[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>What is Technology?</s_text><s_relation>References: 1)Defining "Technology". (2021, July 25). Retrieved from https://techliberation.com/2014/04/29/defining-technology/  2)Kevin Kelly tells technology's epic story. (2010, February 22). Retrieved from https://youtu.be/GS1xL1qcBa4 3)What is Technology. (2019, November 14). Retrieved from https://youtu.be/Px5z-dG531c 4)What is technology? (2019, July 22). Retrieved from https://youtu.be/G9CzjdrFgiY 5)The history of technology in education. (2011, October 03). Retrieved from https://youtu.be/UFwWWsz_X9s 6)"Samsung Galaxy S24 Ultra"(Photo) https://www.sammobile.com/news/galaxy-s24-ultra-price-leaks-europe/ 7)Laptop photo https://www.rtings.com/laptop/reviews/best/brands 8)Photo of different hearing aids https://hearfine.com/ottawa-hearing-aids 9)Photo of Honda Asimo https://en.wikipedia.org/wiki/Japanese_robotics 10)Photo of automated production line https://www.dekmake.com/20-benefits-when-using-automated-production-line/ 11)Tim O'Reilly quote https://criteriaforsuccess.com/18-awesome-technology-quotes-to-inspire-motivate 12)National Assessment Governing Board. (2010). Technology and Engineering Literacy Framework for the 2014 National Assessment of Educational Progress. Available: http://www.nagb.org/publications/frameworks/prepub_naep_tel_framework_2014.pdf National Academies of Sciences, Engineering, and Medicine. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165. 13)Apple iPad commercial https://www.youtube.com/watch?v=Rx0om7rWhl0<sep/>How my idea of technology has changed<sep/>What I think it is after reading the module<sep/>What I thought it was before?<sep/>Why we need new technology</s_relation><s_node-1><s_text>What I thought it was before?</s_text><s_relation>What is Technology?</s_relation><s_node-2><s_text>Smartphones that improved over the years</s_text><sep/><s_text>Laptops which became replacement to desktop computers</s_text><sep/><s_text>Newer gadgets that helped people with disabilities</s_text><sep/><s_text>Robots that are developing to increase there aid in households</s_text><sep/><s_text>Automatic manufacturing lines that make products at a much faster rate</s_text></s_node-2><sep/><s_text>What I think it is after reading the module</s_text><s_relation>Much more than the smartphones and tablets and includes any piece of invention that has been a solution to problems faced in any time period, which includes:<sep/>What is Technology?<sep/>The new definition of the term<sep/>Technology is any modification of the natural world made to fulfill human needs or desires  ~National Academies of Sciences, Engineering, and Medicine. 2012.</s_relation><sep/><s_text>The use of science and already existing technology to develop even more advanced technology to complete human needs and increase efficiency of completing tasks.</s_text><s_relation>The new definition of the term</s_relation><sep/><s_text>The term vannot be explained in a single sentence due to the different forms that it took over the course of mankind.</s_text><s_relation>The new definition of the term</s_relation><sep/><s_text>How my idea of technology has changed</s_text><s_relation>It does not only consist of the gadgets and tools that we use in our daily life but also inlcudes any process that makes life simpler and convinient.<sep/>I agree and believe with the definition given in Merriam-Webster dictionary which states that "the practical application of knowledge especially in a particular area." ~Merriam-Webster Dictionary<sep/>The emotional aspect of technology that many people do not consider is something that I discovered while studying in this course. The apple advertisement video which showed me this side of technology made me think that technology also establishes connections between people which would not have been possible otherwise.<sep/>As Isman pointed out, "Human's use of technology involves not only machines (e.g., computer hardware) and instruments, but also includes structured relations with other humans, machines, and the environment. In short, technology is more than a collection of machines and devices. (Isman, 2012, 208).<sep/>It is very important for the survival according to Kevin Kelly. ~Kevin Kelly tells technology's epic story, Youtube<sep/>Technology is anything that wasn’t around when you were born. - Alan Kay (Computer Scientist)<sep/>What is Technology?<sep/>It is nearly impossible to define technology because it's meaning is relative to time and keeps changing as time passes.</s_relation><sep/><s_text>It is very important for the survival according to Kevin Kelly. ~Kevin Kelly tells technology's epic story, Youtube</s_text><s_relation>How my idea of technology has changed</s_relation><sep/><s_text>The new definition of the term</s_text><s_relation>The term vannot be explained in a single sentence due to the different forms that it took over the course of mankind.<sep/>The use of science and already existing technology to develop even more advanced technology to complete human needs and increase efficiency of completing tasks.<sep/>What I think it is after reading the module</s_relation><sep/><s_text>It is nearly impossible to define technology because it's meaning is relative to time and keeps changing as time passes.</s_text><s_relation>How my idea of technology has changed</s_relation><sep/><s_text>It does not only consist of the gadgets and tools that we use in our daily life but also inlcudes any process that makes life simpler and convinient.</s_text><s_relation>How my idea of technology has changed</s_relation><sep/><s_text>I agree and believe with the definition given in Merriam-Webster dictionary which states that "the practical application of knowledge especially in a particular area." ~Merriam-Webster Dictionary</s_text><s_relation>How my idea of technology has changed</s_relation><sep/><s_text>As Isman pointed out, "Human's use of technology involves not only machines (e.g., computer hardware) and instruments, but also includes structured relations with other humans, machines, and the environment. In short, technology is more than a collection of machines and devices. (Isman, 2012, 208).</s_text><s_relation>How my idea of technology has changed</s_relation><sep/><s_text>Much more than the smartphones and tablets and includes any piece of invention that has been a solution to problems faced in any time period, which includes:</s_text><s_relation>Pens & Pencils- ...made it easier to record and reference to previous thoughts and actions." (Tuck,2019)<sep/>Tables and Chairs which make it comfortable for us to sit and complete our work with ease, eat and many more.<sep/>What I think it is after reading the module</s_relation><sep/><s_text>Pens & Pencils- ...made it easier to record and reference to previous thoughts and actions." (Tuck,2019)</s_text><s_relation>Much more than the smartphones and tablets and includes any piece of invention that has been a solution to problems faced in any time period, which includes:</s_relation><sep/><s_text>Tables and Chairs which make it comfortable for us to sit and complete our work with ease, eat and many more.</s_text><s_relation>Much more than the smartphones and tablets and includes any piece of invention that has been a solution to problems faced in any time period, which includes:</s_relation><sep/><s_text>The emotional aspect of technology that many people do not consider is something that I discovered while studying in this course. The apple advertisement video which showed me this side of technology made me think that technology also establishes connections between people which would not have been possible otherwise.</s_text><s_relation>How my idea of technology has changed</s_relation><sep/><s_text>Why we need new technology</s_text><s_relation>“What new technology does is create new opportunities to do a job that customers want done.” – Tim O’Reilly<sep/>1) To adapt to the changes that are taking place: Improving technologies and new innovations will help humans to adapt to the changes that are taking place in the globe and will provide tools necessary for our survival.<sep/>What is Technology?<sep/>2) To improve our standard of life: Future improvements in technology are aimed at development of better healthcare and for improving the proficiency of already exisiting systems to ensure a better and advanced life standard.</s_relation><sep/><s_text>1) To adapt to the changes that are taking place: Improving technologies and new innovations will help humans to adapt to the changes that are taking place in the globe and will provide tools necessary for our survival.</s_text><s_relation>Why we need new technology</s_relation><sep/><s_text>Technology is any modification of the natural world made to fulfill human needs or desires  ~National Academies of Sciences, Engineering, and Medicine. 2012.</s_text><s_relation>What I think it is after reading the module</s_relation><sep/><s_text>Technology is anything that wasn’t around when you were born. - Alan Kay (Computer Scientist)</s_text><s_relation>How my idea of technology has changed</s_relation><sep/><s_text>2) To improve our standard of life: Future improvements in technology are aimed at development of better healthcare and for improving the proficiency of already exisiting systems to ensure a better and advanced life standard.</s_text><s_relation>Why we need new technology</s_relation><sep/><s_text>“What new technology does is create new opportunities to do a job that customers want done.” – Tim O’Reilly</s_text><s_relation>Why we need new technology</s_relation><sep/><s_text>References: 1)Defining "Technology". (2021, July 25). Retrieved from https://techliberation.com/2014/04/29/defining-technology/  2)Kevin Kelly tells technology's epic story. (2010, February 22). Retrieved from https://youtu.be/GS1xL1qcBa4 3)What is Technology. (2019, November 14). Retrieved from https://youtu.be/Px5z-dG531c 4)What is technology? (2019, July 22). Retrieved from https://youtu.be/G9CzjdrFgiY 5)The history of technology in education. (2011, October 03). Retrieved from https://youtu.be/UFwWWsz_X9s 6)"Samsung Galaxy S24 Ultra"(Photo) https://www.sammobile.com/news/galaxy-s24-ultra-price-leaks-europe/ 7)Laptop photo https://www.rtings.com/laptop/reviews/best/brands 8)Photo of different hearing aids https://hearfine.com/ottawa-hearing-aids 9)Photo of Honda Asimo https://en.wikipedia.org/wiki/Japanese_robotics 10)Photo of automated production line https://www.dekmake.com/20-benefits-when-using-automated-production-line/ 11)Tim O'Reilly quote https://criteriaforsuccess.com/18-awesome-technology-quotes-to-inspire-motivate 12)National Assessment Governing Board. (2010). Technology and Engineering Literacy Framework for the 2014 National Assessment of Educational Progress. Available: http://www.nagb.org/publications/frameworks/prepub_naep_tel_framework_2014.pdf National Academies of Sciences, Engineering, and Medicine. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165. 13)Apple iPad commercial https://www.youtube.com/watch?v=Rx0om7rWhl0</s_text><s_relation>What is Technology?</s_relation></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>FBI Federal Bureau of Investigation</s_text><s_node-1><s_text>Director</s_text><s_relation>Deputy Director</s_relation><s_node-2><s_text>Chief of Staff</s_text></s_node-2><sep/><s_text>Deputy Director</s_text><s_relation>Director</s_relation><s_node-2><s_text>Special Agents in Charge (SACs)</s_text><sep/><s_text>Office of Public Affairs</s_text><sep/><s_text>Office of Congressional Affairs</s_text><sep/><s_text>Office of the General Counsel</s_text><sep/><s_text>Office of Equal Employment Opportunity</s_text><sep/><s_text>Office of Professional Responsibility</s_text><sep/><s_text>Office of the Ombudsman</s_text><sep/><s_text>Office of Integrity and Compliance</s_text><sep/><s_text>Associate Deputy Director</s_text><s_node-3><s_text>Facilities and Logistics Services Division</s_text><sep/><s_text>Finance Division</s_text><sep/><s_text>Inspection Division</s_text><sep/><s_text>Records Management Division</s_text><sep/><s_text>Resource Planning Office</s_text><sep/><s_text>Executive Assistant Director for Information and Technology Branch</s_text><s_node-4><s_text>IT Customer Relationship and Management Division</s_text><sep/><s_text>IT Applications and Data Division</s_text><sep/><s_text>IT Infrastructure Division</s_text></s_node-4><sep/><s_text>Executive Assistant Director for Human Resources Branch</s_text><s_node-4><s_text>Training Division</s_text><sep/><s_text>Human Resources Division</s_text><sep/><s_text>Security Division</s_text></s_node-4></s_node-3><sep/><s_text>Executive Assistant Director for Intelligence Branch</s_text><s_node-3><s_text>Directorate of Intelligence</s_text><sep/><s_text>Office of Partner Engagement</s_text></s_node-3><sep/><s_text>Executive Assistant Director for National Security Branch/ Associate Executive Assistant Director for National Security Branch</s_text><s_node-3><s_text>Counterterrorism Division</s_text><sep/><s_text>Counterintelligence Division</s_text><sep/><s_text>Weapons of Mass Destruction Directorate</s_text></s_node-3><sep/><s_text>Executive Assistant Director for Criminal, Cyber, Response and Services Branch</s_text><s_node-3><s_text>Criminal Investigative Division</s_text><sep/><s_text>Cyber Division</s_text><sep/><s_text>Critical Incident Response Group</s_text><sep/><s_text>International Operations Division</s_text></s_node-3><sep/><s_text>Executive Assistant Director for Science and Technology Branch</s_text><s_node-3><s_text>Operational Technology Division</s_text><sep/><s_text>Laboratory Division</s_text><sep/><s_text>Criminal Justice Information Services Division</s_text></s_node-3></s_node-2><sep/><s_text>based on: fbi.gov</s_text><s_relation>by Wojciech Korsak</s_relation><sep/><s_text>by Wojciech Korsak</s_text><s_relation>based on: fbi.gov</s_relation><s_node-2><s_text>www.Explorer-Consulting.pl</s_text><sep/><s_text>www.Komunikacja-Wizualna.com</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Organize the content of this mind map into structured textual information.


[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>Gaia U Welcome Call: - Certificate Ecosocial Design</s_text><s_node-1><s_text>Check-In</s_text><s_node-2><s_text>Name and calling in from?</s_text><s_node-3><s_text>Counter USA hegemony!</s_text><s_node-4><s_text>Estados Unidos de Mexico</s_text><sep/><s_text>San Francisco * 19</s_text></s_node-4><sep/><s_text>Wide angle on world</s_text></s_node-3><sep/><s_text>XMind Map open?</s_text><sep/><s_text>Hands-up</s_text><s_node-3><s_text># 1 - for tech</s_text><sep/><s_text># 2 - for Q & A</s_text></s_node-3></s_node-2><sep/><s_text>Think and Listen</s_text><s_node-2><s_text>What's going well for you with your projects and/or Gaia U?</s_text><sep/><s_text>What could be different (what is challenging) for you with your projects and Gaia U?</s_text><sep/><s_text>What support would you like?</s_text><s_node-3><s_text>Who?</s_text><sep/><s_text>When?</s_text><sep/><s_text>Find at</s_text><s_relation>When?<sep/>Who?</s_relation><s_node-4><s_text>Staff</s_text><s_node-5><s_text>Ava Klinger</s_text><sep/><s_text>https://calendly.com/andylang49</s_text><sep/><s_text>Slack Direct Messages (DM's)</s_text></s_node-5><sep/><s_text>Colleagues</s_text><s_node-5><s_text>Slack Direct Messages (DM's)</s_text></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>Course navigation (Creating Regen Livelihoods 1)</s_text><sep/><s_text>Using Slack - invite link</s_text><sep/><s_text>XMind - free version of XMind 8</s_text><sep/><s_text>Readings to set the scene</s_text><sep/><s_text>Q&A Go Around</s_text><sep/><s_text>Announcements</s_text><sep/><s_text>Check-out</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Organize the content of this mind map into structured textual information.

[Assistant] <s_map><s_node-0><s_text>Focus on 2015 - 2016</s_text><s_node-1><s_text>Teachers & Professionals</s_text><s_node-2><s_text>Practice writing learning scales</s_text><sep/><s_text>Gain an thorough understanding of the Graduation Requirements and Performance Indicators</s_text><sep/><s_text>Use Google Sites and Blogger to manage the requirements of Personalized Learning Plans (PLP)</s_text><sep/><s_text>Continually reflect on professional goals and maintain evidence of growth and improvement</s_text><sep/><s_text>As LSSU teams; share draft content learning scales</s_text><sep/><s_text>Modify and edit drafts to arrive at common scales</s_text><sep/><s_text>Discuss language, number, and clarity of graduation requirements and performance indicators</s_text><sep/><s_text>Complete common scales</s_text><sep/><s_text>Provide feedback for edits/ revisions to graduation requirements and performance indicators</s_text><sep/><s_text>Create authentic performance assessments that provide evidence of the requirements and indicators as described in the learning scale</s_text><sep/><s_text>Collect evidence of student work</s_text><sep/><s_text>Practice using the common scales as a formative tool, to provide feedback to students, to provide evidence of teaching and assessment quality, to design scaffolding and revision opportunities</s_text><sep/><s_text>Bring collection of student evidence to camp</s_text><sep/><s_text>As LSSU teams; share student work and collaboratively score work using common learning scale</s_text><sep/><s_text>Use conversation and student evidence to calibrate expectations of proficiency</s_text><sep/><s_text>Use conversation and student evidence to further edit or revise learning scale criteria or graduation requirements and performance indicators</s_text><sep/><s_text>Explore Open Education Resources that could serve to curate student experiences, provide self directed-self paced learning, and/or create customized learning pathways for students</s_text><sep/><s_text>Make learning targets and criteria from common scales explicit, public, and accessible so the measurement topic is known and learners know what is expected to meet it</s_text><sep/><s_text>Faithfully implement the initial changes to grading practices</s_text><sep/><s_text>Assessment results and scores measure against performance level criteria in the learning scale, not against the performance of others</s_text><sep/><s_text>Consider performances and assessment that would provide evidence of requirements and indicators</s_text></s_node-2><sep/><s_text>Curriculum Council</s_text><s_node-2><s_text>Construct Time-line and Visuals to communicate change and expectations better</s_text><sep/><s_text>Create draft Graduation Requirement and Performance Indicator document for Mission Related Goals</s_text><sep/><s_text>As sub-team; share draft of MRG requirements and indicators and solicit feedback and suggested edits/revisions</s_text><sep/><s_text>Engage in study and investigation of best practices for grading and reporting in proficiency based systems</s_text><sep/><s_text>Make necessary revisions to MRG document in preparation for LSSU School Board approval</s_text><sep/><s_text>Create guidance for creation of, criteria, strategies, and implementation of high quality on-going formative assessments</s_text><sep/><s_text>Review progress made at Camp, evaluate our current reality, determine next steps and write this time-line for 2016 - 2017</s_text><sep/><s_text>Continue to study and learn from exemplar and model schools</s_text></s_node-2><sep/><s_text>Leadership</s_text><s_node-2><s_text>Begin a communications team and create a plan for community engagement</s_text><sep/><s_text>Practice & model the use of Blogger as a communication and reflection tool</s_text><sep/><s_text>Principals develop a yearly strategic plan for staff development and instructional support of teaching teams</s_text><sep/><s_text>Provide opportunities for teachers to reflect on professional goals and maintain evidence of professional growth and improvement</s_text><sep/><s_text>Provide learning opportunities to explore philosophies of grading and reporting in a proficiency system</s_text><sep/><s_text>Share examples of Open Education Resources being used by model schools</s_text><sep/><s_text>Provide learning opportunities for exploring OERs and using them to curate learning experiences</s_text><sep/><s_text>Share MRG requirement and performance indicators</s_text><sep/><s_text>Orchestrate discussion and facilitate initial decisions about changes to grading practices</s_text><sep/><s_text>Orchestrate discussion and facilitate initial decisions about changes to reporting and transcripts</s_text><sep/><s_text>Work with subcontractors and consultants to reconfigure the grading and reporting system to accommodate initial decisions</s_text><sep/><s_text>Principals develop a strategic plan for staff development and instructional support of teaching teams</s_text><sep/><s_text>Create a resource which summarizes instructional practice, grading, reporting and other decisions made during Camp.</s_text><sep/><s_text>Provide protocol for LSSU teams to integrate MRG requirements with content requirements in creation of learning scales</s_text><sep/><s_text>Bring graduation requirements and performance indicators to LSSU School Board for approval</s_text><sep/><s_text>Explore Open Education Resources and methods to share with faculty</s_text><sep/><s_text>Create a needs assessment and build Curriculum Camp schedule, opportunities, and determine facilitation</s_text><sep/><s_text>Use instructional rounds to collect evidence of distribution and quality of consistently using learning targets, learning scales, formative assessment, growth language and feedback, etc. Use this evidence to target professional needs and learning opportunities provided at Camp.</s_text><sep/><s_text>Ensure every professional is aware of decisions and expectations resulting from camp.</s_text><sep/><s_text>Supervise for implementation of decisions and expectations and provide supports when necessary, regardless of whether or not professional attended camp</s_text><sep/><s_text>Create school level teams to further discuss and explore grading and reporting.</s_text><sep/><s_text>Develop systemic practices within each school to allow feedback to be given from all stakeholders.</s_text><sep/><s_text>Revisit and revise community engagement and communications plan. Construct new plan for 2016 - 2017</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>Les angles particuliers</s_text><s_node-1><s_text>2 angles à côtés respectivement parallèle</s_text><s_node-2><s_text>et de même sens</s_text><sep/><s_text>et de sens contraire</s_text><sep/><s_text>sont supplémentaires si</s_text><s_node-3><s_text>l'un est aïgus</s_text><sep/><s_text>l'autre obtus</s_text></s_node-3><sep/><s_text>sont de même amplitude</s_text><s_relation>et de même sens<sep/>et de sens contraire</s_relation></s_node-2><sep/><s_text>2 angles à côtés respectivement perpendiculaire</s_text><s_node-2><s_text>ont une même amplitude</s_text><s_node-3><s_text>s'ils sont tous 2 obtus</s_text></s_node-3><sep/><s_text>sont suplémetaires si</s_text><s_node-3><s_text>l'un est aïgus</s_text><sep/><s_text>l'autre obtus</s_text></s_node-3></s_node-2><sep/><s_text>angle inscrit</s_text><s_node-2><s_text>dans un même cercle, les angles inscrit interceptant le même arc ont la même amplitude.</s_text><sep/><s_text>l'amplitude d'un angle inscrit est égale à la moitier de celle de l'angle au centre interceptant le même arc.</s_text></s_node-2><sep/><s_text>angle tangentiel</s_text><s_node-2><s_text>tout angle tangentiel à un cercle à la même amplitude qu'un angle interceptant le même arc.</s_text><sep/><s_text>un angle tangentiel à un cercle est déterminé par une tangente et une corde aboutissant au point de contact.</s_text></s_node-2></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>Learn English</s_text><s_node-1><s_text>Listening</s_text><s_node-2><s_text>Do texts in English</s_text><sep/><s_text>Series</s_text><sep/><s_text>Listen Musics</s_text></s_node-2><sep/><s_text>Writing</s_text><s_node-2><s_text>Do texts in English</s_text><sep/><s_text>Translate texts</s_text></s_node-2><sep/><s_text>Speaking</s_text><s_node-2><s_text>Conversations</s_text><s_node-3><s_text>With Friends</s_text><sep/><s_text>With Teacher</s_text><sep/><s_text>With family</s_text></s_node-3><sep/><s_text>Series</s_text></s_node-2><sep/><s_text>Reading</s_text><s_node-2><s_text>Translate texts</s_text><s_node-3><s_text>Journals</s_text><sep/><s_text>Duolingo</s_text><sep/><s_text>Magazines</s_text></s_node-3><sep/><s_text>Series with subtitles</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>Méthodes pédagogiques</s_text><s_node-1><s_text>Expositives</s_text><s_node-2><s_text>Présentations</s_text><sep/><s_text>Vidéos</s_text><s_relation>Démonstrations</s_relation><sep/><s_text>Etudes de cas</s_text><sep/><s_text>Cartes</s_text><s_node-3><s_text>mentales</s_text><sep/><s_text>conceptuelles</s_text></s_node-3><sep/><s_text>Organisateurs graphiques</s_text><s_node-3><s_text>diagrammes de</s_text><s_node-4><s_text>Venn</s_text><sep/><s_text>Gantt</s_text></s_node-4><sep/><s_text>Sous-sujet 2</s_text></s_node-3><sep/><s_text>Exemples détaillés</s_text><sep/><s_text>Démonstrations</s_text><s_relation>Vidéos</s_relation></s_node-2><sep/><s_text>Applicatives</s_text><s_node-2><s_text>Méthodes</s_text><s_node-3><s_text>démonstrations pratiques</s_text></s_node-3><sep/><s_text>Outils de travail</s_text><sep/><s_text>Exercices fondés sur</s_text><s_node-3><s_text>cas pratiques</s_text><sep/><s_text>expériences vécues</s_text></s_node-3><sep/><s_text>Jeux</s_text><s_node-3><s_text>de rôles</s_text><sep/><s_text>sérieux</s_text><s_node-4><s_text>simulations</s_text></s_node-4></s_node-3><sep/><s_text>Recherches guidées</s_text><sep/><s_text>Projets</s_text></s_node-2><sep/><s_text>Collaboratives</s_text><s_node-2><s_text>Discussions guidées en ligne</s_text><sep/><s_text>Chats libres</s_text><sep/><s_text>Forums</s_text><sep/><s_text>Travaux de groupe</s_text><sep/><s_text>documents collaboratifs</s_text><sep/><s_text>Apprentissage par les pairs</s_text><s_node-3><s_text>tutorat</s_text><sep/><s_text>évaluation</s_text></s_node-3></s_node-2><sep/><s_text>Marco Bertolini</s_text><sep/><s_text>Janvier 2016</s_text><sep/><s_text>D'après un document de la FAO sur la conception de cours en e-learning</s_text></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>I KEEP six honest serving-me (They taught me all I knew); Their names are...</s_text><s_node-1><s_text>What?</s_text><sep/><s_text>Why?</s_text><sep/><s_text>When?</s_text><sep/><s_text>How?</s_text><sep/><s_text>Where?</s_text><sep/><s_text>Who?</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>Door lister</s_text><s_node-1><s_text>login</s_text><s_node-2><s_text>main menu</s_text><s_node-3><s_text>Door Jobs</s_text><sep/><s_text>Drawer Jobs</s_text><sep/><s_text>customers</s_text><s_node-4><s_text>Add Edit Customer</s_text><s_node-5><s_text>Customer Form</s_text></s_node-5><sep/><s_text>Sample Reports</s_text><s_node-5><s_text>Sample Report</s_text></s_node-5><sep/><s_text>Expired Samples</s_text><s_node-5><s_text>Expired Sample Report</s_text></s_node-5><sep/><s_text>Zip Code Check (Distribution)</s_text><s_node-5><s_text>Zipcode Check</s_text><sep/><s_text>Add / Edit Distributor</s_text><s_node-6><s_text>Add / Edit Distributor</s_text></s_node-6></s_node-5><sep/><s_text>Customer Reports / Label</s_text><s_node-5><s_text>Customer Reports Form</s_text><sep/><s_text>Preview</s_text><s_node-6><s_text>Customer Alphabetical Report</s_text></s_node-6><sep/><s_text>Print</s_text><sep/><s_text>PDF</s_text><sep/><s_text>Excel</s_text></s_node-5><sep/><s_text>Customer Merge File</s_text><s_node-5><s_text>Customer Merge Form</s_text><sep/><s_text>Make Merge File</s_text></s_node-5><sep/><s_text>Export UPS System</s_text><s_node-5><s_text>UPS Export Form</s_text><sep/><s_text>Export Customers</s_text></s_node-5><sep/><s_text>Back To Main Menu</s_text></s_node-4><sep/><s_text>System Setting</s_text></s_node-3></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>Things Successful People Do Differently & You can do too!</s_text><s_node-1><s_text>Be specific</s_text><s_node-2><s_text>Don't set vague or general goals</s_text><sep/><s_text>Knowing exactly what you want to achieve keeps you motivated until you get there</s_text></s_node-2><sep/><s_text>Seize the moment to act on your goals</s_text><s_node-2><s_text>Plan in advance</s_text><sep/><s_text>Be specific when & where you execute</s_text></s_node-2><sep/><s_text>Know exactly how far you have left to go</s_text><s_node-2><s_text>Track the progress against specific goal</s_text><sep/><s_text>Do regular & frequent checking</s_text></s_node-2><sep/><s_text>Be a realistic optimist</s_text><s_node-2><s_text>Bring down the gap between (you as a ) planner & (you as an) executor</s_text></s_node-2><sep/><s_text>Focus on getting better, instead of being good</s_text><s_node-2><s_text>Good is enemy of great</s_text></s_node-2><sep/><s_text>Have Grit</s_text><s_node-2><s_text>Persist in the face of difficulty</s_text><sep/><s_text>Prepare your mind</s_text><sep/><s_text>Focus on staying in regular practice than running behind outcome</s_text></s_node-2><sep/><s_text>Build your willpower</s_text><s_node-2><s_text>Challenge yourself and build</s_text></s_node-2><sep/><s_text>Focus on what you will do, not what you won’t do</s_text><s_node-2><s_text>Concentrate on strengths</s_text><sep/><s_text>Replace weakness with strengths</s_text></s_node-2><sep/><s_text>Remember</s_text><s_node-2><s_text>You don't need to become a different person to become a more successful one</s_text><sep/><s_text>It’s never what you are, but what you do</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships.

[Assistant] <s_map><s_node-0><s_text>How to Analyse a Shakeaperean Sonnet</s_text><s_node-1><s_text>Introduction</s_text><s_node-2><s_text>Whether you're working on a paper, or just want to explore a poem you love a little more deeply, this step-by-step guide will show you how to study one of Shakespeare’s sonnets and develop a critical response.</s_text></s_node-2><sep/><s_text>Split Up the Quatrains</s_text><s_node-2><s_text>Luckily, Shakespeare’s sonnets were written to a very precise poetic form. And each section (or quatrain) of the sonnet has a purpose.</s_text><sep/><s_text>The sonnet will have exactly 14 lines, split up into the following sections or "quatrains":</s_text><s_node-3><s_text>Quatrain One: Lines 1–4</s_text><s_relation>By comparing these two quatrains (Quatrains one and four), you should be able to identify the sonnet’s theme. (Compare Quatrains 1-4 to 13-14)</s_relation><sep/><s_text>Quatrain Two: Lines 5–8</s_text><sep/><s_text>Quatrain Three: Lines 9–12</s_text><s_relation>This is normally contained in the third quatrain, lines 9–12. The writer typically uses these four lines to extend the theme by adding a twist or complexity to the poem. (Possible Twists and Complexity)</s_relation><sep/><s_text>Quatrain Four: Lines 13–14</s_text><s_relation>By comparing these two quatrains (Quatrains one and four), you should be able to identify the sonnet’s theme. (Compare Quatrains 1-4 to 13-14)</s_relation></s_node-3></s_node-2><sep/><s_text>Identify the Theme</s_text><s_node-2><s_text>Thetraditional sonnet is a 14-line discussion of an important theme (normally discussing an aspect of love).</s_text><sep/><s_text>First, try and identify what the sonnet is trying to say? What question is it asking of the reader?</s_text><s_node-3><s_text>The answer to this should be in the first and last quatrains: lines 1–4 and 13–14.</s_text><s_node-4><s_text>Quatrain One: These first four lines should set out the subject matter of the sonnet.</s_text><s_node-5><s_text>By comparing these two quatrains (Quatrains one and four), you should be able to identify the sonnet’s theme.</s_text><s_relation>Quatrain One: Lines 1–4 (Compare Quatrains 1-4 to 13-14)<sep/>Quatrain Four: Lines 13–14 (Compare Quatrains 1-4 to 13-14)</s_relation></s_node-5><sep/><s_text>Quatrain Four: The final two lines normally attempt to conclude the subject and ask the important question at the core of the sonnet.</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Identify the Point</s_text><s_node-2><s_text>Now you know the theme and subject matter. You next need to identify what the author is saying about it.</s_text><s_node-3><s_text>This is normally contained in the third quatrain, lines 9–12. The writer typically uses these four lines to extend the theme by adding a twist or complexity to the poem.</s_text><s_relation>Quatrain Three: Lines 9–12 (Possible Twists and Complexity)</s_relation><sep/><s_text>Identify what this twist or complexity is adding to the subject and you will work out what the writer is attempting to say about the theme.</s_text><s_node-4><s_text>Once you have some understanding of this, compare it to quatrain four. You will normally find the point that was elaborated in quatrain three reflected there.</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Identify the Imagery</s_text><s_node-2><s_text>What makes a sonnet such a beautiful, well-crafted poem is the use of imagery. In just 14 lines, the writer has to communicate their theme through a powerful and enduring image.</s_text><s_node-3><s_text>Go through the sonnet line by line, and highlight any images the author uses. What connects them? What do they say about the theme?</s_text><s_node-4><s_text>Now look closely at quatrain two, lines 5–8. Typically, this is where the writer will extend the theme into imagery or apowerful metaphor.</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Identify the Meter</s_text><s_node-2><s_text>Sonnets are written iniambic pentameter. You will see that each line has ten syllables per line,in five pairs (or feet) of stressed and unstressed beats. This is usually one unstressed (or short) beat followed by a stressed (or long) beat, a rhythm also known as an iamb: "ba-bum."</s_text><s_node-3><s_text>Work through each line of yoursonnetand underline the stressed beats.</s_text><sep/><s_text>An example of perfectly regular iambic pentameter is the following line:</s_text><s_node-4><s_text>"Rough winds do shake the darling buds of May" (from Shakespeare's Sonnet 18).</s_text></s_node-4><sep/><s_text>If the stress pattern changes in one of the feet (pairs of beats), then focus on it and consider what the poet is attempting to highlight by varying the rhythm.</s_text></s_node-3></s_node-2><sep/><s_text>Identify the Muse</s_text><s_node-2><s_text>Look back over the sonnet and use the information you have gathered so far to decide what the writer is saying about his or her muse.</s_text><s_node-3><s_text>This is slightly easier in Shakespeare's sonnets because his body of work is split into three distinct sections, each with a clear muse, as follows:</s_text><s_node-4><s_text>The Fair Youth Sonnets (Sonnets 1–126): These are all addressed to a young man with whom the poet has a deep and loving friendship.</s_text><sep/><s_text>The Dark Lady Sonnets (Sonnets 127–152): In sonnet 127, the so-called "dark lady" enters and immediately becomes the object of the poet's desire.</s_text><sep/><s_text>The Greek Sonnets (Sonnets 153 and 154): The last two sonnets bear little resemblance to the Fair Youth and Dark Lady sequences. They stand alone and draw upon the Roman myth of Cupid.</s_text></s_node-4></s_node-3><sep/><s_text>The popularity of sonnets peaked during Shakespeare’s lifetime and during the Renaissance period, it was commonplace for poets to have a muse—normally a woman who served as the poet’s source of inspiration.</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>False Accusation</s_text><s_node-1><s_text>Exodus 20:16</s_text><sep/><s_text>Exodus 23:1</s_text><sep/><s_text>Exodus 23:7</s_text><sep/><s_text>Deuteronomy 5:20</s_text><sep/><s_text>Deuteronomy 19:16-20</s_text><sep/><s_text>1 Kings 21:9-13</s_text><sep/><s_text>Psalms 27:12</s_text><sep/><s_text>Psalms 35:11</s_text><sep/><s_text>Proverbs 6:16-19</s_text><sep/><s_text>Proverbs 12:17</s_text><sep/><s_text>Proverbs 14:5</s_text><sep/><s_text>Proverbs 19:5</s_text><sep/><s_text>Proverbs 19:9</s_text><sep/><s_text>Proverbs 21:28</s_text><sep/><s_text>Proverbs 25:18</s_text><sep/><s_text>Mark 14:55-59</s_text><sep/><s_text>Acts 6:11-13</s_text></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>CONCEIT</s_text><s_node-1><s_text>20. Proverbs 03:05-07</s_text><sep/><s_text>20. Proverbs 12:15</s_text><sep/><s_text>20. Proverbs 18:11</s_text><sep/><s_text>20. Proverbs 23:04</s_text><sep/><s_text>20. Proverbs 26:05</s_text><sep/><s_text>20. Proverbs 26:12</s_text><sep/><s_text>20. Proverbs 26:16</s_text><sep/><s_text>20. Proverbs 28:11</s_text><sep/><s_text>20. Proverbs 28:26</s_text><sep/><s_text>23. Isaiah 05:21</s_text><sep/><s_text>24. Jeremiah 09:23</s_text><sep/><s_text>42. Luke 18:11-12</s_text><sep/><s_text>45. Romans 01:22</s_text><sep/><s_text>45. Romans 11:25</s_text><sep/><s_text>45. Romans 12:16</s_text><sep/><s_text>66. Revelation 03:17</s_text></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>64歲男性,已婚/育有1子1女 BH/BW:172cm/72kg HX:DM,HTN,Gout,Renal Stone s/p ESWL,CABG</s_text><s_relation>Aspirin(100mg )1# QD Trandate(10mg) 1# QD Norvasc(5mg)1# QD Glucophage(850mg) 1# Tid AC (目前用藥)</s_relation><s_node-1><s_text>下腹不適約半年、夜尿約2-3個月、伴隨頻尿、解尿困難及血尿 尿量約100-200ml/天</s_text><sep/><s_text>LMD就診未改善→轉診醫學中心</s_text><sep/><s_text>s/p one week→BCG 60mg intravesical instillation ,then QM at OPD</s_text><s_relation>TUR-BT</s_relation><sep/><s_text>Systemic Chemotherapy Regimen: Cisplatin+Methrexate, 3days/Q3W, 6 course</s_text><sep/><s_text>Aspirin(100mg )1# QD Trandate(10mg) 1# QD Norvasc(5mg)1# QD Glucophage(850mg) 1# Tid AC</s_text><s_relation>64歲男性,已婚/育有1子1女 BH/BW:172cm/72kg HX:DM,HTN,Gout,Renal Stone s/p ESWL,CABG (目前用藥)</s_relation><sep/><s_text>◆個案原為家中主要決策者及支柱，但近來身體疲倦、不堪工作負荷，故自飼料經營生意退休。 ◆案子女皆已而立，平日經濟獨立，罹病後主要照顧者為案妻，夫妻感情良好。 ◆信仰佛教，初一、十五會以牲禮祭拜；初診斷時案妻求神問佛，個案則對現況感到無奈，但覺得好心會有好報，罹癌可能是輪迴或因果報應，認為醫院不是可以久留的地方。</s_text><sep/><s_text>Hematuria</s_text><s_relation>IVP: 膀胱壁不規則 Cystoscopy with Bx: superficial transitional cell carcinoma (半年後)</s_relation><sep/><s_text>營養少於身體需要</s_text><sep/><s_text>身體心象改變</s_text><sep/><s_text>疼痛</s_text><sep/><s_text>潛在危險性感染/傷口</s_text><sep/><s_text>知識缺失(病人及主要照顧者)</s_text><sep/><s_text>社交互動障礙</s_text><sep/><s_text>皮膚完整性受損/造廔口</s_text><sep/><s_text>照顧者角色緊張</s_text><sep/><s_text>噁心/嘔吐</s_text><sep/><s_text>無望感</s_text><sep/><s_text>潛在危險性損傷/化學治療</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>GLORIFYING GOD</s_text><s_node-1><s_text>Old Testament</s_text><s_node-2><s_text>1 Chronicles 16:28-29</s_text><sep/><s_text>Psalms 22:23</s_text><sep/><s_text>Psalms 34:3</s_text><sep/><s_text>Psalms 50:15</s_text><sep/><s_text>Psalms 50:23</s_text><sep/><s_text>Psalms 69:30</s_text><sep/><s_text>Psalms 86:9</s_text><sep/><s_text>Psalms 86:12</s_text><sep/><s_text>Psalms 99:9</s_text><sep/><s_text>Psalms 115:1</s_text><sep/><s_text>Psalms 118:28</s_text><sep/><s_text>Isaiah 24:15</s_text><sep/><s_text>Isaiah 25:1</s_text><sep/><s_text>Isaiah 25:3</s_text><sep/><s_text>Isaiah 42:12</s_text><sep/><s_text>Isaiah 60:21</s_text><sep/><s_text>Ezekiel 28:22</s_text></s_node-2><sep/><s_text>New Testament</s_text><s_node-2><s_text>Matthew 5:16</s_text><sep/><s_text>Matthew 15:31</s_text><sep/><s_text>John 15:8</s_text><sep/><s_text>John 21:19</s_text><sep/><s_text>Acts 4:21</s_text><sep/><s_text>Acts 11:18</s_text><sep/><s_text>Acts 19:17</s_text><sep/><s_text>Romans 4:20</s_text><sep/><s_text>Romans 15:6</s_text><sep/><s_text>Romans 15:9</s_text><sep/><s_text>1 Corinthians 6:20</s_text><sep/><s_text>1 Corinthians 10:31</s_text><sep/><s_text>2 Corinthians 9:13</s_text><sep/><s_text>Galatians 1:24</s_text><sep/><s_text>Philippians 1:11-12</s_text><sep/><s_text>1 Peter 2:12</s_text><sep/><s_text>1 Peter 4:11</s_text><sep/><s_text>1 Peter 4:14</s_text><sep/><s_text>1 Peter 4:16</s_text><sep/><s_text>Revelation 4:11</s_text><sep/><s_text>Revelation 5:13</s_text><sep/><s_text>Revelation 14:7</s_text><sep/><s_text>Revelation 15:4</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>Sauvignon Blanc & Chardonnay</s_text><s_node-1><s_text>Sauvignon Blanc</s_text><s_node-2><s_text>Acidity</s_text><s_node-3><s_text>High acidity is its keynote. Very refreshing.</s_text></s_node-3><sep/><s_text>Region/Climate</s_text><s_node-3><s_text>Suited to cool climate</s_text><s_node-4><s_text>Often pale as a result</s_text></s_node-4><sep/><s_text>France</s_text><s_node-4><s_text>Loire Valley</s_text><sep/><s_text>Bordeaux</s_text></s_node-4><sep/><s_text>California</s_text><sep/><s_text>New Zealand</s_text><sep/><s_text>Chile</s_text></s_node-3><sep/><s_text>Palette</s_text><s_node-3><s_text>Kiwi</s_text><sep/><s_text>Grass</s_text><sep/><s_text>Gooseberry</s_text><sep/><s_text>"Cat's pee"</s_text></s_node-3></s_node-2><sep/><s_text>Chardonnay</s_text><s_node-2><s_text>Region/Climate</s_text><s_node-3><s_text>Grown worldwide in any climate</s_text><sep/><s_text>Cooler climates usually result in subtler Chardonnays</s_text><sep/><s_text>Warmer climates usually produce fuller bodied Chardonnays with bolder flavours</s_text></s_node-3><sep/><s_text>Palette</s_text><s_node-3><s_text>Often buttery</s_text><sep/><s_text>Cool climates</s_text><s_node-4><s_text>Crisp</s_text><sep/><s_text>High acidity</s_text></s_node-4><sep/><s_text>Medium Climates</s_text><s_node-4><s_text>Honey</s_text><sep/><s_text>Tropical Fruit</s_text></s_node-4></s_node-3><sep/><s_text>AKA</s_text><s_node-3><s_text>Pinot Blanc</s_text><sep/><s_text>Muscadet</s_text><sep/><s_text>Pinot Chardonnay</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>Collect Box</s_text><s_relation>Is it actionnable ? (Process an item)</s_relation><s_node-1><s_text>Is it actionnable ?</s_text><s_relation>Delete it (No)<sep/>Collect Box (Process an item)<sep/>Action this week ? (Yes)<sep/>Archive it as reference/materials (No)</s_relation><sep/><s_text>Delete it</s_text><s_relation>Is it actionnable ? (No)</s_relation><sep/><s_text>Archive it as reference/materials</s_text><s_relation>Is it actionnable ? (No)</s_relation><sep/><s_text>Action this week ?</s_text><s_relation>What is the next action for the project ?<sep/>Is it actionnable ? (Yes)<sep/>One single action ? (Yes)<sep/>To your Incubate list (No)</s_relation><sep/><s_text>One single action ?</s_text><s_relation>To your Project list (No)<sep/>Action this week ? (Yes)<sep/>Do it in less than 2' ? (Yes)</s_relation><sep/><s_text>Do it in less than 2' ?</s_text><s_relation>Do it ! (Yes)<sep/>Is for me ? (No)<sep/>One single action ? (Yes)</s_relation><sep/><s_text>Is for me ?</s_text><s_relation>To your WaitngFor list (No)<sep/>Do it in less than 2' ? (No)<sep/>With a due date ? (Yes)<sep/>Delegate it (No)</s_relation><sep/><s_text>With a due date ?</s_text><s_relation>To your Calendar (Yes)<sep/>To your Action list (No)<sep/>Is for me ? (Yes)</s_relation><sep/><s_text>To your Incubate list</s_text><s_relation>Action this week ? (No)</s_relation><sep/><s_text>To your Project list</s_text><s_relation>What is the next action for the project ?<sep/>One single action ? (No)</s_relation><sep/><s_text>Do it !</s_text><s_relation>Do it in less than 2' ? (Yes)</s_relation><sep/><s_text>Delegate it</s_text><s_relation>Is for me ? (No)</s_relation><sep/><s_text>To your WaitngFor list</s_text><s_relation>Is for me ? (No)</s_relation><sep/><s_text>To your Calendar</s_text><s_relation>With a due date ? (Yes)</s_relation><sep/><s_text>To your Action list</s_text><s_relation>With a due date ? (No)</s_relation><sep/><s_text>What is the next action for the project ?</s_text><s_relation>Action this week ?<sep/>To your Project list</s_relation></s_node-1></s_node-0></s_map>


[User] <image>

[User] Organize the content of this mind map into structured textual information.

[Assistant] <s_map><s_node-0><s_text></s_text><s_node-1><s_text>Win/Win</s_text><s_node-2><s_text>Abundance Mentality</s_text><sep/><s_text>Emphatic listening</s_text></s_node-2><sep/><s_text>P/PC Balance</s_text><sep/><s_text>Be Proactive</s_text><s_node-2><s_text>Focus on your "Circle of Influence"!</s_text></s_node-2><sep/><s_text>Stewardship delegation</s_text><s_node-2><s_text>focuse on results instead of methods</s_text><sep/><s_text>Make a list of responsibilities you could delegate and the people you could delegate to</s_text></s_node-2><sep/><s_text>Set up stakeholder information systems</s_text><sep/><s_text>Begin with the end in mind</s_text><s_node-2><s_text>Visualisation</s_text><sep/><s_text>Put first things first!</s_text></s_node-2><sep/><s_text>Personal mission statement (personal constitution)</s_text><s_node-2><s_text>identify your various roles</s_text><sep/><s_text>longer-term goals</s_text></s_node-2><sep/><s_text>Time management matrix</s_text><s_node-2><s_text>Quadrant II "important" activities</s_text><sep/><s_text>Big rocks</s_text></s_node-2><sep/><s_text>Sharpening the saw</s_text><s_node-2><s_text>Physical dimension</s_text><sep/><s_text>Spiritual dimension</s_text><sep/><s_text>Mental dimension</s_text><sep/><s_text>one hour a day for the rest of your life</s_text><s_relation>Physical dimension<sep/>Mental dimension<sep/>Spiritual dimension</s_relation></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>Choice</s_text><s_node-1><s_text>Deuteronomy 30:19</s_text><sep/><s_text>Joshua 1:7</s_text><sep/><s_text>Joshua 24:15</s_text><sep/><s_text>1 Samuel 12:20</s_text><sep/><s_text>1 Kings 18:21</s_text><sep/><s_text>Proverbs 4:26-27</s_text><sep/><s_text>Matthew 6:24</s_text><sep/><s_text>Matthew 12:30</s_text><sep/><s_text>Luke 11:23</s_text><sep/><s_text>Acts 13:43</s_text><sep/><s_text>Romans 11:22</s_text><sep/><s_text>Galatians 5:1</s_text><sep/><s_text>1 Timothy 6:11</s_text><sep/><s_text>James 1:12</s_text><sep/><s_text>James 1:25</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.


[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>Ecoute Active</s_text><s_node-1><s_text>10. Maintenir l'attention</s_text><sep/><s_text>9. Poser des questions</s_text><sep/><s_text>8. Ne pas juger</s_text><sep/><s_text>7. Rester calme</s_text><s_node-2><s_text>Mairiser ses émotions</s_text><sep/><s_text>respiration ventrale</s_text></s_node-2><sep/><s_text>6. Etre patient</s_text><s_node-2><s_text>Silences</s_text><sep/><s_text>Laisser le temps</s_text><sep/><s_text>Ne pas interrompre</s_text></s_node-2><sep/><s_text>5. Comprendre son point de vue</s_text><s_node-2><s_text>Empathie</s_text></s_node-2><sep/><s_text>4. Eviter toute discussion</s_text><sep/><s_text>3. Montrer de l'intérêt</s_text><sep/><s_text>2. Mettre à l'aise</s_text><sep/><s_text>1 Laisser parler</s_text><sep/><s_text>10 Piliers de l'ECOUTE ACTIVE</s_text><sep/><s_text>www.coachrelax.fr</s_text></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>Gardening Services Warrington</s_text><s_node-1><s_text>Services</s_text><s_node-2><s_text>Total Garden Maintenance</s_text><sep/><s_text>Expert Gutter Cleaning</s_text><sep/><s_text>Accurate Lawn Mowing</s_text><sep/><s_text>Garden Clearance</s_text><sep/><s_text>Patio and Driveway Cleaning</s_text><sep/><s_text>Garden Waste Clearance</s_text></s_node-2><sep/><s_text>Why to Choose Us</s_text><s_node-2><s_text>Quality Garden Assistance</s_text><sep/><s_text>Scheduled Gardening Services</s_text><sep/><s_text>Non-stop Customer Care</s_text><sep/><s_text>Trained Teams</s_text></s_node-2><sep/><s_text>Contact Us</s_text><s_node-2><s_text>01925 698 036</s_text><sep/><s_text>http://www.gardeningserviceswarrington.co.uk</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>Dramatic Fitness Meal Plan Template: Weeks 1-4</s_text><s_node-1><s_text>Meal 1</s_text><s_node-2><s_text>3 whole eggs</s_text><sep/><s_text>5 egg whites</s_text><sep/><s_text>1 vegetable portion</s_text><sep/><s_text>60-80g oats</s_text></s_node-2><sep/><s_text>Meal 2</s_text><s_node-2><s_text>200g lean meat</s_text><s_node-3><s_text>White fish</s_text><sep/><s_text>Chicken breast</s_text><sep/><s_text>Turkey</s_text><sep/><s_text>Lean steak</s_text><sep/><s_text>Equals approximately 40-50g protein</s_text></s_node-3><sep/><s_text>70g carbohydrate</s_text><s_node-3><s_text>e.g.</s_text><s_node-4><s_text>100g (uncooked weight) brown rice</s_text><sep/><s_text>1 medium sweet potato</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>WORKOUT</s_text><sep/><s_text>Meal 3 (Post Workout)</s_text><s_node-2><s_text>Protein shake</s_text><s_node-3><s_text>40g protein</s_text></s_node-3></s_node-2><sep/><s_text>Meal 4</s_text><s_node-2><s_text>200g lean meat</s_text><sep/><s_text>70g carbohydrate</s_text><sep/><s_text>1 vegetable portion</s_text></s_node-2><sep/><s_text>Meal 5</s_text><s_node-2><s_text>200g lean meat</s_text><sep/><s_text>1 vegetable portion</s_text><sep/><s_text>10-20g healthy fats</s_text><s_node-3><s_text>Avocado</s_text><sep/><s_text>Olive oil</s_text><sep/><s_text>Almonds</s_text><sep/><s_text>Almond Butter</s_text></s_node-3></s_node-2><sep/><s_text>Meal 6</s_text><s_node-2><s_text>200g lean meat</s_text><sep/><s_text>1 vegetable portion</s_text><sep/><s_text>10-20g healthy fats</s_text><sep/><s_text>OR</s_text><s_node-3><s_text>Protein shake with 10-20g healthy fats & 40g oats</s_text><s_node-4><s_text>(Recommend adding almond butter to shake)</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Meal 7</s_text><s_node-2><s_text>1.5 scoops casein protein</s_text><sep/><s_text>10-20g healthy fats</s_text></s_node-2><sep/><s_text>Daily Macro Aims:</s_text><s_node-2><s_text>270g protein</s_text><s_node-3><s_text>1-1.5g protein per lb of bodyweight</s_text><sep/><s_text>If bodyweight is 180lbs, protein intake should be 180g-270g of protein, dependant on body type and goals.</s_text></s_node-3><sep/><s_text>240g carbohydrate</s_text><sep/><s_text>90g fat</s_text><sep/><s_text>2900 calories</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>Best Cleaners Oxford</s_text><s_node-1><s_text>End of Tenancy Cleaning</s_text><sep/><s_text>One-off Cleaning</s_text><sep/><s_text>Oven Cleaning</s_text><sep/><s_text>Window Cleaning</s_text><sep/><s_text>Mattress Cleaning</s_text><sep/><s_text>Carpet Cleaning</s_text><sep/><s_text>After Builders Cleaning</s_text><sep/><s_text>Domestic Cleaning</s_text><sep/><s_text>Office Cleaning</s_text><sep/><s_text>Hard Floor Cleaning</s_text><sep/><s_text>Upholstery Cleaning</s_text><sep/><s_text>Jet Washing</s_text></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>The 7 Rules of Highly Worried People</s_text><s_node-1><s_text>Rule 1</s_text><s_node-2><s_text>If something bad could happen - if you can simply imagine it - then its your responsibility to worry about it</s_text><s_node-3><s_text>So, imagine all possible thing & worry about it</s_text></s_node-3></s_node-2><sep/><s_text>Rule 2</s_text><s_node-2><s_text>Don't accept any uncertainty - you need to know for sure</s_text><s_node-3><s_text>Certainty eliminates worry. Right? So, go out and get the perfection, that certainty</s_text></s_node-3></s_node-2><sep/><s_text>RULE 3</s_text><s_node-2><s_text>Treat all your negative thoughts as if they are really true</s_text><s_node-3><s_text>If you think someone doesn't like you, it's probably true. So, worry about it</s_text></s_node-3></s_node-2><sep/><s_text>RULE 4</s_text><s_node-2><s_text>Anything bad that could happen is a reflection of who you are as a person</s_text><s_node-3><s_text>This rule solves Rule #3 issue</s_text><sep/><s_text>If you don't do well in exam, you are incompetent</s_text><sep/><s_text>If someone doesn't like you, you must be a loser</s_text></s_node-3></s_node-2><sep/><s_text>RULE 5</s_text><s_node-2><s_text>Failure is unacceptable</s_text><s_node-3><s_text>Think everything is your responsibility & if you fail, people will judge you are a failure</s_text><sep/><s_text>You can make your worries as powerful as possible by thinking "I can never handle any failure"</s_text></s_node-3></s_node-2><sep/><s_text>RULE 6</s_text><s_node-2><s_text>Get rid of any negative feelings immediately</s_text><s_node-3><s_text>You want to get rid of worries but can't & they are not going away. That's bad sign. You have to worry about that because it means something awful is going to happen</s_text></s_node-3></s_node-2><sep/><s_text>RULE 7</s_text><s_node-2><s_text>Treat everything like an emergency</s_text><s_node-3><s_text>Don't kid yourself by thinking you can wait to get around to handling these things. Everything has to be solved right now - all of your problems, all of your worries, everything</s_text><sep/><s_text>You can lie on your bed & go over every single problem that you will face tomorrow or next year and say to yourself, "I need the answers immediately"</s_text></s_node-3></s_node-2><sep/><s_text>BONUS</s_text><s_node-2><s_text>Worry about worrying</s_text><s_node-3><s_text>"Now that you're worried, you've got to stop worrying completely or you'll go crazy and die"</s_text></s_node-3></s_node-2><sep/><s_text>From "The worry cure" by Robert L. Leahy</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships.

[Assistant] <s_map><s_node-0><s_text>LES DROITS  DE L'HOMME  ET L'EUROPE</s_text><s_node-1><s_text>UNE IDENTITE  COMMUNE:</s_text><s_node-2><s_text>UN PASSE  COMMUN</s_text><s_node-3><s_text>grecs et romains</s_text><s_node-4><s_text>democratie</s_text></s_node-4><sep/><s_text>moyen âge</s_text><s_node-4><s_text>christianisme</s_text></s_node-4><sep/><s_text>les lumières 18e</s_text><s_node-4><s_text>idée de liberté et  de droits de l'homme</s_text></s_node-4></s_node-3><sep/><s_text>LE CONSEIL DE L'EUROPE</s_text><s_node-3><s_text>10 pays en 1949</s_text><sep/><s_text>46 pays de nos jours</s_text><sep/><s_text>uniquement  démocraties</s_text><s_node-4><s_text>républiques</s_text><sep/><s_text>monarchies  constitutionnelles</s_text></s_node-4></s_node-3><sep/><s_text>LA CONVENTION  EUROPEENNE DES DROITS  DE L'HOMME</s_text><s_node-3><s_text>garantit  des droits</s_text><s_node-4><s_text>individuels</s_text><sep/><s_text>civils</s_text><sep/><s_text>politiques</s_text></s_node-4></s_node-3><sep/><s_text>LA COUR  EUROPEENNE DES DROITS  DE L'HOMME</s_text><s_node-3><s_text>un état ou un individu  peut la saisir</s_text><sep/><s_text>elle examine la requete</s_text><sep/><s_text>elle encourage les parties  à négocier</s_text><sep/><s_text>si pas d'accord  elle tient  son audience publique</s_text><sep/><s_text>elle rend un arret définitif</s_text></s_node-3></s_node-2><sep/><s_text>DES IDENTITES  NATIONALES</s_text><s_node-2><s_text>L'ECOLE EN EUROPE</s_text><s_node-3><s_text>le droit à l'instruction  est une valeur commune</s_text><sep/><s_text>diversité  au sein  de l'europe</s_text><s_node-4><s_text>rythmes scolairedifférents</s_text><sep/><s_text>diversité de l'évaluation</s_text><sep/><s_text>diversité de l'enseignement</s_text></s_node-4><sep/><s_text>réflexion  commune</s_text><s_node-4><s_text>reconnaissance des diplomes</s_text><sep/><s_text>echanges: erasmus</s_text></s_node-4></s_node-3><sep/><s_text>LES MINORITES</s_text><s_node-3><s_text>politique  de l'immigration  en europe</s_text><s_node-4><s_text>ouverture  dans les annés 50</s_text><sep/><s_text>fermeture  à partir des années 70 suite à la crise économique</s_text></s_node-4><sep/><s_text>politiques différentes  vis a vis des minorités</s_text><s_node-4><s_text>france: politique d'assimilation</s_text><sep/><s_text>grande bretagne: politique multiculturelle</s_text></s_node-4><sep/><s_text>difficultés d'intégration</s_text></s_node-3></s_node-2><sep/><s_text>VERS UNE  CITOYENNETE  EUROPEENNE?</s_text><s_node-2><s_text>MAASTRICHT</s_text><s_node-3><s_text>est citoyen européen  tout citoyen d'un état membre</s_text><sep/><s_text>droit de vote et d'elligibilité  qqs le pays d'origine et de résidence</s_text></s_node-3><sep/><s_text>SHENGEN:10 PAYS</s_text><s_node-3><s_text>libre circulation des hommes  des marchandises des capitaux</s_text><sep/><s_text>coopération police et justice</s_text></s_node-3></s_node-2><sep/><s_text>valentine dutour 2010</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>Celtic Timeline</s_text><s_node-1><s_text>5th c. BCE</s_text><s_node-2><s_text>First Celtic Attestations in Lepontic</s_text></s_node-2><sep/><s_text>4th c. BCE</s_text><s_node-2><s_text>First ogham inscriptions in Primitive Irish</s_text></s_node-2><sep/><s_text>6th c. BCE</s_text><s_node-2><s_text>Beginning of Old Irish Period</s_text><sep/><s_text>Lives of Taliesin and Aneirin</s_text></s_node-2><sep/><s_text>8th - 9th c. CE</s_text><s_node-2><s_text>First Welsh, Cornish and Breton Attestations</s_text><s_relation>Cornish dies out</s_relation></s_node-2><sep/><s_text>12th c. CE</s_text><s_node-2><s_text>First manuscripts of the Táin Bó Cúailnge</s_text></s_node-2><sep/><s_text>16th c. CE</s_text><s_node-2><s_text>An Irish scribe writes his name in ogham</s_text></s_node-2><sep/><s_text>18th c. CE</s_text><s_node-2><s_text>Cornish dies out</s_text><s_relation>First Welsh, Cornish and Breton Attestations</s_relation></s_node-2><sep/><s_text>End</s_text><sep/><s_text>CE stands for “common (or current) era”, while BCE stands for “before the common (or current) era”. These abbreviations have a shorter history than BC and AD, although they still date from at least the early 1700s. They have been in frequent use by Jewish academics for more than 100 years, but became more widespread in the later part of the 20th century, replacing BC/AD in a number of fields, notably science and academia.</s_text><s_relation>Religious neutrality was the main rationale behind Jewish academics’ adoption of BCE/CE over a century ago, and continues to be its most widely cited justification. However, others object to the BC/AD system on the basis that it is objectively inaccurate. It is widely accepted that the actual birth of Jesus occurred at least two years before AD 1, and so some argue that explicitly linking years to an erroneous birthdate for Jesus is arbitrary or even misleading. BCE/CE avoids this inaccuracy since it does not explicitly refer to the birth of Jesus, removing some of the baggage associated with our dating system while also acknowledging that the starting point for 1 CE is essentially a convention.</s_relation><sep/><s_text>An important reason for adopting BCE/CE is religious neutrality. Since the Gregorian calendar has superseded other calendars to become the international standard, members of non-Christian groups may object to the explicitly Christian origins of BC and AD. Particularly problematic is AD (“in the year of the Lord”), and its unavoidable implication that the Lord in question is Jesus Christ.</s_text><s_relation>Religious neutrality was the main rationale behind Jewish academics’ adoption of BCE/CE over a century ago, and continues to be its most widely cited justification. However, others object to the BC/AD system on the basis that it is objectively inaccurate. It is widely accepted that the actual birth of Jesus occurred at least two years before AD 1, and so some argue that explicitly linking years to an erroneous birthdate for Jesus is arbitrary or even misleading. BCE/CE avoids this inaccuracy since it does not explicitly refer to the birth of Jesus, removing some of the baggage associated with our dating system while also acknowledging that the starting point for 1 CE is essentially a convention.</s_relation><sep/><s_text>Religious neutrality was the main rationale behind Jewish academics’ adoption of BCE/CE over a century ago, and continues to be its most widely cited justification. However, others object to the BC/AD system on the basis that it is objectively inaccurate. It is widely accepted that the actual birth of Jesus occurred at least two years before AD 1, and so some argue that explicitly linking years to an erroneous birthdate for Jesus is arbitrary or even misleading. BCE/CE avoids this inaccuracy since it does not explicitly refer to the birth of Jesus, removing some of the baggage associated with our dating system while also acknowledging that the starting point for 1 CE is essentially a convention.</s_text><s_relation>An important reason for adopting BCE/CE is religious neutrality. Since the Gregorian calendar has superseded other calendars to become the international standard, members of non-Christian groups may object to the explicitly Christian origins of BC and AD. Particularly problematic is AD (“in the year of the Lord”), and its unavoidable implication that the Lord in question is Jesus Christ.<sep/>CE stands for “common (or current) era”, while BCE stands for “before the common (or current) era”. These abbreviations have a shorter history than BC and AD, although they still date from at least the early 1700s. They have been in frequent use by Jewish academics for more than 100 years, but became more widespread in the later part of the 20th century, replacing BC/AD in a number of fields, notably science and academia.</s_relation></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.


[User] <image>

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

[Assistant] <s_map><s_node-0><s_text>Bass Fishing</s_text><s_node-1><s_text>Launch via Platform</s_text><s_node-2><s_text>Legal Screens</s_text><s_node-3><s_text>Check Online Connection</s_text><s_node-4><s_text>Check Content Entitlement</s_text><s_node-5><s_text>Start Screen</s_text><s_node-6><s_text>Character Creation</s_text><s_node-7><s_text>New Character</s_text><s_node-8><s_text>Skip Tutorial</s_text><s_node-9><s_text>No</s_text><s_node-10><s_text>Tutorial</s_text></s_node-10><sep/><s_text>Yes</s_text><s_node-10><s_text>Main Menu</s_text></s_node-10></s_node-9></s_node-8><sep/><s_text>Existing Character</s_text><s_node-8><s_text>Main Menu</s_text></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] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>Argumenter : communiquer pour convaincre</s_text><s_node-1><s_text>La posture à adopter</s_text><s_node-2><s_text>savoir écouter</s_text><sep/><s_text>se mettre à la place de l'autre</s_text><sep/><s_text>être sûr de soi</s_text><sep/><s_text>ne pas s'identifier au débat</s_text><s_node-3><s_text>je ne joue pas ma vie</s_text><sep/><s_text>prise de recul, distance</s_text></s_node-3></s_node-2><sep/><s_text>Les compétences à développer</s_text><s_node-2><s_text>connaître son  interlocuteur</s_text><s_node-3><s_text>ses motivations ?</s_text></s_node-3><sep/><s_text>connaître le sujet</s_text><s_node-3><s_text>le contexte ?</s_text></s_node-3><sep/><s_text>relier logiquement les arguments</s_text><s_node-3><s_text>cohérence</s_text></s_node-3><sep/><s_text>reformuler ce que dit l'interlocuteur</s_text><sep/><s_text>faire passer le message clé : répétition !</s_text></s_node-2><sep/><s_text>Les 3 C</s_text><s_node-2><s_text>Connaissance</s_text><s_node-3><s_text>de la situation</s_text><sep/><s_text>du sujet</s_text></s_node-3><sep/><s_text>Compétence</s_text><s_node-3><s_text>dans le contexte</s_text></s_node-3><sep/><s_text>Conviction</s_text><s_node-3><s_text>arguments</s_text><sep/><s_text>fil conducteur logique</s_text><sep/><s_text>cohérence</s_text></s_node-3><sep/><s_text>centré sur l'objectif</s_text><s_relation>Conviction<sep/>Compétence<sep/>Connaissance</s_relation></s_node-2><sep/><s_text>Les 3 E</s_text><s_node-2><s_text>Ecoute</s_text><s_node-3><s_text>active</s_text><sep/><s_text>présence à l'autre</s_text><sep/><s_text>laisser parler</s_text></s_node-3><sep/><s_text>Empathie</s_text><s_node-3><s_text>se mettre à la place de...</s_text><sep/><s_text>changer de point de vue</s_text><sep/><s_text>imaginer ce que ressent l'interlocuteur</s_text></s_node-3><sep/><s_text>Enquête</s_text><s_node-3><s_text>comprendre la raison du désaccord</s_text><sep/><s_text>identifier les besoins sous-jacents</s_text></s_node-3><sep/><s_text>centré sur l'autre</s_text><s_relation>Empathie<sep/>Enquête<sep/>Ecoute</s_relation></s_node-2><sep/><s_text>Support réalisé par Alliam pour l'ISFEC Bretagne. www.alliam.fr</s_text></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>Why Projects Fail</s_text><s_node-1><s_text>Unclear/Conflicting Objectives</s_text><s_node-2><s_text>Too many objectives</s_text><sep/><s_text>No clear single goal</s_text><sep/><s_text>Conflicting goals</s_text></s_node-2><sep/><s_text>Unachievable Project</s_text><s_node-2><s_text>Scope</s_text><sep/><s_text>Time</s_text><sep/><s_text>Resource</s_text><sep/><s_text>Quality</s_text></s_node-2><sep/><s_text>Over-spending</s_text><s_node-2><s_text>Unrealistic costs</s_text><sep/><s_text>Creeping spend</s_text><sep/><s_text>Poorly researched business case</s_text></s_node-2><sep/><s_text>Under-resourcing</s_text><s_node-2><s_text>Insufficient people</s_text><sep/><s_text>Not the right expertise</s_text><sep/><s_text>Resource viability</s_text></s_node-2><sep/><s_text>Extra work</s_text><s_node-2><s_text>Work discovered en route</s_text><sep/><s_text>Scope creep</s_text></s_node-2><sep/><s_text>Moving Goalposts</s_text><s_node-2><s_text>Completed work invalidated</s_text><sep/><s_text>Changes in personell and priorities</s_text><sep/><s_text>Adding new objectives</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>Bond Cleaning in Melbourne</s_text><s_node-1><s_text>Bathroom</s_text><s_node-2><s_text>Clean the tiles and the grout with a disinfectant</s_text><sep/><s_text>Use bleach or ammonia to remove any mildew on the walls and grout. Don't mix the two substances together, because it will create poisonous fumes.</s_text><sep/><s_text>Clean the shower head and the faucet with a non-abrasive polishing detergent.</s_text><sep/><s_text>Remove any residue of the bath tub, the sink and the toilet with a sponge and a special detergent.</s_text><sep/><s_text>Leave the windows open to allow fresh air to enter after the cleaning and avoid mildew due to high airborne moisture.</s_text></s_node-2><sep/><s_text>Kitchen</s_text><s_node-2><s_text>Empty the trash can and clean it thoroughly. Remove any odours by sprinkling the insides of the garbage can with lemon juice and vinegar. Rinse and leave on the sun to dry.</s_text><sep/><s_text>Clear out any food, spices, jars and utensils from the cupboards. Clean the drawers and cabinets with a sanitizing solutions. If you use bleach, make sure to wipe away the white residue and use a proportion close to 50 ml bleach to 2 l water.</s_text><sep/><s_text>Remove all the food from the fridge. Defrost the freezer and put all the food in a cooler. Turn the appliances off and clean them with a sponge and a non-toxic detergent. Leave them to dry and meanwhile, allocate all the products to freezer bags and prepare them for the food.</s_text></s_node-2><sep/><s_text>Living room</s_text><s_node-2><s_text>Clean the carpet with a steam cleaning machine. If you are unable to get one, brush off the grime from the carpet fibres after a through vacuum clean. Treat stains with a baking soda and vinegar before you get to using a harsh chemical.</s_text><sep/><s_text>Vacuum the drapery with your vacuum cleaner turned on low. If you are able to, get the curtains off the rails and put them in the washing machine with some mild detergent. Yellowish stains on white drapery can be removed with bleach. Dip them in a bleach-based solution and then put them in the washing machine. Avoid high acceleration cycles.</s_text><sep/><s_text>Treat stains on the couch and chair upholstery with a special solution of baking soda and water. Steam clean the upholstery for best results. Deodorize with lemon juice.</s_text></s_node-2><sep/><s_text>Bedroom</s_text><s_node-2><s_text>Remove all bed sheets and put them in the laundry. Vacuum the mattress and give it one round with the steam cleaner to refresh it.</s_text><sep/><s_text>Clean the drapery with a vacuum cleaner and treat the stains with a mild solution. Wash with bleach if they are white and avoid running the high-velocity cycles of the washing machine too avoid damaging the textile.</s_text><sep/><s_text>Clear out the closet. Put all the shoes in boxes. Fold the clothes and put the ones needed in the laundry basket. Deodorize with a sprinkle of lemon juice. Clean with a common cleaner, a sponge and a cloth.</s_text></s_node-2><sep/><s_text>Attic & Basement</s_text><s_node-2><s_text>Dispose all the unnecessary items. Clear out the place and put everything un boxes ready to be transported to your new home.</s_text><sep/><s_text>Remove all cobwebs and mop the floor. Any unwanted smells can be removed with lemon juice, baking soda and vinegar. Use baking soda only on non-abrasive surfaces.</s_text></s_node-2><sep/><s_text>Windows</s_text><s_node-2><s_text>Clean with a special window cleaning solution. Mix 2 cups of water with 2 tbsp of vinegar. Add 10 drops of essential oil. Lemon juice is a preferred addition to break the vinegar smell.</s_text><sep/><s_text>Spray the windows wit the solution and wipe away with a microfiber cloth.</s_text><sep/><s_text>Polish with a crumpled newspaper or kitchen paper.</s_text></s_node-2><sep/><s_text>Walls</s_text><s_node-2><s_text>Remove scuff marks with a magic eraser sponge. Test on a neutral place to see if the paint would allow this type of cleaning. Alternatively, you can dip the end of a regular sponge in a water and soap solution, but make sure to use minimum of the solution on the wall.</s_text><sep/><s_text>Any unremovable scuff marks can be defaced, if you have the same paint colour and type available at your disposal. Dip the end of a roller brush with a bit of the paint and gentry dab the spots.</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>IDOLATRY</s_text><s_node-1><s_text>Old Testament</s_text><s_node-2><s_text>Genesis 35:2</s_text><sep/><s_text>Exodus 20:3-5</s_text><sep/><s_text>Exodus 20:23</s_text><sep/><s_text>Exodus 23:13</s_text><sep/><s_text>Exodus 32:4</s_text><sep/><s_text>Leviticus 19:4</s_text><sep/><s_text>Leviticus 26:1</s_text><sep/><s_text>Deuteronomy 4:16</s_text><sep/><s_text>Deuteronomy 4:19</s_text><sep/><s_text>Deuteronomy 4:28</s_text><sep/><s_text>Deuteronomy 27:15</s_text><sep/><s_text>1 Samuel 15:23</s_text><sep/><s_text>2 Kings 18:4</s_text><sep/><s_text>Psalms 115:4-5</s_text><sep/><s_text>Isaiah 42:17</s_text><sep/><s_text>Isaiah 45:20</s_text><sep/><s_text>Isaiah 47:13</s_text><sep/><s_text>Isaiah 57:5</s_text><sep/><s_text>Jeremiah 19:4-5</s_text><sep/><s_text>Ezekiel 23:37</s_text></s_node-2><sep/><s_text>New Testament</s_text><s_node-2><s_text>Acts 15:29</s_text><sep/><s_text>Acts 17:22-23</s_text><sep/><s_text>Acts 17:29</s_text><sep/><s_text>Romans 1:22-23</s_text><sep/><s_text>Romans 1:25</s_text><sep/><s_text>1 Corinthians 6:9-10</s_text><sep/><s_text>1 Corinthians 8:1-13</s_text><sep/><s_text>1 Corinthians 10:7</s_text><sep/><s_text>1 Corinthians 10:14</s_text><sep/><s_text>1 Corinthians 10:20</s_text><sep/><s_text>1 Corinthians 12:2</s_text><sep/><s_text>Colossians 2:18</s_text><sep/><s_text>1 Peter 4:3</s_text><sep/><s_text>1 John 5:21</s_text><sep/><s_text>Revelation 2:14</s_text><sep/><s_text>Revelation 2:20</s_text><sep/><s_text>Revelation 9:20</s_text><sep/><s_text>Revelation 21:8</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>BOD activities/tasks by IT team</s_text><s_relation>File upload by IT team to trading engine<sep/>Files download from exchange</s_relation><s_node-1><s_text>File upload by IT team to trading engine</s_text><s_relation>BOD activities/tasks by IT team</s_relation><s_node-2><s_text>Dion</s_text><sep/><s_text>Odin</s_text></s_node-2><sep/><s_text>Files download from exchange</s_text><s_relation>BOD activities/tasks by IT team</s_relation><s_node-2><s_text>NSC equity</s_text><s_node-3><s_text>Nnf participant</s_text><sep/><s_text>Nnf security</s_text><sep/><s_text>Contract</s_text><sep/><s_text>Security</s_text><sep/><s_text>Participants</s_text></s_node-3><sep/><s_text>NSC derivatives</s_text><s_node-3><s_text>FO participants</s_text><sep/><s_text>VAR file</s_text><sep/><s_text>Contract</s_text><sep/><s_text>Security</s_text><sep/><s_text>Participants</s_text></s_node-3><sep/><s_text>Currency</s_text><s_node-3><s_text>Cd_contract</s_text><sep/><s_text>Subtopic 2</s_text><sep/><s_text>Subtopic 3</s_text><sep/><s_text>Contract</s_text><sep/><s_text>Security</s_text><sep/><s_text>Participants</s_text></s_node-3><sep/><s_text>BSE files</s_text><s_node-3><s_text>SCRIP_Date</s_text><sep/><s_text>EQD_SPD</s_text><sep/><s_text>VAR file</s_text></s_node-3><sep/><s_text>MCX files</s_text><s_node-3><s_text>MSX_scripts</s_text><sep/><s_text>MCX_part</s_text></s_node-3><sep/><s_text>NCDEX</s_text><s_node-3><s_text>Ncdex_contra</s_text></s_node-3><sep/><s_text>SX</s_text><s_node-3><s_text>MCSSXscript.bcp</s_text></s_node-3><sep/><s_text>SX equity</s_text><s_node-3><s_text>MSCSX_eq.bcp</s_text></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships.

[Assistant] <s_map><s_node-0><s_text>Observations</s_text><s_node-1><s_text>Weak understanding of the importance of relationships</s_text><s_node-2><s_text>Don't understand the importance of keeping in touch</s_text></s_node-2><sep/><s_text>Don't understand how they themselves typically behave</s_text><s_node-2><s_text>70% think that they are behaving differently than they actually are</s_text></s_node-2><sep/><s_text>Are mainly right hand sided - tellers</s_text><sep/><s_text>Lack confidence</s_text><s_node-2><s_text>Feel that they must provide info to be of value</s_text><sep/><s_text>Approach meetings with a tell attitude</s_text><sep/><s_text>Rely on credentials</s_text><sep/><s_text>Don't ask many questions or probe</s_text></s_node-2><sep/><s_text>Are not used to strongly preparing for meetings or presentations -- e. g. rehearsing</s_text><sep/><s_text>Don't prepare around questions that they should ask</s_text><sep/><s_text>Can improve in anticipating questions that they could be asked</s_text><sep/><s_text>Have never seen Power Mapping but appreciate</s_text><sep/><s_text>Don't have common tools, language or templates</s_text><sep/><s_text>Lack training in the areas addressed in TMM</s_text><sep/><s_text>Weak on soft skills of relationships, asking and probing and especially in emphatic skills</s_text><sep/><s_text>Seeing people as different in terms of vaules and how to be communicated with is an eye opener</s_text><sep/><s_text>Are well below aveage in empathic skills</s_text><sep/><s_text>Are highly reliable and responsive</s_text><sep/><s_text>Are very strong on competence</s_text><sep/><s_text>Clients would like</s_text><s_node-2><s_text>Relationships</s_text><sep/><s_text>Understanding</s_text><sep/><s_text>More contact</s_text><sep/><s_text>Would like to be informed of new developments</s_text><sep/><s_text>New ideas</s_text><sep/><s_text>Having CC Understand what's on their mind</s_text></s_node-2><sep/><s_text>The CC Environment'</s_text><s_node-2><s_text>Brexit</s_text><sep/><s_text>More competition</s_text><sep/><s_text>Influence of Procurement</s_text><sep/><s_text>Rate pressure</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>GOSPEL OF THE KINGDOM</s_text><s_node-1><s_text>Matthew 4:23  And Jesus went about all Galilee, teaching in their synagogues, and preaching the gospel of the kingdom, and healing all manner of sickness and all manner of disease among the people.</s_text><sep/><s_text>Matthew 9:35  And Jesus went about all the cities and villages, teaching in their synagogues, and preaching the gospel of the kingdom, and healing every sickness and every disease among the people.</s_text><sep/><s_text>Matthew 24:14  And this gospel of the kingdom shall be preached in all the world for a witness unto all nations; and then shall the end come.</s_text><sep/><s_text>Mark 1:14  Now after that John was put in prison, Jesus came into Galilee, preaching the gospel of the kingdom of God,</s_text><sep/><s_text>Mark 1:15  And saying, The time is fulfilled, and the kingdom of God is at hand: repent ye, and believe the gospel.</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Organize the content of this mind map into structured textual information.

[Assistant] <s_map><s_node-0><s_text>Mind mapping digital products</s_text><s_node-1><s_text>Why use mind mapping</s_text><s_node-2><s_text>Thinking</s_text><s_node-3><s_text>Ideation</s_text><sep/><s_text>Brainstorming</s_text></s_node-3><sep/><s_text>Learning</s_text><s_node-3><s_text>Summarizing</s_text><sep/><s_text>Synthesizing</s_text><sep/><s_text>Later reference material</s_text><sep/><s_text>Visual Notes</s_text></s_node-3><sep/><s_text>Communication</s_text><s_node-3><s_text>Drafting outlines</s_text><sep/><s_text>Specing out ideas for content</s_text></s_node-3></s_node-2><sep/><s_text>Who can use mind maps?</s_text><s_node-2><s_text>Content creators</s_text><sep/><s_text>Project managers</s_text><sep/><s_text>Writers/ Authors/ Bloggers</s_text><sep/><s_text>Students/ Learners</s_text><sep/><s_text>Self-care</s_text><s_node-3><s_text>Retro/ Review</s_text><sep/><s_text>Reflection/ Journaling</s_text><sep/><s_text>Planning</s_text></s_node-3><sep/><s_text>Anyone who works with ideas</s_text></s_node-2><sep/><s_text>Ideas</s_text><s_node-2><s_text>Teach Mind Map</s_text><s_node-3><s_text>Why use mind map?</s_text><sep/><s_text>How to use mind map?</s_text></s_node-3><sep/><s_text>Sell Mind Map</s_text><s_node-3><s_text>Infoproducts</s_text><s_node-4><s_text>Summaries</s_text><s_node-5><s_text>Books</s_text><sep/><s_text>Blogs/ Articles/ Essays</s_text><sep/><s_text>Threads</s_text><sep/><s_text>Podcasts</s_text><sep/><s_text>Videos</s_text></s_node-5><sep/><s_text>Templates</s_text><s_node-5><s_text>Project planning</s_text><sep/><s_text>Task management</s_text><sep/><s_text>Emotional management</s_text><sep/><s_text>Journaling/ Reflection</s_text></s_node-5><sep/><s_text>Curation</s_text><s_node-5><s_text>Best resources on mind mapping</s_text></s_node-5></s_node-4><sep/><s_text>Video products</s_text><s_node-4><s_text>Teaching about mind mapping</s_text><sep/><s_text>Teaching on 'Accidental Creator' using mind mapping</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>What are the benefits</s_text><s_node-2><s_text>Think better</s_text><sep/><s_text>Learn quicker</s_text><sep/><s_text>Effective decision making</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>Project Plan</s_text><s_node-1><s_text>INFOMATION</s_text><s_node-2><s_text>PROJECT MANAGER</s_text><sep/><s_text>TEAM MEMBERS</s_text><sep/><s_text>DESCRIPTION</s_text><sep/><s_text>KEY STACKHOLDERS</s_text><sep/><s_text>BACKGROUND</s_text></s_node-2><sep/><s_text>GOALS</s_text><sep/><s_text>REQUIREMENTS</s_text><s_node-2><s_text>BUDGET</s_text><sep/><s_text>PEOPLE</s_text><sep/><s_text>ASSETS</s_text></s_node-2><sep/><s_text>SCHEDULE</s_text><s_node-2><s_text>PHASE 1</s_text><s_node-3><s_text>TOP PRIORITIES</s_text><sep/><s_text>MID PRIORITIES</s_text><sep/><s_text>LOW PRIORITIES</s_text></s_node-3><sep/><s_text>MILESTONE 1</s_text><sep/><s_text>PHASE 2</s_text><s_node-3><s_text>TOP PRIORITIES</s_text><sep/><s_text>MID PRIORITIES</s_text><sep/><s_text>LOW PRIORITIES</s_text></s_node-3><sep/><s_text>MILESTONE 2</s_text><sep/><s_text>PHASE 3</s_text><s_node-3><s_text>TOP PRIORITIES</s_text><sep/><s_text>MID PRIORITIES</s_text><sep/><s_text>LOW PRIORITIES</s_text></s_node-3><sep/><s_text>MILESTONE 3</s_text></s_node-2><sep/><s_text>ACTUAL PROGRESS</s_text><s_node-2><s_text>TASKS DONE</s_text><sep/><s_text>TASKS CANCELED</s_text><sep/><s_text>TASKS DELAYED</s_text><sep/><s_text>TASKS ON HOLD</s_text><sep/><s_text>TASKS IN PROGRESS</s_text></s_node-2><sep/><s_text>RISK</s_text><s_node-2><s_text>RISK 1</s_text><s_node-3><s_text>DESCRIPTION</s_text><sep/><s_text>IMPACT</s_text><sep/><s_text>SEVERITY</s_text><sep/><s_text>PROBABILITY</s_text><sep/><s_text>LIKELIHOOD OF PRIOR DETECTION</s_text><sep/><s_text>MITIGATION APPROACH</s_text><sep/><s_text>PROPOSED SOLUTIONS</s_text></s_node-3><sep/><s_text>RISK 2</s_text><s_node-3><s_text>LIKELIHOOD OF PRIOR DETECTION</s_text><sep/><s_text>MITIGATION APPROACH</s_text><sep/><s_text>PROPOSED SOLUTIONS</s_text><sep/><s_text>IMPACT</s_text><sep/><s_text>SEVERITY</s_text><sep/><s_text>PROBABILITY</s_text><sep/><s_text>DESCRIPTION</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>LES APPLICATIONS  DU MIND MAPPING</s_text><s_node-1><s_text>LES 3 GRANDS  PRINCIPES D'UTILISATION</s_text><s_node-2><s_text>ORGANISATION IDEES</s_text><s_node-3><s_text>ENTRANTES</s_text><s_node-4></s_node-4><sep/><s_text>SORTANTES</s_text><s_node-4></s_node-4></s_node-3><sep/><s_text>MEMORISATION</s_text><sep/><s_text>AUTRE</s_text><s_node-3><s_text>SPECIFIQUES</s_text><sep/><s_text>TRANSVERSALES</s_text></s_node-3></s_node-2><sep/><s_text>ORGANISER LES IDEES  DES AUTRES</s_text><s_node-2><s_text>PRISE DE NOTES</s_text><s_node-3><s_text>COURS</s_text><sep/><s_text>LIVRES</s_text><sep/><s_text>VIDEOS</s_text></s_node-3><sep/><s_text>CONDUITE D'ENTRETIEN</s_text></s_node-2><sep/><s_text>ORGANISER  SES PROPRES IDEES</s_text><s_node-2><s_text>TROUVER DES IDEES</s_text><s_node-3><s_text>CREATIVITE</s_text></s_node-3><sep/><s_text>RECHERCHE DE SOLUTIONS</s_text><sep/><s_text>METTRE DE L'ORDRE DANS SES IDEES</s_text><s_node-3><s_text>OUTILS DE QUESTIONNEMENT</s_text><sep/><s_text>DEFINIR SES OBJECTIFS</s_text></s_node-3><sep/><s_text>PREPARATION A LA REDACTION</s_text><sep/><s_text>PREPARATION A LA PRISE  DE PAROLE EN PUBLIC</s_text></s_node-2><sep/><s_text>MEMORISATION</s_text><s_node-2><s_text>APRENTISSAGE</s_text><s_node-3><s_text>PRISE DE NOTES EFFICACES</s_text><sep/><s_text>MISE EN SCENE</s_text></s_node-3><sep/><s_text>QUESTIONNEMENT</s_text><sep/><s_text>REFAIRE DES CARTES</s_text></s_node-2><sep/><s_text>AUTRE</s_text><s_node-2><s_text>PRESENTATION</s_text><sep/><s_text>GESTION DE PROJETS</s_text><sep/><s_text>LA CARTE COCKPIT</s_text><sep/><s_text>LA CARTE CQQCOQPP</s_text><sep/><s_text>LES CARTES COLLECTIVES</s_text><sep/><s_text>LES CARTES D'ANALYSES</s_text><s_node-3><s_text>EMERGENCES</s_text></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>primate  cooperation</s_text><s_node-1><s_text>key components  of social life</s_text><s_node-2><s_text>Cooperation</s_text><s_node-3><s_text>collaboration</s_text><sep/><s_text>helping</s_text></s_node-3><sep/><s_text>competition</s_text></s_node-2><sep/><s_text>Machiavellian  intelligence  hypothesis</s_text><s_node-2><s_text>Whiten & Byrne</s_text></s_node-2><sep/><s_text>social brain hypothesis</s_text><s_node-2><s_text>Dunbar</s_text></s_node-2><sep/><s_text>social  intelligence  hypothesis</s_text><s_node-2><s_text>Humphrey</s_text></s_node-2><sep/><s_text>evil eye hypothesis</s_text><s_node-2><s_text>Schmelz</s_text></s_node-2><sep/><s_text>Mindreading</s_text><s_node-2><s_text>Premack & Woodruff</s_text></s_node-2></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>The  Elderly</s_text><s_node-1><s_text>Leviticus 19:32</s_text><sep/><s_text>Job 32:7-9</s_text><sep/><s_text>Psalms 71:9</s_text><sep/><s_text>Psalms 90:10</s_text><sep/><s_text>Psalms 92:12-14</s_text><sep/><s_text>Proverbs 16:31</s_text><sep/><s_text>Proverbs 20:29</s_text><sep/><s_text>Proverbs 23:22</s_text><sep/><s_text>1 Timothy 5:1</s_text><sep/><s_text>Titus 2:1-3</s_text></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>Denis - Blondie</s_text><s_node-1><s_text>Start</s_text><s_node-2><s_text>Oh Denis doo be do</s_text><sep/><s_text>I'm in love with you, Denis doo be do</s_text><sep/><s_text>I'm in love with you, Denis doo be do</s_text><sep/><s_text>I'm in love with you</s_text></s_node-2><sep/><s_text>Verse 1</s_text><s_node-2><s_text>Denis Denis, oh with your eyes so blue</s_text><sep/><s_text>Denis Denis, I've got a crush on you</s_text><sep/><s_text>Denis Denis, I'm so in love with you</s_text></s_node-2><sep/><s_text>Verse 2</s_text><s_node-2><s_text>Oh when we walk it always feels so nice</s_text><sep/><s_text>And when we talk it seems like paradise</s_text><sep/><s_text>Denis Denis I'm so in love with you</s_text></s_node-2><sep/><s_text>Middle 8 + Key change!</s_text><s_node-2><s_text>You're my king and I'm in heaven every time I look at you</s_text><sep/><s_text>When you smile it's like a dream</s_text><sep/><s_text>And I'm so lucky 'cause I found a boy like you</s_text></s_node-2><sep/><s_text>Verse 3</s_text><s_node-2><s_text>Denis Denis, avec tes yeux si bleux</s_text><sep/><s_text>Denis Denis, moi j'ai flashe a nous deux</s_text><sep/><s_text>Denis Denis, un grand baiser d'eternite</s_text></s_node-2><sep/><s_text>Verse 4</s_text><s_node-2><s_text>Denis Denis, je suis si folle de toi</s_text><sep/><s_text>Denis Denis, oh embrasse-moi ce soir</s_text><sep/><s_text>Denis Denis, un grand baiser d'eternite</s_text></s_node-2><sep/><s_text>End x 2</s_text><s_node-2><s_text>Oh Denis doo-be-do</s_text><sep/><s_text>I'm in love with you, Denis doo-be-do</s_text><sep/><s_text>I'm in love with you, Denis doo-be-do</s_text><sep/><s_text>I'm in love with you</s_text></s_node-2></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>EVITER UNE GROSSESSE: LA CONTRACEPTION</s_text><s_relation>LA CONTRACEPTION DANS LA DUREE<sep/>LA CONTRACEPTION PONCTUELLE</s_relation><s_node-1><s_text>LA CONTRACEPTION PONCTUELLE</s_text><s_relation>MECANIQUE: contraception lors d'un rapport sexuel<sep/>EVITER UNE GROSSESSE: LA CONTRACEPTION<sep/>CHIMIQUE: contraception d'urgence après rapport sexuel</s_relation><sep/><s_text>LA CONTRACEPTION DANS LA DUREE</s_text><s_relation>EVITER UNE GROSSESSE: LA CONTRACEPTION<sep/>CHIMIQUE<sep/>MECANIQUE</s_relation><sep/><s_text>CHIMIQUE: contraception d'urgence après rapport sexuel</s_text><s_relation>LA CONTRACEPTION PONCTUELLE</s_relation><s_node-2><s_text>la pillule du lendemain</s_text><s_node-3></s_node-3></s_node-2><sep/><s_text>MECANIQUE: contraception lors d'un rapport sexuel</s_text><s_relation>LA CONTRACEPTION PONCTUELLE</s_relation><s_node-2><s_text>le préservatif masculin</s_text><s_node-3></s_node-3><sep/><s_text>le préservatif féminin</s_text><s_node-3><s_text></s_text><s_node-4><s_text>difficulté d'insertion et de retrait</s_text><s_node-5><s_text>les préservatifs masculins et féminins sont à usage unique et protège à la fois d'une grossesse et des MST</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>diaphragme et spermicides</s_text><s_node-3><s_text>mise en place sur le col de l'utérus. utiliser des spermicides avec. usage unique</s_text><s_node-4><s_text>les spz ne passent pas le col de l'uterus.ne protège pas des MST</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>CHIMIQUE</s_text><s_relation>LA CONTRACEPTION DANS LA DUREE</s_relation><s_node-2><s_text>les pillules</s_text><s_node-3><s_text>à prendre tous les jours</s_text><s_relation>ces méthodes libèrent des substances chimiques hormonales qui empèchent l'ovulation, la nidation (pas de croissance de l'endomètre) et le passage des spz au niveau du col de l'utérus</s_relation></s_node-3><sep/><s_text>les implants, patchs et anneaux</s_text><s_node-3><s_text>à renouveller régulièrement</s_text><s_relation>ces méthodes libèrent des substances chimiques hormonales qui empèchent l'ovulation, la nidation (pas de croissance de l'endomètre) et le passage des spz au niveau du col de l'utérus</s_relation></s_node-3></s_node-2><sep/><s_text>MECANIQUE</s_text><s_relation>LA CONTRACEPTION DANS LA DUREE</s_relation><s_node-2><s_text>le stérilet</s_text><s_node-3><s_text></s_text><s_node-4><s_text>le stérilet empeche la nidation de l'embryon et la remontée des spz jusqu'aux trompes.il ne protège pas des MST.dure 3 à 5 ans.</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>ces méthodes libèrent des substances chimiques hormonales qui empèchent l'ovulation, la nidation (pas de croissance de l'endomètre) et le passage des spz au niveau du col de l'utérus</s_text><s_relation>à prendre tous les jours<sep/>à renouveller régulièrement</s_relation><sep/><s_text>valentine dutour 2010</s_text></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>Sub-Saharan Africa part 2</s_text><s_node-1><s_text>AIDS in Geopolitical framework</s_text><sep/><s_text>Film: Sowing Seeds of Hunger</s_text><s_node-2><s_text>Questions</s_text><s_node-3><s_text>Number of People with HIV</s_text><sep/><s_text>Frequency of Deaths</s_text><sep/><s_text>Where</s_text><sep/><s_text>Connection with Agricultural production</s_text><sep/><s_text>Connection</s_text><s_node-4><s_text>AIDS</s_text><sep/><s_text>Poverty</s_text><sep/><s_text>Hunger</s_text></s_node-4><sep/><s_text>Connection</s_text><s_node-4><s_text>Gender Inquality</s_text></s_node-4></s_node-3></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>Le stress est votre ami</s_text><s_node-1><s_text>Il peut vous aider</s_text><s_node-2><s_text>Voyez les signes de stress comme une préparation au challenge</s_text><s_node-3><s_text>Sueur</s_text><sep/><s_text>Coeur qui bat rapidement</s_text><sep/><s_text>Noeud dans l'estomac</s_text></s_node-3><sep/><s_text>Ne pensez pas qu'il est mauvais pour la santé</s_text><sep/><s_text>Votre corps l'acceptera mieux</s_text><s_node-3><s_text>Votre rythme cardiaque sera rapide mais ne sera pas dangereux pour votre santé</s_text><s_node-4><s_text>Similaire à la joie et au courage</s_text><sep/><s_text>Plus de confiance</s_text><sep/><s_text>Plus de succès</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Il vous rend sociable</s_text><s_node-2><s_text>Vous produisez de l'ocytocine en état de stress</s_text><s_node-3><s_text>Agit sur votre cerveau</s_text><s_node-4><s_text>Renforce votre besoin d'intimité avec les gens qui vous entoure</s_text><sep/><s_text>Rend bienveillant envers les autres</s_text></s_node-4><sep/><s_text>Agit sur votre corps</s_text><s_node-4><s_text>Protège votre système cardio-vasculaire des effets du stress</s_text><sep/><s_text>Aide les cellules de votre coeur à se régénérer et guérir des dommages du stress</s_text></s_node-4></s_node-3><sep/><s_text>Vous allez donc chercher de l'aide auprès des gens qui vous entoure</s_text><s_node-3><s_text>Envie d'exprimer comment vous vous santez à quelqu'un</s_text><sep/><s_text>Besoin d'être entouré par les gens qui tiennent à vous</s_text></s_node-3></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>Subordinate, or Dependent Clauses</s_text><s_node-1><s_text>Adjective Clauses</s_text><s_node-2><s_text>Background</s_text><sep/><s_text>Location</s_text><sep/><s_text>Time</s_text><sep/><s_text>Purpose</s_text><sep/><s_text>Attendees</s_text></s_node-2><sep/><s_text>Answer: Which one? What Kind?</s_text><sep/><s_text>Begin with Relative Pronouns</s_text><s_node-2><s_text>Who</s_text><sep/><s_text>Whose</s_text><sep/><s_text>That</s_text></s_node-2><sep/><s_text>Adverb Clauses</s_text><s_node-2><s_text>Person in charge</s_text><sep/><s_text>Issues</s_text><sep/><s_text>Goals</s_text><sep/><s_text>Progress</s_text><sep/><s_text>Review</s_text></s_node-2><sep/><s_text>Answer: When? Where? How? To What Extent</s_text><s_node-2><s_text>Goals</s_text><sep/><s_text>Progress</s_text><sep/><s_text>Review</s_text><sep/><s_text>Issues</s_text><sep/><s_text>Person in charge</s_text></s_node-2><sep/><s_text>Begin with Subordinating Conjunctions</s_text><s_node-2><s_text>Goals</s_text><sep/><s_text>Progress</s_text><sep/><s_text>Review</s_text><sep/><s_text>Issues</s_text><sep/><s_text>Person in charge</s_text></s_node-2><sep/><s_text>Refer to text box from your handout!</s_text><sep/><s_text>Look for commas, too</s_text><s_relation>Begin with Subordinating Conjunctions<sep/>Adverb Clauses<sep/>Answer: When? Where? How? To What Extent</s_relation></s_node-1></s_node-0></s_map>