{"image": ["bxmind_png/YPZDhGAI_2022-Personal-Annual-Report-FS-blog.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "2022 Personal Annual Report - Farnam StreetQ1: You're fired(Ruthlessly) analyzeWhat's working?What's NOT working?If you wanted to be more successful/ start from scratch todayWhat would you stop doing?What would you start?What's getting in the way?Q2: More and LessYou'll never reach the top of the mountain unless you enjoy the climb...PositivesWhat gave your energy?What gave you meaning?What do you want to spend MORE time on next year?NegativesWhat drained you?What seemed void?What do you want to spend LESS time on next year?Q3: Passive ModeDon't wait for things to happen, make them happenWhere am I waiting for another person to make the first move?What can I do to go positive and go first?Q4: Planting SeedsDo the things today that would put yourself in a better position tomorrowWhat can I do in the next week that will make the rest of the year easier?What can I do this year that will leave me in a better position for next year?Q5: Inner CircleSelect your friends as you would a personal board of directorsWho do I spend time with that pulls me down?Who do I spend time with that lifts me up?Q6: Film CrewAssume a film crew is following you around, all day, documenting your success....What would you be doing that you'd want the film crew to see?What are the things I'm doing that I don't want them to see?Q7: GoalsHave goalsAnd have SYSTEMS in place to make them inevitableYearly goals... break them intoMonthly goalsWeekly goalsWrite & Put them where you can see them!What are your goals for 2023?Do you have the right systems in place to make them happen?What needs to change?"}], "task_type": "qa_sft"} {"image": ["bxmind_png/YlyBOCAa_GNOME-Adult-education-Metacognition.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "GNOMEGoalsWhat are you going to do with this course ?What do you want to get from this training ?NeedsWhat do you need that training for ?What are the things you need to learn ?ObjectivesWhat outcomes do you expect from this course ?What are the results you want to achieve ?MethodsHow do you reach your goals ?How do you study ?What kind of tools are you using to study ?EvaluationHow do you measure your success ?What is working ?What is not working ?How can you do it better ?MOOC : Instructional Methods for Health Professions Education, Coursera, University of Michigan, Caren Stalburg, MD, MAMarco Bertolini, June 2016Mnemonic by Dr Quirk"}], "task_type": "qa_sft"} {"image": ["bxmind_png/h5YyHNJO_Identification-Process-Com.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "Identification Process ComDéclencheur interne/externeSous-sujet 1Oui : prend l'initiativeOui : s'engage d'abord dans la relation (Empathique)Non : ne prend pas l'initiativeNon : s'engage d'abord dans la tâche à accomplir (Rêveur)Engagé/En retraitSous-sujet 1Oui : s'engage d'abord dans la relationOui : prend l'initiative (Empathique)Non : s'engage d'abord dans la tâche à accomplirNon : ne prend pas l'initiative (Rêveur)En fonction de ses valeurs, la personne sera plus ou moins tournée vers l'humainOrientation vers la tâcheSous-sujet 1Orientation vers la personneInitiative du contactObservation préalable du contact avant initiative du contactPerseverantEn situation de stress, son environnement préféré est le tête à têteReformuler son point de vue afin de faire comprendre que le message est passé Lui demander comment elle résoudrait la situation de son point de vue L'écouter, prendre en considération ses remarques pour assoir son besoin de reconnaissance pour ses opinionsInitiative du contact car besoin d'informations pour classer le contactTravaillomaneEn situation de stress..."}], "task_type": "qa_sft"} {"image": ["bxmind_png/PVH4xwQG_Henry-IV-Part-1.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "Henry IV Part 11. Act I, Scene ii, lines 193-215.The scapegrace son of King Henry IV, Prince Harry is playing a much longer game than it may appear. The life of debauchery he leads, as his drinking companions take their leave one night, is only the cover from which he will one spring to glory.I know you all well, and will awhile uphold...2. Act V, Scene i, lines 127-140.Told by Prince Harry that he owes God a death, since all men must die eventually, Sir John Falstaff makes it clear that he has no intention of discharging his debt in that days battle:’Tis not due yet - I would be loath to pay him before his day.3. Act V, Scene iv, lines 86-109.The great and the gross: victorious in battle, Prince Harry finds two very different men lying dead before him, the defeated Hotspur and his old drinking companion Falstaff:For worms, brave Percy. Fare thee well, great heart! Ill-weaved ambition, how much art thou shrunk.4. Act V, Scene iv, lines 110-127.Yet Falstaff, it seems, is made of more heroic stuff, rising when Harry leaves to reply with a soliloquy of his own:Embowelled? If thou embowel me to-day, I’ll give you leave to powder me and eat me too tomorrow."}], "task_type": "qa_sft"} {"image": ["bxmind_png/bQfRUcga_Competition-Types.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Competition TypesMonopsonistOligopsonistPerfect CompetitionOligopolyCartelMonopolyLegal Monopoly >25%Dominant Monopoly >40%Natural MonopolyMonopolistic CompetitionBilateral Monopoly"}], "task_type": "qa_sft"} {"image": ["bxmind_png/BRyfcfgy_Mooc-definition.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "MOOCMassiveMassifParfoisplus de 100.000 participantsEn FranceGdP : 10.000OpenOuvert à tousSans conditionAgeDiplômePas forcémentgratuitOnlineEn ligneParfoisMeetupsActivités hors ligneCourseCoursVidéoCourtesSous-titrées ou nonQuizEvaluation par les pairsMarco Bertolini pour le Sommet Mémoire et Apprentissage"}], "task_type": "qa_sft"} {"image": ["bxmind_png/KbjNfFEt_Ie.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "IEQCStatisticsOPDEHR6 sigma"}], "task_type": "qa_sft"} {"image": ["bxmind_png/u1jFAzoN_2019-Mind-Mapping-Software-Trends-Survey.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "2019 MIND MAPPING SOFTWARE TRENDS SURVEYBottom-line benefitsTime savings (hrs.)Biggest benefitProductivity increase (%)Creativity increase (%)Work improvementHow has it changed how you work?What specific areas of improvement does it enable?Quality of work it enablesConfidence working with mind mapping softwareTackle complex projects easilyTypes of thinking enabledBrainstormingThinking/planningResearchProject/task managementNumerous applications for businessWHY PARTICIPATE?TAKE THE SURVEY NOW! ()Benchmark best practices used by your peersHow ELSE should you be using it?Get maximum VALUE from it!Help quantify what mind mapping software makes possibleExpand its influence as a valuable business tool\"The savvy executive's secret weapon!\"Build a strong case for your team to use it and your boss to support itDemonstrate proof of its valueExplain its benefits to othersTell me where you're getting stuck with mind mapping softwareHelp me provide the right knowledge andresources to meet YOUR needsShare your opinions to help shape the future of mind mapping softwareTell software developers what you NEEDSupport the global community of mind mappersWe're all in this togetherYour opinion matters!I share abundant resources, learing and insights with you - please return the favor!TAKE THE SURVEY NOW!WHY PARTICIPATE? ()"}], "task_type": "qa_sft"} {"image": ["bxmind_png/9c89da04-c269-4bcd-a65f-a2d686844760.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "BREAKING OF THE BREAD OF LIFEMatthew 26:17-30first day of the feast of unleavened breadMark 14:22-24as they did eatLuke 22:19-20this do in remembrance of meJohn 6:35I am the bread of lifeJohn 6:51I am the living bread which came down from heaven:John 6:53-57Except ye eat the flesh of the Son of man, and drink his blood, ye have no life in youActs 2:42they continued steadfastly in the apostles' doctrine and fellowshipActs 2:46-47And they, continuing daily with one accord in the temple,Acts 20:7And upon the first day of the week, when the disciples came together1 Corinthians 10:16-17the communion of the body of Christ1 Corinthians 10:21-22partakers of the Lord's table1 Corinthians 11:20-34come together in one place to eat the Lord's supper"}], "task_type": "qa_sft"} {"image": ["bxmind_png/os7ErQEA_Mindflexing-the-Patrix.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "Mindflexing & the PatrixFixed MindsetTwo Mindsets (Intelligence is static)Avoid ChallengesGive up easilySee effort as fruitlessIgnores criticismThreatened by success of othersDisempoweringHow we acquire beliefsTwo MindsetsFixedGrowthReinforcement of fixed mindsetFixedFeedback affirms smart/stupidFixed mindset are deeply embedded in our cultureTakes awareness to notice where these insidious beliefs show upStimulate growth mindset attitudesEmpowerment to disengage & design better alternativesReinforcement of growth mindsetGrowthThe PatrixAlleviation (Key world changers task)Social ControlNeeds human development of willOpposes to Gaia U frameworkTeachers/Parents co-optedWe have been conditioned to the patrix!My ThoughtsWe have the power to empower!Gratitude/frustration/persistence/driveWelcoming my conditions/de conditionDriving force to sourceFlourish by exampleAlleviationThe Patrix (Key world changers task)Reclaim&liberate our own intelligencesRecovering from schooling & support others to do the sameNo need to blame ourselvesGrowth MindsetTwo Mindsets (Intelligence can be developed/World Changing)Embrace ChallengesPersist in face of setbacksEffort as path to masteryThrive from CriticismEncompass the power to empower/learn from othersEmpoweringTwo MindsetsFixed Mindset (Intelligence is static)Growth Mindset (Intelligence can be developed/World Changing)How we acquire beliefsFixed MindsetGrowth MindsetBook 1 Element 3"}], "task_type": "qa_sft"} {"image": ["bxmind_png/nudJ6PfD_-1-WORK_CREATIVITY-How-to-use-the-PMI-technique.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "IDEA / STATEMENT/ ISSUESTEPPLUSExamine the idea/ statement and write down the positive points-Sous-sujet 1Sous-sujet 2Sous-sujet 3Sous-sujet 4STEPMINUSExamine the idea/ statement and write down the negative points-Sous-sujet 1Sous-sujet 2Sous-sujet 3Sous-sujet 4STEPINTERESTINGExamine the idea/ statement and write down what are the interesting points?-Sous-sujet 1Sous-sujet 2Sous-sujet 3Sous-sujet 4STEPNow you can take your decision!!!THE PMI TECHNIQUE\" Improve your thinking by opening your mind \"The PMI technique is a thinking technique to find out the Plus, Minus ant Interesting points about an issue or idea, BEFORE to form your opinion.THE PMI TECHNIQUEMINDMPAP ## 1CATEGORyCREATIVITYMETHODPMIORIGINEduard de BonoDOCUMENTATIONDe Bono's Course in Thinking (Réfléchir vite et bien)"}], "task_type": "qa_sft"} {"image": ["bxmind_png/f543d4b9-12d5-477e-9368-47fd283d47c4.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "Central TopicMain Topic 2Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Subtopic 1Main Topic 3Main Topic 4Main Topic 5"}], "task_type": "qa_sft"} {"image": ["bxmind_png/c804e075-bed8-4dea-865a-12cdc317e9a8.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "SoT Speech to StaffTable of ContentsKeyNoteChild ProtectionEducational VisitsTeaching and LearningAccreditation UpdateOther schools projectsKeynoteHealthT1a is exam resultsWellbeing / MindfulnessReflective SchoolCritical thinkingTalmud"}], "task_type": "qa_sft"} {"image": ["bxmind_png/KrCyZSeV_Ancient-Egyptian-Calendar.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "Ancient Egyptian CalendarLucky DaysUNLUCKY DAYSLinksJetsu, LauriPorceddu, Sebastian"}], "task_type": "qa_sft"} {"image": ["bxmind_png/dSLKVKeG_Flash-BootLoader.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "Flash BootLoaderFlash Driversaved in flashbetter run in RAMclear after use to avoid accidental call in appadvantage:fasteragile(only update flash driver without update bootloader)also could run in FLASHbootloader -> flash Mem.Flash Tool(PC)BootLoaderbasic CAN interfaceCANDCANCprotectedsaved in protected flashSelf protected子主题 3"}], "task_type": "qa_sft"} {"image": ["bxmind_png/KWEMxgPP_Coriolanus.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "Coriolanus1. Act IV, Scene iv, lines 12-26.Exiled from Rome himself as an enemy of the people, Coriolanus now finds himself in Antium, an ‘enemy’ state. ‘City, ’tis I who made thy widows,’he wryly recalls, as he sets off in search of his old adversary, Aufidius:O world, thy slippery turns!"}], "task_type": "qa_sft"} {"image": ["bxmind_png/0KxW5AMM_PersonalManagement.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "Personal ManagementSportingTravelingEatingWorkingHawaiiMaldivesHongKongJapanYellow MountainRunningYogaBasketballWalkingSwimmingReading"}], "task_type": "qa_sft"} {"image": ["bxmind_png/UGfgbbcq_Prozessaufbereitung-Prozessanalyse.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "Prozessaufbereitung, ProzessanalysePPSProduktionsplanung ProduktionssteuerungErzeugnisstrukturplanung, (Stücklisten)AblaufdatenBetriebsmittelplanung AusführzeitenCADComputer Aided DesignKonstruktionspläneZwei - Dreidimensionale ModelleFunktions und BewegungsabläufeArbeitsplanerstellungCAPComputer Aided PlanningAblaufplanungenCNCCAE: Computer Aided Engineering - Oft als Überbegriff für CAD/CAP CAM: Computer AIDED Manufacturing"}], "task_type": "qa_sft"} {"image": ["bxmind_png/XVH63e0f_Henry-VI-Part-1.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "Henry VI Part 11. Act I, Scene v, lines 19-26.The English Lord Talbot marvels at what he sees as the infernal prowess of Joan of Arc.My thoughts are whirled like a potter’s wheel...2. Act IV, Scene i, lines 182-194.Relieved at the restraint shown by the Duke of York in the face of King Henry’s ineffectual rule, Exeter nevertheless wonders just how long the rivalries between England’s various noble houses can be kept in check.Well didst thou, Richard, to suppress thy voice..."}], "task_type": "qa_sft"} {"image": ["bxmind_png/VpkpPkoh_Key-Principles-for-creating-accessible-web-content.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "accessible web contentPerceivableinformationpresentedto the userin a way he can perceiveUseALT Textread by screenreadersdisplayed in place of imagesread and found by search enginesOperableUser must be ableto controlthe functionsof the interfaceInputOutputdevicesOutputInputUnderstandableUsermust be able to understandThe informationThe operationof the interfaceThe operationThe informationInterfaceshouldavoidcorrectmistakescorrectavoidRobustReadable bya wide variety of agentsincluding assistive technologiespointersmagnifiersscreenreadersBrowsersMedia playersPluginsKey principles for creatingMarco BertoliniAccording to MOOC Digital Accessibility Future Learn"}], "task_type": "qa_sft"} {"image": ["bxmind_png/K0XogGLt_Interview-Questions.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Interview QuestionsWhy have you been out of work so long, and how many others were laid off?What's wrong with you?Best answer: I was an excellent employee & gave more than a day's work for a day's pay.What's wrong with you?If employed, how do you manage time for interviews?Are you short-changing your current employer?Best answer: I'm taking personal time off. I only interview for positions that are a terrific match.Are you short-changing your current employer?How did you prepare for this interview?How much do you really care about this job?Best answer: I researched it starting with the company website. I really want this job.How much do you really care about this job?Do you know anyone working for us?Who might be a good judge of true character?Best answer: If you do know someone only mention them by name if you're certain of their positive standing within the organisation.Who might be a good judge of true character?Where would you really work?Are you applying for every job in sight?Best answer: This is where I want to work and this job is what I want to do.Are you applying for every job in sight?What bugs you about coworkers or bosses?Are you impossible to work with?Best answer: I've been lucky to have good bosses who were knowledgeable and fair and past workers who were able, supportive and friendly.Are you impossible to work with?Can you describe how you solved a work or school problem?Can you think critically?Best answer: Example: How you solved time management issues in order to take on a special assignment or complicated project.Can you think critically?Can you describe a work or school instance in which you messed up?Do you repeat the same mistakes over and over?Are you too self-important or unaware that you don't see your own failings?Are you so insecure or terrible that you will list all of your personal flaws?Best answer: Briefly mention a single small, well-intentioned goof and follow up with an important lesson learned from the experience.Do you repeat the same mistakes over and over?Are you so insecure or terrible that you will list all of your personal flaws?Are you too self-important or unaware that you don't see your own failings?How does this position compare with others you're applying for?Who else is interested?What will it take to bring you on board?Best answer: I respect the privacy of any organisation where I interview. I have found my destination here.What will it take to bring you on board?Who else is interested?If you won the lottery, would you still work?Are you really a motivated and hard worker?Best answer: While I'd be thrilled to win the lottery, I would still look for meaningful work because meeting challenges and achieving makes me happy.Are you really a motivated and hard worker?Three most important questions.Can you do the job?StrengthsTechnicalLeadership/inter-personalWill you love the job?MotivationCan we tolerate working with you?FitTypical questions for motivation: What gets you out of bed in the morning? What's important to people now) Talk about some of the most significant memories you have had throughout your career and what it is that got you through those times wither good or bad. (Helps get at patterns and trends)Will you love the job?Can we tolerate working with you?Can you do the job?OnboardingGetting a head startManaging the messageBuilding the teamThe key to accelerating success and reducing risk in a new job.Getting a head startBuilding the teamManaging the message"}], "task_type": "qa_sft"} {"image": ["bxmind_png/0UcnvGUF_Pecuniary-and-Non-PecuniaryFactors.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "Non-PecuniaryFactorsConvenience and flexibility of hoursMothers2nd jobs or other commitmentsStatusHouse of LordsLocal CouncillorsPromotion ChancesTrading FloorSalesGraduate recruitment SchemesFlexibility of locationWork from homeTravelQualifications and skillsPilotBeauticianJob SecurityJob for lifeTenureUniversityGovernment positionsPleasantness of the jobsFinborough rather than tough schoolGolf TrainerDive InstructorHolidaysTeachersPerks and fringe benefitsCompany CarShop discountsPension SchemesTravel SchemesCompany HolidaysQuantity and Quality of trainingAvivaChefs and restaurantsPerformance of firm / occupationFTSE 100Pecuniary (Financial)AccountancyEvery company needs oneBoring as hell!Banking / FinanceMcDonalds"}], "task_type": "qa_sft"} {"image": ["bxmind_png/dvLyGY4b_Coping-with-the-Holidays-in-Addiction-Recovery.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "HolidaysHolidays are toughBlogTopicQuoteMapPersonal/ExampleCBT contextDiscussionToolsI rememberProblemShift perspectiveGratitude articleNot aloneExampleToolGratitude ListConcludeNowSolutionHolidays blog outline"}], "task_type": "qa_sft"} {"image": ["bxmind_png/vNxkyPXM_Twelfth-Night.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "Twelfth Night1. Act II, Scene ii, lines 17-41.When Viola, disguised as a boy, is sent a love token by the beautiful Olivia - who claims to be ‘returning’ it - she is struck by the power of a handsome form over female sensibilities:I left no ring with her; what means this lady?"}], "task_type": "qa_sft"} {"image": ["bxmind_png/0b17b622-d33a-4d15-93aa-bae4fa52c295.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "Refugee Youth Empowerment Project- DeliverablesMarketing PlanCreating Project awareness among relevant StakeholdersDesigning & Printing Brochures + Posters in Swedish along with translations in Dari, Arabic, Somali & EnglishLaunching a webpage explaining the project DetailsMeetings at 5 Refugee homes to provide first hand knowledge, sharing about the objectives, selection criteria & distributing of brochuresDistribution of forms to gauge basic interest, previous education, language competenciesInformation meetings with the Management of the Refugee homesSignup ProcessCollection & Selection of Prospective Participants on the basis of their age group (15 to 30 years), Availability & Intention to participate through the Project Implementation Phase, of not being in the Transit phase, of having Basic Literacy competencyInviting the Participants for Signup Process & having translators where neededSelect 40 ParticipantsHiring Interpreters for these Languages: Dari, Somali & Arabic to the Swedish languageInformation SessionsOrientation meetings where the relevant Organizations would give information regarding opportunities for business development, career opportunities & training sessionsGiving information about Coaching SessionsCoachingAdvertise for voluntary certified coaches, or coaches from the StakeholdersHire/Signup voluntary certified coachesPerform Initial 1 hour coaching sessions with aim to shape an idea for futher developmentInclude hard Info sessions to groups of the participants on where help can be given at different associations. Also inform them about the coaching session structure, its aims such as to encourage participants to explore their own ideas, to formulate their own solutions & develop their own plans. The Coaches will assist them by providing advice, making connections & providing intelligence on Market & Industries1 week later: Perform 45 min. coaching session aimed at the Coachee developing concrete plan with timeliness, part of the plan being within the following two weeks.2 weeks later: Perform final 45 min. coaching session aimed at developing long term plan & further strategies.Training Sessions and Information MeetingsMeetings for those working at the youth homes to train on how to provide the needed support for the participantsGroup ActivitiesInform Participants about the Group activities at Mollans BasementAllow scheduling & necessary resources that will help provide Mollans Basement with the needed requirements such as translators.Evaluation of ParticipantsCreate a survey to evaluate Participants' well-being & motivation before the coaching sessions start & after the coaching session have endedLong Term Evaluation (2+years): Create a Survey that will evaluate where the participants are in their career development, (are the employed, not employed or working independently)."}], "task_type": "qa_sft"} {"image": ["bxmind_png/naRhnntM_L-intensite-Du-CourantElectrique.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "L'INTENSITE DU COURANT ELECTRIQUECOMMENT LA MESURER?le multimètremesurela tension electriquela resistance electriquel'intensité electriquel'ampèremetreampères Amilliampères mAtoujours brancher A en sérieINTENSITE DANS UN CIRCUIT EN SERIELOI D'UNICITE DE L'INTENSITEl'intensité du courant électrique à la même valeur en tout point d'un circuit en sérieINTENSITE DANS UN CIRCUIT EN DERIVATIONLOI D'ADDITIVITE DE l'INTENSITEl'intensité du courant électrique issu de la branche principale (celle du générateur) est égale à la somme des intensités des courants dans les branches dérivées I =I 1 +I 2unicité de l'intensitéI = I1 = I2valentine dutour 2010additivité de l'intensitéI = I1 + I2"}], "task_type": "qa_sft"} {"image": ["bxmind_png/SJRIqKqq_Learning-Coding.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Organize the content of this mind map into structured textual information."}, {"from": "assistant", "value": "Learning CodingVisual BasicSmall BasicPythonApp MakersTouch DevelopApp inventorVisual ProgrammingKidsScratchSnapProject SparkKoduProfessionalStencylworksGame SaladGame Maker: StudioConstruct 2JavaBlue JGreenfootEclipsehtmlJavascriptLogoTurtle Academy (Online)Imagine LogoiPad Apps Many now in Android tooDynamic ArtCodeaSequencingKodableBee-botMove The TurtleA.L.E.X.Cargo BotHopscotchDaisy The DinosaurTynkerLight BotOnline CoursesTynkerCodecademyUK CurricEspressoPurple Mash"}], "task_type": "qa_sft"} {"image": ["bxmind_png/kIrtxXN9_5-Quality-Factors-for-Customer-Service.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "5 Quality Factors for Customer ServiceAbout MapReliabilityConsistent deliveryAppropriate levels of performanceResponsivenessIntelligent flexibilityTailored response(s)TangiblesCreate where possibleBalance intangiblesGive sense of valueGive sense of purchase/ownershipAssuranceTrust in the systemTrust in peopleTrust in productEmpathyPeople are PeopleTreat individuallyPersonal response/treatment"}], "task_type": "qa_sft"} {"image": ["bxmind_png/tL1mZ13l_Manufactory-Flow.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Manufactory FlowCrushing Raw MaterialsQuarrying Raw MaterialsGrinding Raw MaterialsGrinding Raw MaterialsCrushing Raw MaterialsDry Mixing & BlendingQuarrying Raw MaterialsCrushing Raw MaterialsDry Mixing & BlendingCoal Fly Ash Slag or PozzolansGrinding Raw MaterialsPreheaterPreheaterRotary KilnDry Mixing & BlendingRotary KilnClinker CoolerPreheaterClinker CoolerRotary KilnFinish GrindingFinish GrindingProduct StorageGypsumClinker CoolerProduct StoragePackagingFinish GrindingPackagingShippingProduct StorageShippingPackagingGypsumFinish GrindingCoal Fly Ash Slag or PozzolansDry Mixing & Blending"}], "task_type": "qa_sft"} {"image": ["bxmind_png/xJqSJVEu_Emma-Maid-Service-Atlanta.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "Emma Maid Service AtlantaServicesHouse CleaningWindow CleaningMove Out/In CleaningOffice CleaningMaid ServicesBenefits24/7 Customer ServiceWeekends, Holidays and Same Day AppointmentsEco-Friendly Cleaning ProductsLicensed, Bonded and Insured CleanersPhone (470) 338-5301Emma Maids Atlanta Website"}], "task_type": "qa_sft"} {"image": ["bxmind_png/p16njIEW_TESCO.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "TESCOTechnical FeasibilityEconomic FeasibilityThe \"TESCO\" template is a useful tool for assessing the feasibility of a proposed solution. It provides a checklist for assessing the feasibility of the Technology that will be used to implement the solution, the Economic benefit the solution provides, the implementation Schedule, Compliance with regulations, laws and standards and the Operational feasibility form the perspective of the users.Schedule FeasibilityCompliance FeasibilityOperational FeasibilityWill it be possible to implement the proposed solution using the available technology?Technical FeasibilityDoes the proposed solution provide some financial benefit?Economic FeasibilityWill the proposed solution comply with accepted conventions, standards, rules and regulations? What licences will be required to implement the proposed solution? What contract conditions will the proposed solution need to comply with?Compliance FeasibilityWill the target users of the proposed solution be able to operate it in an efficient manner?Operational FeasibilityCan the proposed solution be implemented in time?Schedule Feasibility"}], "task_type": "qa_sft"} {"image": ["bxmind_png/aff90031-8c2f-497b-94d1-d1f3670af548.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "HOLY SPIRIT Inspired by the Holy SpiritOld TestamentGenesis 41:38Exodus 31:3Exodus 35:31Numbers 11:16-17Numbers 11:25-29Numbers 24:2Numbers 27:18Deuteronomy 34:9Judges 3:10Judges 6:34Judges 11:29Judges 13:25Judges 14:6Judges 14:191 Chronicles 28:11-122 Chronicles 15:12 Chronicles 24:20Isaiah 51:16Jeremiah 1:9Ezekiel 8:3Ezekiel 11:1Ezekiel 11:5Ezekiel 11:24Daniel 4:8Zechariah 1:1New TestamentMatthew 10:19Mark 13:11Luke 1:15Luke 1:41Luke 1:67Luke 2:25-26Luke 12:12Luke 21:14-15Acts 6:3Acts 7:55Acts 8:29Acts 9:17Acts 10:452 Timothy 3:16"}], "task_type": "qa_sft"} {"image": ["bxmind_png/DnMwGLUH_Engineering-Design-Process.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "Engineering Design ProcessBrain storming all that we know = CaptureTask SpecificationPOSTPurposeOutcomeStructureTimingVariablesConstantChangeableConceptual DesignComponentDeviceSystemSelection CriteriaTop 3Constraints"}], "task_type": "qa_sft"} {"image": ["bxmind_png/b8b9baca-33ff-45a5-8d06-37d79d484b86.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "Test casesDuplicated DataCase Ticket NumbersDuplicated PartiesNULL DataCOALESCE NULL NamesCOALESCE NULL Case NamesConcatenating Mult. Rows Into OneJane, Mary, David, etc.Case, Subcase data LoadEscaping Ampersand and Less than or greater thanIDs that exist in child tables with no data whatsoever (everything is NULL)IDS that exist in child tables with data, but none all converted columns are NULLBad dataBad Telephone numbers0000000009999999999bad license numbers0000000$!!Addresses in source mis-matched fieldsSome address contain datesOthers are blankStreet and PO Boxes offData not trimmedCapitalization IssuesRegular Transform with case statementsConcatenating Dates from different tablesCreating an indexConcatenating dashes on ticket numbersAdding an 'UNKNOWN' to NULL NAmesHandling DEFAULT w/ no transformationLoading PeoplePerson IdentifiersAttorneysOfficersPartiesConsolidating People"}], "task_type": "qa_sft"} {"image": ["bxmind_png/op97hg3w_Lessons-Learned-Xmind-Template.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "Lessons LearnedOverviewObjectivesKey PeopleKey DocsPositivesNegativesNext TimeStartStopDo MoreDo LessMaintain"}], "task_type": "qa_sft"} {"image": ["bxmind_png/srMvanY8_Event-Planning.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "Event PlanningKey InfoEvent NameDateTimeLocationLogisticsLocationRental FeeEquipment FeesAudio/Visual ServicesDecorationsDecor Idea / ThemeFlowersBalloonsLightingCateringFoodBeveragesStaffLinensPlates, etcGuest ListInvitation ListConfirmed AttendeesConfirmed AbsenteesUnconfirmedProgram AgendaScheduleMorningNoonAfternoonEveningEntertainmentSpeaker / PerformerMusicGifts/Prizes/FavorsPublicityGraphicsMailingsPhotographyPrinting CostsInvitations / Programs / BrochuresBudgetTotal BudgetCost Per PersonTotal Expenses"}], "task_type": "qa_sft"} {"image": ["bxmind_png/CmXXV2qZ_Bad-Company-Bad-Influence.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "Bad Company Bad InfluenceGenesis 19:4Genesis 19:7-9Exodus 23:2Exodus 32:1-5Numbers 14:1-10Deuteronomy 18:9-14Proverbs 1:10-15Proverbs 13:201 Corinthians 5:61 Corinthians 15:33"}], "task_type": "qa_sft"} {"image": ["bxmind_png/wjHDKXbv_Offices-of-CIA.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "Offices of CIAabout this mapby wojciech korsakall information:https://www.cia.gov/offices-of-cia/DIRECTORATE OF ANALYSISWelcome to the Directorate of Analysis (DA), where incomplete and sometimes contradictory information is transformed into unique insights that inform US policy decisions. The DA helps provide timely, accurate, and objective all-source intelligence analysis on national security and foreign policy issues to senior policymakers in the US government.More about Directorate of AnalysisDIRECTORATE OF OPERATIONSThe Directorate of Operations (DO) serves as the clandestine arm of the Central Intelligence Agency (CIA) and the national authority for the coordination, de-confliction, and evaluation of clandestine operations across the Intelligence Community of the United States.More about Directorate of OperationsDIRECTORATE OF SCIENCE & TECHNOLOGYThe Directorate of Science and Technology (DS&T) is one of five major components whose employees carry out the CIA's mission. The DS&T brings expertise to solve our nation's most pressing intelligence problems.More about Directorate of Science & TechnologyDIRECTORATE OF SUPPORTThe Directorate of Support (DS) provides everything the CIA needs to accomplish its critical mission of defending our nation. Serving side-by-side with our mission colleagues from the DA, the DS&T, the DDI, and the DO, our job is to ensure that all our mission elements have everything they need for success.More about Directorate of SupportDIRECTORATE OF DIGITAL INNOVATIONThe Directorate of Digital Innovation (DDI) is the Agency’s newest Directorate focused on accelerating innovation across the Agency’s mission activities with cutting-edge digital and cyber tradecraft and IT infrastructure.More about Directorate of Digital InnovationMISSION CENTERSThe ten Mission Centers will work closely with all Agency elements to help meet current and future national security challenges. The centers will serve as locations to integrate capabilities and bring the full range of CIA’s operational, analytic, support, technical and digital skillsets to bear against the nation’s most pressing national security problems.More about Mission CentersOFFICES OF THE DIRECTORIn addition, the Director of the Central Intelligence Agency (D/CIA) has several staffs that deal with:public affairshuman resourcesprotocolcongressional affairslegal issuesinformation managementinternal oversightmilitary affairstalent center of excellence"}], "task_type": "qa_sft"} {"image": ["bxmind_png/inLTBsna_Beginner-s-Guide-to-Financial-Markets-Foreign-Exchange.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Beginner's Guide to Financial Markets: Foreign ExchangeBuying and sellingImagine you’re going to the Bureau de Change to get your holiday money...On the wall there’s a board with red neon numbers in columns next to a list of currencies and the columns are headed ‘buy’ and ‘sell’.Let’s say you’re going to Spain so you want Euros; you buy 300 Euros, which costs you £250.What you’ve just done is a foreign exchange transaction – you’ve bought one currency and sold another.Banks, brokers and other financial institutions do exactly the same thing, except on a much bigger scale.Where you bought 300 Euros, they will buy 300 million EurosAn FX transaction could enable a company in Japan, say, to import goods from the United States and pay US dollars rather than yen if the currency valuation is favourable.It also allows a profit to be made on inter-currency transactions, especially at the top level of the FX market, which is made up of the largest investment banks.Because they're in a position to trade huge volumes, the banks get a better price (measured in ‘pips’, or the difference between the buy and the sell price) than someone buying their holiday money.Each country has its own currency denoted by a three-letter codeMajor currenciesEUR (Euros)USD (US Dollars)GBP (British pounds)JPY (Japanese Yen)CHF (Swiss Francs)The value of moneyLike anything else that can be bought or sold, demand for a currency influences the price.So, one day you might pay £250 for your Euros but if you buy them a week later, they could be worth £255in other words, the ‘buy’ price is higher.Currency valuation depends on a variety of factors such as...speculationwhere someone thinks the price may increase and buys more of the currency, which has the ultimate effect of increasing demand and driving up the pricea country’s business activities and economy.For example, if a country has high unemployment, people spend less on goods and services lowering gross domestic product (GDP) and, as a result, the value of that country’s currencyCentral banks can also affect the value of a country’s currency by increasing the supply of money to suit the economy’s needs.The term ‘quantitative easing’ has popped up in the news quite a bit over the past couple of years.For most people, it’s another bit of impenetrable jargon and almost certainly somehow the fault of bankers.What the term actually means is that the Bank of England (our central bank) has decided to try and boost the economy by effectively conjuring up more money to buy assets.The FX markets also do ‘forward’ transactionswhich means that Bank A will agree to buy 20m Euros costing £1.20 each from Bank B, but the actual transaction will happen at a future date, usually Tomorrow Next (2 days), Spot Week (one week), two weeks, one month, three months, six months, nine months or 12 months.Why do they do this?Bank A, the buyer, gets to buy Euros at an agreed rate so even if the currency valuation increases before the transaction takes place, they still pay £1.20 for their 20m Euros while Bank B gets to charge a premium price for undertaking the risk that the currency value will increase.Obviously, if the currency value drops, then Bank B will make a profitSo why is the ‘sell’ price lower?Again, it’s basic supply and demandAssuming you haven’t spent all your holiday Euros boosting the economy of Spain by buying beer and donkeys with straw hats, you might decide to exchange your leftover Euros, in effect selling them to the Bureau de Change who buy them back and sell you pounds.A straightforward buy/sell transaction like this is called a ‘spot’.London's place in the marketLondon is currently the most important financial centre in the FX markets and accounts for over 40% of global foreign exchange transactions, so you can see why the government (and by extension the mayor of London) are quite keen to hang on to the financial industry.New York = 19%Tokyo = 7%FX is a tremendously fast-moving market and operates 24 hours a day, five days a weekIn April 2011 alone, FX turnover in the UK was $2,191bn.So based on this, we could be forgiven for thinking that a tax on financial transactions (or Tobin Tax as it’s often known) is a fantastic idea.It could raise a huge amount of revenue for the Treasury and only affects the banks, right?Not quite...If the tax was imposed globally then it wouldn’t be a problem because all countries would be equally liable for it.But the governments in Asia and the US have opposed a financial transactions tax, so the upshot of imposing it in London alone is that the banks, brokers and hedge funds who contribute to that 40% would up sticks and move to Asia or the US where they aren’t taxed.The financial industry is incredibly important to London and the UK in terms of tax take, local economy and GDP.So when you think of it like that, prime minister David Cameron’s stance that he would only consider a financial transaction tax if it was applied globally looks less like a rampant capitalist Tory protecting banks than an attempt to look out for the interests of the country, doesn’t itFX is just one market within the financial industry, albeit the one with the largest volume and amount of money involved.."}], "task_type": "qa_sft"} {"image": ["bxmind_png/tuGjM0GA_Lean-Readings.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Organize the content of this mind map into structured textual information."}, {"from": "assistant", "value": "Lean ReadingsLeanAza BadurdeenLean Manufacturing basicsBTVSM SimulationMckinseySegregating VariabilityThe choreography of expertise,\"McKinsey on Service OperationsThe lean work cell: A mortgage solutionFrom lean to lasting: Making operational improvements stickThe McKinsey Quarterly, November 2008,strategosa Bomber an hourWillow-run: colossus of American industryFord the men & the machinemy 40 years with FORDCharles sorensenTPSAlliance school pptMetricsCaseJohn HopkinsLew HoffmanIntro to LeanArt of LeanArt SmalleyHistory of TPSReferencesMichael Cusumano, History of the Japanese Automobile IndustryA3AgileParlez UMLAgile Metrics DesignMeasuring and Managing Performance in Organizations.Robert D. Austin,Dorset House Publishing,1996.www.agilespi.comwww.processimpact.comHexawareAgile Biz Caseoddescrum deckLean DesignMary poppendieckAHPVtech introDecision by ObjectivesErnest H. FormanInstitute of Marketing & InnovationDr. Rainer HaasDr. Oliver Meixner"}], "task_type": "qa_sft"} {"image": ["bxmind_png/crPsQGPP_Sir-Arthur-Conan-Doyle-Study.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "The Famous Duo, occupants of 221B Baker street. The Early Adventures.1874Holmes solves his first case'The Gloria Scott'1876-1881Conan Doyle studies Medicine at Edinburgh University1877Holmes takes rooms by himself in London's Montague Street.'A Study in Scarlet'July 1880Watson is shot and wounded at the Battle of Maiwand, Afghanistan'A Study in Scarlet'January 1881Holmes and Watson meet at St. Bartholomew's Hospital, London. They lodge together at 221B Baker Street.'A Study in Scarlet'Baker Street ended at number 83. The House that is now home to the Holmes museum was then in Upper Baker Street, although it is very similar to the description in the stories. in 1990 it was given the number 221B.June 1882Conan Doyle moves to Southsea (Portsmouth, Hampshire) to set up a medical practice. He also renounces his Catholic faith.June 1887Queen Victoria celebrates her Golden JubileeDecember 1887Conan Doyle Publishes 'A Study in Scarlet' in Beeton's Christmas Annual.January 1889Watson marries Mary Morstan, and sets up a new Medical Practice.'The Stockbroker's Clerk'February 1889Conan Doyle Publishes 'Micah Clarke' - a Historical NovelFebruary 1890'The Sign of the Four' appears in Lippincott's Magazine.It is published as a Novel in October 1890march 1891Conan Doyle arrives in London, by way of Venice, Milan and Paris. He lodges at 23 Montague PlaceApril-May 1891Holmes and Moriarty disappear into the Reichbach Falls. The Great Hiatus begins.'The Final Problem'Of all of the tales written by Conan Doyle, none caused as much stir as 'The Final Problem'. Most significantly, it tells of Holme's untimely death, but it also features the infamous villain 'Professor Moriarty'The story was published in the 'Strand Magazine', the reaction was consternation, shock and outrage.Conan Doyle was taken aback by his readers extreme reactions. Later he defended himself be saying \"it was not murder, but justifiable homicide in self-defence, since, if I had not killed him, he certainly would have killed me\"Conan Doyle had long felt that Holmes was taking up to much of his life, and churning out story after story to a deadline was a demanding task that took precious time away from his serious work.May 1891Conan Doyle gives up his medical practice and decides to make his living from writingJuly 1891'The Strand Magazine' begins publishing Holmes Short Stories in Serialisation.October 1892Conan Doyle Publishes'The Adventures of Sherlock Holmes'"}], "task_type": "qa_sft"} {"image": ["bxmind_png/b08146f9-4b2f-4902-a635-b4bedfa3ee83.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "QuaccheriFoxNaylerPenn"}], "task_type": "qa_sft"} {"image": ["bxmind_png/e6303468-e3ba-4856-acfc-c856f1abfb19.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "SEO Lead GenerationWeek OneAction Steps✔ Make sure you go through all of the content and that you understand the bigger picture of all of this.✔ Create your mindset pack with your goals included. Make sure to print it out and keep it by you so it is the first thing you look at every day. Share it with me via email or in the group.✔ Plot your organic posts for the next 30 days (3 per week), using my examples as reference. This will build your momentum.Week 1Speed improvementCreated a LinkedIn post and then pushed that to Facebook and TwitterWeb ExampleSEO tipWeek 2Web exampleGoogle Plus ReviewsSEO tipWeek 3Web ExampleImproving Google Plus pageSEO tipWeek 4Web ExampleSocial Media tipSEO tip✔ Do you have an email list? Shake the tree to see what falls out and start booking consults.I don't have a list, but I have LinkedIn and AlignableUse my new post>pdf toolStart posting on LinkedIn✔ Reach out to 5-10 targeted people every day that you think you can help and when they say yes to learning more about how you can help their business, offer to get on the phone with them sometime this week.5-10 targeted people... hmmm...Use one of my lead gen tools to find slow page loads using the page speed analyzer✔ Define your niche according to our criteria and share it in the group. We will need this next week."}], "task_type": "qa_sft"} {"image": ["bxmind_png/YPLO6Jmb_Thema.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "ThemaQuellmaterialauf ThemastudierenanalysenützlichHauptpunkte2-3ZielWas?relevantBeispielVeranschaulichungwww.wenzlaff.de"}], "task_type": "qa_sft"} {"image": ["bxmind_png/s4ymwyKc_gestion-de-portefeuille-1.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "gestion de portefeuille #1tempsdiscretcouper le temps en périodecontinuinteret composé toute les secondesmodalité de calculinteret simplesversés en une seul fois au début ou fin de périodeC+ (C*n*i)interet composésC * (1+i)^ncalculer a chaque période et s'ajoutent au capital immobiliserdate de paiement des interetsen fin de période = terme échu OU post composésen début de période = terme a échoir OU précomptéstaux d'interetproportionnelspour les intérets simples2 taux a 2 périodes différentes sont proportionnelle lorsque leurs rapport des durées de temps sur lesquelles elles sont définitequivalentpour les intérets composés2 taux relatifs a des périodes de capitalisation différentes sont equivalent si pour une meme durée de temps ils aboutissent a une meme valeur acquisepoint de départ pour interets1. modalité de calcul2. date de paiement des interets3. taux d'intereten temps continuactualisationVo = Vn e^-r ncapitalisationVn = V0 e^r ncapitalisationcalcule la valeur future1 seul fluxVn = V0 (1+i)^nsuite d'annuité quelconqueVn = ap (1+i)^n-pap = annuitésuites annuité constantesVn = a [ (1+i)^n -1)/i]actualisationcalcule la valeur actuelle1 seul fluxV0 = Vn/(1+i)^nVn= V0 (1+i)^-nsuite annuité quelconqueap(1+i)-pap/ (1+i)^psuite annuité constanteV0 = a[1-(1+i)^-n/i]suite annuité constante sur horizon infiniV0 = a[1-(1+i)^-n/i]suite annuité augmentant a un taux constant sur horizon infinia1 ((1+g/1+i)^n / i- g )"}], "task_type": "qa_sft"} {"image": ["bxmind_png/ob6MoAc8_Online-Cleaning-Courses-by-Fantastic-Academy.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Fantastic AcademyDomestic CleaningCarpet and Upholstery CleaningOven and Barbecue CleaningAntiviral SanitisationWindow Cleaninghttps://fantasticacademy.com/"}], "task_type": "qa_sft"} {"image": ["bxmind_png/9e1ae779-2226-48bb-afbd-a89092ff9f7d.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "COVENANTCovenant OLD Testament01. Genesis 09:8-1701. Genesis 15:1801. Genesis 17:1-1401. Genesis 17:19-2101. Genesis 21:2701. Genesis 21:3201. Genesis 26:26-2801. Genesis 31:43-4402. Exodus 02:2402. Exodus 06:3-502. Exodus 19:0502. Exodus 23:31-3202. Exodus 34:10-1202. Exodus 34:27-2803. Leviticus 24:0806. Joshua 07:1106. Joshua 23:1606. Joshua 24:2507. Judges 02:0107. Judges 02:2016. Nehemiah 01:0518. Job 31:0119. Psalm 025:1019. Psalm 025:1419. Psalm 050:0539. Malachi 02:4-5Covenant NEW Testament42. Luke 01:70-7244. Acts 03:2544. Acts 07:0848. Galatians 03:15-1758. Hebrews 08:6-1358. Hebrews 09:0158. Hebrews 09:0458. Hebrews 10:1658. Hebrews 10:2958. Hebrews 12:2458. Hebrews 13:20"}], "task_type": "qa_sft"} {"image": ["bxmind_png/yyOlsVZb_GTD-methodology.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "GTD® methodologyFrom the wikipedia GTD entryA natural planning methodProjects1. Defining the purpose and principles2. Envisioning the outcome3. Brainstorming4. Organizing3. Organize5. Identifying next actionsA framework with 6 levels of focus4. Review (weekly review focused on different levels)1. Current actions2. Current projects3. Areas of responsibility4. Yearly goals5. 5 year vision6. Life goalsA workflow process1. CollectBucketsItem (Process one item a time)2. Processprocess F.jpgItemBuckets (Process one item a time)Requires Action:Do(if it takes less than two minutes)DelegateWaiting forDeferCalendarNext actionsProjectsdoes not require action:Throw it awayIncubate it for possible action laterSomeday/MaybeFile it for referenceFiling System3. Organize4. OrganizingProjectsNext actionsA natural planning methodWaiting forDeferNext actionsProjectsDeferOfficeHomePhone...Waiting forDelegateProjectsSomeday/MaybeIncubate it for possible action laterCalendarDeferFiling SystemFile it for reference4. ReviewA framework with 6 levels of focus (weekly review focused on different levels)tickler file5. Doprocess F.jpg2. Process"}], "task_type": "qa_sft"} {"image": ["bxmind_png/JSRzMbWl_XMind-7-les-nouvelles-fonctions.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Nouvelle interfacePlus gaieErgonomiePlus lisiblePlus claireElémentspar catégorieNouvelle page d'accueilDiagrammes videsModèlesAméliorationsModèlesDiagrammes videsNouveauxmodèlesdiagrammesLisibilitéClartépageLisibilitéClartéDiagramme de Ganttdirectement (dans le )AmélioréModification de tâchedirectementDiagramme de Gantt (dans le )Export versMicrosoft ProjectImagePDFCarte d'informationAfficheInformationsTâchesNotesHyperliensEtiquettesCommentairesCommentersa cartela carte d'un partenaireBullesIdéal pourattirer l'attentionajouter un supplément d'informationArborescence généralePossibilitéde l'imprimerde l'exporterImpression multi-pagesDéterminezNombre de pagesen hauteuren largeurLigne du tempshorizontaleverticalese déploie automatiquementvisuellement très réussieBiggerplatePartage directDepuis la carteGeleen, le 11 novembre 2015Marco Bertolini"}], "task_type": "qa_sft"} {"image": ["bxmind_png/AHGKQFyd_Kaizen.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "KaizenSeiriOrdnung schaffenSeisoSauberkeitShitsukeDisziplin und SelbstdisziplinSeiketsupersönlicher OrdnungssinnSeitonjeder Gegenstand am richtigen Ort aufbewahren"}], "task_type": "qa_sft"} {"image": ["bxmind_png/eghB2eQJ_Flower-City-SEO-Rochester-Internet-Marketing.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "SEOLocal Rochester SEODomain and URLsCitationsSocial MediaOn Page SEO"}], "task_type": "qa_sft"} {"image": ["bxmind_png/tWVJ6pme_Shakespeare.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "ShakespeareShakespeare's Poetry.He wrote his 1st poem in 1593.He lived in the Renaissance.The Bard was born in Stratford-upon-Avon in April 1564.Shakespeare's existence is still questionable for many scholars and researchers.Shakespeare's wrote more than 156 sonnets.He married Anne Hathaway.Shakespeare was a playwriter/playwrightsPlays.He married Anne Hathaway.ShakespeareShakespeare's Poetry.ShakespeareHe wrote his 1st poem in 1593.ShakespeareHe lived in the Renaissance.ShakespeareShakespeare's wrote more than 156 sonnets.ShakespeareShakespeare was a playwriter/playwrightsShakespeareThe Bard was born in Stratford-upon-Avon in April 1564.ShakespeareShakespeare's existence is still questionable for many scholars and researchers.ShakespearePlays.Shakespeare"}], "task_type": "qa_sft"} {"image": ["bxmind_png/FVqQAD4V_AutoCAD-for-beginners.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "AutoCADLesson 1draw a triangleExiting commandselectionfor specific thingsfor whole thingsLasso selectionsetting angle valuesetting unitsusing line toolpolar trackingOrtho-modedynamic inputscustomizationLesson 2poly linesradius settingsmove toolfilletingoffsetrotatingtrimingmirroringobject snap2d practicelesson 3converting shape to symbolLayeringAdding circlesArch toolusing blocksplotting and printing"}], "task_type": "qa_sft"} {"image": ["bxmind_png/dgwKc0DJ_What-is-Technology.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "What is Technology?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=Rx0om7rWhl0How my idea of technology has changedWhat I think it is after reading the moduleWhat I thought it was before?Why we need new technologyWhat I thought it was before?What is Technology?Smartphones that improved over the yearsLaptops which became replacement to desktop computersNewer gadgets that helped people with disabilitiesRobots that are developing to increase there aid in householdsAutomatic manufacturing lines that make products at a much faster rateWhat I think it is after reading the moduleMuch 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:What is Technology?The new definition of the termTechnology is any modification of the natural world made to fulfill human needs or desires ~National Academies of Sciences, Engineering, and Medicine. 2012.The use of science and already existing technology to develop even more advanced technology to complete human needs and increase efficiency of completing tasks.The new definition of the termThe term vannot be explained in a single sentence due to the different forms that it took over the course of mankind.The new definition of the termHow my idea of technology has changedIt 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.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 DictionaryThe 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.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).It is very important for the survival according to Kevin Kelly. ~Kevin Kelly tells technology's epic story, YoutubeTechnology is anything that wasn’t around when you were born. - Alan Kay (Computer Scientist)What is Technology?It is nearly impossible to define technology because it's meaning is relative to time and keeps changing as time passes.It is very important for the survival according to Kevin Kelly. ~Kevin Kelly tells technology's epic story, YoutubeHow my idea of technology has changedThe new definition of the termThe term vannot be explained in a single sentence due to the different forms that it took over the course of mankind.The use of science and already existing technology to develop even more advanced technology to complete human needs and increase efficiency of completing tasks.What I think it is after reading the moduleIt is nearly impossible to define technology because it's meaning is relative to time and keeps changing as time passes.How my idea of technology has changedIt 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.How my idea of technology has changedI 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 DictionaryHow my idea of technology has changedAs 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).How my idea of technology has changedMuch 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:Pens & Pencils- ...made it easier to record and reference to previous thoughts and actions.\" (Tuck,2019)Tables and Chairs which make it comfortable for us to sit and complete our work with ease, eat and many more.What I think it is after reading the modulePens & Pencils- ...made it easier to record and reference to previous thoughts and actions.\" (Tuck,2019)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:Tables and Chairs which make it comfortable for us to sit and complete our work with ease, eat and many more.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: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.How my idea of technology has changedWhy we need new technology“What new technology does is create new opportunities to do a job that customers want done.” – Tim O’Reilly1) 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.What is Technology?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.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.Why we need new technologyTechnology is any modification of the natural world made to fulfill human needs or desires ~National Academies of Sciences, Engineering, and Medicine. 2012.What I think it is after reading the moduleTechnology is anything that wasn’t around when you were born. - Alan Kay (Computer Scientist)How my idea of technology has changed2) 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.Why we need new technology“What new technology does is create new opportunities to do a job that customers want done.” – Tim O’ReillyWhy we need new technologyReferences: 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=Rx0om7rWhl0What is Technology?"}], "task_type": "qa_sft"} {"image": ["bxmind_png/22PVH25K_FBI-Federal-Bureau-of-Investigation.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "FBI Federal Bureau of InvestigationDirectorDeputy DirectorChief of StaffDeputy DirectorDirectorSpecial Agents in Charge (SACs)Office of Public AffairsOffice of Congressional AffairsOffice of the General CounselOffice of Equal Employment OpportunityOffice of Professional ResponsibilityOffice of the OmbudsmanOffice of Integrity and ComplianceAssociate Deputy DirectorFacilities and Logistics Services DivisionFinance DivisionInspection DivisionRecords Management DivisionResource Planning OfficeExecutive Assistant Director for Information and Technology BranchIT Customer Relationship and Management DivisionIT Applications and Data DivisionIT Infrastructure DivisionExecutive Assistant Director for Human Resources BranchTraining DivisionHuman Resources DivisionSecurity DivisionExecutive Assistant Director for Intelligence BranchDirectorate of IntelligenceOffice of Partner EngagementExecutive Assistant Director for National Security Branch/ Associate Executive Assistant Director for National Security BranchCounterterrorism DivisionCounterintelligence DivisionWeapons of Mass Destruction DirectorateExecutive Assistant Director for Criminal, Cyber, Response and Services BranchCriminal Investigative DivisionCyber DivisionCritical Incident Response GroupInternational Operations DivisionExecutive Assistant Director for Science and Technology BranchOperational Technology DivisionLaboratory DivisionCriminal Justice Information Services Divisionbased on: fbi.govby Wojciech Korsakby Wojciech Korsakbased on: fbi.govwww.Explorer-Consulting.plwww.Komunikacja-Wizualna.com"}], "task_type": "qa_sft"} {"image": ["bxmind_png/4C3z5rvb_Riesling-Gewurztraminer.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Organize the content of this mind map into structured textual information."}, {"from": "assistant", "value": "Riesling & GewurtztraminerRieslingRegion/ClimateCool climatesGermanyMoselleRhineAlsace, France(Australia)StylesSparklingDryOff-drySweetIce WineGrapes left on vine over winterPicked in frozen stateGently squeezed releasing acidity and sugar with lower water contentPaletteRefreshingFloralFruityCitrusPeachApricotPineappleHoneyIn youthFreshPeachyWith ageOilyAcidityHighBodyLight - MediumGewurztraminerRegion/ClimateGermanyFranceAlsaceItalyCaliforniaCanadaAustraliaNoseDistinctSpicePaletteSpicey (Gewurz meaning spice in German)GrapefruitPepperFloralNuttySuited to spicy foodsAcidityMedium"}], "task_type": "qa_sft"} {"image": ["bxmind_png/Xh4A8qog_Gaia-U-Welcome-Call-Certificate-Ecosocial-Design.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Gaia U Welcome Call: - Certificate Ecosocial DesignCheck-InName and calling in from?Counter USA hegemony!Estados Unidos de MexicoSan Francisco * 19Wide angle on worldXMind Map open?Hands-up# 1 - for tech# 2 - for Q & AThink and ListenWhat's going well for you with your projects and/or Gaia U?What could be different (what is challenging) for you with your projects and Gaia U?What support would you like?Who?When?Find atWhen?Who?StaffAva Klingerhttps://calendly.com/andylang49Slack Direct Messages (DM's)ColleaguesSlack Direct Messages (DM's)Course navigation (Creating Regen Livelihoods 1)Using Slack - invite linkXMind - free version of XMind 8Readings to set the sceneQ&A Go AroundAnnouncementsCheck-out"}], "task_type": "qa_sft"} {"image": ["bxmind_png/VD91Dyia_Focus-on-2015-2016.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Organize the content of this mind map into structured textual information."}, {"from": "assistant", "value": "Focus on 2015 - 2016Teachers & ProfessionalsPractice writing learning scalesGain an thorough understanding of the Graduation Requirements and Performance IndicatorsUse Google Sites and Blogger to manage the requirements of Personalized Learning Plans (PLP)Continually reflect on professional goals and maintain evidence of growth and improvementAs LSSU teams; share draft content learning scalesModify and edit drafts to arrive at common scalesDiscuss language, number, and clarity of graduation requirements and performance indicatorsComplete common scalesProvide feedback for edits/ revisions to graduation requirements and performance indicatorsCreate authentic performance assessments that provide evidence of the requirements and indicators as described in the learning scaleCollect evidence of student workPractice 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 opportunitiesBring collection of student evidence to campAs LSSU teams; share student work and collaboratively score work using common learning scaleUse conversation and student evidence to calibrate expectations of proficiencyUse conversation and student evidence to further edit or revise learning scale criteria or graduation requirements and performance indicatorsExplore Open Education Resources that could serve to curate student experiences, provide self directed-self paced learning, and/or create customized learning pathways for studentsMake 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 itFaithfully implement the initial changes to grading practicesAssessment results and scores measure against performance level criteria in the learning scale, not against the performance of othersConsider performances and assessment that would provide evidence of requirements and indicatorsCurriculum CouncilConstruct Time-line and Visuals to communicate change and expectations betterCreate draft Graduation Requirement and Performance Indicator document for Mission Related GoalsAs sub-team; share draft of MRG requirements and indicators and solicit feedback and suggested edits/revisionsEngage in study and investigation of best practices for grading and reporting in proficiency based systemsMake necessary revisions to MRG document in preparation for LSSU School Board approvalCreate guidance for creation of, criteria, strategies, and implementation of high quality on-going formative assessmentsReview progress made at Camp, evaluate our current reality, determine next steps and write this time-line for 2016 - 2017Continue to study and learn from exemplar and model schoolsLeadershipBegin a communications team and create a plan for community engagementPractice & model the use of Blogger as a communication and reflection toolPrincipals develop a yearly strategic plan for staff development and instructional support of teaching teamsProvide opportunities for teachers to reflect on professional goals and maintain evidence of professional growth and improvementProvide learning opportunities to explore philosophies of grading and reporting in a proficiency systemShare examples of Open Education Resources being used by model schoolsProvide learning opportunities for exploring OERs and using them to curate learning experiencesShare MRG requirement and performance indicatorsOrchestrate discussion and facilitate initial decisions about changes to grading practicesOrchestrate discussion and facilitate initial decisions about changes to reporting and transcriptsWork with subcontractors and consultants to reconfigure the grading and reporting system to accommodate initial decisionsPrincipals develop a strategic plan for staff development and instructional support of teaching teamsCreate a resource which summarizes instructional practice, grading, reporting and other decisions made during Camp.Provide protocol for LSSU teams to integrate MRG requirements with content requirements in creation of learning scalesBring graduation requirements and performance indicators to LSSU School Board for approvalExplore Open Education Resources and methods to share with facultyCreate a needs assessment and build Curriculum Camp schedule, opportunities, and determine facilitationUse 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.Ensure every professional is aware of decisions and expectations resulting from camp.Supervise for implementation of decisions and expectations and provide supports when necessary, regardless of whether or not professional attended campCreate school level teams to further discuss and explore grading and reporting.Develop systemic practices within each school to allow feedback to be given from all stakeholders.Revisit and revise community engagement and communications plan. Construct new plan for 2016 - 2017"}], "task_type": "qa_sft"} {"image": ["bxmind_png/soG5fl1F_Les-angles-particuliers.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "Les angles particuliers2 angles à côtés respectivement parallèleet de même senset de sens contrairesont supplémentaires sil'un est aïgusl'autre obtussont de même amplitudeet de même senset de sens contraire2 angles à côtés respectivement perpendiculaireont une même amplitudes'ils sont tous 2 obtussont suplémetaires sil'un est aïgusl'autre obtusangle inscritdans un même cercle, les angles inscrit interceptant le même arc ont la même amplitude.l'amplitude d'un angle inscrit est égale à la moitier de celle de l'angle au centre interceptant le même arc.angle tangentieltout angle tangentiel à un cercle à la même amplitude qu'un angle interceptant le même arc.un angle tangentiel à un cercle est déterminé par une tangente et une corde aboutissant au point de contact."}], "task_type": "qa_sft"} {"image": ["bxmind_png/A64F14cW_Learn-English.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Learn EnglishListeningDo texts in EnglishSeriesListen MusicsWritingDo texts in EnglishTranslate textsSpeakingConversationsWith FriendsWith TeacherWith familySeriesReadingTranslate textsJournalsDuolingoMagazinesSeries with subtitles"}], "task_type": "qa_sft"} {"image": ["bxmind_png/hxE8GxJZ_Methodes-pedagogiques.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "Méthodes pédagogiquesExpositivesPrésentationsVidéosDémonstrationsEtudes de casCartesmentalesconceptuellesOrganisateurs graphiquesdiagrammes deVennGanttSous-sujet 2Exemples détaillésDémonstrationsVidéosApplicativesMéthodesdémonstrations pratiquesOutils de travailExercices fondés surcas pratiquesexpériences vécuesJeuxde rôlessérieuxsimulationsRecherches guidéesProjetsCollaborativesDiscussions guidées en ligneChats libresForumsTravaux de groupedocuments collaboratifsApprentissage par les pairstutoratévaluationMarco BertoliniJanvier 2016D'après un document de la FAO sur la conception de cours en e-learning"}], "task_type": "qa_sft"} {"image": ["bxmind_png/uWKiNqgb_I-Keep-Six-Honest-Serving-Men.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "I KEEP six honest serving-me (They taught me all I knew); Their names are...What?Why?When?How?Where?Who?"}], "task_type": "qa_sft"} {"image": ["bxmind_png/d12f8530-cc32-4306-8e9d-da8ded80b66e.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Door listerloginmain menuDoor JobsDrawer JobscustomersAdd Edit CustomerCustomer FormSample ReportsSample ReportExpired SamplesExpired Sample ReportZip Code Check (Distribution)Zipcode CheckAdd / Edit DistributorAdd / Edit DistributorCustomer Reports / LabelCustomer Reports FormPreviewCustomer Alphabetical ReportPrintPDFExcelCustomer Merge FileCustomer Merge FormMake Merge FileExport UPS SystemUPS Export FormExport CustomersBack To Main MenuSystem Setting"}], "task_type": "qa_sft"} {"image": ["bxmind_png/KcseswGJ_Things-Successful-People-Do-Differently-You-can-do-too.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "Things Successful People Do Differently & You can do too!Be specificDon't set vague or general goalsKnowing exactly what you want to achieve keeps you motivated until you get thereSeize the moment to act on your goalsPlan in advanceBe specific when & where you executeKnow exactly how far you have left to goTrack the progress against specific goalDo regular & frequent checkingBe a realistic optimistBring down the gap between (you as a ) planner & (you as an) executorFocus on getting better, instead of being goodGood is enemy of greatHave GritPersist in the face of difficultyPrepare your mindFocus on staying in regular practice than running behind outcomeBuild your willpowerChallenge yourself and buildFocus on what you will do, not what you won’t doConcentrate on strengthsReplace weakness with strengthsRememberYou don't need to become a different person to become a more successful oneIt’s never what you are, but what you do"}], "task_type": "qa_sft"} {"image": ["bxmind_png/BAYnCWyO_How-to-Analyse-a-Shakeaperean-Sonnet.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "How to Analyse a Shakeaperean SonnetIntroductionWhether 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.Split Up the QuatrainsLuckily, Shakespeare’s sonnets were written to a very precise poetic form. And each section (or quatrain) of the sonnet has a purpose.The sonnet will have exactly 14 lines, split up into the following sections or \"quatrains\":Quatrain One: Lines 1–4By 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)Quatrain Two: Lines 5–8Quatrain Three: Lines 9–12This 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)Quatrain Four: Lines 13–14By 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)Identify the ThemeThetraditional sonnet is a 14-line discussion of an important theme (normally discussing an aspect of love).First, try and identify what the sonnet is trying to say? What question is it asking of the reader?The answer to this should be in the first and last quatrains: lines 1–4 and 13–14.Quatrain One: These first four lines should set out the subject matter of the sonnet.By comparing these two quatrains (Quatrains one and four), you should be able to identify the sonnet’s theme.Quatrain One: Lines 1–4 (Compare Quatrains 1-4 to 13-14)Quatrain Four: Lines 13–14 (Compare Quatrains 1-4 to 13-14)Quatrain Four: The final two lines normally attempt to conclude the subject and ask the important question at the core of the sonnet.Identify the PointNow you know the theme and subject matter. You next need to identify what the author is saying about it.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.Quatrain Three: Lines 9–12 (Possible Twists and Complexity)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.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.Identify the ImageryWhat 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.Go through the sonnet line by line, and highlight any images the author uses. What connects them? What do they say about the theme?Now look closely at quatrain two, lines 5–8. Typically, this is where the writer will extend the theme into imagery or apowerful metaphor.Identify the MeterSonnets 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.\"Work through each line of yoursonnetand underline the stressed beats.An example of perfectly regular iambic pentameter is the following line:\"Rough winds do shake the darling buds of May\" (from Shakespeare's Sonnet 18).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.Identify the MuseLook 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.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: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.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.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.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."}], "task_type": "qa_sft"} {"image": ["bxmind_png/94e1494c-8adc-4bd8-b86a-06e1f3e09faf.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "False AccusationExodus 20:16Exodus 23:1Exodus 23:7Deuteronomy 5:20Deuteronomy 19:16-201 Kings 21:9-13Psalms 27:12Psalms 35:11Proverbs 6:16-19Proverbs 12:17Proverbs 14:5Proverbs 19:5Proverbs 19:9Proverbs 21:28Proverbs 25:18Mark 14:55-59Acts 6:11-13"}], "task_type": "qa_sft"} {"image": ["bxmind_png/4d2c4b54-a5a8-4f97-95a1-01aa2654725a.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "CONCEIT20. Proverbs 03:05-0720. Proverbs 12:1520. Proverbs 18:1120. Proverbs 23:0420. Proverbs 26:0520. Proverbs 26:1220. Proverbs 26:1620. Proverbs 28:1120. Proverbs 28:2623. Isaiah 05:2124. Jeremiah 09:2342. Luke 18:11-1245. Romans 01:2245. Romans 11:2545. Romans 12:1666. Revelation 03:17"}], "task_type": "qa_sft"} {"image": ["bxmind_png/RIavtg4g_PBL-I.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "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,CABGAspirin(100mg )1# QD Trandate(10mg) 1# QD Norvasc(5mg)1# QD Glucophage(850mg) 1# Tid AC (目前用藥)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LMD就診未改善→轉診醫學中心s/p one week→BCG 60mg intravesical instillation ,then QM at OPDTUR-BTSystemic Chemotherapy Regimen: Cisplatin+Methrexate, 3days/Q3W, 6 courseAspirin(100mg )1# QD Trandate(10mg) 1# QD Norvasc(5mg)1# QD Glucophage(850mg) 1# Tid AC64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)◆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。HematuriaIVP: 膀胱壁不規則 Cystoscopy with Bx: superficial transitional cell carcinoma (半年後)營養少於身體需要身體心象改變疼痛潛在危險性感染/傷口知識缺失(病人及主要照顧者)社交互動障礙皮膚完整性受損/造廔口照顧者角色緊張噁心/嘔吐無望感潛在危險性損傷/化學治療"}], "task_type": "qa_sft"} {"image": ["bxmind_png/d43a22c0-35bf-442b-8387-5c13ba39f638.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "GLORIFYING GODOld Testament1 Chronicles 16:28-29Psalms 22:23Psalms 34:3Psalms 50:15Psalms 50:23Psalms 69:30Psalms 86:9Psalms 86:12Psalms 99:9Psalms 115:1Psalms 118:28Isaiah 24:15Isaiah 25:1Isaiah 25:3Isaiah 42:12Isaiah 60:21Ezekiel 28:22New TestamentMatthew 5:16Matthew 15:31John 15:8John 21:19Acts 4:21Acts 11:18Acts 19:17Romans 4:20Romans 15:6Romans 15:91 Corinthians 6:201 Corinthians 10:312 Corinthians 9:13Galatians 1:24Philippians 1:11-121 Peter 2:121 Peter 4:111 Peter 4:141 Peter 4:16Revelation 4:11Revelation 5:13Revelation 14:7Revelation 15:4"}], "task_type": "qa_sft"} {"image": ["bxmind_png/1nsmAd1N_Sauvignon-Blanc-Chardonnay.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "Sauvignon Blanc & ChardonnaySauvignon BlancAcidityHigh acidity is its keynote. Very refreshing.Region/ClimateSuited to cool climateOften pale as a resultFranceLoire ValleyBordeauxCaliforniaNew ZealandChilePaletteKiwiGrassGooseberry\"Cat's pee\"ChardonnayRegion/ClimateGrown worldwide in any climateCooler climates usually result in subtler ChardonnaysWarmer climates usually produce fuller bodied Chardonnays with bolder flavoursPaletteOften butteryCool climatesCrispHigh acidityMedium ClimatesHoneyTropical FruitAKAPinot BlancMuscadetPinot Chardonnay"}], "task_type": "qa_sft"} {"image": ["bxmind_png/aCmbwCcN_GTDWorkflow-at-a-glance.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "Collect BoxIs it actionnable ? (Process an item)Is it actionnable ?Delete it (No)Collect Box (Process an item)Action this week ? (Yes)Archive it as reference/materials (No)Delete itIs it actionnable ? (No)Archive it as reference/materialsIs it actionnable ? (No)Action this week ?What is the next action for the project ?Is it actionnable ? (Yes)One single action ? (Yes)To your Incubate list (No)One single action ?To your Project list (No)Action this week ? (Yes)Do it in less than 2' ? (Yes)Do it in less than 2' ?Do it ! (Yes)Is for me ? (No)One single action ? (Yes)Is for me ?To your WaitngFor list (No)Do it in less than 2' ? (No)With a due date ? (Yes)Delegate it (No)With a due date ?To your Calendar (Yes)To your Action list (No)Is for me ? (Yes)To your Incubate listAction this week ? (No)To your Project listWhat is the next action for the project ?One single action ? (No)Do it !Do it in less than 2' ? (Yes)Delegate itIs for me ? (No)To your WaitngFor listIs for me ? (No)To your CalendarWith a due date ? (Yes)To your Action listWith a due date ? (No)What is the next action for the project ?Action this week ?To your Project list"}], "task_type": "qa_sft"} {"image": ["bxmind_png/RXqJmQkr_Book-summary-of-the-7-habits-of-highly-effective-people.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Organize the content of this mind map into structured textual information."}, {"from": "assistant", "value": "Win/WinAbundance MentalityEmphatic listeningP/PC BalanceBe ProactiveFocus on your \"Circle of Influence\"!Stewardship delegationfocuse on results instead of methodsMake a list of responsibilities you could delegate and the people you could delegate toSet up stakeholder information systemsBegin with the end in mindVisualisationPut first things first!Personal mission statement (personal constitution)identify your various roleslonger-term goalsTime management matrixQuadrant II \"important\" activitiesBig rocksSharpening the sawPhysical dimensionSpiritual dimensionMental dimensionone hour a day for the rest of your lifePhysical dimensionMental dimensionSpiritual dimension"}], "task_type": "qa_sft"} {"image": ["bxmind_png/267edd3c-1864-4185-a58a-5f9eaafb5a25.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "ChoiceDeuteronomy 30:19Joshua 1:7Joshua 24:151 Samuel 12:201 Kings 18:21Proverbs 4:26-27Matthew 6:24Matthew 12:30Luke 11:23Acts 13:43Romans 11:22Galatians 5:11 Timothy 6:11James 1:12James 1:25"}], "task_type": "qa_sft"} {"image": ["bxmind_png/1d3656ee-2777-4bea-b0db-9f1dd7c168a3.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "TestTest 11.12.2.3.3Test 21.12.2"}], "task_type": "qa_sft"} {"image": ["bxmind_png/A6fE2htk_Ecoute-Active-les-10-piliers.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "Ecoute Active10. Maintenir l'attention9. Poser des questions8. Ne pas juger7. Rester calmeMairiser ses émotionsrespiration ventrale6. Etre patientSilencesLaisser le tempsNe pas interrompre5. Comprendre son point de vueEmpathie4. Eviter toute discussion3. Montrer de l'intérêt2. Mettre à l'aise1 Laisser parler10 Piliers de l'ECOUTE ACTIVEwww.coachrelax.fr"}], "task_type": "qa_sft"} {"image": ["bxmind_png/0b371cff-e58c-469d-9d66-f0616f1884b0.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "Gardening Services WarringtonServicesTotal Garden MaintenanceExpert Gutter CleaningAccurate Lawn MowingGarden ClearancePatio and Driveway CleaningGarden Waste ClearanceWhy to Choose UsQuality Garden AssistanceScheduled Gardening ServicesNon-stop Customer CareTrained TeamsContact Us01925 698 036http://www.gardeningserviceswarrington.co.uk"}], "task_type": "qa_sft"} {"image": ["bxmind_png/XMJAegLF_Dramatic-Fitness-Meal-Plan-Template-Weeks-1-4.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Dramatic Fitness Meal Plan Template: Weeks 1-4Meal 13 whole eggs5 egg whites1 vegetable portion60-80g oatsMeal 2200g lean meatWhite fishChicken breastTurkeyLean steakEquals approximately 40-50g protein70g carbohydratee.g.100g (uncooked weight) brown rice1 medium sweet potatoWORKOUTMeal 3 (Post Workout)Protein shake40g proteinMeal 4200g lean meat70g carbohydrate1 vegetable portionMeal 5200g lean meat1 vegetable portion10-20g healthy fatsAvocadoOlive oilAlmondsAlmond ButterMeal 6200g lean meat1 vegetable portion10-20g healthy fatsORProtein shake with 10-20g healthy fats & 40g oats(Recommend adding almond butter to shake)Meal 71.5 scoops casein protein10-20g healthy fatsDaily Macro Aims:270g protein1-1.5g protein per lb of bodyweightIf bodyweight is 180lbs, protein intake should be 180g-270g of protein, dependant on body type and goals.240g carbohydrate90g fat2900 calories"}], "task_type": "qa_sft"} {"image": ["bxmind_png/G2XTLa42_Best-Cleaners-Oxford-Full-List-of-Commercial-and-Residential-Services.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "Best Cleaners OxfordEnd of Tenancy CleaningOne-off CleaningOven CleaningWindow CleaningMattress CleaningCarpet CleaningAfter Builders CleaningDomestic CleaningOffice CleaningHard Floor CleaningUpholstery CleaningJet Washing"}], "task_type": "qa_sft"} {"image": ["bxmind_png/HIAucpKf_The-7-Rules-of-Highly-Worried-People.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "The 7 Rules of Highly Worried PeopleRule 1If something bad could happen - if you can simply imagine it - then its your responsibility to worry about itSo, imagine all possible thing & worry about itRule 2Don't accept any uncertainty - you need to know for sureCertainty eliminates worry. Right? So, go out and get the perfection, that certaintyRULE 3Treat all your negative thoughts as if they are really trueIf you think someone doesn't like you, it's probably true. So, worry about itRULE 4Anything bad that could happen is a reflection of who you are as a personThis rule solves Rule #3 issueIf you don't do well in exam, you are incompetentIf someone doesn't like you, you must be a loserRULE 5Failure is unacceptableThink everything is your responsibility & if you fail, people will judge you are a failureYou can make your worries as powerful as possible by thinking \"I can never handle any failure\"RULE 6Get rid of any negative feelings immediatelyYou 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 happenRULE 7Treat everything like an emergencyDon'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, everythingYou 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\"BONUSWorry about worrying\"Now that you're worried, you've got to stop worrying completely or you'll go crazy and die\"From \"The worry cure\" by Robert L. Leahy"}], "task_type": "qa_sft"} {"image": ["bxmind_png/kvyY5pir_Les-Droits-De-L-homme-Et-L-europe.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "LES DROITS DE L'HOMME ET L'EUROPEUNE IDENTITE COMMUNE:UN PASSE COMMUNgrecs et romainsdemocratiemoyen âgechristianismeles lumières 18eidée de liberté et de droits de l'hommeLE CONSEIL DE L'EUROPE10 pays en 194946 pays de nos joursuniquement démocratiesrépubliquesmonarchies constitutionnellesLA CONVENTION EUROPEENNE DES DROITS DE L'HOMMEgarantit des droitsindividuelscivilspolitiquesLA COUR EUROPEENNE DES DROITS DE L'HOMMEun état ou un individu peut la saisirelle examine la requeteelle encourage les parties à négociersi pas d'accord elle tient son audience publiqueelle rend un arret définitifDES IDENTITES NATIONALESL'ECOLE EN EUROPEle droit à l'instruction est une valeur communediversité au sein de l'europerythmes scolairedifférentsdiversité de l'évaluationdiversité de l'enseignementréflexion communereconnaissance des diplomesechanges: erasmusLES MINORITESpolitique de l'immigration en europeouverture dans les annés 50fermeture à partir des années 70 suite à la crise économiquepolitiques différentes vis a vis des minoritésfrance: politique d'assimilationgrande bretagne: politique multiculturelledifficultés d'intégrationVERS UNE CITOYENNETE EUROPEENNE?MAASTRICHTest citoyen européen tout citoyen d'un état membredroit de vote et d'elligibilité qqs le pays d'origine et de résidenceSHENGEN:10 PAYSlibre circulation des hommes des marchandises des capitauxcoopération police et justicevalentine dutour 2010"}], "task_type": "qa_sft"} {"image": ["bxmind_png/awq5td7I_Celtic-Language-Timeline.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Celtic Timeline5th c. BCEFirst Celtic Attestations in Lepontic4th c. BCEFirst ogham inscriptions in Primitive Irish6th c. BCEBeginning of Old Irish PeriodLives of Taliesin and Aneirin8th - 9th c. CEFirst Welsh, Cornish and Breton AttestationsCornish dies out12th c. CEFirst manuscripts of the Táin Bó Cúailnge16th c. CEAn Irish scribe writes his name in ogham18th c. CECornish dies outFirst Welsh, Cornish and Breton AttestationsEndCE 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.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.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.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.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.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.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."}], "task_type": "qa_sft"} {"image": ["bxmind_png/7Scffme4_SWOT-Template-XMind.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "SWOTStrengthsWeaknessesOpportunitiesThreats"}], "task_type": "qa_sft"} {"image": ["bxmind_png/3ba44e12-5c0e-479f-8bc4-c55e3f2232e0.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Bass FishingLaunch via PlatformLegal ScreensCheck Online ConnectionCheck Content EntitlementStart ScreenCharacter CreationNew CharacterSkip TutorialNoTutorialYesMain MenuExisting CharacterMain Menu"}], "task_type": "qa_sft"} {"image": ["bxmind_png/PqHg2N6p_Argumenter-communiquer-pour-convaincre.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Argumenter : communiquer pour convaincreLa posture à adoptersavoir écouterse mettre à la place de l'autreêtre sûr de soine pas s'identifier au débatje ne joue pas ma vieprise de recul, distanceLes compétences à développerconnaître son interlocuteurses motivations ?connaître le sujetle contexte ?relier logiquement les argumentscohérencereformuler ce que dit l'interlocuteurfaire passer le message clé : répétition !Les 3 CConnaissancede la situationdu sujetCompétencedans le contexteConvictionargumentsfil conducteur logiquecohérencecentré sur l'objectifConvictionCompétenceConnaissanceLes 3 EEcouteactiveprésence à l'autrelaisser parlerEmpathiese mettre à la place de...changer de point de vueimaginer ce que ressent l'interlocuteurEnquêtecomprendre la raison du désaccordidentifier les besoins sous-jacentscentré sur l'autreEmpathieEnquêteEcouteSupport réalisé par Alliam pour l'ISFEC Bretagne. www.alliam.fr"}], "task_type": "qa_sft"} {"image": ["bxmind_png/VOdttgdF_Why-Projects-Fail.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "Why Projects FailUnclear/Conflicting ObjectivesToo many objectivesNo clear single goalConflicting goalsUnachievable ProjectScopeTimeResourceQualityOver-spendingUnrealistic costsCreeping spendPoorly researched business caseUnder-resourcingInsufficient peopleNot the right expertiseResource viabilityExtra workWork discovered en routeScope creepMoving GoalpostsCompleted work invalidatedChanges in personell and prioritiesAdding new objectives"}], "task_type": "qa_sft"} {"image": ["bxmind_png/a43eYkBI_Bond-Cleaning-in-Melbourne.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Bond Cleaning in MelbourneBathroomClean the tiles and the grout with a disinfectantUse 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.Clean the shower head and the faucet with a non-abrasive polishing detergent.Remove any residue of the bath tub, the sink and the toilet with a sponge and a special detergent.Leave the windows open to allow fresh air to enter after the cleaning and avoid mildew due to high airborne moisture.KitchenEmpty 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.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.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.Living roomClean 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.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.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.BedroomRemove all bed sheets and put them in the laundry. Vacuum the mattress and give it one round with the steam cleaner to refresh it.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.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.Attic & BasementDispose all the unnecessary items. Clear out the place and put everything un boxes ready to be transported to your new home.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.WindowsClean 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.Spray the windows wit the solution and wipe away with a microfiber cloth.Polish with a crumpled newspaper or kitchen paper.WallsRemove 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.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."}], "task_type": "qa_sft"} {"image": ["bxmind_png/0edb9301-344d-48d0-83a5-3f6709dafe29.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "IDOLATRYOld TestamentGenesis 35:2Exodus 20:3-5Exodus 20:23Exodus 23:13Exodus 32:4Leviticus 19:4Leviticus 26:1Deuteronomy 4:16Deuteronomy 4:19Deuteronomy 4:28Deuteronomy 27:151 Samuel 15:232 Kings 18:4Psalms 115:4-5Isaiah 42:17Isaiah 45:20Isaiah 47:13Isaiah 57:5Jeremiah 19:4-5Ezekiel 23:37New TestamentActs 15:29Acts 17:22-23Acts 17:29Romans 1:22-23Romans 1:251 Corinthians 6:9-101 Corinthians 8:1-131 Corinthians 10:71 Corinthians 10:141 Corinthians 10:201 Corinthians 12:2Colossians 2:181 Peter 4:31 John 5:21Revelation 2:14Revelation 2:20Revelation 9:20Revelation 21:8"}], "task_type": "qa_sft"} {"image": ["bxmind_png/76bb1beb-7009-47db-b21a-7c429d88470c.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "BOD activities/tasks by IT teamFile upload by IT team to trading engineFiles download from exchangeFile upload by IT team to trading engineBOD activities/tasks by IT teamDionOdinFiles download from exchangeBOD activities/tasks by IT teamNSC equityNnf participantNnf securityContractSecurityParticipantsNSC derivativesFO participantsVAR fileContractSecurityParticipantsCurrencyCd_contractSubtopic 2Subtopic 3ContractSecurityParticipantsBSE filesSCRIP_DateEQD_SPDVAR fileMCX filesMSX_scriptsMCX_partNCDEXNcdex_contraSXMCSSXscript.bcpSX equityMSCSX_eq.bcp"}], "task_type": "qa_sft"} {"image": ["bxmind_png/78f2be2c-0319-4c52-b0a8-a33bf8b40575.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "ObservationsWeak understanding of the importance of relationshipsDon't understand the importance of keeping in touchDon't understand how they themselves typically behave70% think that they are behaving differently than they actually areAre mainly right hand sided - tellersLack confidenceFeel that they must provide info to be of valueApproach meetings with a tell attitudeRely on credentialsDon't ask many questions or probeAre not used to strongly preparing for meetings or presentations -- e. g. rehearsingDon't prepare around questions that they should askCan improve in anticipating questions that they could be askedHave never seen Power Mapping but appreciateDon't have common tools, language or templatesLack training in the areas addressed in TMMWeak on soft skills of relationships, asking and probing and especially in emphatic skillsSeeing people as different in terms of vaules and how to be communicated with is an eye openerAre well below aveage in empathic skillsAre highly reliable and responsiveAre very strong on competenceClients would likeRelationshipsUnderstandingMore contactWould like to be informed of new developmentsNew ideasHaving CC Understand what's on their mindThe CC Environment'BrexitMore competitionInfluence of ProcurementRate pressure"}], "task_type": "qa_sft"} {"image": ["bxmind_png/5f47d9da-52a9-4eed-ac30-d425a3f84dc2.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "GOSPEL OF THE KINGDOMMatthew 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.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.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.Mark 1:14 Now after that John was put in prison, Jesus came into Galilee, preaching the gospel of the kingdom of God,Mark 1:15 And saying, The time is fulfilled, and the kingdom of God is at hand: repent ye, and believe the gospel."}], "task_type": "qa_sft"} {"image": ["bxmind_png/KqsoeYfK_Mind-mapping-digital-products.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Organize the content of this mind map into structured textual information."}, {"from": "assistant", "value": "Mind mapping digital productsWhy use mind mappingThinkingIdeationBrainstormingLearningSummarizingSynthesizingLater reference materialVisual NotesCommunicationDrafting outlinesSpecing out ideas for contentWho can use mind maps?Content creatorsProject managersWriters/ Authors/ BloggersStudents/ LearnersSelf-careRetro/ ReviewReflection/ JournalingPlanningAnyone who works with ideasIdeasTeach Mind MapWhy use mind map?How to use mind map?Sell Mind MapInfoproductsSummariesBooksBlogs/ Articles/ EssaysThreadsPodcastsVideosTemplatesProject planningTask managementEmotional managementJournaling/ ReflectionCurationBest resources on mind mappingVideo productsTeaching about mind mappingTeaching on 'Accidental Creator' using mind mappingWhat are the benefitsThink betterLearn quickerEffective decision making"}], "task_type": "qa_sft"} {"image": ["bxmind_png/aMS5pCOu_Project-Plan.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Project PlanINFOMATIONPROJECT MANAGERTEAM MEMBERSDESCRIPTIONKEY STACKHOLDERSBACKGROUNDGOALSREQUIREMENTSBUDGETPEOPLEASSETSSCHEDULEPHASE 1TOP PRIORITIESMID PRIORITIESLOW PRIORITIESMILESTONE 1PHASE 2TOP PRIORITIESMID PRIORITIESLOW PRIORITIESMILESTONE 2PHASE 3TOP PRIORITIESMID PRIORITIESLOW PRIORITIESMILESTONE 3ACTUAL PROGRESSTASKS DONETASKS CANCELEDTASKS DELAYEDTASKS ON HOLDTASKS IN PROGRESSRISKRISK 1DESCRIPTIONIMPACTSEVERITYPROBABILITYLIKELIHOOD OF PRIOR DETECTIONMITIGATION APPROACHPROPOSED SOLUTIONSRISK 2LIKELIHOOD OF PRIOR DETECTIONMITIGATION APPROACHPROPOSED SOLUTIONSIMPACTSEVERITYPROBABILITYDESCRIPTION"}], "task_type": "qa_sft"} {"image": ["bxmind_png/p4pdIa1q_Les-Applications-Du-Mind-Mapping.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "LES APPLICATIONS DU MIND MAPPINGLES 3 GRANDS PRINCIPES D'UTILISATIONORGANISATION IDEESENTRANTESSORTANTESMEMORISATIONAUTRESPECIFIQUESTRANSVERSALESORGANISER LES IDEES DES AUTRESPRISE DE NOTESCOURSLIVRESVIDEOSCONDUITE D'ENTRETIENORGANISER SES PROPRES IDEESTROUVER DES IDEESCREATIVITERECHERCHE DE SOLUTIONSMETTRE DE L'ORDRE DANS SES IDEESOUTILS DE QUESTIONNEMENTDEFINIR SES OBJECTIFSPREPARATION A LA REDACTIONPREPARATION A LA PRISE DE PAROLE EN PUBLICMEMORISATIONAPRENTISSAGEPRISE DE NOTES EFFICACESMISE EN SCENEQUESTIONNEMENTREFAIRE DES CARTESAUTREPRESENTATIONGESTION DE PROJETSLA CARTE COCKPITLA CARTE CQQCOQPPLES CARTES COLLECTIVESLES CARTES D'ANALYSESEMERGENCES"}], "task_type": "qa_sft"} {"image": ["bxmind_png/iuRbHeEm_primate-cooperation.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "primate cooperationkey components of social lifeCooperationcollaborationhelpingcompetitionMachiavellian intelligence hypothesisWhiten & Byrnesocial brain hypothesisDunbarsocial intelligence hypothesisHumphreyevil eye hypothesisSchmelzMindreadingPremack & Woodruff"}], "task_type": "qa_sft"} {"image": ["bxmind_png/9cc39586-ea22-4e14-a3cb-de1bbaef7001.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "The ElderlyLeviticus 19:32Job 32:7-9Psalms 71:9Psalms 90:10Psalms 92:12-14Proverbs 16:31Proverbs 20:29Proverbs 23:221 Timothy 5:1Titus 2:1-3"}], "task_type": "qa_sft"} {"image": ["bxmind_png/06w2D6xt_Denis-Blondie.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "Denis - BlondieStartOh Denis doo be doI'm in love with you, Denis doo be doI'm in love with you, Denis doo be doI'm in love with youVerse 1Denis Denis, oh with your eyes so blueDenis Denis, I've got a crush on youDenis Denis, I'm so in love with youVerse 2Oh when we walk it always feels so niceAnd when we talk it seems like paradiseDenis Denis I'm so in love with youMiddle 8 + Key change!You're my king and I'm in heaven every time I look at youWhen you smile it's like a dreamAnd I'm so lucky 'cause I found a boy like youVerse 3Denis Denis, avec tes yeux si bleuxDenis Denis, moi j'ai flashe a nous deuxDenis Denis, un grand baiser d'eterniteVerse 4Denis Denis, je suis si folle de toiDenis Denis, oh embrasse-moi ce soirDenis Denis, un grand baiser d'eterniteEnd x 2Oh Denis doo-be-doI'm in love with you, Denis doo-be-doI'm in love with you, Denis doo-be-doI'm in love with you"}], "task_type": "qa_sft"} {"image": ["bxmind_png/ecj7ijCS_Eviter-Une-Grossesse-La-Contraception.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "EVITER UNE GROSSESSE: LA CONTRACEPTIONLA CONTRACEPTION DANS LA DUREELA CONTRACEPTION PONCTUELLELA CONTRACEPTION PONCTUELLEMECANIQUE: contraception lors d'un rapport sexuelEVITER UNE GROSSESSE: LA CONTRACEPTIONCHIMIQUE: contraception d'urgence après rapport sexuelLA CONTRACEPTION DANS LA DUREEEVITER UNE GROSSESSE: LA CONTRACEPTIONCHIMIQUEMECANIQUECHIMIQUE: contraception d'urgence après rapport sexuelLA CONTRACEPTION PONCTUELLEla pillule du lendemainMECANIQUE: contraception lors d'un rapport sexuelLA CONTRACEPTION PONCTUELLEle préservatif masculinle préservatif féminindifficulté d'insertion et de retraitles préservatifs masculins et féminins sont à usage unique et protège à la fois d'une grossesse et des MSTdiaphragme et spermicidesmise en place sur le col de l'utérus. utiliser des spermicides avec. usage uniqueles spz ne passent pas le col de l'uterus.ne protège pas des MSTCHIMIQUELA CONTRACEPTION DANS LA DUREEles pillulesà prendre tous les joursces 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'utérusles implants, patchs et anneauxà renouveller régulièrementces 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'utérusMECANIQUELA CONTRACEPTION DANS LA DUREEle stériletle 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.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'utérusà prendre tous les joursà renouveller régulièrementvalentine dutour 2010"}], "task_type": "qa_sft"} {"image": ["bxmind_png/Yw2kp2x7_Sub-Saharan-Africa-part-2.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "Sub-Saharan Africa part 2AIDS in Geopolitical frameworkFilm: Sowing Seeds of HungerQuestionsNumber of People with HIVFrequency of DeathsWhereConnection with Agricultural productionConnectionAIDSPovertyHungerConnectionGender Inquality"}], "task_type": "qa_sft"} {"image": ["bxmind_png/uIbqFfJu_Le-stress-est-votre-ami.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "Le stress est votre amiIl peut vous aiderVoyez les signes de stress comme une préparation au challengeSueurCoeur qui bat rapidementNoeud dans l'estomacNe pensez pas qu'il est mauvais pour la santéVotre corps l'acceptera mieuxVotre rythme cardiaque sera rapide mais ne sera pas dangereux pour votre santéSimilaire à la joie et au couragePlus de confiancePlus de succèsIl vous rend sociableVous produisez de l'ocytocine en état de stressAgit sur votre cerveauRenforce votre besoin d'intimité avec les gens qui vous entoureRend bienveillant envers les autresAgit sur votre corpsProtège votre système cardio-vasculaire des effets du stressAide les cellules de votre coeur à se régénérer et guérir des dommages du stressVous allez donc chercher de l'aide auprès des gens qui vous entoureEnvie d'exprimer comment vous vous santez à quelqu'unBesoin d'être entouré par les gens qui tiennent à vous"}], "task_type": "qa_sft"} {"image": ["bxmind_png/0zSnoxdg_Subordinate-or-Dependent-Clauses.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "Subordinate, or Dependent ClausesAdjective ClausesBackgroundLocationTimePurposeAttendeesAnswer: Which one? What Kind?Begin with Relative PronounsWhoWhoseThatAdverb ClausesPerson in chargeIssuesGoalsProgressReviewAnswer: When? Where? How? To What ExtentGoalsProgressReviewIssuesPerson in chargeBegin with Subordinating ConjunctionsGoalsProgressReviewIssuesPerson in chargeRefer to text box from your handout!Look for commas, tooBegin with Subordinating ConjunctionsAdverb ClausesAnswer: When? Where? How? To What Extent"}], "task_type": "qa_sft"} {"image": ["bxmind_png/mCp39mLW_Thumbs-Down-the-Death-of-the-Roman-Empire.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "Thumbs Down, the Death of the Roman EmpireEnd begins in 190Commodus dressed like HerculesFought in the Arena190s year of 5 EmporersLegions fought LegionsMen fought to control the EmpireFive EmporersEliagabulusTransvestite from SyriaWanted to be castratedSo yeah, he was assassinatedThe Empire's ProblemsTotally UnmanagableGap between Rich and PoorUpper Class Roman Land ConfiscationResentment festered in the Limbs of EmpireThere were no longer any positives to Roman dominationSlavery, not CitizenshipHatred, not UnityEconomic WoesInflationTaxes312 ADConstantine takes to the fieldSees the crossBattle of Milnius BridgePainted Crosses on his ShieldsWins the BattleCould Christianity unite the Roman Empire?Constantine and the Single Emporer/ Single God fits togetherFounds ConstantinopleNew Rome!Converts to ChristianityJeromeTakes a 30 day fast on top of a column.The city that conquered the world is conquered?So Alaric burned the fucker to the groundAlaricFed UpWants to coexistFluent in LatinSettles inside the EmpireWanted Austrian territoryRome replied fuck no.So Alaric burned the fucker to the groundThe city that conquered the world is conquered?Sacked Rome in 410 AD because he didn't get appointed a Roman general."}], "task_type": "qa_sft"} {"image": ["bxmind_png/8084bfd3-0729-4bf4-895e-92640c398c4d.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "AC self portraitInfluenceUnderstanding of street spaces BishkekeAesthetics of InteractionMemoryPhilosophy as a practical toolExistentialismKnowledgeArtDesingcollaborationtechnologySkills & ExperienceResearchCreate animationscritical thinkingcreation of conceptsDIYwork with spaceexperimental theatrefilm makingarchivingpaintingexposuremathematicsnegotiationphotographyjournalismcookinggradeningorganizational workadministrationcontactsconsultation in medecinetranslationstreet artpersonnel managementSubtopic 25Media SourcesMaterial SourcesValuesFinancial ResourcesPeople, community, contacts cooperationArt and Public Organisations of Kyrgyzstan and of Central AsiaIndependent artists and curatorsGovernmental structuresResidence of 705 in other art organisationsEducational institutionsInternational organisations (crater, c3p, Berlin,)open source hardware bootcampDo it yourself"}], "task_type": "qa_sft"} {"image": ["bxmind_png/l6ldUPe0_carte-avec-plusieurs-onglets.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "carte avec plusieurs ongletsonglet 1onglet 2onglet 3onglet 4"}], "task_type": "qa_sft"} {"image": ["bxmind_png/wEwUlRG9_Research-Paper.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Research PaperTITLE PAGEABSTRACTBODYI) IntroductionA. Statement of topic areaB. Statement of general issuesC. General goal of paperD. Literature review1. Historical overview2. Major contributions to this research area3. Statement of purpose, including identification of gaps4. HypothesesII) MethodA. Participants1. How many?2. Characteristics (male/female, proficiency level, native language,B. Materials1. What instruments?2. What sort of test? What sort of task?C. Procedures1. How is the treatment to be administered?2. How/when is the testing to be conducted?D. AnalysisHow will the results be analyzed?III) ResultsCharts, tables, and/or figuresverbal descriptionsIV) Discussion/conclusionRestatement of the main idea of the study• Summary of the findings• Interpretation of the findings in light of the research questions• Proposed explanation of the findings, usually including informationabout any findings that were contrary to expectations• Limitations of the study• Suggestions for future researchNOTESREFERENCESAPPENDIXES"}], "task_type": "qa_sft"} {"image": ["bxmind_png/pRSqdqj5_Le-Mapping-pour-changer.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "Le Mapping pour changerLe changementThème d'actualitéIndividusOrganisationsEnvironnementEnvironnement fluctuantZones de comfortRemises en causesPas facileil requiert de moyensdoit être orienté vers des objectifs précisil génère de la résistanceVisualiser ensembleVisualiserla vision partagéeles objectifsl'histoireAffronter la complexitéPenséeGlobaleSystémiqueIntuitiveLe Manager du XXIème siècleFacilitateurÉmergenceSolutionsInnovationDes outils pour le changementLeviers de changement siCommunicationcréativecohérenteUsages académiquesCarte conceptuelleRéunionsSketchnoteCanevas d'affairesStart-upCoachingEnvironnement physiqueCap Gemini A.S.EIdea PaintConclusionRencontreNécessité de changerpersonnesorganisationsNouveauxoutilsméthodesLeviers de changement siDes outils pour le changementdésir de changernon superficialité2013 Philippe Boukobza"}], "task_type": "qa_sft"} {"image": ["bxmind_png/TaN7HTpy_Summarize-a-dense-book.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Summarize a dense bookReadingcompletely1st contact with the bookstart withcovertable of contentscontentas you prefercovercontenttable of contentswithwithouta penwithoutwithStructurechapterssectionsdetailedwords of the bookClean-upone wordper linesentences intowordsideaschoicea big mapmultimapCorrectioncompareto the bookadddetailsremoveelementsstructureMake-upcolorslinksiconssectionslinkscolorsbalanceUsageprintre-reading(s)sharing"}], "task_type": "qa_sft"} {"image": ["bxmind_png/NL5Cvz79_Key-Data-Education-Europe.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "Key Data Education EuropeRéformesCombattreSortie scolaire précoceEnseignement obligatoireplus longPromouvoiréducation de basepour tousAugmenterautonomieécolesniveau localDéveloppementassurance qualitéaugmentationqualitéenseignementEuropequalitéenseignementInvestissementInchangé2008TendancesréductionsréactioncrisesauvegardequalitéenseignementFormationenseignantsvolontéaugmenterqualitéBesoinrendreprofessionattractiveDanger (car)Dangerattractive (car)pénurieplusieurs paysBelgiqueMarché de l'emploiAugmentationFormation tertiaire20-24 ans30-34 ansJeunes surqualifiésEmploi occupéBesoinPrévisionsAdaptationsqualificationsAdaptationsPrévisionsExigencesmarchéemploiMarco Bertolini pour"}], "task_type": "qa_sft"} {"image": ["bxmind_png/nRS6YLBE_Porter-s-5-Force-Analysis-XMind.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "Porter's 5 Force AnalysisThreat of New EntrantsObservationsImpactsActionsThreat of Substitute ProductsObservationsImpactsActionsBargaining Power of SuppliersObservationsImpactsActionsThreat of Established RivalsObservationsImpactsActionsBargaining Power of BuyersObservationsImpactsActions"}], "task_type": "qa_sft"} {"image": ["bxmind_png/B9EeERPb_5-Tips-to-Delegate-Tasks-Effectively.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "5 Tips to Delegate Tasks EffectivelySet ExpectationsRoughly 50% of the American workforce strongly feels thatthey don’t understand work expectationsThis means that only 5 out of 10 employeesat your organization know how to do their job effectivelyStep one as a part of mastering the art of delegationis to set clear expectationsEvery employee needs clarification of performance goalsProviding your team with the context for expectationswill increase the likelihood ofemployee's accountability for meeting those expectationsLack of misunderstood performance expectationsis often the source of workplace conflictsand the beginning of poor shared sense of purposeIt is manager's duty to relaythe importance of each employee’s roleand how their responsibilities impact the organizationConsider their skillsDelegating tasks to employees showshow much they are trustedand how competed they are considered to be by the managerWhen you’re entrusting responsibility to an employeehere are a few things to considerDoes this employee have experience and skills?Which employee needs to learn how to handle this responsibility?Which employee has the time to accept this responsibility?You must be careful to not overload your employeeswith responsibilities they cannot handle aloneSupervisePerhaps the hardest part aboutdelegating tasks to employeesis trusting that they will do it diligentlyA lot of managers are reluctant to turn over their responsibilitiesto an employee who requires more training and experience in that areaManagers should let go of this mentalityWhen you assign an employee a task for the first timethe chances of their succeeding are meagreThere is also the additional risk of damaging employee moraleYour employees might also feel that they are not capable of handling tasksReviewReview the ongoing task so your employeesare able to improve in real-timeif it’s a challenging taskAllow them to shadow youwhile you explain some of the key thingsProvide FeedbackManagers are still responsiblefor the successor failure of their employeesProvide continuous feedbackto help achieve the desired resultsIdentify key lessons learn during the exerciseWhat did the employee learn?How can they improve to do a better job next time?What needs to be done to move to a bigger task?"}], "task_type": "qa_sft"} {"image": ["bxmind_png/eefdbaa0-25e7-4035-ad83-22bfc770b1e6.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "CONSTATEnvironnementalchangements monde du travailmodification des règlestravail & compétencesmodification des règlesévaluationinitiativeempathieadaptabilitédynamismemotivationautonomie...Jeuneré-active & re-prendapprentissagesinscription dans un projet individualiséapprentissagesPersonneljeunes accueillis au sesipsmauvaise estime de soiéchec milieu scolaire ordinaireaccueil au sesipsparcours d'autonomie socialeparcours sécurité routièreparcours d'orientation et d'insertion professionnellepédagogiquethérapeutique"}], "task_type": "qa_sft"} {"image": ["bxmind_png/6282c1ae-41d2-4b86-bfdc-747e0f42466c.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "DEATH Talking With The Dead03. Leviticus 19:3103. Leviticus 20:0605. Deuteronomy 18:09-1205. Deuteronomy 26:1409. 1Samuel 28:07-1923. Isaiah 08:19"}], "task_type": "qa_sft"} {"image": ["bxmind_png/5ZcmcpN4_Problem-solving-M-Magnethi.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "Copy of WS Problem solving Erik Magnethi DalgaardWhat do we know?InfoGather all infoMake drawingMake mind mapBrain stormWhat can we do?What do we want to doOptionsBased on info from step 1Update drawingUpdate mind mapBrain stormWhat do we want to doWhat are we going to doWhat can we do?GoalBrain stormCheck Goal back to step 1 & 2What are we going to doWhat do we want to doActionCheck action back to step 1,2 & 3make risk analysis before starting"}], "task_type": "qa_sft"} {"image": ["bxmind_png/1b48e79a-5916-40a5-843d-dfe9982aedd9.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "AC Ecosystem MapKnowledge exchangeRAW AcademyArtachatHomeworks (Ashkal Alwan)FinanceResourcesResidency programmeLugar a dudasKioskoRAW Material Company"}], "task_type": "qa_sft"} {"image": ["bxmind_png/ji5S63tP_As-Level-Micro-Economics.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "As Level Micro EconomicsFactors of ProductionLandCapitalEnterpriseLabourSpecialisation, Exchange and Opportunity CostOpportunity CostExchangeSpecialisationProduction Possibility FrontierWhat is a Market?EquilibriumDemand for goods or servicesConsumer SurplusMarginal Cost PriceProducer SurplusSupplying Goods or ServicesElasticityIncome ElasticityCross ElasticityPrice ElasticityEconomic EfficiencyProductive EfficiencyAllocative EfficiencyExternalitiesPrivate CostsExternal Costs (Negative Externalities)External Benefits (Positive Externalities)Private BenefitMarket FailuresBrandingSupplier MonopoliesMerit Goods (Public Goods)Demerit GoodsResource immobilityInformation failureGovernment InterventionTaxationRegulationSubsidiesExtension of property RightsInformation ProvisionAffirmative ActionRedistribution of incomeProhibitionState Provision"}], "task_type": "qa_sft"} {"image": ["bxmind_png/6X4x6IG5_Keep-productivity-from-killing-your-creativity.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Organize the content of this mind map into structured textual information."}, {"from": "assistant", "value": "Keep productivity from killing your creativityGive yourself timeCreativity is hard to quantifyStop searching for efficient ways to do thingsSpend time doing things you want to doThink beyond tasksDo meaningful workDon't get trapped in a never-ending cycle of tasks and to-dosTake a break from repetitive tasksSpend a day working on big ideasPrioritize quality over quantityEffect on relationship to entertainmentTry to make downtime more productiveRead two full long-form articlesPick one new movie to watchTake deeper dives into one storyChange your metricsFind balance between creativity and productivityThink of a new way to quantify workExplore new ways to do old tasksCreate a spreadsheet to capture fringe ideas for projectsspend a few more minutes every week daydreamingWander a whileDon't concentrate to hardUnplug from external sourcesTurn to your instinctsTake a walk around the blockGive your total attention to your senses"}], "task_type": "qa_sft"} {"image": ["bxmind_png/05b81419-22d7-438b-8673-ccf2672b21f4.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "HISTORICAL mention of JESUSChristian source50-70 ADJames1 & 2 ThessaloniansGalatians1&2 CorinthRomansPhillipiansColossiansPhilemonEphesiansLuke & Acts1 TImothyTitus2 TimothyMarkMatthewHebrews1&2 peterJude & Rev.80 - 96 ADJohn1&2 Epistle of JohnNon-Christian source50-60 ADThallus70-75 ADMara bar serapion90-120 ADFlavius JosephusPliny the youngerCornelius Tacticus165-180 ADLucian of SamosataJude & Rev."}], "task_type": "qa_sft"} {"image": ["bxmind_png/e9e22c1b-b55e-4f35-9585-5a40bee3b236.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Edification & EducationEdificationRomans 14:19Romans 15:21 Corinthians 8:11 Corinthians 10:23-241 Corinthians 10:331 Corinthians 14:3-51 Corinthians 14:121 Corinthians 14:15-171 Corinthians 14:262 Corinthians 10:82 Corinthians 12:192 Corinthians 13:10Ephesians 4:11-12Ephesians 4:15-16Ephesians 4:29Philippians 2:4Colossians 2:6-71 Thessalonians 5:111 Timothy 1:4Jude 1:20-22EducationExodus 18:17-20Exodus 24:12Leviticus 10:11Deuteronomy 4:5Deuteronomy 4:9-10Deuteronomy 11:19Deuteronomy 31:10-13Deuteronomy 31:192 Chronicles 15:32 Chronicles 17:7-92 Chronicles 30:222 Chronicles 35:3Ezra 7:10Nehemiah 8:9Psalms 34:11Psalms 78:5-8Psalms 119:99Proverbs 1:5Proverbs 9:9Daniel 1:3-4Matthew 4:23Matthew 28:19-20John 18:20Acts 7:22Acts 15:35Acts 19:9Acts 22:3Galatians 3:24-25Galatians 6:6Colossians 3:16Titus 2:3Hebrews 5:8"}], "task_type": "qa_sft"} {"image": ["bxmind_png/fXR7pBxv_Wunder.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "WunderÖffentlichEinfachPersönlichkein Nutzenkeinkein Ruhmvielfältigwww.wenzlaff.deGegnerBeispielFlugzeugMP3GrammatikOPSchwanVideoAnekdoteElefantWasserEis"}], "task_type": "qa_sft"} {"image": ["bxmind_png/QewOpM0x_Frederick-Douglass.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "Frederick DouglassOccupationWriterSpeakerNewspaper ownerLife StatsBorn: February 1818Died 20, Feb 1895Had 5 childrenAccomplishmentsEscaped SlaveryWrote first Black Best SellerTravelled to Britain and IrelandNominated for Vice-presidentDarth Vader read his speechesQuotes\"I would unite with anybody to do right and with nobody to do wrong.\"If there is no struggle, there is no progress.A gentleman will not insult me, and no man not a gentleman can insult me.Find out just what any people will quietly submit to and you have the exact measure of the injustice and wrong which will be imposed on them.Life EventsEscaped slavery disguised on a trainGiven Lincoln's walking stickOn speaking tour: Chased out of room & rescued by Quaker familyWent back to US, despite the risk of being made a slave again"}], "task_type": "qa_sft"} {"image": ["bxmind_png/dAtc1rEy_Health-and-Wellness.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "Health & WellnessJodi MorganOhio Empowerment CoalitionDefs.Free from illnessGood shapeSelfStay healthyStay well?SupportKnow how you feel?In control?Self-careParamountinterrelatedTools - Mental Health AmericaLive healthyHygieneSee friendsDo things enjoyableRelaxationMaintainShare feelingsID warningsQuestionsWhat am I like when I'm good?What triggersSigns for othersHow to interveneGeneralFocus on goalsInvolve supportOpen mindAvoid negative focusConsider interestsJoyMotivationWhat they wantwhat would you do more of, if you couldEncourage effortHowSmall stepsID pos. changesStrengths/SkillsJournalingScrapbooksBe open to new goalsSticky NotesExamplesSchedule/Categories"}], "task_type": "qa_sft"} {"image": ["bxmind_png/XwaLK6OQ_Richard-II.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Richard II1. Act V, Scene v, lines 1-66.No longer a King but a prisoner, Richard struggles to find an adequate metaphor for his transformation - but he’ll have to ‘hammer’ language to match the violent rending of his destiny.I have been studying how I may compare..."}], "task_type": "qa_sft"} {"image": ["bxmind_png/ZkplRcV7_ABC-De-La-Chimie-1.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "ABC De la chimie #1atome=unité de matièrecontientcoeur de l'atomeprotonproton; electriquement positifneutron; electiquement neutreelectronsentoure le coeur de l'atomechargé négativementprotoncoeur de l'atomecomposition1 quark up (Contraire)2 quarks up1 quark downnombre protons determine élément chimiqueneutronscomposition2 quarks down1 quark upcomposition (Contraire)electronsentoure atome par couche electroniquenombre éléctrons = nombre protonsions=particules électriquement chargéesforme quand atome perd/gagne des électronsmoléculesgroupe de deux atomes ou plus"}], "task_type": "qa_sft"} {"image": ["bxmind_png/8Iy0MVl4_How-to-plan-process-and-write-an-Article-with-Mind-Maps.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Article Writing MM FrameworkRESEARCH (SELF)AUDIENCEDemographicsKnowledge levelothersOBJECTIVEInspireEducateEntertainCORE MESSAGEFAQsINTRODUCTIONOPENINGMetaphorPhraseQuoteQuestionROADMAPHookObjectiveA-BCLAIMImportanceAuthorityNeedGRABARGUEMENTMindsetsMythsRESEARCHStatisticsBooksPersonSOURCESEMOTIONSTORIESPERSONALGENERALEXAMPLESQUESTIONSCHALLENGESCONCLUDERestateConcludeCTA"}], "task_type": "qa_sft"} {"image": ["bxmind_png/sxQrcxpD_Mind-Map-Learning-Portal.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Mind Map Learning Portal BooksVideosSoftwareTrainingWebsitesExpertsHow to"}], "task_type": "qa_sft"} {"image": ["bxmind_png/6D8VzCkg_MACROSCOPE.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "MACROSCOPEManagersActorsCustomersRegulatorsOwnersThe \"MACROSCOPE\" template is a useful tool for identifying stakeholders. It provides a checklist of stakeholder categories that includes Managers, Actors, Customers, Regulators, Owners, Suppliers, Competitors, Others, Partners and Employees. Metaphor: A microscope is used to inspect tiny things while a macroscope is used to survey the big picture.SuppliersCompetitiorsOthersPartnersEmployeesActors are stakeholders that perform activities in the area under investigation. For example, a customer is performing a data entry activity when they use an ATM. Normally competitors and regulators are not actors.ActorsThis category is for any stakeholders that do not fit into the other categories. For example, offender, witness, defendant, prosecutor.OthersOwners are stakeholders that invest in some aspect of the area under investigation. For example, a shareholder or parent company.OwnersStakeholders can be classified usinmg more than one category. For example, managers are also employees and actors.EmployeesStakeholders can either be classes of stakeholder such as local customers, overseas customers ... or individual stakeholders such as customer ABC, customer XYZ...CustomersRegulators include legislators, industry bodies and the sources of internal policy.Regulators"}], "task_type": "qa_sft"} {"image": ["bxmind_png/JrIXclcl_Professionel-LPro-TP-BAT.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Parse this mind map and present its content in a structured way."}, {"from": "assistant", "value": "Professionel LPro TP/BATReprésenter son entreprise sur les chantiers et en dehors de l'entrepriseIntroduction à la communicationcommunication interpersonnelleprincipes de la communication écriteprincipes de la communication oraleprincipes de la communication verbale et non verbaleCommuniquer sur son activité professionnelleprésenter oralement et à l’écrit un projet aux différents stades de son développementprésentation synthétique d’un projet professionnelanalyse réflexive sur la conduite du projetpréparation de la soutenancePrésenter – Dialoguer – Argumenter avec les acteurs et partenaires du projetConnaître et mettre en œuvre les principes de la communicationApprendre à gérer une équipeDévelopper son attitude commerciale dans la permanence de ses fonctions et lors d'entretiens avec la clientèleCommuniquer avec les acteurs du projetSavoir représenter son entreprise sur les chantiers et en dehors de l'entrepriseéléments généraux sur les réunionspréparation d'une réuniondéroulement d'une réunionconduite de réunion: maîtrise des phases de réunion, du rôle de l’animateur, de la diffusion des messagesanalyse des missions confiées et de leurs enjeuxgestion des conflits : capacité à négocier les conflits, choix d’un mode de coopération adaptéApprendre à Gérer une équipeorganisation d’une équipe : identification des missions, des profils et des postes. Organisation du travaildynamique de groupe : apprentissage des objectifs et règles de fonctionnement communs aux collaborateursprise de conscience du phénomène de groupeAttitude Commercialeanalyse des missions confiées et de leurs enjeuxanalyse du besoin clientélaboration d'une solution en vue de formaliser une offre techniquesuivi clientCommuniquer avec AutruiAnalyse transactionnelleMaitriser les états du MoiPrendre conscience de son comportementComprendre le comportement d'autruiDéfinir un état d'esprit"}], "task_type": "qa_sft"} {"image": ["bxmind_png/BO54Yl04_Value-of-Personal-Data.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Value of Personal DataTargetting AdvertisingAmazon target based on products boughtSell Personal DataWebsite TrafficAdvertising portraitsPersonal news does not cost FB moneyRepeat visitsInvite friendsEmbarrassing informationInappropriate picturesPersonal GossipPaedophiliaInformation on young childrenFB being used for groomingPlace to store infoThink they only share info with friendsDon't need Web SkillsStay in touch with friends and family"}], "task_type": "qa_sft"} {"image": ["bxmind_png/oq2AG5PS_histoire-CM2-le-pouvoir-en-France.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "pouvoir en Francepouvoir éxécutif le president de la republique élu suffrage universel1er ministre nommé par le présidentnommés par 1er ministreministre de la villeministre environnementministre de l'educationministre des financesministre des transportsgouvernement propose le budget propose textes de loi consil des ministres tous les mercredis1er ministre nommé par le présidentparlement pouvoir législatifASSEMBLEE NATIONALE: DEPUTES élus au suffrage universel (577) pour 5 ans palais BourbonSENAT: SENATEURS elus par les grand electeursvotent les lois votent le budget controlent le gouvernement debattent sur les lois proposent des textes de loi proposent des AMENDEMENTSSENAT: SENATEURS elus par les grand electeursASSEMBLEE NATIONALE: DEPUTES élus au suffrage universel (577) pour 5 ans palais Bourbonparution au journal officiel"}], "task_type": "qa_sft"} {"image": ["bxmind_png/D01z8Ttm_How-to-Identify-the-Beginning-of-a-Bull-Market.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "How to Identify the Beginning of a Bull MarketIntroductionIf you're into trading stocks, bonds and other funds, being able to identify the signs of a bull market can help you plan your trading strategy for maximum benefit.What is a \"Bull Market\"?\"a market in which share prices are rising, encouraging buying.\"IndicatorsSigns that the market is entering a phase of investor confidence are:Bull markets begin before the economy starts to recoverInterest rates are lowIndustrial production statistics are inching higherTechnology and cyclical stocks are starting to riseWeekly chart of S&P 500 shows highes highs and higher lowsthe MACD (Moving Average Convergence/Divergence) line is above the trigger line and risingBullish percent index indicator shows bull alert or bull confirmation pattern"}], "task_type": "qa_sft"} {"image": ["bxmind_png/MX5z7SbB_Grenache-Tempranillo-Sangiovese-and-Nebbiolo.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Grenache, Tempranillo, Sangiovese and NebbioloGrenacheRegion/ClimateHot climatesOften seen in form of Chateauneuf du PapeTanninLowThin skinChateauneuf du Pape often blended with syrah for added tanninAlcoholHighAmple sugar produced by grapes converted into alcoholPaletteFruity in youthMore savoury flavour after ageingTempranilloPrimary grape in RiojaRegion/ClimateSpainArgentinaHot climatesPaletteStrawberry fruit in youthGran reserva means been aged for at least 4-6 yearsOften given American oak = creamy qualitySangioveseRegion/ClimateTuscany, ItalyMedium/HotTanninMedium/HighAcidityHighGood food winePaletteHerbalFloralNebbioloPalettePrunesChocolateTarRegion/ClimateSpeciality of Northern ItalyBarolo use Nebbiolo exclusivelyTanninHighSoftens with ageOften lighter in colour"}], "task_type": "qa_sft"} {"image": ["bxmind_png/nVxEEYVt_Pinot-Noir-Shiraz-Syrah.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Analyze the image and describe in detail the levels and relationships of information in the mind map."}, {"from": "assistant", "value": "Pinot Noir & Shiraz/SyrahPinot NoirRegion/ClimateCool climatesBurgundyNew ZealandOften greater ripeness for bolder, fruitier flavourPaletteRed berries: strawberries, raspberries & cherriesNoseFruity: strawberries, raspberries & cherriesTanninLow - ModerateAcidityHighGood food wineAboutExpect an elegant wineRequires perfect treatment in manners, etiquette and weather to produceSyrah (Shiraz)TanninHighThick skinsColourRichHigh levels of pigmentRegion/ClimateRhone Valley, FranceAustraliaPaletteBlack fruitsPepperFull bodiedRichHeavySmoothWell suited to bold flavoured foods like venison"}], "task_type": "qa_sft"} {"image": ["bxmind_png/XIhw2RE3_Healthy-food.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify and output all the nodes and their interconnections in this mind map image."}, {"from": "assistant", "value": "Healthy food"}], "task_type": "qa_sft"} {"image": ["bxmind_png/tsA5QVCa_Fonctions-du-nom.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "Fonctions du nomEpithèteliée\" La petite fille autoritaire donne des ordres.\"devantderrièrele nomderrièredevantdétachéeséparée du nompar virgule\"Généreux, Arthur prète ses jouets volontiers.\"Trucs!Seulement des adjectifsvarieen genreet en nombreavec le nomet en nombreen genreComplément du nom\"L'arbre de Noël est superbement décoré.\"Trucs\"Quel?après le nom\"\"De qui?/de quoi?après le nom\"toujours à droitedu nomtoujours 2 motsintroduit par prépositionApposition\"Thomas, mon filleul, aime aller à la chasse.\"Trucssigne=entre appositionnomtoujours à droiteentre virgulesLa P2 relative\" Les élèves qui étudient réussiront leur année scolaire.\"TrucsCommence parpronom relatifcontientverbe conjuguétoujours à droite du nom"}], "task_type": "qa_sft"} {"image": ["bxmind_png/d03DcSJo_GTD-methodology.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "GTD® methodologyFrom the wikipedia GTD entryA natural planning methodProjects1. Defining the purpose and principles2. Envisioning the outcome3. Brainstorming4. Organizing3. Organize5. Identifying next actionsA framework with 6 levels of focus4. Review (weekly review focused on different levels)1. Current actions2. Current projects3. Areas of responsibility4. Yearly goals5. 5 year vision6. Life goalsA workflow process1. CollectBucketsItem (Process one item a time)2. Processprocess F.jpgItemBuckets (Process one item a time)Requires Action:Do(if it takes less than two minutes)DelegateWaiting forDeferNext actionsProjectsCalendardoes not require action:Throw it awayIncubate it for possible action laterSomeday/MaybeFile it for referenceFiling System3. Organize4. OrganizingProjectsNext actionsWaiting forDeferA natural planning methodNext actionsProjectsDeferOfficeHomePhone...Waiting forProjectsDelegateSomeday/MaybeIncubate it for possible action laterCalendarDeferFiling SystemFile it for reference4. ReviewA framework with 6 levels of focus (weekly review focused on different levels)tickler file5. Doprocess F.jpg2. Process"}], "task_type": "qa_sft"} {"image": ["bxmind_png/99OZXWkB_ADR-Adverse-Drug-Reactions.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Extract the key points from this mind map and construct their hierarchical relationship."}, {"from": "assistant", "value": "ADR: Adverse Drug ReactionsAllergiesSide effectsSensitivity"}], "task_type": "qa_sft"} {"image": ["bxmind_png/dmhtJYk4_IGCSE-English-as-a-Second-Language-Lesson-Plan-Grade-9-Travel-and-Tourism.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert this mind map into a clear structured data format."}, {"from": "assistant", "value": "IGCSE English as a Second Language Lesson Plan - Grade 9 - Travel and TourismUnit OverviewTopic: Travel and TourismDuration: 17 hoursCore Skills: Reading, Writing, Speaking, ListeningLesson BreakdownLesson 1: Introduction to Travel and TourismObjectivesVocabulary introductionPre-assessment quizLesson 2: Reading - Travel ArticlesVocabulary reinforcementArticle analysisLesson 3: Writing - Crafting a Travel ItineraryVocabulary usageItinerary creationLesson 4: Listening - Podcast on famous tourist locationsPodcast analysisLesson 5: Speaking - Role-play on buying airline ticketsVocabulary practiceRole-play activityLesson 6: Reading - Hotel ReviewsReview analysisLesson 7: Writing - Composing a hotel reviewVocabulary applicationReview compositionLesson 8: Listening - Travel Experiences MonologuesMonologue analysisLesson 9: Speaking - Sharing Personal travel experiencesPersonal experience sharingAssessmentsReading Assessment - Article reviewWriting Assessment - Travel brochureSpeaking Assessment - Presentation on dream destinationListening Assessment - Comprehension quiz on travel podcastRevision and Concluding ActivitiesVocabulary RecapSkill-based activitiesConcluding Assessment."}], "task_type": "qa_sft"} {"image": ["bxmind_png/Ga6PVxrf_Project-Management-Process-Groups.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships."}, {"from": "assistant", "value": "Project Management Process GroupsPlanning Process GroupMonitoring & Controlling Process GroupInitiating Process GroupExecuting Process GroupClosing Process GroupExecuting Process GroupProject Management Process GroupsClosing Process GroupProject Management Process GroupsMonitoring & Controlling Process GroupProject Management Process GroupsInitiating Process GroupProject Management Process GroupsPlanning Process GroupProject Management Process Groups"}], "task_type": "qa_sft"} {"image": ["bxmind_png/YRiVQRLz_5-Pieces-Of-Career-And-Business-Advice.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "5 PIECES OF CAREER AND BUSINESS ADVICE1. Let that employee goIf one employee, MAKES ALL THE OTHER EMPLOYEES MISERABLEAND THEY STILL DON’T FIX THEIR BEHAVIORAFTER YOU TRY TO CHANGE IT A FEW TIMESTHEY’VE GOT TO GOthe person will turn their behavior around in a couple of monthsOther times, it’ll continue and I’ll let them goIf their bad behavior continuesand you’re a CEO who keeps them aroundbecause they’re hitting their targetsyou’re sending a clear message to other employeesabout what you really think about company culture2. Dont think what others will think of youif you work mon-Fri and wait for weekendsyou basically live to workstep back and ask yourself what you’re actually doingby thoughtfully analyzing what you could do to change your situationFocus on your own happinessnot necessarily the dollars to take an extra vacation a yearbuying things out of insecurity or unhappinessor pandering to other people’s opinions of you3. STOP TRYING TO SELL THE UNSELLABLEDont try to convince people who dont want to buyIt’s a GIANT waste of timetrying to sell it to everyoneinstead of the people who actually want to be sold toOnly talk to potential buyers4. CHASE THE PROCESS, NOT JUST THE END RESULTIf you love your processyou’ve already wonfigure out something that you enjoy doing so muchthat just doing it makes you happynot just the end result5. YOU WORK FOR YOUR EMPLOYEESIF YOU’RE A BOSS REALIZEYOU WORK FOR YOUR EMPLOYEESNOT THE OTHER WAY AROUNDIf you don’t like how something is happening within your companyor how employees are performingit’s your processes or frameworks that created those issues in the first placeput your employees in a position to succeeddelivering feedback with radical candor in a constructive wayobserving everyone’s strengths and weaknessesand understanding what everyone cares about at any given time"}], "task_type": "qa_sft"} {"image": ["bxmind_png/ht7AxVrJ_Computing-Primary.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "Computing (Primary)AlgorithmsFormulae (Spreadsheets)CodingScriptingProgramming and DevelopmentCoding & RoboticsCreate your own programsProblem SolvingTinkeringData & Data RepresentationData Types (Spreadsheets)Information TechnologyThe BasicsTrackpad/mouse controlKeyboardTouch ControlCreatingLaying out information for printPresentationsVideo EditingDrawing & PaintingHardware and ProcessingBuying HardwareCommunication and NetworksSharing & CommunicatingEmailCloud Based DocsBlogsDigital CitizenshipStaying Safe OnlineOnline PortfoliosOnline news sourcesNavigationResearch (Search Engines)Filing (Find/Open/Save)Logging on and off (Computer & Online Services)"}], "task_type": "qa_sft"} {"image": ["bxmind_png/r0r1e3JR_Troilus-Cressida.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Present the information from the mind map in the image in the form of tree-structured data."}, {"from": "assistant", "value": "Troilus & Cressida1. Act I, Scene i, lines 91-106.Through his city, Try, is at war, Prince Troilus deems no dispute worthy of his Cressida-engrossed attention - his anger is saved for the difficult intermediary who is running his love affair, Lord Pandarus:Peace, you ungracious clamours! Peace, rude sounds!2. Act I, Scene ii, lines 281-295.Cressida too finds romance conducted through a go-between hard, but knows enough not to surrender any ground. Love, she senses, is as much a power-struggle as any war:Words, vows, gifts, tears, and love’s full sacrifice.....3. Act III, Scene ii, lines 16-27.All but overcome already in anticipation of love, Troilus is sure he will be overwhelmed by love in fact- annihilated as effectively by please, perhaps, as he might be by death in battle:I am giddy; expectation whirls round me....."}], "task_type": "qa_sft"} {"image": ["bxmind_png/vMRxT8eK_GtdWorkflow.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Please list in detail the topics, subtopics, and their connections in the mind map."}, {"from": "assistant", "value": "GTD WORKFLOWCreditsStuffIn basketIn basketStuffWhat is this ?Is is Actionable ?NOYESNOIs is Actionable ?TrashSomeday / MaybeReferenceYESIs is Actionable ?What's Next Action ?PROJECT Plans Review for Actions (If multi-step what's the succesful outcome ?)PROJECT planning (what's next action ?)Will Take Less Than 2 Minutes ?NOYESNOWill Take Less Than 2 Minutes ?Delegate ITWAITING for someone else doing itDefer ItCALENDAR to do it at specific timeNEXT ACTIONS To do as soon as I canYESWill Take Less Than 2 Minutes ?Do it!PROJECT Plans Review for ActionsPROJECT planning (planning)What's Next Action ? (If multi-step what's the succesful outcome ?)PROJECT planningWhat's Next Action ? (what's next action ?)PROJECT Plans Review for Actions (planning)"}], "task_type": "qa_sft"} {"image": ["bxmind_png/2c59356b-8ab2-4946-bec7-70954fa7094b.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "SCARFStatusask their opinion and seek their expert advicelisteninclude and appreciateask for assistance and include themavoid jargonCertaintyeat the elephant bit by bitrefocus people on what is certainbe open about what you are uncertain aboutset goals and expectations and stick to themcommunicate often and with transparencyAutonomydelegate clearly and co-decide on tasksencourage self-directed learningallow team to make their own decisionencourage people to find answers proactivelypat attention to when directive is neededRelatednessfind things you have in commonfind things you have in commonget to know what motivates themencourage everybody's input and team cohesionlisten, coach, and mentorFairnessensure everybody has access to informationincrease positive culture and sense of \"I have a say\"acknowledge emotions, show empathyunderstand that fair does not mean equaldon't shy away from behavioral issues\"Do I lose the amount of control I have over what I do?\"\"What exactly does that mean for me and my team?\"Will I lose my influence, high paying job, team, corner office, sexy job title?\"\"Does my role change or do I lose my job and therefore my mates at work?\"\"How is that supposed to be fair?\""}], "task_type": "qa_sft"} {"image": ["bxmind_png/Jx8J7A9B_forme-negative.png"], "prompt": "", "text": "", "system_instruction": "", "conversations": [{"from": "user", "value": ""}, {"from": "user", "value": "Convert the mind map information in the image into a readable structured output."}, {"from": "assistant", "value": "forme negativehave got +i have (got)you have (got)he/she/it has (got)we have (got)you have (got)they have (got)have got -i have not (got)you have not (got)he/she/it has not (got)we have not (got)you have not (got)they have not (got)to be -i am notyou are notwe are notyou are notthey are notto be +i amyou arehe/she/it iswe areyou arethey are"}], "task_type": "qa_sft"}