extra Help from teacher</s_text><s_node-5><s_text>Reteach concepts one-on-one or in a small group, using lots of manipulatives and modeling of solution.</s_text></s_node-5><sep/><s_text>Work with a Partner</s_text><s_node-5><s_text>Discuss and collaborate with a partner. Practice simple sums till mastery is achieved.</s_text></s_node-5><sep/><s_text>Extra practice with Game based learning</s_text><s_node-5><s_text>One-step Addition Equation</s_text><s_node-6><s_text>http://www.xpmath.com/forums/arcade.php?do=playgameid=69</s_text></s_node-6><sep/><s_text>One-step Subtraction Equation</s_text><s_node-6><s_text>http://www.xpmath.com/forums/arcade.php?do=playgameid=68</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>Objective 2: Students will be able to use order of operations and prioritize the reverse order of it to solve two step equations.</s_text><s_node-3><s_text>ELL Student</s_text><s_node-4><s_text>Advanced Organizer</s_text><s_node-5><s_text>The shaded boxes help show the student which step comes next, and overcomes the language barrier.</s_text></s_node-5><sep/><s_text>Manipulatives</s_text><s_node-5><s_text>Online Game and Manipulatives</s_text><s_node-6><s_text>http://www.mathplayground.com/AlgebraEquations.html</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Slower Paced Student</s_text><s_node-4><s_text>Advanced Organizers</s_text><s_node-5><s_text>Serves as an aid to students as it forces them to do each step in sequence and it helps them see how each step happens</s_text></s_node-5><sep/><s_text>Extra Practice with Game Based Learning</s_text><s_node-5><s_text>One step multiplication equations</s_text><sep/><s_text>One Step Division Equations</s_text><sep/><s_text>Two Step Equations</s_text><sep/><s_text>Equations using Online Manipulatives</s_text></s_node-5><sep/><s_text>Reteach Concept using lots of Manipulatives</s_text><s_node-5><s_text>Reteach concepts one-on-one or in a small group, using lots of manipulatives and modeling of solution.</s_text><sep/><s_text>Manipulatives help students learn by helping them move from concrete examples to abstract reasoning. It helps students to think and reason in more meaningful ways by giving students concrete ways to compare and operate on quantities.</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>Objective 3: Students will be able to apply the distributive property to simplify algebraic equations before solving.</s_text><s_node-3><s_text>ELL Student</s_text><s_node-4><s_text>Visual Aids</s_text><s_node-5><s_text>Using familiar things like fast food combo meals, and demonstrate how to do the distributive property, will help students relate to the concept and make it more concrete.</s_text></s_node-5><sep/><s_text>Modeling</s_text><s_node-5><s_text>Model solutions on the board, going through each question step by step, so they have an idea of how to solve the problem</s_text><sep/><s_text>Use Gradual release of responsibility. I Do, We Do, YouAll Do, You Do strategy for the questions assigned</s_text></s_node-5><sep/><s_text>Handouts</s_text><s_node-5><s_text>Prefill the handouts, as it takes the pressure off the students so they can listen and process what is being said.</s_text></s_node-5><sep/><s_text>Online Games</s_text><s_node-5><s_text>http://www.shodor.org/interactivate/activities/AlgebraFour/</s_text></s_node-5></s_node-4><sep/><s_text>Slower Paced Student</s_text><s_node-4><s_text>Model the solution steps on the board, going through each question step by step.</s_text><sep/><s_text>Reteach lesson in smaller groups, focusing on basic distributive property</s_text><sep/><s_text>Use lots of manipulatives and drawings with simple distributive problems to ensure understanding.</s_text><sep/><s_text>Provide lots of simple practice sums to achieve mastery</s_text></s_node-4></s_node-3><sep/><s_text>Objective 4:Students will be able to prioritize the application of inverse operations to solve algebraic equations with pronumerals on both sides of the equation.</s_text><s_node-3><s_text>ELL Student</s_text><s_node-4><s_text>Gradual Release of Reponsibility</s_text><s_node-5><s_text>I Do, We Do, YouAll Do, You Do Strategy</s_text><sep/><s_text>This scaffolding method gives the students a chance to see how the problem is solved and the thought process that goes through it.</s_text></s_node-5><sep/><s_text>Manipulatives</s_text><s_node-5><s_text>Use of manipulatives helps to show what the question looks like in concrete terms with variables on both sides.</s_text><sep/><s_text>Helps to show students how to collect the like terms and isolate the variable</s_text></s_node-5><sep/><s_text>Game Based Learning</s_text><s_node-5><s_text>http://www.shodor.org/interactivate/activities/AlgebraFour/</s_text></s_node-5></s_node-4><sep/><s_text>Slower Paced Student</s_text><s_node-4><s_text>Reteach the lesson in small groups, focusing on learning step by step how to solve equations with pronumerals on both sides.</s_text><sep/><s_text>Use lots of manipulatives and drawings, and first use very simple examples to solidify understanding.</s_text><sep/><s_text>Prefilled Advanced Organizer</s_text><s_node-5><s_text>Summarizes the steps needed to solve an algebraic equation with pronumerals on each side</s_text><sep/><s_text>Prefill it so students wont have to struggle to fill it out</s_text></s_node-5><sep/><s_text>Do lots of simple practice sums to achieve mastery.</s_text></s_node-4></s_node-3><sep/><s_text>Objective 5: Students will be able to use the distributive property to simplify algebraic equations with pronumerals on both sides of the equation and solve the equation.</s_text><s_node-3><s_text>ELL Students</s_text><s_node-4><s_text>Visual Aids</s_text><s_node-5><s_text>use lots of visual aids to help explain the problem and help students visualize the problem and how to solve it</s_text></s_node-5><sep/><s_text>Modeling</s_text><s_node-5><s_text>Model solution steps on the board</s_text><sep/><s_text>Use gradual release of responsibility</s_text></s_node-5><sep/><s_text>Advance organizers</s_text><s_node-5><s_text>solving-equation-foldable.pdf</s_text><sep/><s_text>Gives students step by step instructions that can help get them organised in their thought process to solve the problem.</s_text></s_node-5><sep/><s_text>Game Based Learning</s_text><s_node-5><s_text>http://www.math-play.com/7th-Grade-Algebra-Jeopardy/Algebra-Jeopardy.html</s_text></s_node-5></s_node-4><sep/><s_text>Slower Paced Student</s_text><s_node-4><s_text>Advance organizers</s_text><s_node-5><s_text>solving-equation-foldable.pdf</s_text><sep/><s_text>Gives students step by step instructions that can help get them organised in their thought process to solve the problem.</s_text></s_node-5><sep/><s_text>Reteach in smaller groups</s_text><sep/><s_text>Use lots of visual aids to help students visualize and understand the problem</s_text><sep/><s_text>Use lots of manipulatives to make abstract questions more concrete and visual.</s_text><sep/><s_text>Do lots of practice with simple problems till mastery is achieved</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Big Ideas</s_text><s_node-2><s_text>Following the rules lead to solution</s_text><sep/><s_text>Use of Order of Operations and Inverse Operations to maintain equality of equation leads to solution.</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Parse this mind map and present its content in a structured way.

[Assistant] <s_map><s_node-0><s_text>women's rights</s_text><s_node-1><s_text>people</s_text><s_node-2><s_text>Judith Sargent Murray</s_text><sep/><s_text>Adella Hunt Logan</s_text><s_node-3><s_text>born in Sparta, GA, 2nd woman to teach at Tuskegee Institute in Alabama, joined NAWSA in 1901, member of NAACP</s_text></s_node-3><sep/><s_text>Lucy Stone</s_text><s_node-3><s_text>founded AWSA met Stanton and Anthony in 1851 following an anti-slavery conference in Seneca Falls</s_text></s_node-3><sep/><s_text>Susan B Anthony</s_text><s_node-3><s_text>founder of NWSA</s_text></s_node-3><sep/><s_text>Sojourner Truth</s_text><sep/><s_text>Mary Church Terrell</s_text><s_node-3><s_text>1896 NACW President until 1901, campaigned for suffrage, founding forty of the NAACP in 1909, emphasized solidarity between women, came from an affluent family (dad was a real estate developer + created first black-owned bank), both parents were mixed her motto lifting as we climb (used for NACW)</s_text></s_node-3><sep/><s_text>Elizabeth Cady Stanton</s_text><s_node-3><s_text>Declaration of Sentiments</s_text><s_node-4><s_text>68 women and 32 men (100/300 people) signed the declaration</s_text><sep/><s_text>written in the format of the declaration of independence (starts with what gov. should be, then a list of grievances, then resolutions/demands)</s_text><sep/><s_text>yes, it was important to create this document because (1) its harder to be ignored, (2) a way to keep themselves unified and clarifies it for outsiders, (3) gives them something to return to</s_text></s_node-4></s_node-3><sep/><s_text>Kate Gordon</s_text><s_node-3><s_text>Southern States Women Suffrage Conference</s_text><s_node-4><s_text>lobbied Louisiana state legislatures for white women only</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>"nature" of Women</s_text><s_node-2><s_text>- how should women be educated? - what is her role in relation to men? - what are the duties of motherhood? - how should "ladies" behave? - what is her responsibility at home?</s_text></s_node-2><sep/><s_text>organizations</s_text><s_node-2><s_text>National Association of Colored Women  (NACW)</s_text><s_node-3><s_text>founded in Jim Crow era, largest federation of local Black Womens clubs, voting was one of many agenda items along with anti-lynching campaigns</s_text></s_node-3><sep/><s_text>1869 NWSA: Anthony + Staton, concentrate on the enfranchisement of women via an amendment</s_text><sep/><s_text>1869 AWSA: Stone had already left the home and felt excluded, so she started a rival organization that will focus on state action</s_text><sep/><s_text>1882 Massachusetts Women Opposed to Suffrage (MWOS)</s_text><s_node-3><s_text>- by 1911, it was a national organization - uncomfy with rapidly changing expectations - feared (1) civic work would decline, (2) become partisan, (3) did not want to be associated with controversial issues, like free love and birth control - state level anti-suffrage</s_text></s_node-3><sep/><s_text>1890 National American Womens Suffrage Association (NAWSA)(MERGED)</s_text><sep/><s_text>1896 Association of Colored Women</s_text></s_node-2><sep/><s_text>public sphere v. private sphere</s_text><s_node-2><s_text>public: meant for men associated with strength, leadership, bravery</s_text><sep/><s_text>private: meant for women socially oriented, domestic</s_text></s_node-2><sep/><s_text>women in the workforce</s_text><s_node-2><s_text>Garment Work</s_text><s_node-3><s_text>big business! but...by 1910 dresses were becoming more fashionable, so demand for shirtwaists was down + costs were up   (materials and shipping) employers wanted continuous productivity at low costs</s_text><sep/><s_text>employers feared unions, viewed as a loss of control</s_text><sep/><s_text>KEY: economic survival (for both employer and employee)</s_text><sep/><s_text>by 1900 5 million women were working for wages in the US</s_text><sep/><s_text>1909, NYC: 600 shops + 30,000 workers, 50 million in merchandise per year</s_text><sep/><s_text>quantity supply lower than demand = shortage</s_text><sep/><s_text>quantity supply higher than demand = surplus</s_text></s_node-3><sep/><s_text>Women as Employees</s_text><s_node-3><s_text>women workers cant vote for new laws, so where does their power exist?</s_text><sep/><s_text>strike! (also a form of nonviolence)</s_text><sep/><s_text>uprising of 20,000 (nov. 1909feb. 1910): included triangle shirtwaist workers three-way opposition of (1) manufacturers hired people to abuse the strikers, (2) police arrest on trumped up charges, and (3) courts heavy fines, sentencing and humiliation</s_text></s_node-3></s_node-2><sep/><s_text>conventions</s_text><s_node-2><s_text>1837 Anti-Slavery Convention (US)</s_text><sep/><s_text>1840 World Anti-Slavery Convention (UK)</s_text><sep/><s_text>1848 Seneca Falls</s_text><s_node-3><s_text>a 2 day conference of 300 people in upstate NY</s_text><sep/><s_text>result of the 1840 World Anti-Slavery Convention in England</s_text><sep/><s_text>NYTimes (and other sources) describe Seneca Falls as the event that launched the womens rights movement and spawned subsequent conventions "The first womens rights convention" in the United States</s_text></s_node-3><sep/><s_text>1851 Ohio Womens Rights Convention   (Sojourner Truths "Aint I a Women")</s_text><sep/><s_text>1869 the Southern States Women Suffrage Conference</s_text></s_node-2><sep/><s_text>1913 suffrage march</s_text><s_node-2><s_text>groups were segregated like the Alpha Suffrage Club founded by Ida B. Wells in Chicago</s_text><sep/><s_text>8000 participants from all over the country</s_text><sep/><s_text>prompts Senate to vote (unsuccessfully) on suffrage</s_text><sep/><s_text>marchers were assaulted but police did little to stop it</s_text><sep/><s_text>during the pre-inauguration parade for Wilson</s_text></s_node-2><sep/><s_text>1917 silent sentinels picket @ white house</s_text><s_node-2><s_text>- nov. 13: first harassed, then arrested for "obstructing the sidewalk traffic" - nov. 15: (night of terror) warden instructs 40 guards to "teach them a lesson"</s_text></s_node-2><sep/><s_text>1918 Wilson addresses the Senate in support of the 19th amendment</s_text><s_node-2><s_text>- tied to WWI and the role of women in war efforts - vote failed in senate by 2 votes so they tried again the next year</s_text></s_node-2><sep/><s_text>any voting rights struggle is about full citizenship</s_text><sep/><s_text>womens rights movement as a case study</s_text><s_node-2><s_text>in conflict: How to achieve suffrage? (AWSA, NWSA) Inclusive vision for suffrage</s_text><sep/><s_text>collaboration:  the overall goal of passing the amendment was supported broadly, despite the inclusive conflicts triangle fire --> brought the labor movement into the suffrage movement</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify and output all the nodes and their interconnections in this mind map image.

[Assistant] <s_map><s_node-0><s_text>DMZ</s_text><s_node-1><s_text>Actions On Hold</s_text><s_node-2><s_text>Domain Name</s_text><sep/><s_text>Security Principals</s_text><sep/><s_text>Waiting for someone or need reconsideration</s_text><s_relation>Security Principals<sep/>Domain Name</s_relation></s_node-2><sep/><s_text>Cost</s_text><s_node-2><s_text>Feasibility Study</s_text><sep/><s_text>Cost</s_text><sep/><s_text>Timeframe</s_text></s_node-2><sep/><s_text>Risks</s_text><s_node-2><s_text>Lack of ASPX knowledge within the Team</s_text><sep/><s_text>Lack of Security Knowledge within the Team</s_text></s_node-2><sep/><s_text>Website See (SDPS)</s_text><s_node-2><s_text>ASP.Net Security</s_text><s_node-3><s_text>ASP.net</s_text><s_node-4><s_text>Regional</s_text><s_node-5><s_text>Get list of All Regions</s_text><sep/><s_text>Add all Regions</s_text><sep/><s_text>Set Up Regions</s_text></s_node-5><sep/><s_text>Trust</s_text><s_node-5><s_text>Get a list of All trusts</s_text><sep/><s_text>Agree on login scope</s_text><s_node-6><s_text>Admin</s_text><sep/><s_text>General</s_text><sep/><s_text>Workforce</s_text><sep/><s_text>Finance</s_text></s_node-6><sep/><s_text>example:- Plymouth Hospital NHS Trust RK9_AD RK9_GEN RK9_WF RK9_FIN</s_text><s_relation>Agree on login scope</s_relation></s_node-5><sep/><s_text>NTDA (Systems Team)</s_text><sep/><s_text>example:- NTDA Regional Leads TDA_Priscott</s_text><s_relation>Regional</s_relation></s_node-4></s_node-3><sep/><s_text>Web SSL Security</s_text><s_node-3><s_text>Web Pages</s_text><s_node-4><s_text>Reports</s_text><s_node-5><s_text>Workforce</s_text><sep/><s_text>Submssions</s_text><sep/><s_text>Finance</s_text><sep/><s_text>General</s_text></s_node-5><sep/><s_text>Collections</s_text><s_node-5><s_text>Workforce</s_text><s_node-6><s_text>Template Uploads</s_text><sep/><s_text>Future webforms</s_text><sep/><s_text>Currently used for WF</s_text><s_relation>Template Uploads</s_relation></s_node-6><sep/><s_text>Finance</s_text><sep/><s_text>General</s_text><s_node-6><s_text>prov_comm</s_text><sep/><s_text>RTT_Returns</s_text><sep/><s_text>Ambulance</s_text><sep/><s_text>Self_cert</s_text><sep/><s_text>Board_Statements</s_text><sep/><s_text>Director Vacancies</s_text><sep/><s_text>AD-Hoc</s_text><sep/><s_text>Others</s_text><sep/><s_text>Diagnostics</s_text></s_node-6><sep/><s_text>Currently used at Trust Level</s_text><s_relation>General</s_relation></s_node-5><sep/><s_text>AphA Membership</s_text><s_node-5><s_text>Membership</s_text><sep/><s_text>AphA Nominations</s_text><sep/><s_text>Subscription payments</s_text></s_node-5></s_node-4><sep/><s_text>Reporting</s_text><s_node-4><s_text>Workforce</s_text><sep/><s_text>Finance</s_text><sep/><s_text>General</s_text><sep/><s_text>Systems</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>SQL Server</s_text><s_node-2><s_text>SFTP?</s_text><sep/><s_text>Agent job</s_text><s_node-3><s_text>Can connect to all network drives</s_text><sep/><s_text>can email from sql server</s_text></s_node-3><sep/><s_text>email</s_text><s_node-3><s_text>Data Integrity (to Analyst)</s_text><sep/><s_text>System Reports to DB Team</s_text></s_node-3><sep/><s_text>SSIS Packages</s_text><s_node-3><s_text>HSMR</s_text><sep/><s_text>Diagnostics</s_text><sep/><s_text>Weekly Ambulance Collection</s_text><sep/><s_text>Others (see SOPS)</s_text></s_node-3><sep/><s_text>SSRS</s_text><s_node-3><s_text>Operational Reports</s_text><s_node-4><s_text>???</s_text></s_node-4><sep/><s_text>Development Reports</s_text><s_node-4><s_text>Analyst</s_text><sep/><s_text>Systems Developer</s_text></s_node-4></s_node-3><sep/><s_text>SQL Server Instance</s_text><s_node-3><s_text>NTDA_DBE</s_text><s_node-4><s_text>Import Tables</s_text><sep/><s_text>Live Tables</s_text><sep/><s_text>Stored Sproc</s_text><s_node-5><s_text>SP_xxxx</s_text><sep/><s_text>spins_xxxx</s_text></s_node-5><sep/><s_text>Import Stored  Procedures</s_text><s_relation>Stored Sproc</s_relation></s_node-4><sep/><s_text>NTDA_Systems</s_text><s_node-4><s_text>Development</s_text><sep/><s_text>Systems tables</s_text></s_node-4><sep/><s_text>NTDA_Analysts</s_text><s_node-4><s_text>Views to live Tables</s_text><sep/><s_text>Ad-hoc data tables for the analysts</s_text><sep/><s_text>Analysts Work area</s_text></s_node-4><sep/><s_text>Web server Visibility N/A</s_text><sep/><s_text>ODBC Connection</s_text><sep/><s_text>email</s_text><sep/><s_text>Agent Jobs</s_text><sep/><s_text>External Links feeds in from other systems</s_text></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Please list in detail the topics, subtopics, and their connections in the mind map.

[Assistant] <s_map><s_node-0><s_text>Fruits Nutrition</s_text><s_node-1><s_text>Apple, raw, with skin</s_text><s_node-2><s_text>Water</s_text><s_node-3><s_text>85.56g</s_text></s_node-3><sep/><s_text>Energy</s_text><s_node-3><s_text>52kcal</s_text></s_node-3><sep/><s_text>Protein</s_text><s_node-3><s_text>0.26g</s_text></s_node-3><sep/><s_text>Total lipid (fat)</s_text><s_node-3><s_text>0.17g</s_text></s_node-3><sep/><s_text>Carbohydrate, by difference</s_text><s_node-3><s_text>13.81g</s_text></s_node-3><sep/><s_text>Fiber, total dietary</s_text><s_node-3><s_text>2.4g</s_text></s_node-3><sep/><s_text>Sugars, total</s_text><s_node-3><s_text>10.39g</s_text></s_node-3></s_node-2><sep/><s_text>Cherries, sour, red, raw</s_text><s_node-2><s_text>Water</s_text><s_node-3><s_text>86.13g</s_text></s_node-3><sep/><s_text>Energy</s_text><s_node-3><s_text>50kcal</s_text></s_node-3><sep/><s_text>Protein</s_text><s_node-3><s_text>1g</s_text></s_node-3><sep/><s_text>Total lipid (fat)</s_text><s_node-3><s_text>0.3g</s_text></s_node-3><sep/><s_text>Carbohydrate, by difference</s_text><s_node-3><s_text>12.18g</s_text></s_node-3><sep/><s_text>Fiber, total dietary</s_text><s_node-3><s_text>1.6g</s_text></s_node-3><sep/><s_text>Sugars, total</s_text><s_node-3><s_text>8.49g</s_text></s_node-3></s_node-2><sep/><s_text>Grapes, american type (slip skin), raw</s_text><s_node-2><s_text>Water</s_text><s_node-3><s_text>81.30g</s_text></s_node-3><sep/><s_text>Energy</s_text><s_node-3><s_text>67kcal</s_text></s_node-3><sep/><s_text>Protein</s_text><s_node-3><s_text>0.63g</s_text></s_node-3><sep/><s_text>Total lipid (fat)</s_text><s_node-3><s_text>0.35g</s_text></s_node-3><sep/><s_text>Carbohydrate, by difference</s_text><s_node-3><s_text>17.15g</s_text></s_node-3><sep/><s_text>Fiber, total dietary</s_text><s_node-3><s_text>0.9g</s_text></s_node-3><sep/><s_text>Sugars, total</s_text><s_node-3><s_text>16.25g</s_text></s_node-3></s_node-2><sep/><s_text>Lemons, raw, without peel</s_text><s_node-2><s_text>Water</s_text><s_node-3><s_text>88.98g</s_text></s_node-3><sep/><s_text>Energy</s_text><s_node-3><s_text>29kcal</s_text></s_node-3><sep/><s_text>Protein</s_text><s_node-3><s_text>1.10g</s_text></s_node-3><sep/><s_text>Total lipid (fat)</s_text><s_node-3><s_text>0.30g</s_text></s_node-3><sep/><s_text>Carbohydrate, by difference</s_text><s_node-3><s_text>9.32g</s_text></s_node-3><sep/><s_text>Fiber, total dietary</s_text><s_node-3><s_text>2.8g</s_text></s_node-3><sep/><s_text>Sugars, total</s_text><s_node-3><s_text>2.50g</s_text></s_node-3></s_node-2><sep/><s_text>Oranges, raw, all commercial varieties</s_text><s_node-2><s_text>Water</s_text><s_node-3><s_text>86.75g</s_text></s_node-3><sep/><s_text>Energy</s_text><s_node-3><s_text>47kcal</s_text></s_node-3><sep/><s_text>Protein</s_text><s_node-3><s_text>0.94g</s_text></s_node-3><sep/><s_text>Total lipid (fat)</s_text><s_node-3><s_text>0.12g</s_text></s_node-3><sep/><s_text>Carbohydrate, by difference</s_text><s_node-3><s_text>11.75g</s_text></s_node-3><sep/><s_text>Fiber, total dietary</s_text><s_node-3><s_text>2.4g</s_text></s_node-3><sep/><s_text>Sugars, total</s_text><s_node-3><s_text>9.35g</s_text></s_node-3></s_node-2><sep/><s_text>Watermelon, raw</s_text><s_node-2><s_text>Water</s_text><s_node-3><s_text>91.45g</s_text></s_node-3><sep/><s_text>Energy</s_text><s_node-3><s_text>30kcal</s_text></s_node-3><sep/><s_text>Protein</s_text><s_node-3><s_text>0.61g</s_text></s_node-3><sep/><s_text>Total lipid (fat)</s_text><s_node-3><s_text>0.15g</s_text></s_node-3><sep/><s_text>Carbohydrate, by difference</s_text><s_node-3><s_text>7.55g</s_text></s_node-3><sep/><s_text>Fiber, total dietary</s_text><s_node-3><s_text>0.4g</s_text></s_node-3><sep/><s_text>Sugars, total</s_text><s_node-3><s_text>6.20g</s_text></s_node-3></s_node-2><sep/><s_text>Proximates per 100g</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Convert this mind map into a clear structured data format.