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.

---

### *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]


india

Updated: Jun 01, 2019 19:55 IST

Parties in Tamil Nadu including the DMK Saturday strongly opposed the three language formula’s continuation proposed in the draft National Education Policy alleging it was tantamount to “thrusting” Hindi and wanted it junked.

The Tamil Nadu government said it would continue with the two-language formula, seeking to cool frayed tempers.

Senior Congress leader P Chidambaram in a series of tweets in Tamil said: “what is the meaning of three language formula in schools? The meaning is they will make Hindi a compulsory subject...”In another tweet, he said “If Hindi language is a compulsory subject its import is imposition of Hindi.””The BJP government’s real face is beginning to emerge...” he also tweeted.

Meanwhile, “#StopHindiImposition, #TNAgainstHindiImposition trended on the microblogging site Twitter.

The three language formula which bats for Hindi from “pre-school to class 12 was a big shocker,” and the recommendation would “divide” the country, DMK chief M K Stalin said.

The draft policy prepared by a panel led by eminent scientist K Kasturirangan was unveiled on Friday.

Recalling the anti-Hindi agitations beginning as early as 1937 in Tamil Nadu, the DMK leader in a statement here said since 1968 the State was following the two-language formula of learning only Tamil and English.

The DMK would never tolerate imposition of Hindi and strongly oppose it. “Still, I believe that the Central BJP government will not make way for another language stir,” he said.

The Dravidian party also said recommendations like “Gurukula” mode of education, teaching Sanskrit and sending Hindi teachers from Hindi speaking States to non-Hindi speaking States would in due course cause a “big danger” to non-Hindi speaking people.

The recommendations, the DMK said rather than lifting the standards of education has led to doubts that it had “ulterior motives” like imposition of Hindi on non-Hindi speaking States and thrusting Sanskrit in schools.

Recalling Jawaharlal Nehru’s assurance that English would continue to be in use till such time desired by non-Hindi speaking States, he also pointed out that the State had enacted years ago a Compulsory Tamil Learning Act.

Demanding the Centre to reject the draft recommendations which was “imposition,” of Hindi under the garb of three-language formula, he said his party MPs would voice their strong opposition in Parliament as soon as the House was convened.

Taking potshots at the AIADMK for being what it called a “yes master,” to the Centre, he wanted Chief Minister K Palaniswami to strongly oppose it and if not remove the words “Anna,” and “Dravida,” from his party’s name.

The AIADMK is an abbreviation for All India Anna Dravida Munnetra Kazhagam.

The BJP must never even dream to implement three language formula in Tamil Nadu and such a “greedy dream,” would lead to “catastrophic,” consequences for them, he said.

Parties including the CPI and BJP’s ally in the Lok Sabha polls, the PMK too alleged the recommendation on the three language formula was “imposition of Hindi” and wanted scrapping it.

Makkal Needhi Maiam chief <PRESIDIO_ANONYMIZED_PERSON> said “be it language or a project, if we do not like that, it should not be forced on us.” He said his party would pursue legal options against it.

Education Minister K A Sengottaiyan told Puthiya Thalaimurai Tamil news channel: “There will be no deviation from the two-language formula followed in Tamil Nadu. Only Tamil and English will continue to be taught in our State.”The draft National Education Policy, 2019 available on the government website said the three-language formula will need to be implemented in its spirit throughout the country, promoting multilingual communicative abilities for a multilingual country.

Schools in Hindi speaking areas should also offer and teach Indian languages from other parts of India, it said.

The three language formula, followed since the adoption of the National Policy on Education 1968 and endorsed in subsequent years will be continued.

Since research now clearly showed that children picked up languages quickly between the ages of 2 and 8, and moreover that multilingualism has great cognitive benefits to students, children will now be immersed in three languages early on, starting from the foundational stage onwards, it said.

“...students who wish to change one of the three languages they are studying may do so in Grade 6, so long as the study of three languages by students in the Hindi-speaking states would continue to include Hindi and English and one of the modern Indian languages from other parts of India, ...

while the study of languages by students in the non-Hindi-speaking states would include the regional language, Hindi and English.”Also, every student will take a fun course on “The Languages of India” sometime in Grades 6-8.

The draft policy said India also has “an extremely rich literature in other classical languages, including classical Tamil, as well as classical Telugu, Kannada, Malayalam, and Odia, in addition to Pali, Persian, and Prakrit; these classical languages and their literatures too must be preserved for their richness and for the pleasure and enrichment of posterity.”A choice of foreign languages like French and German, would be offered and available to interested students to choose as electives during secondary school.

(This story has been published from a wire agency feed without modifications to the text. Only the headline has been changed.)