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]


Paul Valéry University, Montpellier III

Paul Valéry University of Montpellier (), also known as  or UPVM (official acronym) or Montpellier III (UM3, until early 2015), is a French university in the Academy of Montpellier. It is one of the three successor universities to the University of Montpellier, specialising in the arts, languages and social sciences.

The university is a member of the Coimbra Group, an association of long-established European multidisciplinary universities of high international standard.

History 

The University of Montpellier, founded on 26 October 1289 through a bull issued by Pope Nicholas IV combining the schools of Medicine, Arts and Law, is the third university founded in France, following those of Paris and Toulouse.

In 1939, the new Faculty of Humanities was built in the city centre, facing Saint Paul's Cathedral on the rue du Cardinal de Cabrières (currently home to part of the University of Montpellier 1's Law Faculty), and inaugurated by the then Dean Augustin Fliche.

Having become too cramped, the university moved in 1966 to a campus of over 10 hectares in the north of the city (route de Mende), close to the University of Montpellier II's new campus. In order to avoid confusion with the University of Montpellier 2, the architectural aesthetic was very carefully selected and large green spaces created.

In 1970, the former faculties formed three separate universities (Montpellier I, II and III). The Faculty of Arts, Languages, Social Sciences and Humanities becoming the "University of Montpellier III", whilst also taking on the name of Paul Valéry as a homage to the Sète-born writer who studied in Montpellier.

In 1986 a new building comprising three lecture theatres (one seating 800 students) was built.

In 1998, a second University campus was built in Béziers on the site of the former Duguesclin barracks.

Since 2002, all Nîmes students have been included in the University of Nîmes and are no longer part of the University of Montpellier III.

In 2015, the Universities of Montpellier I and II merged to be the University of Montpellier. Therefore, the University Paul Valéry of Montpellier III became University Paul-Valéry of Montpellier (UPVM).

A move of the University's UFR 5 (psychology and sociology department) is currently being planned to the Saint-Charles site in Montpellier city centre.

Notable Alumni 
 Ahmad Kamyabi Mask, professor emeritus of comparative literature and theatrical studies
 Élisabeth Guigou, French socialist politician
 Étienne Leenhardt, French journalist and editor

Student life 

Student life is coordinated through the Maison des Étudiants, a place for students' activities, freedom of expression, clubs and societies.

Its aim is to help students realise their own ambitions, allowing them to open up and develop a place for creation, as well as cultural and campus activities.

The Maison des Étudiants and its "Jean Moulin" function room are an important centre for student life on campus, playing host to: dance, music, theatre and first aid classes, as well as conferences, film screenings, debates, exhibitions, solidarity and cultural days, concerts and student evenings, amongst others.

Representative student organisations 
Following the student elections of 30 and 31 May 2006 (postponed due to the anti-CPE blockades in March) marked by a low level of participation of around 5% (but a strong one from the Béziers campus of nearly 20%), the representative student organisations are as follows:

 Tribune Étudiante, Confédération étudiante, Avis Culturel : 4 elected to the CA, 4 elected to the CEVU
 UNEF : 3 elected to the CA, 3 elected to the CEVU
 Sud étudiant : 3 elected to the CA, 3 elected to the CEVU
 Melting-Pot : 2 elected to the CA, 2 elected to the CEVU, 1 elected to the CS
 Caraïbe Afrique Solidarité Étudiante (The CASE) : 1 elected to the CA, 1 elected to the CEVU
 Corpo Lettres Epsylone : 1 elected to the CA, 1 elected to the CEVU
 UNI : 1 elected to the CA, 1 elected to the CEVU
 La liste Culturelle étudiante : 1 elected to the CEVU
 Association Contact : 1 elected to the CS
 Étudiants solidaires : 1 elected to the CS
 Réseau doctorant UPV : 1 elected to the CS

Other active associations 
All student associations do not inevitably participate in representative student elections but are not less active. Numerous cultural associations, such as Asso7, ECUME or l'Écran et son Double, actively participate in campus activities.

The associations and student unions are housed in the "Maison des Etudiants", found on the north side of campus near the Vert Bois university restaurant.

See also

 Cercam
 University of Montpellier
 List of public universities in France by academy
 Coimbra Group

References 

Category:University of Montpellier
Category:Educational institutions established in 1970
Category:1970 establishments in France
Category:Universities and colleges in Montpellier