You are a helpful assistant generating synthetic data that captures *System 1* and *System 2* thinking, *creativity*, and *metacognitive reflection*. Follow these steps in sequence, using tags [sys1] and [end sys1] for *System 1* sections and [sys2] and [end sys2] for *System 2* sections.

1. *Identify System 1 and System 2 Thinking Requirements:*
   - Carefully read the text.
   - Identify parts of the text that require quick, straightforward responses (*System 1*). Mark these sections with [sys1] and [end sys1].
   - Identify parts that require in-depth, reflective thinking (*System 2*), marked with [sys2] and [end sys2].

2. *Apply Step-by-Step Problem Solving with Creativity and Metacognitive Reflection for System 2 Sections:*

   *2.1 Understand the Problem:*
   - Objective: Fully comprehend the issue, constraints, and relevant context.
   - Reflection: "What do I understand about this issue? What might I be overlooking?"
   - Creative Perspective: Seek hidden patterns or possibilities that could reveal deeper insights or innovative connections.

   *2.2 Analyze the Information:*
   - Objective: Break down the problem logically.
   - Reflection: "Am I considering all factors? Are there any assumptions that need challenging?"
   - Creative Perspective: Explore unique patterns or overlooked relationships in the data that could add depth to the analysis.

   *2.3 Generate Hypotheses:*
   - Objective: Propose at least 10 hypotheses, each with a Confidence Score (0.0 to 1.0) and Creative Score (0.0 to 1.0), reflecting originality, surprise, and utility.
   - Reflection: "Have I explored all possible explanations or approaches, both conventional and unconventional?"
   - Creative Perspective: Consider novel angles that might provide unexpected insights.

   *2.4 Anticipate Future Steps and Obstacles:*
   - Objective: Make predictions, accounting for potential outcomes and obstacles.
   - Reflection: "What challenges might I face? Is my plan flexible for different scenarios?"
   - Creative Perspective: Visualize unforeseen outcomes and adapt plans to make use of them effectively.

   *2.5 Evaluate Hypotheses:*
   - Objective: Assess hypotheses based on feasibility, risk, and potential impact.
   - Evaluation: Refine Confidence and Creative Scores as needed.
   - Reflection: "Am I unbiased in my assessment? Which options fit best with the overall objectives?"
   - Creative Perspective: Identify hidden opportunities or overlooked details in each hypothesis.

   *2.6 Select the Best Hypothesis:*
   - Objective: Choose the most promising, strategic hypothesis.
   - Reflection: "Why does this hypothesis stand out? How does it uniquely address the issue?"
   - Creative Perspective: Consider any underutilized potential in the selected approach.

   *2.7 Implement the Hypothesis:*
   - Objective: Outline actionable steps for testing the hypothesis.
   - Reflection: "Is this plan practical? What resources or preparation are required?"
   - Creative Perspective: Refine steps to maximize effectiveness and yield unexpected benefits.

   *2.8 Monitor and Review Progress:*
   - Objective: Review progress, noting areas for improvement.
   - Reflection: "What’s working well? What could be improved?"
   - Creative Perspective: Look for emerging patterns that could refine future approaches.

   *2.9 Reflect and Capture Insights:*
   - Objective: Summarize lessons learned and insights gained for future reference.
   - Reflection: "What new understanding has emerged from this process?"
   - Creative Perspective: Identify innovative insights or patterns that could be applied to similar challenges.

3. *Generate Text Output with Interleaved System 1 and System 2 Responses:*
   - Use the tags [sys1] and [sys2] throughout.
   - Aim for a lengthier, detailed response. Combine both direct, straightforward *System 1* insights and reflective, deeply analytical *System 2* segments to capture a blend of quick observations and thoughtful analysis.

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### *Example Input Text:*

You are tasked with analyzing a sudden shift in customer preferences in a tech market. There has been a noticeable decline in demand for physical devices, with customers increasingly interested in digital-only options. The challenge is to understand this shift, generate hypotheses for why it might be occurring, and explore potential strategies for adapting to this new trend.

---

### *Processed Output with System 1 and System 2 Thinking:*

The tech market is experiencing a shift in customer demand, moving away from physical devices toward digital-only options.

[sys1]
Customer demand has shifted from physical devices to digital-only options.
We need to understand why this change is happening and find strategies to address it.
Key factors may include cost, convenience, and technological trends.
[end sys1]

[sys2]
**2.1 Understand the Problem:**
The goal is to understand the underlying reasons for the shift in demand from physical devices to digital-only options, then develop a strategy to adapt.

*Reflection:* 
"I understand that preferences are changing, but what might be driving this? Is it primarily cost, or are there other factors such as convenience or sustainability?"

*Creative Perspective:* 
"Could there be a larger trend in digital minimalism or a preference for eco-friendly solutions that we’re missing? What unseen motivations might explain this shift?"

**2.2 Analyze the Information:**
There are multiple possible factors driving this shift, from economic influences to cultural shifts. It’s essential to isolate each factor and understand its impact.

*Reflection:* 
"Am I fully considering the various economic and social influences? Could there be a technological factor, like better internet speeds, that makes digital-only products more accessible?"

*Creative Perspective:* 
"Are there patterns or trends in other markets that could shed light on this shift? Could this be part of a larger trend toward virtual experiences?"

**2.3 Generate Hypotheses:**
1. Customers prefer digital options due to lower costs. (Confidence: 0.8, Creative: 0.4)
2. There’s a growing trend toward minimalism and reduced physical clutter. (Confidence: 0.7, Creative: 0.7)
3. Digital products offer greater flexibility and ease of use. (Confidence: 0.6, Creative: 0.6)
4. Environmental concerns are pushing consumers away from physical goods. (Confidence: 0.6, Creative: 0.8)
5. Advances in tech make digital-only options more functional. (Confidence: 0.8, Creative: 0.5)
6. Pandemic-era remote work increased demand for digital solutions. (Confidence: 0.7, Creative: 0.6)
7. Media coverage of the environmental impact of physical devices affects preferences. (Confidence: 0.5, Creative: 0.7)
8. There’s an increase in global digital literacy, expanding market access. (Confidence: 0.6, Creative: 0.6)
9. Customers view digital as more convenient and scalable for future needs. (Confidence: 0.7, Creative: 0.5)
10. Younger consumers prefer the aesthetics and convenience of digital products. (Confidence: 0.6, Creative: 0.6)

*Reflection:* 
"Have I considered all possible influences? Are there any surprising factors that could explain this shift?"

*Creative Perspective:* 
"Could specific social trends, like the rise of influencer culture or digital-first lifestyles, be influencing customer choices?"

**2.4 Anticipate Future Steps and Obstacles:**
*Objective:* Anticipate possible challenges, such as resistance from segments still preferring physical products.

*Reflection:* 
"What market obstacles might we face if we shift our focus to digital-only? Are there sub-segments that still prioritize physical products?"

*Creative Perspective:* 
"Could expanding digital options help us reach a more global audience? Are there emerging trends that we could leverage in our strategy?"

[end sys2]

[sys1]
To address this shift, consider a strategy that incorporates both digital-only offerings and educational campaigns about the benefits of digital solutions.
Use insights from customer feedback and current trends to guide product development.
Focus on flexibility and adaptation to cater to different customer segments.
[end sys1]


The present invention relates to aircraft landing gears for large aircraft, and more particularly to an apparatus and method of attaching wheel and brake assemblies to multi-wheeled aircraft landing gears.
Description of the Prior Art Systems
In order to more fully understand the invention hereinafter described it is necessary to understand the present methods of transferring brake torque (from brake to stationary structure) for different types of landing gear e.g., such as in single and twin axle gears for purposes of illustration.
Single and Twin Axle Gears
The simplest method of reacting brake torque from the brake to a stationary part of the gear, is by means of shear bolts in a flanged mounted construction. Typical configurations are shown in FIGS. 1 and 2 for single and twin axles respectively. FIG. 3 shows a typical arrangement of these shear bolts 10 relative to the brake hydraulic actuators, 11 and is common to both FIGS. 1 and 2. A hollow axle 12 is used for both types of gears, and is prevented from rotating relative to the gear inner cylinder 15 by a lock pin 13.
Application of the present invention for these types of gears is impractical as there is no relative rotation between the pressure plate assemblies 28 and the gear inner cylinder 15, during gear retraction, and consequently brake compensating links are not used. In addition, there is probably no requirement for main gear steering for these types of gears.
Gears with Two (or more) Axles
The most common of these gears is the four-wheeled truck type, but the more recent six wheeled truck arrangements (shown in FIGS. 4 and 5) are types of gears more likely to be utilized as aircraft get larger and heavier.
Landing gears with 4-wheel trucks cannot have rigid flange mounted brake connections, due to the rotation of the truck assembly 16 relative to the inner cylinder 15 during landing, taxiing, and during retraction. (Differences between FIGS. 4 and 6 illustrate this rotation.) This also applies to the fore and aft axles of 6-wheeled trucks. In these cases, the brake torque for each individual brake, is transmitted to the non rotating inner cylinder 15 by means of a pin jointed link, generally known as a brake compensating link 17 Fore and 17 Aft.
The brake compensating link pin joints are shown as 20, 21, and 22 in FIGS. 4 and 5, and are of course, left and right handed. In most brake designs the brake xe2x80x9cStatorxe2x80x9d assemblies 27 and 29 includes the brake pressure plates 28 which contains the brake hydraulic actuators, 11 and is held stationary against rotation (around the axle) by the Compensating Links 17 fore and 17 aft, during the braking operations. The pressure plate assembly, (although located on the axle, is allowed to revolve on that axle as the angle xe2x80x9cxcex8xe2x80x9d varies during the gear retraction (see FIG. 6).
Problems with Prior Art Systems When Main Gear Steering is a Requirement
In order to meet the main gear steering requirements, brake compensating links 17 fore and aft, have to align with the steered wheels (see FIG. 8). Such a steering angle (20xc2x0 minimum) would be in excess of the angular movement of ball joints are used in brake compensating links, and which usually have operating limits of +/xe2x88x9215xc2x0 Max.
The presence of a conventionally installed brake compensating link 17 restricts the inboard excursion of the tire during main gear steering (see FIG. 8).
Full efficiency of brake compensation is not maintained when braking and steering occur simultaneously. Brake compensating links axle geometry deviates from a true parallelogram as the steering angle increases.
U.S. Pat. No. 3,403,875 (Hartman) discloses a landing gear in which the brake is mounted on the end of a non-rotating axle stub where the wheel assembly slips over the brake and axle stub, engaging the rotating brake disks by splines on the inside of the hollow axle. The wheel bearing is mounted around the axle stub and the wheel bolts to the outer race of the bearing.
U.S. Pat. No. 4,659,040 (Sinclair) discloses a landing gear truck in which the two rear wheels can swing relative to the front wheels to allow steering at relatively small radii without excessive tire scuff. In this braking system one wheel is fixed to a rotatable common axle while the other wheel is free to rotate about the axle. The braking system is all concentrated in the vicinity of the free wheel where the free wheel is braked and the axle is braked thus braking the other wheel.
It is an object of the present invention to provide a structure between adjacent wheel brakes which rigidly joins the right-band brake stator 27 to the left-hand brake stator 29 (see FIG. 9). This structure is then capable (when assembled to the gear truck beam 16) of rotating in the plane of axle rotation during retraction, and reacts the brake torque by means of a single compensating link 31, per pair of wheels. A single compensating link 31 permits larger steering angles compared to a conventional double link arrangement, due to the flexibility of its installation position, and its independence of the steerable components. If for installational reasons, a double link is necessary, the present invention would still favor larger steering angles.
In contrast to prior systems having a maximum steering angle of xc2x18xc2x0, the present axle/brake plate integration removes at least this constraint. The present system""s ability to move links toward the center of the truck, results in increased clearance between the tire and the compensating rod consequently allowing more steering capacity, about an additional 7xc2x0.
More importantly, the single compensating links"" geometry, being independent of the wheel steering angle, maintains the characteristics of a parallelogram with the wheel axles, even during steering. Present systems cannot achieve, this completely as the conventional compensating link tries to lengthen or shorten, depending upon which direction the wheel is being steered, due to one end of each link being fixed. (See FIGS. 8 and 8A particularly with regard to components 22/22A, and 20/20A.)
Although the effect is undoubtedly small, the inability of the conventional geometry to maintain a parallelogram with the axles, induces out of balance forces and moments to the truck beam and links during steering. The present invention eliminates this possibility.
The word xe2x80x9cparallelogramxe2x80x9d is partially defined in FIGS. 4 and 6. The parallelogram is described in those two figures by the points 20, 23 and 21, 24, and 22, 25. The lengths between brake rod points (20 and 21), and (21 and 22), are identical to lengths between axle points (23 and 24) and (24 and 25) respectively, and the distances between (23 and 20) and (24 and 21) and (25 and 22) are all identical also, and is therefore a parallelogram.
This configuration remains a parallelogram no matter what attitude the main cylinder (15 and 30) relative to the centerline connecting the axles (25, 24 and 23) happened to be.
It is desirable that point 24 (the point of rotation between the main cylinder (15 and 30) be on the same waterline as that of the axles 25, 24 and 23. If, for other reasons of design, point 24 is not on the desired waterline, then an out of balance turning moment occurs in the truck when the brakes are applied, and the result is such that there is an ever increasing tendency particularly in the taxiing mode, for the front axle to become overloaded, and the rear axle to lift off the ground. This situation can be overcome by positioning the brake rods such that the instantaneous centers of both the rods and axles intersect each other at the static ground line.
Unfortunately, this process allows a truck to be fully balanced only when the gear system is in the static position which is the most important case. However, for all other gear attitudes (usually during gear retraction or extension), dampers can be used to reduce or eliminate any unbalanced moments on the truck when the brakes are applied. Such dampers are used extensively, but usually for truck positioning purposes only. Their function as a means of reducing, or eliminating this unbalance moment is probably not taken into account.
The reason that the single brake rod would be preferred is that its positioning (nearer to the C/L of the truck) allows the wheel and tire assembly more angular movement, (i.e., xc2x115 degrees approx. max.) This angle is sometimes less, depending upon the wheel well door opening size or the strength of character of the gear designer.
It must be understood that tire, wheel and brake rotors rotate from the start of an aircraft""s takeoff roll, to the time when either internal friction overcomes the momentum of the mass of that assembly when airborne, or the pilot applies the brakes prior to the gear entering the wheel well. This means that for the latter, (and for all instances of brake application) the torque that develops at each brake must be reacted by two equal but opposing forces, acting parallel to each other. Both of these forces leave or enter the first available stationary structure (main inner and outer cylinders), one via the compensating link (single or double), and the other via the truck itself (see FIG. 4A).